Era 14 Contemporary United States: Domestic Policies (1970–Today)

www.njcss.org

Engaging High School Students in Global Civic Education Lessons in U.S. History

The relationship between the individual and the state is present in every country, society, and civilization. Relevant questions about individual liberty, civic engagement, government authority, equality and justice, and protection are important for every demographic group in the population.  In your teaching of World History, consider the examples and questions provided below that should be familiar to students in the history of the United States with application to the experiences of others around the world.

These civic activities are designed to present civics in a global context as civic education happens in every country.  The design is flexible regarding using one of the activities, allowing students to explore multiple activities in groups, and as a lesson for a substitute teacher. The lessons are free, although a donation to the New Jersey Council for the Social Studies is greatly appreciated. www.njcss.org

During the last quarter of the 20th century and the first quarter of the 21st century, the United States and the world experienced rapid changes in the environment, technology, human rights, and world governments. During this period there were three economic crises, a global pandemic, migrations of populations, and a global pandemic. There were also opportunities in health care, biotechnology, and sustainable sources of energy. The debate over individual freedoms, human rights, guns, voting, affordability, and poverty were present in many countries, including the United States.

As the United States became more diverse and inclusive after the 1965 Immigration and Nationality Act, our population became divided on the assimilation of immigrants and restricting the number entering the United States.  The civil liberties in our constitution become challenged as people wanted “law and order.” One civil liberty that has weakened over time is the “Miranda Warning” from the U.S. Supreme Court decision in Miranda v. Arizona, (1966).

“Ernesto Miranda was convicted on charges of kidnapping and rape. He was identified in a police lineup and questioned by the police. He confessed and then signed a written statement without first having been told that he had the right to have a lawyer present to advise him (under the Sixth Amendment) or that he had a right to remain silent (under the Fifth Amendment). Miranda’s confession was later used against him at his trial and a conviction was obtained. When Miranda’s case came before the United States Supreme Court and the Court ruled that, “detained criminal suspects, prior to police questioning, must be informed of their constitutional right against self-incrimination and the right to an attorney.” The court explained, “a defendant’s statement to authorities are inadmissible in court unless the defendant has been informed of their right to have an attorney present during questioning and an understanding that anything, they say will be held against them.” The court reasoned that these procedural safeguards were required under the United States Constitution.”

Miranda rights typically do not apply to individuals stopped for traffic violations until the individual is taken into custody. There are four rights that are usually read to someone about to be interrogated or detained against their will.

  • The Right to Remain Silent: You are not obligated to answer any questions from law enforcement.
  • Anything You Say Can Be Used Against You: Statements you make during questioning can be presented as evidence in court.
  • The Right to an Attorney: You have the right to consult with a lawyer before answering questions and to have one present during interrogation.
  • If You Can’t Afford a Lawyer, One Will Be Provided: This guarantees access to legal counsel, regardless of your financial situation.

This basic civil liberty has weakened over time giving more power to the police (government).  This power has resulted in forced confessions, false statements by the police, accusations of resisting arrest by not providing the police with basic information, and delaying the reading of the Miranda Warning.  In Vega v. Tekoh (2022), the U.S. Supreme Court held, Miranda warnings are not rights but rather judicially crafted rules, significantly weakening this civil liberty as a constitutional protection. 

Unlike in the United states, in Japan, individuals are presumed guilty. There is no right to remain silent or the offer of a lawyer. Many people, including juveniles, may be detained for months as the authorities try to obtain a signed confession. Most people are unaware of these practices because of Japan’s reputation as a democracy and their international human rights record.

“Tomo A., arrested in August 2017 for allegedly killing his six-week-old child by shaking. He spent nine months in detention awaiting trial, and during that time, prosecutors told him that either he or his wife must have killed their baby and his wife would be prosecuted if he did not confess. He was acquitted in November 2018.”

Bail is not an option during the pre-indictment period and it is frequently denied after a person is indicted of a crime. Bail, when granted, is limited to a maximum of 10 days with an appeal for an additional extension of up to 23 days. Individuals who are released, are watched closely and new arrests are fairly common.

“Yusuke Doi, a musician, was held for 10 months without bail after being arrested on suspicion of stealing 10,000 yen (US$90) from a convenience store. His application for bail was denied nine times. Even though he was ultimately acquitted, a contract that Doi had signed with a record company prior to his arrest to produce an album was cancelled, resulting in financial loss and setting back his career.”

Police often use intimidation, threats, verbal abuse, and sleep deprivation to get someone to confess or provide information. The Japanese Constitution states that “no person shall be compelled to testify against himself” and a “confession made under compulsion, torture or threat, or after prolonged arrest or detention shall not be admitted in evidence.”

The accused are not allowed to meet, call, or even exchange letters with anyone else, including family members. Many individuals interviewed by Human Rights Watch cited this ban on communications as a cause of significant anxiety while in detention.

In 2015, Kayo N. was arrested for conspiracy to commit fraud. Kayo N. said that she worked as a secretary at a company from February 2008 to October 2011. In December 2008, the company president asked her to become the interim president of another company owned by her boss while a replacement was sought. She said that she was unaware that the company only existed on paper and that her boss had previously been blacklisted from obtaining loans. After her arrest and detention, the judge issued a contact prohibition order on the grounds that she might conspire to destroy evidence. Kayo N. was not allowed to see anyone but her lawyer for one year, could not receive letters, and could only write to her two adult sons with the permission of the presiding judge.

She said: “After I was moved to the Tokyo detention center, I was kept in the “bird cage” [solitary confinement] from April 2016 to July 2017. It was so cold that it felt like sleeping in a field, I had frostbite. I spoke only twice during the day to call out my number. It felt like I was losing my voice. The contact prohibition order was removed one year after my arrest. However, I remained in solitary confinement.

Kayo N. said she did not know why she had been put in solitary confinement. She says that police also interrogated her sons to compel her to confess. The long trial process also exacerbated financial hardships. She was sentenced to three years’ imprisonment.”

Japan has a 99.8 percent conviction rate in cases that go to trial, according to 2021 Supreme Court statistics.

Questions:

  1. Should the rights of an individual receive greater or lesser weight than the police powers of the state when someone is accused of a criminal offense?
  2. How can the Miranda rights be protected and preserved in the United States or should they be interpreted and implemented at the local or state level?
  3. How is Japan able to continue with its preference for police powers when international human rights organizations have called for reform?
  4. In the context of detainment by federal immigration officers in the United States in 2026, do U.S. citizens (and undocumented immigrants) have any protected rights or an appeal process when detained without cause?

How to Interact with Police (Video, 20 minutes)

The Erosion of Miranda (American Bar Association)

Vega v. Tekoh(2022)

Japan’s “Hostage Justice” System (Human Rights Watch)

Caught Between Hope and Despair: An Analysis of the Japanese Criminal Justice System (University of Denver)

Activity #2: Gun laws in United States and New Zealand

Since 1966, 1,728 people have been killed and 2,697 injured in mass public shootings in the United States. The definition of a mass shooting is three or more individuals being killed. (Investigative Assistance for Violent Crimes Act, 2012) The U.S. Federal Bureau of Investigation does not define a mass shooting with a specific number of deaths. Technology, especially the production of ‘ghost guns’ with   3-D printers has contributed to gun violence.  Handguns are used in 73% of mass shootings and rifles, shotguns, assault weapons, and multiple weapons are also used.

Before 2008, the District of Columbia prohibited the possession of usable handguns in the home. This was challenged by Dick Heller, a special police officer in the District of Columbia who was licensed to carry a firearm while on duty. He applied to the chief of police for permission to have a firearm in his home for one year. The chief of police had the authority to grant a temporary license but denied the license to Dick Heller, who appealed the decision in a federal court.

The Second Amendment states that “A well-regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed.” Several state constitutions give citizens the right to bear arms in defense of themselves and outside an organized state militia. Individuals used weapons against Native Americans and enslaved individuals.

The United States has the highest number of registered guns per person in the world. Estimates range from 300 million (one per person) to over 400 million. Even with effective legislation on restricting guns, these weapons would still be availabile. Approximately 10 million firearms are produced annually.

A discussion in your classroom might focus on the debate within the state legislatures during the ratification of the Constitution regarding the use or arms for a state militia and the right of individuals to carry weapons for hunting.  The Bruen decision (2022) requires that gun laws today need to be consistent with the historical understanding from when the states ratified the Bill of Rights.

1. Is this requirement possible and relevant? In 1789 people hunted for their food and today people go shopping in supermarkets.   In 1789, the federal government relied on states to support an army and today we have a highly trained military.  

2. Has the technology on producing guns change the right to keep and bear arms? Assault weapons and the production of ghost guns did not exist 200 years ago.

3. Should the need to restrict the right to keep and bear arms be consider as a result that the population of the United States is now over 300 million?  A significant portion of the population lives in urban areas with high-rise apartment complexes. Should the history of previous centuries alongside the mass shooting events of the 21st century,  be careful considered in the debate to restrict gun ownership?

March 15, 2019 marks one of the darkest days in New Zealand when 51 people were killed and 50 others wounded when a gunman fired at two mosques in the city of ChristChurch.  This was the worst peacetime mass shooting in New Zealand’s history. Within one month New Zealand’s Parliament voted 119-1 on a nationwide ban on semi-automatic weapons and assault rifles.  The gun reform law also set up a commission to establish limits on social media, accessibility to weapons, and education.  In addition to the sweeping reform of gun laws, a special commission is being set up to explore broader issues around accessibility of weapons and the role of social media.

Australia also introduced a ban on automatic and semi-automatic weapons and restrictive licensing laws after a mass shooting in 1996.  Some states in the United States have enacted strict laws restricting ghost guns (New Jersey, Oregon) and automatic weapons (New Jersey). However, the debate has been contentious in these states and the almost unanimous vote in New Zealand is not likely in the United States.

Questions:

  1. How significant would restrictive legislation in the United States be in curtailing mass shootings and/or murders?
  2. In addition to the influence of the gun lobby in the United States, what is the next most powerful influence against gun reforms in the United States?
  3. Is it possible for states to have their own restrictive gun laws with the Bruen decision by the U.S. Supreme Court?
  4. Why do you think restrictive gun laws were enacted in New Zealand and Australia? (absence of a constitutional protection, common national identity, religious beliefs, culture, leadership by the government, public outrage, etc.)
  5. As a class, do you think gun reform laws in the United States are possible in the next 5-10 years?

District of Columbia v. Heller(2008)

Why Heller is Such Bad History(Duke Center for Firearms Law)

15 Years After Heller: Bruen is Unleashing Chaos, But There is Hope for Regulations(Alliance for Justice)

Mass Shooting Factsheet (Rockefeller Institute of Government)

Gun Ownership in the U.S. by State (World Population Review)

Gun Control: New Zealand Shows the Way(International Bar Association)

Firearms Reforms (New Zealand Ministry of Justice)

Activity #3: Affordability in the USA and Italy.

According to the Congressional Research Service (CRS), poverty has decreased in the United States from 15% 2010 to 11.1% in 2023, and in 2025 it is estimated to be 9.2%.  Poverty is measured both as the number of people below a defined income threshold of $31,200 for a family of four in 2025 (absolute poverty or below the poverty line) and as a quality of life issue for people living in a community. (relative poverty)  Source

Figure 1. Official Poverty Rate and Number of Persons in Poverty: 1959 to 2023

(poverty rates in percentages, number of persons in millions; shaded bars indicate recessions)

Unfortunately, poverty rates vary by sex, gender, and race. The current ‘affordability’ crisis in the United States is an example of relative poverty with many complex factors contributing to it.

Figure 4. Official Poverty Rates by Race and Hispanic Origin: 2023

A general guideline for budgeting housing expenses (rent or mortgage) is 33% of a household income, although expenses for rent and mortgage will vary by zip code.  The U.S. Census Bureau reported a per capita income of $43,289 (in 2023 dollars) for 2019-2023, while the Federal Reserve Bank reported a personal income per capita of $73,207 for 2024.  Personal income is the total earnings an individual receives from wages, salaries, investments and government benefits before income taxes are deducted. For your discussion consider the following based on $73,207 for one person. A family of four income with two working adults would be $146,414.

Federal Taxes (22%) $16,104

NJ State Taxes (5%) $3,660.

Housing (33%) $24,156 ($2,000 a month)

Food (10%) $7,300 ($140 per week)

Auto Transportation (15%) $10,980

Discretionary Spending (15%) $10,980

Consider the discretionary expenses in your family for phones, cable and internet, car lease or loan payments, vacation, gifts, savings, clothing, credit card debt, education, etc.

As incomes rise people spend more money on food, but it represents a smaller share of their income. In 2023, households with the lowest incomes spent an average of $5,278 on food representing 32.6% of after-tax income. Middle income households spent an average of $8,989 representing 13.5% of after-tax income) and the highest income households spent an average of $16,996 on food representing 8.1 percent of after-tax income.

The starting salary for many individuals with a four-year college education is about $70,000. Living in New Jersey is more expensive than living in many other states but for the purpose of discussion, we will use New Jersey as our reference.

The poverty rate in Italy is 9.8%, similar to the rate in the United States. However, the poverty rate for individuals below the poverty line (income level) is 5%.  Approximately half of the people in poverty are living in southern Italy.  Two contributing factors are the continuing effects from the government shutdown during the Covid-19 pandemic in 2020 and an aging population. These factors are related to Italy’s high unemployment rate of 6.8% (2024), which is higher than the 4.4% in the United States, weak GDP growth of less than 1%.  With a per capita income of $39,000 USD, Italy also has an affordability crisis.  The per capita income in Italy is about one-half of the per capita income in the United States.

In 2017, Italy approved a program of “Inclusion Income: which has been reformed twice since its adoption. Under the current (2024) “Income Allowance” about 50% of the population receives supplemental income. This program supports economic upward mobility through education and health care. Italy has partnered with the World Bank to support this program.  Another benefit of the program is that poverty is not increasing and will be significantly reduced over time.

Questions:

  1. Is the solution for affordability a higher minimum wage, lower taxes, price controls on food and housing, a guaranteed minimum income, or something else?
  2. Is it possible to lower the poverty rate through education and effective budgeting skills?
  3. Where do most Americans overspend their money and how can this best be corrected?
  4. Are transfer payments by the government (child care, Medicaid, Social Security, Unemployment Insurance, SNAP), wasteful or helpful?
  5. As a policy maker in the federal or state government, what is the first action you would take to address the affordability problem in the United States or in your state?
  6. How is Italy addressing the causes of poverty in addition to providing a guaranteed income to support people and families with basic needs?
  7. How is Italy financing its program and is it cost effective?
  8. Are tax cuts or tax credits an effective policy to assist people facing affordability issues?

7 Key Trends in Poverty in the United States (Peter G. Peterson Foundation)

United States Country Profile (World Bank)

Poverty in the United States: 2024(U.S. Census)

2025: Kids Count Data Book (Annie E. Casey Foundation)

Italy’s Poverty Reduction Reforms(World Bank)

Evolving Poverty in Italy: Individual Changes and Social Support Networks(Molecular Diversity Preservation International, MDPI)

ISTAT Report: Poverty and Inequalities in Italy(EGALITE)

Italy’s Fight Against Global Poverty (The Borgen Project)

Voter participation is based on many factors and the structure for electing representatives to Congress is complex and is related to the selection of electors in each state who vote for the president and vice-president every four years.  In the first 25 years of the 21st century, voting has changed significantly in the United States regarding the way citizens vote and in the definition of a legally registered voter. In this activity, you will discuss and analyze the issues of gerrymandering, voter participation, and voter eligibility in the United States and compare our process with voter participation in Greece.

Every 10 years, states redraw the boundaries of congressional districts to reflect population changes reported in the census. The purpose is to create districts/maps that elect legislative bodies that fairly represent communities. In 1929, the number of representatives for the population was set at 435. In the 1920s the debate about fairness was between urban and rural populations and today it is between racial and ethnic populations and political parties. This practice is ‘partisan gerrymandering’. In 2019, the Supreme Court ruled in Rucho v. Common Cause, that gerrymandered maps cannot be challenged in federal court.

Partisan gerrymandering is undemocratic when one party controls the process at the state level.  Cracking is a strategy that places some voters in districts that are a a distance from their immediate geographic area, making it very difficult for them to elect a candidate from their political party preference or racial or ethnic group. The majority of voters in New Jersey favored the Democratic Party making it difficult to establish districts that are fair to residents who favor the Republican Party. The issue of fairness may conflict with what is considered legal, fair, and constitutional. This complexity should engage students in a lively debate regarding its relationship to voter participation.

After the 2020 census, Republicans controlled the redistricting process in more states than Democrats.

In Illinois, the Democratic majority designed the congressional map limiting Republicans to just 3 of 17 seats. The use of algorithms and artificial intelligence are assisting the drawing of partisan districts.  South Carolina offers an example of racial bias in a reconfigured district in Charleston that removed many Black voters. However, when challenged under the Voting Rights Act of 1965, the new design was defended based on politics rather than race or ethnicity.

Section 2 of the Voting Rights Act has been challenged in the federal courts and amended in 1982. The decision in Village of Arlington Heights v. Metropolitan Hous Development Corporation (1977) is the current standard regarding a requirement that discrimination would actually harm minority voting strength. This standard is more difficult to prove than an expectation that it might be discriminatory. In 2013, a requirement of photo identification in North Carolina was challenged in Shelby County v. Holder but there was insufficient evidence to meet the standard of discrimination.

Voting is basically controlled by the states, although they must be in compliance with federal laws regarding elections for Congress and the President. Every state, except North Dakota, requires citizens to register to vote. Voter registration can help prevent ineligible voters from voting. The registration process generally includes identification to validate age, residency, citizenship, and a valid signature or state ID. Registration also prevents people from voting multiple times and someone stealing their ballot and submitting it.

There are different ways to measure voter participation regarding trends over time, in years when voters elected a governor or president, by age, race, or ethnicity, when a popular issue was on the ballot, etc.  In New Jersey, voter participation is generally less than 50% of the population.

In presidential elections, the voter turnout is between 60% and 70% on average. New Jersey has more than 70% of the population voting. Efforts to increase voter participation include early voting, mail-in ballots, and extended hours at polls.

Greece

Voter Participation:

Voter participation rates in the European Union are less than 50%. The democracies in most European Union countries have multiple political parties, unlike the United States which has two major parties. One of the reasons for the lower voter turnout is pessimism regarding both the candidates and issues. The voter participation rate in Greece is above the average of EU countries, and we will use this as our case study.

In 2025, Greece’s political scene is dominated by the center-right party, New Democracy. The largest opposition party is the SYRIZA, a left wing of progressive party. Some of the current problems or issues facing the people in Greece are high prices, health care, and public safety. The Russia-Ukraine War and the authoritarian government in Turkey are also concerns.

The survey revealed a significant and concerning trend, with recent elections showing record-high abstention rates—46.3% in the June 2023 national elections and 58.8% in the June 2024 European elections. A recent scandal in Greece also impacted the election involving a spyware tool, Predator, which has been associated with associates of the current Prime Minister, Kyriakos Mitsotakis. The illustration below is a guide to the numerous ideologies of the political parties in Greece. There are also restrictions on the freedom of the press, which fosters a credibility gap between the people and their government.

Questions:

  1. Why do you think the U.S. Supreme Court ruled that racial gerrymandering is illegal but partisan gerrymandering is permitted?
  2. In Rucho, the U.S. Supreme Court acknowledged that partisan gerrymandering may be “incompatible with democratic principles.” Do you agree or disagree? Explain your answer.
  3. Even though gerrymandering may benefit one political party over another, it is the people who elect the state representatives who draw the maps for the congressional districts. Is this practice fair or unfair?
  4. What is the best way to significantly increase voter participation in the United States, Greece, and other countries?
  5. Are the requirements for voter registration and proof of identification significant restrictions on voters?
  6. To what extent is voting in New Jersey fair for all eligible voters?

Election Guide: United States(International Foundation for Electoral Systems)

Election Guide: Greece(International Foundation for Electoral Systems)

United States(Freedom House)

The Permanent Apportionment Act of 1929(U.S. House of Representatives)

Freedom to Vote Act(Brennan Center for Justice)

Greece(Freedom House)

Why Greeks are staying Away from the Polls: Key Insights into the 2023-2024 Survey(Kapa Research)

Book Review-Britain Begins, by Barry Cunliffe

The author tells the story here of both England and Ireland because they cannot be separated easily.  Since the very beginning of humans’ time in that part of the world, both lands and cultures were connected.  It is that united history that leads the way in this incredible story of the sometimes icy, sometimes verdant northern reaches of civilization.

The reader will find here exciting and revealing chapters in the history of movements throughout the pre-historic, Celtic, Roman, Anglo-Saxon, Norman, and modern times of the isles.  There are clear and helpful illustrations, and there is enough information here to fill any semester-long course on the history of England, or rather Albion, as it was first called by those who were using formal language.

The author paints rich stories onto a canvas of what was once a chilly ice-covered region and which came to be a world power.  The author makes use of language, tools, science, history, and other major fields to tell about the different eras of the isles.

            The years of the Celts are very intriguing ones, indeed.  Cunliffe speaks of the idea that there were two entirely distinct waves of movement among them—including Iberia, Britain, Ireland, Scotland, Brittany, and Wales (pp. 248-249).  He also speaks to the idea that the Celts started in the north and later in one era migrated as a large group southward to Brittany (p. 428).  He has a number of additional theories related to this and other good examples of “movement.”

            Another very interesting idea is that language, culture, and tools were shared up and down the west coast of Europe and up between the isles—a sort of “Atlantic” civilization (p. 344) emerging over time among the Celts.  This explains linguistic and other hints pointing to migrations and movements up and down the coast—as opposed to some earlier notions of “Spanish” Celts trudging only northward to the further reaches of what came to be the UK.

            Cunliffe talks about the notion of Celts moving southward—starting in Scotland and Ireland and coming down into Europe along the Atlantic.  The author uses many different sorts of proof to advance this theory, at the same time he asks additional questions.    

Teachers will be able to use this big book in a variety of ways.  First and foremost, it is important personal reading for any teacher interested in social studies in general and in the history of English-speaking people specifically.  Understanding the history of northwest Europe is helpful in understanding the intricate connections among the Celts and Europeans, the British and the Irish, and the Scandinavian and Germanic stock among the English.

Another important use is for helping students understand the power of “movement” among peoples, the conflicts created and agreements forged, and the resulting cultural and linguistic differences and similarities resulting from peoples coming into contact.  The notion of movement relates also to the travelling ideas, tools, traditions, names, weapons, foods, trades, and books, later.  Any standards and benchmarks related to movement are connected through teacher use of this book as a reference and resource.

Yet another good use of this volume is a textbook for a college-level course in history, of course.  Because it covers so very much information, it could also be used as a summer reading project for advanced rising college freshman students needing timely non-fiction reading. 

Those four uses of the book can be joined by another one I propose here: coffee table teaser.  It would be interesting to set this in plain view and see who would pick it up and want to start reading it.  It has a beautiful green cover.  There are in fact many photos, drawings, and illustrations inside.  The cover just might draw in some unsuspecting readers.

The Devastating Effects of the Great Leap Forward

Right after the end of the Second World War, there was a new issue that took center stage that would essentially divide the entire world in half for the next several decades, that being the rise and spread of communism. Initially starting during the Russian Revolution in 1917, communism was starting to spread throughout the world due to the expanding influences of socialist ideologies that were turning many civilizations into communist states either under or at the very least inspired by the Soviet Union. Many other countries began seeing their own revolutions that would lead to a rebirth or major change within their government system, with one such example being China becoming a communist nation in 1949. The man who single handedly led the people of China into a new era in Chinese history and would become their new leader was Mao Zedong. During this time in the world, the cold war was in full effect with many countries not only falling to communism, but also the race to advance a nation’s status among the world. Mao Zedong saw that China had the full potential to grow stronger and faster in their economy, resources, and military. Starting in 1958, Mao Zedong would launch the Great Leap Forward, a movement that would focus on improving China’s stature as fast as possible to catch up with other global powers such as the Soviet Union and the United States. However, Mao’s ambitious methods and dedication to rapidly increasing production and change in China would majorly backfire. It isn’t a disputed claim that the Great Leap Forward did not work and was in fact a major failure under Mao Zedong’s leadership, but how bad were the repercussions from the Great Leap Forward? This paper will be discussing the extent of the failures and cost of human lives caused by the Great Leap Forward.

            The early stages of the Cold War consisted of the biggest, most powerful nations during that time displaying their strength, alliances, power, and influence over the world. One side of the conflict was the United States, which had significant military strength, government leadership, and made it their goal to get involved when necessary to prevent other countries from falling to communism. On the other side of the spectrum was the Soviet Union, who held control over nearly half of Europe (particularly the nations who were formerly occupied by the Axis powers during World War II), and was starting to spread their influences throughout several parts of Asia, including China. The leader of the newly founded People’s Republic of China, Mao Zedong, took notice of how fast the Soviet Union was able to rapidly catch up to the world, and that it was one of the biggest reasons towards what led the U.S.S.R. to be seen as major and powerful threats towards the rest of the world.

In the article Demographic Consequences of the Great Leap Forward in China’s Provinces by Xizhe Peng, Mao’s ambition to replicate what was done just earlier under Stalin’s five year plans is what would inspire his decision to speed up production throughout the country’s systems in order to quickly reach the level of and even outperform other countries1. “the late Chairman Mao Zedong proposed the goal for China of overtaking Great Britain in industrial production within 15 years…The general line of the Party that guided the Great Leap Forward was ‘Going all out, aiming high and achieving greater, faster, better, and more economical results in building socialism’” (Peng)1. Beginning in 1958, China wanted to reach certain levels of production in which Mao Zedong would see as great improvements for China in building strength within resources, such as industrializing faster in order to catch up on steel production in order to provide more tools, resources, and military equipment. Nearly all citizens would be put to work in order to help contribute towards the bigger collection, and while in practice this may seem like a good idea, there would only be problems that quickly emerged which eventually lead bad situations to catastrophic failures. 

            Poor decisions, bad thought processes, and poor actions that were made by Chairman Mao Zedong would heavily damage his own society and would be the somewhat direct cause of the deaths of millions of people. In the article Dealing with Responsibility for the Great Leap Famine in the People’s Republic of China by Felix Wemheuer, it discusses about who or what the Chinese communist party blamed for the disastrous results that the Great Leap Forward caused in the rise of famine and deaths throughout China, and many felt that Mao Zedong himself was solely responsible.2 For a short while, Mao Zedong was so stubborn that he refused to accept responsibility for what he caused to happen throughout China, instead wanting to blame other elements. However, due to pressure from his party and the massive amount of devastation that was now throughout China due to the failure of wanting to mass produce, Mao Zedong would eventually take some of the blame.

            The rapid growth that the Soviet Union was able to accomplish in just a short amount of time was a remarkable feat. The Soviet Union succeeded in becoming the industrial powerhouse that they were in the mid-20th century, and it was an impressive achievement for showing how any country can shift their goals and, within a short time period, can grow in the eyes of the world in terms of strength and power. In the period of world history where many countries were racing in the growth of their industry, military, and their level of dominance in the world, Mao Zedong was looking to use, explore, and expand upon similar strategies in order for China to join the arms race and to be seen as a powerful contender. Mao Zedong was clearly trying to follow in their footsteps in rapidly increasing their resources and financial stock, but just as how the Russians suffered through major push-back, the people of China would face similar, yet even greater push-back towards their economy. The article Causes, Consequences and Impact of the Great Leap Forward in China by Hsiung-Shen Jung and Jui-Lung Chen describes the detrimental damage the Great Leap Forward caused to China’s economy3. “After the Great Leap Forward, it took five years to adjust the national economy before it was restored to the 1957 level… economic losses of up to RMB 120 billion” (Hsiung-Shen and Jui-Lung)3. The nation was put under tremendous debt due to the poor planning and even worse results caused by Mao Zedong during the period of the Great Leap Forward, and to top it off, Mao’s stubbornness prevented him from taking any responsibility. Mao would even go on to make claims to purposely lead the people of China’s frustrations towards something else. It is stated within Hsiung-Shen Jung and Jui-Lung Chen’s article that “Mao remained reluctant to fully acknowledge the mistakes of the Great Leap Forward… he proposed the Party’s fundamental approach in the socialist stage, followed by a left-wing socialist educational campaign aimed at cracking down on the capitalist roaders,” (Hsiung-Shen and Jui-Lung)3. Just as Mao spread his ideologies and political messages throughout China to the people, he responded to the major hardship of a failed experiment he caused by trying to shift the blame onto those with the opposite economic and business philosophies of the Chinese Communist Party. The main cause of the detrimental shape of China’s economy due to major loss in food production, labor, and the loss of people’s lives was caused pushing the country too hard and too fast in Mao’s egotistical push for China to change and grow faster rather than taking his time for proper developmental growth and a fair distribution of the wealth, food, and supplies to his own citizens.

            The famine caused by the Great Leap Forward is one of just a few of the most infamous famines throughout history, such as the notorious Irish potato famine of the 19th century that killed over a million people. The total death toll of the famine caused in China during the Great Leap Forward was in the tens of millions, and as the article Mortality consequences of the 1959-1961 Great Leap Forward famine in China: Debilitation, selection, and mortality crossovers by Shige Song describes famines, “Famine is a catastrophic event” (Song)4.

This same article goes into a research study done by the author who has not only compromised data from the mortality rate and statistics during the Chinese famine, but also how it had such negative repercussions for the people and birth rates afterwards, such as a graph that shows the probability of survival decreasing4. The declining rate of survival not only affected very young kids and teens, but was affecting people years after the famine was over. The distribution of food supplies and decreasing amount of crops successfully growing made such a major dent in the health and lifespan of the average citizen in China, and that the famine itself began so quickly and rapidly within a short period of time. The Great Leap Forward only lasted for a few years, but its severe damages caused upon China would cause the people of China to continue to suffer for the following years to come.

