* CURRICULUM STUDY

CHAPTER moav QUESTIONS

What were the main What were the How did European How did different
There are three depth studies for this historical period. features of Indian factors that powers influence Indian societies
For each depth study, there are up to three electives societies at the allowed Europeans Indian societies during respond to
time of contact with to gain influence in the eighteenth and Western
that focus on a particular society, event, movement or Europeans? India? nineteenth centuries? influence?
development. It is expected that one elective will be
studied in detail. A depth study will constitute
approximately 30% of the total teaching time for the
year. The content in each depth study is designed to
By the end of this chapter, students will be able to:
allow detailed study of specific aspects of this
historical period. As part of a teaching and learning Describe the East India Company’s arrival and
capture of political power
program, depth study content can be integrated with
overview content and/or with other depth study Describe the policies adopted by the East India
Company
electives.
Describe the resistance offered to EIC i.e.
Sirajuddaulah, Haider Ali and Tipu Sultan
Overview 10% Describe the Battle of Plassey and the Battle of Buxar
Depth Study 1 30% Describe the success of Haider Ali in defeating the
British at Madras
Depth Study 2 30%
Explain the role of Mir Jaffar in the Battle of Plassey
Depth Study 3 30%
Identify the important developments made during the
Total 100% Reign of Tipu Sultan
Explain the role of Marathas and Nizams in
KEY INQUIRY QUESTIONS establishing British rule in India

• What were the changing features of the Describe the significance of ‘Farman’ by the Mughal
movements of people from 1707 to 1857? Court in the establishment of East India Company in
the subcontinent
• How did new ideas and technological
Explain the context of the Doctrine of Lapse of Lord
developments contribute to change in this period?
Dalhousie in 1852 and its consequences on Indians
• How did the origin, development, significance
Describe policies of Lord Dalhousie’s and British
and long-term impact of imperialism affect this annexation of Punjab
period?
Describe the War of Independence (1857): its causes
• What was the significance of War of and consequences.
Independence?

V-

DEPTH STUDY 1: THE INDIAN

SUBCONTINENT'
As part of Depth Study 1: ‘The Indian Subcontinent’,
teachers may elect to study ‘India and the world’.
• As an introduction on the study of Discover
History Student Book 3 CHAPTER CONTENT
• As an introduction to, and to give context to,a Unit 1 ‘Snapshot 1757-1857’ introduces the topic of Indian responses to European imperialism with
depth study a description of events in India, also included is a timeline. In Unit 2 ‘Introducing India’, ‘The
• To review students Teaming of the period. Beginning of Mughal Rule’, ‘Golden Age of the Mughals’, ‘European Contacts’ are discussed. Unit 3
‘The East India Company’, students explore the Britishers arrival as traders. ‘From Traders to
Rulers’, ‘Anglo-Mysore Wars’, with Marathas, and ‘The Doctrine of Lapse’. In unit 4 ‘War of
Independence 1857’ and ‘The Great Rebellion’, students learn about key features of the war of
independence, reasons for the failure of the war and its consequences. Unit 5 ‘The British Raj’
introduces the end of company rule, changes to Indian society. Unit 6 ‘A Key Event in Indian
society: Response to British rule’ discusses the westernisation, Indian Nationalism, and fighting for
the Empire

pearson history
 fRE-PREPARATlON *

SUGGESTIONS FOR INTRODUCING

INDIA AND THE WORLD
Brainstorm previous knowledge about the selected
Asian country as a class. Students could also
brainstorm in smaller groups and then collate their
ideas as a class. The results could be used as the ‘What
I know’ part of a KWL (suggested below).
• Students complete a KWL (what I Know, what I
Want to know, what I have Learnt) individually
or in groups. The first two sections should be
completed prior to beginning the unit. They can
be used for class discussion and to establish goals
for learning. The final section should be
completed at the end of the unit to track how
well students met their learning goals.
• Students spend fifteen minutes on internet
research, using search terms such as ‘Indian
history Mughal period ‘or 'India under the Raj’
At the end of the search period, compile a list of
interesting sites so students can view one another’s
findings. This exercise could feed into the ‘What I want
to know’ part of a KWL.

IN A NUTSHELL
The East India Company’s arrival in India led to its
gradual capture of political power, facing resistance
from leaders like Sirajuddaulah, Haider Ali, and Tipu
Sultan. Key battles such as Plassey and Buxar, along
with Mir Jaffar's betrayal, solidified British control. The
Marathas and Nizams further aided this process.
Lord Dalhousie's Doctrine of Lapse and the annexation
of Punjab fuelled discontent, culminating in the War of
Independence in 1857, which had lasting consequences
on British rule in India.

British Raj-period of British government rule of India

East Indies-term traditionally used in Europe for South-East and South Asia
Indian subcontinent-often called ‘South Asia’; the large landmass south of the Himalayas that
includes India, Pakistan and Bangladesh
Indochina-mainland South-East Asia; usually taken to mean the area that is now Vietnam, Laos
and Cambodia
* CURRICULUM STUDY

HISTORICAL KNOWLEDGE AND

UNDERSTANDING
CONTENT DESCRIPTORS
• The key features (social, cultural, economic,
political) of an Indian society (such as India -the
Golden bird
• Change and continuity in the Indian society
during this period, including any effects of
contact (intended and unintended) with European
powers

HISTORICAL SKILLS
CHRONOLOGY, TERMS AND CONCEPTS
• Use chronological sequencing to demonstrate the
relationship between events and developments in
different periods and places
• Use historical terms and concepts
HISTORICAL QUESTIONS AND RESEARCH
• Identify and select different kinds of questions
about the past to inform historical inquiry

ANALYSIS AND USE OF SOURCES

• Process and synthesise information from a range
of sources for use in an historical argument

EXPLANATION AND COMMUNICATION

• Select and use a range of communication forms
(oral, graphic, written) and digital technologies

KEY TERMS
Venture -A venture is a risky or daring journey, project, or undertaking, typically involving
uncertainty and the potential for profit or loss. It can also refer to a business enterprise,
especially one involving financial risk.
Mutiny-Mutiny refers to a rebellion or revolt against authority, particularly by soldiers or sailors
against their commanding officers. It usually involves a group openly defying and attempting to
overthrow their leaders.
British Raj-period of British government rule of India
liberal era-time of more lenient policies, more individual freedoms
trade imbalance-situation where imports exceed exports, or vice versa
unequal treaties-treaties where one country is forced to accept less favourable conditions than
those applying to the other

PEARSON history Book3

 TEACHING and
MODERNISATION OF BRITISH INDIA
I learning strategies
INDIA -THE GOLDEN BIRD
The Portuguese were the first Europeans to arrive in During the period of their rule, the British built an
India, establishing a colony in Goa in 1510. In fact, extensive rail network that connected the many different
it was Vasco da Gama, a Portuguese explorer, who had regions of India. While rail enabled quicker transport of
export goods to England, it was also important in getting
extension activity
discovered this sea route to India in 1498. With the
gradual decline of the Mughal Empire during the food to starving populations during times of famine.
Rail also allowed the British to introduce a postal service
WHAT HAPPENED WHEN AND WHERE?
eighteenth century, private companies from the
Netherlands, Britain and France all sought to extend to India. The British also built roads, telegraph lines, Ml: bodily-kinaesthetic, visual-spatial,
their influence further into India. schools, hospitals, law offices and government buildings. logical-mathematical
The vast administration of the British Raj depended Teachers need to copy the dates on the timeline (source
THE SPICE TRADE on good organisation. The mechanised clock became
The earliest trade between Europe and Asia was for an important tool for organising factory work, official 1.1) and the events they mark onto separate sheets of
spices such as black pepper, nutmeg, cardamom, ginger, government business and eventually, everyday life. paper. Try to use different colours for dates and events,
cloves and cinnamon. These were considered important Railway timetables, for example, depended on precise and different colours for each of the four countries.
for preserving meat. In an age that knew nothing about timing. Such a large administration as the British Raj
refrigeration, spices became precious commodities. could not have functioned properly without strict
There are thirteen events, making twenty-six sheets. If
They were also thought to have healing properties and adherence to time. there are more dates and events than the number of
were used in early European medicines. Most spices,
The introduction of English as a common language students in the class, leave out a few dates and events
such as pepper, cloves, cardamom and cinnamon, so that each student has one sheet. For larger classes,
also helped to unify the different language and cultural
came from India. groups throughout India. The numbers of books and add additional dates.
Apart from spices, fine qualities of cotton and silk newspapers published in India also helped the spread of
produced in India had a big market in Europe. The the English language. By 1911, printing was the second Randomly distribute the sheets to students. Students
problem was that all the companies were interested in largest industry in Calcutta, the capital of the British Raj. move around the class and find the other person whose
buying the same things. This led to blockades of ships on
the coasts of India and the European merchants began to
Over time, Indians responded in different ways to date matches their event, then order themselves so that
British rule. Some western-educated Indians embraced the couple with the earliest date/event stand first in
arm themselves for defence against the other Europeans.
modernisation under the British, while others began to
Although it had originally been established as a private demand greater freedoms and independence.
line, with the most recent date last.
business venture, the British East India Company went The students could then stick the dates and events to
on to become the dominant foreign power in India. Its
° \
official rule lasted for 101 years, ending in 1858 when a
Scene in Bombay, the wall in a frieze. If you want to keep the frieze as a
by Robert Grindlay, 1826
large-scale mutiny by the Indian people forced the British timeline on the wall, you could add the fifty-year
government to take control. This marked the beginning of I markers and adjust the spacing of the events to scale.
the period known as the British Raj. J This activity could be repeated at the end of the depth
study as a review activity.

LEGACIES AND CONNECTIONS

WHAT ARE THE COUNTRIES CALLED NOW?
Ml: visual-spatial, verbal-linguistic
Supply students with an outline map of Asia or
ask students to find one for themselves on the web.
Students use atlases or the web to label the Asian
countries with their current names and their name
as at 1901, as shown in Source 1.2. Students also
list the dominant imperialist power in the region at
the time

SKILLS ACTIVITY
ANALYSIS AND USE OF SOURCES
Ml: visual-spatial, verbal-linguistic
1 Students closely examine Source 1.3 and list what they can see.
Answers may include:
• an open space that seems to be available to all sorts of people; a parade ground or square of
some sort
• a large church or cathedral in the background
• some Indian women standing around chatting
• a number of Indian labourers working, piling up bales (probably of cotton) or resting after
having carried some bales
• labourers, possibly weighing bales with scales
• better-dressed Indian men supervising activities
• two well-dressed men, possibly British, speaking to a priest in robes.
2 What can we infer about India at the time from the source?
Answers may include:
• some very elaborate and substantial European style buildings were built at the time
• Christian churches had significant influence
• local Indian labourers did most of the manual work associated with trade.

