7.8 Mass Atrocities After 1900

A mass atrocity is an intentional, large-scale campaign by a state or extremist group to harm, remove, or eradicate a specific population (based on ethnicity, religion, class, or political identity). Key features: targeted victims (not just opposing armies), intent to destroy or permanently oppress a group (genocide, ethnic violence), systematic methods (forced deportation, starvation, mass detention, organized executions), and usually huge civilian suffering—examples in the CED include the Armenian Genocide, the Holocaust, Khmer Rouge, Rwandan Genocide, and the Holodomor. Regular war involves armed conflict between combatant groups or states where military forces are primary targets; civilians may suffer, but the goal isn’t the deliberate elimination of a defined population. On the AP exam, you should explain causes and consequences, cite specific examples from the CED, and use contextualization and evidence in DBQs/LEQs (see the Topic 7.8 study guide for summaries and examples: https://library.fiveable.me/ap-world-history/unit-7/mass-atrocities-after-1900/study-guide/L6RbdZNySHJqM4D6gPjt). For extra practice, try Fiveable’s unit review and 1000+ practice problems (https://library.fiveable.me/ap-world-history/unit-7) (https://library.fiveable.me/practice/ap-world-history).

The Holocaust was the Nazi regime’s state-sponsored, systematic extermination of about six million Jews (plus millions of others) during World War II. Under Hitler’s leadership, policies moved from legal discrimination and forced removal to mass deportations, concentration and extermination camps (notably Auschwitz), and the “Final Solution”—an organized program to eliminate Jewish life in Europe. The Nazis targeted Jews specifically because of virulent antisemitic ideology: they framed Jews as a racial enemy responsible for Germany’s problems (post–World War I defeat, economic crises, and supposed cultural “decline”). Nazi propaganda, pseudo-scientific racial theories, and the consolidation of extremist power allowed those beliefs to become state policy, enabling large-scale atrocity. This topic is an AP CED illustrative example for Topic 7.8; review the Fiveable study guide for concise notes (https://library.fiveable.me/ap-world-history/unit-7/mass-atrocities-after-1900/study-guide/L6RbdZNySHJqM4D6gPjt) and practice questions (https://library.fiveable.me/practice/ap-world-history).

Short version: The Armenian Genocide was the Ottoman government’s 1915–1923 campaign under the Young Turks to remove and eliminate its Armenian population during World War I. Motivated by wartime fear, ethnic nationalism, and seeing Armenians as a suspected internal threat, authorities carried out deportations, forced marches, starvation, mass murder, and the seizure of Armenian property. Roughly 1 million+ Armenians died; scholars and activists call this genocide, and Raphael Lemkin later used cases like this when he coined the term “genocide.” For AP World (Topic 7.8 / Learning Objective H): be ready to explain causes (rise of extremist leadership, wartime insecurity, ethnic nationalism) and consequences (mass displacement, long-term diasporas, debates over recognition, influence on international law). Use the Fiveable Topic 7.8 study guide for a focused review (https://library.fiveable.me/ap-world-history/unit-7/mass-atrocities-after-1900/study-guide/L6RbdZNySHJqM4D6gPjt) and practice questions (https://library.fiveable.me/practice/ap-world-history) to prep for document and short-answer prompts.

A lot more genocides happened in the 20th century because several forces came together: extreme ideologies and totalizing nationalism (e.g., Nazi racial policy, Young Turks), stronger centralized states with modern bureaucracies and logistics that could organize mass campaigns, new technologies and transport that made mass deportations and systematic murder possible, and the chaos of world wars and state collapse that created opportunities for leaders to scapegoat minorities. Think also about how thinkers like Raphael Lemkin named the crime after the Holocaust—showing it became a distinct legal and historical category. AP CED Topic 7.8 expects you to link causes (extremist groups in power, state capacity, wartime conditions) to consequences in examples like the Armenian Genocide, Holocaust, Holodomor, Khmer Rouge, and Rwanda. For a focused review, check the Topic 7.8 study guide (https://library.fiveable.me/ap-world-history/unit-7/mass-atrocities-after-1900/study-guide/L6RbdZNySHJqM4D6gPjt) and practice questions (https://library.fiveable.me/practice/ap-world-history) to prep for Learning Objective H.

