DOCSLIB.ORG

Directions: As You Read, Practice the Strategies We've Been Using in Class

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Directions: As You Read, Practice the Strategies We've Been Using in Class NAME:___________________________ Directions: As you read, practice the strategies we’ve been using in class: either on sticky notes or directly on the page, highlight new vocabulary words and summarize each chunk of text. In addition, note the evidence (primary source quotes, events and facts) that helps answer our unit’s essential question, Did imperialism do more to help or harm indigenous people in Asia and Africa? Finally, respond to the prompt at the end of each section. 10 pts. British East India Company reached. Early action was taken to stop [the killing of girl Early British imperialism in India was not carried out babies] and the practice of sati…The slave trade was ended by the government, but by a trading company, the and the owning of slaves was forbidden…” British East India Company. Created to control trade between Britain, India, and East Asia, the company The Sepoy Mutiny Some Indians began to believe the soon became embroiled in Indian politics. British were trying to destroy their society and culture. In 1857, these concerns exploded into a rebellion, the The British Take Control As long as the Mughal Sepoy Mutiny. Sepoys were Indian soldiers who Empire remained strong in India, the East India fought in the British army. The spark that set off the Company’s Activity was limited to coastal trading rebellion was the introduction of a new type of British cities. When the empire began to break apart into rifle. Before inserting a cartridge into the rifle, a soldier small states in the mid-1700s, though, leaders of the had to bite off the end of an ammunition cartridge, East India Company sensed a chance to take over which was greased with pork and beef fat. This Indian lands. They manipulated the rulers of these offended both Muslim sepoys, who did not eat port, new states, suggesting to each ruler that he needed and Hindu sepoys, who did not eat beef. British support to keep his throne. By playing rules Thinking that the new cartridges were a plot to against each other and keeping them from make them abandon Hindusim and Islam, sepoys in cooperating, the British kept India in chaos. The the town of Meerut refused to use them. For their company then swept in with its own armies and took protest these sepoys were punished. In response, over much of India, claiming to have done so just to sepoys all over northern India rose up against British restore order. officers. The violence of the rebellion was ferocious, with Changes in India Once in control, the East India both sides committing atrocities. Sepoys killed not Company made changes to Indian society. They only their officers, but also British women and introduced a new education system and the English children. The British responded with extreme language. They also introduced British laws that brutality. Captured mutineers were strapped to banned certain customs, such as sati, the practice of cannons and shot. Villages suspected of supporting Hindu widows throwing themselves on their rebels were burned. The fighting continued for two husbands’ funeral fires. The practice was described by years. the 16th-century adventurer Vikrama: As a result of the mutiny, the British ended the rule of the East India Company in 1858. From then on, the “…the dead hero’s wife said [to the king]: ‘Sire, my husband British government would rule India directly. has been slain by the enemy…I will go to where he is. Let Although the British moved away from some of the fire be provided for me.’ social regulations that had angered many Indians, Hearing her words the king said: ‘My daughter, why will you distrust continued between the British and the Indians. enter the fire?’ She said: ‘My lord, for whom this body of mine exists, has Respond with a thesis statement (position + road map): been slain…The wife who enters the fire when her husband How did the Sepoy Mutiny lead to “New Imperialism” in dies enjoys bliss in heaven…What good is there in the life of India? a wretched woman who has lost her husband?” The end of sati, among other policies, led British writer Sir Reginald Coupland to proclaim in his book, India: A Restatement, that “British rule brought with it from the West certain standards of humanity that Indian society had not yet NAME:_____________________ India as a British Colony India was Britain’s most important colony – the Although India had been a major exporter of textiles to “jewel in the crown” of the British Empire. Ruling Asia until the early 1800s, the British closed Indian India gave the British great political and financial textile factories to prevent competition with British rewards, as well as national pride. But for many companies. By the mid-1800s, India primarily exported Indians, British rule was a source of frustration and raw materials rather than manufactured goods. This humiliation. This frustration gave