2A Was Duleep Singh a winner or a loser from the British Empire? Use these templates to help you complete the Living Graph on page 17. Complete both templates below for each stage of Duleep Singh’s life. Use coloured pencils to shade over each one in red, amber or green, depending on your level of certainty, or you could use felt pen to outline the boxes. Cut out each template and stick them onto the Living Graph. Green – we all agree and are sure about our ideas/this is what Duleep Singh thought. Amber – we have had some difficulty deciding but think these thoughts are quite accurate. The debate is reflected in the comments and evidence. Red – we are not at all sure and have explained why in the comments and evidence. Stage: Dates: Duleep Singh’s thoughts on whether he was Evidence a winner or loser Stage: Dates: My/our thoughts on whether he was a Evidence winner or loser © Hodder Education, 2009 SHP History Year 9 Teacher’s Resource Book 99 2B Was Duleep Singh a winner or a loser from the British Empire? Word Bank You can use the words and phrases below in your explanations for the Living Graph on page 17. It is certain that It is clear that It is probable that It is likely/unlikely that It seems possible that It may be that We think this because This is confirmed by This is suggested by The reason for this conclusion is However On the other hand At the same time In addition Conflicting evidence suggests 100 SHP History Year 9 Teacher’s Resource Book © Hodder Education, 2009 3 Producing a balanced argument Use the fingers of the left and right hands to record five points for each side of your argument. © Hodder Education, 2009 SHP History Year 9 Teacher’s Resource Book 101 4 How is Duleep Singh remembered? Use this sheet to help you with the Activity on page 24. ‘BRINGING HISTORY AND CULTURE TOGETHER’ This plaque commemorates the official unveiling of this monument by HRH the Prince of Wales K.G.K.T., on 29 July 1999. In 1843 Maharajah Duleep Singh succeeded his father to the throne of the sovereign Sikh kingdom of Punjab. He was destined to be its last ruler. In 1849, following the closely fought Anglo-Sikh wars, the British annexed the Punjab. Duleep Singh was compelled to resign his sovereign rights and exiled. It was at this time that the Koh-i-noor diamond, later incorporated into the crown jewels, passed to the British authorities. Duleep Singh eventually came to Britain and settled at the Elveden estate in Suffolk. He was a close favourite of Queen Victoria and became a prominent local figure in East Anglia. Later in his life he announced his intention to return to his beloved Punjab but was not allowed to do so. He died in Paris on 22 October 1893 having re-embraced the Sikh faith and whilst still engaged in a struggle to reclaim his throne. To this day the Sikh nation aspires to regain its sovereignty. Deg Teg Fateh 102 SHP History Year 9 Teacher’s Resource Book © Hodder Education, 2009 © Hodder Education, 2009 © HodderEducation, 5 How typical were the experiences of Duleep Singh? Use this copy of the chart on page 25 to record your judgements about the case study you have been allocated. Name of person Positive experiences Negative experiences Indian person’s likely My/Our overall under and resulting from under and resulting from overall judgement – what judgement British rule British rule would they have thought at the time? SHP History Year 9 Teacher’s Resource Book Resource Teacher’s 9 Year SHP History 103 6 Did India lose or gain from the British Empire? Complete these character cards to use on the line of winners and losers from the British Empire, shown on page 28. Duleep Dadabhai Singh Naoroji Brief summary Brief summary of winning of winning points points Brief summary Brief summary of losing of losing points points Kumar Shri Dr Bhimrao Ranjitsinhji Ambedkar Brief summary Brief summary of winning of winning points points Brief summary Brief summary of losing of losing points points 104 SHP History Year 9 Teacher’s Resource Book © Hodder Education, 2009 6 (continued) Did India lose or gain from the British Empire? Complete these character cards to use on the line of winners and losers from the British Empire, shown on page 28. Rural Lascar Indians sailors Brief summary Brief summary of winning of winning points points Brief summary Brief summary of losing of losing points points Indians in the cities Brief summary of winning points Brief summary of losing points © Hodder Education, 2009 SHP History Year 9 Teacher’s Resource Book 105 106 SHP History Year 9 Teacher’s Resource Book Resource Teacher’s 9 Year SHP History 7 Doing History: Diversity and interpretations People create different interpretations by including some people, topics or evidence and