The Khmer Rouge (led by Pol Pot, 1975–79) caused mass deaths through a mix of forced evacuations, brutal labor camps, summary executions, starvation, and disease. They emptied cities, forced people into collective farms and “reeducation” centers where suspected “class enemies”—intellectuals, professionals, religious leaders, ethnic minorities (Cham, Vietnamese), and former regime officials—were often executed or worked to death. Poor planning and violent policies also produced widespread famine and disease. Estimates put the death toll around 1.5–2 million people (about a quarter of Cambodia’s population). Their goal was an extreme agrarian communist “Year Zero”: abolish private property, erase class distinctions, and create a self-sufficient peasant society by eliminating perceived threats to the revolution. This fits Topic 7.8’s focus on extremist regimes and mass atrocities (Khmer Rouge, Pol Pot, Killing Fields). For more AP-aligned review, see the Topic 7.8 study guide (https://library.fiveable.me/ap-world-history/unit-7/mass-atrocities-after-1900/study-guide/L6RbdZNySHJqM4D6gPjt) and try practice questions (https://library.fiveable.me/practice/ap-world-history).

Genocide and ethnic cleansing overlap but aren’t the same. Genocide (term coined by Raphael Lemkin) is the intentional effort to eliminate—physically or biologically—a national, ethnic, racial, or religious group. It’s a legal category under the UN and fits examples in the CED like the Holocaust, the Rwandan genocide, and the Armenian case. Ethnic cleansing refers to forcing a group out of a territory through deportation, intimidation, or violence to create a more homogenous area; it may include mass atrocities and can lead to genocide but its main goal is removal, not necessarily legal “elimination.” Use these distinctions on the exam: contextualize (CED Topic 7.8), cite specific examples (Holocaust, Khmer Rouge, Rwanda, Holodomor), and source documents to show intent vs. forced displacement for DBQs/LEQs and short answers. For topic review see Fiveable’s study guide (https://library.fiveable.me/ap-world-history/unit-7/mass-atrocities-after-1900/study-guide/L6RbdZNySHJqM4D6gPjt) and practice questions (https://library.fiveable.me/practice/ap-world-history).

Short answer: most historians say the Holodomor was a man-made, state-caused famine and many classify it as intentional—i.e., a genocide—because Soviet policies under Joseph Stalin (collectivization, harsh grain requisitions, and sealing the Ukrainian SSR’s borders in 1932–33) knowingly produced mass starvation in Ukraine. Critics argue it was driven by rapid collectivization and class-based repression across the USSR and not solely aimed at Ukrainians. The key AP point: the Holodomor fits Topic 7.8 as an example of mass atrocities after 1900 tied to extremist policy in power (CED keywords: Holodomor, Joseph Stalin, Collectivization, genocide). For the exam, be prepared to explain causes (collectivization, requisitions, state violence), consequences (millions dead, rise of Ukrainian nationalism, global responses), and the historiographical debate. Review the Topic 7.8 study guide here (https://library.fiveable.me/ap-world-history/unit-7/mass-atrocities-after-1900/study-guide/L6RbdZNySHJqM4D6gPjt) and practice questions (https://library.fiveable.me/practice/ap-world-history).

