British Imperialism in India

Standards Alignment Reading Text

Analytical Questions Response Sheets

Standards Alignment

• California State Standards for Grade 10 – 10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of

the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.

• 1. Describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology).

• 2. Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.

• 3. Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule.

• 4. Describe the independence struggles of the colonized regions of the world, including the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion.

• Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students:

– RH 1 - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

– RH 2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

– RH 3 - Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

– RH 4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.

– RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

• Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students:

– WHST 1 - Write arguments focused on discipline-specific content. • c. Use words, phrases, and clauses to link the major sections of the text, create

cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

– WHST 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

– WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.

British Imperialism in India

British Expand Control over India How did British rule affect India?

The Mughal Empire of India fell into decline in the early 1700s. By the mid-1700s, the British East India Company was the most important power in India. The company held huge amounts of land. The company even had its own army. This army was led by British officers. It was staffed by sepoys, Indian soldiers. India was the main supplier of raw materials for Britain. The British called India the “jewel in the crown” because it was Britain’s most valuable colony. India enjoyed some benefits from British rule. India’s rail system was the third largest in the world. The railroad helped make India’s economy more modern. The British made other improvements, too. They built telephone and telegraph lines, dams, bridges, and canals. They also improved sanitation and public health and built schools. But British rule also caused problems. A great deal of wealth owed from India to Britain. Indian industry died out because of British trade laws. Many farmers and villages could no longer feed themselves because they were forced to grow cash crops. India suffered famines in the late 1800s. In addition, most British officials had racist attitudes that threatened Indian culture.

The Sepoy Mutiny Why did Indians rebel?

By the mid-1800s, many Indians resented British rule. In 1857, some Indian soldiers heard rumors about British weapons. The rumors offended the Indians’ religious feelings. The British handled the situation badly. The Indian soldiers rebelled. This rebellion has been called the Sepoy Mutiny. It took the East India Company and British troops a year to put it down. The Sepoy Mutiny failed because the Indians were divided. Muslims and Hindus did not trust each other. After the revolt, the British government took direct control of British India. The term Raj refers to British rule over India from 1757 to 1947.

Nationalism Surfaces in India What were the goals of the Indian nationalist

movement? Indians also resisted British control in other ways. Leaders such as Ram Mohun Roy urged changes in traditional Indian practices. He wanted to make Indian society more modern and to free India of foreign control. Nationalist feelings also started to grow in India. Indians resented the British discrimination against them. Indians were barred from the best jobs in the Indian Civil Service. British workers were paid more than Indian workers doing the same job. Indians formed two groups—the Indian National Congress and the Muslim League. Both groups pushed the British to make changes. In the early 1900s, they called for self-government.

Reading Questions

1. What problems did British rule bring?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. What was the Sepoy Mutiny?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. What groups called for change and why?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

British Imperialism in India - Reading Questions

What problems did British rule bring?

•non

What was the Sepoy Mutiny?

What groups called for change and why?

British Imperialism in India Close Read

Standards Alignment Text with Close Read instructions for students

Intended to be the initial read in which students annotate the text as they read. Students may want to circle unfamiliar vocabulary, underline key ideas, or

comment on the information presented.

Standards Alignment

• California State Standards for Grade 10 – 10.4 Students analyze patterns of global change in the era of New Imperialism in

at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.

• 1. Describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology).

• 2. Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.

• 3. Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule.

• 4. Describe the independence struggles of the colonized regions of the world, including the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion.

• Common Core Reading Standards for Literacy in History/Social Science for Grades 9 &

10 Students: – RH 1 - Cite specific textual evidence to support analysis of primary and secondary

sources, attending to such features as the date and origin of the information. – RH 2 - Determine the central ideas or information of a primary or secondary

source; provide an accurate summary of how key events or ideas develop over the course of the text.

– RH 3 - Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

– RH 4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.

– RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

• Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10

Students: – WHST 4 - Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience. – WHST 9 - Draw evidence from informational texts to support analysis, reflection,

and research.

British Imperialism in India Directions: As you read, circle unfamiliar

vocabulary, underline key ideas, and comment on the information presented.

British Expand Control over India How did British rule affect India?

The Mughal Empire of India fell into decline in the early 1700s. By the mid-1700s, the British East India Company was the most important power in India. The company held huge amounts of land. The company even had its own army. This army was led by British officers. It was staffed by sepoys, Indian soldiers. India was the main supplier of raw materials for Britain. The British called India the “jewel in the crown” because it was Britain’s most valuable colony. India enjoyed some benefits from British rule. India’s rail system was the third largest in the world. The railroad helped make India’s economy more modern. The British made other improvements, too. They built telephone and telegraph lines, dams, bridges, and canals. They also improved sanitation and public health and built schools. But British rule also caused problems. A great deal of wealth owed from India to Britain. Indian industry died out because of British trade laws. Many farmers and villages could no longer feed themselves because they were forced to grow cash crops. India suffered famines in the late 1800s. In addition, most British officials had racist attitudes that threatened Indian culture.