            When thinking about how to measure the severity of an event or period of time, one may look at the total number of people that died who were directly linked to the occurrence. While this is certainly a fully reasonable statistic to use, in the case of a famine where the main cause of death is starvation, it can create the question of how much of a difference in food output really was there? The article The Great Leap Forward: Anatomy of a Central Planning Disaster by Wei Li and Dennis Tao Yang goes into many exact pieces of data and statistics regarding the output of grain being grown, the number of workers, and other elements of farm production5.

The Great Leap Forward lasted from 1958-1962, and within Li and Tao Yang’s grain output table in China, it shows that the total grain output during the years of the Great Leap Forward decreased by almost 100 million tons of grain, which is a loss of almost half of the total grain output just before the Great Leap Forward5. During this same time range, there was a noticeable decrease in workers, presumably dying due to the famine and harsh labor they were being put through. However, there was also an increase in both farm machinery and chemical fertilizer which would rapidly increase more in the years after the Great Leap Forward. Now while this can be considered a small victory for Mao’s intent on rapidly increasing and modernizing China’s agriculture, it did come at the major cost of both a famine, a decrease in crops being grown, and the loss of many Chinese farmers. The advanced farming tools, machinery, and techniques that did come from the Great Leap Forward still came at a major cost for the people and economy of China.

            While farming and grain production was a very big part in the overall progression of China’s resources, it wasn’t the only thing that Mao Zedong was trying to rapidly change and try to improve in order to make China a more powerful country. For most of history, China was primarily an agricultural society, but in the turn of the 20th century, many countries were beginning to not only industrialize in materials, resources, and military, but they were doing so at a very fast rate. The production of steel in China was to be taken much more seriously in order for China to catch up with the other world powers in terms of strength in industrialized resources, but just like with the negative consequences of rapidly changing grain production, Mao’s attempt to reform steel production in China also came with its own tolls. Going back to Wei Li and Dennis Tao Yang’s article The Great Leap Forward: Anatomy of a Central Planning Disaster, there is a statistics table done on the steel production and output in China during this time period, and it shows how big of a jump there was in steel and iron output within a very short amount of time5. China was able to triple their steel and iron output during the years of the Great Leap Forward, and the number of production units increased from tens of households to over two thousand households in just a few years5. However, during this same time gap, the number of provinces that allowed its people to have exit rights quickly went down as more and more provinces were quickly taking away rights from its own workers. Also, in the years after the Great Leap Forward, the output of steel and the number of production units would decrease by a noticeable amount, showing that it was only just a very short term benefit with major consequences5. This shows how quick, rapid, and big changes in the production of any resource within a country is not good for the other elements of that country, such as human rights and households with either food or enough materials and resources.

            The rapid increase in the demand for more food and a faster input of the growth of crops was not good in the long run for the people themselves, since it would cause a famine and leave millions upon millions of people to starve to death. Starvation is already a major issue for the population of one of the most populous countries in the world, but not only were the Chinese people affected negatively by the Great Leap Forward’s farming strategies, but the ground itself was severely damaged by the rapid changes and increased activity in China. The article Terrain Ruggedness and Limits of Political Repression: Evidence from China’s Great Leap Forward and Famine (1959–61) by Elizabeth Gooch explains how Mao’s farming campaign during the Great Leap Forward not only increased the mortality rate, but also damaged the dirt and soil of China6. There are statistics and graphs put together by Elizbeth Gooch in her article showing how because of the Great Leap Forward, there was an increased number in the amount of rugged terrain due to a vast increase of production, manufacturing and pollution that were caused by the Great Leap Forward6. A lot of the natural dirt, soil, and nutrients found within the farming grounds used for growing crops, plants, and foods were now blighted by the overproduction going on throughout China, and that there are even parallels between the death rate and the rate of soil becoming rugged. Mao Zedong wanted grain production, along with the production of other resources, to keep increasing, but due to his plans being executed in poor fashion and horrendous results, he was causing so much harm and damage towards the people of China and to China’s natural environment.

The number of crops being harvested is down, the natural land of China is dwindling, and there is a famine that has taken the lives of millions of people, but there’s a chance that this was all worth it in the long run for the growth and prosperity of China. The main purpose of Mao Zedong’s Great Leap Forward was for China to catch up with the other fully developed and powerful countries, and one of the biggest factors that can help with that is having an efficient, well running, and strong industrial production system. Ever since the Industrial Revolution began back in the 19th century, civilizations one by one have moved forward with their main economic resource production with the building of many factories that produced metal, steel, and other materials. This was also one of the biggest things to come out of the Soviet Union’s rapid growth in power in the early 20th century, and it was the strong industrial powerhouse that Joseph Stalin achieved for his country that Mao Zedong wanted to implement for China. Returning to Elizabeth Gooch’s Terrain Ruggedness and Limits of Political Repression: Evidence from China’s Great Leap Forward and Famine (1959–61), the growth of industrialization within China was perhaps one of the biggest accomplishments in the Great Leap Forward6. As the line graphs in Gooch’s article shows, industry increased by a very large amount during the years of the Great Leap Forward, although agriculture took a slight decrease during that same time frame, most likely due to many of the farmers being forced to work in the newly made factories and steel producing areas6. However, while looking at the rates of birth, growth, and death during these same few years, it becomes clear that the success of rapid Chinese industrialization came at the expense of the people themselves. The birth and growth rate took a big decrease during this time, and the rate of death tremendously increased6. While China did greatly benefit from the growth of industry and metal production, it was done at the cost of the health and safety of the people, along with attention being shifted away from agriculture and polluting the land.

Besides the main elements of the Great Leap Forward that were seen as major problems for the people of China, such as grain, steel, food, and other resources, there was also another very important element that is crucial for the survival of people and civilizations: water. In the Great Leap Forward, there were also campaigns for the industrial working, usage, and processing of water that in itself would cause even more issues for China. In the article The Great Leap Forward (1958-1961) Historical events and causes of one of the biggest tragedies in People’s Republic of China’s history by Adriana Palese, it describes the effects of the increase of water conservation projects from 25 million to 100 million, “inhuman working hours”, and that the the projects themselves weren’t a success with a cost at the expense of the people of China, as “most were useless and caused disasters some years after and other projects were simply abandoned and left uncompleted” (Palese)7. While there is mention of a decrease in flooding, this is once again an example of the many campaigns launched by Mao Zedong to improve and advance China with rapid industrialization, it did not at all work for the benefit of the people of China as a whole since the vast majority of people would suffer from this, along with the other failed campaigns during the Great Leap Forward.

While rapidly increasing the production of everything in China may be seen as good in concept, not only would it very negatively harm the people and the society of China, but sometimes these bold campaigns would actually make these situations worse than they were before. In Adriana Palese’s The Great Leap Forward (1958-1961) Historical events and causes of one of the biggest tragedies in People’s Republic of China’s history, she writes that “there were total shortages of other foods and other products such as cooking oil, sugar, thermos bottles, porcelain dishes, glasses, shoes, etc” (Palese)7. Not only could less food be made due to the dwindling number of crops being grown and an ongoing famine, but the manufactured goods of simple tools and supplies were faxing a big shortage and that it seems like the simple transactional market based economy of China for all goods and products was collapsing. Palese’s article even includes the wide percentage decrease in the output of agriculture and industrial goods that were happening during this time period7. The Great Leap Forward was rapidly deteriorating all elements that make up Chinese society, their economy, public morale, and way of life.

During one of the most crucial parts of the Great Leap Forward, Mao Zedong aimed to improve and increase the farming of grain since it was still seen as a very important part in actually feeding the population. However, a common enemy to the growth of any crops in a farming society is bugs, pests, and other insects since they can eat away at the growing crops. Mao Zedong had his own solution to this problem. In the article China’s deadly science lesson: How an ill-conceived campaign against sparrows contributed to one of the worst famines in history by Jemimah Steinfeld, “As part of the Four Pests campaign – a hygiene campaign against flies, mosquitoes, rats and sparrows – people were called upon to shoot sparrows, destroy their nests and bang pots and pans until the birds died of exhaustion” (Steinfeld)8. Anyone in China, men, women, and children were able to participate in the killing/removal of these target pests. While there were minor victories removing these pests, it overall came at a serious cost. One of these so called pests, the sparrows, were removed from the China’s agricultural society, but they were responsible for keep an even bigger threat towards crops away, locusts.8 Even after Mao Zedong had stop the killing of sparrows, the damage has already been dead, as this was one of the biggest reasons in what led to the famine spreading so rapidly and quickly through China, causing the deaths of millions of people in just a few short years.8 This was seen as why no matter the circumstances or beliefs, the ecosystem of any land should never be altered or drastically changed for the human need, since removing living creatures from their natural habitat and cycle would cause such a direct correlation between the farming/pest campaign to the millions of deaths caused by famine.

In conclusion, while the Great Leap Forward was initially seen as a progressive strategy to quickly advance Chinese society, it ultimately resulted in failure. Millions of people would die due to starvation caused by mass famines throughout the vast farmland of China. Many farmers were taken from their fields and forced to work in industrial yards in order to catch up on steel and metal resources for China. Mao Zedong was so blinded by the result of other nation’s rapid industrialization that he ignored what negative consequences can come of it, only this time China would suffer greater than any country has suffered before with little to nothing to show for it. Mao Zedong’s attempt in advancing China only set back the country, reduced morale and reduced support from his own party. The Great Leap Forward will go down in history as one of the most devastating eras in Chinese history due to the major count of the loss of life and how one of the oldest and culture rich societies in the world nearly destroyed themselves over ambitious goals due to the global affairs in the Cold War.

Endnotes

  1. Peng, Xizhe. “Demographic Consequences of the Great Leap Forward in China’s Provinces.” The China Quarterly 159 (1999): 430-453.
  2. Wemheuer, Felix. “Dealing with Responsibility for the Great Leap Famine in the People’s Republic of China.” The China Quarterly 216 (2013): 402-423.
  3. Jung, Hsiung-Shen, and Jui-Lung Chen. “Causes, Consequences and Impact of the Great Leap Forward in China.” Asian Culture and History 11, no. 2 (2019): 61–70.
  4. Song, Shige. “Mortality Consequences of the 1959–1961 Great Leap Forward Famine in China: Debilitation, Selection, and Mortality Crossovers.” Social Science & Medicine 71, no. 3 (2010): 551–558.
  5. Li, Wei, and Dennis Tao Yang. “The Great Leap Forward: Anatomy of a Central Planning Disaster.” Journal of Political Economy 113, no. 4 (2005): 840–77.
  6. Gooch, Elizabeth. “Terrain Ruggedness and Limits of Political Repression: Evidence from China’s Great Leap Forward and Famine (1959–61).” Journal of Comparative Economics 47, no. 4 (2019): 699–718.
  7. Palese, Adriana. The Great Leap Forward (1958–1961): Historical Events and Causes of One of the Biggest Tragedies in People’s Republic of China’s History. Bachelor’s thesis, Lund University, 2009.
  8. Steinfeld, Jemimah. “China’s Deadly Science Lesson: How an Ill-Conceived Campaign Against Sparrows Contributed to One of the Worst Famines in History.” Index on Censorship 47, no. 3 (September 2018): 6–8.

Jung, Hsiung-Shen, and Jui-Lung Chen. “Causes, Consequences and Impact of the Great Leap Forward in China.” Asian Culture and History 11, no. 2 (2019): 61–70.

Gooch, Elizabeth. “Terrain Ruggedness and Limits of Political Repression: Evidence from China’s Great Leap Forward and Famine (1959–61).” Journal of Comparative Economics 47, no. 4 (2019): 699–718.

Li, Wei, and Dennis Tao Yang. “The Great Leap Forward: Anatomy of a Central Planning Disaster.” Journal of Political Economy 113, no. 4 (2005): 840–77.

Palese, Adriana. The Great Leap Forward (1958–1961): Historical Events and Causes of One of the Biggest Tragedies in People’s Republic of China’s History. Bachelor’s thesis, Lund University, 2009.

Peng, Xizhe. “Demographic Consequences of the Great Leap Forward in China’s Provinces.” The China Quarterly 159 (1999): 430-453.

Song, Shige. “Mortality Consequences of the 1959–1961 Great Leap Forward Famine in China: Debilitation, Selection, and Mortality Crossovers.” Social Science & Medicine 71, no. 3 (2010): 551–558.

Steinfeld, Jemimah. “China’s Deadly Science Lesson: How an Ill-Conceived Campaign Against Sparrows Contributed to One of the Worst Famines in History.” Index on Censorship 47, no. 3 (September 2018): 6–8.

Wemheuer, Felix. “Dealing with Responsibility for the Great Leap Famine in the People’s Republic of China.” The China Quarterly 216 (2013): 402-423.

Teaching the Black Death: Using Medieval Medical Treatments to Develop Historical Thinking

Few historical events capture students’ attention as immediately as the Black Death. The scale of devastation, the drama of symptoms, and the rapid spread of disease all make it an inherently compelling topic. But beyond the shock value, medieval responses to the plague open the door to something far more important for social studies education: historical thinking. When students first encounter medieval cures like bloodletting, vinegar-soaked sponges, herbal compounds like theriac, or even the infamous “live chicken treatment”, their instinct is often to laugh or dismiss the past as ignorant. Yet these remedies, when studied carefully, reveal a medical system that was logical, coherent, and deeply rooted in the scientific frameworks of its time. Teaching plague medicine provides teachers with a powerful opportunity to challenge presentism, develop students’ contextual understanding, and foster empathy for people whose worldview differed radically from our own. Drawing on research into plague treatments during the Black Death, this article offers teachers accessible background knowledge, addresses common misconceptions, and provides practical strategies and primary-source approaches that use medieval medicine to strengthen disciplinary literacy and historical reasoning in the social studies classroom.

Understanding medieval plague medicine begins with understanding humoral theory, the dominant medical framework of the period. Medieval Europeans believed that the body’s health depended on maintaining balance among the four humors: blood, phlegm, yellow bile, and black bile (Leong, 2017). Illness occurred when these fluids fell out of proportion, making the plague less a foreign invader and more a catastrophic imbalance. Bloodletting was one of the most common responses, meant to “draw off the poisoned blood” and reduce fever. Other strategies included induced vomiting or purging, both intended to remove corrupted humors from the body. Treatises such as Bengt Knutsson’s The Dangers of Corrupt Air emphasized both prevention and treatment through the regulation of sensory experiences, most famously through the use of vinegar (Knuttson, 1994). Its sharp and purifying qualities made it useful for cleansing internal humors or blocking the inhalation of dangerous air. Though these methods seem foreign to modern readers, they reflect a rational system built upon centuries of inherited medical theory, offering students a clear example of how people in the past interpreted disease through the frameworks available to them.

Herbal and compound remedies were equally important in medieval plague treatment and worked in tandem with humoral correction. One of the most famous was theriac, a complex blend of dozens of ingredients including myrrh, cinnamon, opiates, and various roots (Fabbri, 2007). Practitioners believed that theriac fortified the heart and expelled harmful humors, with its complexity symbolizing the combined power of nature’s properties. Other remedies included ginger-infused ale, used to stimulate internal heat, or cupping, which involved applying heated horns or glasses to the skin in order to draw corrupted blood toward the surface. These treatments show the synthesis of classical medical texts, practical experimentation, and local knowledge. When teachers present these treatments in the classroom, students will begin to see medieval medicine not as random or superstitious, but as a sophisticated system shaped by observation, tradition, and reason.

Medieval healing also extended into the emotional and spiritual realms, reflecting the belief that physical and internal states were interconnected. Chroniclers described how fear and melancholy could hasten death, leading many to encourage celebrations, laughter, and community gatherings even during outbreaks. A monastic account from Austria advised people to “cheer each other up,” suggesting that joy strengthened the heart’s resilience. At the same time, religious writers like Dom Theophilus framed plague as both a physical and spiritual crisis, prescribing prayer, confession, and communion as essential components of healing. These practices did not replace medical treatment but complemented it, emphasizing the medieval tendency to view health holistically. Introducing students to these lifestyle-based treatments helps them recognize the complexity of medieval worldviews, where spirituality, emotion, and physical health were deeply intertwined.

Because plague remedies can appear unusual or ineffective to modern students, several misconceptions tend to arise in the classroom. Many students initially view medieval people as ignorant or irrational, evaluating the past through the lens of modern scientific understanding. When teachers contextualize treatments within humoral theory and medieval medical logic, students begin to appreciate the internal coherence of these ideas. Another misconception is that medieval treatments never worked. While these remedies could not cure the plague itself, many offered symptom relief, soothed discomfort, or prevented secondary infections, revealing that medieval medicine was neither wholly ineffective nor devoid of empirical reasoning (Archambeu, 2011). Students also often assume that religious explanations dominated all responses to disease. Examining both medical treatises and spiritual writings demonstrates that medieval responses were multifaceted, blending empirical, experiential, and religious approaches simultaneously. These insights naturally support classroom strategies that promote historical thinking.

Inquiry-based questioning works particularly well with plague treatments. Asking students, “Why would this treatment make sense within medieval beliefs about the body?” encourages them to reason from evidence rather than impose modern judgments. Primary-source stations using texts such as The Arrival of the Plague or The Treatise of John of Burgundy allow students to compare remedies, analyze explanations of disease, and evaluate the reliability and purpose of each author (Horrox, 1994). A creative but historically grounded activity involves inviting students to “design” a medieval plague remedy using humoral principles, requiring them to justify their choices based on qualities such as hot, cold, wet, and dry. Such exercises not only build understanding of the medieval worldview but also reinforce core social studies skills like sourcing, contextualization, and corroboration. Even broader reflections, such as comparing medieval interpretations of disease to modern debates about public health, can help students think critically about how societies make sense of crisis.

Teaching plague medicine carries powerful instructional implications. It fosters historical empathy by encouraging students to see past actions within their cultural context. It strengthens disciplinary literacy through close reading of primary sources and evaluation of evidence. It challenges misconceptions and reduces presentism, helping students develop a mature understanding of the past. The topic also naturally lends itself to interdisciplinary thinking, drawing connections between science, history, culture, and religion. Ultimately, medieval plague treatments offer teachers a rich opportunity to show students how historical interpretations develop through careful analysis of belief systems, available knowledge, and environmental conditions.

The Black Death will always capture students’ imaginations, but its true educational value lies in what it allows them to practice: empathy, critical thinking, and contextual reasoning. By reframing medieval treatments not as bizarre relics but as rational responses grounded in their own scientific traditions, teachers can transform a sensational topic into a meaningful lens for understanding how people in the past made sense of the world. In doing so, plague medicine becomes more than an engaging subject; it becomes a model for how historical study can illuminate the logic, resilience, and humanity of societies long removed from our own.

A fifteenth-century treatise on pestilence. (1994). In R. Horrox (Ed. & Trans.), The Black Death (pp. 193–194). Manchester University Press.

Archambeau, N. (2011). Healing options during the plague: Survivor stories from a fourteenth century canonization inquest. Bulletin of the History of Medicine, 85(4), 531–559. http://www.jstor.org/stable/44452234 

Fabbri, C. N. (2007). Treating medieval plague: The wonderful virtues of theriac. Early

Science and Medicine, 12(3), 247–283. http://www.jstor.org/stable/20617676 

Knutsson, B. (1994). The dangers of corrupt air. In R. Horrox (Ed. & Trans.), The Black Death (pp. 175–177). Manchester University Press.

Paris Medical Faculty. (1994). The report of the Paris medical faculty, October 1348. In R. Horrox (Ed. & Trans.), The Black Death (pp. 158–163). Manchester University Press.

Heinrichs, E. A. (2017). The live chicken treatment for buboes: Trying a plague cure in medieval and early modern Europe. Bulletin of the History of Medicine, 91(2), 210–232. https://www.jstor.org/stable/26311051 

Leong, E., & Rankin, A. (2017). Testing drugs and trying cures: Experiment and medicine in medieval and early modern Europe. Bulletin of the History of Medicine, 91(2), 157–182. https://www.jstor.org/stable/26311049 

The Plague in Central Europe. (1994). In R. Horrox (Ed. & Trans.), The Black Death (pp. 193–194). Manchester University Press. de’ Mussis, G. (1994). The arrival of the plague. In R. Horrox (Ed. & Trans.), The Black Death  (p. 25). Manchester University Press.

The treatise of John of Burgundy. (1994). In R. Horrox (Ed. & Trans.), The Black Death (pp. 184–192). Manchester University Press.

Theophilus, D. (1994). A wholesome medicine against the plague. In R. Horrox (Ed. & Trans.), The Black Death (pp. 149–153). Manchester University Press.

The transmission of plague. (1994). In R. Horrox (Ed. & Trans.), The Black Death (pp. 182–184). Manchester University Press.

Combating and Treating the Black Death

Imagine a deadly disease ripping through your town and the only hope of survival is in the hands of health workers who rely on established medical knowledge and practical methods in desperate attempts to save your lives. During the late Medieval period between 1347 and 1351, the Black Death stirred chaos across Europe including cities in France and Italy, killing millions of people who were in its deadly path. It brought out great fear and uncertainty in surviving resulting in the use of a variety of treatment methods, blending these practices with religious beliefs and supernatural beliefs. These different approaches reveal just how much medical knowledge at the time was shaped by pre-established knowledge, traditional theories, and practical methods from the past, raising the question: How did health workers attempt to treat and combat the plague during the Medieval period? During the medieval period, health workers attempted to combat and treat the Black Death by mixing established medical knowledge and practical methods together. Methods like theriac, bloodletting, air purifications and experimental treatments from the past like imperial powder, put together traditional healing treatments with evolving practices. This approach will show how past medical knowledge and evolving practices were used by health workers to treat and combat the Black Death. This will also show both the intellectual growth and evolution of medical treatments and methods. 

These health workers were very diverse in their levels of medical knowledge; some were volunteers, nuns, inexperienced physicians and barber surgeons. Even though they had diverse levels of expertise, they all played the biggest role in the plague, giving treatments to those who fell victim to the Black Death. This approach highlights the play between practical methods, established medical knowledge, adaptation, and preventive measures in combating the plague. 

Health workers were trying to fight back at the Black Death using practical methods like bloodletting, which was brought up from past medical knowledge and public health rules growing at the time. As health workers were desperately trying to deal with the crisis the Black Death was bringing, the use of practical and hygienic measures were used as an attempt to help those falling ill. One attempt that was seen in treating the plague was the process of bloodletting. Neil Murphy’s article, “Plague Ordinances and the Management of Infectious Diseases in Northern French Towns, c.1450-c.1560,” goes into detail of the developments of public health systems and the ordinances that shaped the responses to the plague.[1] Murphy is arguing that these ordinances emerged from evolving strategies like those in Italy, were connected to cultural and intellectual contexts bringing together medical theories with practical actions. Murphy in this emphasizes the practice of bloodletting, which was performed by barber surgeons or surgeons. This procedure was aimed at removing contaminated blood, slowing down the disease in the body.2 This method shows the connection between the medical theories at the time and practical actions taken, which were shaped by the intellectual contexts of this time.

Past strategies were seen greatly in these attempts along with bloodletting, another we see is attempts in changing emotional and medical practices through survival stories. From survivors’ stories, we can understand attempts made during this time to stop the plague, especially through health workers trying to help based on past medical knowledge and practical treatments similarly to past knowledge on bloodletting. Nicole Archambeau in “Healing Options during the Plague: Survivor Stories from a Fourteenth-Century Canonization Inquest”, shows great emphasis in the intellectual context of medicines and its “miracles” on those it healed, showing how beliefs and medical practices intersected to shape the responses to the plague.[2] At this time, some people wanted healing methods combining religious and practical approaches, including methods of emotional changes. Archambeau argued that “Witnesses had healing options’… their testimonies reveal a willingness to try many different methods of healing, often all at once”[3] This shows how survivors were relying on any type of resources from family, friends and health workers connecting their beliefs and intellectual medical practices at this time. Health workers adapted their methods of helping based on the resources that were available as well as on the patients’ wants and needs. This highlights the adaptability and flexibility these health workers had for their patients and their commitment to help treat those suffering during this time of horror and devastation.

Similarly, through the past medical knowledge, health workers relied on giving treatments that blended intellectual medical knowledge with practical methods to attempt treating the plague. Another piece to these treatments we see is a compound called theriac. Christiane Nockels Fabbri’s article “Treating Medieval Plague: The Wonderful Virtues of Theriac,” shows the use of Theriac, a compound that has been used as an antidote since ancient times, being a crucial treatment during the Black Death. Fabbri argues that the use of Theriac in these treatments demonstrates how health workers applied this traditional remedy to this new disease showing conservatism of these medical practices. Fabbri states how “In plague medicine, theriac was used as both a preventive and therapeutic drug and was most likely beneficial for a variety of disease complaints.”[4] This shows how health workers relied on this because of its practical efficiency and its intellectual and cultural significance in the past.

From these three sources, it is clear to see how they all were similar in how health workers tended to link past medical knowledge with their practical methods to help suffering, showing how they attempted to go about treating the plague. Treatments like bloodletting, personal wanted miracle methods and theriac were just a few of the ways they attempted to help those who got sick. My analysis highlights how these treatments were based on public health measures that were put into cities to help maintain and stop the spreading of the plague. Ordinances aimed to help isolate the disease and keep calm over the chaos that the plague was bringing into town. These helped to create a framework that helped health workers approach how they would attempt to treat those who fell sick.

One of the main and well-known treatments given by health workers during this time was a drug called theriac. This type of medicine was extremely popular in its effectiveness and was wanted by victims once they fell ill or were scared that they would fall ill. In “The real Theriac – panacea, poisonous drug or quackery?” by Raj, Danuta, Katarzyna Pękacka-Falkowska, Maciej Włodarczyk and Jakub Węglorz, talks about this compound and its ability to remove diseases and poison from the body and how it was a well-known and used drug during the medieval period; “Consequently, Theriac was being prepared during epidemics, especially the plague  (Black Death), in large quantities as a form of emergency medicine (Griffin, 2004).”[5] Relying on theriac as a direct treatment, health workers showed their commitment to using this accessible great drug that was well known, to make people confident that this treatment would work during a time of uncertainty and devastation.

Correspondingly, we see another direct form of treatment that health workers used to treat those who had the plague, bloodletting. Health workers would prick veins to do this.  This was a way of extracting bad blood from the body to restore its balance. We see this in document 62 “The Treatise of John of Burgundy, 1365” written by John Burgundy. It projects the practical medical knowledge at the time that health workers were applying to treat those who have been hit with the Black Death. Burgundy continues to talk about the use of bloodletting, informing that “If, however, the patient feels prickings in the region of the liver, blood should be let immediately from the basilic vein of the right arm (that is the vein belonging to the liver, which is immediately below the vein belonging to the heart)”[6]. He is giving a specific technique to address this issue, giving us a practical method of treatment that shows how health workers used these hands-on treatments to combat the plague

These two methods were greatly known during the medieval period. They both offered hope to those who were desperate and wanting treatment so they would not die. These treatments at this time offered the feeling of control to the scary situation for its victims and gave a sense of hope to get better. Knowing theriac and bloodletting were used as treatment for victims, it helped to feel less overwhelmed and made it seem like health workers would be the redeeming feature to their deadly crisis.

Established Medical Knowledge

During the medieval period, health workers were able to recognize and understand that miasma, contaminated air, was the main causing factor of why the Black Death was spreading so much and killing everyone in its path. Due to this understanding, they implemented environmental purification strategies to end exposure of miasma. “The dangers of corrupted air” by Bengt Knutsson, shows great emphasis on this fear of the contaminated air and goes into methods that were used and done to cleanse the space and environment people were living in. A practice that health workers implemented to stop the miasma from taking over was to “Therefore let your house be clean and make clear fire of wood flaming. Let your house be made with fumigation of herbs, that is to say with leaves of bay tree, juniper…”[7] while also explaining opening windows at certain times and remedies if you feel sick.[8] These techniques reflect how established medical knowledge can be used in order to come up with ways to treat and combat the plague. Including the purification methods into the plague’s prevention by health workers, they were able to adapt with their knowledge on air quality and turn that into strategies to combat the Black Death. 

Through the fears of the Black Death, health workers were relying on past medical knowledge, practices and strategies to manage the spread of this disease and to treat those who have been infected. The “Ordinances against the spread of plague, Pistoia, 1348” elaborates on how these workers used their past medical knowledge to reduce the spread and create a safer environment to go about treatments. This chronicler explains limiting your exposure to those who are ill by completely restricting people and patients’ interactions.[9] This will provide health  workers with the safest opportunity to apply these treatments, like bloodletting or giving theriac, in a more controlled environment. This approach further reflects the combination of traditional medical knowledge and practical adaptations so then health workers could attempt to combat the plague’s destruction.

Health workers relied heavily on past medical knowledge and theories during this time of uncertainty to combat the Black Death, bringing together adaptations with established knowledge. The understanding of bad air being the cause helped them greatly in purification techniques like burning the herbs to mask the miasma. The ordinances stressing the need for isolation and restriction for interactions to give a safer environment for the health workers showed their adaptability to meet the demands of the plague as well as their preservation of historical medical theories of those in the past doing it. This shows the continuity and innovation that came during this period when trying to understand and combat the plague. 

One way that health workers attempted to treat and combat the plague was through the development of treatments that were adapted from past medical knowledge. An example of this was imperial powder, in John Burgundy’s “The Treatise of Burgundy, 1365” being known as a “powerful preventative” that was thought of to be stronger than theriac. Burgundy explains how “gentile emperors used it against epidemic illness, poison and venom, and against the bite of serpents and other poisonous animals”[10] This powder was made from some herbs like St John’s wort, medicinal earth from Lemnos and dittany which shows us the diverse ingredients to kill off poison that were believed from the past and venoms that were inside the body. To use this powder, they would either apply it directly to the skin or by mixing it with a drink like wine for ingestion purposes. This shows the health workers willingness to experiment with past medical treatments to adapt it to the current plague they were going through, to find a better treatment for the Black Death. 