Short answer: The Rwandan genocide (1994) grew out of long-term ethnic divisions amplified by colonial rule that privileged the Tutsi, then postcolonial politics that flipped power to Hutu majorities. Economic stress, political competition, and the rise of extremist Hutu leaders (Hutu Power) turned resentment into a plan to eliminate the Tutsi as a group. Immediate trigger: the assassination of Rwanda’s president in April 1994, but the slaughter happened so fast because it was organized—extremist politicians, the Interahamwe militias, and parts of the state coordinated lists, distributed weapons, and used radio (e.g., RTLM) to incite and direct violence. Local officials and neighbors were mobilized, so mass violence spread within days across rural areas. For AP exam prep, treat this as an example of extremist groups in power causing attempted destruction of a population (CED Topic 7.8). Review the Fiveable study guide for Topic 7.8 (https://library.fiveable.me/ap-world-history/unit-7/mass-atrocities-after-1900/study-guide/L6RbdZNySHJqM4D6gPjt) and practice questions (https://library.fiveable.me/practice/ap-world-history).

Start with the prompt: decide the claim you’ll argue about the causes (e.g., “Mass atrocities after 1900 resulted primarily from extremist state ideologies and policies, amplified by war and social breakdown”). Write a one-sentence thesis that establishes a line of reasoning. Contextualize briefly (global conflicts, rise of totalitarian regimes, interwar turmoil, decolonization). Use at least four documents to support sub-claims: extremist ideology/state policy (Nazi Final Solution, Young Turks), dehumanizing propaganda (Rwanda), war/famine/social collapse (Holodomor, WWII), and revolutionary utopian violence (Khmer Rouge). Pair each doc to your argument and for two documents explain POV, audience, or purpose (sourcing). Add one specific outside piece of evidence (Raphael Lemkin/coining “genocide,” or the 1915 Armenian deportations). Structure: intro (thesis + context), body paragraphs organized by cause (use docs + outside evidence), one paragraph analyzing counterarguments/complexity, short conclusion. Follow AP DBQ rules: thesis, contextualization, use ≥4 docs, source at least two, include outside evidence, and aim for complexity. For topic review, see the Unit 7 study guide (https://library.fiveable.me/ap-world-history/unit-7/mass-atrocities-after-1900/study-guide/L6RbdZNySHJqM4D6gPjt). For more practice, try Fiveable’s practice questions (https://library.fiveable.me/practice/ap-world-history).

Short answer: there wasn’t one simple reason—a mix of politics, ignorance, and limited tools kept countries from stopping genocides as they happened. Before and during World War II and earlier (Armenians, Holodomor), international law and bodies to force intervention didn’t exist; Raphael Lemkin’s push for a “genocide” law came after many atrocities. Rival national interests, wartime priorities, and fear of huge military or economic costs made leaders unwilling to act. Racial prejudice, antisemitism, or sympathy for perpetrators also reduced pressure to intervene. Information flow and denial mattered too: governments and publics sometimes didn’t grasp the scale, or leaders dismissed reports as propaganda. For AP work, use specific examples (Armenian Genocide, Holocaust, Khmer Rouge, Rwandan Genocide, Holodomor) and explain causes and consequences—perfect DBQ/LEQ evidence. For a quick review, check the Topic 7.8 study guide (https://library.fiveable.me/ap-world-history/unit-7/mass-atrocities-after-1900/study-guide/L6RbdZNySHJqM4D6gPjt) and practice questions (https://library.fiveable.me/practice/ap-world-history).

Survivor communities face deep, long-term consequences across social, economic, political, and cultural lines. Demographically they often lose large portions of a population (families, leaders, skilled workers), creating labor shortages and altered gender/age balances. Psychologically there’s widespread trauma and intergenerational transmission of grief and mistrust. Economically survivors can lose property and livelihoods, producing poverty and displacement; many become refugees or internally displaced. Politically and legally, atrocities spur demands for justice, truth commissions, trials (e.g., Nuremberg, international tribunals) and changes in international law (Raphael Lemkin’s work led to the genocide concept). Culturally, communities cope through memorialization, cultural revival, and contested narratives that affect reconciliation and state recognition (Armenian Genocide, Holocaust, Khmer Rouge, Rwandan Genocide, Holodomor). On the AP exam, you can use these categories for DBQs/LEQs—provide context, cite specific examples, and analyze causes and consequences (see the Topic 7.8 study guide for details: https://library.fiveable.me/ap-world-history/unit-7/mass-atrocities-after-1900/study-guide/L6RbdZNySHJqM4D6gPjt). For more unit review and practice Qs, check Unit 7 (https://library.fiveable.me/ap-world-history/unit-7) and practice problems (https://library.fiveable.me/practice/ap-world-history).