The Sepoy Mutiny Why did Indians rebel?

By the mid-1800s, many Indians resented British rule. In 1857, some Indian soldiers heard rumors about British weapons. The rumors offended the Indians’ religious feelings. The British handled the situation badly. The Indian soldiers rebelled. This rebellion has been called the Sepoy Mutiny. It took the East India Company and British troops a year to put it down. The Sepoy Mutiny failed because the Indians were divided. Muslims and Hindus did not trust each other. After the revolt, the British government took direct control of British India. The term Raj refers to British rule over India from 1757 to 1947.

British Imperialism in India Directions: As you read, circle unfamiliar

vocabulary, underline key ideas, and comment on the information presented.

Nationalism Surfaces in India What were the goals of the Indian nationalist

movement? Indians also resisted British control in other ways. Leaders such as Ram Mohun Roy urged changes in traditional Indian practices. He wanted to make Indian society more modern and to free India of foreign control. Nationalist feelings also started to grow in India. Indians resented the British discrimination against them. Indians were barred from the best jobs in the Indian Civil Service. British workers were paid more than Indian workers doing the same job. Indians formed two groups—the Indian National Congress and the Muslim League. Both groups pushed the British to make changes. In the early 1900s, they called for self-government.

British Imperialism in India Dialectical Journal

Standards Alignment Quotes Analysis Guide

Text quotes with student directions

Standards Alignment • California State Standards for Grade 10

– 10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.

• 1. Describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology).

• 2. Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.

• 3. Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule.

• 4. Describe the independence struggles of the colonized regions of the world, including the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion.

• Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students:

– RH 2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

– RH 3 - Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

– RH 4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.

– RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

– RH 8 - Assess the extent to which the reasoning and evidence in a text support the author’s claims.

• Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students:

– WHST 1 - Write arguments focused on discipline-specific content. • a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims,

and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

• c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

– WHST 2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

• b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

• c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

• d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

– WHST 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

– WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.

Read to Analyze Quotes The purpose of a dialectical journal is to analyze significant quotes from the text to make authentic connections between the text and other related concepts. After reading the quote and locating it in the document, write a response that shows your ability to question, analyze, interpret, evaluate, reflect, or predict. Response Starters to help start journal feedback:

– Asking Questions • I wonder why… • What if… • How come…

– Revising Meaning/Analyzing • At first I thought, but now I… • My latest thought about this is… • I’m getting a different picture here because…

– Forming Interpretations • What this means to me is… • I think this represents… • The idea I’m getting is…

– Evaluating • I like/don’t like… • This could be more effective if… • The most important message is…

– Reflecting and Relating • So, the big idea is… • A conclusion I’m drawing is… • This is relevant to my life because…

– Predicting • I’ll bet that… • I think… • If, then…

British Imperialism in India - Dialectical Journal

Quote from reading:

- “By the mid-1700s, the British East India Company was the most important power in India.” - “The company even had its own army. This army was led by British officers. It was staffed by sepoys, Indian soldiers.” - “India was the main supplier of raw materials for Britain. The British called India the “jewel in the crown” because it was Britain’s most valuable colony.” - “India’s rail system was the third largest in the world and helped make India’s economy more modern. The British built telephone and telegraph lines, dams, bridges, and canals. They also improved sanitation and public health and built schools. - “Indian industry died out because of British trade laws. Many farmers and villages could no longer feed themselves because they were forced to grow cash crops.” - “Most British officials had racist attitudes that threatened Indian culture.” - “By the mid-1800s, many Indians resented British rule.” - “In 1857, some Indian soldiers heard rumors about British weapons that offended the Indians’ religious feelings. The British handled the situation badly.”

Student Response (Question, Analyze, Interpret, Evaluate, Reflect, Predict)

British Imperialism in India - Dialectical Journal Quote from Reading:

- “The Indian soldiers rebelled. This rebellion has been called the Sepoy Mutiny. It took the East India Company and British troops a year to put it down.” - “The Sepoy Mutiny failed because the Indians were divided as the Muslims and Hindus did not trust each other.” - “After the revolt, the British government took direct control of British India. The term Raj refers to British rule over India from 1757 to 1947.” - “Leaders such as Ram Mohun Roy urged changes in traditional Indian practices to make Indian society more modern and to free India of foreign control.” - “Indians were barred from the best jobs in the Indian Civil Service. British workers were paid more than Indian workers doing the same job. -”Indians formed two groups—the Indian National Congress and the Muslim League. Both groups pushed the British to make changes. In the early 1900s, they called for self-government.

