Nationalism grew in Africa and the Middle East in response to European colonialism and imperialism. Africans fought against being controlled by European countries and losing their right to vote and land. Segregationist policies in South Africa, like apartheid, aimed to ensure white supremacy through laws that restricted better jobs and living areas to whites only. African nationalism movements emerged seeking unity, independence, and an end to colonial rule, including pan-Africanism, Marcus Garvey's calls for "Africa to Africans," and Egypt gaining independence from Britain in 1922.
The document discusses key events leading up to World War 2, including Germany annexing Austria and parts of Czechoslovakia through appeasement policies by Britain and France. It also discusses the Spanish Civil War where Germany and Italy supported Franco's Nationalists against the Soviet-backed Loyalists, resulting in over 500,000 deaths. The non-aggression pact between Nazi Germany and the Soviet Union is mentioned, before the summary concludes that World War 2 officially began when Germany invaded Poland in September 1939, leading Britain and France to declare war on Germany.
The document outlines topics related to the Cold War including key terms, leaders, events, military conflicts, and ideological differences between the US and USSR. It includes sections on the early Cold War period, arms race, spread of communism in China and other regions, as well as crises like the Cuban Missile Crisis and conflicts in Korea and Vietnam. The document aims to provide an overview of the major elements of the extended geopolitical and military standoff between the US and Soviet Union known as the Cold War.
Nationalism grew in Africa and the Middle East in response to European colonialism and imperialism. Africans fought against being controlled by European countries and losing their right to vote and land. Segregationist policies in South Africa, like apartheid, aimed to ensure white supremacy through laws that restricted better jobs and living areas to whites only. African nationalism movements emerged seeking unity, independence, and an end to colonial rule, including pan-Africanism, Marcus Garvey's calls for "Africa to Africans," and Egypt gaining independence from Britain in 1922.
The document discusses key events leading up to World War 2, including Germany annexing Austria and parts of Czechoslovakia through appeasement policies by Britain and France. It also discusses the Spanish Civil War where Germany and Italy supported Franco's Nationalists against the Soviet-backed Loyalists, resulting in over 500,000 deaths. The non-aggression pact between Nazi Germany and the Soviet Union is mentioned, before the summary concludes that World War 2 officially began when Germany invaded Poland in September 1939, leading Britain and France to declare war on Germany.
The document outlines topics related to the Cold War including key terms, leaders, events, military conflicts, and ideological differences between the US and USSR. It includes sections on the early Cold War period, arms race, spread of communism in China and other regions, as well as crises like the Cuban Missile Crisis and conflicts in Korea and Vietnam. The document aims to provide an overview of the major elements of the extended geopolitical and military standoff between the US and Soviet Union known as the Cold War.
The document provides key dates and events relating to US-Japanese relations prior to WWII. It outlines Japan's increasing imperialism in Manchuria in 1931 and China in 1937, and the US's neutral or non-confrontational responses. This included approving the Kellogg-Briand Pact outlawing war in 1929 but doing nothing in response to Japan's invasion of Manchuria in 1931. The document establishes the timeline of deteriorating relations between the two countries in the lead up to WWII.
The document summarizes key events and developments during World War 1 between 1915-1918, including:
1) The Gallipoli Campaign aimed to establish a supply line to Russia.
2) The US entered the war due to Germany's unrestricted submarine warfare and their intercepting of the Zimmerman Note.
3) Russia's Czar government collapsed due to war shortages and the Russian Revolution.
4) Germany and Russia signed the Treaty of Brest-Litovsk in 1918, with Russia surrendering territory.
5) The Second Battle of the Marne in 1918 was a major Allied victory that started their momentum to win the war.
6) The final defeat of the
The document discusses 5 new weapons introduced during World War 1 including the machine gun, airplane, submarine, poison gas, and tank. For each weapon it provides the country of origin, a brief description, and how it changed the way war was fought. The weapons had a significant impact and led to major advances in warfare.
Wilson aimed for a just peace through self-determination and a League of Nations, while France and Britain prioritized security and punishing Germany. The resulting Treaty of Versailles severely punished Germany, reorganized borders, and included the League, but failed to achieve lasting peace due to bitterness over its terms. The US rejection further weakened the League.