rise to powerful shift led Jawaharlal Nehru to write in The Discovery of feelings of nationalism. India that The Raj The era of British rule in India is often “…the economic development of India was stopped and the called the British Raj, a Hindi word meaning “rule.” growth of new industry was prevented…India became an The administration of India was carried out by a agricultural colony of industrial England. It supplied raw government agency called the Indian Civil Service materials and provided markets for England’s industrial (ICS). Though they were ruling India, most officials of goods…The poverty of the country grew. The standard of the ICS were British. The ICS employed very few living fell to terribly low levels.” Indians, leaving many educated Indians frustrated at having no say in their own government. The Rise of Indian Nationalism Many groups in India found the changes that came with British rule Many British officials in India believed themselves deeply disturbing. Indian elites and middle classes superior to the people they governed. As a result, they resented having so few opportunities to participate in lived in segregated neighborhoods and belonged to government. exclusive clubs. Most of these officals believed that Still, it took more than resentment to build a they were improving the lives of the Indian people nationalist movement. That movement did not take off through westernization. Yet many prejudiced British until Indians began to see themselves as having the officials believed that Indians were utterly incapable of same rights as Europeans. This idea was first governing themselves. expressed by the reformer Ram Mohun Roy in the 1820s. Roy felt that the British were violating the During the Raj, the /British built railroads, roads, Indian people’s rights, including the rights of free and canals in India. By 1910, India had the fourth- speech and religion. largest railroad network in the world. Britain interested in transportation for two reasons: to move troops to troubled spots more easily and to help sell Respond British products throughout India. British historian J. A. R. Marriot wrote in his 1932 book, The English in Marriot and Nehru offer strikingly different assessments of India, the impact of British imperialism in India. Which do you find more believable? Why? “British brains, British enterprise have changed the face of India. Means of communication have been developed. There are great numbers of bridges, more than 40,000 miles of railway, and 70,000 miles of paved roads…India now has improved sanitation and a higher standard of living.” India was an important market for British manufactured goods, but that was not its only economic significance. It was a source of raw materials, such as cotton, tea, indigo, and jute. In fact, India became one of the most significant sources of raw cotton for British textile factories in the 1860s, after cotton in the United States became unavailable during the American Civil War. In addition, taxes collected from Indian landowners paid for the administration of India and the Indian army. NAME:_____________________ .
Load more

Recommended publications
  • Aurobindo Ghosh, “The Renaissance in India” (1918)
    Aurobindo Ghosh, “The Renaissance in India” (1918) Aurobindo Ghosh (later Sri Aurobindo) (1872–1950) was a central political, religious, and philosophical fi gure in the Indian renaissance. Bengali born and Cambridge-educated, he was trained in Victorian English literature, sat his Cambridge examinations in classics, and taught English at Baroda Col- lege. He became involved in radical politics and while imprisoned discovered Indian philosophy. He spent the remainder of his life at his ashram in Pondi- cherry, producing an enormous volume of religious and philosophical work, including his masterpiece The Life Divine. Many Indian philosophers of the colonial period visited him in Pondicherry, and his infl uence on Indian phi- losophy is considerable. In this essay he addresses the meaning of the Indian renaissance for India’s national identity. Aurobindo Ghosh 3 The Renaissance in India I There has been recently some talk of a Renaissance in India. A number of illuminating essays with that general title and subject have been given to us by a poet and subtle critic and thinker, Mr. James H. Cousins, and others have touched suggestively various sides of the growing movement towards a new life and a new thought that may well seem to justify the description. This Renais- sance, this new birth in India, if it is a fact, must become a thing of immense importance both to herself and the world, to herself because of all that is meant for her in the recovery or the change of her time-old spirit and national ideals, to the world because of the possibilities involved in the rearising of a force that is in many respects unlike any other and its genius very diff erent from the mentality and spirit that have hitherto governed the modern idea in mankind, although not so far away perhaps from that which is preparing to govern the future.
