THE RISE OF INDIAN NATIONALISM
Geti Hasan Naqvi (“BTPC07_16”)
Oakridge International School
Khajaguda, On Nanakramguda Road
Cyberabad, Hyderabad – 500 008.
e-mail – [email protected]
Phone – 040 25502460, 040 23006161
ABSTRACT
Teaching Indian Nationalism is an interesting and challenging task. Merely using technology or just using conventional resources
would have defeated the purpose of ‘learning’. The main aim was to make the students realize the importance of Independence and
also understand that most events in history don’t take place in isolation but have impact not only on our present but our future too.
The aim of teaching history is also to make the present generation understand the contemporary political, economic and social
scenario. Teaching strategies employed for this topic included methods like Group reading and brainstorming, facilitated by
technology such as internet resources and multimedia. The lesson is appropriate for students of Class VIII (CBSE), Social Science
– History and the time required is 3.5 hrs (6x35 minutes period).
KEYWORDS Nationalism, Organised National Movement, Indian National Congress, Extremist, Moderates, Swadeshi, Boycott,
Partition of Bengal, Resistance, W.C.Bonnerjea, A.O.Hume
INDIAN NATIONAL MOVEMENT – 1885-1905
BACKGROUND KNOWLEDGE
The students are aware of: the Effect of British rule in India – social, economic and political, the Revolt of 1857 – cause, effect
and reasons for failure. The students have also been familiarized with the concept of the Drain of wealth and understanding the
term MUTINY1, REBELLION 2 & REVOLUTION 3. The students are made aware about how discontentment leads to condition
of resistance and are introduced to early form of resistance in India.
OBJECTIVE
The students will learn about the: concept of Resistance, Nationalism. The students understand various factors for the rise of
nationalism in India, Emergence of ORGANISED National Movement in India: Political associations before the formation of INC
Formation of the INC [Evolutionary process of nationalism in India], the different phases of National movement. Students are also
able to compare the freedom struggle in other British colonies with the Indian Freedom Struggle. They are also able to understand
the power struggles taking place today in many parts of Asia and Africa. Most of all they learn to be proud of their FREEDOM.
MATERIALS
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COURSE BOOK - Chitra Srinivas and Rajni Bhandari, ‘Time Space and People’, Oxford University Press, 2006
Computer with Windows OS and Flash Player
Digital Camera
OHP
I-pods
Digital Blackboard
Scanner
Printer
Pens, pencils and colour pencils
PROCEDURE
• Brainstorming session in class on ‘How do you react when you are pushed in the corner in your own house’. Students are
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allotted time for discussion for about 10-15 minutes and then select students are asked to list out the reason. The teacher
list the logical answers on the digital board, so that students can recall it later too
The concept of ‘RESISTANCE’ 4 is explained by the teacher.
Student Reaction - Are resistance movement only related to freedom struggle?
A recall exercise is undertaken in form of TIC TAC TOE game 5 where the students recollect the reasons for the failure
of the Revolt of 1857 and effects of the Revolt, economic effect of the British rule in India.
An audio-visual presentation6 is shown to the class on the ‘Factors that lead to the rise of Nationalism’ in India.
This is the Navigation button that
makes the presentation interactive.
This Presentation is uploaded on the Computer and
projected on the Screen using the Multimedia
Projector
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The audio-visual is followed by a lecture on the emergence of Indian National Congress and its various phases, with
internet resources as reference points.7
Scroll to read
Web-page
address projected
with the help of
Multimedia
projector
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For explaining the various phase of the Congress a ‘WHOZZIT’ quiz is organized in class. The photograph of the leader
is projected in class and a small brief is given about him using Flash cards. The students (grouped) identify the leader and
the phase of the Congress they belonged to.
PowerPoint
Templates
transferred on
transparency
and projected
by OHP.