Looking past medical treatments, to do them, health workers were implementing strict isolation strategies in order to combat and limit the spread of plague while also keeping the environment safe in order to treat those who fell ill. “The plague in Avignon” by Louis Heyligen shows emphasis on this isolation of staying away from neighboring areas and people so then health workers can do what they needed to do to help. This was an attempt made to manage the spreading of the disease through the town.  It states how “…avoid getting cold, and refrain from any excess, and above all mix little with people – unless it be with few who have healthy breath; but it is best to stay at home until the epidemic has passed”[11].  Having this advising gives the reflection of the public health strategies that were employed in the cities being tied to medical treatments, because limiting the exposure would directly allow more health workers to safely treat those who were sick and in need of treatments. Trying to minimize contact with one another was a great strategy in controlling the transmission to get the disease to slow down in spreading. From the emotions brought on from the Black Death, it shows the willingness people were taking, to make it safer conditions outside for families and health workers.

Combining both the experimental treatments like imperial powder with the isolation policies, it opened the view of just how much health workers were combining the preexisting medical knowledge with their preventative measures to successfully combat the plague while treating it. Having this adaptability further influences medical practices and lays a greater foundation for future prevention strategies for diseases that come. 

In conclusion, we have explored several ways in which health workers attempted to treat the plague and combat it through pre-stablished medical knowledge and practical methods. These health workers, being remarkably diverse in who they were, applied many strategies and methods that were used including enforcing strict public health ordinances, the practice of bloodletting by barber surgeons, air purifications, use of Theriac and experimenting with the use of the imperial powder to attempt treating the plague. These health workers showed great standing adaptability to what was going on while building off the existing knowledge of medical treatments to address the deadliest crisis in history. This analysis gives a deeper understanding of medical knowledge and how they used their past resources to understand and try to save those who contracted this disease. Also, this shows how these attempts were deeply rooted into the intellectual history of these times through health workers drawing information from past medical scholars and past knowledge to gain a better understanding in how to perform their practices and methods. Involving themselves in this intellectual history, they were putting a building block on top of centuries of their medical knowledge through experimenting with it and adding new responses to how they attempted to treat their new disease. These contributions to the Black Death only strengthens our understanding of past medical history during the Black Death and past centuries. 

Archambeau, Nicole. “Healing Options during the Plague: Survivor Stories from a Fourteenth-Century Canonization Inquest.” Bulletin of the History of Medicine 85, no. 4 (2011):  531–59. http://www.jstor.org/stable/44452234.

Burgundy, “The Treatise of Burgundy, 1365” pp.184-193

Chiappelli, A. “Ordinances against the Spread of Plague, Pistoia, 1348.” pp 194- 203

Fabbri, Christiane Nockels. “Treating Medieval Plague: The Wonderful Virtues of Theriac.” Early Science and Medicine 12, no. 3 (2007): 247–83. Retrieved from http://www.jstor.org/stable/20617676. Heyligen, “The Plague in Avignon.” pp.41-45

Horrox, R., ed. The Black Death (Manchester: Manchester University Press, 1994).

Knutsson, “The dangers of corrupted air” pp.173-177  

 Murphy, Neil. “Plague Ordinances and the Management of Infectious Diseases in Northern French Towns, c.1450–c.1560.” In The Fifteenth Century XII: Society in an Age of Plague, edited by Linda Clark and Carole Rawcliffe, 139-160. Woodbridge: Boydell & Brewer, 2013

Raj, Danuta, Katarzyna Pękacka-Falkowska, Maciej Włodarczyk, and Jakub Węglorz. 2021.  “The Real Theriac – Panacea, Poisonous Drug or Quackery?” Journal of          Ethnopharmacology 281 (December): N.PAG. doi:10.1016/j.jep.2021.114535.   


[1] Murphy, Neil. “Plague Ordinances and the Management of Infectious Diseases in Northern French Towns, c.1450–c.1560.” In The Fifteenth Century XII: Society in an Age of Plague, edited by Linda Clark and Carole Rawcliffe, 139-160. Woodbridge: Boydell & Brewer, 2013 2 Murphy, 146.

[2] Archambeau, Nicole. “Healing Options during the Plague: Survivor Stories from a Fourteenth Century Canonization Inquest.” Bulletin of the History of Medicine 85, no. 4 (2011): 531–59. http://www.jstor.org/stable/44452234.

[3] Archambeau, 537.

[4] Fabbri, Christiane Nockels. “Treating Medieval Plague: The Wonderful Virtues of Theriac.” Early Science and Medicine 12, no. 3 (2007): 247–83. http://www.jstor.org/stable/20617676.  

[5] Raj, Danuta, Katarzyna Pękacka-Falkowska, Maciej Włodarczyk, and Jakub Węglorz. 2021. “The Real Theriac – Panacea, Poisonous Drug or Quackery?” Journal of Ethnopharmacology 281 (December): N.PAG.

[6] Burgundy, “The Treatise of Burgundy, 1365” in The Black Death, ed. And trans. Rosemary Horrox (Manchester: Manchester University Press, 1994), 189.

[7] Knutsson, “The dangers of corrupted air” p.176

[8] Knutsson, “The dangers of corrupted air,” p.176

[9] Chiappelli, “Ordinances against the spread of plague, Pistoia, 1348,” p. 195 

[10] Burgundy, “The Treatise of Burgundy, 1365” p.190

[11] Heyligen, “The Plague in Avignon” p. 45

Third Gender Identities in South Asia and their Cultural Significance in Modern History

 “Hijras are often seen doing mangti (begging) at busy intersections. The chelas knock on car windows to ask for money in exchange for their blessing… They fear that if they don’t give money, we might curse them with bad luck. We beg to feed ourselves. Even if they don’t want to, they’ll still give money. They’re scared they’ll be reborn as hijras in their next life, or they’ll lose a loved one, or have bad business… During mangti, I’ve been beaten many times. Some people have ripped my clothes. Nobody sees what’s good about us. People see us from a negative perspective. Some people even slap us, or will just tell us to go away. The police never help us. They discriminate against us or they pressure us into having sex with them.”[1]

The above passage is a testimony provided by a hijra to a Western news outlet, describing her experiences during mangti, a transaction that asks civilians to pay for services such as blessings. Despite this being a fair transaction, average civilians hold a hostile view towards Hijra who are asking for payment, yet many still pay for the service. This is one of the few ways that hijra make money in the present day; it resonates with their traditional practices at childbirths, weddings, and other communal events to support and provide blessings to their communities. The negative perception of Hijra by the public can be seen through the police brutality and violence that many of these individuals go through in the present. However, the story of the Hijra did not start in the 21st century and third gender individuals have had a presence in South Asia for centuries.

The Hijra are a modern group of individuals that live in South Asia, identifying as a third gender that is legally recognized in the 21st century, these individuals are born male but do not identify with their sex. Many who identify with the term also consider themselves as “Demigods” and beyond the identity of an ordinary individual. Their history and community tell the narrative of resilience against social and cultural oppression while striving to be understood as human beings, just like many other transgender or indigenous third identities that exist throughout the world. For the Hijra, the survival of their culture comes often from small communities or gharana that are set up with a Guru, the teacher, as well as the Nayak that is the gharana’s figurehead, living as a family with one another. However, the gharana have not been empowered enough to combat the social systems that keep the Hijra oppressed or marginalized. The fear from the “common” citizens of the Hijra creates a continued circle of refusal to accept the people. In many spaces where Hijra make their livelihood, there is public resistance to their presence and a physical harm that is often pushed onto these individuals. This fear has roots in colonial policy that still impacts the daily lives of Hijra because of the dismissal in understanding the relationship of gender within pre-colonial culture and Hinduism.

The Hijra are also significantly connected to the historical term of the Khwajasarai, third gender individuals who had a role in the Mughal Court, the center of governmental powers, during the rule of the Mughal Empire in South Asia. While the Khwajasarai were individuals with social status and political power, it was ultimately the British East India Company’s policies that enforced Western standards of gender that removed them from their societal role. Much like the Guru or Nayak of a gharana, the Khwajasarai served as holders of “knowledge traditions of teacher-disciple lineages, practices of kinship-making and elite codes of masculinity”.[2] In early attempts to police the Khwajasarai, British officials used religious laws to assert themselves into the territories power structures, but in doing so, they indirectly invalidated the conceptions of sexual practices and kinship that the Khwajasarai held power in.[3] Ultimately, the British were able to assert the control that they wanted over the region using British standards of gender and instituted policing and regulations on homosexual activities, Khwajasarai and other non-Western standards of presentation and identity. The history of discrimination towards individuals who stretch beyond the binary lens of gender and sexuality is drastic in South Asia; it is still ongoing in ways that legal policy of reparations cannot disrupt. This paper will argue that the history of discrimination towards the Indigenous gender identities of South Asia run so deep that despite efforts to support the agency of Hijra and other individuals, there is more of a need for a cultural shift in attitude towards the Hijra overall. With this understanding of gender dynamics, many Hijra have understood this as a call to action and at times have alienated other Hijra in rural areas, who are non-Hindu, and belong to a lower social class or caste.

Throughout the West and many other parts of the world, there is a common misconception that third gender identities or transgender people are a recent phenomenon, but it could not be further from the truth. In this paper, the word Hijra, Indigenous gender identities, third-gender identity will be used instead of euro-centric terminology such as trans, transgender, or eunuch, unless a specific individual has associated themselves with it. As Vaibhav Saria, author of Hijras, Lovers, Brothers: Surviving Sex and Poverty in Rural Identity and professor of anthropology, explores the idea that “Hijras, with their long-documented history, are not a local or cultural instantiation of the global category of trans… Hijras were referred to as “eunuchs” in much of colonial discourse and in English language dailies until quite recently”.[4] As time progresses, the West learns to adapt and accept the terminology that best describes and translates the power of the identity of the Hijra, but using words such as eunuch and transgender continue to fail to embrace the diverse group that identifies with the term. From Hindus to Muslims and many more cultural or religious groups within India, the Hijra have a shared and complex history that must not be ignored. When simplifying Hijra to be “transgender”, the West continues to assert that their language and cultural understanding of gender is superior.

Unlike how Western culture has defined gender identity as a sole relation to one’s gender presentation and given strict roles to conform with, the Hijra have a more complex relationship with society, religion, socio-economic status, living situations and more. The West simplifies gender into a binary that has influenced the Global South and other countries that were colonized which creates a struggle for Indigenous people that fall into a “third gender” to be respected even if they have deep roots within their communities. Numerous Indigenous gender identities, such as the Hijra, are defining for themselves how their expression should be perceived. For many Hijra, they understand it to be a culture: “a tradition and a community that has its roots in ancient times” and those who see themselves as transgender understand it to be “more like an identity. We see ourselves as transgender. There is no pressure from the community. We’re free to do what we want. But if we want to be hijras, there are rules restricting our actions.”[5] There are significant repercussions with the association to the Hijras that is not carried through people who align themselves with the trans community, therefore, these groups are different. The Hijra have found a way of life and form gharana to survive which is not a culture that exists within trans communities. The Hijra are ostracized and limited to how much they are able to do, being forced to beg for support in the streets, more subject to being attacked and having no intervention or protection. Because of the harm that is conducted towards the Hijra, it is essential to learn about their practices, community structures, and gain a basic understanding of their livelihood. In effect, the understanding of how individuals identify can assert agency towards a group that is still oppressed within Indian society.

A main critique from the Hijra community about misconceptions is the inability for some to recognize the difference between the Hijra and trans identity. Saria describes “Using the word ‘transgender’ is a way to avoid using the word ‘hijra,’ since the word has been and continues to be used disparagingly by some people; it is a way of respect, as seen in the text of Indian legal and parliamentary documents.”[6] By not using the word and specific identity, many disempower this marginalized community. As individuals in the West, it is essential that usage of language by a specific community is asserted into academic scholarship and common language when discussing issues that affect a certain population. While many legal documents in India fail to establish a difference between the Hijra and transgender people, it is the job of all those who wish to advance Hijra rights to practice asserting agency to this community by using the correct terminology.

While terminology is often misunderstood in transition, it still remains the job of Western audiences to remain vigilant to the Hijra. For the Hijra, they have connected their spiritual existence for thousands of years in relation to Hinduism. Many connect to Ardhanarishvara, a deity that presents both masculine and feminine through god, Shiva, and goddess, Parvati. In Hindu mythology, there is a specific reference towards a third body that does not fit in the binary of female or male that is further supported by the existence of Ardhanarishvara: the symbolic understanding that femininity and masculinity are interconnected forces.[7] In the present day, the Hijra are still highly connected to the spiritual aspect of their identity and understand how others perceive them as people who can both bless and curse because of their connection to Ardhanarishvara.

While the Hijra continue to re-empower themselves in society through the gharana, there are other dynamics that make the community of the Hijra complex and beyond the comprehension of Westerners if only looked through a particular lens. Because the Hijra associate themselves highly with Hinduism, there has been a stretch to rename themselves as the “Kinnar”. Saria addresses that this particular project of renaming the Hijra by using Kinnar is more often found in urban centers where access to privilege is more common. However, many activists believe that “it could possibly be an alibi to absorb hijras within ascendant right-wing Hindu nationalism”.[8] There is a threat of Hindu nationalism which attempts to nationalize Hinduism and justify oppression for individuals who are not Hindu, most notably, Muslims. This directly harms all Hijra as well as non-Hindu Hijra is significant and heavily impacts liberatory practices that can be conducted towards all trans and third gender identities throughout India. The small population that benefits from a close proximity to Hindu nationalism does not make up for the exclusionary practices of other marginalized people within Indian society or contribute to lessening the societal fear of the Hijra.

            Besides South Asia, especially in present day-North India and Pakistan where the Hijra predominantly live, there are numerous indigenous gender identities that are often erased or excluded from the welfare of the present-day government and institutions. While these individuals served as community builders or held positions to help care for children, because of the influence from European colonizers that asserted their two gender binary traditions, many of these communities are shamed. Despite those forms of oppression and marginalization being current to these groups, it is important for a Western audience to understand that many of these individuals, across the world, still hold positions of power in their society. Even with their positions of power, many are often disenfranchised by political institutions and society even though they have existed as identities for hundreds or thousands of years.

            Within present-day Mexico, an Indigenous third gender identity, Muxe, has existed for centuries within the culture of Zapotec people prior to the pre-Columbian era and colonialism. In regions around the Zapotec people, there were many gods that were both women and men explaining the diversity in gender conceptualization.[9] As an identity, these individuals are Mexican Indigenous male-bodied, differently gendered people that do not fit into Western standards of the binary. The Muxe continue to maintain traditions of the Zapotec from the language, dress, and other elements of culture that are no longer practiced but do not serve as religious representations of Meso-American gods or higher powers like the Hijra do in India. Originally, the Muxe worked to preserve culture by completing traditional feminine tasks such as embroidery or craftsmanship and today, they continue that legacy by maintaining community. 

            The Muxe and third gender individuals in South Asia have a parallel history because of colonization. Prior to the arrival of Spanish, French or British gender influences, third gender individuals had a significant role in their communities and gender was not viewed in a binary way where only male or female was acceptable. However, because of this long history of colonization and the establishment of gender binaries into South Asia and present-day Mexico, there is a societal push to exclude and discriminate against individuals who have previously been considered sacred.

The study of third gender identifying individuals across time and cultures has drastically differed depending on the political nature of the time period. The focus on each dynamic of queer or third gender identity ranges depending on new media developed, more civil rights protections being established, and the activism of local communities for recognition. Historians such as Ruby Lal and Emma Kalb tell the story of Mughal Authority and how that impacted third gender individuals. Kalb illustrates how the Khwajasarai were placed on different levels of hierarchy within the Mughal Courts; some had specific access and privileges that were not given to other third gender individuals unless earned. Lal focused more on how different Emperors, such as Akbar, discussed or valued the Khwajasarai and explicitly mentions how they were enslaved individuals, taken from their families at a young age. While some of these individuals were able to achieve high status in the court, they were not able to choose their identity and served the Court by its immediate needs.

Queering India: Same Sex Love and Eroticism in Indian Culture and Society by Ruth Vanita as one of the first major examinations of queer culture in Indian society throughout the last two centuries. The monograph was published in 2002 and specifically, Vanita was inspired to write the book based on discussions raised by the film Fire by Deepa Mehta. The author’s thesis is focused on how colonialists and nationalists focused on and continue to target old traditions and completing the process of “rewriting” the traditions, trying to create uniform traditions and simplify history. The context of this book is powerful as it came to be published soon after the rise of feminist, dalit, queer history and cultural studies in India in the 1990s. Despite being written early in the contributions to Indian Queer Studies and History, Vanita explored the idea of Hijras using Hinduism to explain identity but is unable to connect Hindu Nationalism, which was briefly mentioned in the chapter, to the evolution of Hijra rights.

            While the early discussion of Section 377 in historical research did not focus on the impact the policy had on Hijra, Jessica Hinchy’s research changed the focus towards addressing the restrictions and policing of Hijra during colonial India. Hinchy also furthered research on the Criminal Tribes Act of 1871 which explicitly mentions “eunuchs” which was the term that the British used to describe the people known as Khwajasarais in some regions of India.

            Two of Hinchy’s first major articles were published in 2014 which was the same year as National Legal Services Authority v Union of India (NALSA). The NALSA made the decision that granted Hijras recognition as a third sex as well as the right to choose their gender classification. Additionally, it sought to grant Hijra access to affirmative action policies since it recognized them as a group that was historically discriminated against. The historical context of Hinchy’s articles are relevant because it led to a significant shift in the study of queer culture in India, one that focused solely on same-sex relations to a more holistic view of queerness including people who identify as Hijra or transgender.

Vaibhav Saria studies third gender individuals in South Asia in the present through an anthropological lens. Their work explored how Hijra communities have formed and continue to face different challenges based on their location and economic status. Saria’s research is a dedication to telling the stories of Hijra through an ethnographic lens in a time period where Hijra are marginalized by society and their lives are highly impacted by identity, kinship, and economic value.

As the historiography of Third Gender individuals in South Asia continues, I hope to expand on the modern day consequences of the disenfranchisement: the oversimplification of gender identity that created the Hijra label, the alliance between Hijras and Hindu nationalists, and the continued push to assert “transgender” rights over same-sex marriage and relationships in India. While some of the historical works have focused on a post-colonial movement against Section 377 and the Criminal Tribes act 1871, they lack an analysis on how the 21st Century reactionary Hijra pair themselves with religious nationalists and those on the far-right that alienate same-sex attracted individuals. Many of these pieces of scholarship discussed trans and gay individuals as separate communities which has manifested into the politics of Indian society rather than sharing a similar history and a continuing narrative of betrayal despite allyship between all queer people across the globe. Additionally, research beyond Northern India and Pakistan must be done to tell a more diverse story of how these identities originally were disenfranchised.

During the Mughal period, there were structures that allowed local princes and royalty to assert power in the 16th to the 19th Century; one of these structures was known as the Mughal Court that was a form of rules and laws. In the Mughal Court, there were significant expressions of hierarchy and control that were asserted through royalty in the palace. In these spaces, eunuchs “served as another element in this formation of space, as embodied boundaries and mediators”.[10] There were individuals who served roles to ensure safety and security of the leader, meaning that private spaces within the harem or sleeping quarters must have been kept. Despite this, eunuchs of different privileges and levels within the hierarchy had powers to enter these spaces.

Before they were able to attend to these responsibilities and tasks, young Khwajasarai needed to prove that they were ready to assume adult responsibilities. Unlike other youth in society who could access more responsibilities through the process of puberty, “that competence in adab [Islamic values of proper manners and conduct] was a significant marker of adult-hood may have broader relevance, particularly for male Islamic childhoods.”[11] This would cite how differently treated third gender individuals were even if they had status in the court because they were forced to follow good manners and proper conduct with standards above their peers. Additionally, this led to “acculturation and kinship-making were broadly speaking part of the experiences of slave children in early-modern and modern South Asia” where “forming cultural and interpersonal links appears to have been an important way in which child slaves coped with their enslavement and deracination.”[12] The young Khwajasarai were held to higher standards and taken from their homes at young ages to serve the court; community within the court by third gender individuals was needed for survival and assimilation where they formed new cultural ties and personal relationships. 

            Within the Mughal Court, there were different positions for the Khwajasarai. The third gender people served the Court but also participated in the harems, “a sacred area around a shrine; a place where the holy power manifests itself”.[13] There were some “personal attendants (khawāsān) and palace eunuchs (mahallīyān)” that would be “present behind the emperor” along “with the nāzir (eunuch superintendent of the household) also flanking the emperor on stage left… the master of the ceremonies (mīr tūzuk) stands in front of the emperor, behind the most powerful Mughal state officials such as the wazīr al-mamālik, with mace-bearers (gurz-bardārs)”.[14] While these individuals did not hold the highest position within the courts, the significance of their inclusion behind the emperor shows the power structures that had been established to demonstrate their significance. Additionally, there were some eunuchs that have been shown throughout historical preservations such as the narration of Mahābat Khān’s coup that demonstrate how these individuals were “stationed in proximate positions close to the emperor and around the more restricted parts of the palace.”[15] The freedom of movement with little restriction is an important note for any person who exists throughout time and the ability for the Khwajasarai to have agency is notable to their own power and significance in each court. Even with unequal power dynamics because of a social hierarchy that was built, eunuchs were still able to exist in close proximity to individuals of higher stance and had the possibility to move up the power structure into nobility. Often their stories are recorded in archival highlights another display that these individuals held strict importance, even while it ranged, within society.[16]

            The duties of the Khwajasarai would change based on the Court context because there were no fixed tasks placed on individuals or strict caste divisions for these tasks, but certain privileges could be denied to others based on status within the Court. Some examples of this blend of power include the fact that “a water carrier could (and did) write a memoir, a foster nurse could serve as a diplomat and a swordsman could be a storyteller, however strict the codes of conduct that they were expected to follow.”[17] Agency and movement based on proximity to the emperor did not limit your duties because anything could be significant in service to the Court.

            The Khwajasarai had a close proximity to the emperor through their ritual practices. In formal public spaces and the inner areas of the palace, they still were able to take up space. Depending on the position of the Khwajasarai, they served “on practical functions, such as holding fans, passing on petitions, or standing guard” that were essential to the success of the hierarchy.[18] For some functions of the court, Khwajasarai were able to “achieve positions of intimacy, knowledge, and influence with the emperor and members of the royal family” and throughout time, there have been numerous eunuchs of high status that could be a part of close encounters with the royal family. Depending on the emperor, the prominence of the Khawajasarai changed, however, one thing stayed consistent: the gesture to forbid castration of young boys. However, “ ‘all Mughal emperors from Akbar down to Awrangzeb… no one had previously issued an injunction against a practice that had enslaved young boys and turned them into eunuchs without their consent”.[19] This reasserts how third gender individuals were enslaved and seen as necessities to the functionality of the Court.

Despite their differences in gender presentation or the status of being an eunuch, there were a range of opportunities while also still having low-ranked eunuchs that “could become entangled in moments of political conflict, intrafamilial and otherwise, a situation that provided greater opportunities but also heightened risk”.[20] There would also be women and non-eunuch males serving in similar positions throughout the palace, but significantly, the Khwajasarai were not excluded from practices that were held by those other than male or female. With the exclusion of Khwajasarai in the history of India and the Mughal Court, a significant part of the diversity of gender and status can be erased.

            With colonist intervention, the historical significance and positions of the Khwajasarai within society were erased in the British colonial period. By being a third gender identity, the Khwajasarai caused significant moral panic to the British colonizers but have also been left out of the exploration of Indigenous gender identities throughout history. Hinchy made it clear that “the majority of archive life histories were recorded as accounts of ‘eunuchs’, not ‘Hijras’. It is sometimes difficult to distinguish those ‘eunuchs’ who identified as Hijras from those who found themselves categorised as ‘eunuchs’ because they crossdressed in theatrical or ritual contexts, or because their everyday gender expression was non-binary”.[21] Any usage of the term Hijra that provides quotes or evidence from Hinchy’s monograph, Governing Gender, will be italicized as her politic and understanding of third gender identity had changed between her monograph and prior works. The italicization represents how Indigenous terminology was stripped during the colonial period but Hijra was a term that can not fully represent all individuals who were discriminated against in regards to their sexual or gender presentation. Hinchy illustrated how the “British East India Company’s interventionist policies towards Indian-ruled principalities intensified, setting the stage for Awadhi khwajasarais to become embroiled in the sexual politics of imperial expansion.”[22] The Khwajasarais were seen as a threat to colonial rule because of their knowledge, traditions and practices of kinship-making and community building; they could easily resist the policing that was provided by colonial power.

To continue to assert control over the region and to force individuals to conform to Western standards, there were high levels of policing. Laws such as the Criminal Tribes Act of 1871 and Section 377 of the Indian Penal Code targeted the Khwajasarai disproportionality. During the period of policing, “colonial law marginalised diverse domestic and kinship forms that offended Victorian sensibilities”.[23] The Indian Penal Code was a part of legislation that was drafted in the 1830s by Thomas Babington Macaulay but was not enacted until the 1860s; the Code was inspired by English laws and the British’s need to codify their own standards across their colonial territories. Section 377 of the Code, part of Chapter XVI that related to punishment of Sexual Offences including rape and Sodomy. The extent of “the imprisonment (for life, or alternative up to ten years) of ‘[w]hoever voluntarily has carnal intercourse against the order of nature with any man, woman, or animal and specified that penetration was ‘sufficient’ to constitute ‘carnal intercourse’”.[24] Because the author focuses on the policing of the performances, she stressed the importance of the Badhai, Hijra’s traditional performance, as an event that is held during weddings or childbirth. The moral panic that came from the British colonial officers and British masculinity was pushed on Hijra.

Hijra were targeted between 1850 to 1900 while sexuality was being regulated by Section 377. Hinchy described the significance of the term Hijra in modern day Pakistan and Northern India, placing the Hijra in a particular region rather than creating the idea that third gender people in South Asia all identified the same way. Instead of a gender overview of the Hijra, Hinchy provided information on how “the North-Western Province (NWP) government, the contested representations of Hijras in official archives, were a troubling hurdle to suppressing the community and demonstrated the failure of colonial intelligence collection”.[25] The colonial government failed to execute many of their actions towards prosecution because of their lack of understanding of Hijras.

The major shift in the attitudes towards penetration and the development of Section 377’s power from different court cases throughout the 19th Century. Section 377 was defined by courts to prosecute individuals and the process of defining what penetration was. Ultimately, a “judge in the Brother Anthony case also concluded without adducing any reasons, that of the sexual perversions he had originally listed, only sodomy, buggery, and beastiality would ‘fall into the sweep’ of Section 377.”[26] Vanita described how the British were able to assert their power through their own gender and sexual expectations but were able to figure out more about Indian affairs to these issues through British men keeping mistresses. One of the first strategies that they worked on was dividing Hindu and Muslim religious customs and standards but ultimately, judges decided on a standard definition for what the Section criminalize. Vanitas’ work that explored third gender individuals focused more on the cultural presence of “transvestites” in theatre. An emphasis is placed on how Hijras re-invented the culture of theatre but were ultimately held back due to that taboo placed upon them because of their connection to women and womanhood. The author did choose to focus on how Hijras used Hindu myth to create aspects of their womanhood; early in their prosecution, Hijras were using justifications for their existence such as their morality due to the connections to Hinduism.[27]

            For the British colonizers, it made logical sense to find a way to oppress the non-confirming individuals to better enable all conformity throughout India but they first had to identify who they were and how they did not fit into society. For a thirty year time frame from the early 1870s to the beginning of the 20th Century, “Hijras seen as pimp, dancer, bard, performer, indefinite and non-productive/miscellaneous and disreputable.”[28] Western standards of productivity and value in society were vastly different from Indian perception. The Khwajasarai and other Indigenous third gender identifying individuals existed within India for centuries, creating a clash of culture and values.

This legislation addressed “Unnatural offenses” which were used as a direct target on Khwajasarai as they did not fit British standards for gender presentation and was an active threat to patrilineal order that colonial law wished to instill throughout India. As this legislation was being revised, the presence of Hijras were becoming more relevant to colonial rule, especially throughout the 1850s, as they were represented as the symbol of Indian sexual perversity. By the time that this Code was officially placed into law, Hijras were seen as a danger to children and therefore, a greater threat to society.

While Hinchy supported the Khwajasarais’ original power structures, an examination of the transfer of power was also made. With the influence of colonial government, the “definitions of the family and notions of sexual respectability narrowed greatly” and “evangelical ideology produced new middle-class definitions of the ‘private’ sphere of the household as a domestic and feminine domain, demarcated from the masculine ‘public’ sphere.”[29] Hinchy examined how class and perceptions of gender identity changed rapidly due to new government structure under British rule.

