Cairo



 

Teacher's Notes for the Unit on Muhammad Ali's Cairo

This unit introduces Muhammad Ali and the Khedives of Egypt in the 19th century. Under Muhammad Ali and his successors, Egypt underwent a series of reforms designed to bring about modernization. The series of reforms proceeded at a rapid pace to the point where the Khedive Ismail, who ruled in the 1860s, proclaimed that Egypt had left the Orient and had joined the countries of Europe. At the same time, however, Ismail's grand plans for the country brought it to the brink of financial collapse and eventually contributed to direct European control over Egypt's economic and political systems.

This unit focuses on the rapid pace of modernization, which can be compared with the Industrial Revolution in Europe and the United States, as well as on the lavish and decadent Khedival court and their grand visions for a new, modern Egypt.

  1. The 19th century was a time of rapid change and industrialization in Egypt. Compare and contrast the changes in Egypt with changes elsewhere in the world, focusing on issues of transportation, administration, business, and standards of living. What was Egypt like when compared to other countries in Europe? To the United States? To Japan? Was it as advanced as these other countries, slightly behind, or slightly ahead?


  2. Have your students research the idea behind behind the construction and opening of the Suez Canal. Who first came up with the idea? How was it implemented? What effect did the building of the canal have on world trade? Trace the history of the canal to the present day, making note of its effect on the European presence in the Middle East, as well as its role in the 1956, 1967 and 1973 wars.


  3. Have your students decide what kind of ruler Muhammad Ali was. Have them research the system of government that he implemented -- what kind of system of government was it? Can you find examples of other leaders around the world who tried to do the same in their countries? Were they more or less successful than Muhammad Ali?


  4. Have your students research the reasons for the European occupation of Egypt in 1882. What were the primary reasons for the occupation? What did the Europeans want to accomplish? How the did Egyptians react? Have your students debate the occupation, assuming the roles of Colonel 'Urabi, the Khedive Tewfiq, and Evelyn Baring.


  5. Have your students research the history of the Ottoman Empire in the 19th century. Compare and contrast what happened in Egypt with what happened in other areas of the Empire. How did the European military superiority effect the rest of the Empire? What measures did the Ottoman government take to curb European domination?


  6. Have your students make predictions about what might have been the outcome had Ismail not bankrupted Egypt in his attempt to "European-ize" the country and the subsequent European occupation had not been necessary. What would have happened?

This unit can be applied to the following standards:

National Standards for World History

Era 7: An Age of Revolutions, 1750-1914

3A: The student understands how the Ottoman Empire attempted to meet the challenge of Western military, political and economic power.

Therefore, the student is able to:

Explain the impact of the French invasion of Egypt in 1798 and analyze the subsequent efforts of Muhammad Ali to found a modern state and economy. (5-12)

6A: The student understands major global trends from 1750-1914

Therefore the student is able to:

  • Assess the importance of ideas associated with nationalism, republicanism, liberalism, and constitutionalism on 19th century political life in such states as Great Britain, France, the United States, Germany, Russia, Mexico, Argentina, the Ottoman Empire, China and Japan (9-12)
  • Identify regions where Christianity and Islam were growing in this era and analyze causes of 19th-century movements of reform or renewal in Buddhism, Christianity, Hinduism, Islam and Judaism (7-12)

TEKS

Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history.

The student is expected to:

(A) evaluate political choices and decisions that individuals, groups, and nations have made in the past, taking into account historical context, and apply this knowledge to the analysis of choices and decisions faced by contemporary societies; and

(B) describe the different roles of citizens and noncitizens in historical cultures, especially as the roles pertain to civic participation.

Geography. The student understands the impact of geographic factors on major historic events.

The student is expected to:

(B) analyze the effects of physical and human geographic factors on major events in world history such as the effects of the opening of the Suez Canal on world trade patterns

History. The student understands how the present relates to the past.

The student is expected to:

(A) identify elements in a contemporary situation that parallel a historical situation; and

(B) describe variables in a contemporary situation that could result in different outcomes.

History. The student understands the impact of political and economic imperialism throughout history.
The student is expected to:

(A) analyze examples of major empires of the world such as the Aztec, British, Chinese, French, Japanese, Mongol, and Ottoman empires; and

(B) summarize effects of imperialism on selected societies.