British Rule in India Document Based Question

Standards Alignment Grading Rubric

Student Directions with Prompt and Rubric Documents

Student Response Sheets with Prompt

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. – RH 6 - Compare the point of view of two or more authors for how they treat the same or similar topics,

including which details they include and emphasize in their respective accounts. – RH 7 - Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print

or digital text. – RH 8 - Assess the extent to which the reasoning and evidence in a text support the author’s claims. – RH 9 - Compare and contrast treatments of the same topic in several primary and secondary sources.

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.

• b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

• 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.

• d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

• e. Provide a concluding statement or section that follows from or supports the argument presented. – 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 8 - Gather relevant information from multiple authoritative print and digital sources, using advanced

searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

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

Writing Rubric Category Advanced Proficient Basic Below Basic

Thesis

Contains a well-developed thesis

that clearly addressed the

question.

Thesis addresses question, but not

as focused or comprehensive as

advanced.

Presents a limited, confused, and/or poorly developed

thesis.

Contains no thesis or a thesis

that does not address the

question.

Analysis

Presents an effective analysis of all parts of the

question, although treatment may be

uneven.

Analysis deals with part of the

question in some depth, other parts in a more general

way.

Deals with one aspect of the question in a

general way or all parts in a

superficial way with simplistic explanations.

Inadequate or inaccurate

understanding of the question.

Outside Information

Uses a substantial use of relevant

outside information to support thesis.

Supports thesis with some outside

information.

Contains little outside

information or information that is used is inaccurate

or irrelevant.

Inappropriate or no use of outside

information.

Organization Clearly organized and well written.

Shows evidence of acceptable

organization and writing.

Demonstrates weak organization

and/or writing skills that interfere

with comprehension.

Disorganized and poorly written.

Writing May have insignificant errors.

May contain errors that do not

seriously detract from the quality of

the essay.

May contain major errors.

Numerous errors, both major and

minor.

British Rule in India Document Based Question Directions: The following question requires you to construct a coherent essay that integrates your interpretation of the following documents and your knowledge of the period referring to in the prompt or question. High scores will be earned only by essays that both cite key pieces of evidence from the documents and draw on outside knowledge of the period that you have learned in this unit.

Prompt: What were the positive and negative effects of imperialism for the British, the mother country, and for India, the colony?

Rubric

DOCUMENT A “What, then, shall the language of education be? Come maintain that it should be the English. The other half strongly recommend the Arabic and Sanskrit. The whole question seems to me to be, which language is the best worth knowing? It is, I believe, no exaggeration to say that all the historical information which has been collected from all the books written in the Sanskrit language is less valuable than what may be found in short textbooks used at preparatory schools in England.” - Source: Thomas Macaulay, British government official

DOCUMENT C “It is this consciousness of the inherent superiority of the European which has won for us India. However well educated and clever the native may be, and however brave he may prove himself, I believe that no rank we can bestow on him would cause him to be considered an equal of the British officer.” - Source: Lord Kitchener, a British military commander in England

DOCUMENT B

DOCUMENT D “The Law of the Jungle, which never orders anything without a reason, forbids every beast to eat Man except when he is killing to show his children how to kill, and then he must hunt outside the hunting grounds of his pack or tribe. The real reason for this is that man-killing means, sooner or later, the arrival of white men on elephants, with guns, and hundreds of brown men with gongs and rockets and torches. Then everybody in the jungle suffers. The reason the beasts give among themselves is that Man is the weakest and most defenseless of all living things, and it is unsportsmanlike to touch him. They say too--and it is true --that man-eaters become mangy, and lose their teeth.” - Source: Except from “The Jungle Book,” by Rudyard Kipling

DOCUMENT E

The British regimes squash the Sepoy Mutiny in 1848 after over a year of rebellion by the Sepoy Indian troops after learning that the practices of the British military included elements that were forbidden by

their religion. Both sides responded with great brutality and inflicting of suffering.