            Similarly, The Criminal Tribes Act of 1871 was further legislation that helped to criminalize Hijra in Indian society. It sought to criminalize the Hijra as kidnappers, castrators, and sodomites which were already punished through the IPC.[30] The CTA allowed for the prevention of physical reproduction from Hijra, forced cultural elimination, removed children from Hijra care, further criminalized actions that Hijra sought to create a means of livelihood, and created interference with Hijra succession practices. Overall, the Hijra found their identities as well as domestic arrangements policed by the CTA. Police officials were allowed increased surveillance powers that allowed them to control the public presence of Hijra as well as conduct investigations onto “registered people’s” [people who were suspected to be eunuchs or similar classifications] households, removing children from their care by force.[31] Despite the various lives that Hijra lived, their gender presentation, domestic arrangements, and entire livelihoods were policed by the colonial government. Another form of control of colonial oppression to the Hijra was prevention of physical reproduction, interference in Hijra discipleship or succession practices, removal of children and complete cultural elimination.[32] The colonial government attempted to deal with the “issue” of the Hijraby ensuring there were no generational communities that could support rebuilding or maintaining their culture. The British viewed Hijrasas “figures of failed masculinity” that dressed as women and believed that Hijra needed to be eliminated from society to protect the image of proper masculinity according to Western standards.[33]

Hinchy discusses that sexuality and gender identity were unevenly disciplined on a local level.[34] This examination of how colonial law was drastically different based on location in colonial India was newer in the research of transgender identities. By explaining the complex relationship with law and policing, Hinchy described the agency the Hijras had to resist discrimination and described how they used strategies to negotiate and used gaps in control to evade punishment.[35] The turn towards providing agency and highlighting resistance is powerful for this time period where transgender individuals are asserting their own agency in the modern day.

Overall, this specific article makes a lot of commentary about how the lack of enforcement of policy allowed the community to perform and cross dress without policing or made decisions to move to Indian-ruled states to continue their practices, being strategic about their political borders to maintain identity.[36] For the first attempt to move to assert agency towards queer individuals in colonial India, the author used the original terminology of the Hijras to restate political power to that label that had been stripped from that marginalized group in the 19th Century.

            After decades of cultural erasure and violence towards the Indian population, South Asia became liberated from the colonial presence in 1947 after the end of World War II through the Indian Independence Act. A main part of the liberation movement was a commitment to anti-colonial nationalism by the newly established Indian government and to implement international pressure on Britain to decolonize after WWII. The anti-colonial movement focused on reclaiming or assembling parts of Indian culture that had been erased because of Western standards. Embedded into the Indian Constitution which was created in 1949, secularism was enshrined because the Indian National Congress, a political group that had led parts of the liberation movement favored an India that would maintain religious diversity. However, other political interests such as Hindu Nationalists were frustrated, wanting to create a country that would strictly follow Hinduism and reclaim the territory for people who followed the religion and exclude Muslim Indians. Despite the conflict that built in India over religious rights, new leaders of the Indian government quickly overturned some elements of harm that had been done to the region under British rule. The Criminal Tribes Act of 1871 was one of the major laws examined and was repealed the same year that the Indian Constitution was created in 1949. Even though TCA was overturned, Section 377 of the Indian Penal Code that created anti-Sodomy laws, targeting homosexuals was not removed. Some progress was made for third gender individuals but not homosexuals.

            While the Indian National Congress remained in power for five decades after initial liberation of India, the late 20th Century saw a rise of neo-liberalism and Hindu nationalism in India. Neo-liberalism not only opened up the Indian economy to foreign capital and privatization but created economic deregulation and led to rising wealth inequality in India during the 1990s.

Hindu Nationalism took advantage of the rise of neoliberalism that took attention from class conflict which divided working-class people and led to a major deflection of class-driven anxieties onto minority communities. The influence of Hindu nationalism would continue to strengthen within Indian electoral politics in the 2000s.

            As a country within the Global South, India continued to see the effects of colonialism in the 2000s. Elements of right-wing populism emerged in India focused against cultural globalization despite the onslaught of Western culture on India and Hinduism. Through the 2014 and 2019 elections, the BJP won the largest majority asserting Shri Narendra Modi into the role of Prime Minister. Alongside these changes the 21st century has seen various attempts to legalize a recognition for a third gender classification, but more specifically, to recognize the Hijra. In 2014, there was a dramatic shift in the legal recognition despite previous rulings that had supported the anti-sodomy laws created in the 19th century that discriminated against homosexuals and targeted the Khwajasarai. The UK Constitutional Law Association published commentary in reaction to the ruling of National Legal Services Authority v Union of India (NALSA). This decision from 2014 declared that Hijras must be legally treated as a third gender classification group. The commentary stresses how the decision is a direct contrast to previous decisions even a year prior that ruled sodomy, which the Hijras have historically been associated with, as criminal action.[37] The new protections granted to Hijras include recognition as the third sex, right to choose their presentation/classification, and are now granted affirmative action privileges for being a group historically discriminated against. PM Modi, who would express intent on protecting transgender individuals throughout his time in power, assumed office in May of 2014, a month after the publication of this review of the decision and the decision itself.

            A few years following the establishment of the legal gender classification, the Indian Supreme Court Overturned Section 377 of the Indian Penal Code. One of the organizations that commented on this historical ruling was The Human Right’s Campaign also known as THC. THC is an international organization that has its origins in Washington D.C. and was founded in the 1980s. Throughout its expansion, the Western organization has taken interest in ensuring universal protections for LGBTQ+ identities across the world. After the decision that overturned Section 377 of the IPC, before official removal from the IPC from law in 2024, the organization celebrated this historical win in 2018. HRC Global Director Ty Cobb acknowledged the historical win by congratulating “the LGBTQ advocates who worked tirelessly for decades to achieve this tremendous victory. We hope this decision in the world’s largest democracy and second most populous country will set an example and galvanize efforts to overturn similar outdated and degrading laws that remain in 71 other countries.”[38] For the Western audience who has little knowledge of the historical legacies of colonial Britain’s enforcement of anti-Sodomy laws, the announcement by the HRC does not outline how important yet complex this accomplishment is, allowing for Westerners to believe that progress has been completed. The commentary notes that the IPC is a result of colonial rule enforced in 1860 and emphasized its criminalization of adults of the same sex but not the historical usage to disempower third gender identities. The organization includes that it was PM Modi’s decision to allow the Supreme Court to make this decision and chose not to directly associate his government with the case.[39] An Indian member of the HRC staff, who worked to support the case’s argument, was quoted in the article addressing the affirmation of the right to one’s body and the right to love but the language is vague towards the audience, not claiming to be a clear protection for transgender people.

            Despite efforts to receive certain status for recognition, there is still a lot of conflict within the Hijra community. Because there are different ways to contribute to the economy and receive payment, many Hijra argue over the “better” way to interact with the public and that begging should be considered shameful. Some Hijra go as far as to consider that Hijra who “beg on trains [are not real Hijra]. They have no honor and are just gandus’” because they belong “to these old, respected, established hijra households with large numbers of celas and nati-celas, whose right to take money at weddings and child births were undisputed, even protected by the police”.[40] Even with the difference of opinions on how to receive payment, Hijra who ask for money on trains provide a transaction through blessings and “work very hard to earn their money… Getting ready entailed bathing, putting on makeup, wearing clean, gaudy saris, and hiding large pins”.[41] There is a sacrifice for Hijra who put themselves in harm’s way for these transactions and labor is performed through negotiations beyond the daily efforts to get ready and wear proper attire for the day.

            As legal recognition has expanded, it can be noted that a tactic for Hijra’s to be accepted into Indian society is through collaboration with the Bharatiya Janata Party. The BJP is a political party that currently controls the Indian government and is one of the major political parties.In 2019, the BJP released a manifesto that explained their political agenda for the next several years if elected. The BJP had been in national political power since 2014 after not having won the position of Prime Minister for their party since 1999. The Prime Minister until 2019 had made vague statements of his support for the Hijra or transgender community, but in this manifesto, the party makes a clear stance in protecting the security of the “transgender community”. The manifesto’s section header is entitled “Empowering Transgenders” is a strong commitment to maintaining and re-asserting power dynamics that third gender identities in India had previously had. One promise embedded in the BJP’s policy is a commitment “to bring[ing] transgenders to the mainstream through adequate socio-economic and policy initiatives.”[42] Despite being a far-right, religious nationalist party, it has prioritized the protections of an universally marginalized identity across the world.

The act, The Transgender Persons (Protection of Rights) Act of 2019, is defined as “an Act to provide for protection of rights of transgender persons and their welfare and for matters connected therewith and incidental thereto.”[43] The protections granted in the legislation extend to the entire country of India and need to be enforced by the central government. The main protections address non-discriminatory access to education, employment, healthcare services, the right to property, and stop denying transgender people from being denied public office. Transgender people can also have formal recognition of their identity as a transgender person and the legislation lays out the application for recognition. This legislation was passed in 2019, the same year as the re-election of the BJP and PM Modi’s solidification of power for another five years. Earlier that year, they had released their manifesto that had addressed making transgender people “more mainstream” and this protection act is a commitment to their protections of that community. The amount of individuals that have benefited directly from this legislation continues to be examined, but the limitation of progress can be noted by the unwillingness to use words native to the South Asian continent.

However, there still remains push back from a diverse range of voices that believe that using Western terms, instead of Indigenous ones like Hijra, limit the amount of progress that can be made. Individuals of high caste privilege such as Laxmi Narayan Tripathi, believe that supporting Hindutva and justifying the caste system guarantees her safety as a third gender individual. In advancing her own political agenda to support third gender rights, she has actively excluded many from the narrative and continued the oppression of other marginalized groups within India. She has joined Hindutva politics to argue that the Temple of Ram, needed to be rebuilt after its destruction by the Mughal Empire despite the direct marginalization it has put on the Muslim minority within India’s borders. Others, usually from marginalized castes or religious backgrounds, believe that there is more to the fight for equal rights than what Tripathi has proposed. There are other ways to assert rights for Hijra and third gender individuals than sympathizing with an oppressive government that does not listen to the specific and diverse struggles amongst non-men and women.

            Beyond the Hijra and other third gender identities throughout South Asia, there are hundreds of Indigenous cultures that centered non-male or female individuals in their communities throughout history and the present. As educators of culture, religion, and World History, social studies teachers have a duty to discuss the diversity of gender presentation and why certain individuals are discriminated against in their modern societies. No matter their race, transgender and third gender individuals deserve opportunities to see themselves throughout history. Often, rhetoric is used to insinuate that trans and gay people are “new” and have not existed for centuries but teaching third gender individuals across cultures, continents, and races can fulfill the mission of getting rid of a Euro-centric curriculum. With a significant increase of Asian American, specifically South Asian Americans, in the United States, a curriculum that increases visibility into Asian culture and life is essential. Supporting students who are immigrants or first generation students from South Asia starts with making their cultures visible in the classroom and remains even more true for students with multiple identities that are marginalized such as being trans.

A social studies classroom can choose to reflect on this country’s contribution to colonizing nations in the Global South and address how the country founded on colonization with the attempt to remove, displace, and harm Indigenous populations. In the United States, trans rights are constantly being debated and movements for cisgender queer individuals to separate themselves from associations with transgender people. Anti-trans hate and legislation has spread around the United States within the last ten years, especially with the rise of Christian nationalism and the alt-right Conservatism. The ways that India and the United States have manifested various beliefs of acceptance and legal recognition for different queer groups shows the complexity of gender history. An introduction to this topic in our classrooms can help to create conversations within the diaspora but also a reflection to students of European descent, those who have to reflect on their privilege and ancestor’s role in removing acceptance for third gender individuals.

ABC News (Australia), “Gender and Sexuality in Hindu Mythology | India Now! | ABC News,”  (ABC News: 2022) https://www.youtube.com/watch?v=K8ZZAD9FhTw.

Bharatiya Janata Party. “Manifesto 2019”. 2019.

British India. “The Indian Penal Code”. 1860.

Bureau, The Hindu. “Supreme Court Rejects Review of Its Same-Sex Marriage Judgment.” The Hindu, January 9, 2025. https://www.thehindu.com/news/national/same-sex-marriage-supremecourt-dismisses-petitions-seeking-review-of-october-2023judgement/article69081871.ece.

Chisholm, Jennifer. “Muxe, Two-Spirits, and the Myth of Indigenous Transgender Acceptance.”

International Journal of Critical Indigenous Studies 11, no. 1 (2018): 21-35. doi: https://doi.org/10.5204/ijcis.v11i1.558.  

https://login.tcnj.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/muxe-two-spirits-myth-indigenous-transgender/docview/2917322843/se-2

Hinchy, Jessica. 2015. “Enslaved Childhoods in Eighteenth-Century Awadh.” South Asian History and Culture 6 (3): 380–400. doi:10.1080/19472498.2015.1030874

Hinchy, Jessica. 2019. Governing Gender and Sexuality in Colonial India : The Hijra, c.1850-1900. Cambridge University Press.

Hinchy, Jessica. “Obscenity, Moral Contagion and Masculinity: Hijras in Public Space in Colonial North India.” Asian Studies Review 38, no. 2 (2014): 274–94. https://doi.org/10.1080/10357823.2014.901298.

Hinchy, Jessica. “The Sexual Politics of Imperial Expansion: Eunuchs and Indirect Colonial Rule in Mid-Nineteenth-Century North India.” Gender & History 26, no. 3 (2014): 414–37. https://doi.org/10.1111/1468-0424.12082.

Höfert, Almut, Matthew M. Mesley, and Serena Tolino, eds. Celibate and Childless Men in Power : Ruling Eunuchs and Bishops in the Pre-Modern World. Abingdon, Oxon ; Routledge, an imprint of the Taylor & Francis Group, 2018.

Journeyman Pictures, “Demigods: Inside India’s Transgender Community.” (2019).

Kalb, Emma. “A Eunuch at the Threshold: Mediating Access and Intimacy in the Mughal World.” Journal of the Royal Asiatic Society 33, no. 3 (2023): 747–68. https://doi.org/10.1017/S1356186322000827.

Khaitan, Tarunabh. “NALSA v Union of India: What Courts Say, What Courts Do.” UK Constitutional Law Association, (2014). https://ukconstitutionallaw.org/2014/04/24/tarunabh-khaitan-nalsa-v-union-of-india-what-courts-say-what-courts-do/

Republic of India Parliament. The Transgender Persons (Protection of Rights) Act.

Peters, Stephen. “India Supreme Court Overturns Colonial-Era Law Criminalizing Same-Sex…”(Human Rights Campaign: 2018). https://www.hrc.org/press-releases/india-supreme-court-overturns-colonial-era-law-criminalizing-same-sex-relat.

Saria, Vaibhav. Hijras, Lovers, Brothers: Surviving Sex and Poverty in Rural India. Oxford: Oxford University Press, 2023.

Vanita, Ruth, ed. Queering India : Same-Sex Love and Eroticism in Indian Culture and Society. New York ; Routledge, Taylor & Francis Group, 2002.


[1] Journeyman Pictures, “Demigods: Inside India’s Transgender Community,” June 15, 2019, https://www.youtube.com/watch?v=YxL5qfbtKqg.

[2]  Jessica Hinchy. “The Sexual Politics of Imperial Expansion: Eunuchs and Indirect Colonial Rule in Mid-Nineteenth-Century North India.” (Gender & History, 2014), 416.

[3] Hinchy, “The Sexual Politics of Imperial Expansion”, 420.

[4] Saria, Hijras, Lovers, Brothers, 3.

[5] Journeyman Pictures, “Demigods: Inside India’s Transgender Community.” (2019).

[6] Vaibhav Saria. Hijras, Lovers, Brothers: Surviving Sex and Poverty in Rural India. (Oxford: Oxford University Press, 2023), 4.

[7] ABC News (Australia), “Gender and Sexuality in Hindu Mythology | India Now! | ABC News,” June 27, 2022, https://www.youtube.com/watch?v=K8ZZAD9FhTw.

[8] Saria, Hijras, Lovers, Brothers, 4.

[9] Jennifer Chisholm. “Muxe, Two-Spirits, and the Myth of Indigenous Transgender Acceptance.” (International Journal of Critical Indigenous Studies: 2018), 25.

[10] Emma Kalb. “A Eunuch at the Threshold: Mediating Access and Intimacy in the Mughal World.”, (Journal of the Royal Asiatic Society 33: 2023), 752.

[11] Jessica Hinchy.  “Enslaved Childhoods in Eighteenth-Century Awadh.” (South Asian History and Culture: 2015), 393.

[12] Hinchy. “Enslaved Childhoods in Eighteenth-Century Awadh”, 394.

[13] Almut Höfert, Matthew M. Mesley, and Serena Tolino, eds. Celibate and Childless Men in Power : Ruling Eunuchs and Bishops in the Pre-Modern World. (Abingdon, Oxon: 2018), 96.

[14] Kalb. “A Eunuch at the Threshold”, 756.

[15] Kalb. “A Eunuch at the Threshold”, 755.

[16] Kalb. “A Eunuch at the Threshold”, 753.

[17] Höfert, Almut eds. Celibate and Childless Men in Power, 100.

[18] Kalb. “A Eunuch at the Threshold”, 756.

[19] Höfert, Almut eds. Celibate and Childless Men in Power, 103.

[20] Kalb. “A Eunuch at the Threshold”, 768.

[21] Hinchy, Governing Gender and Sexuality in Colonial India, 143.

[22] Jessica Hinchy. “The Sexual Politics of Imperial Expansion: Eunuchs and Indirect Colonial Rule in Mid-Nineteenth-Century North India.” (Gender & History, 2014), 414.

[23] Hinchy, “The Sexual Politics of Imperial Expansion”, 420.

[24] Hinchy, Governing Gender and Sexuality in Colonial India, 52.

[25] Jessica Hinchy. Governing Gender and Sexuality in Colonial India : The Hijra, c.1850-1900. (Cambridge: Cambridge University Press, 2019), 119.

[26] Ruth Vanita ed., Queering India : Same-Sex Love and Eroticism in Indian Culture and Society (New York: Routledge, 2002), 22.

[27] Vanita, Queering India, 171.

[28] Hinchy, Governing Gender and Sexuality in Colonial India, 41.

[29] Hinchy, “The Sexual Politics of Imperial Expansion”, 420.

[30] Hinchy, Governing Gender and Sexuality in Colonial India, 107.

[31] Hinchy, Governing Gender and Sexuality in Colonial India, 2.

[32] Hinchy, Governing Gender and Sexuality in Colonial India, 93.

[33] Hinchy, “Obscenity, Moral Contagion and Masculinity”, 284.

[34] Hinchy, “Obscenity, Moral Contagion and Masculinity”, 276-277.

[35] Hinchy, “Obscenity, Moral Contagion and Masculinity”, 277.

[36] Hinchy, “Obscenity, Moral Contagion and Masculinity”, 286.

[37] Tarunabh Khaitan. “NALSA v Union of India: What Courts Say, What Courts Do.” (UK Constitutional Law Association: 2014), 2.

[38] Stephen Peters. “India Supreme Court Overturns Colonial-Era Law Criminalizing Same-Sex Relationships”, (Human Rights Campaign: 2018), 1.

[39] Peters, “India Supreme Court Overturns”, 2.

[40] Saria, Hijras, Lovers, Brothers, 109.

[41] Saria, Hijras, Lovers, Brothers, 115.

[42] Bharatiya Janata Party. “Manifesto 2019”, 36.

[43] “The Transgender Persons (Protection of Rights) Act”, (Republic of India Parliament: 2019), 1.

The Minoans: The Forgotten Sea Empire

How can I ignite a passion for history in my students? That’s a question I found myself asking when I was teaching at Trenton Central High School while doing my first clinical experience at The College of New Jersey. Naturally, I began with looking back at my high school teachers trying to remember what they did that allowed me to not just passively learn, but to explore my interests as well. The paper that follows this introduction was my capstone paper I wrote while at TCNJ studying history. It covers a people known as the Minoans. These seafaring people of the Bronze Age are not likely to be found in any high school history textbook. However, I decided to write about the Minoans in such length because of a project I did in my English class in high school. (Yes, you read that right, my English class.)

            My English teacher at the time, Ms. Lutz, had allowed the class to do a presentation on a topic of our choosing. As a person who found English to be very boring and history much more interesting this project excited me as I was able to dive deeper into a topic I was interested in. I ended up settling on the Minoans as I had only heard their name once briefly in a video discussing Crete. Ms. Lutz’s English project allowed me to have choice in my learning all while developing my presentation making skills and teaching me how to do proper research. If the goal of your lesson is to develop student research and presentation skills then focus on that. Students will be much more willing to speak in front of the class if they are passionate about the subject. That little bit of research at the high school level might even turn into a capstone paper one day. So why is this important? How does this help me create passion for history in the classroom? Give your students some agency in what they learn. Let them tell you what they find interesting about U.S. or world history and let them explore that interest in your class. This also shows us history does not have to be confined to the history classroom instead other subjects can use history as a backdrop to explore concepts and develop new skills.

During the Bronze Age trade flourished in the Mediterranean. Few people were as well situated to capitalize on this fact then the inhabitants of the Island of Crete. The people of this island during the 3rd to 1st millennia B.C.E.E. are known to modern historians as the “Minoans”. Who were the Minoans and what did they do? The Minoans really excelled at creating high quality products. At first mastering pottery allowed them to create vessels for holding agricultural products like olive oil. When faced with a lack of valuable metals and materials like copper and tin, on the island, they were forced to turn to trade to get rarer resources. This trade centered around providing olive oil and other goods in exchange for these precious resources which could be used in the creation of desirable specialized products. This operation eventually expanded to become an intricate sea trading network that encompassed large portions of the Mediterranean and beyond. Minoan products have even been found as far as the Indus River Valley. However, material goods were not the only thing traded by the Minoans. Culture was readily exchanged as well both willingly and as a side effect of trade. Minoans managed to spread their culture while incorporating elements from foreign cultures that proved beneficial. While much information about the Minoan civilization has been lost to history, the vastness and importance of their trade empire economically and culturally can not be overstated. Many civilizations of this time like the Phoenicians, Sumerians, and the Harappans of the Indus rRiver valley tend to overshadow the Minoans but they should be seen as cultural equals to these complex societies. Their central geographic location, coupled with a need to trade for raw materials as well as fostering skilled artisans enabled the Minoans to become a Bronze Age thalassocracy with influence on many civilizations.

The Bronze Age in Crete is generally considered to have lasted from around the 3rd millennium B.C.E. to the 1st millennium B.C.E.[1] The Minoans received exposure to metallurgy and bronze making from the east. The Island of Crete is the largest in the Aegean Sea and also the furthest south. This geographical position made Crete a natural stop on the many trade routes of the Mediterranean. Crete was perfectly positioned to receive sea trading merchants from all their neighbors. Mainland Greece to the northwest, the Cyclades to the north, Anatolia to the northeast, Egypt to the southeast, Cyprus to the east, and even further east Syria. This places Crete in the middle of some of the most important civilizations of the Bronze Age. The innovations of the Bronze Age first began in the east and it is no wonder how the Minoans gained access to this knowledge. While the Minoans were influenced heavily by the cultures that they came in contact with, the Minoans developed a distinct culture of their own. This is contrary to what historians of the past once believed. Historians used to think that the Minoans were not a distinct culture but instead a more of a imitator of Anatolian, Syrian, and Egyptian customs. This can not be further from the truth; instead the Minoans created a highly advanced culture which spread its influence to the furthest reaches of the known world at the time.[2] 

Even in the 21st century when writing about Minoan cultural spread, archeologists like Cyprian Broodbank and Evangelia Kiriatzi write that the “Minoanization” of surrounding islands and the Mediterranean remain controversial.[3] Cultural spread was not the only highly contentious aspect of the Minoan civilization. An article by Chester G. Starr really exemplifies how some scholars used to feel about the Minoans having large influence in the Mediterranean or even the Aegean. Writing in 1955 Starr confidently writes off the Minoan thalassocracy stating

The Minoan thalassocracy is a myth, and an artificial one to boot. It is amazing that the patent falsity of the basic idea has never been fully analyzed, for neither logically, archaeologically, nor historically can the existence of a Cretan mastery of the seas be proved.[4]

As the history of the Minoans becomes more and more clear through archeological finds Starr’s article appears more and more outdated. While he recognizes the fact that trade between Crete and Syria as well as trade between Crete and Egypt existed, he heavily downplays the Minoan involvement in this trade. Proclaiming instead that Minoans were nothing more than intermediaries between great powers.[5] Starr even writes off Minoan control of the Aegean by saying that they would not be able to field the required number of ships.[6] The idea of Minoan colonies is also completely downplayed as nothing more than a few factories created by Minoans for native populations of those islands to gather and produce products.[7] Early and mid 20th century historians certainly did not see the Minoans to be as capable as they were.

In 1962 an article by Robert J. Buck continues to echo this sentiment. Buck writes “No matter how prosperous Crete may have been, there was simply no place in the Late Bronze Age for a Minoan thalassocracy.”[8] His reasoning is that Crete did not have the industry capable of producing enough goods for a large overseas market.[9] It was not until the 1990s that scholars began to find more evidence that Crete could have held an empire of the sea and the Minoans were their own advanced culture.[10] Today the topic is still debated and the true scale of the Minoans’ influence is not completely clear. Evidence gathered in this paper however points to the existence of a heavily influential Minoan thalassocracy.

Trade was what built this Empire and was the primary way that Minoans spread their culture. The geographic location of Crete was not the only factor that led to the Minoans creating a trade empire. The Minoans had access to plentiful land to produce agricultural products in large quantities. Grapes, olives, pears, etc. were vital to the Minoan economy and way of life. Grapes were used to produce wine and tablets found at Knossos, the Minoan capital, reference 420 grape vines in the area and tablet “GM 840” records over 14,000 liters of wine that were brought to Knossos as a product of the last harvest.[11] Olives were also fundamental to the people of Crete and the Mediterranean and were always in high demand. Olives and olive oil took a long time to spoil, were used in cooking, washing oneself, burned in lamps, and were used as body oil. Olives were enjoyed both in their pressed oil form and regularly eaten without being pressed. These many different uses for olives made it a major crop of the Minoan economy. More tablets found at Knossos document 9,000 liters of olives being produced in just the Dawos area of the Messara plain of Crete.[12] Pears were also grown and might have even been native to Crete with Minoan trade being the reason the fruit spread throughout the Mediterranean.[13] While having an abundance of agricultural products is certainly good, the Island of Crete was lacking valuable metals that were the building blocks for societies of the Bronze age. Metals like copper, tin and gold were not found readily enough to support the demand on the island and this forced the Minoans to turn to their neighbors to acquire these metals.

Copper and tin were combined to create the alloy of bronze, a vital resource of the time. The island of Cyprus to the east was a large supplier of copper to the Mediterranean and made a perfect trade partner for the Minoans. Copper ingots from Cyprus were found at the Minoan palace-temple of Zakro confirming trade between the two islands.[14] It seems connections between Cyprus and Crete date back to the early and mid-Bronze Age.[15] Minoan pottery has been found on Cyprus in important places like palaces and ingots of various metals traded to the Minoans by the Cypriots have been found on Crete.[16] Some Cypriot pottery had even been found in the port of Kommos on Crete. All of these connections show a healthy trade relationship between the two islands. It is also clear that the Minoan and Cretans developed some kind of rapport as the Cypro-Minoan script begins to appear on traded items. The Cypro-Minoan script was a shared syllabary that the two islands utilized in trade with one another.[17] While the script remains undeciphered it allows archeologists to tell when items have come from Cyprus. Lead, copper, and tin ingots have been found bearing Cypro-Minoan markings with Cypriot lead mines being identified as far as Sardinia.[18] These are the kinds of metals that Minoans would have been in heavy need of and thus this close relationship between Cyprus and the Minoans makes sense. The Minoans would have used these metals to manufacture all kinds of various products. Cypriots were getting their lead from mines in Sardinia to trade that lead to the Minoans who then used lead to create objects that were sold overseas to places in Anatolia and Egypt. This is a perfect example of how interconnected Mediterranean civilizations were in the Bronze age and is not dissimilar to trade in the modern day.

Evidence of overseas trade is easy to spot all around Crete. For example, in the city of Myrtos imported metal objects, stone vessels, and obsidian have been found. Within the city, pottery and textiles were produced which could have been exported in exchange for these goods. Myrtos, like many Minoan cities, was located near the coast and many of these cities had their own ports and had more access to the outside world than might be expected.[19] Minoans most likely constructed their cities with trade as a central tenant. This is evident by the distribution of settlements around the island. The west side of Crete is almost completely barren of settlements while the north, south, and east have plenty of large cities. When looking at this from a trade point of view it makes sense as Minoans would have been primarily trading with the Cycledies to their north, Anatolia, Cyprus, and Syria to the east, and Egypt to the south. While Minoan pottery has been found west, in places like Malta for example, Minoans seemed to be more focussed on conducting their business in the eastern Mediterranean. Ports and harbors did not only exist in large cities. Evidence of Minoan ports have been found in many coastal regions of Crete and on nearby islands like Dia and Thera.[20] Having ports scattered throughout the sea allowed Minoan sailors to have many points where they could stop and rest. It is also crucial for long range seafaring as these journeys could be very dangerous and various weather conditions could spell disaster for ships and their crew. Having ports along the way to their destination allowed ships to take stops and wait for more favorable weather and wind conditions if needed.

            Minoans traded in many different kinds of products and were not limited to their agricultural surplus of olives and wine. In fact, skilled artisans were highly valued in Minoan society and were some of the most adept in the Mediterranean. Vathypetro, a Minoan building in the Cretan countryside, gives historians a glimpse into the industries Minoans engaged in. The building is dated to 1580 B.C.E. and had a wine press, clay loom weights for weaving, an oil press, 16 storage jars, multiple potters wheels, and a farm on the property.[21] Rodney Castleden, author of Minoans:Life in Bronze Age Crete suggests that it could have been a summer residence for the king, wealthy landowner or just as likely a communal industrial and agricultural center where Minoan artisans and farmers in the area could work. It is clear that Minoan goods were highly valued as they have been found all over the Mediterranean and beyond. Other cultures also show clear inspiration taken from Minoan frescoes and pottery showing the scale of Minoan influence. The largest potency of this influence is seen in Minoan colonies and close neighbors like the Mycenaeans. However, very proud and ancient civilizations like Egypt have shown to have respected the Minoans to a certain degree and had interest in their art and products.

