MAPS OF HISTORY · IB HISTORY · PAPER 1 · PROTEST AND CHANGE
IB HISTORY · PAPER 1 · FOCUSED STUDY
Paper 1: Protest and Change — Second-wave feminism and Tunisia 2010–2015
Protest and Change is one of the five Paper 1 Focused Studies of the new IB History course, first examined in May 2028. Paper 1 is the source paper: its questions ask you to read primary sources closely, to judge what each can and cannot tell a historian, and to combine them with your own knowledge. This Focused Study pairs two case studies, Second-wave feminism and Tunisia 2010–2015, and our atlas Protest and Change covers both on linked maps, in 12 chapters with 35 primary sources.
Why protest movements emerge, how they change the law, and whom they leave behind: women’s rights from the jury box to the UN, and twenty-eight days that toppled a dictator in Tunisia.
WW2 is free — every chapter. Try chapters 1–2 of any 2 other atlases (3 with a free account). Opening a new atlas uses one of them. Membership opens all 21 — Join.
What this Focused Study asks
Each source set in the atlas is built around one inquiry question, and together they show what this Focused Study asks of you. Keep them in mind as you read: a good answer to any of them needs both the sources and the chapters behind them.
Second-wave feminism
- Why did second-wave feminism emerge in the United States in the early 1960s?
- How far did the law change women’s position in the United States, 1964–1982?
- How far did second-wave feminism speak for all American women?
Tunisia 2010–2015
- Why did the Tunisian revolution begin in the interior of the country?
- How far did the Tunisian revolution create lasting change, 2011–2015?
Case study 1: Second-wave feminism
Chapters 1–6 of the atlas follow Second-wave feminism, from 1945 to 1985. Read them in order: each chapter is a step in one argument, and the map moves with it.
- The Problem That Has No NameCHAPTER 1 · 1945–1963
- Organising for EqualityCHAPTER 2 · 1963–1970
- The Personal Is PoliticalCHAPTER 3 · 1968–1975
- Who Was Left Out?CHAPTER 4 · 1970–1981
- The ERA and the BacklashCHAPTER 5 · 1972–1982
- A Global MovementCHAPTER 6 · 1975–1985
Evidence to use
One point from the IB notes of each chapter, written as a sentence you could use in an answer. Every chapter in the atlas carries four to six.
- In Hoyt v. Florida (1961) the Supreme Court upheld a Florida law that kept women off jury lists unless they volunteered, reasoning that woman was “still regarded as the center of home and family life”. CH 1
- On 8 February 1964 Howard Smith of Virginia proposed adding “sex” to Title VII of the Civil Rights Act; the amendment passed by 168 votes to 133, giving women a federal ban on job discrimination. CH 2
- Consciousness-raising groups, described by Kathie Sarachild in 1968 and defended in Carol Hanisch’s paper “The Personal Is Political”, turned private experiences of sex, marriage and housework into shared political grievances. CH 3
- In her 1969 essay “Double Jeopardy” Frances Beal argued that Black women faced racism and sexism together, and that a movement treating housework as women’s prison ignored Black women who had always worked for wages. CH 4
- The Senate passed the Equal Rights Amendment by 84 votes to 8 on 22 March 1972, and Hawaii ratified it the same day, the first of 22 states to ratify within nine months. CH 5
- The first UN World Conference on Women met in Mexico City from 19 June to 2 July 1975 with delegations from 133 governments, opening a Decade for Women that lasted until 1985. CH 6
Case study 2: Tunisia 2010–2015
Chapters 7–11 of the atlas follow Tunisia 2010–2015, from 1956 to 2015. Read them in order: each chapter is a step in one argument, and the map moves with it.
- Bourguiba’s TunisiaCHAPTER 7 · 1956–1987
- Ben Ali: Stability and SilenceCHAPTER 8 · 1987–2010
- Twenty-Eight DaysCHAPTER 9 · DECEMBER 2010 – JANUARY 2011
- Building a DemocracyCHAPTER 10 · 2011–2014
- Terrorism and FragilityCHAPTER 11 · 2012–2015
Evidence to use
One point from the IB notes of each chapter, written as a sentence you could use in an answer. Every chapter in the atlas carries four to six.
