British Imperialism in India
Standards Alignment
Reading Text
Analytical Questions Response Sheets
Standards Alignment
•
California State Standards for Grade 10
– 10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of
the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the
Philippines.
• 1. Describe the rise of industrial economies and their link to imperialism and colonialism
(e.g., the role played by national security and strategic advantage; moral issues raised by
the search for national hegemony, Social Darwinism, and the missionary impulse;
material issues such as land, resources, and technology).
• 2. Discuss the locations of the colonial rule of such nations as England, France, Germany,
Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
• 3. Explain imperialism from the perspective of the colonizers and the colonized and the
varied immediate and long-term responses by the people under colonial rule.
• 4. Describe the independence struggles of the colonized regions of the world, including
the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion.
•
Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students:
– RH 1 - Cite specific textual evidence to support analysis of primary and secondary sources,
attending to such features as the date and origin of the information.
– RH 2 - Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of how key events or ideas develop over the course of the text.
– RH 3 - Analyze in detail a series of events described in a text; determine whether earlier events
caused later ones or simply preceded them.
– RH 4 - Determine the meaning of words and phrases as they are used in a text, including
vocabulary describing political, social, or economic aspects of history/social studies.
– RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or
analysis.
•
Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students:
– WHST 1 - Write arguments focused on discipline-specific content.
• c. Use words, phrases, and clauses to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between reasons
and evidence, and between claim(s) and counterclaims.
– WHST 4 - Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
– WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.
British Imperialism in India
British Expand Control over India
How did British rule affect India?
The Mughal Empire of India fell into decline
in the early 1700s. By the mid-1700s, the British
East India Company was the most important power
in India. The company held huge amounts of land.
The company even had its own army. This army was
led by British officers. It was staffed by sepoys,
Indian soldiers.
India was the main supplier of raw materials
for Britain. The British called India the “jewel in the
crown” because it was Britain’s most valuable
colony.
India enjoyed some benefits from British
rule. India’s rail system was the third largest in the
world. The railroad helped make India’s economy
more modern. The British made other
improvements, too. They built telephone and
telegraph lines, dams, bridges, and canals. They also
improved sanitation and public health and built
schools.
But British rule also caused problems. A
great deal of wealth owed from India to Britain.
Indian industry died out because of British trade
laws. Many farmers and villages could no longer
feed themselves because they were forced to grow
cash crops. India suffered famines in the late 1800s.
In addition, most British officials had racist attitudes
that threatened Indian culture.
The Sepoy Mutiny
Why did Indians rebel?
By the mid-1800s, many Indians resented British
rule. In 1857, some Indian soldiers heard rumors
about British weapons. The rumors offended the
Indians’ religious feelings. The British handled the
situation badly. The Indian soldiers rebelled. This
rebellion has been called the Sepoy Mutiny. It took
the East India Company and British troops a year to
put it down.
The Sepoy Mutiny failed because the Indians
were divided. Muslims and Hindus did not trust
each other. After the revolt, the British government
took direct control of British India. The term Raj
refers to British rule over India from 1757 to 1947.
Nationalism Surfaces in India
What were the goals of the Indian nationalist
movement?
Indians also resisted British control in other
ways. Leaders such as Ram Mohun Roy urged
changes in traditional Indian practices. He wanted
to make Indian society more modern and to free
India of foreign control.
Nationalist feelings also started to grow in
India. Indians resented the British discrimination
against them. Indians were barred from the best
jobs in the Indian Civil Service. British workers were
paid more than Indian workers doing the same job.
Indians formed two groups—the Indian
National Congress and the Muslim League. Both
groups pushed the British to make changes. In the
early 1900s, they called for self-government.
Reading Questions
1. What problems did British rule bring?
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2. What was the Sepoy Mutiny?
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3. What groups called for change and why?
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_____________________________________________________________
British Imperialism in India - Reading Questions
What problems did British rule
bring?
What was the Sepoy Mutiny?
What groups called for change
and why?
•non
British Imperialism in India
Close Read
Standards Alignment
Text with Close Read instructions for students
Intended to be the initial read in which students annotate the text as they read.
Students may want to circle unfamiliar vocabulary, underline key ideas, or
comment on the information presented.
Standards Alignment
•
California State Standards for Grade 10
– 10.4 Students analyze patterns of global change in the era of New Imperialism in
at least two of the following regions or countries: Africa, Southeast Asia, China,
India, Latin America, and the Philippines.
• 1. Describe the rise of industrial economies and their link to imperialism
and colonialism (e.g., the role played by national security and strategic
advantage; moral issues raised by the search for national hegemony, Social
Darwinism, and the missionary impulse; material issues such as land,
resources, and technology).