            At some point Minoans began to make changes to their social structure to prioritize artisans and the manufacturer of luxury goods. This can be seen in the Minoan palace-temples. In Minoan society towns littered the countryside but in large cities there were often massive palace-temples where the elite and priests would live and in the case of Knossos a king or some kind of central authority. The main temples were located in Knossos, Kydonia, Phaistos, Zakro, and Mallia.[22]

Archaeologists have been able to discover that at some point before 1700 B.C.E. Minoan craftsmen and artisans concentrated within these temples. It seems that artisans were gathered to collectively work as full time specialists paid by the state. This proximity to other skilled specialists allowed them to share ideas and learn from each other creating ambitious works for domestic use and for transportation overseas.[23] At Phaistos within the store rooms some pithoi made by these craftsmen survived to this day.[24] Castleden describes the work made by these specialists as reaching “levels of technical skill and artistry so high that some of their works rank among the finest ever produced in Europe.”[25] It is no wonder why Minoan products were sought out all through the Mediterranean and beyond. By focusing their talents together and producing artwork that surpassed anything that their competitors were producing they found a lucrative market in luxury goods.

            With the palace-temples being the concentrated point for artisans they also became trade hubs as a consequence of both having the skilled workforce needed to use these raw materials and being the center of bureaucracy in the region. Imported materials found include silver, tin, copper, ivory, gold, lapis lazuli, ostrich eggs and plumes, exotic stones, and more.[26] These materials were then worked on by specialists at the temples where the finished products were sold both to local markets and taken by seafaring traders to foreign markets. Having the temples act as the center of industry, trade, faith, and bureaucracy as well as having five of these temples spread around the island created an efficient and administratively run government. Some early theories about the Minoan government suggested that these temples were seats of different city-states like those of mainland Greece. However, consensus now is that each temple had a local bureaucracy that controlled a portion of the island, but in the end they were all subservient to the main seat of power in Knossos. Keeping a well run and organized government is vital for sustaining a far-reaching trade empire with connections around the world and it appears the Minoans recognized this. It is very possible that Minoans understood how to organize themselves into a more centralized state by looking at the Egyptians.

            As the Minoans were looking towards the Egyptians for inspiration other less developed peoples were looking at the Minoans as an example of a developed culture. By looking at the ruins of a palace at the ancient site of Tel Kabri, located in modern day Israel, archeologists have noticed shocking similarities between this palace and Minoan palaces. For example, Minoan style fresco fragments have been found that seem to be mimicking the Minoan style. The palatial layout and construction of the palace also seems to coincide with the Minoans expanding their palaces.[27] It should not be so surprising that foreign merchants most likely visited Knossos or other palaces on Crete and were amazed at what they saw there. When they returned home the nobility of places like Tel Kabri wanted to emulate the great Minoan culture to give some kind of additional legitimacy to their own rule. This is an example of the Minoans having great influence on outside cultures without doing much to influence these people.

Additionally, by analyzing animal bones found at the site archaeologists could determine that the people at Tel Kabri started using meat cleavers to cut bone and extract marrow. This had occurred just slightly after the same development happened within Minoan society.[28] Again this showcases how trade partners of the Minoans benefited from not only the exchange of goods but also the exchange of ideas coming from Crete.

Egypt was one of the many civilizations that benefited from trade with the Minoans. This is evidenced by the many Minoan products found in Egypt. Most commonly found is Minoan pottery. Pottery from Crete has been found all over Egypt. In her article “The Perceived Value of Minoan and Minoanizing Pottery in Egypt” Caitlín E. Barrett discusses why Egyptians desired Minoan pottery and who in Egypt was buying it. Through her findings she concludes that people of nearly all strata had access to Minoan pottery and other Minoan products like cups for example.[29] Cretan pottery has been found in Egyptian homes and even graves indicating that it was used either practically or as display pieces. Essentially showcasing that they have exotic pottery from a distant land.[30] Its presence in Egyptian graves is also a strong indicator that Minoan pottery was quite well revered in some respects and that some Egyptians wanted to take it with them even in the afterlife. Minoans only imported a very small number of manufactured goods as they produced most, if not all, of these goods domestically. Of the manufactured goods imported to Crete almost all that have been found were Egyptian.[31] This really demonstrates the longstanding connection between these two cultures and the admiration they held for one another.

It can be deduced that Minoans had been visiting Egypt for many years, evidenced by the style of clothing the Egyptians portrayed Cretans wearing in their paintings. As Minoan clothing trends changed, as can be seen in Minoan artwork of themselves on Crete, these same changes are depicted in Egyptian iconography featuring Minoans. The Rekhmire paintings, located in the tomb of Rekhmire in the Egyptian city of Thebes, depict Minoan envoys wearing patterned kilts without cod pieces and a hemline sloping down towards the front.[32] Through cleaning an original coat of paint was revealed showing an older style of Minoan dress, kilts with codpieces and an upwards sloping hemline. This indicates that the Egyptians made clear efforts to update their portrayal of Minoans through the centuries. Wall paintings in the Tomb of Senmut also have Minoans depicted with the older style of outfit dating to the 1500s B.C.E.[33] At the same time on Crete in Minoan frescoes monkeys are painted blue which is a common feature of Egyptian portrayals of monkeys. A study published by the Cambridge University Press even suggests that the Minoans were the first Europeans to have contact with non-human primates.[34] The frescoes also often feature depictions of papyrus which was not grown in Crete but rather procured from Egypt. The presence of papyrus in these frescoes may also indicate Minoans trying to replicate features commonly seen in Egyptian art. These two features of Minoan frescoes can point to the Minoans certainly being influenced by Egyptian art. When added to the Egyptian portrayals of Minoans, a picture of two cultures with respect for each other and who came into contact with each other often starts to emerge.

Another piece of evidence that lets historians know that Egyptian and Minoan cultures came into frequent contact are inscriptions written by Egyptians discussing Minoans. One such inscription can be found once again in the Tomb of Rekhmire. Rekhmire was an Egyptian vizier, who was visited by the Minoans around 1470-1450 B.C.E.[35] and the inscription under a painting of the Minoan envoys reads “Princes of the Land of Keftiu (Crete) and of the isles which are in the midst of the sea.”[36] The isles mentioned most likely refer to the other islands of the Aegean. The mention of “the isles” in this inscription is good evidence that the Minoans had established colonies, trade posts, and had built an empire in the Aegean by the 15th century B.C.E. Another inscription at the base of a statue in the funeral temple of Amenhotep III lists nine place names. Four were located in Pylos, a Mycenaen kingdom and four were cities on Crete: Knossos, Amnisos, Lyktos, and Dikte.[37] The final place name was the island of Kythera which was a Minoan colony.[38] The purpose of this inscription is not entirely known but it is possible it relates to trusted trade partners or cities in which trade deals were made within Amenhotp’s lifetime.

Cultural exchanges between the Minoans and Egyptians were not entirely one sided. Some evidence from a discovery in 1991 suggests that Minoans had substantially more influence over Egyptian culture than previously thought. In Tell el-Dab’a a Minoan style fresco was uncovered depicting a bull leaping, among other things. The bull is a common trope in Minoan art work and often associated with Crete even in the present day. In an article by Sara Cole she looks into the techniques used to determine if this fresco was Minoan or Egyptian in origin. Looking at the fresco a lime plaster was used which corresponds with frescoes found in Knossos and Akrotiri, Minoan cities. In contrast Egyptian wall paintings utilized a gypsum plaster.[39]

Another indicator that this fresco is Minoan in origin are the proportions. Egyptians utilized a grid to create proportions unique to Egyptian art; they also had particular proportions for human beings. There is no evidence of these proportions or grid being followed in the Tell el-Dab’a fresco.[40]

Furthermore, there is evidence that a string was used on the wet plaster to create borders which is an explicitly Minoan technique.[41] From these observations it is clear that the fresco was created using Minoan techniques and imagery. The question that arises becomes, is this merely an imitation of Minoan art or were Minoans hired to create this fresco for Egyptians? Cole argues the latter by looking at the pigments utilized in the fresco. All the pigments utilized are common in Minoan frescoes found in Knossos and elsewhere. By looking specifically at the Egyptian blue and the elements that comprise the pigment evidence for the fresco being a commissioned work come to light. The type of Egyptian blue used in this fresco contains a copper-tin alloy which had been used for centuries by Minoans and can be found in frescos on the island of Thera and in Knossos on Crete itself. This composition for Egyptian blue is not typically used by Egyptians and instead indicates that the painters most likely brought it with them from Crete.[42] It is clear that skilled Minoan artisans were valued enough to be hired even by the great powers of the time and that these painters were specifically sought out. While historians used to believe that Minoans merely imitated the cultures around them, this fresco proves that Minoan culture was valued by others and even the Egyptians looked at Minoan art as desirable.

Another specialized art form that Minoans became masterful at was faience. Faience is glazed pottery usually decorated with paintings. Between 1700-1400 B.C.E. Minoan faience had been perfected and the Minoans were able to create polychrome faience pieces with many different inlaid colors.[43] M.S. Tite et al. in The Journal of Archaeological Science look through electron microscopes to determine the colors of the weathered faience samples that have been recovered from Crete. As a consequence of severe weathering the Minoan faience recovered is often gray, white, and brown with most of the color washed away. However, through the use of electron microscopy “bright turquoise blue, purple and violet, and pale yellow-green and greenish turquoise”[44] have all been determined to have originally been visible on these pieces. Rodney Castleden looked at the faience industry as proof of collaboration between the different artisans within the temples. He comes to this conclusion by stating that faience is a craft that utilizes the “shared experience of many different crafts [which] implies collaboration.”[45] Potters and the pot painters or even the designers of the particular faience imagery could all be different specialists who came together to create faience works of very high quality. These works could then be exported and traded for a much greater value than the material used in its construction.

Minoan stone working was also highly desired around the Mediterranean. The Minoans used stone to make vases, buckets, jars, bowls, and lamps with incredible skill. They utilized highly creative designs for example, pot lids with the handles sculpted to resemble reclining dogs.[46] They used various and sometimes exotic stones from around the Mediterranean to create colorful masterpieces. Rosso antico from the Greek mainland, white-speckled obsidian from the island of Yiali, alabaster from Egypt, gypsum, limestone, serpentine, porphyry, black obsidian from Cappadocia, basalt from the Peloponnese, and more were all used.[47] Minoans even coated some of these stoneworks in gold leaf and their stoneworkers were extremely desired by other cultures.[48] The Minoan economy depended on workers like these to make highly desirable products for foreign and domestic trade. Gathering these stones from over the Mediterranean and creating beautiful stoneworks was only possible with the centralization of artisans within the palace-temples and a vast trade network. Taking Crete’s rather meager raw resources and utilizing them to trade for specialized materials like obsidian or serpentine to create high quality in demand masterworks was the formula which the Minoan government used to become extremely wealthy and renowned.

This wealth is evident even today when traversing the ancient ruins of the Minoan temple-palaces. Large frescos and decadent architecture can be seen as well as the monumental scale of the palace. The palace would have been multiple stories high and the upper floors would have held the more extravagant rooms like dining and banquet halls. The lower floors on the other hand were relegated to housing the workshops and storerooms.[49] There were guest and service stairways as well as kitchens and pantries where food would be prepared for guests.[50] The rooms would have also been beautifully decorated with painted walls, columns, and frescos. The Minoan nobility clearly wanted to show off their wealth when designing these palaces. The layouts of the palace themselves would also often be intricate and creative with none of the Minoan palaces being the same. It is no wonder that the story of Daedalus, an extremely skilled architect, takes place on the Island of Crete. It seems that Minoan architecture over time became somewhat legendary and constructions like the labyrinth of Knossos sparked myths to grow when the Greeks conquered the island. Another interesting aspect of the Minoan palaces are that they embody both function and form. They are extremely grandiose but still hold the storerooms for the goods waiting to be exported and also the artisans’ workshops. The palaces were not just residencies for nobility but also quite literally the economic heart of the island.

Artifacts made in these workshops, like a collection of 153 silver cups and one gold cup, have been found in the ancient Egyptian town of Tôd. The Egyptian deposit in which they were found has been dated to the 1920s B.C.E. and all the cups appear to have been made by Minoans made in a style used on the island from 2000-1900 B.C.E.[51] The cups were apparently offered to the Egyptians as tribute from a Syrian king. This shows that Minoan products were found in many places and were valued enough to be accepted as tribute. Gold itself was imported to Crete from Egyptian gold mines in the Sinai, the Arabian desert, and Anatolia. Skilled Minoan craftsmen worked this gold into cups, jewelry, sword hilts, statues, and more. They then took these products and sold them overseas at a large profit. Gold cups made by Minoan craftsmen were found at a burial in Vaphio on the Peloponnese as well.[52] Examples of Minoan products made of precious metals are rare especially on Crete itself as many would have been stolen and sold or melted down at some point. That makes any examples of Minoan products like these extremely useful to know the level of expertise Minoans had when working with silver and gold.

Another valuable resource imported by the Minoans was ivory. Ivory carving was done on Crete and might have been taught to the Minoans by the Syrians whose carvings share a lot in common with Minoan examples. An example of a Minoan ivory relief carving was found in an unlooted Mycenaean tomb. The carving was probably a decoration attached to wood furniture.[53] It features a scene of marine motifs such as argonauts, seashells, seaweed and rockwork.[54] Marine motifs seem to be very common across all mediums of later Minoan art. As the Minoans used the sea as their lifeblood this makes sense. Maybe the most common way Minoans used ivory though was in the creation of sealstones. Sealstones could be made of a couple different materials like stone, ivory, or bronze, but they served an important purpose in society. Sealstones were essentially the equivalent of today’s signature for the Minoans. Every person of importance or business man would have their own unique seal.[55] Many different designs have been found on Minoan sealstones, but they often featured animals like bulls, lions, birds, or marine life.[56] They also sometimes featured common patterns at the time like the swastika.[57] For a highly mercantile society sealstones were even more pertinent. Merchants could stamp pottery with their seal so you would know who the product was from; it was essentially a Bronze Age business logo.

As other specialized crafts developed, simple pottery did as well. Castleden calls Minoan pottery “the finest… in the civilized world.”[58] Minoan pottery featured elegant designs and would often be painted with intricate patterns and swirling shapes. Kamares are just one type of Minoan pottery and features a dark background with light colored designs overtop.[59] A Minoan pithos found in Phrygia showcases an optical illusion of six conjoined heads. The viewer is only able to see around two heads at a time as the concentric lines only appear to form heads when they are in your direct eyeline.[60] This kind of design where there are images hidden in minimalist patterns is not uncommon for Minoan pottery. A jug depicting birds made out of spirals and other flowing shapes shows how Minoan painters loved to play with perception by using highly creative and arctic designs.[61] Another common feature of Minoan pottery is the marine motif. Minoans loved showing marine life, especially animals like octopi and fish. The sprawling arms of an octopus provided great ways to fill up space on the pottery.[62] The marine motifs also fit with the seafaring nature of Minoan society and Minoans would have had plenty of experience with these animals to render them correctly.

Minoan trade did not end at Mediterranean civilizations. Instead, a new study suggests that Minoans had direct trade routes with the Indus River Valley civilization. Located in areas of modern-day Pakistan, Afghanistan, and India it is clear that Minoans had quite the trading capability to be able to do business so far away. Minoans were not simple intermediaries in these trade deals, instead they were a main trade partner. This was unearthed by looking at weight measurements of each society and comparing them. Merchants trading with other civilizations would bring their weights and balance scales with them and allow these weights to be copied by the other party creating a uniform weight system between the two.[63] This practice probably started in Mesopotamia and spread from there.

Every time the weights were copied however it seems that they began to deviate from the original slightly. This made the weights a bit too heavy or too light and each time they were copied they would veer further from the original, like a game of telephone. Using this, archeologists could see which civilizations had identical weights to tell if there was a direct trade route between the two. The Minoans had four different measurements of identical weights with the Indus River Valley civilization. Some of these weights were recovered on Crete itself and some were from Minoan colonies. This shows that the Minoan colonies did actively participate in a lot of trade and that the colonies and Crete itself worked together.

The highest concentration of weights came from the city of Akrotiri on the island of Thera, modern day Santorini. Thera was a prominent Minoan colony and an important trade hub.[64] The route proposed by the authors of the study would be from a city named Shortugai, in modern-day Afghanistan, through Iran, and up to the city of Trebizond on Anatolia’s Black Sea coast.[65] There Minoan merchants would be waiting and goods would be exchanged. This is quite different to the previously held view of the scope of Minoan trade. It was previously thought that trade from India to Crete would have only been done with Mesopotamian peoples acting as middlemen.[66] Instead direct trade between India and Crete puts into perspective the scale of Minoan trade influence and connections. Knowing this, other proposed theories like Crete receiving its tin from Britain become more probable. No concrete evidence has been found of this though and the source of tin for the Minoans is still unidentified.

            To sustain such a vast trade empire the Minoans needed a capable fleet of ships to transport their goods as well as a naval fleet to protect these goods from pirates. Thucydides actually credits the Minoans with creating the first ever naval fleet, writing

The earliest ruler known to have possessed a fleet was Minos. He made himself master of the Greek waters and subjugated the Cyclades by expelling the Carians and establishing his sons in control of the new settlements founded in their place; and naturally, for the safer conveyance of his revenues, he did all he could to suppress piracy.[67]

The veracity of this claim is hard to prove and it should be noted that Thucydides was writing roughly 1000 years after the Minoans were conquered by the Mycenaeans. Despite this, it does give a good idea of how Greeks thought of the Minoans even long after they were gone. From the quote some general truths can be garnered, the Minoans controlled the Cyclades and had a strong fleet to suppress piracy which gives credence to the Minoans being a thalassocracy. Island Empires always prioritize constructing a large naval force to protect their home island and overseas colonies. The early 20th century Japanese and the British Empire are good examples of this. In this regard the Minoans were no different. The exact scale of the Minoan navy is the real mystery that can only be solved if more archeological evidence comes to light.

Even though archeologists do not have many examples of Minoan ships outside of paintings, a very small number of confirmed Minoan shipwrecks have been found. The first of which was discovered by Greek archeologist Elpida Hadjidaki in 2004. The wreck was found on the seafloor off the coast of the island of Pseira.[68] The fact that this was only discovered so recently really shows how Minoan history is very much still being written. In 1976 Jacques Cousteau discovered some Minoan pottery in the shallows of the island to add to that Pseira was also known as a Bronze Age sea port.[69] Even though this seems like a prime location for a Minoan shipwreck to be located, the deeper waters surrounding the island were never explored until Hadjidaki’s team did a dive there. On the seafloor 209 ceramic amphoras were discovered, 80 of which were completely or nearly completely intact.[70] The layout of how they were discovered also provides significant information about what the original dimensions of the ship were. Hadjidaki estimates the ship to be 32 to 50 feet long.[71] This is consistent with iconography from Minoan frescoes of what a smaller Minoan ship should look like. Hadjidaki also suggested that this ship is most likely a local ship that did not do long distance journeys to procure overseas goods.[72] It makes sense the Minoans would have many classes of ships some larger for longer expeditions and others smaller to acquire local goods. Yet, the sheer amount of amphoras found on one singular ship gives an idea on how impressive the scale of Minoan trade was. The fact that this was a small local ship must be emphasized as their large ships could have carried possibly thousands of amphora most likely carrying olive oil and wine.

Many depictions of Minoan ships can be found on sealstones on Crete. Many of these vessels have only a single mast. Arthur Evans in his article The Early Nilotic, Libyan and Egyptian Relations with Minoan Crete suggests that a small Minoan ship with a crew of less than 12 could have traveled to Benghazi in Libya or Alexandria in Egypt easily.[73] He even claims that it is very possible that because of the favorable winds, current, and extensive Cretan forests providing good quality wood, the Minoans might have been the first people to traverse the open Mediterranean.[74] This would align with the claim made by Thucydides and gives even more of an explanation on why the Minoans became a thalassocracy. The extreme deforestation of the Island of Crete can be explained by Minoans using the island’s once extensive forests to build ships.

            These ships must have been stopping at Minoan colonies along their voyages and the name of the Minoans themselves may lend a hand in finding out the extent of these colonies in the Mediterranean. Many bronze age port cities throughout the Mediterranean bear the name “Minoa”. These cities reach as far west as Sicily and are scattered throughout the Aegean and eastern Mediterranean. Minoans got their name in the early 20th century being named by historians after the legendary King Minos from Greek stories. Although this is the case, Castleden argues that it is very possible that Minos was the title of the Minoan king and the colonies were named after him.[75] It could make sense as an etymological remnant of Minoan rule. The location of these cities being coastal, having distinctly Minoan street plans, Minoan style of architecture, Minoan burial customs, and pottery shops in the Minoan style, all point towards these “Minoa” as being Minoan colonies.[76]

To clarify, not all Minoan colonies held the name Minoa. Instead, there is a significant list of other settlements that share all the characteristics of Minoan colonies. Kastri on the island of Kythera is theorized to have been the first Minoan colony with Minoan settlement dating back to before 2000 B.C.E.[77] Kastri was first excavated in the early 1960s and was determined to be a Minoan colony from the heavy presence of Minoan pottery and evidence of Cretan cultural practices. Another thing to note is the presence of what seems to be pottery belonging to a native population of the island.[78] By dating the pottery and looking at expansion of the settlement it can be seen that this native pottery style was slowly overtaken and eventually completely replaced by Minoan styles as the centuries went by.[79] This probably indicates either the expulsion of the native people of Kythera or their assimilation into Minoan society. The original excavation in the 1960s only uncovered a small amount of the total island while more recent excavations have been able to unearth much more land area.

Through these newer excavations Minoan presence on the island seems to have extended beyond just Kastri.[80] Though the question of whether the native population was pushed out or integrated into Minoan society has not been fully answered it does allow for some insight into Minoan colonial practices. It is clear that Minoans were not adverse to settling in areas where native populations were already residing. The Minoans likely colonized Kythera in order to have a rest stop for ships and to monopolize on trading routes coming through the west of the Aegean. Another reason for their settlement would surely be to extract any and all material resources that the island had.[81] It also leaves the possibility that Minoans incorporated other cultures into their own and at the apex of their expansion they had multiple ethnic peoples in their domain.

While Kastri might have been the first Minoan colony, perhaps the most discussed and important to understanding Minoan colonies is Akrotiri on Thera. Essentially the Minoan equivalent of Pompeii, a volcanic eruption buried the city in ash in the 16th century B.C.E.[82] This left the city relatively well preserved. Three large vessels found at Akrotiri contained wine and olive oil residues.[83] The storeroom they were found in also featured large windows and archeologists think that this could have been used as a storefront.[84] It makes sense that Akrotiri had such stores as it would have been a pivotal stop for ships travelling through the eastern Mediterranean and even for ships going to and from the Black Sea. The Minoan civilization’s emphasis on trade is particularly noticeable when looking at their colonies. Their colonies always tend to be on the coast and in places that are on busy trade routes. They also tend to colonize places where it would be to rest on long voyages or to wait for favorable winds for their ships.

            As seen with Kastri, Akrotiri was not an uninhabited island when Minoans arrived. Likewise with Kastri, local pottery styles seemed to become more Minoanized over time.[85] It seems Minoan colonies did not always rely on many colonists travelling from Crete to settle in these far away cities. Instead what probably occurred was artisans were sent from the palace-temples to teach the Cretan way of producing pottery, making frescos, etc.[86] In exchange some kind of agreement would be reached to bring the cities closer to the Minoans politically. Over time the city becomes “culturally colonized” without the need for conquest or resettlement of native peoples.[87] Evidence from Akrotiri gives more credence to the theory that the people of Kastri were assimilated into Minoan society without being expelled to an unknown location or killed. Evidence like Theran cultural and artistic expression still being present in their pottery and frescos combined with strong Minoan influences.[88] It seems that as long as you were capable of providing the Minoans with artisan goods and were located in a coastal area along trade routes they were eager to integrate you into the broader Minoan trade empire.

            Minoans established colonies not just on islands but colonies like the one at Miletus in modern day Turkey show that they would establish colonies on the continent as well. Ninety-five percent of the pottery found at Miletus has been made in the Minoan style or was imported from Crete.[89] On top of that, seven inscriptions in Minoan Linear A script have been uncovered. Miletus is not one of a kind and Minoan frescoes and pottery have been found at Iasos, Turkey and Qatna, Syria which could also be potential Minoan colonies.[90] Iasos is the more likely location of a Minoan colony compared to Qatna as it is on the Aegean and Minoan colonies seem to always be close by to water. These colonies likely were used to produce grain and mine for copper as well as other metals that the Minoans lacked on Crete. As the Minoans had a mostly export based economy they would have been trying to cut down on importing food and copper as much as possible.

            Castleden provides his reasoning for why colonies were established which again goes back to a lack of resources simply saying they were established as a response to a surge in population on Crete that necessitated having to look overseas for new supplies of grain and other food sources.[91] It seems that local populations integrated with the Minoan culture eventually but the question of how Minoan colonies were initially founded is still a mystery. It is possible that the Minoans were able to peacefully establish colonies. Minoan art and culture was much more advanced than their close neighbors and it can be theorized that gaining access to some of this Cretan knowledge could have convinced local peoples to allow Minoan settlements on their islands.[92] Despite this possibility it is a bit optimistic and it should be remembered that during this time period violence was often used and it would not be out of place for the Minoans to utilize it as well. Regardless of how the colonies were formed, the Minoan culture was spread and colonies were established using Minoan cities as reference.

Through this the Minoan Empire only further expanded their trade dominance and influence on Mediterranean culture.Minoan influence in the Mediterranean has been greatly diminished by historians for decades. It is now clear that Minoans turned to trade due to lack of natural resources. By concentrating their artisans together and creating specialized government run workshops Minoans were able to use raw materials to create elaborate products that were works of art. These products created a high demand for Minoan goods which allowed the Minoans to become very wealthy building large palaces and establishing colonies all over the Mediterranean. They also dealt not just in material goods but cultural goods as well. As with all trade this was not a one-way exchange. The Minoans took inspiration from the best and oldest cultures at the time, like the Egyptians, while spreading their own culture simultaneously. Where they established colonies they also spread their culture and it is possible many different peoples considered themselves Minoan by the time the empire fell. Minoan ships were able to carry hundreds or even thousands of amphora long distances and Crete alone produced tens of thousands of litres of olive oil and wine a harvest. The quality and quantity of Minoan industry was clearly an accomplishment to marvel at. By the way their contemporaries and the Greeks wrote about them, it becomes clear that the Minoans carried some level of respect and influence that should grant them more than a footnote in our history books. It is clear the Minoans controlled an impressive Bronze Age thalassocracy that spread its products just as far as its culture and left an indelible mark on Mediterranean civilization.

Barrett, Caitlín E. “The Perceived Value of Minoan and Minoanizing Pottery in Egypt.” Journal of Mediterranean Archaeology 22, no. 2 (2010): 211–34. https://doi.org/10.1558/jmea.v22i2.211.

Bonn-Muller, Eti. “First Minoan Shipwreck. Archaeology.” Vol. 63. Boston: Archaeological Institute of America, 2010.

Broodbank, Cyprian, and Evangelia Kiriatzi. “The First ‘Minoans’ of Kythera Revisited: Technology, Demography, and Landscape in the Prepalatial Aegean.” American Journal of Archaeology 111, no. 2 (2007): 241–74. http://www.jstor.org/stable/40037274.

Buck, Robert J. “The Minoan Thalassocracy Re-Examined.” Historia : Zeitschrift Für Alte Geschichte 11, no. 2 (1962): 129–37. https://www.jstor.org/stable/4434736.

Castleden, Rodney. Minoans : Life in Bronze Age Crete. London ; Routledge, 1993.

Cole, Sara “The Wall Paintings of Tell el-Dab’a: Potential Aegean Connections,” Pursuit – The Journal of Undergraduate Research at The University of Tennessee: Vol. 1 : Iss. 1 , Article 10 (2010): https://trace.tennessee.edu/cgi/viewcontent.cgi?article=1006&context=pursuit  

Demakopoulou, K, and S Aulsebrook. “The Gold and Silver Vessels and Other Precious Finds from the Tholos Tomb at Kokla in the Argolid.” Annual of the British School at Athens 113 (2018): 119–42. https://doi.org/10.1017/S0068245418000084.

Evans, Arthur. “The Early Nilotic, Libyan and Egyptian Relations with Minoan Crete.” The Journal of the Royal Anthropological Institute of Great Britain and Ireland 55 (1925): 199–228. https://doi.org/10.2307/2843640.

Graham, J W. “Further Notes on Minoan Palace Architecture: I. West Magazines and Upper Halls at Knossos and Mallia; 2. Access to, and Use of, Minoan Palace Roofs.” American Journal of Archaeology 83 (1979): 49–69.

Keys, David. “Colonizing Cretans.” Archaeology. Vol. 57. Boston: Archaeological Institute of America, 2004.

Knappett, Carl, and Irene Nikolakopoulou. “Colonialism without Colonies? A Bronze Age Case Study from Akrotiri, Thera.” Hesperia 77, no. 1 (2008): 1–42. https://doi.org/10.2972/hesp.77.1.1.

Marom, Nimrod, Assaf Yasur-Landau, and Eric H Cline. “The Silent Coast: Zooarchaeological Evidence to the Development Trajectory of a Second Millennium Palace at Tel Kabri.” Journal of Anthropological Archaeology 39 (2015): 181–92. https://doi.org/10.1016/j.jaa.2015.04.002.

Reich, John J. “Twelve New Bronze and Iron Age Seals.” The Journal of Hellenic Studies 86 (1966): 159–65. https://doi.org/10.2307/629000.

Revesz, Peter Zsolt and Bipin C Desai. “Data Science Applied to Discover Ancient Minoan-Indus Valley Trade Routes Implied by Common Weight Measures.” In Proceedings of the 26th International Database Engineered Applications Symposium, 150–55. New York, NY, USA: ACM, 2022. https://doi.org/10.1145/3548785.3548804.

