Egyptian History.

Running Head: GAMAL ABDEL NASSER. 1

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GAMAL ABDEL NASSER

Gamal Abdel Nasser

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Gamal Abdel Nasser

Gamal Abdel Hussein Nasser was the second president of Egypt from 1956 to 1970 when he died. He was a senior military officer in the army of Egypt, he led the revolutionaries in Egypt alongside with the first president Muhammad Naguib, in 1952, in overthrowing the kingdom of success of pan-Arab nationalism, that included a short-term merger with Syria.

Nasser is termed as one of the most vital political figures in the present Arabian history as well as the politics of the twentieth century. During his leadership, Egypt publicly owned the Suez Canal as well as played a key role in anti-imperialist hard work in the Arabian countries and Africa. He was able to end the crises that had resulted due to the Suez Canal and this made him a recognized hero all over the Arab world. Abdel Nasser was instrumental in the formation of the Worldwide Non-Aligned Movement (Wheelock, 2016). He is also known for his nationalist policies and edition of pan-Arabism, also termed to as Nasserism, which had a lot of followers in the Arab World between 1951 and 1960. Although his reputation as the head of the Arabs was roughly spoiled due to the victory that the Israelites had over the Arab armies during the Six-Day War, and also the Egyptians failed to be successful during the consequent war of slow destruction against Israel, despite all that most people in the large Arab population still view Gamal Abdel Nasser as a sign of Arab dignity, self- respect, and freedom (Heikal, & Haykal, 2016). Nasser is also described as the first leader of an Arabian country to challenge the western dominance that existed in the Middle East. He remains a highly respected person in Egypt as well as the Arab world (Abdel-Malek, 2016).

PERSONAL LIFE

Abdel Nasser father, Abdel Nasser Hussein, was born on 11th July 1888, in Beni Mur, a small village that was situated near the city of Asyut in the southern part of Egypt. Abdel Nasser Hussein had seven siblings, six brothers and one sister. Hussein Sultan in-laws migrated to Alexandria and in 1904 March, Abdel Nasser had to go with the in-laws so as to attend al-Najah al-Ahlya elementary school in the city of Alexandria. While he was fifteen years of age he was involved in anti-British riots. In 1917, he married a beautiful lady by the name of Fahim, the daughter of a coal merchant and service provider by the name of Mohammad Hamad who had originally migrated from Malawi, a place called Minya (Wheelock, 2016).

After he (who, Abdel or Gamal?) was done with his third year he went for summer to Alexandria and in 1928, he stayed with his grandfather where he finished his fourth year of elementary school. In 1929, he joined Helwan High School, a boarding house where he schooled for one year and then transferred to Ras El-Tin High school. At this time his father was working at a postal office in Alexandria. It was during his high school education that his national sentiments were shaped. In 1930, a decree was issued for the abolition of the 1923 constitution. This brought about students demonstration as their main grievance was re-institution of the constitution.

Nasser remembers the first demonstration as many students clashed with the police and they received a brutal beating, at this time Nasser was not aware of the reason for the demonstration so he opted to remain silent. Nasser recalls joining the demonstrators but tables turned when more police officers arrived at the scene. While he attempted to throw a stone he was caught by one of the police officers and hit on his head. Bodies were all over and blood was flowing freely on the streets. Nasser was detained in prison with some of his friends who had lacked an escape route. In a meeting at Manshiya Square on the 26th October 1944, Nasser said that this demonstration created a great impact in his life. He says while he was in Alexandria he remembers the brutal torture that he was subjected to, when anyone tried to ask for help, bullets would be fired and many individuals were wounded (Abdel-Malek, 2016). Despite the torture, torment, unrest and victimized life there arose a young man who believed in freedom and was ready for whatever it would take to get it. This whole period when Nasser was in Alexandria was just but another stepping stone in his life. It changed him from a minor protestor to an ardent rebel made by the state-wide confrontation against the British rule and the cancellation of the constitution. Nasser’s teachers who were concerned over his political participation, warned his father who later sent him to Cairo (Wheelock, 2016).