leaving out or down-playing others. Create your own version of this poster to use for a display that aims to help others understand how two totally different interpretations of the same historical event can both be true. Make up the names and backgrounds of two historians with opposing views about the British Empire. Give each historian a speech bubble stating their different interpretations of the impact of the British Empire on one or more of its colonies. Select evidence that each could use to support their point of view. Copy the heading from the example to explain what your poster is about. © Hodder Education, 2009 © HodderEducation, It seems at first that one of the interpretations must be wrong because the two are so different. In fact, both interpretations are useful and accurate but selective, probably because of the specialist interests of each historian. A more balanced interpretation could include all the evidence. 8 How important was the role played by Mohandas Gandhi in ending British rule in India? You can copy and complete the introduction below and use the paragraph starter sentences to structure your essay for the extended writing activity on page 33. Mohandas Gandhi arrived in British India in ... and joined the ... Party. At first he was thought to be ... by the British but this was a significant underestimation of his importance. However, there were other factors that contributed to the British decision to leave ... and these should not be ignored when assessing the impact of Gandhi’s ... Gandhi was important because his actions weakened British control of India. He began a Satyagraha campaign, which ... [Explain what the term means and what Gandhi actually did as part of his campaign.] By the 1920s, the British realised that Gandhi’s policy of non-violent non- cooperation was a threat to their rule and he was arrested but when he was released he ... [Explain first the Declaration of Independence, then the Salt March and their impact.] For the next fifteen years, Gandhi continued his peaceful protest. He ... [Briefly mention some of Gandhi’s other actions and indicate why they were important – fasting, the London conference, sustained pressure during the Second World War – but do not fall into the trap of telling the stories at length, focus on their effect.] However, other people were also involved in the campaign to get the British out of India, for example ... [Explain how Jawaharlal Nehru and ordinary Indians played a part.] The movement to free India may not have gained as much support if the British had not made mistakes which angered many Indians. After the First world War ... [Explain the Rowlatt Acts and the Amritsar Massacre – do not tell the whole story but summarise events and show why the British lost respect as a result of these.] At the end of the Second World War, changed circumstances meant Britain was now certain to quit India. Firstly, ... [Describe the political and economic situation at home in Britain and why it affected policy towards India.] In conclusion, ... [Give your own judgement about the importance of Gandhi as an individual, compared to other factors.] © Hodder Education, 2009 SHP History Year 9 Teacher’s Resource Book 107 9 Mohandas Gandhi – A Fact File Using the information from page 34, write key points about Gandhi’s life and philosophy around the photograph below. 108 SHP History Year 9 Teacher’s Resource Book © Hodder Education, 2009 © Hodder Education, 2009 © HodderEducation, 10 The GandhiThreatOmeter Use this sheet for the Activity on page 35. Colour in the outside band of the GandhiThreatOmeter. Green is safe for the British, amber means the British should be starting to worry and red suggests Gandhi is a serious threat. Draw a needle onto a copy of the GandhiThreatOmeter for each stage of the story, to show the level of threat Gandhi posed to the British. Explain why you have drawn the needle in this position in the box below. SHP History Year 9 Teacher’s Resource Book Resource Teacher’s 9 Year SHP History I have put the needle here because _______ GandhiThreatOmeter _______________________________________ _______________________________________ _______________________________________ 109 11 Lord Mountbatten’s problems, 1947 Use these cards to carry out the Activity on page 42. 1 Some areas of India were 5 The wealth of India was very 9 The Muslim League had done dominated by one religious unevenly distributed and much well in the elections of 1940 group. of the population lived in and was determined that desperate poverty whilst some Muslim areas should not form small sections held fabulous part of the new India but should wealth. rule themselves in a separate country called ‘Pakistan’ (land of the pure).