Starr, Chester G. “The Myth of the Minoan Thalassocracy.” Historia : Zeitschrift Für Alte Geschichte 3, no. 3 (1955): 282–91. https://www.jstor.org/stable/4434736.

Thera Excavation Storerooms (Greek repository, Akrotiri, contemporary). Three Vessels in the Storage Room of Sector A. at the Akrotiri Excavation Site. 1613. Masonry; construction (discipline); archaeology; experimental archaeology; classical archaeology; urban archaeology; ceramics (objects). Akrotiri Archaeological Site. https://jstor.org/stable/community.31068453

 Three Handled Amphora: Marine Style Octopus. c.1500-1400 B.C.E. https://jstor.org/stable/community.13555696

Tite, M.S, Y Maniatis, D Kavoussanaki, M Panagiotaki, A.J Shortland, and S.F Kirk. “Colour in Minoan Faience.” Journal of Archaeological Science 36, no. 2 (2009): 370–378. https://doi.org/10.1016/j.jas.2008.09.031.

Urbani, Bernardo, and Dionisios Youlatos. “A New Look at the Minoan ‘Blue’ Monkeys.” Antiquity 94, no. 374 (2020): e9. https://doi.org/10.15184/aqy.2020.29.

Vessel (Jug; Ht. 27cm.). ca. 1800 B.C.E. Terra cotta. Heraklion: Mus., Archaeological.; Found at Pazarli. https://jstor.org/stable/community.11656751

Vessel (Pithos; Ht. 45cm.). ca. 1800 B.C.E. Terra cotta. Heraklion: Mus., Archaeological.; From Dascylion, ancient capital of the satrapy of Phrygia during the Achaemenid period. https://jstor.org/stable/community.11656755

Yahalom-Mack, N, D.M Finn, Y Erel, O Tirosh, E Galili, and A Yasur-Landau. “Incised Late Bronze Age Lead Ingots from the Southern Anchorage of Caesarea.” Journal of Archaeological Science, Reports 41 (2022): 1-10. https://doi.org/10.1016/j.jasrep.2021.103321


[1] Rodney Castleden, Minoans: Life in Bronze Age Crete, (Routledge, 1993), 4.

[2] Castleden, Minoans, 3.

[3] Cyprian Broodbank and Evangelia Kiriatzi, “The First ‘Minoans’ of Kythera Revisited: Technology, Demography, and Landscape in the Prepalatial Aegean,” American Journal of Archaeology 111, no. 2 (2007): 241–74, http://www.jstor.org/stable/40037274, 241.

[4] Chester G. Starr, “The Myth of the Minoan Thalassocracy,”Historia : Zeitschrift Für Alte Geschichte 3, no. 3 (1955): 282–91, https://www.jstor.org/stable/4434736, 283.

[5] Starr, “The Myth of the Minoan Thalassocracy,” 284.

[6] Starr, “The Myth of the Minoan Thalassocracy,” 284.

[7] Starr, “The Myth of the Minoan Thalassocracy,” 285.

[8] Robert J. Buck, “The Minoan Thalassocracy Re-Examined,” Historia : Zeitschrift Für Alte Geschichte 11, no. 2 (1962): 129–37, https://www.jstor.org/stable/4434736, 131.

[9] Buck, “The Minoan Thalassocracy Re-Examined,” 131.

[10] Castleden, Minoans, 3.

[11] Castleden, Minoans, 45.

[12] Castleden, Minoans, 46.

[13] Castleden, Minoans, 46.

[14] Castleden, Minoans, 113.

[15] Katarzyna Zeman-Wiśniewska, “Re-Evaluation of Contacts between Cyprus and Crete from the Bronze Age to the Early Iron Age,”Electrum (Uniwersytet Jagielloński. Instytut Historii) 27, no. 27 (2020): 11–32, https://doi.org/10.4467/20800909EL.20.001.12791, 26.

[16] Zeman-Wiśniewska, “Re-Evaluation of Contacts between Cyprus and Crete,” 26.

[17] N. Yahalom-Mack et al, “Incised Late Bronze Age Lead Ingots from the Southern Anchorage of Caesarea,” Journal of Archaeological Science, Reports 41 (2022): 1-10, https://doi.org/10.1016/j.jasrep.2021.103321, 1-2.

[18] Yahalom-Mack et al, “Incised Late Bronze Age Lead Ingots from the Southern Anchorage of Caesarea,” 3.

[19] Castleden, Minoans, 63.

[20] Castleden, Minoans, 40.

[21] Castleden, Minoans, 40.

[22] Castleden, Minoans, 77.

[23] Castleden, Minoans, 78.

[24] Castleden, Minoans, 77.

[25] Castleden, Minoans, 108.

[26] Castleden, Minoans, 109.

[27] Nimrod Marom, Assaf Yasur-Landau, and Eric H Cline, “The Silent Coast: Zooarchaeological Evidence to the Development Trajectory of a Second Millennium Palace at Tel Kabri,” Journal of Anthropological Archaeology 39 (2015): 181–92, https://doi.org/10.1016/j.jaa.2015.04.002, 182.

[28] Marom, Yasur-Landau, and Cline, “The Silent Coast,” 190.

[29] Caitlín E. Barrett, “The Perceived Value of Minoan and Minoanizing Pottery in Egypt,”Journal of Mediterranean Archaeology 22, no. 2 (2010): 211–34, https://doi.org/10.1558/jmea.v22i2.211, 226,211. 226.

[30] Barrett, “The Perceived Value of Minoan and Minoanizing Pottery in Egypt, 226.

[31] Castleden, Minoans, 119.

[32] Castleden, Minoans, 12.

[33] Castleden, Minoans, 12.

[34] Bernando Urbani and Dionisios Youlatos, “A New Look at the Minoan ‘Blue’ Monkeys,” Antiquity 94, no. 374 (2020): e9, https://doi.org/10.15184/aqy.2020.29.

[35] Castleden, Minoans, 12.

[36] Castleden, Minoans, 12.

[37] Castleden, Minoans, 119.

[38] Castleden, Minoans, 119.

[39] Sara Cole, “The Wall Paintings of Tell el-Dab’a: Potential Aegean Connections,”  Pursuit – The Journal of Undergraduate Research at The University of Tennessee: Vol. 1 : Iss. 1 , Article 10 (2010): 112, https://trace.tennessee.edu/cgi/viewcontent.cgi?article=1006&context=pursuit.

[40] Cole, “The Wall Paintings of Tell el-Dab’a”, 112.

[41] Cole, “The Wall Paintings of Tell el-Dab’a”, 112.

[42] Cole, “The Wall Paintings of Tell el-Dab’a”, 112.

[43] M.S Tite et al, “Colour in Minoan Faience,” Journal of Archaeological Science 36, no. 2 (2009): 370, https://doi.org/10.1016/j.jas.2008.09.031.

[44] Tite et al, “Colour in Minoan Faience,” 370.

[45] Castleden, Minoans, 95.

[46] Castleden, Minoans, 88.

[47] Castleden, Minoans, 89.

[48] Castleden, Minoans, 90.

[49] J W Graham, “Further Notes on Minoan Palace Architecture: I. West Magazines and Upper Halls at Knossos and Mallia; 2. Access to, and Use of, Minoan Palace Roofs,” American Journal of Archaeology 83 (1979): 49–69, 49.

[50] Graham, “Further Notes on Minoan Palace Architecture,” 49.

[51] Castleden, Minoans, 90.

[52] Castleden, Minoans, 93.

[53] K. Demakopoulou and S. Aulsebrook, “The Gold and Silver Vessels and Other Precious Finds from the Tholos Tomb at Kokla in the Argolid,”Annual of the British School at Athens 113 (2018): 119–42, https://doi.org/10.1017/S0068245418000084.

[54] Demakopoulou and Aulsebrook, “The Gold and Silver Vessels and Other Precious Finds”.

[55] Castleden, “Minoans,” 95.

[56] John J Reich, “Twelve New Bronze and Iron Age Seals,”The Journal of Hellenic Studies 86 (1966): 159–65, https://doi.org/10.2307/629000.

[57] Reich, “Twelve New Bronze and Iron Age Seals”, 159.

[58] Castleden, Minoans, 118.

[59]Vessel (Pithos; Ht. 45cm.), ca. 1800 B.C, Terra cotta, Heraklion: Mus., Archaeological; From Dascylion, ancient capital of the satrapy of Phrygia during the Achaemenid period, https://jstor.org/stable/community.11656755.

[60] Vessel (Pithos; Ht. 45cm.), ca. 1800 B.C, Terra cotta, Heraklion: Mus.

[61] Vessel (Jug; Ht. 27cm.). ca. 1800 B.C.E. Terra cotta. Heraklion: Mus., Archaeological.; Found at Pazarli. https://jstor.org/stable/community.11656751.

[62]Three Handled Amphora: Marine Style Octopus, c.1500-1400 B.C, https://jstor.org/stable/community.13555696.

[63] Peter Zsolt Revesz and Bipin C. Desai, “Data Science Applied to Discover Ancient Minoan-Indus Valley Trade Routes Implied by Common Weight Measures,” Proceedings of the 26th International Database Engineered Applications, (New York: 2022), 150, https://doi.org/10.1145/3548785.3548804.

[64] Revesz and Desai, “Data Science Applied to Discover Ancient Minoan-Indus Valley Trade Routes”, 152.

[65] Revesz and Desai, “Data Science Applied to Discover Ancient Minoan-Indus Valley Trade Routes”, 152.

[66] Revesz and Desai, “Data Science Applied to Discover Ancient Minoan-Indus Valley Trade Routes”, 152.

[67] Castleden, Minoans, 116.

[68] Eti Bonn-Muller,“First Minoan Shipwreck,” Archaeology, Vol. 63, Boston: Archaeological Institute of America, 2010.

[69] Bonn-Muller, “First Minoan Shipwreck”.

[70] Bonn-Muller, “First Minoan Shipwreck”.

[71] Bonn-Muller, “First Minoan Shipwreck”.

[72] Bonn-Muller, “First Minoan Shipwreck”.

[73] Arthur Evans, “The Early Nilotic, Libyan and Egyptian Relations with Minoan Crete,” The Journal of the Royal Anthropological Institute of Great Britain and Ireland 55 (1925): 199–228, https://doi.org/10.2307/2843640, 207.

[74] Evans, “The Early Nilotic, Libyan and Egyptian Relations with Minoan Crete,” 208.

[75] Castleden, Minoans, 117.

[76] Castleden, Minoans, 117.

[77] Castleden, Minoans, 117.

[78] Broodbank and Kiriatzi, “The First ‘Minoans’ of Kythera Revisited,” 241.

[79] Broodbank and Kiriatzi, “The First ‘Minoans’ of Kythera Revisited,” 242.

[80] Broodbank and Kiriatzi, “The First ‘Minoans’ of Kythera Revisited,” 259.

[81] Broodbank and Kiriatzi, “The First ‘Minoans’ of Kythera Revisited,” 267.

[82] Thera Excavation Storerooms (Greek repository, Akrotiri, contemporary),Three Vessels in the Storage Room of Sector A. at the Akrotiri Excavation Site, https://jstor.org/stable/community.31068453.

[83] Thera Excavation Storerooms, Three Vessels in the Storage Room of Sector A. at the Akrotiri Excavation Site.

[84] Thera Excavation Storerooms, Three Vessels in the Storage Room of Sector A. at the Akrotiri Excavation Site.

[85] Carl Knappett and Irene Nikolakopoulou, “Colonialism without Colonies? A Bronze Age Case Study from Akrotiri, Thera,” Hesperia 77, no. 1 (2008): 1–42, https://doi.org/10.2972/hesp.77.1.1, 37.

[86] Knappett and Nikolakopoulou, “Colonialism without Colonies?,” 38.

[87] Knappett and Nikolakopoulou, “Colonialism without Colonies?,” 38.

[88] Knappett and Nikolakopoulou, “Colonialism without Colonies?,” 36.

[89] David Keys, “Colonizing Cretans,” Archaeology, Vol. 57, Boston: Archaeological Institute of America, 2004.

[90] David Keys, “Colonizing Cretans”.

[91] Castleden, Minoans, 121.

[92] Castleden, Minoans, 121.

The Rise of the Führer

Regarded as one of the most notorious dictators, Adolf Hitler has cemented their place within history. When generally speaking of Hitler, negative connotations are often placed; Hitler is seen as a cruel dictator, responsible for the countless lost lives of the Jews. However, not much is talked about Hitler’s leadership and speaking skills that took over the German hearts. This historiography paper is not meant to justify, endorse, or celebrate Hitler’s actions, but rather, focus on how Hitler used propaganda to take advantage of Germany and allow for the Nazi regime. Throughout different monographs, they showcase Hitler as an evil dictator, while other monographs go against the idea that Hitler was a villain. Instead, many modern-day monographs acknowledge the methods Hitler used that led to some Germans painting Hitler seen as their savior. Although people and their history books have perspectives on who’s the true villain of the second World War, it must be remembered that every villain is a hero in their own eyes.

Generally, Adolf Hitler is mostly known for his cruel deeds; many modern historians recognize Hitler as a genius who used propaganda against weak Germans to his advantage.  George Stein’s Hitler (1966), St. Martin’s Hitler: A study in Personality and Politics (1979), and Alan Bullock’s Hitler a study in Tyranny (1955), all provide historical insight on how Hitler rose to power and how events shaped historians’ and citizens’ views on Hitler.  Within the three monographs, the authors take a different approach to examine Hitler’s actions, rise to power, personality, and social impact in light of German history and the second World War. In some cases, Hitler was praised by some Germans; modern day monographs acknowledge the praise, but speak on how Hitler was actually just a cruel man. Within the monographs, there is a common theme found; Hitler is the root of evil and nothing more. The authors of the different monographs also explain how Hitler would lie in his autobiography Mein Kampf. Stein, Carr, and Bullock all criticize Mein Kampf and reveal how Hitler would strategically exaggerate events to appeal to the public. Despite the Second World War happening decades ago, monographs are being written to showcase the cruel and upbringing of the Hitler regime. Although the upbringing of the Nazi regime was very cruel, it has been acknowledged that Hitler was a phenomenal leader- with an amazing display of leadership and propaganda skills. In no way shape or form are the monographs trying to justify the horrors that Hitler brought, but to educate the readers how a man, equipped with proper leadership, can rise to power through propaganda, manipulation, and greed. 

            With Stein’s monograph, Hitler, scholars are able to reshape how Hitler is perceived. Stein offers readers both sides of Hitler’s regime upbringing, showcasing both the negative and positive tales of Hitler’s regime. As mentioned and emphasized earlier, historians think that Hitler was a purely evil man. Although this is true for the most part for most scholars and the general audience, Stein’s monograph acknowledges and praises Hitler’s work as a leader. It has to be remembered that Stein is not praising Hitler for the genocides and the wars, but showing how Hitler’s excellent manipulative skills allowed him to gain control in a weak Germany. As their monograph develops, Stein gives readers different stories and scenarios that aids in their understanding of Hitler. Within these stories, readers are able to understand Hitler’s childhood and his development in German politics. With this in mind, Stein allows scholars to analyze how

Hitler aided Germany, but also caused plenty of chaos. However, Stein’s monograph points towards the idea that Hitler was actually praised in Germany. Especially after the first war, the Germans needed a savior, which many of the Germans found in Hitler. Despite the many positive talks, Stein also talks about the cruel stories of Hitler.

            Within Stein’s Hitler, Stein offers three different views on Hitler. Stein gives insight about Hitler’s regime through Hitler’s own words, through the opinion of his contemporaries, and through retrospective.[1] According to Stein, he mentions that Hitler regarded himself as a great man, nonetheless, the historian Stein recognizes both positive and negative greatness of Hitler’s rise.[2] As mentioned previously in the introduction, Stein analyzes Hitler’s words to understand how the villain of the story viewed himself as the hero. Even though the different ideas that Hitler was a monster, Hitler’s perspective on himself was nothing short of great. With the help of Stein’s Hitler, Stein’s monograph contributes toward an understanding of both sides of Hitler’s power; the devoted and the non-believers. 

            Within the first part of Hitler, readers can understand how Hitler rose to power through the eyes of the man himself. Inside this section, readers and scholars alike can learn about Hitler through the way that he expresses himself. By analyzing Hitler’s word choices and actions, Stein helps shed light on the hatred, the greed, and manipulation that led to Hitler’s rise. When it came to tactics and propaganda, Hitler is credited to be a smart man; Stein blames most of Hitler’s ideologies on generalized anxiety, frustration, and the need to find his own identity.3 In order to understand Hitler and his successes, historians must examine the techniques and methods that Hitler used. More importantly, it is important the propaganda and leadership skills that tricked a nation into believing the Nazi regime.  In order to understand Hitler’s techniques and methods, Mein Kampf can be studied to understand how Hitler gained the trust of the public. Despite being seen as a fearless and ever powerful dictator, Hitler paints himself in a different way in his autobiography, Mein Kampf. Within this autobiography, Hitler portrays himself as a poor, struggling student who diligently earned his meager by hard work.[3] Here, readers can see the comparisons of Stein’s work and Hitler’s own. Stein’s monograph starts off criticizing Hitler’s autobiography and calls out Hitler for manipulating people for sympathy. Hitler would use sympathy to relate to the millions of Germans who were poor and affected by the First World War. In reality, this was all a propaganda tactic as Stein claims that Hitler was born into a middle-class family that provided everything he needed. Tying back to the idea of spreading propaganda, Stein argues that Hitler would make himself appeal to the Germans. Especially coming off, and losing, the war, Germans faced poverty and seeing their newfound hero go through similar circumstances gave them a false sense of sympathy; hope that a poor child can achieve anything with hard work. Being a manipulator, patience and false sense of sympathy were key techniques to Hitler’s rise. With a combination of coercion and false promises, Hitler managed to force through the Reichstag laws that allowed him to deviate from the constitution, whenever he thought it necessary.[4]

            Although Hitler had various leadership techniques, his sense of propaganda enabled him to appeal to the Germans. According to Stein, Hitler used propaganda to reach greater masses of people with a lower intellectual level.6 In other words, Hitler found a way to understand the general emotion of the public and used it to his advantage. Hitler would strategically use this understanding to convince lower intellectual Germans that his ideology matched theirs. With the help of Stein’s arguments and monographs, readers are able to understand how propaganda

played a major role in Hitler’s success. Although Hitler’s propaganda can be seen as a terrible tactic, it shows how Hitler’s master plan of manipulation enabled him to get control of the masses through his ideologies.

            In Section 1, Part 5 of Hitler, Stein explains how Hitler rose to power through his hatred for the Jews. Stein refers back to Mein Kampf to show how Hitler’s hatred for the Jews helped him gain the support of the public. Through brainwashing and public manipulation, Hitler was able to put the blame of the war on the Jews. In this aspect, Hitler can be painted as a genius, as his usage of patriotism enabled him to convince the Germans that they must be prepared to be ready to lay down their lives for their country.[5] Stein highlighted patriotism as a positive trait, as Hitler viewed himself as a leader who would do anything for his country. With a false sense of patriotism, Hitler would cleverly pick and blame people to convince Germans that they should support his cause

When the topic of Hitler rises, there is a mixed bag of reviews. By this, historians, as well as the general public, view Hitler as evil reincarnated. However, Stein argues that many Germans had a positive outlook on Hitler. Despite being a manipulator, liar, and cruel, Stein discusses how sources claim that Hitler was charming, even endearing; that he was sensitive and capable.[6] Hitler is generally regarded as an evil dictator; with the help of Stein, historians understand a new side of Hitler and his characteristics. Within Stein’s monograph, it was found that followers viewed Hitler as a genius who was organized and cared for his fellow companions.9 Stein offered a perspective that painted Hitler as a person who seemed to care about the welfare of others.

Although society views Hitler’s psychopathic personality as the root for evil, many of Hitler’s followers praised his personality to make him appear as a genius.[7] Whether the persona be artificial or genuine, Hitler would use his likeable persona to brainwash the German nation.

William Carr’s Hitler: A Study in Personality and Politics presents Hitler in the light of modern historical science. Despite this monograph being written in a different time period,  Stein and Carr both agree that Hitler’s expertise in manipulation and mind control enabled him to gain control of Germany. Similar to Stein, Carr believes that Hitler cast a spell over millions of Germans desperately seeking reassurance at a time of unprecedented crisis.[8] Despite both monographs being written years apart, one thing stays the same- Hitler brainwashed. Hitler was well known for his leadership and manipulation tactics, many of his notable traits include the usage of dogmatic assertion, repetition, biting sarcasm and emotional appeal to win over his followers.12 Going back to Stein’s claim, most of the Germans who appealed to Hitler’s words were those lower- and middle-class people; specifically, the lower-class intellectuals.

With this in mind, readers are able to understand how Hitler’s main followers came from the lower levels of society, those of which, that lacked the proper education. Carr sheds light on how the middle-class people yearn for a father figure, and Hitler used that to his advantage. Hitler perfectly created his persona around the idea that he was the father figure that was able to support Germany in times of need and the Germans were manipulated into believing it. Similar to Stein’s approach, Carr argues that Hitler’s targeted propaganda allowed Hitler to take over Germany. Carr praises Hitler for his use of propaganda, as he claims that Hitler had an extraordinary instinct and understanding of it.13 Being a master of propaganda isn’t an easy feat, as Hitler would perfectly cater in his speeches and arguments to appeal to the Germans. With this in mind, Carr argues that Hitler knew what the general appeal was and used it to negotiations; Hitler tricked the people of Germany and countless people into believing in him.

Going back to Mein Kampf, the autobiography is once again being called out for its fabrication and lies. By this, Carr also criticized Mein Kampf for painting Hitler’s fake persona and upbringing as a fabricated story. Hitler would complain about his poor life- when in reality, he had favorable conditions growing up. The fabrication of Hitler’s autobiography was done on purpose, Hitler once again wanted to appeal to the middle and lower class. Stein limited his view to just the German lower and middle class, while Carr gives more insight on how Hitler manipulated the government to come into control. 

Carr provides a new perspective on Hitler’s persona. With their new claim, Carr argues that Hitler is not the one to fully blame for many events in history. However, the ones to blame are shifted towards Hitler’s accomplices. Although the Nazi regime and motives were Hitler’s vision, Hitler only provided the foundation for the plans. In other words, Hitler provided the blueprints but his accomplices did the work to carry out the plans. Historians can see this as Hitler and his associates were not in possession of a blueprint for aggression as the Nuremberg Tribunal believed.14 In reality, one of Hitler’s goals was to avoid

However, this is not to excuse any of Hitler’s plans or motives, but to acknowledge that Hitler was not the sole person responsible for many of the crimes. Carr’s monograph reveals new details about Hitler’s personality. Prior to Carr, little to nothing was known about Hitler. With the help of modern history, historians can learn more about Hitler’s complex personality. Prior studies believed that Hitler was a person with the Oedipus complex; when a son loves his mother while showing hatred for his father. With recent studies and monographs, historians concluded that this is not fully true.

Carr argues how Hitler never really loved his mother, and how he really never hated his father.[9] Instead, it was found that Hitler would have to constantly reassure his mother, which caused him to be spoiled and dependent on her. Carr refers back to Stein, as they agree that Hitler’s personality came to be a result of trauma and not the Oedipal complex.17 Hitler’s personality isn’t seen as an Oedipus complex anymore, instead, it can be seen as a man imprisoned in a shame-guilt cycle. With the help of new Historical evidence, it can be confirmed that Hitler experienced his major identity crisis between the age of eighteen and twenty.18

Since Hitler was dependent on his mother, her death caused Hitler to break away from the world. Historians point towards the idea that Hitler’s time in the military played a role in shaping Hitler’s trauma. Within his military time, Hitler would have a personality crisis and tried to pinpoint a scapegoat for all of the problems being faced. By using brainwashing techniques, Hitler would help Germans to find a way to cope with their troubles instead. By manipulating the Germans, Hitler was able to overcome his trauma by offering to aid the weak Germans. 

With Bullock’s Hitler: A Study in Tyranny, Bullock explores the role of Hitler and how he rose to power. Bullock begins his monograph with two questions in mind, what great part did Hitler play in the Third Reich and how did Hitler rise to power? Bullock takes a different approach as Bullock’s theme is to study the dictator and not the dictatorship. In other words, Bullock is focusing on the personality and characteristics of Hitler instead of the evil deeds committed by the Nazi regime. Much like the previous authors, Bullock criticizes Mein Kampf as he believes that Hitler makes his story much more dramatic than it actually was. By being overdramatic, Hitler seeks to gain the sympathy of the German citizens. Bullock explains that Hitler attempted to be seen as a poor child, but he agrees with Stein and Carr that this is not true. In line with Carr, Bullock debunks the idea of the Oedipus complex and explains it as a more dramatic response by Hitler. With constant fabricated stories, Hitler is seen trying to gain the support of the Germans by gaining petty points on his upbringing. This tactic was one of Hitler’s most common tactics, as he would relate back to German struggles. 

With Bullock’s monograph, readers are able to understand how Hitler would often falsely sympathize with the public. Although Hitler wrote about Vienna’s working-class misery, it was evident that his words produced no sympathy.[10] Despite Hitler showing false support and sympathy, it was used to show how he attempted to care. One of the tactics Hitler used was to learn the working-class hatred towards the higher class. By understanding this concept, Hitler used this to his advantage to gain the support of the working class. Bullock tells readers that Hitler found the solution in the “discovery” that the working men were the victims of a deliberate system.20 In other words, Hitler’s discovery of working men led towards his attempts to gain the support of the poor. As previously stated earlier, the lower class was also seen as having lower intellectual abilities, Hitler’s main targeted group. 

  A new study shows that Hitler did not entirely hate the Jews, but fabricated the propaganda to appeal to the Germans. In Mein Kampf, Hitler would have pages that references Jews. However, in the devoted pages towards Jews, Hitler failed to provide any facts to support his reasoning to hate the Jews. Although the Jewish population was the main victims of the Nazi regime, historians learn that Hitler used the Jews as a fantasy where he projected all that he hates and fears. With recent studies, it shows that the Jewish people were seen as the scapegoats for Germany. In other words, Hitler used Jews as scapegoats to find closure after losing resources and power after the first war. Hitler wisely used this tactic, as he knew finding a scapegoat would allow him to gain support of the Germans.   

Hitler is praised for his leadership skills, but Bullock reveals that Hitler’s nationalism was both unoriginal and highly motivated by propaganda. By this, the ideas that Hitler executed were not Hitler’s own original ideas. Instead of being original, Hitler was able to derive previous ideas from old sources for his movement.[11]  Hitler is depicted to be seen as a mastermind, when he really has no originality in himself; Hitler was able to use his sources and prior ideas to his advantage and appeal to the public. Studies prove that Hitler believed propaganda was key to success, as Hitler observed the successes of English propaganda. Many of the monographs talk about how Hitler emerged from fixed ideas and prejudices, stemming from his traumatic life.

Hitler is seen as a genius for his ability to use propaganda and target the right people. Throughout the monographs seen within this paper, propaganda is a key talking point in every single one of them. The three authors are all in unison to agree that propaganda was the main driving force within Hitler’s rise to power. As mentioned earlier, Hitler had no original ideas, but properly presented himself to gain support. Hitler’s genius was seen when it was time to exploit the weaknesses of the Germans. With recent studies, historians found that Hitler came to know Germany and the Germans in hopes of exploiting their weaknesses. By 1933, Hitler had spoken to almost every single town in Germany, targeting the lower class towns the most. By using his powerful words and leadership skills, Hitler aimed to appear as the hero Germany desperately needed. Bullock provides a new insight on Hitler’s rise to power, as his advantage was that he became a well-supported public figure. 

Hitler rose to power through the powerful messages sent out through his political movements. In order to properly understand the rise of Hitler, the Nazi regime and their movement must be analyzed from a psychological perspective. Hitler’s strength came through his gaining of the public trust, where Hitler properly knew what the masses needed. During his movement, Hitler explains his movement must avoid everything which may lessen or weaken its power of influencing the masses.[12] In other words, Hitler would avoid any obstacles that might have hindered his image or the image that the Nazi regime was trying to portray. Bullock explains in his monograph that Hitler uses constant repetition which succeeded in imprinting an idea on the memory of a crowd.[13] Hitler manipulated the collective memory of the messages, as Hitler would enforce specific memories towards the masses. By enforcing specific memories, Hitler would manipulate the feelings that the masses had towards the Nazi regime. Repetition was seen as key towards Hitler’s success as Stein reveals that Hitler would constantly repeat the same idea over and over.

With this constant repetition, Hitler left a footprint within the crowds. Hitler’s best propaganda and manipulation skills were shown within his speeches. In his speeches, Bullock reveals that Hitler would use specific, emotion triggering words to get the Germans on his side. By emotion triggering, historians learn that Hitler would employ verbal violence and repeat the words “smash”, “force”, “ruthless”, to evoke an effect on the audience. With the constant repetition drilled in the Germans, historians found the effectiveness of Hitler’s speeches to actually impact society into believing that he was correct. Prior to the Nazi regime, Hitler was unknown to the large general public. The Germans were unaware who Hitler was, but he had recently become a familiar figure, thanks to a publicity campaign.24 Bullock explains how

Hitler’s popularity caused him to attract the attention of those who controlled the political funds from heavy industry and big businesses. Looking back at Hitler’s regime, historians learn that Hitler needed the support of both industrialists and big businesses to be able to control the funds for his organization and propaganda.

Within Bullock’s study of Hitler, Bullock discusses how Hitler’s personality was key in making him an effective leader. Regardless of the many troubles or situations that the Nazis found themselves in, Hitler was what kept his men together. Bullock establishes Hitler as a man with a striking leadership quality, a leader that was devoted to his soldiers and goals. Hitler would never let go, never lose faith in himself, and communicated this with his comrades- which ended up boosting their spirits. History does not credit Hitler for his leadership, even though he was the sole reason that the Nazi regime was not abolished sooner. Hitler was the glue within his army, as his constant leadership and positive outlook was a key factor in boosting esteem within the regime. Even while he was in prison, Hitler did not lose faith and constantly reassured his supporters. However, Hitler proves that a cruel movement can gain support through a person’s top tier leadership qualities.