5
 * study
curriculum
HISTORICAL KNOWLEDGE AND
UNDERSTANDING
CONTENT DESCRIPTOR
• The key features (social, cultural, economic,
political) of Indian society at the start of the
period THE BEGINNING OF MUGHAL RULE GOLDEN AGE OF THE MUGHALS
The Mughals were Muslims from Central Asia. They were
EXPANSION UNDER AKBAR
HISTORICAL SKILLS descendants of the Mongols (in fact, the word ‘Mughal’ is
the Indian spelling of ‘Mongol’). Zahiruddin Muhammad Proclaimed emperor at just 13 years of age, Akbar’s rule
Babur, the first Mughal emperor, was a direct descendant from 1 556 to 1605 was a golden age for the Mughal
CHRONOLOGY, TERMS AND CONCEPTS Empire. By the end of his reign, it had spread throughout
of Genghis Khan. Babur possessed the same military
• Use chronological sequencing to demonstrate the cunning as his great ancestor and, in 1526, captured the most of north and central India. Akbar managed to unite
many smaller and often hostile kingdoms and developed
relationship between events and developments in northern city of Delhi. He was the first Muslim general
to use muskets and cannons, which helped him to defeat strong central government to India. This helped to raise
different periods and places more tax revenue. This revenue was used to build some
an army four times the size of his own. Mughal rule in
• Use historical terms and concepts India was based on the principles of religious tolerance, of the remarkable monuments, mosques and palaces still
matrimonial alliances and respect for human rights. in existence in India today. In 1 569, after conquering
HISTORICAL QUESTIONS AND RESEARCH Rajasthan, Akbar celebrated his victory by building a new
In northern India the Hindu majority were now under
• Identify and select different kinds of questions Muslim rule. After capturing Delhi, Babur ordered that
city called Fatehpur Sikri (‘City of Victoiy’).
about the past to inform historical inquiry no cows be killed, since Hindus considered these sacred.
• Evaluate and enhance these questions He even compensated farmers whose land was destroyed
during the fighting. This approach helped to unify a
• Identify and locate relevant sources using ICT and
diverse region made up of many local kingdoms and
other methods different religious traditions. Babur realised that Akbar was one of the most intelligent
Mughal rule could last only if the majority of political and military leaders in the history of India. Despite
ANALYSIS AND USE OF SOURCES non-Muslims supported it. Hindus were allowed to
having four full-time tutors to teach him how to read and
write, he remained illiterate throughout his life. He was
• Identify the origin, purpose and context of express their religion freely and to build temples.
Babur’s rule as Mughal emperor lasted only four years,
fascinated by history, philosophy, science and technology,
primary and secondary sources and during his rule, Mughal art and culture flourished.
but in that time he laid the foundations of Mughal rule
• Process and synthesise information from a range for the next two hundred years.
of sources for use in an historical argument
Hindustan (India) is a vast and populous kingdom and a
PERSPECTIVES AND INTERPRETATIONS
productive realm, but it is a strange country. Compared
• Identify and analyse the perspectives of people
...
to ours it is another world Once you cross the Indus
from the past river, the land, water, trees, stones, peoples, tribes,
manners, and customs are all of the Hindustani (or
EXPLANATION AND COMMUNICATION ...
Hindu) fashion. There is no limit to the people most
• Develop texts, particularly descriptions and of the people of Hindustan are infidels.
discussions that use evidence from a range of
Babur's reflections on India and its people before
sources that are referenced his victory at Delhi in 1526
• Select and use a range of communication forms R1 How does this extract suggest that the Mughals
(oral, graphic, written) and digital technologies I "I were foreign rulers?
2 Is there any suggestion that there were also Muslim
people living in India at the time?

6 PEARSON NstOryBook 3

key TERMS * KEY CONCEPTS

infidel— non-believer, a term that The Mughals were Muslims from Persia
normally refers to non-belief in the
who ruled the northern and central part of
Muslim faith
India for about two hundred years from
inquisition— campaign by the Catholic 1526.
Church to discover and eliminate heretics The greatest Mughal emperor, Akbar, is
or disbelievers among Christians famous for the architecture and roads he
Mughal-Muslims from Persia, of Mongol left behind.
origin, who dominated India for two Akbar allowed religious freedom and
hundred years from 1526 appointed Hindu as well as Muslim
advisers.
nawab-local ruler
The Mughal empire declined because of
Rice Christians-Indians who converted to internal wars of succession and foreign
Christianity only for economic reasons attacks, including the entry of the British
and continued their old religious practices East India Company into Indian affairs.

6 PEARSON history Book3

 TEACHING AND
The Mughal emperor saw himself as a ‘king of kings’, LET JUSTICE AND REASON BE OUR GUIDE
learning strategies
the most important of the many rulers throughout India. Akbar appointed Hindu as well as Muslim advisers.
Akbar’s military genius enabled him to win victory He won widespread support by abolishing the
after victory. His diplomatic skills helped unite many
of the kingdoms within India. Enemies who submitted
much-hated tax on all non-Muslims. Akbar was curious
about other religions and developed close relationships
SKILLS ACTIVITY
to Akbar’s authority were richly rewarded. Most were with some of his Hindu advisers. Over time he began to
allowed to keep collecting taxes from the peasants who see the merits of other religions. Each Thursday Akbar
THE MUGHAL EMPIRE TIMELINE
worked on their lands. To obtain the loyalty of the would meet with Hindu, Muslim, Christian, Jain and Ml: visual-spatial, verbal-linguistic
powerful Hindu Rajputs in northern India, Akbar decided Zoroastrian scholars to find out what all religions shared
to marry into Rajputs. This helped build family alliances in common. His conclusion was that in all matters, justice Students create a timeline of the main events of the
with the leading Rajputs. and reason should be the guiding principles rather than Mughal Empire period using the text in this unit.
To connect his growing empire, Akbar built an elaborate religious dogma or rules. Akbar eventually established his
network of roads, which also helped his armies get to own religion, called the Din-i-ilahi, which took the best Dates and events to be included are:
trouble spots quickly. This promoted trade between
different towns and provinces. Domestic trade grew
features of all the religions in India, including Hinduism,
Islam and Christianity.
• 1526: Babur captures Delhi
significantly during the Mughal era but there was little • 1548: Jesuit missionary Francis Xavier settles in
demand for European goods. As a result, Europeans were India
In the past, to our shame, we forced many Hindus to
forced to buy Indian goods with silver and gold rather
adopt the faith of our ancestors. Now it has become
• 1556-1605: Reign of Akbar
than with items produced in Europe.
clear to me that in our troubled world, so full of • 1612: King James of England sends trade mission
contradictions, it cannot be wisdom to assert the unique to court of Emperor Jahangir
truth of one faith over another. The wise person makes • 1739: King of Persia attacks Delhi
justice his guide and learns from all. • 1744-1763: Battles between the French and
Akbar's thoughts on religion
English East India companies

What does this source reveal about Akbar's view

INQUIRY ACTIVITY
of religion?
2 Why was it important for Akbar to treat Hindus THE ARCHITECTURE OF AKBAR
fairly? Ml: visual-spatial, verbal-linguistic, interpersonal,
intrapersonal
Fatehpur Sikri. or the Students undertake web-based research. They find a
'City of Victory’, built
picture or pictures of a building such as a mosque,
palace or monument built during the time of Akbar.
They should ensure that the URL and date they found
the image are copied below it, in case it needs to be
found again.
Students bring their picture back to a small group.
They need to be prepared to indicate when and where
the building was built and what they like about it. The
group will choose their favourite image or images and
explain to the class why it/they were selected.
The pictures could be used to make a wall frieze
entitled ‘The golden age of the Mughals’.

ANSWERS TO SOURCE QUESTIONS

The extract implies that the Mughals come from the other side of the Indus river because they
find everything strange once they cross it.
2 The quote says that most of the people are infidels, i.e. not Muslim. Therefore some of the people
living in India at the time were probably Muslim.
1 Akbar's view of religion is that it was wrong to say that one religion is better than another. He
believed that the wise person learns from them all.
2 It was important for Akbar to treat Hindus fairly because in the past, they had been forced to
become Muslim. Akbar saw that as wrong because all religions had validity; what mattered in the
troubled world was justice and learning from everyone. (This was also clever policy. By including
Hindu people in his government, Akbar minimised their discontent with Mughal rule).
 * TEACHING AND
LEARNING STRATEGIES
When your Majesty shall open this letter let your royal
LEGACIES AND CONNECTIONS heart be as fresh as a sweet garden. Let all people make
reverence at your gate; let your throne be advanced higher;
MUGHAL CULTURAL INFLUENCES amongst the greatness of the kings of the prophet Jesus
Ml: visual-spatial verbal-linguistic, interpersonal ... ...
I have given my general command to receive all the
merchants of the English nation as the subjects of my
In groups of four, students choose one of the following
friend; that in what place so ever they choose to live, they
topics to research: Mughal art and painting, Mughal may have free liberty without any restraint; and at what
literature and learning, Mughal architecture or Mughal port so ever they shall arrive, that neither Portugal nor any
food. Students use the text and the web to summarise ...
other shall dare to molest their quiet For confirmation of
information and find appropriate illustrations for their our love and friendship, I desire your Majesty to command
topic. Together the group creates a digital presentation your merchants to bring in their ships of all sorts of
or poster on the topic ‘Mughal cultural trends’. rarities and rich goods fit for my palace ...
The task could be peer-assessed, with criteria based on SOURCE Excerpts from a letter sent from the Mughal Emperor
2.5 Jahangir to King James I of England in 1612
quality and quantity of information obtained,
appropriateness and quantity of illustrations and What commitment does Jahangir make to King
James?
quality of presentation. 2 Which statement shows that Jahangir respects the
religion of the English king?
EXTENSION ACTIVITY 3 Identify the words and phrases that reveal the deep
respect Jahangir has for King James.

