Module HIST2041: IMPERIALISM, NATIONALISM AND ISLAM:EGYPT AND THE SUDAN, 1869 TO 1956

Department: HISTORY

HIST2041: IMPERIALISM, NATIONALISM AND ISLAM:EGYPT AND THE SUDAN, 1869 TO 1956

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To introduce students at Level 2 to the history of the Nile valley from the mid-nineteenth to the mid-twentieth centuries.
• To introduce students to theories of imperialism and nationalism, and encourage them to use the history of Egypt and the Sudan in this period to assess these theories.
• To introduce students to the historical debate over Islamic reformism and the nature of popular Islam, and encourage them to consider this debate in the light of the history of Egypt and the Sudan in this period.
• To satisfy the generic aims of a Level 2 module in History.

Content

• In both Egypt and the Sudan, the ninety years which followed the opening of the Suez Canal can be seen as a simple tale of the colonial subjugation followed by nationalist triumph.
• This was a period in which the people of the Nile valley fell under British imperial control, and became economically and politically subordinate - only to succeed finally in 'cutting the lion's tail' by inflicting one of Britain's most humiliating post-war imperial reverses.
• But where did the 'nationalists' who defeated the British come from - and why did the states they were to create follow so closely the practices of the European rulers whom they rejected, with continued and often violent political conflict? This module follows the political history of the Nile valley in this turbulent period, and uses this as the basis for study of the social and economic consequences of imperialism, of the nature of nationalism - and of the debates over the role of Islam in society which saw the emergence of radical and often violent popular Islamic movements.

Learning Outcomes

• At the end of the module students should display: An understanding of the political history of the region in this period.
• A knowledge of the social and economic consequences of European imperialism in the region.
• An ability to apply this knowledge to the critical assessment of theories of imperialism and nationalism.
• An understanding of the debates over the role of Islam in politics and the society in the region in this period.

• Subject specific skills for this module can be viewed at: http://www.dur.ac.uk/History/ugrads/ModuleProformaMap/

• Key skills for this module can be viewed at: http://www.dur.ac.uk/History/ugrads/ModuleProformaMap/

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Student learning is facilitated by a combination of the following teaching methods:
• lectures to set the foundations for further study and to provide the basis for the acquisition of subject specific knowledge. Lectures provide a broad framework which defines individual module content, introducing students to themes, debates and interpretations. In this environment, students are given the opportunity to develop skills in listening, selective note-taking and reflection;
• seminars to allow students to present and critically reflect upon the acquired subject-specific knowledge, methodologies and theories, and to identify and debate a range of issues and differing opinions. The seminar is the forum in which students are given the opportunity to communicate ideas, jointly exploring themes and arguments. Seminars are structured to develop understanding and designed to maximise student participation related to prior independent preparation. Seminars give students the opportunity to develop oral communication skills, encourage critical and tolerant approaches to reasoned argument and historical discussion, build the students' ability to marshal historical evidence, and facilitate the development of the ability to summarise historical arguments, think in a rapidly changing environment and communicate in a persuasive and articulate manner, whilst recognising the value of working with others and, occasionally, towards shared goals.
• Assessment:
• Unseen Examinations test students' ability to work under pressure under timed conditions, to prepare for examinations and direct their own programme of revision and learning, and develop key time management skills. The unseen examination gives students the opportunity to develop relevant life skills such as the ability to produce coherent, reasoned and supported arguments under pressure. Students will be examined on subject specific knowledge;
• Summative essays remain a central component of assessment in history, due to the integrative high-order skills they develop. Essays allow students the opportunity to recognise, represent and critically reflect upon ideas, concepts and problems; students can demonstrate awareness of, and the ability to use and evaluate, a diverse range of resources and identify, represent and debate a range of subject-specific issues and opinions. Through the essay, students can synthesise information, adopt critical appraisals and develop reasoned argument based on individual research; they should be able to communicate ideas in writing, with clarity and coherence; and to show the ability to integrate and critically assess material from a wide range of sources.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

One or more short assignments submitted in writing or delivered orally and discussed either 1:1 or in a group context.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University