Discuss the long-term and short-term causes for the rise of Nasser to power.
The majority of events that occurred from 1914 to February of 1954 had a long-term effect on Nasser's rise to power. Granted there are some short-term events but they all led to an event that would end up effecting Egypt and it's views on politics. Thus giving way for a new rise to power.
Great Britain in 1914 began Egypt's turmoil by declaring that they now would be a protectorate of Britain. This decision effected Egypt for decades. Post-war Zaghul created a nationalist uprising and Britain arrested and exiled him to Malta. Although this may seem like a tiny event it catalyzed anti-UK riots in 1919. Both of these events were short-term causes but led to Egyptian independence in 1922. The important factor to remember is that Egypt had a nationalist uprising, this nationalistic ideology was what Nasser attached to in order to gain popularity and in the end power over Egypt.
The most important event that had a long-term effect was the February 4'th Incident in 1942. This even humiliated Egyptians and caused a bitterness towards the UK. Another embittering issue that would have a long-term effect was the Anglo-Egyptian Treaty of 1936. After World War 2 the economy of Egypt was in shambles and land occupancy and food shortages were a common occurrence. Britain's Wafd Party who had the majority of the land did little to create a solution. Due to this Nasser could offer equality of land and thus giving them arable land to farm for food. After the war the tension between the UK and Egypt was high. Egypt kept trying to abrogate the Anglo-Egyptian Treaty but the UK remained in the Suez Canal Zone till 1956. All this anger towards th Wafd party and the UK was giving Nasser a pathway to power and for the Wafd party to lose power.
By this time two groups had formed in opposition of the UK government style of imperialism and both wanted to overthrow the monarchy. The Muslim Brothers and Free Officers gained more and more power until eventually the Free Officers took over in 1952 the Free Officers gain power in a bloodless coup which was a long-term effect on Egypt. This coup gave way for the Wafd party to be diminished and in 1953 the monarchy was abolished and the 1923 constitution also. The RCC stated that whoever held power in 1946-52 weren't able to enter politics again. The RCC was the short-term effect of the Free Officers taking over and thus Nasser became vice president. February 1954 the President and vice president had a disagreement which created the long-term effect of Nasser attaining power since the president resigned.
The idea of nationalism and going against imperialistic Britain was what Nasser latched onto and therefore was able to gain power. The long-term effects out way the short-term effects in numbers but the short-term did lead to the long-tern effects.
Thursday, March 24, 2011
Friday, March 18, 2011
British Pop Culture
1.) a-
The "state of prosperity" is that most people have never seen as good. This means over the years it has gotten better for people.
b-
Source B is discussing the discontent of women during the 1950s. Therefore drugs were taken in order to provide the content women needed to fulfill the "feminine mystique."
2.) The consumer society is put into a good and productive light in Source A. Source A states the consumerism gave the society a "state of prosperity." However, source C makes it seem as if consumerism has overtaken and "gurantee[s] a special personality." Source C states he wasn't much born but rather fell out. Existence has been paved for him by this consumer society. Source A assumes people have never seen it this good but Source C begs to differ.
3.) Source A is from a politician (Conservative Prime Minster Harold MacMillan). Source C is from a musician or otherwise common person in Britain. The perspective and purpose of each is drastically different. Granted,each on is trying to express details about the society in which they live. Source A's origin is at a rally and the Prime Minster is trying to portray a progressive happy society "that has never seen it as good as it is now." However, Source C is saying otherwise. They don't like the society which has been forced upon them. The musical group the Clash believes the society is becoming increasingly commercialized and too focused on consumerism. Also the Clash sings about depersonalizing society and about suburban alienation and the feelings of disillusionment that come through youth in modern society. Source A has a limitation that involves politics. He states "go around and see.." he isn't conversing or embedding himself into the society in which he's "seeing." So the question arises of how does he know what he's seeing is as good as it gets? Source C is the common man who is going to the supermarket experiencing daily life and basically hating what Source A says is great. The limitations of Source C is that The Clash was known for embedding their leftist ideology into their music. They were a rebellious punk rock group that most likely went against what the norm of society was and therefore can not be deemed reliable for a common man viewpoint.