DECLINE OF THE MUGHALS

Ml: verbal-linguistic, logical-mathematical DECLINE OF THE MUGHALS
Students read ‘The decline of the Mughals’ and PROBLEMS OF SUCCESSION
Questions over who would succeed the living emperor
complete the summary table below about who always seemed to trouble the Mughals. Throughout the
contributed to the decline of the Mughal Empire and eighteenth century the problem became worse, as no
what they did to contribute to it. An example of a EUROPEAN CONTACT Mughal emperor could hold onto power for more than a
table has been provided. After the arrival of the Portuguese in Goa, merchants decade. Wars of succession, usually between sons of the
from Holland, England, France and Denmark all emperor from different mothers, severely weakened the
Mughal armies. Competing claimants to the throne were
Who Their contributions to established bases on the Indian coast. These were not like
the Portuguese colony at Goa; they were factories used always ready to use their own armies to defeat their rival
the decline of the solely for the purpose of trade. Private armies protected relatives. While they were fighting among themselves,
the Mughals could not keep control of the provinces
these bases, as disputes between European traders were
Mughal empire not uncommon. No missionaries were permitted to live throughout India.
on the English bases.
Aurangzeb Expanded the empire but India offered an array of goods for Europeans, such FARMANS
as spices needed for the preservation of meat; silks Farmans issued by the Mughal emperors were intended
overextended resources. and indigo dye for fine clothing; potassium nitrate for to maintain order, secure loyalty, and regulate various
gunpowder manufacture; and opium, which was used aspects of the empire, including revenue collection, land
Nadir Shah Invaded India in 1739, for medicinal purposes. European trade grew rapidly as distribution, and administrative appointments. These
looted Delhi, and weakened merchants enjoyed unrestricted access throughout India. decrees also played a crucial role in fostering alliances
with regional rulers (nawabs and rajas), as they often
Mughal authority. In 1612, King James I of England sent a trade mission to received farmans granting them authority over specific
the court of Emperor Jahangir. His purpose was to request
territories in exchange for their loyalty and tribute to
Shah Alam II His ineffective leadership permission for new trade outposts throughout India.
the Mughal emperor. The British traders often sought
Jahangir welcomed the British envoy Sir Thomas Roe
and dependence on the farmans from Mughal emperors and local rulers to secure
and invited the British to trade wherever they wished.
trading rights, protection, and privileges. These farmans
British weakened Mughal This marked the beginning of a long period of British
granted them favourable terms for trade and established a
trade interest in India. As Britain’s naval dominance
control. grew, so did its influence in India. foothold for them in Indian territories.
8 PEARSON NstOryBook 3

SKILLS ACTIVITY
ANALYSIS AND USE OF SOURCES
Ml: visual-spatial, verbal-linguistic,
intra-personal
Students look closely at the pictures in Sources 2.4 and 2.6 One is a good representation of
Portuguese church architecture and the other of Mughal architecture. What are the main
differences students see between Mughal and Portuguese architecture? Which do they prefer and
why?
Similarities:
• both are white
• both have a taller central part with symmetrical towers on either side
• both have a paved area leading up to them.
Differences:
• the church has a cross on top, bells in its towers and square windows
• the Taj Mahal has a pointed dome on top
• the Taj Mahal echoes that pointed dome, with smaller domes on each side
• the window opening in the Taj Mahal also has curved points
• there are four separate towers surrounding the Taj Mahal.
Student preferences between the buildings may vary.

PEARSON history Book3

While farmans were meant to reinforce imperial authority,
they inadvertently led to the decentralisation of power as
regional leaders, apparently loyal to the Mughal emperor,
EXTERNAL RIVALS
In 1739, the King of Persia attacked the Mughal capital
of Delhi and killed more than 30 000 people. The Mughal
a^sT0S0^
often acted autonomously. This weakened central authority armies never recovered from this setback and eventually SOURCE

and resulted in an economic drain as revenue rights 2.5 1 Emperor Jahangir promises complete freedom
became so weak that their empire was limited to just
granted through farmans allowed regional rulers to Delhi. Throughout India, power began to shift towards to British traders and that they may live and
amass wealth, reducing the flow of resources to the the local rulers, or nawabs, and the powerful foreign trade anywhere. He also promises and that
Mughal treasury. Conflicts and rivalries among regional companies whose economic influence dominated entire no one will interfere with them, including the
rulers who received farmans further weakened the regions. Armies belonging to the French East India
empire’s ability to respond to external threats effectively. Company and the British East India Company fought
Portuguese.
Additionally, the frequent issuance of farmans to secure against one another in the Karnatic Wars from 1744 to 2 Jahangir shows his respect for the religion of
loyalty eroded the aura of Mughal imperial authority, 1763. These had begun over a dispute about who should
conveying the impression that the emperor needed the be made the nawab of Karnataka. Each claimant to the
the British king by referring to 'the prophet
support of regional powers to maintain control. regional throne promised important trade concessions to Jesus' (because Jesus is regarded as one of
the company that supported him. In 1753, with the help the prophets of the Muslim faith).
INTERNAL RIVALS of British troops, the French and their Indian supporters
The Mughals never conquered the whole of India. Much were defeated. This marked the beginning of British 3 The respect that Emperor Jahangir has for
of the south remained largely beyond their control. They dominance over trade in India. King James is indicated in the words: ‘Let all
also ignored local princes who had grown powerful.
people make reverence at your gate, let your
Although the Mughal armies had been strong enough to
defeat local chieftains in battle, they could not remain throne be advanced higher; amongst the
in every province to ensure ongoing obedience. Many of greatness of the kings of the prophet Jesus'
the provincial governors who had been appointed by the and 'Your Majesty is learned and
Mughals simply began to apply their own laws and make
their own appointments to positions of local importance. quick-sighted as a prophet'.
As the Mughal armies weakened, villages that were once
protected by them became vulnerable to attack. Over time,
local princes reclaimed more and more of their original
land. This ensured that their peasants were protected and
that farming was not interrupted by outside raiders.

SOURCEThe Taj Mahal at Agra, India, by Thomas and William

2.6 Daniell, published in London, 1801. The Taj Mahal
took more than twenty years to build

EXTENSION ACTIVITY
AKBAR PMI TABLE
Ml: verbal-linguistic, logical-mathematical
Students read ‘Golden age of the Mughals’ (page 6) and analyse the reign of Akbar by
completing a PMI table.
Student PMIs will vary but could include the following points:

Plus Minus Interesting

Art and culture flourished during Other peoples were conquered Akbar became emperor at 13 years old
Akbar's reign through Akbar's military skills
Remarkable mosques, palaces, etc. The empire was expanded to He was probably illiterate
were built most of north and central India

It brought strong central He married wives from Hindu families to

government to India obtain loyalty of powerful families

A network of roads were built He appointed Hindu as well as Muslim

advisers
Other religions were tolerated

9
 lWkcT"WeSANSWERS MUGHAL CULTURAL INFLUENCES
PERSIAN TRENDS
ARCHITECTURE
The most lasting influence of the Mughals is their
elaborate architecture. In 1632, Emperor Shah Jahan
REMEMBERING AND UNDERSTANDING The Mughals were influenced by Persian culture since was so overcome with grief at the loss of his wife that
the time of Humayun’s exile, and they hoped to one day he commissioned work on a huge marble mausoleum
1 infidel— non-believer, a term normally referring unite Persia with India. Jahangir made Persian the official for her. The world-famous Taj Mahal took more than
to non-belief in the Muslim faith language of the Mughal court. Persian fashion was also twenty years to build. Its gardens alone took five years
inquisition— campaign by the Catholic Church to popular among the nobles. Under Jahangir, paintings to complete. The Taj Mahal is impressive not just for its
became much smaller and more in line with Persian works size and design, but also for its finely decorated marble
discover and eliminate heretics or disbelievers of art of the day. These usually depicted court scenes, exterior featuring verses from the Quran.
among Christians the natural world and individual portraits in a colourful
Mughal— Muslims from Persia, of Mongol origin, yet realistic way. This also showed the influence that MUGHAL FOOD
European painting had on Jahangir. Many of the meat dishes you are likely to find in any
who dominated India for two hundred years from
Indian restaurant today have their origins in Mughal
1526 LITERATURE AND LEARNING times. While most Hindus are strictly vegetarian, the
nawab— local ruler Many epics from Hindu mythology were translated into Mughals were meat eaters and brought many of their
rice Christians— Indians who converted to Persian and decorated with miniature scenes painted recipes with rich sauces to India. These were combined
in the style preferred by Jahangir. The Mughals’ love with new spices found only in India to produce a type
Christianity only for economic reasons and
of poetry and literature meant that the Great Mughals of dish, which is today called Mughlai cuisine. They
continued their old religious practices from Akbar onwards built libraries and commissioned also introduced the portable tandoor oven, which could
calligraphers to produce more and more copies of the be used anywhere to cook bread and meat on skewers.
UNDERSTANDING great works of Persian and Indian literature. Akbar, Mughlai cuisine tends to be most common in the north
2 Full name: Zahiruddin Muhammad Babur Jahangir and his successor, Shah Jahan, also encouraged of India, where Mughal influence was strongest.
the writing of literature in native Indian languages such
Known as: Babur as Hindi, Urdu, Tamil and Sanskrit. Both Babur and his
Period of rule: 1526-1530 great-grandson Jahangir wrote extensive autobiographies
Family descent: from Genghis Khan and almost all of the Great Mughals were prolific poets.
Religion: Muslim
Achievements: conquered northern India, Remembering and understanding
Ac CITIES
Reread 'European contact'.
permitted Hindus to practise their religion freely, 1 Define the terms below. a Why did Europeans see India as an important place
established the foundations of Mughal rule • Farman • infidel for trade?
• inquisition • Mughal b Why did European trade develop throughout India?
UNDERSTANDING AND EVALUATING • nawab c Describe Jahangir's response to the British trade
3 aAkbar ruled for forty-nine years. Understanding mission that arrived in 1612. Why was this significant?
b Akbar extended Mughal influence by using 2 Reread 'The beginning of Mughal rule'. In your Evaluating
his diplomatic skills to support his military notebook, complete the following 'fact file' about the 5 Write a one-page extended response to the following
victories, rewarding enemies who submitted Mughal emperor Babur: question: What caused the demise of the Mughal Empire

to his authority and marrying wives to help • achievements • family descent in India?

cement alliances with powerful Hindu

• full name • known as Begin your research by rereading the section 'Decline of
• period of rule • religion the Mughals' and then conduct your own independent
families. research. Structure your response so that each
Understanding and evaluating
c He developed trade in India by building a 3 Reread 'Golden age of the Mughals'.
contributing factor is explained in a separate paragraph.

network of roads. a For how long did Akbar rule the Mughal Empire
Creating
d Akbar was respected by the majority of in India? 6 Produce a digital photo essay on the major legacies
of Mughal culture. Use the information in the section
Hindus because he appointed Hindu advisers b What methods did Akbar use to extend Mughal
'Mughal cultural influences' to assist you. If using an
as well as Muslim advisers, married Hindu influence in India?
electronic slide presentation program, divide your photo
c How did Akbar develop trade in India?
wives and saw the merits of other religions. essay into different sections: art, fashion, literature,
d Why was Akbar respected by the majority of learning, religion, food and architecture. Locate as many
e The Divine Faith was a new religion that Hindus, event though he was a Muslim? relevant images as you can, ensuring that any digital
Akbar established. It took the best features e Explain what the Divine Faith was and how it was images are not too small or pixelated.
of the religions of India, including Hinduism, created.
Islam and 10 PEARSON historyBobk3
Christianity.
4 a The Europeans saw India as important for
trade because India offered a range of goods
that were well regarded in Europe, including
spices for the preservation of meat, silk and
indigo dye, potassium nitrate for gunpowder EVALUATING
manufacture and opium. 5 Causes of the demise of the Mughal Empire—points to be included in the extended
b European trade grew quickly because response include:
merchants had unrestricted access • Wars of succession between sons of the emperor by different mothers led to the
throughout India. weakening of the Mughal armies. Local princes who had retained their independence
c Student answers will vary. reclaimed more and more of their original lands.
• There were external attacks, especially by the King of Persia in 1739.
• Power shifted to local rulers or nawobs.
• The Europeans gained more power, especially the British East India Company after it
helped defeat its French equivalent in 1753.