This document provides a table of contents for a World War 1 unit that includes 10 sections:
1) Table of Contents
2) Entangled Alliances
3) WWI Map & Alliances
4) Powderkeg & Dominoes
5) New Weapons
6) War Affects the World
7) Flawed Peace
8) Killing Fields: Video Notes
9) Propaganda
10) Vocabulary / Study Guide
This document provides a vocabulary game about concepts related to nationalism and imperialism. It consists of 26 multiple choice questions arranged in a 5x5 grid based on the letters of the alphabet. Each question tests the user's knowledge of terms like segregation, paternalism, colonialism, and influential historical figures like Otto von Bismarck and Menelik II of Ethiopia. The questions cover topics in European and Asian history as well as the imposition and effects of European imperial rule in Africa.
The document provides information on population projections for the top 20 most populated countries in 2007 and projected for 2050. It also includes data on the current top 10 largest economies and top 10 military budgets by nation. Some key details are that India is projected to surpass China as the most populated country by 2050, the US and EU combined have the largest total economic size, and the US spends the most on its military budget.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
The document provides key dates and events relating to US-Japanese relations prior to WWII. It outlines Japan's increasing imperialism in Manchuria in 1931 and China in 1937, and the US's neutral or non-confrontational responses. This included approving the Kellogg-Briand Pact outlawing war in 1929 but doing nothing in response to Japan's invasion of Manchuria in 1931. The document establishes the timeline of deteriorating relations between the two countries in the lead up to WWII.
The document summarizes key events and developments during World War 1 between 1915-1918, including:
1) The Gallipoli Campaign aimed to establish a supply line to Russia.
2) The US entered the war due to Germany's unrestricted submarine warfare and their intercepting of the Zimmerman Note.
3) Russia's Czar government collapsed due to war shortages and the Russian Revolution.
4) Germany and Russia signed the Treaty of Brest-Litovsk in 1918, with Russia surrendering territory.
5) The Second Battle of the Marne in 1918 was a major Allied victory that started their momentum to win the war.
6) The final defeat of the
The document discusses 5 new weapons introduced during World War 1 including the machine gun, airplane, submarine, poison gas, and tank. For each weapon it provides the country of origin, a brief description, and how it changed the way war was fought. The weapons had a significant impact and led to major advances in warfare.
Wilson aimed for a just peace through self-determination and a League of Nations, while France and Britain prioritized security and punishing Germany. The resulting Treaty of Versailles severely punished Germany, reorganized borders, and included the League, but failed to achieve lasting peace due to bitterness over its terms. The US rejection further weakened the League.
This document provides a table of contents for a World War 1 unit that includes 10 sections:
1) Table of Contents
2) Entangled Alliances
3) WWI Map & Alliances
4) Powderkeg & Dominoes
5) New Weapons
6) War Affects the World
7) Flawed Peace
8) Killing Fields: Video Notes
9) Propaganda
10) Vocabulary / Study Guide
This document provides a vocabulary game about concepts related to nationalism and imperialism. It consists of 26 multiple choice questions arranged in a 5x5 grid based on the letters of the alphabet. Each question tests the user's knowledge of terms like segregation, paternalism, colonialism, and influential historical figures like Otto von Bismarck and Menelik II of Ethiopia. The questions cover topics in European and Asian history as well as the imposition and effects of European imperial rule in Africa.
The document provides information on population projections for the top 20 most populated countries in 2007 and projected for 2050. It also includes data on the current top 10 largest economies and top 10 military budgets by nation. Some key details are that India is projected to surpass China as the most populated country by 2050, the US and EU combined have the largest total economic size, and the US spends the most on its military budget.
More from WorldHistoryPresentations.Blogspot.com (20)
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
1. Mr P’s Assign # 12
Revolutionary Guide to India and Other Revolutionary Places
Revolutionary India
A) Chapter 9 Section 4 p.303-307 - The British Take Over India A (1-5) (6-10) A2 (1-6) (7-14)
B) Chapter 12 Section 3 p.401-404 - India Seeks Self-Rule (B1-6) (B- Gandhi 1-6) (B7-12)
C) Chapter 16 Section 1 p.550-555 - Independent Nations of South Asia (C1-7) (C8-14) (C15-16)
D) Chapter 18 Section 3 p.615-616 – India Builds Its Economy (D1-7)
E) Mr P’s Indian Supplement – Ruskin Bond, Krishnamurti, Aryundhati Roy, Amitav Ghosh, Vandana Shiva, Shazia Haq, Rajesh Jha,
etc.