While in Cairo, he joined El-Nahada Secondary where he pursued a political career, this lead him to becoming the head of the school union. At this time he discovered his passion which was reading patriotic and history-related literature for instance the French Revolution, Napoleon Bonaparte, Julius Caesar among others. Nasser wrote an article called the Man of Freedom which was published by the school. He also had interest in Arab Literature, particularly Ahmed Shawki works. He gained knowledge on Prophet Muhammad and other great Muslim leaders.

In 1935, he witnessed another great revolutionary movement led by the students in El-Nashar demanding for re-installation of the school’s constitution as well as its independence. Nasser reveals at this time they had lost hopes and everyone was in darkness of anguish. Everyone was waiting for the man who would come and change the Colonialism rule as well as bring Egypt back to its original state. There was great need of a generation that would rise up and be able to fight for their rights instead of gloomily accepting the wrong fate.

Since the first demonstration that Nasser had been involved in while he was still schooling at Alexandria created a platform for his interest in politics. He would now move from one political party to the other after noticing it had some pitfalls. He made connections with members of the Muslim Brotherhood, but eventually decided on not joining any of the groups as well as the parties because he discovered there was no unity in any of the groups (Heikal, & Haykal, 2016). Every year he would join his friends who were protesting against the Balfour’s promise of a new life in Palestine that would be granted to the Jews only at the cost of its lawful owners.

In 1942, an event happened that is claimed to be the turning point of Abdul Nasser’s activities. In that year February the British government forced the king of Egypt, king Farouq, to agree to have a regime that would be led by Nahas Pasha. During this period, British power in the Northern part of Africa was becoming too much as they had already defeated Afrika Korps and the British power was now been felt so much in Egypt. Gamal Abdel Nasser was disgusted by the colonial European power interfering with their internal affairs (Wheelock, 2016). The next seven years that proceeded he used his influence to convince the Egyptian officers that this was unacceptable and all that was left of British rule had to be done away with in Egypt. At this point, Nasser was an instructor in the Egyptian Army of the staff college and this gave his some benefits as he had direct access to the junior officers who were civilized and would understand him as compared to the elderly officers in the Egypt force.

Nasser joined the fight against the newly established Israel in the year 1948, and at this time he got a chance to hold a meeting with the officers who were really for change and were supporting him especially his brilliant ideas (Abdel-Malek, 2016). The Arabs lost the war in the year one thousand nine hundred and forty-eight and this made the Egyptians angrier because the weapons that they were using were outdated and had faults. The Royal family had something to do in with and by this time Nasser had made up his mind that they had to go and Egypt was ready for new leadership.

Career

After finishing his High school education and getting his baccalaureate in literary section, he decided to join the army. With the advantage of having much experience in politics as well as contacts with different politicians, he decided he would involve himself in politics for the betterment of Egypt (Heikal, & Haykal, 2016). He realized that Egypt would not become liberated through rhetorical speeches, so he decided force must be used and military occupation with a help from the national army.

He enrolled to a Military Academy where he passed his medical examination but failed during the interview because he was from a poor background. His grandfather being a peasant farmer and his father a noble civil servant working at a post office gave him no chance to be taken in the Military School. After the rejection, he enrolled to a Law Faculty in the University of Cairo in the year 1936 where he studied for six months until a treaty was formed that required more officers regardless of their background status (Abdel-Malek, 2016). The Military announced their next enrolment and with the help of General Ibrahim Khairy Nasser, he made his way to the academy. The General had seen much openness, insistence and national spirit in Nasser and so he gave him a chance to chase after his dreams.

Once in the Academy, he got a clear vision to qualify as an officer, get the necessary knowledge and expertise that would help him become a great leader which he did. He became a lieutenant general with the mandate of training new officers including Abdel-Hakim Amer. He was an excellent student in his college days and hence he was promoted to a corporal.

Years that followed, Nasser offered his services to the army of Egypt, both as a teacher and an instructor in the field. His first battle in the field was in 1948 in Palestine in the war between the Arabs and the Palestine. During the post war, he was still assigned the duty of an instructor and at this point, he started to form a group of young military officers who would support revolution. The coup d’état in Israel (what coup in Israel? Do you mean the defeat of the Egyptian Army in Israel?)) inspired him and he wished for the same to happen in Egypt. His revolutionary pursuit was backed up by three officers that is Zakariyya Muyi, Abd al Hakam and Anwar el-Sadat. The four of them now formed an Association of free officers. Later, fourteen more members joined the group and it now became easy to execute its main agenda which was to drive out the British and the royal family in Egypt.