CREATING
6 Student answers will vary.

10 PEARSON history Book3

 CURRICULUM study
HISTORICAL KNOWLEDGE AND
UNDERSTANDING
CONTENT DESCRIPTOR
• Change and continuity in the Asian society
during this period, including any effects of
BRITISH ARRIVED AS TRADERS The primary objective of the East India Company was contact (intended and unintended) with European
to export valuable Indian commodities, such as spices powers
British colonialism in the subcontinent began soon after and other raw materials, to Britain, which were in high
the establishment of the East India Company (EIC), which demand due to the ongoing Industrial Revolution in
was set up in the 1600s by a group of English merchants Europe. India’s production of fine-quality cotton and HISTORICAL SKILLS
with the aim of engaging in trade with the Indians. silk also found a lucrative market in Europe, further
However, it’s important to note that the decline of the
Mughal Empire did not explicitly begin with Aurangzeb;
motivating European merchants to explore opportunities CHRONOLOGY, TERMS AND CONCEPTS
in the Indian subcontinent.
it had already shown signs of weakening during the reign
Prior to the British, other European powers like the
• Use chronological sequencing to demonstrate the
of Jahangir, the son of Akbar the Great. relationship between events and developments in
Portuguese and Dutch had already ventured into Eastern
Jahangir, known for his patronage of the arts and his markets, setting up their trading posts along the Indian different periods and places
relatively tolerant policies, played a pivotal role in
shaping the early interactions between the Mughal
coasts. The Mughal emperors, recognising the potential • Use historical terms and concepts
benefits of these European trading ventures, facilitated
Empire and the British. During his rule, he allowed the
establishment of British factories, marking the initial
their establishment and even granted significant trade HISTORICAL QUESTIONS AND RESEARCH
concessions to the Europeans.
steps towards British presence in the Indian subcontinent. • Identify and select different kinds of questions
These factories served as trading outposts where British This collective effort resulted in the Indian subcontinent about the past to inform historical inquiry
merchants could conduct their business. becoming one of the busiest hubs for trade, with several
• Evaluate and enhance these questions
A British officer of the British East India Company-.,
taking part in a procession, 1825-30 "E1 How has the artist depicted the importance of
the English officer in this scene?
• Identify and locate relevant sources using ICT and
other methods
2 Which other figures have been shown as being
important and why?
ANALYSIS AND USE OF SOURCES
• Identify the origin, purpose and context of
primary and secondary sources
• Process and synthesise information from a range
of sources for use in an historical argument
• Evaluate the reliability and usefulness of primary
and secondary sources
PERSPECTIVES AND INTERPRETATIONS
• Identify and analyse the perspectives of people
from the past
• Identify and analyse different historical
interpretations (including their own)
EXPLANATION AND COMMUNICATION
• Select and use a range of communication forms
(oral, graphic, written) and digital technologies

The British East India Company came to have an

ever-greater role in Indian affairs.
KEY TERMS POWERS SOURCE] The Company built up a huge army of Indian

bibi-Indian mistress of a well-off British

man
source"!
Iquestions
TO
—
The artist has depicted the English governor
soldiers to help win and maintain its territories in
India.
Indian army soldiers mutinied in 1857 and set off
the Great Rebellion.
British Raj-period of British Govern¬ 3.1
as being more important than anyone else in After the British put down the rebellion, the
ment rule in India
the picture by making him much larger than British government took over the rule of India
evangelical revival-period of increased from the Company.
anyone else and placing him in the centre of
interest in spiritual matters in Christian the composition.
churches 2 Other people represented as important are
nabob-wealthy British man in India much bigger than the ordinary people and
viceroy-ruler representing the British soldiers, so presumably are Indian princes

government
 • teaching and
I learning strategies

EXTENSION ACTIVITY
TRUE OR FALSE
Ml: verbal-linguistic, interpersonal
In pairs, students use the whole unit to create
statements to be used as a ‘true or false’ quiz.
They then swap with other groups and answer the
questions.
Some examples of statements on the British East India
Company follow.
1 The British defeated the French in the Battle of
Plassey.
True
2 The battle allowed the British to extend their rule to
Nepal.
False
3 Warren Hastings was appointed the British East
India Company’s first Prime Minister in India.
False
4 Hastings was tried before the British parliament for European trading posts dotting its coastlines. The extended company rule to the densely populated region
interactions between the Mughal Empire and these early of Bengal. For the next one hundred years, the company
improper behaviour. European traders, especially during the reign of Jahangir, further extended its territory by allowing mini-states
True laid the groundwork for the significant transformations such as Bengal to exist, as long as native rulers favoured
that would follow in the centuries to come as British British interests. The British argued that without their
5 After the court case and scandal, the British colonialism continued to evolve in the region. civilising influence, rulers of local kingdoms would have
government took over the running of India itself. treated their subjects far worse.
False EIC BEGAN TRADE IN BENGAL
The inaugural English factory was established in 1651, TRADE LED TO BATTLES
6 Indians were allowed to work at all levels in the serving as the operational centre for the East India To expand their fortified settlements and trade, EIC tried
civil service. Company’s trade activities. This facility included a continuously to press for more concessions from the
False warehouse for storing export goods and offices where authorities. They started to manipulate existing privileges
Company officials conducted their business. As trade and bribed the Mughals and other officials. Their effort
7 The commercial and administrative arms of the prospered, the Company encouraged merchants and traders to carry on profitable trade also led to intense conflict
Company were separated. to relocate to the vicinity of the factory. In 1696, they with local rulers. It looked like EIC found it difficult to
True commenced the construction of a fort around the settlement, separate trade from politics.
firmly establishing their presence in Indian territory.
8 British men who became wealthy and settled in Through the early eighteenth century, the conflict
GROWTH OF COMPANY INFLUENCE between EIC and the nawabs of Bengal intensified. The
India were known as nawobs. Bengal nawabs asserted their power and autonomy. They
Throughout the eighteenth century the British East
False India Company established major trading bases at Surat, claimed that EIC was depriving the Bengal government
Madras, Bombay and Calcutta. By 1750, they were the of huge amounts of revenue (by not paying the taxes)
9 The mistresses of British men were known as bibi. and undermining the authority of the nawabs. EIC on
dominant European power in India, having defeated the
True French and the Portuguese. In 1757, soldiers of the British its part declared that the unjust demands of the local
East India Company defeated the nawab of Bengal and officials were ruining their trade. When negotiation
10 In 1850, the British government ended the British failed between Sirajuddaulah (the nawab of Bengal) and
his French allies at the Battle of Plassey. This victory
East India Company’s monopoly on trade with EIC, Sirajuddaulah marched with 30000 soldiers to the
India. 12 pearson historyBook 3
True
1 1 The company created a huge army made up of
Indian soldiers called sepoys.
True
12 By 1852, the number of soldiers in this army had
grown to 100 000.
False
13 Talented and brave Indians could be promoted to
become officers in this army.
False
14 The army helped the British defeat local rulers and
oust the French from India.
True
15 After the Great Rebellion, the British government
took control of India from the company.
True