Student Response (Question, Analyze, Interpret, Evaluate, Reflect, Predict)

British Imperialism in India Text and Text Dependent Questions

Standards Alignment Text with Questions

Standards Alignment • California State Standards for Grade 10

– 10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.

• 1. Describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology).

• 2. Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.

• 3. Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule.

• 4. Describe the independence struggles of the colonized regions of the world, including the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion.

• Common Core Reading Standards for Literacy in History/Social Science for Grades 9 &

10 Students: – RH 1 - Cite specific textual evidence to support analysis of primary and secondary

sources, attending to such features as the date and origin of the information. – RH 2 - Determine the central ideas or information of a primary or secondary

source; provide an accurate summary of how key events or ideas develop over the course of the text.

– RH 3 - Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

– RH 4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.

– RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

• Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10

Students: – WHST 1 - Write arguments focused on discipline-specific content.

• c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

– WHST 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

– WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.

British Imperialism in India Directions: Answer the text dependent questions as

you read.

Where were the Indian soldiers that fought for the British East India Company called? What did the British call India and why? What benefits did India gain from British rule? What problems did British rule bring to India? What was the Sepoy Mutiny and why did it occur? Why did the Sepoy Mutiny fail?

British Expand Control over India How did British rule affect India?

The Mughal Empire of India fell into decline in the early 1700s. By the mid-1700s, the British East India Company was the most important power in India. The company held huge amounts of land. The company even had its own army. This army was led by British officers. It was staffed by sepoys, Indian soldiers. India was the main supplier of raw materials for Britain. The British called India the “jewel in the crown” because it was Britain’s most valuable colony. India enjoyed some benefits from British rule. India’s rail system was the third largest in the world. The railroad helped make India’s economy more modern. The British made other improvements, too. They built telephone and telegraph lines, dams, bridges, and canals. They also improved sanitation and public health and built schools. But British rule also caused problems. A great deal of wealth owed from India to Britain. Indian industry died out because of British trade laws. Many farmers and villages could no longer feed themselves because they were forced to grow cash crops. India suffered famines in the late 1800s. In addition, most British officials had racist attitudes that threatened Indian culture.

The Sepoy Mutiny Why did Indians rebel?

By the mid-1800s, many Indians resented British rule. In 1857, some Indian soldiers heard rumors about British weapons. The rumors offended the Indians’ religious feelings. The British handled the situation badly. The Indian soldiers rebelled. This rebellion has been called the Sepoy Mutiny. It took the East India Company and British troops a year to put it down. The Sepoy Mutiny failed because the Indians were divided. Muslims and Hindus did not trust each other. After the revolt, the British government took direct control of British India. The term Raj refers to British rule over India from 1757 to 1947.

British Imperialism in India

Directions: Answer the text dependent questions as you read.

How long did the British control India? What groups called for change in India and what did they do?

Nationalism Surfaces in India What were the goals of the Indian nationalist

movement? Indians also resisted British control in other ways. Leaders such as Ram Mohun Roy urged changes in traditional Indian practices. He wanted to make Indian society more modern and to free India of foreign control. Nationalist feelings also started to grow in India. Indians resented the British discrimination against them. Indians were barred from the best jobs in the Indian Civil Service. British workers were paid more than Indian workers doing the same job. Indians formed two groups—the Indian National Congress and the Muslim League. Both groups pushed the British to make changes. In the early 1900s, they called for self-government.

British Imperialism in India Text Summary Worksheet

Standards Alignment Student Web Map with Instructions

Standards Alignment

• California State Standards for Grade 10 – 10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries:

Africa, Southeast Asia, China, India, Latin America, and the Philippines. • 1. Describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the role played by national

security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology).

• 2. Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.

• 3. Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule.

• 4. Describe the independence struggles of the colonized regions of the world, including the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion.

• Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students:

– RH 1 - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

– RH 2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

– RH 4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.

• Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students:

– WHST 1 - Write arguments focused on discipline-specific content. • c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships

between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. – WHST 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,

and audience. – WHST 5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on

addressing what is most significant for a specific purpose and audience. – WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.

British Imperialism in India Web Map Directions: Using the information you just read, fill out the graphic organizer below. Use the chart below to take notes on the causes of the

nationalist movement in India.

Causes of Nationalist

Movement in India