Egyptian Allegiance under Nasser

Egyptian Allegiance during the presidency of Nasser ran from the year 1950-1960, during the cold war between the Soviet Union and the US gathering. Egypt was colonized by the British and in the year 1911 a resistance against the colonial rule was evident. Abdel Nasser found out that the Soviet Union was a good ally as they had a common enemy and it could be easy to have freedom quickly if they aliened with the union (Abdel-Malek, 2016). Was this alliance in place while Farouk was still king since it ran from 1950 – 1960 and Farouk wasn’t overthrown until July, 1952).

The financing of the construction of Aswan high dam along river Nile and the six day battle of the year 1967 was greatly supported by their allies.

Nasser’s Achievements

Gamal Nasser was a revolutionary leader. He was one of the original starters of the Non Alignment Movement and he was termed as a pan Arab leader. He was brave enough to squeeze the West and openly united with the rest for the benefits of the Egyptian citizens. He was highly respected by the Arabian countries to an extent that during the war of 1967, the Syrian army was acting under his command (Wheelock, 2016). Nasser also modernized the Egypt’s armed forces as they had the best weapons and skills when they were out for war and he was ready to wipe out all his enemies. He was one person with great vision and thoughts as he completely reformed the leadership and administration in Egypt. Under his time in power, access to hospitals was easier as they were cheap and there was a significant increase in the number of jobs in the country.

Gamal Nasser was able to dispose Farouk of Egypt as he was seen as a puppet and did not lead the Egyptians to their well being. He was also able to gain control of the Suez Canal and this really helped the Egyptians in their farming. He was one of the most known modest, respectable and honest leaders. He was also seen as the spearhead of pan –Arabism and this lasted until his death. During his time, he was also the undefeated Anti-Zionist leader (Abdel-Malek, 2016). (Undefeated in what sense, he lost the 1967 war?) While Nasser was a repressive ruler and a Godfather to many citizens, he left a mark to many people who were looking up to him. He not only inspired the young generation but also invested heavily for a good future of the next generation. Various reforms were experienced such as; free and affordable education, improved and hygienic healthcare, accessible lands, introduction of female suffrage and large scale industrialization as well as the founding of a significantly large and profitable projects. Nasser’s death

Gamal Abdel Nasser’s death is a mystery that remains unanswered. Nasser, died at the age of 52, and this age was relatively young as compared to the rest of Egyptian rulers who came before him or after him. He was in a good state of health, had a few complications that couldn’t be the cause of his death. Various media houses were broadcasting that Abdel Nasser had been poisoned and the suspects were the Israelites, Gulf state and some of his officials. The question that still remains unanswered is whether there were Arab countries that conspired against the assassination of the Egyptian president. Recently, his doctor denied the claim that he was killed due to poisoned coffee.

Nasser had a lot of enemies due to his alliance with the United States of America (what alliance?), his country was leading in the production of oil (when did Egypt lead in the production of oil?) as well as he was the face of resistance despite the law that was there that you had to obey the stated policies without questioning (Heikal, & Haykal, 2016). Nasser had earlier threatened the evil plans of the U.S officials to destroy Yemen, Palestine and Iraq (Wheelock, 2016). (What evil plans?) This was one of the reasons for the conspiracy. Recently released information by; the United States of America, British and Israel intelligence, show that some rulers from the Gulf countries have had a hand in Nasser’s assassination. Those documents also exposed the secret communications in Israel to assassinate Nasser and this is exactly what happened in 1967.

Different documents are also coming up that Nasser was a target of many killing attempts by United States’ allies from the year 1952 to one 1970. These records have over eleven attempts on his life or his government. Arab rulers who are from the Arab reactionary camp have been suffering from the psychological complex when it comes to issues concerning Abdul Nasser (Abdel-Malek, 2016). The hatred of the United States allies on Nasser, which led to his assassination either physically or morally, calls for a need of much investigation in this matter.