12 PEARSON history Book3

 TEACHING and
English factory at ‘Kasimbazar’. He captured EIC officials, FROM TRADERS TO RULERS LEARNING STRATEGIES
locked the warehouse, disarmed all Englishmen, and
blockaded English ships. Then, he marched to Calcutta By 1765, the Mughal emperor formally appointed the
to establish control over EIC’s fort there. This conflict led EIC as the ‘Diwan’ of the province of Bengal.
This strategic move granted the Company access to the
EXTENSION ACTIVITIES
to confrontations and finally culminated in the famous
Battle of Plassey. vast revenue resources of Bengal, further enhancing their
THE BATTLE OF PLASSEY
influence and control. In this transformed landscape, the
actual nawabs of Bengal found themselves compelled to Ml: verbal-linguistic, logical-mathematical,
THAT NATURE WAS offer land and substantial sums of money as personal inter-personal
NOTIN FAVOUR OF gifts to EIC officials, underscoring the extent of British
SIRAJUDDAULAH? dominance. Students read the section headed ‘The Battle of Plassey’
It’s worth noting that in addition to Mir Jafars betrayal, and in a few words, summarise the information
another critical factor in the battle's outcome was the heavy provided there under the following questions.
rain, which disabled Sirajuddaulah's artillery, further tilting the z We must indeed become nawabs ourselves.
odds in favour of the East India Company. 1 When did it happen?
SOURCERobert Clive, one of the key architects of EIC's rise in
3.3 India, famously declared, reflecting their transition 2 Why did people want change?
from traders to aspiring rulers
THE BATTLE OF PLASSEY, 1757 3 What did they want to achieve?
Robert Clive, originally a trader who arrived in India The EIC adopted a practice of appointing residents
in 1744 and later rose to become an officer in the East in various Indian states. These residents served as 4 What were their main ideas?
India Company’s armed forces, was a key figure in the intermediaries through whom EIC officials began to
historic Battle of Plassey in 1757. This battle marked a interfere in the internal affairs of Indian states. They 5 What was the outcome?
significant turning point in British colonial ambitions in often sought to influence decisions regarding succession
the subcontinent. to the throne and appointments to administrative posts, THE BATTLE OF BUXAR
effectively asserting British authority in these matters. Ml: verbal-linguistic, logical-mathematical,
One of the central factors leading to the defeat of Nawab
Sirajuddaulah was the betrayal by one of his own The concept of the 'subsidiary alliance' emerged during inter-personal
commanders, Mir Jafar. Clive skillfully secured Mir Jafar's this period, most notably under the administration of
support by promising him the position of nawab once Marquis of Wellesley. This policy aimed to consolidate
Students present their answers to this exercise in the
Sirajuddaulah was defeated. This alliance played a crucial British control over Indian princely states. According form of a fish-bone diagram, with the name of the
role in the outcome of the battle. to the subsidiary alliance, Indian rulers were denied battle as its head. Students read the section headed
However, the Battle of Plassey’s fame and historical the autonomy to maintain their independent armed ‘The Battle of Buxar’ and, in a few words, summarise
significance are primarily attributed to being the forces. Instead, they were mandated to rely on the
East India Company for their protection and had to bear the information provided there under the following
first major victory that the EIC achieved in the
Indian subcontinent. The defeat of Sirajuddaulah the associated costs. headings:
had far-reaching consequences. Following the battle, 1 When did it happen?
Sirajuddaulah was assassinated, and Mir Jafar was
installed as the nawab. Yet, in reality, Mir Jafar 2 Why did people want change?
functioned as a ‘puppet ruler,’ willingly granting trade
concessions and other privileges to the EIC. In essence, 3 What did they want to achieve?
Bengal was now being governed under British control, 4 What were their main goals?
and Mir Jafar's name became synonymous with treachery.
5 What was the outcome?
THE BATTLE OF BUXAR, 1764
The EIC soon realised that even the puppet nawabs they
had placed in power were not always as cooperative as
desired. This became evident when Mir Qasim, the
son-in-law of Mir Jafar, formed an alliance with the
Mughal Emperor Shah Alam II, and the nawab of Oudh,
against the EIC. Their combined forces, however, faced
defeat in the crucial Battle of Buxar in 1764.
The Battle of Buxar held immense significance as it
solidified EIC’s control over the prosperous provinces of
Bengal, Bihar, and Orissa, along with their valuable trade Plassey Monument in the battlefield
and revenue resources.
13
 * TEACHING AND
LEARNING STRATEGIES Haider Ali and Tipu Sultan as formidable opponents to
be controlled and crushed. They waged four wars
(1767-69, 1780-84, 1790-92 and 1799) for the sole
LEGACIES AND CONNECTIONS purpose of taking over Mysore. These came to be known
as the Anglo-Mysore Wars.
REFLECTIONS OF A VOLUNTEER
Ml: verbal-linguistic, interpersonal, and HAIDER ALI
intrapersonal Haider Ali (ruled from 1761 to 1782) was not only a good
warrior who created a disciplined army, but also a clever
Students choose one person from the heading diplomat who allied himself with the French. His aim
‘Anglo-Mysore Wars’ and complete the following was to drive the British from the Carnatic (a south Indian
region controlled by the British).
activities:
In the year 1766, the British allied themselves with
1 Create a biography for the chosen individual, the Marathas and the Nizam of Hyderabad to counter
including: COMPANY RULE Mysore’s growing power. However, these alliances
were unstable due to shifting political dynamics in the
• Name In 1774, Warren Hastings became the first British
governor-general of India (before this, he was the region. Haider Ali had persuaded the Nizam to withdraw
• Age governor of Bengal). His term in office lasted for more from this alliance and the two joined together to fight
• Date of birth than a decade, during which time he was responsible for against British. Tensions escalated between the British
and Mysore over territorial disputes. In 1767, Haider Ali
• Place of birth introducing codified or written law, law courts and a civil
launched an invasion of the Carnatic region, triggering
service. He expanded the territory under company control
• Achievement by winning a series of wars against the Marathas and the
the First Anglo-Mysore War. The war ended without
• Any other relevant information. last remaining Mughals. This gave the British East India conclusion and left both, Mysore and the British in
weakened states. A treaty was signed at Madras which
2 Create a diary entry that details why the individual Company important territory throughout the north and
along the east coast, down to southern India. To maintain returned the territories captured by both sides and
did what they did? control of such a large territory, Hastings had to transform instructed that each side would help the other defend its
the British East India Company into a political and military territories against a third party (which were the
3 Determine where the individual would have gone Marathas in this case). This clause of the treaty was
institution, rather than just a commercial one.
during the war and write a series of letters home. broken by the British. They betrayed Haider Ali when
Employees of the British East India Company were the Marathas attacked.
4 Extension: record the diary entries and letters as if permitted to engage in private trade, and Hastings
and others made personal fortunes from their time in Haider Ali realised that it was the British who were the
you were the individual expressing your thoughts actual enemies when they provoked him by capturing
India. Bribery and corruption were common. This not
aloud. only resulted in loss of profits for the British East India the port of Mahe which lied in his territory. Haider Ali
Company, but also bred competition and suspicion declared war on the British in 1779 and in 1780,
he captured Arcot during the Second Anglo-Mysore War.
SKILLS ACTIVITY between the top men in the company. In 1772,
The Nizam and the Marathas once again sided with the
a parliamentary committee found that leading company
British and helped them to defeat Haider Ali. However,
ANALYSIS AND USE OF SOURCES employees had paid over £2 million in bribes and private
‘gifts’ to local Indian merchants and rulers. with the aid of the French, Haider Ali was able to conquer
Ml: verbal-linguistic, interpersonal, and Cuddalore in 1782. The British suffered their worst defeat
Hastings returned to England in 1785 and he was at the hands of Haider Ali and Tipu Sultan. That same
intra personal
impeached by the Parliament in 1787. This meant that year, Haider Ali died from illness in his tent at the
Using the internet and other resources, students locate he had to defend himself against charges of improper Battle of Chittoor. His son, Tipu Sultan took over as the
behaviour. The trial dragged on for seven years and ruler of Mysore.
two more written primary sources about volunteering although he was found not guilty, Hastings was
to enlist. Students compare the sources using a Venn declared bankrupt due to the costs of the trial. The trial TIPU SULTAN - THE ‘TIGER OF MYSORE'
diagram or similar. When this is completed, students highlighted the corrupt nature of company rule and Tipu Sultan (ruled from 1782 to 1799) defeated the
engage in a think-pair-share activity and discuss their turned public opinion in England against the British Company and took Chittoor from the British and fought
East India Company. hard to keep Mysore. He also stopped the export of
findings.
goods through the ports of his kingdom and disallowed
ANGLO-MYSORE WARS local merchants from trading with the Company. EIC
The southern Indian state of Mysore had grown in found it very difficult to beat Tipu Sultan. His army was
strength under the leadership of powerful rulers like strong and like his father, he used rockets to beat the
Haider Ali and his famous son, Tipu Sultan. Mysore British soldiers. Only in the last battle - the Battle of
controlled the profitable trade of the Malabar coast where Seringapatam, EIC ultimately won a victory. It attacked
the EIC purchased pepper and cardamom. The British saw the capital of Tipu Sultan with about 50000 soldiers.

14 PEARSON hiStoryBook 3

14 PEARSON history Book3

 'X'

'' TEACHING AND

learning strategies
primary source study
Students direct look at Source 3.7 then answer the
following questions.
Who painted 'The Last Effort and Fall of Tipu Sultan'?
'The Last Effort and Fall of Tipu Sultan' was painted by H.
Singleton.
Who engraved the painting 'The Last Effort and Fall of
Tipu Sultan'?
The painting was engraved by J. Rogers.
What is the title of the painting created by H.
Singleton and engraved by J. Rogers?
Tipu Sultan had about 30000 men who tried hard to The EIC, now pursuing an aggressive policy of territorial The title of the painting is 'The Last Effort and Fall of Tipu
defend the capital under his command. But unfortunately, expansion, entered a new phase under the governance of Sultan.'
Tipu Sultan died fighting bravely to the end. After his Lord Francis Rawdon-Hastings (who served as governor
death, EIC imposed a subsidiary alliance on the state of general from 1813 to 1823). This period saw the initiation What historical event is depicted in the painting 'The
Mysore, too. Historians found Tipu Sultan and his father of a policy known as 'paramountcy'. Under this doctrine, Last Effort and Fall of Tipu Sultan'?
as ‘early freedom fighters’ against British rule in the the East India Company claimed supreme authority, The painting depicts the final struggle and defeat of Tipu
subcontinent. asserting that its power surpassed that of Indian states.
It justified the annexation or the threat of annexation of Sultan.
any Indian kingdom in order to safeguard its interests.
However, this assertion of dominance was met with EXTENSION ACTIVITY
resistance in some quarters.
In a bid to secure control over the north-western regions, WAR WITH THE MARATHAS
the EIC engaged in a prolonged war with Afghanistan Ml: visual-spatial, verbal-linguistic, logical-mathe¬
between 1838 and 1842, leading to the establishment matical, interpersonal
of indirect Company Rule in the region. The subsequent
acquisition of Sindh occurred in 1843. The next target Students read about the War with the Marathas.
was Punjab. However, the presence of Maharaja Ranjit
Singh, a formidable Sikh ruler, delayed the Company’s Students determine whether they believe the
advances. After Maharaja Ranjit Singh’s death in 1839, statements below are true, false, or uncertain.
the EIC engaged in two protracted wars with the Sikh
kingdom. Ultimately, in 1849, Punjab was annexed, The Marathas were Hindu warriors who contributed
WAR WITH THE MARATHAS marking the culmination of British territorial expansion to the decline of the Mughal Empire.
in India. The Sikh empire’s fall represented the final True
The Marathas were Hindu warriors who played a major conquest for the British.
significant role in the gradual decline of the Mughal The Marathas established a powerful rule from
Empire. By the late eighteenth century, the EIC had
effectively dismantled Maratha power. The turning point THE DOCTRINE OF LAPSE Q1§ Delhi after the third Battle of Panipat in 1761.
for the Marathas came with their defeat in the third The final wave of annexations occurred under Lord g False
Battle of Panipat in 1761, which shattered their dream Dalhousie (governor general from 1848 to 1856). 5 h-
of establishing rule from Delhi. As a consequence, the He devised a policy that came to be known as the 4J < The third Battle of Panipat in 1761 was a turning
. X LU
Marathas fragmented into numerous states, each under
different chiefs. These regional leaders were united under
Doctrine of Lapse. The doctrine declared that if an Indian
ruler died without a male heir then the rights of his
•—
m point that led to the fragmentation of the Marathas
z into various states.
association centred in Pune, located in Central India. relatives to his land were considered 'lapsed' or ended
True
However, the Marathas eventually succumbed to a series
of wars, culminating in the third Anglo-Maratha War of
1817-19, which decisively crushed Maratha power.
and passed on to the British government. By applying
this doctrine, one kingdom after another was annexed
simply increasing the British control on the subcontinent.
One of the most important example is of Jhansi.
q

—o The Marathas were united under an association

centered in Pune, located in Southern India.
15 False
The third Anglo-Maratha War of 1817-19 resulted
in the decisive defeat of the Marathas by the British
East India Company.
True
By the late eighteenth century, the EIC had
strengthened Maratha power significantly.
False

15
 * study
curriculum
HISTORICAL KNOWLEDGE AND
UNDERSTANDING
WAR OF INDEPENDENCE 1857 -
CONTENT DESCRIPTOR
• Change and continuity in the Asian society r
during this period, including any effects of
contact (intended and unintended) with European BACKGROUND time. By 1852, this number had grown to 233 000. Sepoys
often took great pride in their regiments' achievements.
powers The policies of EIC especially the Doctrine of Lapse and
Regular pay and a pension on retirement meant that
annexation policy affected the local rulers, peasants,
enlistment in the sepoy army was considered prestigious.
landlords, tribals and soldiers of the subcontinent in
HISTORICAL SKILLS different ways.
A bright red coat with gold buttons gave the sepoy a
distinct look. Only men of British origin, however, could
Since the mid-eighteenth century, nawabs and rajas had become officers.
CHRONOLOGY, TERMS AND CONCEPTS seen their power erode. They had gradually lost their
• Use chronological sequencing to demonstrate the authority and honour. Many ruling families tried to
relationship between events and developments in negotiate with the Company to protect their interests ...
The bodies were dragged out, most of them by the
different periods and places but failed. hair of their head. Those who had clothes worth taking

