APPLICATION/COMPETENCY BASED QUESTIONS
CRITICAL THINKING, RESEARCH, AND INFORMATION LITERACY
How do the following help us in understanding the history of India during the colonial period?
a. Newspapers, magazines, letters, and pamphlets
Newspapers, magazines, letters, and pamphlets were crucial in understanding the colonial period because they reflected public opinion, political debates, and the attitudes of both the British rulers and Indian subjects. These sources help us understand the intellectual movements, protests, and the rise of nationalism in India. They provide direct accounts of events like the revolt of 1857, the Swadeshi movement, and the freedom struggle. Through letters and pamphlets, we can also understand the personal sentiments and struggles of individuals during the colonial period.
b. Photographs, paintings, and statues
Photographs, paintings, and statues offer a visual representation of India during the colonial period. They provide a glimpse into the architecture, social life, and how the British tried to depict themselves as rulers. These visual sources also show the conditions of Indian society, the appearance of colonial buildings, and the ways in which colonial power was symbolized through public monuments. Statues and paintings were often used to glorify British achievements or the British monarch, helping us understand the mindset and propaganda of the time.
c. Films and monuments
Films and monuments help us understand the colonial period by preserving the cultural and historical narratives of the time. Films made during or about the colonial period depict the social, economic, and political conditions of the era. Monuments, on the other hand, are physical representations of British rule, such as buildings, statues, or forts, which help us understand how the British constructed their identity and control over India. These sources provide insight into the impact of colonialism on India’s landscape and culture.
CONCEPTUAL UNDERSTANDING AND CRITICAL THINKING (HOTS)
1. The British historians wrote history from their perspective. However, there were also those who were objective in their approach. What does that mean?
British historians wrote history from the perspective of their own experiences and beliefs, often justifying British rule in India as a “civilizing mission.” This means they presented India’s history as being stagnant and in need of British intervention to bring progress. On the other hand, objective historians strive to present a balanced account of history, free from bias. They aim to show all sides of the story, giving importance to Indian viewpoints, struggles, and contributions as well, rather than glorifying British actions. Objectivity means presenting facts without any personal or national bias, allowing the reader to form their own opinions based on evidence.
2. The British who left England to live in India tried to create a semblance of their country in the colony. What structures do you think they might have created to feel at home in India?
The British built structures that were reminiscent of their homeland to create a sense of familiarity and comfort. Some of these structures included:
- Colonial-style bungalows and large mansions with gardens, similar to those in England.
- Churches and cathedrals to maintain their religious practices.
- Clubs and social spaces where the British could gather, like the famous Calcutta Club and Simla Club.
- Government buildings like the Victoria Memorial and Rashtrapati Bhavan, designed in European architectural styles.
- Hill stations like Shimla and Darjeeling, where the British could escape the hot climate of the plains and enjoy cooler weather, similar to their homes in Europe.
These structures were meant to remind the British of their homeland and help them maintain their cultural identity in the colony.
VISUAL LITERACY, OBSERVATION, AND INFORMATION LITERACY
1. Identify these famous buildings.
(For this, you would typically need images or a visual resource to identify the buildings. Some famous buildings from the colonial period include:**
- The Victoria Memorial (Kolkata)
- Gateway of India (Mumbai)
- Rashtrapati Bhavan (New Delhi)
- India Gate (New Delhi)
- Chhatrapati Shivaji Maharaj Terminus (Mumbai))
2. Where are they located?
- Victoria Memorial – Kolkata, West Bengal
- Gateway of India – Mumbai, Maharashtra
- Rashtrapati Bhavan – New Delhi, Delhi
- India Gate – New Delhi, Delhi
- Chhatrapati Shivaji Maharaj Terminus – Mumbai, Maharashtra
3. Find out when they were built and also the names of the architects who designed them.
- Victoria Memorial – Built in 1921; Designed by Sir William Emerson
- Gateway of India – Built in 1924; Designed by George Wittet
- Rashtrapati Bhavan – Built in 1931; Designed by Edwin Lutyens
- India Gate – Built in 1931; Designed by Sir Edwin Lutyens
- Chhatrapati Shivaji Maharaj Terminus – Built in 1887; Designed by Frederick William Stevens
DIGITAL LITERACY
Study the history of your school and prepare a PowerPoint presentation on it.
For this task, you will need to research your school’s history by talking to teachers, staff, or researching old records and documents. You can include:
- The year the school was founded
- Founders and key people involved in its establishment
- Major milestones and achievements
- Notable alumni or events
- The evolution of the school’s infrastructure or curriculum
- Photographs of the school from different time periods
Once you have collected all the information, organize it into slides with appropriate text, images, and design to create an engaging presentation.
PROJECT: INITIATIVE, PRODUCTIVITY, INNOVATION, CREATIVITY AND COMMUNICATION
Know your locality better. Find out from your teachers and other adults about the history of your region. Based on that, try and find out the monuments that belong to the prehistoric, ancient, medieval, or modern period of history. Take pictures of these monuments, describe the period they belonged to, and paste them in your notebook.
For this task, visit local monuments or heritage sites and:
- Identify the time period each monument belongs to (prehistoric, ancient, medieval, or modern).
- Take photographs and make notes on their architectural style, significance, and historical importance.
- Paste the photographs in your notebook and label each one with the time period it belongs to, and describe its historical relevance.
- You can also create a small presentation or model to showcase your findings creatively.
LIFE SKILLS: SOCIAL SKILLS, COMMUNICATION, INITIATIVE AND LEADERSHIP
If you are given the chance of changing any one event from history, what would it be? Would it be the:
- Invasion of Taimur?
- Invasion of Nadir Shah?
- Invasion of Ahmed Shah Abdali?
- The coming of the English East India Company?
- Defeat of the Marathas in the Third Battle of Panipat in 1761?
- Defeat of the Nawab of Bengal in the Battle of Plassey in 1757?
Now, interact with the rest of the class and arrive at a consensus through the process of voting.
This question asks you to think critically about an event in history that had a significant impact. You can choose any of the events listed above, then discuss with your classmates why changing that event would have changed India’s history. You could consider the long-term effects of these events on the political, social, and economic landscape of India.
After a discussion, you and your classmates can vote on which event you believe had the most significant impact and should be changed.
Activity
Here are the eight hidden words found in the word search:
1. AURANGZEB – (Top row, left to right)
2. JAHANGIR – (Second row, left to right)
3. TULIP – (Fourth row, left to right)
4. FARMAN – (Fifth row, right to left)
5. DELHI – (Last column, top to bottom)
6. HYDERABAD – (Last row, left to right)
7. SUFI – (Fifth row, right to left)
8. MUGHAL – (Eighth row, diagonal from bottom-left to top-right)
2. Imagine that this is the year 2150. A lot of changes have taken place in the world and many old structures have fallen prey to decay owing to time and human activity. If you were excavating a mound expecting to unearth the riches from the past, what do you think you are likely to come across?
Answer:
If I were excavating a mound in the year 2150, I would expect to find objects and materials that represent our present-day lifestyle. These may include:
Heaps of plastic and non-biodegradable waste, showing how much plastic was used and dumped.
CDs, pen drives, and hard disks, which were once common for data storage.
Mobile phones and laptops, as symbols of communication and technology of our time.
Broken buildings and offices, representing the architecture and infrastructure that have decayed over time.
Lost treasury and coins, giving a glimpse into the economic system and currencies we used.
These findings would help future historians understand how we lived, what we valued, and how our society functioned during the 21st century.