Other 20th Century Revolutionary Places
F) Chapter 16 Section 2 p.556-559 – New Nations of Southeast Asia / Algeria 5 Questions (Assign 13)
G) Chapter 16 Section 3 p.560-566 – African Nations Gain Independence
H) Chapter 16 Section 4 p.568-573 - Modern Middle East
Locate Religious Area
1 = Hindus
2 = Muslims
3 = Buddhists
4 = Sikhs Locate Cities =
Population Today 1 = Delhi
Nations A - D 2 = Kabul
Locate Nations = 3 = Colombo
A = INDIA 4 = Dhaka
B = PAKISTAN 5 = Kolkata
C = AFGHANISTAN 6 = Bangalore
D = BANGADESH 7 = Mumbai
E = SRI LANKA 8 = Islamabad
F = KASHMIR 9 = Karachi
2. Assign # 12
Mr P’s
Revolutionary Guide to India and Other Revolutionary Places
Revolutionary India
A) Chapter 9 Section 4 p.303-307 - The British Take Over India
B) Chapter 12 Section 3 p.401-404 - India Seeks Self-Rule
C) Chapter 16 Section 1 p.550-555 - Independent Nations of South Asia
D) Chapter 18 Section 3 p.615-616 – India Builds Its Economy
E) Mr P’s Indian Supplement – Ruskin Bond, Krishnamurti, Aryundhati Roy, Amitav Ghosh, Vandana Shiva, Shazia Haq, Rajesh Jha, etc.
Other 20th Century Revolutionary Places
F) Chapter 16 Section 2 p.556-559 – New Nations of Southeast Asia
G) Chapter 16 Section 3 p.560-566 – African Nations Gain Independence
H) Chapter 16 Section 4 p.568-573 - Modern Middle East
Locate Religious Area
1 = Hindus
2 = Muslims A
3 = Buddhists
4 = Sikhs Locate Cities =
Population Today
Nations A - D
1 = Delhi
Locate Nations = 2 = Kabul
A = INDIA 3 = Colombo
B = PAKISTAN 4 = Dhaka
C = AFGHANISTAN
D = BANGADESH 5 = Kolkata
E = SRI LANKA 6 = Bangalore
F = KASHMIR 7 = Mumbai
8 = Islamabad
3. Assign # 12
Mr P’s
Revolutionary Guide to India and Other Revolutionary Places
Revolutionary India
A) Chapter 9 Section 4 p.303-307 - The British Take Over India
B) Chapter 12 Section 3 p.401-404 - India Seeks Self-Rule
C) Chapter 16 Section 1 p.550-555 - Independent Nations of South Asia
D) Chapter 18 Section 3 p.615-616 – India Builds Its Economy
E) Mr P’s Indian Supplement – Ruskin Bond, Krishnamurti, Aryundhati Roy, Amitav Ghosh, Vandana Shiva, Shazia Haq, Rajesh Jha, etc.
Other 20th Century Revolutionary Places
F) Chapter 16 Section 2 p.556-559 – New Nations of Southeast Asia
G) Chapter 16 Section 3 p.560-566 – African Nations Gain Independence
H) Chapter 16 Section 4 p.568-573 - Modern Middle East
B
Locate Religious Area
1 = Hindus
2 = Muslims A
3 = Buddhists
4 = Sikhs Locate Cities =
Population Today 1 = Delhi
Nations A - D 2 = Kabul
Locate Nations = 3 = Colombo
A = INDIA 4 = Dhaka
B = PAKISTAN 5 = Kolkata
C = AFGHANISTAN 6 = Bangalore
D = BANGADESH 7 = Mumbai
E = SRI LANKA 8 = Islamabad
F = KASHMIR 9 = Karachi
4. Assign # 12
Mr P’s
Revolutionary Guide to India and Other Revolutionary Places
Revolutionary India
A) Chapter 9 Section 4 p.303-307 - The British Take Over India
B) Chapter 12 Section 3 p.401-404 - India Seeks Self-Rule
C) Chapter 16 Section 1 p.550-555 - Independent Nations of South Asia
D) Chapter 18 Section 3 p.615-616 – India Builds Its Economy
E) Mr P’s Indian Supplement – Ruskin Bond, Krishnamurti, Aryundhati Roy, Amitav Ghosh, Vandana Shiva, Shazia Haq, Rajesh Jha, etc.