• 2. Discuss the locations of the colonial rule of such nations as England,
France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and
the United States.
• 3. Explain imperialism from the perspective of the colonizers and the
colonized and the varied immediate and long-term responses by the people
under colonial rule.
• 4. Describe the independence struggles of the colonized regions of the
world, including the roles of leaders, such as Sun Yat-sen in China, and the
roles of ideology and religion.
•
Common Core Reading Standards for Literacy in History/Social Science for Grades 9 &
10 Students:
– RH 1 - Cite specific textual evidence to support analysis of primary and secondary
sources, attending to such features as the date and origin of the information.
– RH 2 - Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of how key events or ideas develop over the
course of the text.
– RH 3 - Analyze in detail a series of events described in a text; determine whether
earlier events caused later ones or simply preceded them.
– RH 4 - Determine the meaning of words and phrases as they are used in a text,
including vocabulary describing political, social, or economic aspects of
history/social studies.
– RH 5 - Analyze how a text uses structure to emphasize key points or advance an
explanation or analysis.
•
Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10
Students:
– WHST 4 - Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
– WHST 9 - Draw evidence from informational texts to support analysis, reflection,
and research.
British Imperialism in India
British Expand Control over India
How did British rule affect India?
The Mughal Empire of India fell into decline
in the early 1700s. By the mid-1700s, the British
East India Company was the most important power
in India. The company held huge amounts of land.
The company even had its own army. This army was
led by British officers. It was staffed by sepoys,
Indian soldiers.
India was the main supplier of raw materials
for Britain. The British called India the “jewel in the
crown” because it was Britain’s most valuable
colony.
India enjoyed some benefits from British
rule. India’s rail system was the third largest in the
world. The railroad helped make India’s economy
more modern. The British made other
improvements, too. They built telephone and
telegraph lines, dams, bridges, and canals. They also
improved sanitation and public health and built
schools.
But British rule also caused problems. A
great deal of wealth owed from India to Britain.
Indian industry died out because of British trade
laws. Many farmers and villages could no longer
feed themselves because they were forced to grow
cash crops. India suffered famines in the late 1800s.
In addition, most British officials had racist attitudes
that threatened Indian culture.
The Sepoy Mutiny
Why did Indians rebel?
By the mid-1800s, many Indians resented British
rule. In 1857, some Indian soldiers heard rumors
about British weapons. The rumors offended the
Indians’ religious feelings. The British handled the
situation badly. The Indian soldiers rebelled. This
rebellion has been called the Sepoy Mutiny. It took
the East India Company and British troops a year to
put it down.
The Sepoy Mutiny failed because the Indians
were divided. Muslims and Hindus did not trust
each other. After the revolt, the British government
took direct control of British India. The term Raj
refers to British rule over India from 1757 to 1947.
Directions: As you read, circle unfamiliar
vocabulary, underline key ideas, and comment on
the information presented.
British Imperialism in India
Nationalism Surfaces in India
What were the goals of the Indian nationalist
movement?
Indians also resisted British control in other
ways. Leaders such as Ram Mohun Roy urged
changes in traditional Indian practices. He wanted
to make Indian society more modern and to free
India of foreign control.
Nationalist feelings also started to grow in
India. Indians resented the British discrimination
against them. Indians were barred from the best
jobs in the Indian Civil Service. British workers were
paid more than Indian workers doing the same job.
Indians formed two groups—the Indian
National Congress and the Muslim League. Both
groups pushed the British to make changes. In the
early 1900s, they called for self-government.
Directions: As you read, circle unfamiliar
vocabulary, underline key ideas, and comment on
the information presented.
British Imperialism in India
Dialectical Journal
Standards Alignment
Quotes Analysis Guide
Text quotes with student directions
Standards Alignment
•
California State Standards for Grade 10
– 10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of
the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the
Philippines.
• 1. Describe the rise of industrial economies and their link to imperialism and colonialism
(e.g., the role played by national security and strategic advantage; moral issues raised by
the search for national hegemony, Social Darwinism, and the missionary impulse;
material issues such as land, resources, and technology).
• 2. Discuss the locations of the colonial rule of such nations as England, France, Germany,
Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
• 3. Explain imperialism from the perspective of the colonizers and the colonized and the
varied immediate and long-term responses by the people under colonial rule.
• 4. Describe the independence struggles of the colonized regions of the world, including
the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion.
•
Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students:
– RH 2 - Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of how key events or ideas develop over the course of the text.
– RH 3 - Analyze in detail a series of events described in a text; determine whether earlier events
caused later ones or simply preceded them.
– RH 4 - Determine the meaning of words and phrases as they are used in a text, including
vocabulary describing political, social, or economic aspects of history/social studies.
– RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or
analysis.
– RH 8 - Assess the extent to which the reasoning and evidence in a text support the author’s
claims.
•
Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students:
– WHST 1 - Write arguments focused on discipline-specific content.
• a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that establishes clear relationships among the claim(s),
counterclaims, reasons, and evidence.
• c. Use words, phrases, and clauses to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between reasons
and evidence, and between claim(s) and counterclaims.
– WHST 2 - Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
• b. Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples appropriate
to the audience’s knowledge of the topic.
• c. Use varied transitions and sentence structures to link the major sections of the text,
create cohesion, and clarify the relationships among ideas and concepts.
• d. Use precise language and domain-specific vocabulary to manage the complexity of the
topic and convey a style appropriate to the discipline and context as well as to the
expertise of likely readers.
– WHST 4 - Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
– WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.
Read to Analyze Quotes
The purpose of a dialectical journal is to analyze significant quotes from the text to make authentic
connections between the text and other related concepts. After reading the quote and locating it in the
document, write a response that shows your ability to question, analyze, interpret, evaluate, reflect, or
predict.
Response Starters to help start journal feedback:
– Asking Questions
• I wonder why…
• What if…
• How come…
– Revising Meaning/Analyzing
• At first I thought, but now I…
• My latest thought about this is…
• I’m getting a different picture here because…
– Forming Interpretations
• What this means to me is…
• I think this represents…
• The idea I’m getting is…
– Evaluating
• I like/don’t like…
• This could be more effective if…
• The most important message is…
– Reflecting and Relating
• So, the big idea is…
• A conclusion I’m drawing is…
• This is relevant to my life because…
– Predicting
• I’ll bet that…
• I think…
• If, then…
British Imperialism in India - Dialectical Journal
Quote from reading:
- “By the mid-1700s, the British East India
Company was the most important power in India.”
- “The company even had its own army. This army
was led by British officers. It was staffed by sepoys,
Indian soldiers.”
- “India was the main supplier of raw materials for
Britain. The British called India the “jewel in the
crown” because it was Britain’s most valuable
colony.”
- “India’s rail system was the third largest in the
world and helped make India’s economy more
modern. The British built telephone and telegraph
lines, dams, bridges, and canals. They also
improved sanitation and public health and built
schools.
- “Indian industry died out because of British trade
laws. Many farmers and villages could no longer
feed themselves because they were forced to grow
cash crops.”
- “Most British officials had racist attitudes that
threatened Indian culture.”
- “By the mid-1800s, many Indians resented British
rule.”
- “In 1857, some Indian soldiers heard rumors
about British weapons that offended the Indians’
religious feelings. The British handled the situation
badly.”
Student Response (Question, Analyze, Interpret,
Evaluate, Reflect, Predict)
British Imperialism in India - Dialectical Journal
Quote from Reading:
- “The Indian soldiers rebelled. This rebellion has
been called the Sepoy Mutiny. It took the East
India Company and British troops a year to put it
down.”
- “The Sepoy Mutiny failed because the Indians
were divided as the Muslims and Hindus did not
trust each other.”
- “After the revolt, the British government took
direct control of British India. The term Raj refers
to British rule over India from 1757 to 1947.”
- “Leaders such as Ram Mohun Roy urged changes
in traditional Indian practices to make Indian
society more modern and to free India of foreign
control.”
- “Indians were barred from the best jobs in the
Indian Civil Service. British workers were paid more
than Indian workers doing the same job.
-”Indians formed two groups—the Indian National
Congress and the Muslim League. Both groups
pushed the British to make changes. In the early
1900s, they called for self-government.
Student Response (Question, Analyze, Interpret,
Evaluate, Reflect, Predict)
British Imperialism in India Text
and Text Dependent Questions
Standards Alignment
Text with Questions
Standards Alignment
•
California State Standards for Grade 10
– 10.4 Students analyze patterns of global change in the era of New Imperialism in
at least two of the following regions or countries: Africa, Southeast Asia, China,
India, Latin America, and the Philippines.
• 1. Describe the rise of industrial economies and their link to imperialism
and colonialism (e.g., the role played by national security and strategic
advantage; moral issues raised by the search for national hegemony, Social
Darwinism, and the missionary impulse; material issues such as land,
resources, and technology).
• 2. Discuss the locations of the colonial rule of such nations as England,
France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and
the United States.
• 3. Explain imperialism from the perspective of the colonizers and the
colonized and the varied immediate and long-term responses by the people
under colonial rule.
• 4. Describe the independence struggles of the colonized regions of the
world, including the roles of leaders, such as Sun Yat-sen in China, and the
roles of ideology and religion.