    [Show full text]
  • An Introspection of Film Censorship in India
    Corpus Juris ISSN: 2582-2918 The Law Journal website: www.corpusjuris.co.in AN INTROSPECTION OF FILM CENSORSHIP IN INDIA -SUBARNO BANERJEE1 AND RITOJIT DASGUPTA2 ABSTRACT Cinema has been considered to be one of the most potent instrument of expression over a considerable amount of period. It is often considered to be a magnificent medium to communicate with people and impart knowledge and awareness. A traditional theatre system existed much before screen cinema could assert its authority in India and is said to have played a major role in nurturing emotions of freedom struggle through its plays in the pre-independence era. It was in 1913 India produced its first full-length feature film Raja Harishchandra. Cinema gradually became a powerful medium and went on to impact the lives of people, thoughts and even their political views. The medium has been witnessed to gain huge popularity and at present has become an integral part of common man’s leisure. Various statistics claim that India constitutes one of the largest film industries in the world in terms of number of films produced every year. Freedom of speech and expression is one of the most sacrosanct rights and is regarded as an integral concept in modern liberal democracies3. Society can develop only by free exchange of ideas4. However, since the drafting of the Constitution in 1947, freedom of speech and expression was considered controversial and received periodical dissent. According to Article 19(1) (a) of Part III of the Constitution of India, citizens shall have a right to freedom and expression. Films enjoy the same status and right so far as constitutional freedom relating to expression of ideas and spreading of ideas and messages are concerned but at the same time it places certain necessary restrictions on the content, with a view towards maintaining integrity of the state, public order, decency and morality and also communal and religious harmony, given the history of communal tension in the nation.
    [Show full text]
  • Anglo-Indians: the Dilemma of Identity
    ANGLO-INDIANS: THE DILEMMA OF IDENTITY Sheila Pais James Department of Sociology Flinders University of S.A. Paper presented at Counterpoints Flinders University Postgraduate Conference South Australia 19 -20 April 2001 E-mail Sheila James: [email protected] ABSTRACT On the eve of departure of the British from India, the Anglo-Indians found themselves in an invidious situation - caught between the European attitude of superiority towards Indian and Anglo-Indian alike and the Indian mistrust of them, due to their aloofness and their Western - oriented culture. One of the problems the Anglo-Indian community has always faced is one of ‘Identity’. In the early days of the colonial rule it was difficult for the Anglo-Indians to answer with certainty the question "Who am I?" As a genuine community consciousness developed this identity dilemma lessened but it was never firmly resolved. With the British leaving India and as opportunities for a resolution of identity conflict through migration faded a new identity orientation was necessary. Many Anglo-Indians, who were unable to make such a turn-about of identity and feeling insecure without the protective imperial umbrella, opted to leave India. Thus, victims of dilemma and indiscretion throughout their existence thousands of Anglo-Indians left for safe shores - Britain, Canada, New Zealand and Australia. For Anglo-Indians who have left India and settled abroad a similar problem of Identity again arises. IJAIS Vol. 7, No. 1. 2003, p. 3-17 www.international-journal-of-anglo-indian-studies.org Anglo-Indians: The Dilemma of Identity 4 INTRODUCTION This paper is a preliminary outline of the discourses surrounding the Anglo-Indians and their Dilemma of Identity.
    [Show full text]
  • The Keys to British Success in South Asia COLIN WATTERSON
    The Keys to British Success in South Asia COLIN WATTERSON “God is on everyone’s side…and in the last analysis he is on the side with plenty of money and large armies” -Jean Anouilh For a period of a period of over one hundred years, the British directly controlled the subcontinent of India. How did a small island nation come on the Edge of the North Atlantic come to dominate a much larger landmass and population located almost 4000 miles away? Historian Sir John Robert Seeley wrote that the British Empire was acquired in “a fit of absence of mind” to show that the Empire was acquired gradually, piece-by-piece. This will paper will try to examine some of the most important reasons which allowed the British to successfully acquire and hold each “piece” of India. This paper will examine the conditions that were present in India before the British arrived—a crumbling central political power, fierce competition from European rivals, and Mughal neglect towards certain portions of Indian society—were important factors in British control. Economic superiority was an also important control used by the British—this paper will emphasize the way trade agreements made between the British and Indians worked to favor the British. Military force was also an important factor but this paper will show that overwhelming British force was not the reason the British military was successful—Britain’s powerful navy, ability to play Indian factions against one another, and its use of native soldiers were keys to military success. Political Agendas and Indian Historical Approaches The historiography of India has gone through four major phases—three of which have been driven by the prevailing world politics of the time.