Other 20th Century Revolutionary Places
F) Chapter 16 Section 2 p.556-559 – New Nations of Southeast Asia
G) Chapter 16 Section 3 p.560-566 – African Nations Gain Independence
H) Chapter 16 Section 4 p.568-573 - Modern Middle East
C
B
Locate Religious Area
1 = Hindus
2 = Muslims A
3 = Buddhists
4 = Sikhs Locate Cities =
Population Today 1 = Delhi
Nations A - D 2 = Kabul
Locate Nations = 3 = Colombo
A = INDIA 4 = Dhaka
B = PAKISTAN 5 = Kolkata
C = AFGHANISTAN 6 = Bangalore
D = BANGADESH 7 = Mumbai
E = SRI LANKA 8 = Islamabad
F = KASHMIR 9 = Karachi
5. Assign # 12
Mr P’s
Revolutionary Guide to India and Other Revolutionary Places
Revolutionary India
A) Chapter 9 Section 4 p.303-307 - The British Take Over India
B) Chapter 12 Section 3 p.401-404 - India Seeks Self-Rule
C) Chapter 16 Section 1 p.550-555 - Independent Nations of South Asia
D) Chapter 18 Section 3 p.615-616 – India Builds Its Economy
E) Mr P’s Indian Supplement – Ruskin Bond, Krishnamurti, Aryundhati Roy, Amitav Ghosh, Vandana Shiva, Shazia Haq, Rajesh Jha, etc.
Other 20th Century Revolutionary Places
F) Chapter 16 Section 2 p.556-559 – New Nations of Southeast Asia
G) Chapter 16 Section 3 p.560-566 – African Nations Gain Independence
H) Chapter 16 Section 4 p.568-573 - Modern Middle East
C
B
Locate Religious Area
1 = Hindus
2 = Muslims A
3 = Buddhists
4 = Sikhs Locate Cities =
Population Today
Nations A - D
1 = Delhi
2 = Kabul
D
Locate Nations = 3 = Colombo
A = INDIA 4 = Dhaka
B = PAKISTAN 5 = Kolkata
C = AFGHANISTAN 6 = Bangalore
D = BANGADESH 7 = Mumbai
E = SRI LANKA 8 = Islamabad
F = KASHMIR 9 = Karachi
6. Assign # 12
Mr P’s
Revolutionary Guide to India and Other Revolutionary Places
Revolutionary India
A) Chapter 9 Section 4 p.303-307 - The British Take Over India
B) Chapter 12 Section 3 p.401-404 - India Seeks Self-Rule
C) Chapter 16 Section 1 p.550-555 - Independent Nations of South Asia
D) Chapter 18 Section 3 p.615-616 – India Builds Its Economy
E) Mr P’s Indian Supplement – Ruskin Bond, Krishnamurti, Aryundhati Roy, Amitav Ghosh, Vandana Shiva, Shazia Haq, Rajesh Jha, etc.
Other 20th Century Revolutionary Places
F) Chapter 16 Section 2 p.556-559 – New Nations of Southeast Asia
G) Chapter 16 Section 3 p.560-566 – African Nations Gain Independence
H) Chapter 16 Section 4 p.568-573 - Modern Middle East
C
B
Locate Religious Area
1 = Hindus
2 = Muslims A
3 = Buddhists
4 = Sikhs Locate Cities =
Population Today
Nations A - D
1 = Delhi
2 = Kabul
D
Locate Nations = 3 = Colombo
A = INDIA 4 = Dhaka
B = PAKISTAN 5 = Kolkata
C = AFGHANISTAN 6 = Bangalore
D = BANGADESH 7 = Mumbai
E = SRI LANKA 8 = Islamabad
F = KASHMIR 9 = Karachi
E
7. Assign # 12
Mr P’s
Revolutionary Guide to India and Other Revolutionary Places
Revolutionary India
A) Chapter 9 Section 4 p.303-307 - The British Take Over India
B) Chapter 12 Section 3 p.401-404 - India Seeks Self-Rule
C) Chapter 16 Section 1 p.550-555 - Independent Nations of South Asia
D) Chapter 18 Section 3 p.615-616 – India Builds Its Economy
E) Mr P’s Indian Supplement – Ruskin Bond, Krishnamurti, Aryundhati Roy, Amitav Ghosh, Vandana Shiva, Shazia Haq, Rajesh Jha, etc.
