Sepoy Mutiny: Read Doc. A and B . Answer Questions.

Document A: Gardiner’s English History
Samuel Rawson Gardiner (1829-1902) was an English historian and a
professor of history at King’s College in London. He wrote several books on
English history. The excerpt below comes from a book he wrote for young
students.
The Indian Mutiny of 1857
The religion of the Hindus, who form a great part of the natives in India,
teaches many things which seem very strange to Englishmen. Among other
things they are taught that they will be defiled if they eat any part of a cow.
By this defilement they will meet with much contempt from their fellows,
and will suffer much after death in another world. The bulk of the army in
India was composed of Hindus.
It happened that an improved rifle had lately been invented for the use of
the soldiers, and that the cartridges used in this rifle needed to be greased
so they could be rammed down easily into the barrel. The men believed
that the grease was made of the fat of cows, though this was not really the
case. There was, therefore, much suspicion and angry feeling among the
native soldiers, and when ignorant men are suspicious and angry they are
likely to break out into deeds of unreasoning fury.
Source: Gardiner’s English History for Schools, an English textbook edited
for American students, 1881.Vocabulary
defiled: made dirty, spoiled, ruined
contempt: disrespect
cartridge: ammunition for a gun or rifle
fury: extreme anger

Document B: Sir Colin Campbell (Modified)
Sir Colin Campbell took charge of British forces during the uprising. In this
passage from his book on the uprising, he first discusses the Hindu sepoys.
These soldiers included members of various castes, and a sizable number of
them were Brahmins, the highest caste.
Any considerable offence offered to [the Brahmins] . . . might seriously
endanger the fidelity of the native troops; and there seems to be little
doubt that offence has been given. Injudicious attempts to convert sepoys
to Christianity have been made, and [the sepoys believed] that they were to
be converted by compulsion. . . .

At the same time it is impossible to dissociate the revolt and the [removal]
of the Muslim king of Oudh. The province of Oudh had always maintained its independence. . . . But at length the system of government became too bad to be tolerated; the court
was a mere hot bed of oppression, intrigue, and sensuality; and the British
took control of Oudh. It has never been disputed that this was a merciful change for the people of
Oudh; but the people are not always governed by reason. Prejudices –
religious, national and social – have paramount influence even in a civilized
country; this is even more true in a region sunk into barbarism.
Source: Sir Colin Campbell, Narrative of the Indian Revolt from Its Outbreak to
the Capture of Lucknow,1858.
Vocabulary
fidelity: loyalty, faithfulness
injudicious: unwise, lacking in judgment
compulsion: act of compelling or forcing
Oudh: Region in northern India
fanaticism: wild or extreme devotion or
enthusiasm, as with regard to religion or

Sepoy Rebellion Guiding Questions
Document A: Gardiner’s History
1) What kind of document is this? When was it written?
2) Who was the intended audience of this document?
3) What are the author’s main claims about what caused the Sepoy Rebellion?
4) Do you think this is a trustworthy document? Why or why not?

Document B: Colin Campbell
1) Who is Campbell? When was the document written?
2) What are Campbell’s two main claims about what caused the Sepoy Rebellion?
3) According to Campbell, why did the British take control of Oudh?
4) How does Campbell describe the residents of Oudh?

Pigfat and a Rebellion against the British

¢HW:  How could the British rule a people so different than themselves? 

 

¢Sepoy Mutiny p. 355

¢Voices:  Describe the superiority of the British as described in Voices.

 

¢Who were the Sepoys?  What did they do?

 

¢Describe the reason for and the revolt itself. 

 

¢What was the result?

The White Man's Burden....in India?

¢HW:  Find India in your Atlas;  p. 69  list the countries that border India; list bodies of water

¢Copy the Main Idea on 356

¢P. 356 Read Benefits and Costs of British Rule in India: 

¢Make a T chart of the positive and negative Aspects o british rule. 

 

¢Answer the Main Idea:  How did the British bring order, but hurt the economy and degraded Indians.

¢Make an argument for or against British Rule in India.  Was it more positive or negative?  Explain using at least 3 examples.

Documentary Review and Poster 100 pts.

Happy Thanksgiving!..Watch one of the films below.  Answer the Questions and complete the paragraph and poster as described below.  If you start a film and don't like it, try another!  

Write a Documentary Review: 
Documentary Films:  Mandela:  The Man and His Ccountry; Nelson Mandela:  Fight for Freedom;  The Long Walk of Nelson Mandela; Shaka Zulu;
Rhodes (1936);  Mandela (1987)
Feature Films:  Long Walk to Freedom; Invictus;

Answer the Following:

ALL QUESTIONs AND ANSWER only;( this is not an essay!)

Introduction: 

1. 1.Title of the documentary •
2. 2.Who / What is the subject of the documentary?
3. 3.What was the main the purpose of the documentary
4. 4.What is the documentary about? What is the historical setting?  

¢

Summarize the documentary

1. 1.Make a Flow Map: choose the best 2 Beginning, 2 middle, 2 final scenes
2. 2.Describe the details of these scenes documentary
3. 3.Which scene of the documentary did you like most? Describe this scene in detail.
4. 4.What is the main message the director wants to get across to the audience? 

5.

Give personal comments and recommendation

1. 1.What have you learned from the film? How has it increased your understanding of Nelson Mandela?
2. 2.What have you learned about Imperialism?  Racism? Nationalism? Courage?  Leadership? Perseverance?
3. 3.What did you like about the film?  What were its drawbacks?
4. 4.Would you recommend this documentary to your friends? 

Write your best, most dramatic review for a student audience in one paragraph

Write/type A detailed summary to share in class that would encourage people to see it! (100-125 words max.)

Make your own drawing of a 8x11 movie poster for this film, for display in class.  Make it original.

You may combine the dramatic paragraph and poster. 
NOTE:  Your Movie Poster MAy NOT BE Simply a Picture of NELSON MANDELA

"Dr. Livingstone, I presume."

¢CW:  read  Central Africa; P 345:  Identify Livingstone and Stanley; Who? Where? Why?

¢What country supported Stanley to go into Africa?  What Other countries became involved?

¢Complete reading check. 

 

¢HW:  P. 346 Describe the meeting.  Who attended?  Who did Not?  What was the outcome of this Berlin Conference?  List the German, French, and Portuguese claims to Africa

If you didn't finish in class....read about Chief Lobengula! etc.

¢cW/hw:  343

¢How did the English deceive Chief Lobengula in south africa?

¢What resources did the Europeans want? 

¢Reading check

¢How did changes in transportation, such as steamboats, and trains, ‘speed up’ imperialism?  Find the Suez Canal in your textbook map  (p. 86 inset). 

¢How would this canal expand imperialism and trade?

CW on Imperialism and Homework on African Imperialism

¢CLASS WORK:  

P. 335--Write in your own words:  1) section preview; and 2) p. 336 Main Idea 

 

•Identify Each Picture. 331, 334, 340, 341—  Who What Where? Whose land?  Who were the ‘imperialists’? What does it show us about the nature of  imperialism (the imperialists and the natives)

How did some natives respond in Vietnam? 

 

¢

¢HW: Livingstone in Africa p. 334

lHow did Livingstone describe Africa?

lHow did Livingstone say England could bring

Civilization to Africa? 

Read 336: Explain the motives for Imperialism.  What economic products were produced and sold.

Explain the role of Nationalism.

 How does a professor explain the rationale for destruction and death in exchange for progress.