    [Show full text]
  • Secondary Indian Culture and Heritage
    Culture: An Introduction MODULE - I Understanding Culture Notes 1 CULTURE: AN INTRODUCTION he English word ‘Culture’ is derived from the Latin term ‘cult or cultus’ meaning tilling, or cultivating or refining and worship. In sum it means cultivating and refining Ta thing to such an extent that its end product evokes our admiration and respect. This is practically the same as ‘Sanskriti’ of the Sanskrit language. The term ‘Sanskriti’ has been derived from the root ‘Kri (to do) of Sanskrit language. Three words came from this root ‘Kri; prakriti’ (basic matter or condition), ‘Sanskriti’ (refined matter or condition) and ‘vikriti’ (modified or decayed matter or condition) when ‘prakriti’ or a raw material is refined it becomes ‘Sanskriti’ and when broken or damaged it becomes ‘vikriti’. OBJECTIVES After studying this lesson you will be able to: understand the concept and meaning of culture; establish the relationship between culture and civilization; Establish the link between culture and heritage; discuss the role and impact of culture in human life. 1.1 CONCEPT OF CULTURE Culture is a way of life. The food you eat, the clothes you wear, the language you speak in and the God you worship all are aspects of culture. In very simple terms, we can say that culture is the embodiment of the way in which we think and do things. It is also the things Indian Culture and Heritage Secondary Course 1 MODULE - I Culture: An Introduction Understanding Culture that we have inherited as members of society. All the achievements of human beings as members of social groups can be called culture.
    [Show full text]
  • A History of Indian Music by the Same Author
    68253 > OUP 880 5-8-74 10,000 . OSMANIA UNIVERSITY LIBRARY Call No.' poa U Accession No. Author'P OU H Title H; This bookok should bHeturned on or befoAbefoifc the marked * ^^k^t' below, nfro . ] A HISTORY OF INDIAN MUSIC BY THE SAME AUTHOR On Music : 1. Historical Development of Indian Music (Awarded the Rabindra Prize in 1960). 2. Bharatiya Sangiter Itihasa (Sanglta O Samskriti), Vols. I & II. (Awarded the Stisir Memorial Prize In 1958). 3. Raga O Rupa (Melody and Form), Vols. I & II. 4. Dhrupada-mala (with Notations). 5. Sangite Rabindranath. 6. Sangita-sarasamgraha by Ghanashyama Narahari (edited). 7. Historical Study of Indian Music ( ....in the press). On Philosophy : 1. Philosophy of Progress and Perfection. (A Comparative Study) 2. Philosophy of the World and the Absolute. 3. Abhedananda-darshana. 4. Tirtharenu. Other Books : 1. Mana O Manusha. 2. Sri Durga (An Iconographical Study). 3. Christ the Saviour. u PQ O o VM o Si < |o l "" c 13 o U 'ij 15 1 I "S S 4-> > >-J 3 'C (J o I A HISTORY OF INDIAN MUSIC' b SWAMI PRAJNANANANDA VOLUME ONE ( Ancient Period ) RAMAKRISHNA VEDANTA MATH CALCUTTA : INDIA. Published by Swaxni Adytaanda Ramakrishna Vedanta Math, Calcutta-6. First Published in May, 1963 All Rights Reserved by Ramakrishna Vedanta Math, Calcutta. Printed by Benoy Ratan Sinha at Bharati Printing Works, 141, Vivekananda Road, Calcutta-6. Plates printed by Messrs. Bengal Autotype Co. Private Ltd. Cornwallis Street, Calcutta. DEDICATED TO SWAMI VIVEKANANDA AND HIS SPIRITUAL BROTHER SWAMI ABHEDANANDA PREFACE Before attempting to write an elaborate history of Indian Music, I had a mind to write a concise one for the students.
    [Show full text]
  • 3. an Anglo-Indian Community in Britain
    3. An Anglo-Indian Community in Britain By the time of his departure for the colonies in January 1866, Henry Prinsep had spent most of his life in Britain, but had grown up with the knowledge that his adulthood was likely to take him overseas, to India or another colony, such as Western Australia or Tasmania, where his father owned substantial estates. At the age of 21, he assumed that his departure would be temporary, and that he would soon return to London to take up his chosen career as an artist after securing his financial future and that of his younger siblings, Annie, Louisa, May and Jim. The trip to the colonies was an adventure, but one which would force him to learn as he went. He was confident that his family background, his education and understanding of colonial life would equip him for whatever challenges lay ahead. His outlook was very much that of a young Briton in mid-Nineteenth Century Britain, confident in the supremacy of his civilisation and his position within it, secure in his belief that colonisation was in the best interests of all and that the colonised had the capacity and the desire to benefit from British rule. He was well-bred, well-educated and well-connected, seemingly equipped to be a successful coloniser, and confident that the networks his background had given him would serve him well in the far-flung reaches of empire. Britain’s empire had changed much since the days Prinsep’s father and uncles had lived and worked in Calcutta during the 1820s and 1830s, while, at home, Britons were increasingly conscious of the nation’s pre-eminence as an imperial power.