- Tunisia’s Personal Status Code, decreed on 13 August 1956 and in force from 1 January 1957, abolished polygamy, ended repudiation by husbands and allowed either spouse to seek divorce in court. CH 7
- Ben Ali took power on 7 November 1987 when seven doctors certified Bourguiba unfit under Article 57 of the constitution, and he was re-elected four times with between 89 and 99 per cent of the vote. CH 8
- Mohamed Bouazizi, a 26-year-old street vendor, set himself on fire outside the Sidi Bouzid governorate building on 17 December 2010 after an inspector confiscated his scales; he died on 4 January 2011. CH 9
- Young people from the interior reached Tunis in the Caravan of Liberation on 23 January 2011, and the Kasbah sit-ins forced Prime Minister Mohamed Ghannouchi to resign on 27 February 2011. CH 10
- Supporters of Ansar al-Sharia attacked the US embassy in Tunis on 14 September 2012, and four people were killed; the government designated the group a terrorist organisation only on 27 August 2013. CH 11
Comparing the two case studies
The atlas ends by setting the two case studies side by side in Two Movements Compared. Comparison is where the Focused Study pays off: the same question asked of two societies shows which explanations travel and which belong to one place.
PAPER 1 · PROTEST AND CHANGE · CHAPTER 12
Compare and contrast the ways in which second-wave feminism and the Tunisian revolution created change.
Both movements created change mainly by turning grievances into law, and both depended on existing networks and on openings from above. They differed in pace and target: feminism changed laws and attitudes within a stable democracy over decades, while the Tunisian revolution replaced a regime in weeks and rebuilt the state through negotiation.
Both relied on existing networks and catalysts.
Both made law the vehicle of durable change.
They differed in speed and in what they targeted.
The evidence for each point, the counter-argument and the judgement are in the IB notes of chapter 12 in the atlas. Read the chapter first: Two Movements Compared.
Key concepts
The course asks you to think with six concepts. Each chapter’s IB notes name the two or three it supports best; here they are across the atlas, most used first.
- Change · 5 CHAPTERS
What was different afterwards, how quickly it changed, and for whom. For example: Organising for Equality, The Personal Is Political, A Global Movement, Bourguiba’s Tunisia. - Perspectives · 5 CHAPTERS
How people at the time, and historians since, have seen the same events differently, and why. For example: Organising for Equality, Who Was Left Out?, The ERA and the Backlash, A Global Movement. - Causation · 4 CHAPTERS
Why something happened: the long-term conditions, the triggers and the choices behind it, and which of them mattered most. For example: The Problem That Has No Name, The ERA and the Backlash, Ben Ali: Stability and Silence, Twenty-Eight Days. - Significance · 4 CHAPTERS
Why an event, person or idea matters, judged by its effects and by how it has been remembered. For example: The Problem That Has No Name, Who Was Left Out?, Twenty-Eight Days, Two Movements Compared. - Consequence · 3 CHAPTERS
What followed from an event or decision, intended and unintended, in the short and the long term. For example: The Personal Is Political, Building a Democracy, Terrorism and Fragility. - Continuity · 3 CHAPTERS
What stayed the same through an apparent upheaval, and why it survived. For example: Bourguiba’s Tunisia, Ben Ali: Stability and Silence, Terrorism and Fragility.
Source-analysis practice
This is one complete source set from the atlas, free to use. It is built around one inquiry question: Why did second-wave feminism emerge in the United States in the early 1960s? Read the sources first and note who made each one, when and why. Then answer the questions in writing, and only afterwards open the guide under each question, which describes what a strong answer does.
TEXT · CHAPTER 1
The Feminine Mystique, opening lines
- CREATOR
- Betty Friedan
- DATE
- 19 February 1963
- ORIGIN
- First lines of chapter 1, “The Problem That Has No Name”, published by W. W. Norton, New York
Context. Friedan based the book on a 1957 questionnaire of her Smith College classmates and on interviews with suburban wives.
© Betty Friedan estate / W. W. Norton; quoted for criticism and instruction
TEXT · CHAPTER 1
Hoyt v. Florida: why a state may excuse women from juries
- CREATOR
- Justice John Marshall Harlan II, for a unanimous Supreme Court
- DATE
- 20 November 1961
- ORIGIN
- Opinion of the US Supreme Court, 368 U.S. 57 (1961), upholding the murder conviction of Gwendolyn Hoyt by an all-male Florida jury
Context. Florida put women on jury lists only if they registered to serve. The ruling stood until Taylor v. Louisiana (1975).
US Supreme Court opinion (US government work) · original ↗
TEXT · CHAPTER 1
Remarks upon signing the Equal Pay Act
- CREATOR
- President John F. Kennedy
- DATE
- 10 June 1963
- ORIGIN
- Remarks at the White House, published in the Public Papers of the Presidents
Context. Kennedy spoke four months after The Feminine Mystique appeared and four months before his Commission on the Status of Women reported.