Sources: http://en.wikipedia.org/wiki/Lost_in_the_Supermarket
http://en.wikipedia.org/wiki/The_Clash
4.) By going to a consumer economy it ensured a higher living standard throughout the 1950s and on through the 80s. Due to more technology a larger amount of products was being produced. Therefore the output was high and people needed to buy more of the high output for it to all 'equal out.' The consumer economy seemed to start out as a good political and social intention for the better but over the years it has eaten up the good intention and gotten out of control. As Source C states the consumer economy consumes the population, molds it into a personality. It began a discontentment among people such as source B who took drugs in order to "rise above" the norm or feminine mystique of the consumer economy norm. The interesting factor is that it went from an economic goal in the 50s to a lifestyle overtime.
Source: http://www.globalissues.org/article/236/creating-the-consumer
The "state of prosperity" is that most people have never seen as good. This means over the years it has gotten better for people.
b-
Source B is discussing the discontent of women during the 1950s. Therefore drugs were taken in order to provide the content women needed to fulfill the "feminine mystique."
2.) The consumer society is put into a good and productive light in Source A. Source A states the consumerism gave the society a "state of prosperity." However, source C makes it seem as if consumerism has overtaken and "gurantee[s] a special personality." Source C states he wasn't much born but rather fell out. Existence has been paved for him by this consumer society. Source A assumes people have never seen it this good but Source C begs to differ.
3.) Source A is from a politician (Conservative Prime Minster Harold MacMillan). Source C is from a musician or otherwise common person in Britain. The perspective and purpose of each is drastically different. Granted,each on is trying to express details about the society in which they live. Source A's origin is at a rally and the Prime Minster is trying to portray a progressive happy society "that has never seen it as good as it is now." However, Source C is saying otherwise. They don't like the society which has been forced upon them. The musical group the Clash believes the society is becoming increasingly commercialized and too focused on consumerism. Also the Clash sings about depersonalizing society and about suburban alienation and the feelings of disillusionment that come through youth in modern society. Source A has a limitation that involves politics. He states "go around and see.." he isn't conversing or embedding himself into the society in which he's "seeing." So the question arises of how does he know what he's seeing is as good as it gets? Source C is the common man who is going to the supermarket experiencing daily life and basically hating what Source A says is great. The limitations of Source C is that The Clash was known for embedding their leftist ideology into their music. They were a rebellious punk rock group that most likely went against what the norm of society was and therefore can not be deemed reliable for a common man viewpoint.
Sources: http://en.wikipedia.org/wiki/Lost_in_the_Supermarket
http://en.wikipedia.org/wiki/The_Clash
4.) By going to a consumer economy it ensured a higher living standard throughout the 1950s and on through the 80s. Due to more technology a larger amount of products was being produced. Therefore the output was high and people needed to buy more of the high output for it to all 'equal out.' The consumer economy seemed to start out as a good political and social intention for the better but over the years it has eaten up the good intention and gotten out of control. As Source C states the consumer economy consumes the population, molds it into a personality. It began a discontentment among people such as source B who took drugs in order to "rise above" the norm or feminine mystique of the consumer economy norm. The interesting factor is that it went from an economic goal in the 50s to a lifestyle overtime.
Source: http://www.globalissues.org/article/236/creating-the-consumer
Tuesday, March 15, 2011
Education
1.) Compare and contrast the view of educational change in the period after 1945 presented by the sources.
Education in the 1950s was much more relaxed and based on creativity rather than barrack-room drilling. It was meant for the vast population of children of the appropriate age group, much closer to the common school than the class school. Source B states that educational opportunities have increased dramatically since 1945, but remain disproportionately accessible to the high class of Britain. Source C gives the idea that even though the most advantaged members of British society had higher opportunities, it was the middle-class that was more likely to succeed in the eleven-plus.