• Use historical terms and concepts The Company even began to plan how to bring the ...
were stripped. Some of the women were alive they
Mughal dynasty to an end. In 1856, Governor-General prayed for the sake of God that an end might be put to
HISTORICAL QUESTIONS AND RESEARCH Canning decided that Bahadur Shah Zafar would be ... ...
their sufferings Three boys were alive The eldest,
the last Mughal king and after his death none of his I think, must have been six or seven, and the youngest
• Identify and select different kinds of questions descendants would be recognised as kings - they would
five years. They were running round the well (where else
about the past to inform historical inquiry just be called princes.
could they go?) and there was none to save them.
• Evaluate and enhance these questions Heavy taxes and rigid methods of revenue collection were
imposed on the landlords and peasants. Most of them lost
• Identify and locate relevant sources using ICT and their lands that they had tilled for generations.
SOURCE Extract from 'Cawnpore', a bystander's account written
eight years after the massacre at Cawnpore, quoted in
other methods Brief History of India, by Judith E. Walsh, 2006
Not only this, the Company allowed Christian
missionaries to function freely in its domain. In 1850, According to the account, what were the reactions
ANALYSIS AND USE OF SOURCES a new law was passed to make conversion to Christianity of the remaining survivors?
• Identify the origin, purpose and context of easier. This law allowed an Indian who had converted to What are the strengths and weaknesses of this
account, in terms of its reliability?
primary and secondary sources Christianity to inherit the property of his ancestors. Many
Indians began to feel that the British were destroying
• Process and synthesise information from a range their religion, their social customs and their traditional KEY FEAUTURES OF THE WAR OF
of sources for use in an historical argument way of life. INDEPENDENCE
• Evaluate the reliability and usefulness of primary The Indian sepoys who were employed in the Company In early 1857, it was felt that something was going on,
and secondary sources also had reasons for discontent. They were unhappy especially among soldiers in the Indian army. But nobody
about their pay, allowances and conditions of service. could pinpoint it. A British officer wrote, ‘I can detect the
PERSPECTIVESAND INTERPRETATIONS Some of the new rules violated their religious sensibilities near approach of a storm but I cannot say how, when or
and beliefs. where it will break forth’.
• Identify and analyse the perspectives of people Soon such a situation developed in Meerut near Delhi.
from the past THE SEPOY ARMY The Enfield rifle, a new firearm introduced by the British
• Identify and analyse different historical To protect its territorial interests, the British East India EIC, required soldiers to bite off the paper cartridge to
interpretations (including their own) Company created an army of Indian soldiers from the load the rifle. The problem arose because the cartridges
finest native fighters throughout India. Known as sepoys, were rumoured to be greased with animal fat, specifically
EXPLANATION AND COMMUNICATION these soldiers had helped oust the French from India and the fat of cows and pigs. This created a religious dilemma
defeat local nawabs who opposed British rule. The sepoy for both Hindu and Muslim sepoys in the EIC's army.
• Select and use a range of communication forms army grew into a much larger army before the Battle of
(oral, graphic, written) and digital technologies For Hindus, the cow is considered sacred, and touching
Plassey, when the British needed a stronger force to claim
or consuming its fat would be deeply offensive. Similarly,
Bengal. By the beginning of the nineteenth century, the
for Muslims, pigs are considered impure, and any
company’s army of sepoys was about 150000 strong, contact with pig fat would violate their religious beliefs.
making it one of the largest armies in the world at the
As a result, many sepoys were unwilling to use these

s 16 PEARSON hiStOryBook 3
i* v<EYCONCEF
The East India Company's policies caused
widespread unrest among local rulers and KEY TERMS
peasants.
The introduction of controversial rifle cartridges
greased with animal fat sparked a mutiny among Sepoys: Indian soldiers employed by the British East India Company, who played a central role in
sepoys. the 1857 rebellion against British rule.
The revolt began in Meerut, spread to Delhi with Doctrine of Lapse: A policy enacted by the British East India Company under which a princely
Bahadur Shah Zafar leading the rebellion, but state would be annexed if its ruler died without a direct male heir, leading to increased annexa¬
was eventually subdued by the British. tions of Indian territories.
The British East India Company was abolished, Enfield Rifle: A type of rifle used by the British East India Company’s army, which became
direct Crown rule was established, and the controversial in 1857 due to rumors that its cartridges were greased with animal fat offensive to
Mughal Empire ended, leading to increased both Hindu and Muslim sepoys.
British control and significant political changes.
Mutiny: A rebellion or revolt by soldiers or sailors against their commanding officers, often
involving a refusal to obey orders and the use of force to challenge authority.
Freedom Fighters: Individuals who actively fought against colonial or oppressive rule, seeking to
achieve independence or greater autonomy for their country or people.

16 PEARSON history Book3

 TEACHING AND
LEARNING STRATEGIES
EXTENSION ACTIVITY
THE GREAT REBELLION PLAY
Ml: bodily-kinaesthetic, verbal-linguistic, musical-
rhythmic, interpersonal, intrapersonal
This task requires some research and gathering of
information, then the work-shopping of a play based
on the information found.
Students first read the information given in the unit
concerning the Great Rebellion of 1857. This can be
followed by a short period of internet research to
gather additional background. A list of the events/
aspects to be included should be prepared.
Finally, in groups, students workshop a play based on
the prepared list and perform the play for the class.
SOURCE Fighting during the Great
4.2 Rebellion'. Held at the National Criteria for assessment of the play are:
Army Museum, London, UK
• accuracy of the events/aspects
cartridges, fearing that it would violate their religious and situation dramatically. The emperor led the ‘freedom • degree of preparedness of the play
cultural practices. Eighty-five sepoys were dismissed from fighters’. People of the towns and villages also rose up • acting and presentation
service and sentenced to ten years in jail for disobeying and rallied around local leaders and chiefs who were
their officers. This happened on 9 May 1857. prepared to establish their authority and fight the British.
The war spread in different parts of the subcontinent
Finally, the storm broke on 10 May. Believing this to be
including Meerut, Delhi, Kanpur, Lucknow, Gwalior,
a plot by the British government to turn them all into
Jhansi, Awadh (Oudh) and so on.
Christians, the response of the other Indian soldiers was
quite extraordinary. They marched to the jail in Meerut The freedom fighters started capturing one after another
and released the imprisoned sepoys. They attacked city. However, this initial success could not be proved
and killed British officers. They captured guns and long-lasting as the British came back strongly to
ammunition and set fire to the buildings and properties repress the revolt with all its might and to regain the
of the British and declared war on the English rulers. lost territories one by one. To them it was a 'mutiny' by
The soldiers were determined to bring an end to their rule disobedient troops against their officers and government.
in the subcontinent.
The sepoys of Meerut reached Delhi in the early hours MUTINY, REBELLION OR WAR OF
next morning. As news of their arrival spread, the INDEPENDENCE?
regiments stationed in Delhi also rose up in rebellion. There has been much dispute between Indian and British
Triumphant soldiers gathered around the walls of the historians about the naming of the Great Rebellion of
Red Fort where the Mughal Emperor, Bahadur Shah Zafar 1857. While the British at the time saw it as a localised
lived, demanding to meet him. The emperor was not quite mutiny that was not supported by most Indians, Indian
willing to challenge the mighty British power but the
historians have tended to view it as a large-scale rebellion
soldiers persisted. The ageing emperor had to accept this against foreign rule. They claim that what began as a
demand. He wrote letters to all the chiefs and rulers of
particular problem within the sepoy army quickly attracted
the country to come forward and organised a confederacy
large-scale support from Hindus and Muslims who sought
of Indian states to fight the British.
to restore Mughal rule. Some have even called it a war
The British had not expected this to happen. They of independence, similar in nature to the American
thought the disturbance caused by the issue of the Revolution against British rule a century earlier.
cartridges would die down. But Bahadur Shah Zafar’s
decision to bless the rebellion changed the entire
17

/XCT I V IT lE SANSWERS

REMEMBERING AND UNDERSTANDING

1 Annexed: The act of adding or incorporating a territory into another state or country, often by
force or political means.
Doctrine: A belief or set of beliefs held and taught by a political, religious, or philosophical group,
or a formal policy statement by a government.
Enfield Rifle: A type of firearm used by the British military in the 19th century, particularly during
the Indian Rebellion of 1857. It was a muzzle-loading rifle known for its accuracy and range.
Impeached: The process of charging a public official with misconduct, often leading to a trial and
possible removal from office.
Intermediaries: Individuals or entities that act as a link between parties to mediate or facilitate a
transaction, communication, or agreement.
Lapsed: Something that has expired, become invalid, or fallen into disuse, often referring to
contracts, rights, or privileges.
Mutiny: An open rebellion against the proper authorities, especially by soldiers or sailors against
their officers.

17
 ^gsAHSWERS REASONS OF FAILURE OF THE WAR
OF INDEPENDENCE 1857
CONSEQUENCES OF THE WAR
Soon after the war, The British EIC’s was abolished by the
British crown and the British Parliament took over the
LACK OF UNITY administrative control of the subcontinent.
Paramountcy: The state of being superior or having Although the whole Indian nation felt dissatisfaction In 1858, with the removal of Bahadur Shah Zafar, the
against the British but the aims of different leaders for last Mughal ruler, the Mughal rule came to an end.
supreme power over others. Historically, in the joining the War of Independence were different. The
context of British India, it referred to the British In 1877, Queen Victoria was given the title “Empress
Muslims wanted to regain control and revive the Mughal
of India," signifying the formal recognition of British
Crown's authority over the Indian princely states. Empire whereas; many Hindus did not want to see the
authority over India.
Sepoys: Indian soldiers serving under British or Muslim Mughals strong again. Regional rulers and
princes were only interested in regaining their territories The British government began to punish local
other European orders during colonial times.' and lost power. There was no sense of patriotism. There participants of the rebellion by publicly hanging
Subsidiary Alliance: A diplomatic and military was no general plan or a common leader. them in the streets.
policy used by the British East India Company in The British Governor General was also assigned the
India, where Indian princely states were forced to BRITISH STRENGTH post of “Viceroy,” representing the British Crown in
Because of Industrial Revolution EIC's army had the the subcontinent.
accept British troops within their territories and
latest weapons, training and discipline. During the Following the rebellion, many Muslims felt isolated
to pay for their maintenance, effectively making war they requested military help from British crown. and marginalised, as the British did not accommodate
them dependent on British power. So, they received fresh troops from England. This their concerns and largely blamed them for the war
reinforcement was the major reason for crushing of independence.
UNDERSTANDING the rebellions. Their superior war strategies and
2 Answers will vary Sikhs and Hindus, on the other hand, accepted the
clever diplomacy also helped them during war as changes introduced by the British and benefited from
3 The Battle of Plassey, fought on June 23, 1 757, loyal princely states like Kashmir sent 2000 troops English education and language.
was a decisive conflict between the British East to support the British. Their press control policy also
helped them to restrict the war to the affected areas. After 1857, the British authorities did not allow
India Company and the Nawab of Bengal, Indian soldiers to have their own weapons in an
Siraj-ud-Da u lah. The British, led by Robert Clive, effort to prevent further rebellions.
won the battle due to the betrayal of Mir Jafar, a
commander in the Nawab's army. This victory
marked the beginning of British colonial rule in Remembering and understanding Evaluating
India, establishing the British East India 1 Define the terms below. 6 Write a one-page extended
response to the following question: How did the British
Company as the dominant power in Bengal. • annexed doctrine
turn from traders to rulers?
4 The Doctrine of Lapse was a policy used by the • Enfield rifle impeached

British East India Company in the 19th century • intermediaries lapsed Begin your research by rereading the unit and then
• mutiny paramountcy conduct your own independent research. Structure your
to annex Indian princely states. According to this • sepoys subsidiary alliance answer so that each contributing fact is explained in a
policy, if a ruler died without a male heir, their separate paragraph.
Understanding
territory would "lapse" or be annexed by the 2 Reread 'Tipu Sultan - The Tiger of Mysore'. In your 7 Reread Unit 4:

British. This policy was introduced by Lord notebook, complete the following 'fact file' about a. What was the sepoy army and why was it important
Tipu Sultan: to the British East India Company?
Dalhousie and led to the expansion of British
control in India. • achievements family descent b. Why did sepoys join the British army?
• full name known as What are the different historical perspectives on the
UNDERSTANDING AND EVALUATING • period of rule religion Great Rebellion of 1857? Which name do you think
5 Student assessments will vary. A possible 3 What was the battle of Plassey? applies best?
analysis is as follows: What was the Doctrine of Lapse? d. What were the causes of the Great Rebellion?

