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. Two-fifths of the sub-continent continued to be independently governed by over 560 large and small principalities, some of whose rulers had fought the British during the 'Great Rebellion', but with whom the Raj now entered into treaties of mutual cooperation. The first steps were taken toward self-government in British India in the late 19th century with the appointment of Indian counsellors to advise the British viceroy and the establishment of provincial councils with Indian members; the British subsequently widened participation in legislative councils with the Indian Councils Act of 1892. Municipal Corporations and District Boards were created for local administration; they included elected Indian members. Map of the Northern Bombay Presidency, 1909 The Government of India Act of 1909—also known as the Morley-Minto Reforms (John Morley was the secretary of state for India, and Gilbert Elliot, fourth earl of Minto, was viceroy)—gave Indians limited roles in the central and provincial legislatures, known as legislative councils. Indians had previously been appointed to legislative councils, but after the reforms some were elected to them. At the centre, the majority of council members continued to be government-appointed officials, and the viceroy was in no way responsible to the legislature. At the provincial level, the elected members, together with unofficial appointees, outnumbered the appointed officials, but responsibility of the governor to the legislature was not contemplated. Morley made it clear in introducing the legislation to the British Parliament that parliamentary self-government was not the goal of the British government. Directions: Place the items listed below the graphic organizer in one of the two categories. ​ Blessing Curse 2 A - The 300 million population of India was ruled by only 20,000 British troops and officials, suggesting ​ there was little opposition to their presence. B- The British built 24,000 miles of railway track in India up to 1904, much of which is still used today. C- India was hit by numerous famines during British rule. During the Great Famine of 1876, around 10 million Indian people died D- The British ensured that they could rule India by setting off different parts of Indian society against each other, a policy known as ‘divide and rule’. E- Indians were given significant roles. Indian princes kept power in their regions, and Indians could gain promotion in the army and government. F- Wealthy Indians approved of British rule, because the British gave them more power. However, the poor of India were kept poor and oppressed. G- Britain used Indian soldiers to fight wars all over the world, such as the Boer war in South Africa from 1899-1902. 40% of India’s wealth was spent on the army. H- During the Great Famine, the British continued to export Indian crops, instead of leaving them for the Indian people to eat. Directions: Analyze the following political cartoons about the British perception on India. What does this ​ say about how Great Britain handled India and how they should handle India after the Sepoy Rebellion. Too "Civil" By Half The British Lion's Vengeance on the Bengal Tiger ​ The Governor-General Defending the Poor Sepoy. Punch, 33 (22 August 1857): 76-77 Punch 33 (7 November 1857): 191 ​ ​ Text: Text: Context: Context: Subtext: Subtext: 3 Day 2: Cultural Changes in India Caste System: http://www.ushistory.org/civ/8b.asp ​ The caste system in India is an ancient part of Indian society. Created through Indian religions, the caste system divides people into four Varna categories; Brahmins (priests), Kshatriyas (warriors), Vaishyas (agriculturalists), and Shudras (servants). The Dalits (untouchables) is a group that does not exist within any of the four Varna categories. This system was supported and encouraged by the British Government. Some people believe it may have been created by the British to maintain control in India, however this is unlikely as religious scripture supports the caste system. British colonial rulers would have self-imposed themselves as Brahmin during this evolution of the Caste system. Brahmins were considered the embodiment of purity, and untouchables the embodiment of pollution. Physical contact between the two groups was absolutely prohibited. Brahmins adhered so strongly to this rule that they felt obliged to bathe if even the shadow of an untouchable fell across them. Vedic texts from the Hindu religion, which have been compiled, legitimized, and interpreted by the Brahmans, provide the rationale for the hierarchical classification and the rituals governing social behavior. There were, and still are, rules that are laid down concerning appropriate occupational pursuit, appropriate behavior within and between castes, as well as rules related to marriage. Racism https://www.irishtimes.com/culture/books/inglorious-empire-what-the-british-did-to-india-1.2981299 ​ British attitudes toward Indians shifted from relative openness to insularity and racism, even against those ​ ​ ​ with comparable background and achievement as well as loyalty. British families and their servants lived in cantonments at a distance from Indian settlements. Private clubs where the British gathered for social interaction became symbols of exclusivity and snobbery that refused to disappear decades after the British had left India. In 1883 the government of India attempted to remove race barriers in criminal jurisdictions by introducing a bill empowering Indian judges to adjudicate offences committed by Europeans. Public protests and editorials in the British press, however, forced the viceroy George Robinson, First Marquess of Ripon, (who served from 1880 to 1884), to capitulate and modify the bill drastically. The Bengali "Hindu intelligentsia" learned a valuable political lesson from this "white mutiny": the effectiveness of well-orchestrated agitation through demonstrations in the streets and publicity in the media when seeking redress for real and imagined grievances. Education: https://www.dawn.com/news/881307/how-the-british-influenced-indian-culture ​ Initially, the East India Company did not think that it was its duty to impart education to Indians. It allowed the old system of education to continue. Pathsalas, which imparted a special type of education geared towards meeting the requirements of a rural society, were open to all. Sanskrit education was imparted in tols. Muslims attended Madrasas. Higher education was confined primarily to upper castes. This system of education was eventually changed by the British. Around the beginning of the 19th century, the Company became aware of the need for introducing Western education in India. However, Christian missionaries, who were interested in 4 spreading Christianity through education, had already established several educational institutions which were attached to their churches. At the same time 'educational institutions' were established in the country, with the sole agenda of wiping out the thought of freedom from the minds of Indian youth by inculcating in them the 'value' of British presence in the subcontinent. It was assumed that these institutions spread 'modern education.' This modern education had less to do with disseminating scientific, rational thinking and more to do with an acquiescence of West's superiority. Religion: http://cameronfreeman.com/socio-cultural/anthropology-religion-hindu-tradition/christianity-british-colonial-india-crystallization-modern-hindu-religious-id entities/ Christian missionaries encountered no real opposition from the local Hindu population, perhaps because the Hindu religious landscape was a pluralistic one and thus a more accepting