2.)Research the structure of the British school system in the period 1900-45. What elements remained unchanged after 1945?
1900-45 education grew more prominent in importance to the society in Britain. It was well-structured and was in stages to reform to push for equality. The Fisher Act was replaced by the Butler Act. This making the end age for schooling from 14 to 16. The push for equality after 1945 somewhat stumbled when the best students were given scholarships to the best colleges. Children who tended to be in the middle class or lower class who were more hands on learners added to the unemployment rate where given a chance to succeed in apprenticeships. In the mid-1960s Harold Wilson's government directed local authorities to begin the move to comprehensive school to end the selection process of 11+. The goal was for a conventional comprehensive school for students aged 11-18. Unlike schools from 1900-45 age groups were split up and placed in different grades.Funding also changed from local to central. A national curriculum also began after 1945. Previous to this a local curriculum was in order.
http://www.know-britain.com/general/education_in_england_3.html
3.)Using these sources and further research evaluate the educational changes in the period 1945-2000 in terms of their effect on the social structure of Britain.
Source B states the overall idea well. Granted educational opportunities have increased drastically since 1945, but remain disproportionately accessible to the most advantaged members of British society. Source C states that middle-class students would succeed more in 11+ than the working class students who had not been encouraged for a higher education. Even in 1949 Universities showed a lack of working-class students. The concept of free education for all brought in by the Butler Act also tested class structure. It gave dual opportunities however the barrier still remained in terms of income. "There was only one way forward after school - the working world. There was no possibility of an academic career except for those who could afford it."
Education in the 1950s was much more relaxed and based on creativity rather than barrack-room drilling. It was meant for the vast population of children of the appropriate age group, much closer to the common school than the class school. Source B states that educational opportunities have increased dramatically since 1945, but remain disproportionately accessible to the high class of Britain. Source C gives the idea that even though the most advantaged members of British society had higher opportunities, it was the middle-class that was more likely to succeed in the eleven-plus.
2.)Research the structure of the British school system in the period 1900-45. What elements remained unchanged after 1945?
1900-45 education grew more prominent in importance to the society in Britain. It was well-structured and was in stages to reform to push for equality. The Fisher Act was replaced by the Butler Act. This making the end age for schooling from 14 to 16. The push for equality after 1945 somewhat stumbled when the best students were given scholarships to the best colleges. Children who tended to be in the middle class or lower class who were more hands on learners added to the unemployment rate where given a chance to succeed in apprenticeships. In the mid-1960s Harold Wilson's government directed local authorities to begin the move to comprehensive school to end the selection process of 11+. The goal was for a conventional comprehensive school for students aged 11-18. Unlike schools from 1900-45 age groups were split up and placed in different grades.Funding also changed from local to central. A national curriculum also began after 1945. Previous to this a local curriculum was in order.
http://www.know-britain.com/general/education_in_england_3.html
3.)Using these sources and further research evaluate the educational changes in the period 1945-2000 in terms of their effect on the social structure of Britain.
Source B states the overall idea well. Granted educational opportunities have increased drastically since 1945, but remain disproportionately accessible to the most advantaged members of British society. Source C states that middle-class students would succeed more in 11+ than the working class students who had not been encouraged for a higher education. Even in 1949 Universities showed a lack of working-class students. The concept of free education for all brought in by the Butler Act also tested class structure. It gave dual opportunities however the barrier still remained in terms of income. "There was only one way forward after school - the working world. There was no possibility of an academic career except for those who could afford it."
Wednesday, March 2, 2011
Gender
1.) How has the role of women in British politics changes since 1945?
http://www.ukpolitical.info/FemaleMPs.htm
*Women in Parliament increased
2.) To what extent did the election of Margaret Thatcher as the first women Prime Minister affect the role of women in British society?
*http://news.bbc.co.uk/2/hi/uk_news/politics/4435414.stm
*She shifted the attitude of women, gave them the chance to achieve.