    [Show full text]
  • Getting to Know Your Indian-American Neighbors (PDF)
    Seeking Educational and Language and Culture Employment Opportunities LANGUAGES: INDIANS HAVE COME TO THE UNITED STATES: INDIA IS DIVIDED INTO MANY STATES WHICH ARE • Early immigrants came for freedom from foreign oppression BASICALLY LANGUAGE-REGIONS. • American universities later attracted thousands from India • All major languages of North are from Indo-Aryan family of • America offered good quality living and good jobs which Sanskrit is the foundation • Languages of South are of Dravidian origin, with distinct IMMIGRATION BEGAN IN THE 1800’s ancient literary heritage and script • As citizens of the British Empire (later Commonwealth), • English is one of the official languages of India, used in Indians settled in all parts of the world government and professional work • Early 1900’s: Thousands of Sikhs opposed to British rule • Ancient poems, songs, folk tales are highly regarded in came to the west coast, especially California, to become a modern Indian culture major farming community • The Vedas (1500 B.C.), hymns to gods, are world’s oldest • 1930-1940: Strict U.S. immigration laws prevented most continuously used literature Asians from coming; Only 496 Indians entered U.S.; all were • The Upanishads (800 B.C.): basis of Hindu philosophy denied citizenship • Mahabharat and Ramayan, stories of good and evil, are • 1960’s to present: Increased immigration of Indians, espe- BORDERED: known by almost every villager; have artistically influ- cially students, professionals and businessmen • on north by China, Nepal, Tibet, Bhutan and Himalayas enced other cultures • on west and northwest by Pakistan and Arabian Sea • Performed in Michigan are some classical and folk dances INDIANS IN THE U.S.
    [Show full text]
  • Film Censorship in India
    Insights Mind maps Film Censorship in India 1) Introduction The suppression or control of ideas, public communication and information circulated within a society is termed as censorship. The freedom of speech guaranteed by the Constitution of India can be suppressed if it is considered objectionable, harmful, or necessary to maintain communal harmony. It is always necessary to balance conflicting rights in order to determine what can and cannot be censored. A classic example of censorship in India is the Central Board of Film Certification or Censor Board, which comes under the purview of Ministry of Information and Broadcasting. 2) Legal provisions The Constitution of India guarantees freedom of speech and expression with certain restrictions such as that of morality, decency, public order etc. the Indian Penal Code allows cramping free speech on grounds of outraging religious feelings, making statements creating or promoting enmity, hatred or ill-will between classes According to the Information Technology Rules 2011, objectionable content includes anything that “threatens the unity, integrity, defence, security or sovereignty of India 3) Reasonable restrictions In India, freedom of speech and expression is ensured by Article 19(1) (a) of the Constitution But this is limited by Article 19(2), which allows the government to place “reasonable restrictions” on this right “in the interests of the sovereignty and integrity of India, the security of the State, friendly relations with foreign States, public order, decency or morality, or in relation to contempt of court, defamation or incitement to an offence This provides the government with a wide net to seize and censor almost anything that is disfavourable.