Hitler’s tactics included a mixture of bribery, appeals, and threats. All throughout the German streets there were slogans plastered all over the walls and posters showcasing any sort of help to boost Hitler’s reputation. Stein and Carr explained how Hitler appealed to the middle- and lower-class Germans, but Bullock reveals that Hitler also aimed to target respectable bourgeois parties like the democrats. Much like the Germans of the time, the different political parties were crying out with crippling anxiety and depression. Hitler once again took advantage by offering a brand of extremism. Bullock mentions how Hitler never forgot his main theme in Mein Kampf, as he always targeted the masses, since “possession of the streets is key to the power in the state.”25 Hitler was a genius when it came time to target the masses, as he knew that the lower-class citizens, or streets, were crucial in the development of his regime.

After analyzing the three monographs, the historians are able to offer scholars and readers a new perspective on Hitler. Collective memory enables people to view Hitler as this villain, but fail to acknowledge the incredible grit and determination it took to become a leader. People often mistake Hitler’s manipulation as a negative trait, but the monographs shifted this view to be seen as Hitler’s outstanding traits. Manipulation is tied with a negative connotation, but when used wisely, manipulation can be seen as a positive trait. Although the manipulation didn’t lead to positive outcomes, it shows how it can be used to gain the support of masses. Through manipulation and propaganda, Hitler was able to accomplish great features. To convince thousands of people to follow a regime is outstanding, and Hitler had all the tools to convince the Germans. The monographs acknowledge Hitler’s skill as a genius trait, since many leaders would stumble when trying to convince the mass millions.

The new studies of Hitler coming to light, scholars are able to understand the true nature of Hitler. Before these monographs, historians had different ideas and outlooks on Hitler’s life- many of which mistakenly took Hitler’s personality as a result of the Oedipus complex. With the help of Stein, Carr, and Bullock, historians reframe their thinking of Hitler and how his personality came to be. It has been found that Hitler was not a product of the Oedipus complex, but a result from childhood trauma that came from his dependence on his mother. Contrary to popular belief, Hitler did not love his mother- debunking the Oedipus complex. To further debunk the Oedipus complex labeled on Hitler, Bullock mentions how Hitler did not hate his father but over exaggerated his story.

Prior to any monograph or stories, the only source scholars had on Hitler was through his autobiography. Although Hitler’s autobiography had over dramatic events, scholars were able to understand a glimpse of Hitler’s life. The three monographs help historians understand that Hitler’s autobiography is not entirely accurate. As mentioned before, Hitler would exaggerate his stories to manipulate sympathy from the public. Modern day monographs help reveal the true nature of Mein Kampf and expose some of the lies. All through-out the monographs, it is apparent that they credit Hitler’s rise to power due to his genius use of propaganda. Hitler would use his propaganda to target the middle and lower class who were desperately trying to find a hero. All three authors explain how Hitler painted himself as the hero and would lie in his autobiography to appeal to the people of Germany. The monographs shift history’s understanding of Hitler’s tactics by showcasing how Hitler used the desperation of the German people to his advantage.  

In Bullock’s monograph, Bullock paints Hitler as a clueless person who used luck and manipulation to gain the trust of millions. Hitler had an incredible array of leadership skills and knew how to persuade people. There are countless examples of historical figures that had a part to play in the war, such as other Nazi members and the other Axis powers. As mentioned before, Hitler was the one to be the leader since he had the vocal and persuasive skills to be the leader. The other Nazi higher ranking members and Axis powers had similar ideas, but they just needed Hitler’s platform to reach new heights. The monographs show how Hitler’s manipulation, greed, and childhood trauma, allowed him to become the leader that society knows today. Hitler kept his ideas and did not back down from them, showing leadership qualities in tragic events. Although scholars and historians learn that most of Hitler’s ideas were not originally his, Hitler used prior platforms to his advantage.

Collective memories paint Hitler as a villain, but history must consider his genius as a leader that manipulated his rise to power. As Stein previously mentioned, historians must recognize the positive and negative aspects of the historical figure and the same must be done for Hitler. Although Hitler is seen as mostly negative, the monographs listed here enable scholars to analyze the rise of Hitler and compare it to other politicians. Despite being the villain in countless stories, Hitler is a hero in the eyes of the manipulated and gullible. 

History does not just live within the textbooks or within a teacher’s lesson; history can be seen repeating in our modern-day life. A single man’s voice was able to manipulate and gain the attention of millions of blind supporters, a pattern that can be seen repeating constantly. Even the craziest of ideas can be accomplished through manipulation, propaganda, and other tactics. The historiography paper, The Rise of the Führer, can be used to analyze how Hitler’s tactics gave his voice the power to control the blind masses to go against the Jews. Teaching the rise of Hitler is important in any school curriculum where students are exposed to ideas that involve authoritarianism, manipulation, and dictatorship. Countless politicians and world leaders saw the warning signs of Hitler but failed to really put a halt to him. Relating it to modern day, the world is slowly seeing another Hitler on the rise: Donald Trump.

            Donald Trump is seen using the same tactics as Hitler: manipulation, propaganda, and borderline authoritarianism. For educators, it is important to not only teach about how Hitler rose to power but also connect it to modern-day politicians like Trump. Students need to be educated on the rise of dictators and the consequences that can be faced if they are not stopped. Although The Rise of the Führer does not provide a solution on how to stop a dictator, the paper analyzes how easily the masses can be controlled. 

Bullock, A. (1991). Hitler: A study in tyranny. HarperCollins.

Carr, W. (1978). Hitler: A study in personality and politics. Hodder Education.

Hitler, A. (2015). Mein Kampf (R. Manheim, Trans.). CreateSpace Independent Publishing Platform. (Original work published 1925)

Stein, G. (1968). Hitler. Spectrum Books.


[1] George Stein’s Hitler, 14

[2] Stein’s Hitler Introduction, 1

[3] Stein’s, 4

[4] Stein, 13

[5] Stein, 78

[6] Stein, 88

[7] Stein, 106

[8] William Carr’s Hitler: A Study in Personality and Politics

[9] Carr, 152

[10] Bullock, 32

[11] Bullock 40

[12] Bullock, 60

[13] Bullock, 63

Era 13 Postwar United States: Civil Unrest and Social Change

www.njcss.org

The relationship between the individual and the state is present in every country, society, and civilization. Relevant questions about individual liberty, civic engagement, government authority, equality and justice, and protection are important for every demographic group in the population.  In your teaching of World History, consider the examples and questions provided below that should be familiar to students in the history of the United States with application to the experiences of others around the world.

These civic activities are designed to present civics in a global context as civic education happens in every country.  The design is flexible regarding using one of the activities, allowing students to explore multiple activities in groups, and as a lesson for a substitute teacher. The lessons are free, although a donation to the New Jersey Council for the Social Studies is greatly appreciated. www.njcss.org

Era 13 Postwar United States: Civil Rights and Social Change (1945 to early 1970s)

The postwar era marked the rise of America as a world power. The new world order established alliance and economic agreements that have led to unprecedented economic growth. However, this period also marks divisions between countries with democratic institutions, authoritarian governments following the ideology of Marxist communism, and developing countries with issues of poverty, disease, debt, and human rights abuses. The United States faced issues or racial segregation, a shrinking middle class, and the expansion of costly federal government programs and a large defense budget causing its national debt to increase. Technology and the media influenced social changes.

Dixiecrats and the Authority of State Government in the United States

The principle of federalism is valued in the way the people of the United States govern themselves. There is a fine line between the division of powers between the states and the national government. The Tenth Amendment specifically protects the powers of the 50 states, and the Ninth Amendment protects the powers of individual citizens.  The powers of the national government are carefully defined and limited.

“The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people.” (Ninth Amendment)

“The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.” (Tenth Amendment)

“The President shall be Commander in Chief of the Army and Navy of the United States, and of the Militia of the several States, when called into the actual Service of the United States; he may require the Opinion, in writing, of the principal Officer in each of the executive Departments, upon any Subject relating to the Duties of their respective Offices, and he shall have Power to grant Reprieves and Pardons for Offences against the United States, except in Cases of Impeachment.” (Article 2, Section 2)

“He shall from time to time give to the Congress Information of the State of the Union, and recommend to their Consideration such Measures as he shall judge necessary and expedient; he may, on extraordinary Occasions, convene both Houses, or either of them, and in Case of Disagreement between them, with Respect to the Time of Adjournment, he may adjourn them to such Time as he shall think proper; he shall receive Ambassadors and other public Ministers; he shall take Care that the Laws be faithfully executed, and shall Commission all the Officers of the United States.” (Article 2, Section 3)

The Dixiecrats perceived the legislation passed by the national government (Congress and President Truman) to integrate American society as a threat to their liberty and authority as independent states. In the 1948 presidential election, Southern Democrats walked out of the Democratic National Convention because they disagreed with its civil rights platform. They formed a new political party with South Carolina’s Governor Strom Thurmond as their party’s presidential nominee. Their objective was to deny or ‘nullify’ laws passed by the national government to integrate schools and modes of transportation. Individual states wanted to continue with the 1896 “separate but equal” decision from the U.S. Supreme Court decision in Plessy v. Ferguson

In 1798, Congress passed, and President John Adams signed into law, the Alien and Sedition Acts. The acts outraged Thomas Jefferson and Kentucky declared the Alien and Sedition Acts unconstitutional and “altogether void and of no force” in the state of Kentucky.

Kentucky held that our Constitution was a “compact” among the states that delegated a set of limited powers to the federal government. This meant that “every state” had the power to “nullify of their own authority” any violation of the Constitution. In 1832, South Carolina declared the Tariff of 1832 was unconstitutional, “null, void, and no law” because they disproportionately burdened southern states.

“This Constitution, and the Laws of the United States which shall be made in Pursuance thereof; and all Treaties made, or which shall be made, under the Authority of the United States, shall be the supreme Law of the Land; and the Judges in every State shall be bound thereby, any Thing in the Constitution or Laws of any State to the Contrary notwithstanding.” (Article 6)

Switzerland’s Government

Switzerland is governed under a federal system at three levels: the Confederation, the 26 cantons and the 2,131 communes. The Swiss Confederation of States and its current boundaries were agreed to in 1815 and its current constitution was adopted in 1848. Switzerland has a direct democracy with citizens voting on decisions at all political levels. Switzerland is governed by the Federal Council of seven members representing the different political parties and are elected by the two-house assembly or parliament. whose decisions are made by consensus. Switzerland has a two-house assembly, the National Council is the lower house and represents the people. The upper house is the Council of States and represents the individual cantons. Switzerland also has ten political parties. The powers of cantons include education, culture, healthcare, welfare, law enforcement, taxation, and voting. Cantons have their own constitutions, parliaments, and courts, which are aligned with the federal constitution. 

An example of a conflict in Switzerland that challenged the authority of the individual cantons is the city of Moutier with a population of 7,500 in the canton of Bern. Since 1957, the Moutier committee wanted to secede from the canton of Bern and join the canton of Jura. The majority of people in Bern have voted to keep Moutier within its jurisdiction.  Four out of the seven Jura districts narrowly rejected forming a new district. The three northern, majority Roman Catholic, districts voted in favor of a new district.

Since 2013, there have been peaceful protests and at times vandalism. The people of Moutier voted to join the Jura canton making it the second largest town in the canton of Jura. Although a majority, 51%, of the people voted to join, the government and people of Bern declared their vote to be invalid because some people voted whose residency could not be confirmed. There have been nine referendums in the past 70 years with the population voting to secede and join the Canton of Jura in 2021.  The change to the canton of Jura took effect on January 1, 2026, granting Moutier the right to secede from one canton and join another.

Questions:

  1. Should the national government of the United States be able to enforce common laws for holidays, the economy, schools, transportation, public health, and the environment in all 50 states and territories?
  • What are the advantages and disadvantages of the federal system of power between the individual states and the national government in the United States?
  • Does the Swiss government model have any advantages or disadvantages over the structure of government in the United States?
  • What would be the best way to resolve the conflict with the population of Moutier?
  • Will the decision allowing Moutier to secede establish a precedent for future towns or cities to secede in Switzerland?  

Platform of the States Rights Democratic Party, August 14, 1948

Article 1, Section 8: Federalism and the Overall Scope of Federal Power

Keeping the Balance: What a President Can and Cannot Do (Truman Library)

Looking Back: Nullification in American History (National Constitution Center)

Political System of Switzerland

Federalism in Switzerland

Education is primarily a state and local responsibility in the United States. About 92% of the money for elementary and secondary education comes from local taxes and money from the individual states. The role of the federal government in education dates back to 1867 when Congress wanted information on teachers and how students learn. Over time this led to land-grant colleges and vocational schools After World War 2, the federal government enacted the “GI Bill” to provide college and vocational education to returning veterans.

In response to the Soviet launch of a satellite, Sputnik, into space in 1957, Congress passed the National Defense Education Act to provide funds for teachers in the areas of mathematics, science, world languages, and area studies to enable us to compete with the Soviet Union. Perhaps the most significant legislation to increase federal funds for schools came in response to the passage of civil rights laws in the 1960s and 1970s and the Great Society programs to reduce poverty. In 1980, Congress established the Department of Education as a position in the president’s Cabinet. In 2025, the Department of Education’s staff and budget was significantly reduced. The Department of Education before 2025 supported 50 million students in 98,000 public schools and 32,000 private schools. They also provided grants, loans, and work-study programs to 12 million students in colleges and vocational training programs. In addition, they administered $150 billion in loans.

The purpose of federal funds in the United States is to provide equality for disadvantaged students and to improve academic achievement. This is monitored through state assessments based on learning standards. Unfortunately, some states lowered their expectations for student achievement to qualify for the federal funds and the federal government is currently investigating fraud in how federal dollars are being spent.

In the United States, federal funds are designated for after school instruction, English language acquisition, preschools, nutrition, literacy, teaching American history and civics, charter, and  magnet schools.

School Financing in Canada

School funding in Canada is primarily a responsibility of provincial and territorial governments. The federal government contributes money to ensure an equal education for its significant indigenous population. Most funding is from Canada’s 10 provinces. Some provinces provide public funding to private, charter, and religious schools.

The government of Canada views education as a public good from which everyone in society benefits. Education prepares students for jobs, higher education, lowers crime, and reduces poverty. Employers also benefit as educated workers are more productive leading to higher profits for businesses. The only province to fully embrace school choice is Alberta. Canadians fear that school choice may lead wealthier Canadians to benefit from independent, parochial, charter, or magnet schools and this would leave marginalized populations at a disadvantage. Equality and equity are two principles that Canadians value.

According to U.S. News & World Report, the United States is ranked #1 and Canada is ranked #4 in the world in education.

Questions:

  1. Should local communities, states or provinces, or the national government decide the curriculum and funding for public schools?
  2. To what extent should public tax dollars be used to support private or religious schools?
  3. What is the best way to ensure an equal and equitable education for all students?
  4. Should public tax dollars be used for extracurricular activities and sports in schools?
  5. Do you consider education to be a public good that benefits all of society or is it a private good that benefits individual students?
  6. To what extent should public tax dollars be used to support college and vocational education after completing elementary and secondary education?

Elementary and Secondary Education Act

Canada’s Approach to School Funding

Council of Ministers of Education, Canada

De facto Racial Residential Segregation in the United States

The United States ended racial segregation with the Brown v. Board of Education v. Topeka, Kansas decision by the U.S. Supreme Court in 1954, the Civil Rights Act of 1964, and the Voting Rights Act of 1965. However, the United States continues to be a place of segregation, not integration. Residential segregation exists through our zip codes and neighborhoods. Although our laws prohibit discrimination, differences in land use policies, wealth and income, contribute to what is called de facto racial residential segregation. Neighborhoods determine the quality of schools, public safety, quality of drinking water, opportunities for employment, strategies of law enforcement, rates of incarceration, and life expectancy.

A study by the University of California (Source) found that more than 80 percent of metropolitan areas were more segregated in 2019 than in 1990. In 2025, the United States government effectively ended support for DEI (Diversity, Equity, and Inclusion) programs. Racial residential segregation is difficult to    address when resources are not equally available to all communities. The Kerner Commission wrote in its 1968 report that integration is “the only course which explicitly seeks to achieve a single nation” rather than a dual or permanently divided society.

Table 3: Top 10 Most Segregated Metropolitan Statistical Areas (2019, Minimum 200,000 people)

Segregation  RankMetro
1New York-Northern New Jersey-Long Island, NY-NJ-PA
2Chicago-Joliet-Naperville, IL-IN-WI
3Milwaukee-Waukesha-West Allis, WI
4Detroit-Warren-Livonia, MI
5Miami-Fort Lauderdale-Pompano Beach, FL
6Los Angeles-Long Beach-Santa Ana, CA
7Trenton-Ewing, NJ
8Cleveland-Elyria-Mentor, OH
9Philadelphia-Camden-Wilmington, PA-NJ-DE-MD
10 (tied)Beaumont-Port Arthur, TX
10 (tied)New Orleans-Metairie-Kenner, LA

Religious Segregation in India

India ended the caste system in 1947 and yet many Indians live in religiously segregated areas. One of the reasons for this segregation is that friendship circles are often part of the religious community and marriages are within the same faith community. People in southern India are most likely to live in integrated neighborhoods. Indians with a college degree are more accepting of people from other faiths living in their neighborhoods than those with less education.

Very few Indians say they are married to someone with a different religion. Almost all married people (99%) reported that their spouse shared their religion. This applies to Hindus, Muslims, Christians, Sikhs and Buddhists.

Indians generally marry within same religion

Religion, especially members of the Hindu faith, is closely connected with views on politics and national identity. Hindus make up 80% of India’s population. A Pew Research study found that 36% of Hindus would not be willing to live near a Muslim, and 31% say they would not want a Christian living in their neighborhood. Jains are even more likely to express such views:. 54% of people who identify with the Jainist faith would not accept a Muslim as a neighbor, and 47% say the same about Christians. People who identify as Buddhist tend to be the most accepting of people from other faith traditions. Eight-in-ten Buddhists in India say they would accept a Muslim, Hindu, Christian, Sikh or Jain as a neighbor.

Members of both large and small religious groups mostly keep friendships within religious lines

And Indians who live in the Central region of the country are more inclined than people in other regions to say it is very important to stop people from marrying outside of their religion. Among Hindus in the Central region, for instance, 82% say stopping the interreligious marriage of Hindu women is very important, compared with 67% of Hindus nationally. Among Muslims in the region, nearly all (96%) see it as crucial to stop Muslim women from marrying outside the faith, versus 80% of Muslims nationally.

The religious segregation also impacts the quality of education and employment. Muslim student enrollment is dropping. Some states in India are banning religious instruction even though it is protected by the national constitution.

Questions:

  1. Are there common factors (geographic, social, economic, racial, educational, religious, etc.) causing different kinds of segregation in Indian and the United States?
  2. How can countries best establish a social system of equality and integration?
  3. Is segregation present in your school or community?
  4. How do countries/societies unite or define their identity?
  5. Is the problem of segregation about the same, more severe, less severe in India or the United States?

Examples of Government Regulation of Business in the United States

Religious Segregation in India (Pew Research Center)

The Great Society Program in the United States

In 1965, according to the U.S. Census, the poverty rate in the United States was 13.3%. In 2024, it was 10.6%. However, poverty rates often provide mixed data because of inflation, income levels, race, and age. For examples in 1965 45% of the population in South Carolina was below the poverty line and in 2024 the poverty rate for Hispanic (15%), Black Americans (18.4%), and Native Americans (19.3%) is significantly higher than 10.6%. The definition is further complicated by the difference between absolute poverty (below an income of $31,200 for a four-person household) and relative poverty (the quality of life for people in a neighborhood or community).

Social Security and Medicare are for senior citizens who are eligible at age 65 for Medicare and age 67 for Social Security. There are 83 million people, including children, receiving Medicaid, about 25% of the population. The program is offered by the states and the services provided depend on the state. An average estimate for eligibility is an income that is about 140 percent above the federal poverty level ($30,000 for a family of two in New Jersey, as of 2026). In New Jersey, Medicaid costs about 23% of the state’s budget. Approximately 25% of the residents in New Jesey receive Medicaid at an average cost of $2,600 per enrollee. Amounts vary and are higher for families with children and pregnant women.

According to the Congressional Research Services, mandatory spending was only 30% of the federal budget. Today, it is 60%. Medicare and Medicaid together cost nearly $1 trillion annually. Medicare, Medicaid, and Social Security, are the main contributors to our national debt, which is now over $40 trillion (or roughly $59,000 per citizen). According to the Kaiser Family Foundation, Medicare provides health insurance coverage to 68 million Americans. Funding for Medicare is from government contributions, payroll tax revenues, and premiums paid by beneficiaries. Medicare spending is currently about 13.5% of the federal budget or roughly $1.1 trillion. The average cost is $17,000 per enrollee with a $12 billion shortfall in 2023, about $1,300 per enrollee.  The administration of President Trump cut some of the Medicaid programs in 2025 and is negotiating lower prescription drug costs to reduce this shortfall. An aging population and higher health care costs are factors that are expected to continue. Even with these Great Society programs, poverty among the elderly is significantly high. According to USA Today,

“Based on the official measure, which is a simple calculation based on pretax cash income compared with a national threshold, the percentage of seniors in poverty rose to 9.9% last year from 9.7% in 2023, data showed. Using the more comprehensive supplemental measure, which includes noncash government benefits, accounts for taxes and essential expenses like medical care and work-related costs, and adjusts thresholds for regional differences in housing costs, senior poverty rose to 15% from 14.2% − and marked the highest poverty level among all age groups.”

Although these programs are not cost effective and are withdrawing funds from the Trust Fund, they are considered transfer payments because the money is spent at the local and state level which generates income and GDP growth in the economy. They are often referred to as entitlement programs because they were passed by Congress and have been in effect for 90 years (Social Security) and 60 years (Medicaid and Medicare) and revised and expanded over time.

Marshall Plan

In June 1947, Secretary of State George Marshall, announced the U.S. plan to give economic aid to Europe. The offer was made to all of Europe, including the U.S. wartime enemies and the communist countries of Eastern Europe. Sixteen European countries responded by cooperating on a plan that was accepted by the United States. The United States appropriated $13.6 billion (equivalent to $190 billion in 2026 money) was provided. By 1950, the economies of the participating countries returned to their prewar levels.

The Marshall Plan required the countries to stabilize their currency, reduce public spending, import goods from the United States and increase their exports to the United States. There were clear expectations that benefited the economy of the United States. The Marshall Plan established the U.S. as a dominant economic power, promoted open trade and prevented the return of economic depression. It was critical in forming NATO and a closer relationship between the United States and Europe.

Questions:

  1. Given the fact that the Great Society programs of Medicaid and Medicare are not cost effective and that the poverty rate for people over the age of 65 has increased, should the United States continue with these programs?
  2. What should the United States or the individual states do to lower the poverty rate among people over the age of 65?
  3. Does the United States have a legal (constitutional) or moral responsibility to provide supplemental or full health care for its citizens, legal residents, and/or undocumented immigrants?
  4. Was the Marshall Plan worth the investment by the United States?
  5. What factors contributed to the success of the Marshall Plan?
  6. Would a ‘Marshall Plan” to support the rebuilding of a sustainable infrastructure based on renewable energy be effective and accomplish similar outcomes within three to five years?

Tallying the Costs and Benefits of LBJ’s Great Society Programs (American Enterprise Institute)

Estimates of the Costs of Federal Credit Programs (Congressional Budget Office)

Kaiser Family Foundation Reports on Medicare-Medicaid Enrollment and Spending

Marshall Plan (1948) (National Archives)

Marshall Plan and U.S. Economic Dominance (EBSCO)

The Marshall Plan: Design, Accomplishments, and Significance (Congressional Research Service)

History of European Antisemitism

Institute for Curriculum Resources

This lesson plan on the History of European Antisemitism is a critical tool for social studies teachers, empowering students with the context and critical skills to analyze the evolution of deep-seated hatred. The lesson is indispensable for World History by demonstrating how the Holocaust was the result of centuries of cumulative antisemitism. Furthermore, it strengthens U.S. History curricula by providing the historical framework needed to study WWII and genocide.

Essential Questions

 
 
  • What is antisemitism? 
  • What are four historical forms of antisemitism?
  • How have these four forms of antisemitism been expressed throughout history?
  • How can these four forms of antisemitism be expressed in modern times?
  • What does modern antisemitism, or anti-Jew hate look like?

Learning Objectives

Students will be able to:

  • Define antisemitism.
  • Identify four forms of antisemitism (religious, economic, political, and racial) which are interconnected and have manifested in various ways over time.
  • Trace the evolution of antisemitism from pre-Christian to modern times.
  • Understand that anti-Jew hate evolves and manifests in ways that don’t fit into the historical forms.

Materials Needed

PRIMARY SOURCES

This slide deck contains the nine primary source examples below. The speaker notes on each slide explain the type of historical form of antisemitism the source represents, as well as offer guides for analysis of each source. Additional context and suggested use for them can be found in the lesson plan, beginning at Section 4.

  • SOURCE 1: Ecclesia And Synagoga, 1300 CE
  • SOURCE 2: (optional) Excerpt from Law of Theodosius II, 438 CE
  • SOURCE 3: German depiction of Blood Libel and Judensau, 15th century
  • SOURCE 4: (optional) Excerpt from Solomon bar Simson Chronicle, 1140
  • SOURCE 5 Excerpt from Henry Ford’s The International Jew, 1920
  • SOURCE 6: Political cartoon “Metamorphosis” from Simplicissmus, 1903
  • SOURCE 7: Excerpt from a letter written by Hitler to Adolf Geimlich, 1919
  • SOURCE 8: Magazine cover of the French publication “La Libre Parole,” 1893
  • SOURCE 9: Excerpt from speech by Senator Ellison DuRant Smith of South Carolina in support of the 1924 Federal Immigration Act

RESOURCES FOR TEACHERS

HANDOUTS

OPTIONAL ADDITIONAL ACTIVITIES ON ICS WEBSITE

Note on Lesson Content

  • This lesson contains information, images, and text that reveal the extensive discrimination that Jews have faced historically and continue to face in the modern world.
  • This information can be difficult; allow time to reflect and process.
  • The term “anti-Jew hate” is a synonym for antisemitism, and both terms are used throughout the lesson. Simply put, antisemitism is anti-Jew hate.
  • Education about history is key to learning from society’s past injustices and creating a more equitable society. By educating students about anti-Jew hate, we can help them understand the harmful effects of prejudice and encourage them to work towards creating a more tolerant and inclusive society.  Here are some specific reasons why we should teach students about antisemitism:
    • To raise awareness: Many students may not know what antisemitism is or how it manifests in our society. By teaching them about anti-Jew hate, teachers can help raise awareness and encourage students to recognize and challenge instances of antisemitism when they encounter them.To encourage critical thinking: Learning about antisemitism can help students develop critical thinking skills. They can analyze the historical and cultural contexts that have contributed to anti-Jew hate and evaluate the different and evolving ways that it manifests in our society.To promote empathy: Learning about anti-Jew hate can help students develop empathy for those who have experienced discrimination and prejudice. This can help students better understand the experiences of others and become more compassionate and tolerant individuals.
    • To prevent hate crimes: Antisemitism is a form of hate that can lead to violence and discrimination. By teaching students about it, teachers and students can help prevent hate crimes and create a safer and more inclusive community.

Lesson Plan

1.   INTRODUCTION

It’s important to learn about the wider context – the various historical events – which have influenced the evolution of antisemitism. 

The following points may be helpful as you introduce the topic:

  • Today, we will be learning about the history of European antisemitism, including its origins in the ancient Mediterranean world, its evolution through European history, and its manifestations in modern culture. Many people think that antisemitism started with Hitler and the Nazis. However, antisemitism goes back to ancient times.
    • Unfortunately, antisemitism continues today – both abroad and in the United States. In fact, there are sometimes incidents of antisemitism in countries with very few or no Jews.
    • Antisemitism is complex and has a number of forms. Antisemitism cannot be properly understood without understanding its religious roots, which is where this lesson begins.

Understanding lesson structure: The following content of the lesson plan is directly mirrored in the presentation deck, which is available on the website. As you are reviewing this lesson plan, please make sure you are referring to the Google Slides Deck for Classroom Presentation to familiarize yourself with the full content and its presentation.

2.            DEFINING THE TERM “ANTISEMITISM”

Before diving into the history of antisemitism, it’s important to first define the term and ensure that everyone has a clear understanding of what it means. You can begin by asking your students how they would define antisemitism. Then, ask them to consider their answers in light of the definition of antisemitism outlined below. You will find a slide with the definition in the Google Slides Deck for Classroom Presentation as well as the Antisemitism Glossary of Terms (PDF).

Definitions for antisemitism vary, but ultimately, they all come down to the same thing: Antisemitism is hatred, discrimination, fear, and prejudice against Jews based on stereotypes and myths that target their ethnicity, culture, religion, traditions, right to self-determination, or connection to the State of Israel.

The term Jew-hate can be used interchangeably with the word antisemitism, as they both mean the same thing.

To best communicate that antisemitism is a word for anti-Jew hate, ICS, along with the US Holocaust Memorial Museum, the Associated Press, and the New York Times all use the single-word spelling.