Text scanned and
projected on screen
in the class using
Multimedia
projector
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The teacher then explains the difference in the philosophies of the ‘Moderates’ and the ‘Extremists’. 8
Student Reaction – Why did the MODERATE’S have faith on the British rule, despite Lyton’s tyrannical viceroyalty
etc.?
Reading of the course book in Class about the political situation in India in 1905 and the British reaction. MAP
WEBSITE9 used to show map of India with united Bengal and students are explained the Partition of Bengal10.
Students given map templates and asked to show the Partition of Bengal.11 The students also discuss in groups ‘Whether
Lord Curzon was justified in his action to partition Bengal on the basis of religion’. They are guided to compare with
present day formation of NEW STATES (example Chhattisgarh12).
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Student Reaction - Why did the British divide only the province of Bengal?
The events on the day of the Partition of Bengal are read in class. Students’ reaction to the Partition is solicited in the
form of a TV interview. This is group activity in form of a role play where a few students play the role of members of a
News Channel. They use the Digital Camera to videograph the interview. Later the teacher explains the usage of videoediting software and helps the student understand the importance of source in history.
Concept of ‘SWADESHI’ and ‘BOYCOTT’13 explained and its importance in the future movements of Indian National
Movement is also discussed.
Student Reaction – Was ‘Boycott’ in reality effective, that it became a powerful tool in the hands of the Nationalist?
Class Activity – One group of students prepare banners in Class on the ‘SWADESHI’ and ‘BOYCOTT’ movement.
Another group of students present a reaction of the British authority on the Movement and also try to critically evaluate
examine the contemporary democratic techniques of protests and the action taken by the authorities.
EVALUATION
• Students are evaluated on the basis of their class room performance ( Class Discussion, Map Work, Role Play and Banner
Making)
These rubrics are prepared on a
Word Document and then printed
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Students are also assessed on the basis of a ‘STRUCTURAL’ TEST
This Question Paper is also prepared on a Word
Document and projected on the screen.
REFERENCES
Students Resources1. http://en.wikipedia.org/wiki/Mutiny
2. http://en.wikipedia.org/wiki/Rebellion
3. http://en.wikipedia.org/wiki/Revolution
4. http://en.wikipedia.org/wiki/Resistance_movement
5. http://www.teachingenglish.org.uk/try/vocabtry/word_grid.shtml - took the idea from here but modified it to suit my
teaching and content
6. School Net Presentation, June 2002
7. http://en.wikipedia.org/wiki/Indian_Independence_Movement
8. Bandyopadhaya, Sekhar, ‘From Plassey to Partition – A History of Modern India’, Orient Longman, 2004, pp. 227-248
9. http://dsal.uchicago.edu/reference/schwartzberg/pager.html?object=103
10. http://homepages.rootsweb.com/~poyntz/India/images/india_shepherd_1923.jpg
11. http://www.lib.utexas.edu/maps/historical/ward_1912/india_british_expansion_1805.jpg
12. http://www.hinduonnet.com/fline/fl1717/17170370.htm
13. Sarkar, Sumit, ‘Modern India – 1885-1947,’Macmillan, New Delhi, 2002, Chapter 3 and 4
Teacher’s Resources
i.
Chattejee, Partha, ‘Nationalist Thought and the Colonial World: A Derivative Discourse?, Zed Books Ltd for United
Nations University,1986, pp.24-26, 63, 75
ii.
Brown, Judith M, ‘Modern India : the origins of an Asian Democracy’, Oxford University Press, 1994, pp. 97
iii.
Jalal A and Bose S, ‘ Modern South Asia, History, Culture and Political Economy’, Routledge, 2002, pp 57-66, 88-125
iv.
Metcalf, Barbara D and Metcalf, Thomas R, ‘A Concise History of India’, Cambridge University Press, 2002, pp 55-199
v.
http://school.discoveryeducation.com/schrockguide/assess.html - This is a good link for providing Rubric’s, you should
modify according to your plan.