India

= British Imperialism in India = = __Notes__ =

 ** Part A: **  ** Controlling India **
 * Vocab Terms: **
 * Maharajah** - a king or prince who ruled an Indian state
 * Raj** - the British domination of India between 1757 and 1947
 * Sepoy** - a native born soldier in the Indian army controlled by the East India Company

1500's:** Portuguese & Dutch led European exploration of South Asia & the East Indies
 * The East India Company:


 * 1600:** East India Company - founded by British investors for the purpose of trade


 * Early 1600's:** most of India is controlled by Mughals
 * Mughal emperor - Akbar
 * ruled 1556- 1605
 * very powerful
 * annual income was about 20 times that of British monarch


 * 1600's:** British establish factories & (eventually) permanent settlements at 4 strategic locations in present day India
 * **Madras** in the southeast
 * **Bombay** in the west
 * **Calcutta** in the east
 * **Delhi** in the north


 * 1707:** Empire declines drastically
 * last emperor dies
 * British step up
 * increase of British population in Indian subcontinent


 * 1757:** Robert Clive
 * officer of the East India Company
 * takes advantage of the Mughal decline
 * Clive and his troops meet Indian forces **(Battle of Plassey in Bengal)**
 * Bengal includes Calcutta
 * Clive and troops drive the French trading company out of the region
 * East India Company controls almost the entire eastern region of India

** British Control in India: **
 * British Parliament**
 * becomes concerned with the increased amount of power within the East India Co.


 * 3 ways the British Parliament takes control:**
 * 1) unify the 3 posts at Bombay, Madras, Calcutta and Delhi
 * 2) East India Co. would need permission from Great Britain before undertaking any political activities
 * 3) Parliament named a single chief administrator (governor general) for all of British India


 * Early 1800's: **
 * Great Britain steadily increases its control over India


 * Lord Dalhousie:**
 * administrator of India (governor general) 1848 - 1856
 * worked on **3 great engines of social improvement**
 * railways
 * uniform postage
 * electric telegraph
 * the 3 means of transportation would connect the 3 main cities
 * railways could move troops swiftly to places where they were needed
 * railways were a major way that Great Britain could modernize India.
 * *** railways are still popular in India today**
 * **there are over 40,000 miles of railways in modern day India.**


 * Indian Civil Service: **
 * Civil Service - **an organized group of trained officials who carry out government business**
 * to gain entrance to the ICS, **a high score on an examination was needed**
 * at first, only a few Indians qualified
 * by the late 1800's, many native Indians became ICS officials


 * Black Hole of Calcutta: **
 * 1756:** Local ruler of Calcutta trapped 146 Englishmen in a small airless room all night
 * many suffocated and died

**Part B: The Jewel in the Crown**
 * 1800's
 * Britain's rule of India was the largest colonial territory in the world
 * India called the "Jewel of the Crown" of the British empire

**Indians Fight for Independence**
 * 1857
 * many indians were mad at the British for ruling over them without living in the country
 * 80% of the East India Company were sepoys
 * sepoys - native-born soldiers
 * India's religion
 * mainly Hindu and Muslim
 * to Hindus, cows are sacred animals
 * Muslims don't eat pork.
 * rebellion
 * rifle cartridges needed to be bitten off to load
 * rumored to be greased with pig fat and cow fat
 * sepoys refused to bite the cartridges
 * when the sepoys didn't load their rifles, the British commanders punsihed them
 * sepoys rebelled in what is known as the Sepoy Mutiny, or the First War of Independence
 * it began in Meerut, India and lasted for more than a year
 * Britain finally took them over and took complete control over India.
 * India then became a protectorate, so that they could get cooperation of the Indians

**Indians Under the Raj**
 * didn't affect people of India
 * British and Indians didn't make social contact, especially in public areas
 * educated Indians said that Britain was holding India back from industrializing and was taking all their natural resources
 * 1835 - Britain made English the language to use in schools
 * country became unified
 * gave Indians chance at western education
 * At the end of the 19th century, Indians had a new generation of leaders who made a lot of money from Indians' resources.
 * Jamshed N. Tata made a fortune in cotton, and his sons would dominate other industries including iron and steel.

**The Indian National Congress**
 * 1885 - the Indian Naitonal Congress was founded in Bombay
 * most members were Hindus
 * played an important role in the independence of India in the 1900's
 * Mohandas Gandhi
 * Indian resident
 * went to London to study law.
 * after he finished, he went to South Africa
 * stayed for 20 years
 * fought for civil rights for Indian laborers working in South Africa
 * he thought they were treated just as bad as slaves
 * Gandhi returned to India in 1915 and became their best spokesperson
 * he wanted to achieve his goals through nonviolent measures

= __Political Cartoons__ =

__The British Lion's Vengeance on the Bengal Tiger__ In the picture, the British are referred to as a lion due to their dominance and power over the world at the time. The Bengal Tiger represents India due to the fact that Bengal Tigers are largely prevalent in and around India. This cartoon metaphorically refers to the way the British took complete control of the Indians after the Indians' "inner tiger" was brought out during the Sepoy Mutiny. The "inner tiger" refers to the anger created when the British greased their gun cartridges with pig and cow fat.