*showed that women could be strong in a position of power
*"Should a woman arise equal to the task, I say let her have an equal chance with the men for leading Cabinet posts. Why not a woman chancellor? Or foreign secretary?"
*after her terms as Prime Minister she left in a good light, allowing for women to seem strong enough "Iron Lady" to lead and be educated.
3.) How has the evolution of religion of post-war Britain affected reproductive rights?
http://www.bbc.co.uk/history/british/modern/overview_1945_present_01.shtml
"The dislocation of war years helped contribute to a drastic increase in divorce (Divorce Act of 1971). "These changes were linked to shifts in religious practice. By the 1990s, only one in seven Britons was an active member of a Christian church, although more claimed to be believers... Abortion and homosexuality became legal, capital punishment was abolished, and measures were taken to improve the position of women."
*Legal Aid Act(1949)
*Divorce Act of 1971
*Abortion Act of 1969
*Family Planning Act of 1967
http://www.ukpolitical.info/FemaleMPs.htm
*Women in Parliament increased
2.) To what extent did the election of Margaret Thatcher as the first women Prime Minister affect the role of women in British society?
*http://news.bbc.co.uk/2/hi/uk_news/politics/4435414.stm
*She shifted the attitude of women, gave them the chance to achieve.
*showed that women could be strong in a position of power
*"Should a woman arise equal to the task, I say let her have an equal chance with the men for leading Cabinet posts. Why not a woman chancellor? Or foreign secretary?"
*after her terms as Prime Minister she left in a good light, allowing for women to seem strong enough "Iron Lady" to lead and be educated.
3.) How has the evolution of religion of post-war Britain affected reproductive rights?
http://www.bbc.co.uk/history/british/modern/overview_1945_present_01.shtml
"The dislocation of war years helped contribute to a drastic increase in divorce (Divorce Act of 1971). "These changes were linked to shifts in religious practice. By the 1990s, only one in seven Britons was an active member of a Christian church, although more claimed to be believers... Abortion and homosexuality became legal, capital punishment was abolished, and measures were taken to improve the position of women."
*Legal Aid Act(1949)
*Divorce Act of 1971
*Abortion Act of 1969
*Family Planning Act of 1967
Tuesday, March 1, 2011
Classes
1.) Compare and contrast the quality of life of the working class and the middle class between 1945 and 2000.
*The working class during 1945 to 2000 has decreased
*Industrial workers shrank over the years
*the war increased the service sector
*once 1945 hit the rate of skilled workers increased as did industry again
*the middle class has an upper middle class(managers and professional workers) and the lower middle class(white collar and clerical worker). The lower middle class relates more to the working class quality of life
*science and technology has increased the middle class and more so in the low middle class (white collar workers)
2.) Compare and contrast avenues for social mobility in 1945 compared to 2000.
*more opportunity back in 1945 since the demand for workers was so high due to war. The ability to rise up in social standings was possible. Today education and the high price of it seems to hinder that mobility. It's more about the money and the people you know now than back then which seemed to base it more on talent. Granted throughout time determination has allowed for social mobility but hindering factors are ever present in 2000.
*The working class during 1945 to 2000 has decreased
*Industrial workers shrank over the years
*the war increased the service sector
*once 1945 hit the rate of skilled workers increased as did industry again
*the middle class has an upper middle class(managers and professional workers) and the lower middle class(white collar and clerical worker). The lower middle class relates more to the working class quality of life
*science and technology has increased the middle class and more so in the low middle class (white collar workers)
2.) Compare and contrast avenues for social mobility in 1945 compared to 2000.
*more opportunity back in 1945 since the demand for workers was so high due to war. The ability to rise up in social standings was possible. Today education and the high price of it seems to hinder that mobility. It's more about the money and the people you know now than back then which seemed to base it more on talent. Granted throughout time determination has allowed for social mobility but hindering factors are ever present in 2000.
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