3.   ASSESS PRIOR KNOWLEDGE

Before jumping into the history of antisemitism, begin with what students may already know about this particular type of hatred. Choose one of the following activities to introduce the topic:
  • Option 1: Using the Prior Knowledge Handout, assess prior knowledge and particular areas of interest among students.
  • Option 2: More informally, have a brief class discussion around the topic. Some possible questions for starting the conversation can include the following questions. You may want to consider allowing your students time to process these questions in writing first, so that they feel more prepared to share their thoughts.
    • How long do you think anti-Jew hate has been around?
    • Where have you learned about antisemitism or past antisemitic events?
    • Why do you think it is important to learn about antisemitism?
    • What does it mean for a group of people to feel “othered”?
    • What do you know about how anti-Jew hate looks today?

Next, explain to your students that you’ll be exploring the history of this hatred. As you go through the presentation, students will see how and why the various stereotypes and myths developed. Understanding this history will also help students to identify antisemitism in their own world, especially as they see the modern examples in the closing activity.

Note:As you go through the Google Slides Deck for Classroom Presentation, you can have your students take notes using the graphic organizers. There are two versions of the organizer – one that has specific prompts to help students look out for key information, and the other is open-ended and allows students to jot down whatever notes they feel are most important.

4.   ANTISEMITISM’S ANCIENT ROOTS

Guiding Questions: Why were Jews seen as “other” in the Ancient world? What external factors contributed to furthering Jews’ status as “other”?
Share an overview of antisemitism’s ancient roots. The notes below, as well as additional content, are presented through correlating slides in the Google Slides Deck for Classroom Presentation. Please refer to the Antisemitism Glossary of Terms for additional definitions of the bolded words below.
  • Judaism originated in the Land of Israel around the 12th century BCE.
  • Judaism’s notion of monotheism was seen as a radical departure from the polytheistic beliefs that were prevalent in ancient times. This difference in belief, as well as distinct religious practices, often set Jews apart, leading them to be viewed as “other” in the societies in which they lived.
  • The destruction of the Second Jewish Temple and the creation of the Jewish Diaspora in 70 CE furthered the“othering” of Jews. Jews became viewed as outsiders, with their safety and well-being dependent on the tolerance of others.
  • Meanwhile, upon the Roman crucifixion of Jesus in 30 CE, Christianity began to spread. One of the ways that Christianity distinguished itself from Judaism was through the concept of replacement theology.
  • In 380 CE, Christianity became the official religion of Rome. In 438 CE, the Roman Empire codified anti-Jewish laws through the Theodosian Code, which established Christianity’s legal dominance over Judaism.
  • Even after the Roman empire dissolved in the 5th century, succeeding kingdoms and monarchs continued to use the anti-Jewish legal codes of the Roman Empire.

Share SOURCE 1: Ecclesia and Synagoga[1]

Context:

Tell students that this pair of figures personifies the Christian Church (Ecclesia) and Judaism (Synagoga). In the medieval period, they often appeared sculpted as large figures on either side of a church or cathedral entry, and still exist at some places like Notre Dame Cathedral in Paris. Use the “see-think-wonder” structure to have students analyze what these sculptures are communicating. Facilitation instructions for this primary source analysis discussion are included in the Google Slides Deck for Classroom Presentation.

Primary Source:

Step 1: SEE – What do you notice about the figures? Possible responses:

  • Young, attractive, adorned with a crown
  • Holding a chalice and cross-topped staff
  • Looking confidently forward
  • Blindfolded and drooping/hunched over a bit
  • Carrying a broken lance (possibly an allusion to the Holy Lance that stabbed Jesus) and the tablets of Jewish Law that may be slipping from her hand

Step 2: THINK – What do these details suggest? What message do you think these details communicate?

  • Elicit student ideas and guide students in their thinking to understand that this is a visual representation of replacement theology. Judaism is being portrayed as an obsolete or flawed religion that is “blind” to the “true” revelation of Christianity.

Step 3: WONDER – What questions do you have?

  • Students may wonder about the objects in their hands, or they may wonder about the difference in dress. These are great opportunities for further student inquiry.

Optional: Share SOURCE 2: Excerpt from Law of Theodosius II

Context:

The Theodosian Code, which codified anti-Jewish laws, was adopted in 438 CE, roughly 60 years after Christianity became the official religion of the Roman Empire. The following excerpt reveals some of its concrete prohibitions against Jews, as well as some of the attitudes that formed their basis.

Primary Source:

First, consider guiding a discussion allowing students to again share what they see – what stands out to them from this quote. Then, ask students to more specifically identify:

  • How are Jews being described/perceived by Roman law?
    • sly/untrustworthy
    • dangerous
  • Where do you see elements of a Christian theological view?
    • Jews being described as “enemies of the heavenly majesty,” and  “insult to our faith”
  • What are Jews prohibited from doing?
    • serving in public office, presiding in courts → in other words, having any kind of authority over Christians

Explain to students that the ancient origins of antisemitism laid the groundwork for the emergence and persistence of various forms of antisemitism throughout history. In the remainder of this lesson, we will explore four forms of antisemitism – religious, economic, political, and racial – and how they were expressed in the past. It’s important to note that, even though some forms developed earlier than others, there is often overlap or a combination of multiple forms.

5.   HISTORICAL FORM OF ANTISEMITISM: RELIGIOUS 

Guiding Questions: How did Christianity depict Jews as a threat? What are some historical examples of religious antisemitism?
The notes below, as well as additional content, are presented through correlating slides in the Google Slides Deck for Classroom Presentation. Please refer to the Antisemitism Glossary of Terms for additional definitions of the bolded words below.
●  By the early medieval period, Christianity had emerged as the dominant force in both daily and political European life. This power structure reinforced the belief that Christians were superior to Jews. Depicting Jews as a threat to the social order became central to European culture, as the following examples illustrate:
  • Jews were accused of deicide
    • The deicide charge was used to justify the murder and forced conversion of Jews during the Crusades (1096-1272)
    • Jews were seen as a threat to Christian purity
      • Jews were forced to wear identifying markers (such as yellow badges or special hats) to ensure that a Christian would not accidentally marry a Jew (1215)
      • Jews were forced to live in segregated areas known as ghettos and were excluded from all activities in mainstream society (13th century)
    • Jews were associated with the devil and evil
      • Jews were commonly depicted as having devilish features (e.g., horns, forked tail); Judensau (pronounced you-den-saw) became a category of art portraying Jews engaging in derogatory interactions with pigs
    • Jewish customs were seen as nefarious, for example, Christians claimed Jews used the blood of Christian children in baking matzah for Passover
      • The blood libel accusation resulted in the blame and killing of Jews when a Christian child would go missing

Share SOURCE 3: German depiction of Blood Libel and Judensau.

Context:

The artwork below from Medieval Germany displays several of the elements of religious antisemitism described above, including blood libel, Judensau, associations with the devil and evil, and Jews being forced to mark their identity through their clothing. Ask students to carefully examine the visual and describe the connections they make to religious antisemitism.

*Important Teacher Note – Content Warning: Please note that the visual content in this source contains more mature elements. Please consider if this is appropriate for the age group and setting in which you teach. Consider using the alternate image provided below.

Primary Source [3]:

Questions for students: How are Jews being depicted in the image? What harmful myth about Jews is represented? How does an image like this reinforce religious antisemitic views?

Possible Responses:

  • On top is an image of Simon of Trent, reinforcing the blood libel myth
  • Below, Jews are depicted as being engaged in disgusting and lewd actions with a pig (considered an unclean animal in Jewish tradition) – this represents the idea of Judensau:
    • A Jewish man is placing his mouth on a pig’s anus
    • A Jewish child is suckling from the pig
    • A Jewish man is riding backwards on the pig, alluding to his “backwards” nature in his rejection of Christianity
  • Both the Jews and the devil are wearing circular badges (one of the identifying markers that Jews were forced to wear in parts of Europe)

Alternate image option: [4]

Optional: Share SOURCE 4: Excerpt from Solomon bar Simson Chronicle[5].

Context:

By the 11th century, as a result of becoming a diaspora, Jews had settled across many regions of Europe and the Middle East. In 1096, Pope Urban II launched the First Crusade to regain the Holy Land from Muslim rule. Unfortunately, a number of Jewish communities lay en route to the Eastern Mediterranean and were attacked by the Crusaders. Many Christians viewed Jews negatively because they did not embrace Jesus. So, although the Crusaders set off to fight “enemy Muslims,” they quickly incorporated attacking “enemy Jews” as part of their mission. As the Crusaders made their way through France and Germany, they burned synagogues, forced conversions, brutally massacred Jews, and incited anti-Jewish riots.

The following excerpt is from a source known as the “Solomon bar Simson Chronicle.” The chronicle is a Jewish account of the First Crusade.

Primary Source:

First, consider guiding a discussion, allowing students to again share what they see – what stands out to them from this quote? Then, ask students to specifically discuss:

  • According to this quote, what did the Crusaders want to do to the Jews?
    • Kill them all (“exterminate them from among the nations”)
  • What religious antisemitic notions did the Crusaders use to justify their actions?
    • Deicide charge (“those whose forefathers murdered and crucified him for no reason”)
    • Jews being evil (“offspring of promiscuity”)

Optional: The graphic organizer gives students space to reflect after learning about each historical form of antisemitism. If time permits, give students a few moments to reflect, either through writing or discussion, about what they have learned in this part of the lesson.

Transition: Explain that the second form of antisemitism we will be discussing is economic antisemitism. The image of the “greedy Jew” may be the most enduring antisemitic stereotype of all. It is during the medieval period that economic antisemitism began to take on forms that are familiar to us today.

6.   HISTORICAL FORM OF ANTISEMITISM: ECONOMIC 

Guiding Questions: How did Jews first become associated with money/money lending? What are some historical examples of religious antisemitism?
The notes below, as well as additional content, are presented through correlating slides in the Google Slides Deck for Classroom Presentation. Please refer to the Antisemitism Glossary of Terms for additional definitions of the bolded words below.
●   Starting in the 11th century, many medieval European legal systems prohibited Jews from owning land, farming, or joining craft guilds. These legal systems were based on the types of legal codes from the Roman period, like the Theodosian Code, which were designed to limit Jews religiously and economically.
●   With few economic opportunities available, many Jews turned to marginalized occupations, such as tax/rent collecting and money lending on behalf of wealthier Christians. Many Christian lords would use Jews as middlemen to bypass the Christian religious prohibition on usury.
●   As a result, the Christian populace depended on Jewish moneylenders, which resulted in resentment and hostility towards Jewish debt collectors (rather than the rulers who were enacting the taxes or charging high interest in the first place).
●   Christian leadership exacerbated these tensions by positioning Jews as a scapegoat for the common person’s financial troubles. Though Jews were not the only ones involved in lending money at interest during the Middle Ages, eventually usury – and finance more generally – became identified as a “Jewish practice.”
●   This association between Jews and money became deeply entrenched in Western society to the point where it is now a Jewish stereotype.
o   Shylock – perhaps the most notorious Jewish moneylender – is a fictional character created by William Shakespeare. It’s important to note that Shakespeare debuted this play at a time when nearly no Jews were living in England – they had all been expelled 300 years earlier. However, the stereotype of the Jewish moneylender was so entrenched by this point that audiences didn’t need to have Jews around for the caricature to resonate.
o   Hundreds of years later, Henry Ford, founder of the Ford Motor Company, propagated virulently antisemitic notions about Jews in his newspaper The Dearborn Independent, in the 1920s, drawing on medieval tropes that described Jews as ruthless, money-hungry, and in control of the world’s finances. The antisemitic content that was published in Ford’s newspaper had a significant impact because of its vast readership, with articles being picked up by other news outlets across America. Consequently, Ford’s published works played a role in the rise of antisemitism in the United States.
Share SOURCE 5: Excerpt from The International Jew.

Context:

The following excerpt is an illustration of the ideas propagated by Henry Ford in his newspaper, The Dearborn Independent. He collected and published his articles in a book entitled The International Jew: The World’s Foremost Problem. The book became widely read, was translated into several languages, and served as a point of inspiration for later Nazi leadership.

Primary Source:

“Business is to [a Jew] a matter of goods and money, not of people. If you are in distress and suffering, the Jewish heart would have sympathy for you; but if your house were involved in the matter, you and your house would be two separate entities…the Jew would naturally find it difficult, in his theory of business, to humanize the house…he would say that it was only “business.” (June 5, 1920)[6]

Ask students:

●      How are Jews being portrayed in this quote?

o     Cruel, heartless, entirely driven by greed
o     Incapable of displaying “sympathy” or “humanizing” situations if money is involved

Optional: The graphic organizer gives students space to reflect after learning about each historical form of antisemitism. If time permits, give students a few moments to reflect, either through writing or discussion, about what they have learned in this part of the lesson.

Transition: Explain that the third form of antisemitism we will be unpacking is political antisemitism. To understand the roots of this kind of anti-Jewish thought, we need to go back to the French Revolution and the rise of the modern nation-state.

7.   HISTORICAL FORM OF ANTISEMITISM: POLITICAL

Guiding Questions: What is the “Jewish Question”? How did the political situation differ for the Jews of Western and Central Europe compared to the situation of those in Eastern Europe? How did the backlash to Jewish emancipation in Europe contribute to political antisemitism? What are some historical examples of political antisemitism?
The notes below, as well as additional content, are presented through correlating slides in the Google Slides Deck for Classroom Presentation. Please refer to the Antisemitism Glossary of Terms for additional definitions of the bolded words below.
  • In the late 1700s and 1800s, the cultural and political status of Jews in Western and Central Europe would begin to change.
  • The French Revolution created a new category of “citizen” that granted equal rights to everyone (at least in theory). However, some French people wondered whether Jews were capable of really being “French enough” to be entitled to political rights like other citizens of France. This became known as the “Jewish Question.
  • In the end, France decided to emancipate its Jewish population in 1791. However, in return, Jews were expected to make changes to various aspects of their cultural and communal life (e.g., stop using traditional Jewish names, refrain from using Hebrew/Yiddish in business transactions, keep their Jewishness private and out of the public sphere).
  • However, in Eastern Europe (where the majority of European Jews lived) the political situation was very different. Jews in Eastern Europe were not emancipated until 126 years later in 1917.
  • In Imperial Russia in the 19th and early 20th centuries:
    • Jews were only allowed to live in the so-called “Pale of Settlement.
    • Russian authorities encouraged antisemitic violence and riots known as pogroms.
  • By the mid-19th century in Western and Central Europe, objections to emancipation began to grow. Resentment and fear helped fuel the prejudices that would manifest into political antisemitism.
    • Resentment of perceived economic success among Jews fueled false notions that Jews were stealing jobs from Christians and were over-represented in important fields.
    • As Jews became politically active, they were viewed as proponents of radical/dangerous political views – those held by whatever the powers that be feared.
      • For example, because figures like Karl Marx and Leon Trotsky were of Jewish descent, this led people to closely associate Jews with communism (even though most Jews were not communists).
      • More broadly, however, there were widespread conspiracy theories throughout Europe about Jewish governmental and economic control, which hinged on small numbers of Jews in positions of power.
    • The Protocols of the Elders of Zion, published in Russia in 1905, is one of the most widely cited pieces of political antisemitism to this day.
  • Despite efforts to assimilate and become part of their host societies, Jews continued to stay connected to their own communities and retain aspects of their cultural identities. This led critics to believe that Jews were benefiting from emancipation while remaining a separate group – a group whose loyalty would always be questioned. Jews, therefore, continued to be perceived as “other” and as a threat to European society.

Share SOURCE 6: Political Cartoon – “Metamorphosis”

Context:

The following political cartoon, printed in 1903, comes from a German weekly satirical magazine called Simplicissimus. [7] Explain that metamorphosis means a thing/person changing from one thing to something completely different (such as a caterpillar becoming a butterfly). Then have students take a look at the image below.

Primary Source:

First, consider guiding a discussion allowing students to share what they see – what do they notice when first examining this cartoon? Then ask students more specifically:

  • What is going on in this cartoon?
    • A Jewish immigrant is transforming himself from a pauper into a well-respected and affluent member of society
  • What about the way the Jewish man is portrayed stays the same throughout the three pictures? What changes?
    • The exaggerated and distorted features remain (hooked nose)
    • The clothes are more expensive and modern
    • The items he holds become more valuable and modern
  • What is this cartoon implying about Jewish emancipation?
    • That a Jew will always be a Jew – an “other” – no matter how much he changes externally and tries to assimilate

Reinforce the point that many in European society opposed emancipation because their prejudice against Jews led them to interpret Jewish efforts to join society as being motivated by ill intent. Additionally, the reference to the Jewish nose is based on pseudo-scientific notions of Jews being an inferior race, which will be addressed in the final form of antisemitism outlined in this lesson plan.

Optional: The graphic organizer gives students space to reflect after learning about each historical form of antisemitism. If time permits, give students a few moments to reflect, either through writing or discussion, about what they have learned in this part of the lesson.

Transition: Explain to students that the last form of antisemitism you’re going to examine is called racialized antisemitism. While political antisemites fear a “Jewish” political agenda for “world domination”, racial antisemites claim that there is a Jewish agenda for “racial domination.”

8.   HISTORICAL FORM OF ANTISEMITISM: RACIAL

Guiding Questions: What term did Wilhelm Marr coin, and what did the term describe? How were the scientific concepts of natural selection and biological inheritance misappropriated by antisemites? What are some historical examples of racial antisemitism?
The notes below, as well as additional content, are presented through correlating slides in the Google Slides Deck for Classroom Presentation. Please refer to the Antisemitism Glossary of Terms for additional definitions of the bolded words below.
●     In 1859, Charles Darwin debuted his theory of evolution and natural selection. In 1865, Gregor Mendel introduced the concept of biological inheritance – the basis for what we now call genetics.
●     Racists and antisemites misappropriated these notions to support their beliefs in white superiority.
●     In 1879, German journalist Wilhelm Marr introduced the term “antisemitism” to describe his opposition to Jews as a supposed inferior “race” (please reference the Appendix for more information). Soon, Marr’s new term was being used throughout Europe.
●     Marr’s notion of Jews being an inferior race marked a dangerous turn. According to Marr, Jews were a problem because of innate and unchangeable biological differences.
●     Racial antisemitism was the primary manifestation of antisemitism in Nazi Germany.
●     According to Nazi racial theory, Jews constituted a biologically inferior race which was thought to corrupt the pure German-Aryan stock through “race-mixing” and intermarriage. It became extremely important to the Third Reich to distinguish between those with Jewish and “Aryan” ancestry.
●     In 1935, the Nazi government passed the Nuremberg Laws, which legally made Jewish Germans different from non-Jewish Germans. They restricted marriages and sexual relations between those deemed racially German and those with Jewish backgrounds. Under the Nuremberg Laws, only “Aryans” were allowed citizenship. Jews were stripped of citizenship and denied their political rights, and their passports invalidated.
●     Eventually, the Nazis passed more discriminatory laws that  forced Jews out of many professions, severely limited their movements, and required them to self-identify in public with the infamous yellow stars.
●      The Nazis made a great effort to define who was and was not racially acceptable. Their racialized understanding applied to: religious Jews, non-religious Jews, converts from Judaism to other religions, those who were not considered Jewish according to Jewish law but had some amount of Jewish ancestry. 

Share SOURCE 7: Excerpt from a letter written by Adolf Hitler to Adolf Geimlich.[8]

Context:

In the politically unsettled period after World War I, the Bavarian state government in Germany established a group on May 11, 1919, to keep an eye on political groups and to carry out “educational work” in order to combat revolutionary activities among disgruntled army veterans. Adolf Hitler joined the “Information Department” as a propaganda writer and informant and participated in education courses organized by the department. Because of his noted rhetorical gifts, Hitler was appointed as a lecturer. He was asked to respond to Adolf Gemlich, a course participant, on September 16, 1919, on the government’s position on the so-called “Jewish Question.” 

The letter is an early example of Hitler’s views on Jews before he became the leader of the National Socialist Democratic Party, also known as the Nazi Party, in 1921. The full letter builds on all of the types of antisemitism explored in this lesson. To analyze racial antisemitism, please examine the following excerpt with students:

Primary Source:

Then, discuss the following questions with students:

  • Where do you see racialized antisemitism expressed?
    • “thousand years of inbreeding”, “the Jew has preserved his race and character”, “non-German, foreign race, unwilling and unable to sacrifice its racial characteristics”
      • reveals the thought that Jews are a ‘foreign race’ with undesirable traits, and that they cannot be changed
    • “the feelings of the Jew are concerned with purely material things”
      • claims that the so-called greediness of Jews is in fact an inalterable racial characteristic
    • “his activities produce a racial tuberculosis”
      • Jews are described as causing disease in society – something malignant and insidious
  • What other types of antisemitism does Hitler express in this passage?
  • “possesses all the political rights that we ourselves have”
    • Disturbed that Jews have equal political rights – echoes the idea that Jews use political rights for nefarious gain
  • “the feelings of the Jew are concerned with purely material things”
    • ties in racialized perception of Jews with economic antisemitism

Share SOURCE 8: Speech by Ellison DuRant Smith”[9]

Context:

The Jewish immigrant population in the U.S. significantly grew between 1880-1924. Fears that immigrants posed a threat to the racial and cultural makeup of the U.S. led to efforts to keep Jews out. As a result, America created a new federal law that primarily aimed to exclude Eastern European Jews and Southern Italian Catholics from immigrating to the country: the 1924 Immigration Act. Many of the arguments put forward in support of the law, like this one, were explicitly racist. While the text does not name Jews specifically (aside from Son of a German Immigrant), it’s important to note that this is the kind of thinking that went along with racialized antisemitism – a belief in white superiority above ALL other “races”.

Primary Source:

Then, discuss the following questions with students:

  • How does DuRant Smith express racialized antisemitism?
    • That only true Americans should only come from “pure” Anglo-Saxon (meaning mostly English) families. They even want to “breed” more of these “pure” Americans.
    • This idea is part of a bigger way of thinking where people are judged and ranked based on their race. By saying what they think is the “right” race for America, they are automatically saying that other races are “wrong” or “less than.”
  • How do these ideas suggest a specific, and potentially harmful, vision for who should be considered truly “American” and how immigrants should be treated?
    • These ideas are harmful because they basically say that only people who are from a specific background (Anglo-Saxon) are truly American and valuable. Everyone else, especially immigrants, is seen as “less than” or a “problem” that needs to be changed.

Share SOURCE 9: Magazine cover of “La Libre Parole”[10]

As a final primary source analysis activity, ask students to look for the four forms of antisemitism they have learned about in a single source, which demonstrates the idea that these types of antisemitism are often interconnected and influence each other. Use the Library of Congress analysis method, “Observe, Reflect, Question,” to analyze the following magazine cover, which reflects many of the concepts from this lesson and can help students visually synthesize those ideas.

Context:

This magazine cover is from a French publication called La Libre Parole. It was printed on October 28, 1893 (just over 100 years after the emancipation of Jews in France).The editor and founder of this magazine was Edouard Drumont, who founded the Antisemitic League of France in 1889. Consider how this cover reflects antisemitic ideas held by parts of French society at the time.

Primary Source:

Step 1 – OBSERVE: Start by having students make observations, focusing on concrete details that they notice.

Observations may include: Tattered clothes, enlarged nose, animalistic/dehumanized features like claws, the money stuffed in his pockets and coming out of the world, he seems to be doing harm to the planet. He’s also in the dark – the sun is on the other side.

Step 2 – REFLECT: Next, ask students to reflect and use the prompt questions to help guide their thinking. What do the details suggest? What stereotypes are represented? In what ways are the four forms of antisemitism discussed in this lesson represented in this one image?

Reflections might include: If you recognize the stereotyped features, then we know this is a dehumanizing depiction of a Jew. Clearly, the illustrator believed that this man is harming the world in multiple ways. That he’s in the dark, along with the claw-like hands, suggests evil activity.

As for how the four types of antisemitism manifest in this image, here are some possible insights:

  • Political antisemitism. The figure appears to be maliciously grabbing onto the globe, eagerly climbing his way as far as he can go. This reflects a perceived threat of Jewish world domination.
  • Racialized stereotypes – the enlarged nose, the pointy beard, the beastly features – all exaggerated, and are reminiscent of the idea that Jews are less human and an inferior race trying to soil the purity of white Europeans.
  • Economic stereotype of the greedy Jew with money stuffed in his pockets echoes the idea that Jews perform harmful economic activities.
  • While not as overtly featured as the other forms of antisemitism, we can still see representations of religious antisemitism. First, there is the association between Jews and darkness, and therefore evil – a common trope in religious antisemitism. The man also covers his head, something that marks him as a religious Jew.

Step 3 – QUESTION: Finally, encourage students to ask additional questions to help further their learning. Possible questions might include: Why does the figure have exaggerated features? Why does he have on ragged clothes, while shown with an excessive amount of money in his pockets? Why is he illustrated as doing some sort of harm to the world?

Transition to Gallery Walk Activity: Explain to students that, like in the La Libre Parole image, the four forms of antisemitism continue to manifest in society, which will be demonstrated in the following activity. However, as important as it is to be able to recognize these influences, sometimes the way antisemitism is expressed in the current context does not fit neatly into the four historical forms. Today, we are seeing unprecedented levels of anti-Jew hate showing up in schools, sports, social media, and more, with the intent to hurt, intimidate, and marginalize Jews. In the following activity, we will refer to some examples as Evolving Anti-Jew Hate when they do not distinctly fit into the four categories we have learned about.

9.    GALLERY WALK ACTIVITY

This activity may be used as a final assignment or as a lesson wrap-up. Students will apply what they have learned through direct instruction in the lesson to modern examples of antisemitism, or anti-Jew hate, that they will analyze independently.

Objective

Through close examination of primary source documents and collaborative group work, this activity will enrich student understanding of how the four forms of antisemitism have manifested in the past as well as the present.

Materials: Modern Antisemitism Gallery Walk: instructions, sources, questions, student note-catcher (PDF)

Set Up

Display the primary sources around the classroom. These primary sources should be displayed “gallery style,” at different stations in a way that allows students to disperse themselves around the room. The primary sources can be arranged in any order. They can be hung on walls or placed on tables. The most important factor is that the stations are spread far enough apart to reduce significant crowding.

There are 14 stations for this activity, so you may want to divide the class into groups and assign each group two or three stations, depending on the number of students in the class. Of course, you may decide to use fewer primary sources, depending upon the amount of time you have to spend on this lesson or what content you want to emphasize.

Instructions

Explain to the students that they will participate in a “gallery walk activity.” Students will move around from station to station, like in a museum or art gallery. They will review the source at each station and answer a few questions per station.  Students should write their responses in the space provided on the Gallery Walk Note-Catcher (included in the PDF).

Alternative Gallery Walk Experience: Interactive Digital Gallery

Share a link to the Digital Version of the Modern Antisemitism Gallery Walk.

Then, instruct students to click on each image to interact with it by reading an example, answering a self-assessment question about the form of historical antisemitism shown, and considering discussion questions. Teachers can further assess understanding through class discussions or by collecting individual responses to provided prompts. Note that student responses entered on the slide identifying the historical form of antisemitism will not be available to the teacher.

10. CONCLUSION

Have students fill out the exit slip (PDF | Google Doc) or use the questions to hold a class discussion.


Appendix: Race vs. Ethnicity

The term ‘ethnicity’ falls short when describing Jewish identity. The more fitting, ancient term is Am (people). This category predates and differs from later social constructs like race, religion, and ethnicity, explaining why Jewish people don’t fit neatly into any of them.

However, to help students better understand how to define Jews as a group of people, it can be helpful to understand the difference between race and ethnicity, since Jews are often classified as an ethnic and/or a religious group, but NOT a race.

  • Ethnicity refers to a people’s shared cultural identity, often based on factors such as ancestry, language, religion, customs, and a sense of common history or heritage. It distinguishes one group of people from another based on these cultural characteristics.
  • The term race is often used to categorize and differentiate people based on physical traits such as skin color, facial features, and hair texture. However, it’s important to note that the concept of race is a social construct and not a scientifically valid biological category. All people are part of the human race.

It’s inaccurate to call Jews a race because they come from a wide variety of backgrounds and exhibit significant physical and visible diversity. This is why ethnicity is the preferred term to describe the Jewish people.


[1] Statues of Ecclesia and Synogoga in Freiburg Germany Cathedral Entrance, c. 1300

[2] A Law of Theodosius II, January 31, 439, Novella III: Concerning Jews, Samaritans, Heretics, and Pagans can be found at https://faculty.uml.edu/ethan_spanier/Teaching/documents/TheCodexTheodosianus.pdf

[3] The Jews in Christian Art: An Illustrated History (New York: Continuum, 1996), 337.

[4] Source: Wikipedia commons, https://en.wikipedia.org/wiki/Judensau#/media/File:Wimpfen-stiftskirche-judens.jpg

[5] Source: Shlomo Eidelberg, The Jews and the Crusaders: The Hebrew Chronicles of the First and Second Crusades (Madison, WI: The University of Wisconsin Press, 1977), pg. 22.

[6] The Dearborn Independent, Issue June 5, 1920, pg. 23 https://archive.org/details/the-international-jew-henry-ford/page/n21/mode/2up

[7] Harris, Constance. The Way Jews Lived: Five Hundred Years of Printed Words and Images. McFarland, 2008. p. 335.

[8] Source of English translation: Jeremy Noakes and Geoffrey Pridham, eds., Nazism 1919-1945, Vol. 1, The Rise to Power 1919-1934. Exeter: University of Exeter Press, 1998, pp. 12-14.

[9] Speech by Ellison DuRant Smith, April 9, 1924, Congressional Record, 68th Congress, 1st Session (Washington DC: Government Printing Office, 1924), vol. 65, 5961–5962. https://shec.ashp.cuny.edu/items/show/1249

[10] Source:“Leur Patrie, (Their Homeland) La Libre Parole illustrée, No. 16, 28 October 1893 , Duke Library Exhibits, accessed July 8, 2013, http://exhibits.library.duke.edu/items/show/20981