    [Show full text]
  • Comparison of the Extent of Censorship Laws in India and Abroad
    Journal of Critical Reviews ISSN- 2394-5125 Vol 7, Issue 13, 2020 CENSORSHIP IN INDIA VIS-À-VIS FREEDOM OF SPEECH: COMPARISON OF THE EXTENT OF CENSORSHIP LAWS IN INDIA AND ABROAD 1Priyanka Ghai,Dr. 1Arnind P Bhanu 1Amity Law School Noida, Amity University, Sector-125, Uttar Pradesh, India-201313 Email: [email protected] ,[email protected] Received: 12.04.2020 Revised: 13.05.2020 Accepted: 09.06.2020 Abstract With the current outrage at the arbitrary method of censorship applied by the board of film certification in India, it was pertinent to understand and take a closer look at the methods and principles which guide the method of censorship in India, this is also an attempt to understand why censorship is a vital tool to ensure peace and unity in India. The paper also looks at the past and present of censorship, in the form of how it came to be, why it came to be and also what role it plays in society today. In order to get a bigger picture of censorship an attempt has been made to understand censorship in the United States of America, which is a champion of democracy and also in the People’s Republic of China which uses censorship to shepherd its populace in the other direction. The effects both schools have on censorship have been explored in this paper. India being a mixture of both influences has the right to expression subject to certain instances and therefore must understand that even though the right of free speech is indeed a requirement in these times and places, but why censorship as a necessary evil as well in India.
    [Show full text]
  • Early India: from the Origins to AD 1300
    RESOURCES ESSAY BOOK REVIEW tial in the understanding of Early India Indian society. All are repre- sented by scholars of great From the Origins to AD 1300 learning, who were dedicated to the modern historical BY ROMILA THAPAR method that had become part BERKELEY AND LOS ANGELES: UNIVERSITY OF CALIFORNIA PRESS, of the world of scholarship in 2002 India as elsewhere, and they are given judicious examina- 556 PAGES PLUS PREFACE tion in a chapter Thapar calls ILLUSTRATIONS, FIGURES, MAPS, CHRONOLOGY, GLOSSARY, “perceptions of the past.” BIBLIOGRAPHIES, AND INDEX The first of these trends is ISBN 0-520-23899-CLOTH often referred to as “imperial- ist.” It was largely the product of writers connected with British rule in India and was he importance of Romila Thapar’s achievement in Early also basically concerned with India: From the Origins to 1300 AD, in relation to the work the fate of empires in the Indi- T of her predecessors, lies in her access to new archaeological an subcontinent. One of the and literary sources, which she herself did not have when she wrote a earliest and probably the most influential of such historians was shorter version forty years ago, as well as in her understanding of the Vincent Smith, whose Early History of India was first published in nature of the enterprise of writing history. Spelled out in an introduc- 1904, was republished as late as 1957, and was widely used as a text tion, this understanding is the essential background for following in both India and the West. For Smith, the key to understanding Indi- Thapar’s approach.
    [Show full text]
  • How Was India Changed by British Imperialism?
    IMPERIALISM Part 2: How was India changed by British Imperialism? Part 1 :How was India changed by British Imperialism? ​ Objective: Understand how the people of India were impacted by political control ​ changing hands from the the British East India Company to the British Crown. __________________________________________________________________________________ Assessment Goals: ● Explain the political, economic, and social consequences of the British Imperialism (Learning Targets 6,7, &8). ​ ​ ​ Category Evidence (Provide at least two historical examples for each.) Political Causes (LT8) Social Causes (L7) Economic Causes (LT9) Notes Graphs: (Create something similar in your notes) ​ Describe what it was like in India after British Imperialism Government Culture: Art, architecture, Dress, Religion, etc. Economy/Trade/Geographic Advantages Day 1: Government: Political Changes in India- The British Raj ​ Video: https://www.youtube.com/watch?v=UBI8-eHkxgw- Begin at 2:50- 3:50 ​ ​ John Green: https://www.youtube.com/watch?v=alJaltUmrGo: Begin at 8:25- 10:30 ​ ​ ​ http://www.bbc.co.uk/history/british/modern/independence1947_01.shtml, 1858: Beginning of the Raj ​ http://www.newworldencyclopedia.org/entry/British_Raj In 1858, British Crown rule was established in India, ending a century of control by the East India Company. The life and death struggle that preceded this formalisation of British control lasted nearly two years, cost £36 million, and is variously referred to as the 'Great Rebellion', the 'Indian Mutiny' or the 'First War of Indian Independence'. 1 Inevitably, the consequences of this bloody rupture marked the nature of political, social and economic rule that the British established in its wake. It is important to note that the Raj (in Hindi meaning 'to rule' or 'kingdom') never encompassed the entire land mass of the sub-continent.
    [Show full text]