DOCUMENT F

DOCUMENT G “Exploitation of India's resources for the benefits of Great Britain, an ever increasing military expenditure, and a civil service the most expensive in the world, extravagant working of every department in utter disregard of India's poverty, disarmament and consequent emasculation of a whole nation lest an armed nation might imperil the lives of a handful of you in our midst, traffic in intoxicating liquors and drugs for the purpose of sustaining a top heavy administration, progressive repressive legislation in order to suppress an ever-growing agitation seeking to give expression to a nation's agony, degrading treatment of Indians residing in your dominions and you have shown total disregard of our feelings by glorifying the Punjab administration and flouting the Mussulman sentiment. I know you would not mind if we could fight and wrest scepter form your hands. You know that we are powerless to do that, for you have ensured our incapacity to fight in open and honourable battle. Bravery on the battle field is impossible for us. Bravery of the soul still remains open to us. I know you will respond to that also. I am engaged in evoking that bravery. Non-co-operation means nothing less than training in self- sacrifice. Why should we co-operate with you when we know that by your administration of this great country we are being daily enslaved in an increasing degree? This response of the people to my appeal is not due to my personality. I would like you to dismiss me, and for the matter the Ali brothers too, from your consideration. My personality will fail to evoke any response to anti-Muslim cry if I were foolish enough to raise it, as the magic name of the Ali brothers would fail to inspire the Mussalmans with enthusiasm if they were madly to raise an anti- Hindu cry. People flock in their thousands to listen to us because we today represent the voice of a nation groaning under your iron heels. The Ali brothers were your friends as I was, and still am. My religion forbids me to bear any ill towards you. I would not raise my hand against you even if I had the power. I expect to conquer you only by my suffering. The Ali brothers will certainly draw swords, if they could in defense of their religion and their country. But they and I have made common cause with the people of India in their attempt to voice their feelings and to find a remedy for their distress. You are in search of a remedy to suppress this rising ebullition of national feeling. I venture to suggest to you that the only way to suppress it is to remove the causes. You have yet the power. You can repent the wrongs done to Indians. You can compel the viceroy to retire favour of a better one, you can revise your ideas about Sir Michel O' Dwyer and General Dyer. You can compel the government to summon a conference of the recognized leaders of the people, duly elected by them and representing all shades of opinion so as to revise means for granting Swaraj is accordance with the wishes of the people of India. But this you cannot do unless you consider every Indian to be in reality your equal and brother. I ask for no patronage, I merely point out to you, as a friend, an honourable solution, namely repression, is open to you. I prophesy that it will fail. It has begun already. The government has already imprisoned two brave men of Panipat for holding and expressing their opinions freely. Another is on his trial in Lahore for having expressed similar opinions. One in the Oudh District is already imprisoned. Another awaits judgment. You should know what is going on in your midst. Our propaganda is being carried on in anticipation of repression. I invite you respectfully to choose the better way and make common cause with the people of India whose salt you are eating. To seek to thwart their aspirations is disloyalty to the country. I am, Your faithful friend, M. K. GANDHI” - Source: Excerpt from “To Every Englishman In India,” by Mahatma Gandhi, Published October 20, 1920

DOCUMENT H “It is my conviction that my countrymen will truly gain their India by fighting against the education that teaches them that a country is greater than the ideals of humanity.” - Source: Rabindranath Tagore, Indian poet

DOCUMENT I

Mohandas Gandhi walks with fellow peaceful supporters of the Dandi March, against the taxation of salt and other goods made in India and then exported for profit on March 12th, 1930.

DOCUMENT J “You may take it as my will. It was the message that I desired to impart to you before starting on the march or for the jail. I wish that there should be no suspension or abandonment of the war that commences tomorrow morning or earlier, if I am arrested before that time. I shall eagerly await the news that ten batches are ready as soon as my batch is arrested. I believe there are men in India to complete the work our begun by me. I have faith in the righteousness of our cause and the purity of our weapons. And where the means are clean, there God is undoubtedly present with His blessings. And where these three combine, there defeat is an impossibility. A Satyagrahi, whether free or incarcerated, is ever victorious. He is vanquished only, when he forsakes truth and nonviolence and turns a deaf ear to the inner voice. If, therefore, there is such a thing as defeat for even a Satyagrahi, he alone is the cause of it. God bless you all and keep off all obstacles from the path in the struggle that begins tomorrow.” - Source: Mohandas Gandhi, Speech made March 11th, 1930 on the eve of the Dandi March

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Prompt: What were the positive and negative effects of imperialism for the British, the mother country, and for India, the colony?

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