US government work; text from the American Presidency Project · original ↗
PICTURE · CHAPTER 2
Women’s pay as a share of men’s, United States, 1960–1985
- CREATOR
- Maps of History
- DATE
- Data 1960–1985
- ORIGIN
- Line chart drawn from US Census Bureau Historical Income Tables, Table P-40
Context. The figures compare women and men working full time all year, so they leave out part-time work, where women were concentrated.
Chart: Maps of History. Data: US Census Bureau, Table P-40 · original ↗
The questions
- QUESTION 1 · COMPREHENSION
According to Source C, why did the Equal Pay Act matter?
What a strong answer does
A strong answer identifies two or three points stated in the source: the Act banned “arbitrary discrimination against women in the payment of wages”; it gave women at work rights comparable to those they had “at the polling place”; and it was only a first step, since women earned “only 60 percent” of men’s average wage. It uses brief quotations and does not stray into outside knowledge.
- Identifies at least two distinct points from the source
- Uses short quotations or close paraphrase
- Keeps to what the source says
- QUESTION 2 · ANALYSIS
What does Source D suggest about the effectiveness of the Equal Pay Act of 1963?
What a strong answer does
The chart shows women’s pay at about 59–60 per cent of men’s in 1963 and still about 60 per cent in 1980, with a low of 56.6 per cent in 1973, so a strong answer infers that the Act did little to close the gap for two decades. It explains why, using the chart’s note that it covers full-time workers only, and suggests that sex-segregated jobs lay outside the Act’s “equal work” test.
- Reads specific values from the chart
- Draws an inference about effectiveness
- Notes a limitation of the data
- QUESTION 3 · EVALUATION
With reference to its origin, purpose and content, assess the value and limitations of Source A for a historian studying why women’s discontent became political.
What a strong answer does
Origin: the opening of Friedan’s 1963 bestseller, written by a journalist with a labour-left past. Purpose: to persuade educated readers that their unhappiness had social causes. Value: it shows the language that turned private discontent into a public problem and reached over a million readers. Limitations: it speaks for white, middle-class, suburban women, and it persuades through rhetoric without statistics, as Meyerowitz’s and hooks’s critiques show.
- Uses origin, purpose and content explicitly
- Gives at least one value and one limitation
- Links the evaluation to the stated question
- QUESTION 4 · SYNTHESIS
Using the sources and your own knowledge, evaluate the reasons why second-wave feminism emerged in the United States in the early 1960s.
What a strong answer does
A strong answer builds an argument that weighs economic change (Source D; married women’s rising employment), legal second-class citizenship (Source B; jury exclusion in three states) and the role of naming and institutions (Sources A and C; the Commission, NOW in 1966). It integrates own knowledge, such as the civil-rights movement and the Pill, and reaches a judgement about which cause was most important.
- Uses all four sources
- Adds relevant own knowledge
- Weighs causes and reaches a judgement
More source sets in the atlas
The atlas holds 4 more source sets for this Focused Study. Their sources sit in the IB notes of the chapters named below: open a chapter in the atlas and turn on the IB notes switch to read them.
- How far did the law change women’s position in the United States, 1964–1982? SECOND-WAVE FEMINISM
Its sources are in the IB notes of chapter 2, chapter 3, chapter 5. - How far did second-wave feminism speak for all American women? SECOND-WAVE FEMINISM
Its sources are in the IB notes of chapter 4, chapter 5. - Why did the Tunisian revolution begin in the interior of the country? TUNISIA 2010–2015
Its sources are in the IB notes of chapter 7, chapter 8, chapter 9. - How far did the Tunisian revolution create lasting change, 2011–2015? TUNISIA 2010–2015
Its sources are in the IB notes of chapter 7, chapter 10.
Practice questions and essay plans
Each question below comes with the outline of a model plan: a thesis that answers the question and the claim each paragraph makes. Try your own plan before you read ours. The first plan comes from chapter 2, a free chapter, and is shown in full. The full plans, with evidence, a counter-argument and a judgement, are in the chapters’ IB notes in the atlas, and the atlas’s own page lists every chapter’s notes: IB notes for Second-wave feminism and Tunisia.
PAPER 2 · PROTEST AND CHANGE · CHAPTER 2
Evaluate the effectiveness of the methods used by women’s organisations to achieve equal treatment at work in the United States and Britain, 1963–1970.
Litigation and lobbying were the most effective methods in the United States, because Title VII gave women a legal weapon that courts would enforce, while in Britain industrial action was decisive. Spectacular direct action won publicity but few concrete gains, so effectiveness depended on whether a method could force an institution to act.
Lobbying and lawsuits turned a neglected clause into enforceable rights.