•
Common Core Reading Standards for Literacy in History/Social Science for Grades 9 &
10 Students:
– RH 1 - Cite specific textual evidence to support analysis of primary and secondary
sources, attending to such features as the date and origin of the information.
– RH 2 - Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of how key events or ideas develop over the
course of the text.
– RH 3 - Analyze in detail a series of events described in a text; determine whether
earlier events caused later ones or simply preceded them.
– RH 4 - Determine the meaning of words and phrases as they are used in a text,
including vocabulary describing political, social, or economic aspects of
history/social studies.
– RH 5 - Analyze how a text uses structure to emphasize key points or advance an
explanation or analysis.
•
Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10
Students:
– WHST 1 - Write arguments focused on discipline-specific content.
• c. Use words, phrases, and clauses to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims.
– WHST 4 - Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
– WHST 9 - Draw evidence from informational texts to support analysis, reflection,
and research.
British Imperialism in India
British Expand Control over India
How did British rule affect India?
The Mughal Empire of India fell into decline
in the early 1700s. By the mid-1700s, the British
East India Company was the most important power
in India. The company held huge amounts of land.
The company even had its own army. This army was
led by British officers. It was staffed by sepoys,
Indian soldiers.
India was the main supplier of raw materials
for Britain. The British called India the “jewel in the
crown” because it was Britain’s most valuable
colony.
India enjoyed some benefits from British
rule. India’s rail system was the third largest in the
world. The railroad helped make India’s economy
more modern. The British made other
improvements, too. They built telephone and
telegraph lines, dams, bridges, and canals. They also
improved sanitation and public health and built
schools.
But British rule also caused problems. A
great deal of wealth owed from India to Britain.
Indian industry died out because of British trade
laws. Many farmers and villages could no longer
feed themselves because they were forced to grow
cash crops. India suffered famines in the late 1800s.
In addition, most British officials had racist attitudes
that threatened Indian culture.
Directions: Answer the text dependent questions as
you read.
Where were the Indian soldiers that fought
for the British East India Company called?
What did the British call India and why?
rule?
India?
What benefits did India gain from British
What problems did British rule bring to
The Sepoy Mutiny
Why did Indians rebel?
By the mid-1800s, many Indians resented British
rule. In 1857, some Indian soldiers heard rumors
about British weapons. The rumors offended the
Indians’ religious feelings. The British handled the
situation badly. The Indian soldiers rebelled. This
rebellion has been called the Sepoy Mutiny. It took
the East India Company and British troops a year to
put it down.
The Sepoy Mutiny failed because the Indians
were divided. Muslims and Hindus did not trust
each other. After the revolt, the British government
took direct control of British India. The term Raj
refers to British rule over India from 1757 to 1947.
What was the Sepoy Mutiny and why did it
occur?
Why did the Sepoy Mutiny fail?
British Imperialism in India
Nationalism Surfaces in India
What were the goals of the Indian nationalist
movement?
Indians also resisted British control in other
ways. Leaders such as Ram Mohun Roy urged
changes in traditional Indian practices. He wanted
to make Indian society more modern and to free
India of foreign control.
Nationalist feelings also started to grow in
India. Indians resented the British discrimination
against them. Indians were barred from the best
jobs in the Indian Civil Service. British workers were
paid more than Indian workers doing the same job.
Indians formed two groups—the Indian
National Congress and the Muslim League. Both
groups pushed the British to make changes. In the
early 1900s, they called for self-government.
Directions: Answer the text dependent questions as
you read.
How long did the British control India?
What groups called for change in India and
what did they do?
British Imperialism in India
Text Summary Worksheet
Standards Alignment
Student Web Map with Instructions
Standards Alignment
•
California State Standards for Grade 10
– 10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries:
Africa, Southeast Asia, China, India, Latin America, and the Philippines.
• 1. Describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the role played by national
security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the
missionary impulse; material issues such as land, resources, and technology).
• 2. Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia,
Spain, Portugal, and the United States.
• 3. Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term
responses by the people under colonial rule.
• 4. Describe the independence struggles of the colonized regions of the world, including the roles of leaders, such as Sun Yatsen in China, and the roles of ideology and religion.
•
Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students:
– RH 1 - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and
origin of the information.
– RH 2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events
or ideas develop over the course of the text.
– RH 4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or
economic aspects of history/social studies.
•
Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students:
– WHST 1 - Write arguments focused on discipline-specific content.
• c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships
between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
– WHST 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
– WHST 5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.
– WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.
British Imperialism in India Web Map
Directions: Using the information you just read, fill out the graphic organizer below. Use the chart below to take notes on the causes of the
nationalist movement in India.
Causes of
Nationalist
Movement in
India