The British improved and modernized India which formed their efficiency that they have today. They established railroads and bridges so people can travel thru their country easier. The British also ingrained a fair trading system between India and British. Some may claim that it was not fair because the Indian textiles were getting sold less and less. From 1790 and so on the sales of Indian textiles progressively declined (Doc. 6).
Although, the framework did not include Indians. 900 englishman worked in civil offices yet only 60 Indians (Doc 2). The Indians really had no control of the government britain had put into place. Continuing on the lines of military and government the british created the indian army and created military academy to train officers (Lalvani). Yet the british trained officers were actually used to
Once the BEIC had control over India, they reshaped the government to better suit their needs. For instance, the BEIC required that natives couldn’t serve in “civil administration till they become Christian,” seeing that “no civil or military servant in India rises to a position of real influence or distinction.” (Document 15) Before the BEIC, India’s government was self-sufficient and flourishing. Laws were passed in response to problems that people were encountering, with the well-being of the people as the key objective. The BEIC was not taking into account the natives.
In the sixth chapter “Grassroots Indian Activism: The Red Power Movement in Urban Areas” of his book Reimaging Indian Country, Nicolas G. Rosenthal analyzes the influence of national Red Power activism on local American Indian activism and places emphasis on various examples of local Red Power. Rosenthal demonstrates how local and national activism were related in the big network of Red Power activism, especially throughout the 1970s. The comprehension of the connections between the different stages of activism is, according to the author, important for the understanding of how the movement was interpreted and transformed over the years. Events of protests and occupations like Alcatraz and Wounded Knee were important to draw national and
World War One was a war unlike any other before or after; as time went on, countries from all around the world were dragged into European affairs, which led to powers exhausting resources to the fullest extent. Total War required all members of society to contribute and take on jobs of much significance that had lasting effects on culture. Throughout World War One both soldiers and civilians endured similar sufferings; however, the roles of each were significantly different from one another and they were affected by the war in various ways.
The American Revolution set the background for the modern nation state as well as molding the modern Army. Both countries have many differences and similarities, ranging from the individuals fighting these wars to tactics and strategies they used to win. These countries shared the same idea of freedom and independence, the difference is they used different methods of accomplishing this goal. It’s difficult to pin point which country chose the best method, but we compare some of the facts and take a deeper look as to what was transpiring in both of these Revolutions. In the 18th Century the main problem the Army had was manpower.
When looking back into history one typically overlooks the French and Indian war due to lack of public knowledge of the war and what the war accomplished. One of the major effects the war was the widespread development of anger directed toward Great Britain due to the increased taxation of the colonies. Unsurprisingly the war failed to lower the tensions between Great Britain and France. The French and Indian War represented a major turning point in the socio economic relationship between the colonies and Great Britain due to the financial and social tensions created by the war but failed to change the relationship between Great Britain and France.
In the Indian National army remember the memories and records of members they offer a little understanding the Japanese army that Subhas Chandra Bose. So India National Army did plant and grew there military and nationalism of Indian community of Malaya. Both groups experience the distinctions themselves as Indians
I read the book The Indian School by Gloria Whelan and the genre is Biography. In my book there is 96 pages. According to goodreads.com someone wrote that “the book sends a good message about the importance of maintaining a person’s culture, especially for children. ”I think this would be a good book for 8-12 and it would be the perfect for these ages because it the vocabulary is not to hard and if you love read about story 's from the past this would be a great book for you. The protagonists in this book the is a girl named Lucy and a girl named Raven.
The rise of nationalism is what led to India's complete independence from Britain. "Indian resentment of British colonialism and social inequalities fueled a powerful nationalist movement" (Craig A. Lockard. Ch.25 Pg.609) During World War I, over a million Indian's enlisted in the British army with the hopes that they would receive liberalization in return for their services, but Britain declared that India would continue to be a part of it's empire. Through the war years Britain forced many Indians to enlist and in 1919 in Amritsar, they ordered their Indian soldiers to open fire on protesters, known as the "Amritsar massacre", which caused widespread anger.
Since 1500, countries have pursued a policy of expansion known as imperialism for a variety of reasons. Those reasons lead to both negative and positive effects. The effects can be viewed from different perspectives. One country that was a major in Imperialism was Great Britain.
And it was this belief that bred fear and panic’ (Mukherjee 95). Religion played an important role in the increasing tensions between Britons and Indians prior to the revolt as Indians resented the persistent attempts at Christianisation promoted by their imperial rulers. This particular issue over ammunitions allegedly proved to be the last straw. Albert Pionke explains that
Sherman Alexie writes the story “Indian Education” using a deadpan tone to build and connect the years of the narrator 's life together in an ironic way. Alexie is able to utilize irony through the use of separate, short sections within the story. The rapid presentation of events, simple thoughts, and poetic points made within the story enable the reader to make quick connections about the narrator’s life to draw more complex realizations. The art that Alexie uses to write this very short story is poetic in nature through the meaning and structure of his writing. By the fact that the reader can draw deeper conclusions about the narrator 's life from Alexie’s writing is evident that his writing is poetic.
The British first came to India not only because of the abundance of raw materials, but also the mass potential they seen. The British East India Company, took advantage of the collapsing Mughal Empire, and broke away from their control to flourished their company. In 1857 the Sepoy army rebelled and that caused the British to come in guns blazing and take over the country. The British rule demolished India through, taxation on anything made in India, and the exportation of raw materials, which caused a plentiful amount of famine,and throughout all of this, the British kept most on India uneducated, and those they did educate, most were forced to become interpreters for the benefits it would make in taking over India and keeping the British in control. Political Paragraph British imperialism had a negative effect on the politics of India because of the corrupt justice system, and the utter lack of respect that killed masses of innocent people.
The divide and rule thesis is a plausible method to explain rising communal antagonism. There were several factors that encouraged communal antagonism in colonial India. The British administration’s policy of course was one of them. The policy treats the masses as gullible agents. People