EVIDENCENOW, founded in June 1966, pressed the EEOC, which ruled against sex-segregated job advertisements in 1968, and backed Weeks v. Southern Bell, won in 1969.
LINKLegal methods worked because they used institutions already obliged to act, so a small organisation of lawyers and lobbyists could change rules for millions of workers.
Strikes by women workers forced equal pay onto the British agenda.
EVIDENCEThe 187 Dagenham machinists stopped car production for three weeks in June 1968, won a rise from 85 to 92 per cent of the male rate, and Barbara Castle’s Equal Pay Act followed on 29 May 1970.
LINKBargaining power at work produced legislation more quickly than lobbying alone could in Britain, because a strike that halted car production made unequal pay a problem for employers and ministers alike.
Direct action shaped opinion more than law.
EVIDENCEThe Miss America protest of 7 September 1968 made women’s liberation national news but created the hostile “bra-burner” stereotype, although nothing was burned.
LINKPublicity mattered for recruitment and for spreading consciousness-raising groups, but it did not by itself change pay or employment rules, and it gave opponents an image to ridicule.
Radical feminists argued that legal victories left untouched the deeper sources of inequality, such as sex-segregated jobs and unequal housework, and the pay gap in the United States barely moved in the 1960s. By that measure no method was yet effective.
Measured by concrete change at work, legal and industrial methods were most effective, because they compelled courts, employers and governments to act. Yet the persistence of the pay gap shows that methods aimed at law could only partly reach a problem rooted in how work was divided, which is why radical critiques gained ground after 1968.
Read the chapter behind this plan: Organising for Equality.
PAPER 2 · PROTEST AND CHANGE · CHAPTER 5
To what extent was the failure of the Equal Rights Amendment the result of the campaign led by Phyllis Schlafly?
Schlafly’s STOP ERA campaign turned the ERA from a consensus measure into a controversy, and the timing of the collapse in ratifications points to its impact. Its success, however, depended on the Constitution’s supermajority rules, which let a determined minority in thirteen states block a change that most Americans supported.
STOP ERA changed the meaning of the amendment.
The rules for amendment amplified a minority.
Wider political changes strengthened the opposition.
The evidence for each point, the counter-argument and the judgement are in the IB notes of chapter 5 in the atlas. Read the chapter first: The ERA and the Backlash.
PAPER 2 · PROTEST AND CHANGE · CHAPTER 9
To what extent was the role of the trade unions the most important reason for the fall of Ben Ali in January 2011?
The UGTT’s regional unions were the decisive organising force, because their strikes turned scattered protests in the interior into a national movement that reached the coast and the capital. Their role mattered only in combination with the outrage created by repression, the spread of images through new media, and the army’s refusal to defend the president.
Union strikes nationalised the revolt.
Repression multiplied the protest.
The army’s neutrality decided the outcome.
The evidence for each point, the counter-argument and the judgement are in the IB notes of chapter 9 in the atlas. Read the chapter first: Twenty-Eight Days.
PAPER 2 · PROTEST AND CHANGE · CHAPTER 11
Discuss the impact of terrorism on Tunisia’s democratic transition, 2012–2015.
Terrorism damaged the transition in three ways: it polarised politics in 2013, it destroyed the tourist economy in 2015, and it led governments to revive emergency powers. Yet it did not overturn democratic institutions in this period, so its main impact was to weaken the transition’s economic and civil-liberties foundations.
Political violence nearly broke the transition in 2013.
The 2015 attacks crippled the economy.
Security responses revived old powers.
The evidence for each point, the counter-argument and the judgement are in the IB notes of chapter 11 in the atlas. Read the chapter first: Terrorism and Fragility.
Revision tools
The atlas ends with a map quiz that asks you to find places and moments on the map itself (part of membership and of the Exam Sprint). The quick quiz and the discussion questions with our answers are free pages on this site, and the printable study guide gathers every chapter’s notes into one document for revision.
The same atlas for other papers
Several chapters also carry IB notes for Papers 2 and 3, and for topics of the old course examined in 2027:
- Paper 2 · Authoritarian Rule · 3 CHAPTERS
- Paper 2 · Popular Movements · 11 CHAPTERS
- Paper 3 · The Americas · 5 CHAPTERS
- Old course · Prescribed subject 4: Rights and protest · 2 CHAPTERS
- Old course · World history topic 10: Authoritarian states (20th century) · 2 CHAPTERS
Maps of History is independent and is not affiliated with or endorsed by the International Baccalaureate Organization. IB course names describe alignment only; paper, theme and section names follow the new course outline and may change when the final guide is published.
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