Understanding and evaluating e. What methods did the British use to recapture fallen

Plus Minus Interesting 5 Reread Unit 3 and then create a PMI chart about the cities?
positive and negative impacts of the British in India, f. How did the British deal with captured rebels and
Development of Many Indian and Conversion to as well as impacts that cannot be classified as either, their supporters?
road and railway British deaths Christianity but which help your understanding of the role of the
British in India.
networks during the Great brought shame to
Rebellion families 18 PEARSON hi storyBook 3

Establishment of Enormous wealth Princely India took

schools and transferred from up 40 per cent of
universities Indian to British the country and
hands was ruled by n
native princes in Answers will vary
day-to-day a The sepoy army was an army of Indian soldiers established by the British East India
matters company to help oust the French from India and to defeat local nawobs who opposed
Many rights and British rule.
freedoms for the b The sepoys joined the British army because it provided prestigious regular employment
natives under and a pension on retirement.
their control Some British historians have been inclined to portray the Great Rebellion as a local
compared with mutiny, while Indian historians have seen it as a rebellion against British rule and a war of
other European independence. It started as a mutiny but, in view of how widespread it became, the name
colonisers 'Great Rebellion* seems appropriate.
The initial cause of the Great Rebellion was the provision of new rifles with cartridges
Introduction of
that were greased with fat and that needed to be bitten open with the mouth. This was
clocks
anathema to Muslim soldiers if the cartridges were coated with pig fat, and the same to
Hindus if the fat was beef. When eighty-five sepoys were arrested for refusing to touch
the cartridges, the soldiers mutinied. (There were other broader resentments regarding the
treatment of soldiers at play as well.)
The British used reinforcements from overseas and sepoy troops from the Punjab to
recapture fallen cities.
The British publicly hanged many participants in the rebellion as a means of retribution
and deterrence.

18 PEARSON history Book3

 CURRICULUM STUDY
HISTORICAL KNOWLEDGE AND
UNDERSTANDING
CONTENT DESCRIPTOR
• The 1857 Rebellion ended Company rule and
established direct British Raj governance, with
THE END OF COMPANY RULE beginning of direct government rule in India, known as reforms including a new viceroy, religious
the British Raj (raj is a Hindi word for ‘rule’). tolerance, and modernization while maintaining
The Great Rebellion of 1857 brought significant changes
to the nature of British rule in India. Only British Within a year, the British Parliament had appointed a new control over princely states.
officers were given charge of the artillery and more viceroy to carry out the will of parliament. In November
British soldiers were incorporated into the army. More 1858, Queen Victoria announced important changes to
importantly, though, the Sepoy Mutiny, as the British improve the nature of British rule. She declared that all HISTORICAL SKILLS
called it, brought an end to company rule and marked the her Indian subjects would be protected under British law;
CHRONOLOGY, TERMS AND CONCEPTS
• Use chronological sequencing to demonstrate the
relationship between events and developments in
different periods and places
• Use historical terms and concepts
HISTORICAL QUESTIONS AND RESEARCH
• Identify and select different kinds of questions
about the past to inform historical inquiry
• Evaluate and enhance these questions
• Identify and locate relevant sources using ICT and
other methods

ANALYSIS AND USE OF SOURCES

• Identify the origin, purpose and context of
primary and secondary sources
• Process and synthesise information from a range
of sources for use in an historical argument
• Evaluate the reliability and usefulness of primary
and secondary sources
PERSPECTIVES AND INTERPRETATIONS
• Identify and analyse the perspectives of people
from the past
• Identify and analyse different historical
interpretations (including their own)
EXPLANATION AND COMMUNICATION
• Select and use a range of communication forms
(oral, graphic, written) and digital technologies

The 1857 Rebellion led to the dissolution of the

KEY TERMS British East India Company and the establishment
of direct British Crown rule in India, known as
the British Raj.
Great Rebellion: The 1857 uprising against British East India Company rule, also known as
The British Raj involved appointing a viceroy to
the Sepoy Mutiny or First War of Indian Independence.
govern India directly, implementing reforms, and
Indian Civil Service: The administrative service established by the British for governance in acknowledging the rights of native rulers through
India, requiring competitive exams for entry, predominantly in English. the division of India into British India and
Princely States: Regions in India that were ruled by local princes under British suzerainty, Princely States.
with some autonomy but under British oversight. Queen Victoria's proclamation in 1858 promised
protection under British law for all Indian
subjects, religious tolerance, and respect for land
rights of native princes, marking a shift from
previous policies.
The British established English-speaking schools
and universities, promoting English education
and modern infrastructure like railways and
clock-based administration.
The spread of Christianity and the promotion of
British values through education and legal
reforms affected Indian social structures and
cultural practices.
 * TEACHING AND
LEARNING STRATEGIES that religious tolerance would be shown in all affairs; of English throughout India. By 1911, printing was
the second largest industry in Calcutta, the capital of
that new opportunities would be provided for Indians to
join the civil service; and that the land rights of native the British Raj. By this time, every city in British India
KEY CONCEPTS OF HISTORICAL princes would be respected. This revoked an earlier law also had its own local language newspaper. Textbooks,
under which the British could claim land if no male heir however, were the most popular books published. Many
UNDERSTANDING: CONTINUITY AND existed to inherit it. of these stressed the benefits of British rule and the
inferiority of Indian values. They promised a bright future
CHANGE THE ‘PRINCELY STATES’ to students who ended up working in the British civil
service in India. Despite this, there was only a 10 per cent
RATING THE CHANGES In keeping with the promise to acknowledge the rights
pass rate in the university entrance exams.
of native rulers, India was divided in two—British India
Ml: bodily-kinaesthetic, verbal-linguistic,
and Princely India. While the governor-general ruled
interpersonal over British India, the British viceroy was ultimately THE SPREAD OF CHRISTIANITY
responsible for both domains. British India consisted Under company rule, no missionary was allowed to
Students read the section ‘Changes to Indian Society’. live on the trading bases. In 1813, however, the British
of the territory that had been ruled by the British East
Students list the changes made. In small groups they India Company. This made up about 60 per cent of the government ended the exclusive trade rights of the
rate the changes and give them a rating of 1, 2 or 3, subcontinent. Princely India was made up of 562 Native British East India Company. This opened India to new
States. Native princes were permitted to implement their merchants and allowed more missionaries to stay for
where 3 indicates ‘highly significant for India’s future’, longer. Britain experienced an evangelical revival at this
own laws, but the British could intervene if trouble arose.
2 ‘significant for India’s future’ and 1 ‘limited This was their reward for not taking part in the rebellion time, which saw an increase in church attendance and a
long-term significance for India’s future’. In groups, against the British. Over time, many of these princes new enthusiasm to preach the gospel to people of other
proved to be the greatest supporters of the British. Most religions, especially in India.
students share their reasons.
were young and had been educated in England, and many For Hindus and Muslims, conversion to Christianity
Write a very brief summary of the changes on the spent most of the year living the high life in London. brought great shame to their families and many reacted
board or on poster paper put up on walls in different by disinheriting children who converted. In 1850, the
parts of the room. Students write up the number of CHANGES TO INDIAN SOCIETY British introduced the Caste Disabilities Act, which
protected the property rights of individuals who converted
points they have given to each of the changes. BRITISH EDUCATION to Christianity from other religions. The removal of this
Alternatively, a simple ‘show of hands’ could indicate In 1835, Thomas Macaulay argued that it was in obstacle helped the spread of Christianity in India.
Britain’s interests to create a new class of Indians that
the class view of the most significant change.
was ‘English in taste, in opinions, in morals, and in MODERNISATION
intellect'. He believed this could be achieved through Throughout the nineteenth century, India was seen as
the establishment of English-speaking schools the ‘jewel in the crown’ of the British Empire. This belief
and universities. reflected the British view that they had transformed
By 1854, English universities had been established in India into a civilised and prosperous society. Unlike other
Bombay, Calcutta and Madras, and there were English European colonisers, the British could proudly to point to
primary and secondary schools right throughout British the development of a road and rail network, schools and
India. This was a remarkable achievement, since there universities, hospitals, a large civil service and greater
were no government schools in Britain itself at the time. rights and freedoms for the natives under their control.
In order to enter the British civil service, Indians had A vast administration had led to the growth of major
’source'
5.1 The regions regarded as Princely States are those to sit a very competitive exam at one of the English- cities in British India. The introduction of clocks, a fairly
coloured yellow. speaking universities. This system attracted many recent contribution of the industrial age, helped organise
children from wealthier Indian families, and by 1918, thousands of civil servants. Office work began and ended
2 The regions that belonged to British India are those Calcutta University had become the largest university in at a set time each day. Railway timetables also were based
coloured red. (The pink areas are those areas India, with about 27000 students. on precise timing.
'permanently administered by the Government of Many of the printing presses established in India
India'.) produced only English material. This assisted the spread

Remembering Understanding and

Define the terms below. evaluating
British Raj 2 Reread 'Changes to Indian society' and then create a
evangelical revival PMI chart about the positive and negative impacts of
the British in India, as well as impacts that cannot be
viceroy
classified as either, but which help your understanding
of the role of the British in India.
StOryBook3