Extremist groups gained the power to carry out genocides by combining political control, ideology, and state resources. They exploited crises (economic collapse, war, social unrest) to gain support or seize power, then used state institutions—security forces, law, propaganda—to legitimize and coordinate mass violence (e.g., Nazis’ Final Solution, Khmer Rouge policies). Leaders framed targeted groups as existential threats or scapegoats (antisemitism, ethnic hatred, “class enemies”), mobilized loyal militias or bureaucracies (Interahamwe, Einsatzgruppen, Khmer Rouge cadres), and removed legal protections and dissent. The result: centralized authority + dehumanizing ideology + logistical capacity to attempt systematic destruction. For AP exam use: link causes (rise of extremist power, ideology, state capacity) to consequences (mass atrocities) in your thesis and support with specific examples from the CED (Armenians, Holocaust, Cambodia, Rwanda, Holodomor). Review Topic 7.8 for examples and exam-aligned guidance (Fiveable study guide: https://library.fiveable.me/ap-world-history/unit-7/mass-atrocities-after-1900/study-guide/L6RbdZNySHJqM4D6gPjt). For more review and practice, see the Unit 7 overview (https://library.fiveable.me/ap-world-history/unit-7) and 1,000+ practice problems (https://library.fiveable.me/practice/ap-world-history).

Not random—historians see clear patterns that make mass atrocities more likely. Common factors include political instability or war, extremist or authoritarian leaders in power, state capacity to carry out large-scale policies, economic crisis or forced social change (e.g., collectivization in the Holodomor), and deliberate scapegoating and dehumanizing propaganda (seen in the Armenian case, the Holocaust, Khmer Rouge, and Rwanda). These fit the CED focus on extremist groups, genocide, and state-driven violence; causes and consequences are exactly what AP Learning Objective H asks you to explain. Recognizing patterns helps explain why atrocities happen and how consequences (refugee flows, international law like Raphael Lemkin’s work) follow. It’s not deterministic—many societies with those risks don’t commit atrocities—but the patterns help you analyze causes on exam DBQs and LEQs. For a focused review, see the Topic 7.8 study guide (https://library.fiveable.me/ap-world-history/unit-7/mass-atrocities-after-1900/study-guide/L6RbdZNySHJqM4D6gPjt) and Unit 7 overview (https://library.fiveable.me/ap-world-history/unit-7). Practice with AP-style questions at (https://library.fiveable.me/practice/ap-world-history).

Propaganda was crucial in making ordinary people accept and even help perpetrate mass atrocities. Governments and extremist movements used dehumanization (portraying targeted groups as subhuman or dangerous), scapegoating, and conspiracy claims to shift blame and justify removal or extermination. They spread messages through posters, radio, films, school curricula, rallies, and controlled press to normalize violence and frame it as civic duty or self-defense—think Nazi antisemitic propaganda before the Holocaust or Hutu Power media in Rwanda (Interahamwe). Propaganda also undermined sympathy for victims, rewarded conformity, and created fear of dissent, so by the time mass atrocities began many participants felt legitimized or pressured to comply. For AP prep, practice sourcing and POV when you use propaganda as evidence in DBQs/LEQs (show causation and context). See the Topic 7.8 study guide for examples (https://library.fiveable.me/ap-world-history/unit-7/mass-atrocities-after-1900/study-guide/L6RbdZNySHJqM4D6gPjt) and try practice questions (https://library.fiveable.me/practice/ap-world-history).