We have a few problems in your paper. First, the syllabus instructed you to have a minimum of five sources for your paper but you only used three. Next there were a couple of places where your narrative became hard to follow (see my comments above). Finally, most of your paper is about Gamal’s father and Gamal’s early years but is very light on detail concerning 1952 – 1970; no details on the Suez War, the UAE, Nasser’s attempt to resign in 1967 after the war with Israel. Yet these were seminal events in Nasser’s life.

			Course Content
	Exceptional 4 90-100%	Good 3 80-89%	Fair/Adequate 2 70-79%	Limited 1 60-69%	Poor/Unacceptable 0 0-59%	Points Available	Points Awarded
Attention to instructions and assignment	Follows and exceeds expectations noted in instructions	Follows instructions	Follows some but not all instructions	Gestures towards instructions but demonstrates little comprehension or competency	Disregards instructions	10	2
Creative Thought/ Problem-Solving	Demonstrates a high degree of originality, insight, and/or problem-solving skill	Shows some originality, insight, and/or problem-solving skill	Shows minimally acceptable originality, insight, and/or problem-solving skill	Demonstrates very little creative thought or insight; consists mostly of second-hand ideas	Shows no original thought; all second-hand ideas	15	12
Thesis statement	Thesis statement is specific, significant, arguable, and easy to find.	Thesis statement arguable and easy to find.	Thesis statement minimally acceptable but somewhat general or obvious	Thesis statement simplistic or incomprehensible	No thesis statement.	5	5
Development and Support	Thoroughly and insightfully explores, explains, and supports each idea	Develops and supports key points	Inconsistently develops and supports ideas	Inadequately or ineffectively explains and defends ideas	Does not make a meaningful attempt to explain or support ideas	15	10
Source use	Demonstrates comprehension of all source material; integrates sources appropriately and effectively	Most source material is appropriate, but some is not fully explained or integrated into the paper	Source material is not consistently appropriate or integrated into the paper	Source material is rarely appropriate and/or rarely integrated into the paper	No use of source material	5	3
Clarity	Difficult material is made clear and presented in academic language	Most ideas are presented clearly, but sometimes too simplistically	Wordy; some points require rereading to understand fully	Unclear and difficult to understand	Largely incomprehensible	10	7

			Writing Skills
	Exceptional 4 90-100%	Good 3 80-89%	Fair/Adequate 2 70-79%	Limited 1 60-69%	Poor/Unacceptable 0 0-59%	Points Available	Points Awarded
Structure/Organization	Well organized from introduction to conclusion; paragraphs and ideas flow coherently	Easy to follow, but would benefit from some restructuring and/or stronger transitions between ideas	Readable, but order of ideas and/or transitions between ideas need work	Paper is difficult to follow	Ideas are presented randomly with no clear logic governing their order or transitions between them	10	7
Citations	Appropriate style (MLA, APA, Chicago) is followed with no flaws	Punctuation or other minor errors in documentation, but in-text citations are clearly coordinated w/ bibliography	Includes both in-text citations and bibliography, but they are inconsistent or incomplete	Either in-text citations or bibliography missing	Material taken from sources not cited at all	5	5
Formal/professional language	Highly articulate academic tone	Clear and appropriate language	Acceptable language use overall, but some informal language	Some acceptable language use, but overall tone is informal	Lack of respect shown to subject through use of slang and/or overly casual or colloquial language	5	4
Grammar (sentence structure, subject/verb agreement, pronoun/antecedent agreement, etc.)	No grammatical errors	Occasional errors in grammar (one or two per page)	Several minor errors per page	Grammatical errors make it necessary to reread sentences and/or sections to discern meaning	Coherence of overall meaning unclear due to grammar	10	10
Punctuation, capitalization, & spelling/word choice	Punctuation, capitalization, and spelling are all correct.	No more than one error of this type per page	Approx. two or three errors of this type per page	Approx. four or five errors of this type per page	Paper requires extensive editing/proofreading in this area	10	10

Total points earned/grade: 75

Paper Grade = 26.25/35.0

References

Wheelock, K. (2016). Nasser's new Egypt: a critical analysis (No. 8). New York: Praeger.

Heikal, M., & Haykal, M. Ḥ. (2016). Nasser-the Cairo Documents: The Cairo Documents. New English Library Ltd.

Abdel-Malek, A. (2016). Egypt: military society: the army regime, the left, and social change under Nasser. Random House.

The syllabus requires a minimum of five sources.