This picture shows British dominance in India. There were many British officials and soldiers in India, and they were all very well dressed and prepared. The British had nice clothes, equipment, and had well trained and powerful horses as compared to the natives who had only robes for clothes, were barefoot, and were not well armed at all. The British and the East India Company also controlled many Sepoy's, such as the ones riding behind the British officer in the picture. This picture shows how the British used their superiority in resources, training, and money to almost scare and suppress the native Indians into domination.

** __Quiz Questions:__ **
Part A: 1.What was the British domination of India called? 2.What was the name of the British company created for trading in India? 3.True/False: In order to qualify for the ICS, (Indian Civil Service), Indians had to fight in a duel. 4.What are two of the three British cities created in India? 5.True/False: A maharajah ruled each Indian state. **

1. What was the quote used by the British to describe British control over India? a) "The Prime Land" b) "Jewel in the Crown" c) "British Stronghold" d) "Sole of Empire"
 * Part B:

2. What were native born soldiers called? a) Rajj b) ridgema c) m **aharajah
 * d) sepoy

3. What caused the native born soldiers to rebel? a) sick of British rule b) pig/cow fat on ammo cartridges c) felt like they were stripped of natural resources d) all of the above

4. What level of imperialism did British have over India in the late 1800's? a) colonialism b) s **** phere of influence **** c) p **** rotectorate **** d) complete control

5. Where did Gandhi go to study law? ** a) New York b) London c) Harvard d) He didn't study law.

[|Indian Perspective - Argument for Self-Government] //(emphasis on center paragraph “It is impossible…”)// In this speech, Tilak is advocating for independence from the British in India through the nonviolent political weapon of boycotting. He emphasizes that the Indian people are fully capable of ruling themselves. In fact, he says that the native people are already supporting the British government in India, only England is taking all of the profit from it. He argues that the British are trying to keep Indians ignorant of their own power, with the few Englishmen in India fooling the natives into thinking that they are weak and the British are strong. Tilak says that the Indians are being “willing instruments of [their] own oppression” by allowing themselves to be convinced that they are not powerful enough to free themselves. Tilak believes they need to overcome this fallacy and recognize that self-government should be their goal. In addition, Tilak says that there is not even any need for violent fighting to drive the British out because the Indians have the greater political weapon of boycotting. He claims that even if Indians are not physically able to fight, they can practice self-denial and not buy the British goods or perform the services that are largely the reason for English imperialism in India. With this very effective and nonviolent approach in mind, Tilak tells the people of the INC that they have the power to choose their own fate, whether it be continued oppression from a foreign government or self-rule.
 * Tilak’s Address to the Indian National Congress – 1907**

[|British Perspective - Education in India] This source clearly displays the good intentions of Britain when it was imperializing India. Macaulay discusses that “for the good of India itself”, the English should give the Indians a European education so they can slowly start filling their own government positions with natives and begin to rule themselves. He believes that to gain this level of education, European culture must be diffused in the East. However, he doesn’t see it as oppressing the Indians’ true culture. He only thinks that the people must be educated enough so they are no longer “savages” and aren’t too ignorant to buy British goods. While some of the politicians are more concerned with securing British rule in India, Macaulay believes that having educated people that will buy their goods and trade with them is more valuable than the complete dependence of uncivilized and uneducated men. He even says this sort of dependence could be costly instead of beneficial, not giving the natives the education they need to be valuable consumers. He also refers to the fact that oftentimes an overly large territory can be detrimental to an empire. Macaulay had good intentions in his plans of imperialization in India, believing that in educating the people, he would be helping the natives politically, socially, and economically.
 * Macaulay’s Speech on Empire and Education – 1833**
 * Focus:** “Education and the English Empire” (NOT “On Indian Education”)

This source also deals with the good intentions of British imperialism in India. Macaulay truly believes that English is dominant over Arabic and Sanskrit, the native languages in India. He says that English would be best to teach the Indians with because much more can be expressed with it, and more has been discovered and recorded in it. He even goes as far as confidently saying that one shelf of European literature is worth all of the literature of India and Arabia, and that all of the written history in Sanskrit is less valuable than one simplified English history textbook. Macaulay also notes that the influence and use of the English language is on the rise, already being spoken by the ruling class and Indian nobles, and becoming more dominant in other colonized European communities. In conclusion, his argument is that there is no doubt English should be the language of education in India.
 * Optional**: "On Indian Education"

**__Roles__**

Editor- **Z Szymko** Political Cartoons- **N Salvador** & **R DeAdder** Primary Sources- **N Gay Quiz Questions- ****K McEwen & R Nason**
 * Reading & Taking Notes- L Alvaro & B Keeney**