Cairo



 

Teacher's Notes for the 20th Century Unit

This unit discusses the events that have taken place in Egypt during the 20th century, beginning with the European occupation of 1882 and continuing up to the ascent to power of President Hosni Mubarak in 1981. Special attention is focused on the Egyptian nationalist movement of 1906-1922 and on the Arab-Israeli wars. Other areas of focus include the first and second world wars.

Activities:

  1. Have your class research and evaluate the Denshawai incident in 1906. Compare the Denshawai incident with other events that have sparked nationalist events in other countries and cultures, such as the Boston Massacre and the storming of the Bastille. Why do you think this particular event was so important to the Egyptians? What did it represent?


  2. Have your class indicate on a map which countries belonged to the Central Powers and which belonged to the Allies in World War One. Discuss the particular predicament of Egypt: it was officially a territory of the Ottoman Empire (one of the Central Powers), but was occupied by Britain and France, who belonged to the Allies. Have your students research Egypt's role in the war, and how the Europeans and Egyptians dealt with this situation.


  3. Have your students research and debate the Suez Crisis of 1956 from the following points of view: Egyptian President Gamal Abd al-Nasir, British Prime Minister Anthony Eden, U.S. Secretary of State John Foster Dulles. Have them discuss the following points: who is the rightful owner of the Suez Canal? Who should operate the Suez Canal, and under what conditions? What are the Egyptians trying to achieve by nationalizing the Canal? What justification is there for the British-French-Israeli military action against Egypt, and what are the goals of such action (from all three points of view)? Alternately, have your students research and write a paper on the conflicting viewpoints. You may choose to have them compare these viewpoints or to pick one (or pick one for them) and defend it.


  4. Have your students research and debate the Arab-Israeli war of 1973 from the Egyptian and Israeli points of view. Why would the Egyptians have considered the war a victory for their side? Why would the Israelis have done so? What was the purpose behind Egypt's surprise attack? What were they trying to accomplish? What role did Egyptian public sentiment play in the campaign?


  5. Have your students research and debate the Arab-Israeli peace process that led to the Camp David Accords in 1978 from the point of view of Anwar al-Sadat and the Muslim Brotherhood (i.e., pro and con). What reasons are there to justify Egypt's entering into such a peace agreement? What are the reasons that Egypt should not enter into such an agreement? Have students present their research in a class presentation or in a paper.

This unit can be applied to the following standards:

National Standards for World History

Era 8: A Half-Century of Crisis and Achievement, 1900-1945

2B: The student understands the global scope, outcome, and human costs of the war (World War I)

Therefore, the student is able to:

  • Describe the major turning points of the war, and the principal theatres of conflict in Europe, the Middle East, Sub-Saharan Africa, East Asia and the South Pacific (5-12)
  • Explain how colonial peoples contributed to the war effort of both the Allies and the Central Powers by providing military forces and supplies (9-12)

3B: The student understands economic, social and political transformations in Africa, Asia, and Latin America in the 1920s and 1930s.

Therefore, the student is able to:

  • Analyze how the World War I settlement contributed to the rise of both pan-Arabism and nationalist struggles for independence in the Middle East (5-12)

Era 9: The 20th Century Since 1945: Promises and Paradoxes

1B: The student understands why global power shifts took place and the Cold War broke out in the aftermath of World War Two.

Therefore, the student is able to:

  • Analyze how political, diplomatic, and economic conflict and competition between the United States and the Soviet Union affected developments in such countries as Egypt, Iran, the Congo, Vietnam, Chile and Guatemala (9-12)

1C: The student understands how Africa, Asian, and Caribbean peoples achieved independence from European colonial rule.

Therefore, the student is able to:

  • Analyze the impact of World War II and postwar global politics on the rise of mass nationalist movements in Africa and Southeast Asia (9-12)
  • Explain how international conditions affected the creation of Israel and analyze why persistent conflict developed between Israel and both Arab Palestinians and neighboring states (5-12)

TEKS

Economics. The student understands the historic origins of contemporary economic systems.

The student is expected to:

(A) identify the historic origins of the economic systems of capitalism and socialism;

(B) identify the historic origins of the political and economic system of communism; and

(C) compare the relationships between and among contemporary countries with differing economic systems.

Geography. The student understands why certain places and regions are important to the United States.

The student is expected to:

(A) analyze the political significance to the United States of the location and geographic characteristics of selected places or regions such as Cuba and Taiwan; and

(B) analyze the economic significance to the United States of the location and geographic characteristics of selected places and regions such as oil fields in the Middle East.

History. The student understands traditional historical points of reference in world history.

The student is able to:

(D) explain the significance of the following dates: 1066, 1215, 1492, 1789, 1914-1918, and1939-1945.

History. The student understands the impact of totalitarianism in the 20th century.

The student is expected to:

identify and explain causes and effects of World Wars I and II, including the rise of nazism/fascism in Germany, Italy, and Japan; the rise of communism in the Soviet Union; and the Cold War; and

History. The student understands the influence of significant individuals of the 20th century.

The student is expected to:

(A) analyze the influence of significant individuals such as Winston Churchill, Adolf Hitler, Vladimir Lenin, Mao Zedong, and Woodrow Wilson on political events of the 20th century; and analyze the influence of significant social and/or religious leaders such as Mohandas Gandhi, Pope John Paul II, Mother Teresa, and Desmond Tutu on events of the 20th century.