ACTIVITIES ANSWERS
REMEMBERING
1 British Raj: The British Raj refers to the period of British colonial rule over the Indian
subcontinent, which lasted from 1858 to 1947. This era began after the British Crown took
direct control from the British East India Company following the Indian Rebellion of 1857.
The British Raj was marked by the establishment of a centralized administration, significant
economic changes, and the imposition of British cultural and legal practices on the region.
Evangelical Revival: The Evangelical Revival, also known as the Great Awakening in the
American context, was a series of religious movements during the 18th and early 19th
centuries that emphasized personal faith, emotional experience, and a return to the
fundamentals of Christianity. It sought to revive Christian values in society, promote
missionary work, and often opposed the established church's formalism. The movement had a
profound impact on Protestantism, leading to the rise of evangelical denominations and
influencing social reforms.
Viceroy: A viceroy is a high-ranking official who governs a country, colony, or province on
behalf of a monarch or sovereign. In the context of British India, the Viceroy was the
representative of the British Crown in India, acting as the head of the colonial administra¬
tion. The position was created after the British Crown took control of India in 1858, and the
Viceroy had significant powers, overseeing the implementation of policies and maintaining
order in the region until India's independence in 1947.
2 Answer will vary

20 PEARSON history Book3

 CURRICULUM STUDY
HISTORICAL KNOWLEDGE AND
UNDERSTANDING
A KEY E CONTENT DESCRIPTORS
• By the late 19th century, British-educated Indians
became increasingly aware of their rights and
began to call for the end of British rule, leading to
WESTERNISATION
Many wealthier Indians adopted English culture, language
the rise of Indian nationalism and the formation
and lifestyle, and came to see British ways as being superior of the Indian National Congress in 1885.
to Indian ways. They criticised India's ‘backwardness’
and cultural practices, such as the caste system, under
• The Indian National Congress emerged as a
which Indians were organised into four castes, or social
platform for educated Indians who demanded
classes, according to their family of birth. Many educated self-governance, or "home rule," while still
Indians believed that this system discriminated against the i. remaining under the British Empire, despite the
majority of Indians who belonged to the lower castes or
risk of imprisonment.
had no caste at all. Many Indian supporters of the British
even gave up their Hindu vegetarianism, believing that • By the end of World War I, over 827,000 Indian
it stunted their growth. Common practices, such as child source Bengal Lancers inThe- soldiers had joined the British army, with many
marriage and a ban on widows from remarrying, were 6.2 Indian Army during
World War I expressing loyalty to "King and Empire," though
questioned for the first time.
the war claimed the lives of around 62,000 Indian
FIGHTING FOR THE EMPIRE soldiers.
By the end of World War I, about 827000 Indian
volunteers had joined the British army. The pay of
11 rupees a month attracted many recruits. Many of the
HISTORICAL SKILLS
officers in the Indian Army were British. Fighting for the
first time as an Indian army, many soldiers expressed
CHRONOLOGY, TERMS AND CONCEPTS
their allegiance to ‘King and Empire’ in letters home. • Use chronological sequencing to demonstrate the
About 62000 Indian soldiers died during World War I, relationship between events and developments in
which is roughly the same as the number of Australians
who died. During World War I, nine Indian soldiers were
different periods and places
awarded the Victoria Cross, the highest honour for an act • Use historical terms and concepts
of bravery on the battlefield.
HISTORICAL QUESTIONS AND RESEARCH
source] British girls in sedan chair carried by Indian servants,
6.1 c. 1895
• Identify and select different kinds of questions

How could a historian use this photograph to show

attitudes of British colonists at the time?
Analysing and
applying mvvitiesW •
about the past to inform historical inquiry
Identify and locate relevant sources using ICT and
The Y3 method is a way of analysing a historical event by other methods
INDIAN NATIONALISM asking and answering the question 'why?' three times. The
British-educated Indians became increasingly aware of result is that you can see a historical chain of cause and ANALYSIS AND USE OF SOURCES
their rights as they were taught about the development
of British democracy. Many believed that it was time for
effect. Here is an example.
Event or issue: Causes of the War of Independence of 1857
• Identify the origin, purpose and context of
British rule to end. Towards the end of the nineteenth
primary and secondary sources
First why. Why did so many Indians join the sepoy army?
century, Indian nationalism had emerged as a significant Second why. Why did sepoys revolt against their officers?
movement. Indian nationalism was the belief that India PERSPECTIVES AND INTERPRETATIONS
Third why. Why had Hindus and Muslims grown resentful
should be governed by Indians and for Indians.
The formation of the Indian National Congress in 1885
towards the British? • Identify and analyse the perspectives of people
Try the Y3 method on an event or issue mentioned in this from the past
attracted many educated Indians who were critical of
British rule. At the risk of being imprisoned, leaders of unit. You can present your results in the form of a flow
the Indian National Congress called for home rule, which chart with boxes and arrows showing the chain of cause EXPLANATION AND COMMUNICATION
meant government run by Indians, but still belonging and effect. • Select and use a range of communication forms
to the British Empire. (oral, graphic, written) and digital technologies

act I V IT 1 E5ANSWERS Indians responded to British rule in many

different ways. Some educated Indians rejected
ANALYSING AND APPLYING key aspects of Indian society, such as the caste
system.
The Y3 method of analysis can be applied to events like Westernization, Indian nationalism, and
Others began to question the British domination
Indians fighting for the Empire in this unit. For the previous unit, topics include the rise and fall
of India and founded nationalist movements
of the British East India Company, changes in Indian society under British rule, the Princely
promoting Indian independence.
States' relationship with the British, and the transition from the East India Company to British
Ties with the military remained strong and many
government rule.
Indian volunteers joined the Indian army and
Using the example of the 'Causes of the Great Rebellion', here are possible answers: fought for Britain in World War I.
First why: Why did many Indians join the sepoy army?
Many joined because it offered regular pay, a secure income, smart uniforms, and a pension upon
retirement— advantages that the Princely States did not offer.
Second why: Why did the sepoys revolt?
The revolt was sparked by the harsh treatment of sepoys who refused to use cartridges believed
to be greased with animal fat, which offended both Hindu and Muslim religious practices.
Third why: Why had Hindus and Muslims grown resentful towards the British?
Over time, British policies undermined local traditions, religious practices, and social structures,
creating widespread dissatisfaction and deepening religious and cultural divides.

21
 INQUIRY •
tas»<-?j
TASKS
SUGGESTED STRATEGIES
• Implement all the inquiry tasks as projects at the
end of the study of India and the World. Or as
projects at the end of a particular unit,as follows.
Alternatively, task 1 ‘Research Essay’ could be #1 Research Essay #3 Battle Perspectives
Suppose you are a journalist covering different
Conduct independent research in response to the battles between the British and the Indian rulers.
undertaken at any time during the study of the following essay question: Create articles or reports by contrasting the British
chapter. Compare and contrast the response of Indian and the Indian perspectives. Emphasise the
society to foreign imperialism during the language and biases reflecting the different points
-After unit 3 : assign Task 2 ‘Doctrine Dilemma:
nineteenth century. of view.
Nawab’s Nephew Quest'. In planning your essay, make sure it is well
-After unit 4 : assign Task 3 ‘Battle Perspectives’. structured. It should have:

• Take into account the degree of difficulty, • an introduction identifying Indian society that
was forced to respond to foreign imperialism.
complexity and time required before assigning
inquiry tasks to students. Additional support may
be needed for some tasks. Further information is
This should provide a clear definition of the
term 'foreign imperialism' and identify key
events and/or issues showing similarities and
differences between the responses of the Indian
#4
*•
Conquest Chronicles:
Society's Echoes
provided in relation to each individual inquiry society. Let's imagine you are living in England in the
task. late eighteenth or early nineteenth century. How
• a body, made up of a series of paragraphs. would you have reacted to the stories of British
• Provide rubric evaluation criteria to students at These should each expand upon one of the
events or issues outlined in the introduction.
conquests? Remember that you would have
the start of the research process. read about the immense fortunes that many of
• a conclusion, which sums up the key areas of the officials were making. Create skits or short
similarity and difference between responses of plays portraying the conversations or reactions
the Indian society to foreign imperialism. of different societal groups upon hearing news of
British conquests and the fortunes made. Focus
on bringing historical context to life with emotion
and authenticity.
• teacher notes
#2
"
Doctrine Dilemma:
Nawab’s Nephew Quest
Doctrine Dilemma:
Nawab’s Nephew Quest
Imagine that you are a nawab's nephew and have
been brought up thinking that you will one day be
prince. Now you find that this will not be allowed by
#5 Calcutta in Colonial Times
After the British conquest of Bengal, Calcutta grew
This task is a straightforward research and the British because of the new Doctrine of Lapse. from a small village to a big city. Find out about
reporting task, suitable for a broad range of What are your feelings? What is going to be your the culture, architecture and the life of Europeans
next plan? Explore historical documents, texts, and Indians in the city during the colonial period.
Students. Student reports could be presented as and scholarly articles to understand the origin,
digital presentations or posters, and could be motives, and execution of the Doctrine of Lapse.
supplemented with oral reports.
The presentations could have an element of peer
assessment based on completeness of informa¬
tion provided; depth of information; accuracy of
information; quality of presentation; correctness
and level of language used; and correct citing of
sources in bibliography.
22 PEARSON hiStOryBook3

Battle Perspectives
This is a more complex task involving research,
Conquest Chronicles
writing an essay, thinking skills of a higher
Society's Echoes debate
order and compare-and-contrast skills.
Wide student engagement and participation in this task
Students may need support to break the task
will be encouraged by the level of preparation
into phases: gathering and collating
beforehand. As a first step, students in small groups
information; ordering information in point
could summarise arguments in favour of and against the
form, then writing the essay.
proposition, before the class sums up the arguments at
The task will be considerably more complex in the beginning of the debate.
those classes where students have not studied
All students need to prepare a statement on their initial
the East India Company in depth (in this
view and the reasons for that view.
situation, the overview material may prove
helpful). At the end of the process, all students give feedback on
whether they have changed their view. This adds up to
Criteria for assessment could include: amount
three contributions that each student would make to the
of information provided; quality of information
debate.
provided; level of thinking demonstrated in
explanations and comparisons; essay-writing Teachers may choose to make an assessment of student
skills; and correct citing of bibliography. level and quality of participation in the exercise.

22 PEARSON history Book3

 teaching and
LEARNING STRATEGIES
Students direct look at Source 7.1 on Page 23 and then
answer the following Questions.
What is significant about Empress Market in Karachi?
Empress Market is significant as it is the oldest market in
Karachi.
What makes Empress Market a significant landmark in
Karachi?
Empress Market, the oldest and one of the most iconic
markets in Karachi, is located in Saddar Town, Karachi,
Pakistan. This historic market has long been a bustling hub
for commerce, offering a wide variety of goods and produce
to the city's residents. Its location in the heart of Saddar
makes it a central and easily accessible landmark in Karachi,
reflecting the rich colonial history and cultural heritage of
the city. Empress Market continues to be a vibrant part of
Karachi's daily life, attracting both locals and visitors alike.

23