Examine any two sources presented in the chapter, choosing one visual and one text, and discuss how these represent the point of view of the victor and the vanquished.
Ordinary people join the mutiny of 1857. Lucknow was one of the main centres. The sepoys of Awadh were joined by peasants, zamindars, traders and talukdars. Source Sisten and the tahsildar: In the context of the communication of the message of revolt and mutiny, the experience of Francois Sisten, a native Christian police inspector in Sitapur, is telling. He had gone to Saharanpur to pay his respects to the magistrate. Sisten was dressed in Indian clothes and sitting cross-legged. A Muslim tahsildar from Bijnor entered the room; upon learning that Sisten was from Awadh, he enquired, “What news from Awadh? How does the work progress, brother?” Playing safe, Sisten replied, “If we have work in Awadh, your highness will know it.” The tahsildar said, “Depend upon it, we will succeed this time. The direction of the business is in able hands.” The tahsildar was later identified as the principal rebel leader of Bijnor. This source indicate that the effect of the rebellions had spread even among those officers who had earlier supported the British. The English men worried about their lives, property, owner of women and children. The geographical extent of the revolt was much greater. The magistrate used to get news and daily development day to day through their governmental representatives but they were suspicious as later on magistrate of Sitapur came to know that the Sisten who came to him was a great sympathiser of the rebellions.
What do visual representations tell us about the revolt of 1857? How do historians analyse these representations?
Why was the revolt particularly widespread in Awadh? What prompted the peasants, taluqdars and zamindars to join the revolt?
Why did the mutinous sepoys in many places turn to erstwhile rulers to provide leadership to the revolt?
What did the rebels want? To what extent did the vision of different social groups differ?
Discuss the evidence that indicates planning and coordination on the part of the rebels.
What steps did the British take to quell the uprising?
What were the measures taken to ensure unity among the rebels?
Discuss the extent to which religious beliefs shaped the events of 1857.
Why was the jotedar a powerful figure in many areas of rural Bengal?
To what extent are census data useful in reconstructing patterns of urbanisation in the colonial context?
How did Mahatma Gandhi seek to identify with the common people?
What did the Muslim League demand through its resolution of 1940?
What were the ideals expressed in the Objectives Resolution?
How did zamindars manage to retain control over their zamindaris?
What do the terms “White” and “Black” Town signify?
How was Mahatma Gandhi perceived by the peasants?
Why did some people think of Partition as a very sudden development?
How was the term minority defined by different groups?
Why was the jotedar a powerful figure in many areas of rural Bengal?
Examine the strengths and limitations of oral history. How have oral-history techniques furthered our understanding of Partition?
Why did the Santhals rebel against British rule?
Why were many zamindaris auctioned after the Permanent Settlement?
What connection did some of the members of the Constituent Assembly make between the political situation of the time and the need for a strong Centre?
Examine how concerns of defence and health gave shape to Calcutta.
How did the Paharias respond to the coming of outsiders?
What historical forces shaped the vision of the Constitution?
How did the American Civil War affect the lives of ryots in India?
What were the concerns that influenced town planning in the nineteenth century?