Other 20th Century Revolutionary Places
F) Chapter 16 Section 2 p.556-559 – New Nations of Southeast Asia
G) Chapter 16 Section 3 p.560-566 – African Nations Gain Independence
H) Chapter 16 Section 4 p.568-573 - Modern Middle East
C
F
B
Locate Religious Area
1 = Hindus
2 = Muslims A
3 = Buddhists
4 = Sikhs Locate Cities =
Population Today
Nations A - D
1 = Delhi
2 = Kabul
D
Locate Nations = 3 = Colombo
A = INDIA 4 = Dhaka
B = PAKISTAN 5 = Kolkata
C = AFGHANISTAN 6 = Bangalore
D = BANGADESH 7 = Mumbai
E = SRI LANKA 8 = Islamabad
F = KASHMIR 9 = Karachi
E
8. Assign # 12
Mr P’s
Revolutionary Guide to India and Other Revolutionary Places
Revolutionary India
A) Chapter 9 Section 4 p.303-307 - The British Take Over India
B) Chapter 12 Section 3 p.401-404 - India Seeks Self-Rule
C) Chapter 16 Section 1 p.550-555 - Independent Nations of South Asia
D) Chapter 18 Section 3 p.615-616 – India Builds Its Economy
E) Mr P’s Indian Supplement – Ruskin Bond, Krishnamurti, Aryundhati Roy, Amitav Ghosh, Vandana Shiva, Shazia Haq, Rajesh Jha, etc.
Other 20th Century Revolutionary Places
F) Chapter 16 Section 2 p.556-559 – New Nations of Southeast Asia
G) Chapter 16 Section 3 p.560-566 – African Nations Gain Independence
H) Chapter 16 Section 4 p.568-573 - Modern Middle East
C
F
B
1
Locate Religious Area
1 = Hindus
2 = Muslims A
3 = Buddhists
4 = Sikhs Locate Cities =
Population Today
Nations A - D
1 = Delhi
2 = Kabul
D
Locate Nations = 3 = Colombo
A = INDIA 4 = Dhaka
B = PAKISTAN 5 = Kolkata
C = AFGHANISTAN 6 = Bangalore
D = BANGADESH 7 = Mumbai
E = SRI LANKA 8 = Islamabad
F = KASHMIR 9 = Karachi
E
9. Assign # 12
Mr P’s
Revolutionary Guide to India and Other Revolutionary Places
Revolutionary India
A) Chapter 9 Section 4 p.303-307 - The British Take Over India
B) Chapter 12 Section 3 p.401-404 - India Seeks Self-Rule
C) Chapter 16 Section 1 p.550-555 - Independent Nations of South Asia
D) Chapter 18 Section 3 p.615-616 – India Builds Its Economy
E) Mr P’s Indian Supplement – Ruskin Bond, Krishnamurti, Aryundhati Roy, Amitav Ghosh, Vandana Shiva, Shazia Haq, Rajesh Jha, etc.
Other 20th Century Revolutionary Places
F) Chapter 16 Section 2 p.556-559 – New Nations of Southeast Asia
G) Chapter 16 Section 3 p.560-566 – African Nations Gain Independence
H) Chapter 16 Section 4 p.568-573 - Modern Middle East
C 2
F
B
1
Locate Religious Area
1 = Hindus
2 = Muslims A
3 = Buddhists
4 = Sikhs Locate Cities =
Population Today
Nations A - D
1 = Delhi
2 = Kabul
D
Locate Nations = 3 = Colombo
A = INDIA 4 = Dhaka
B = PAKISTAN 5 = Kolkata
C = AFGHANISTAN 6 = Bangalore
D = BANGADESH 7 = Mumbai
E = SRI LANKA 8 = Islamabad
F = KASHMIR 9 = Karachi
E
10. Assign # 12
Mr P’s
Revolutionary Guide to India and Other Revolutionary Places
Revolutionary India
A) Chapter 9 Section 4 p.303-307 - The British Take Over India
B) Chapter 12 Section 3 p.401-404 - India Seeks Self-Rule
C) Chapter 16 Section 1 p.550-555 - Independent Nations of South Asia
D) Chapter 18 Section 3 p.615-616 – India Builds Its Economy
E) Mr P’s Indian Supplement – Ruskin Bond, Krishnamurti, Aryundhati Roy, Amitav Ghosh, Vandana Shiva, Shazia Haq, Rajesh Jha, etc.
Other 20th Century Revolutionary Places
F) Chapter 16 Section 2 p.556-559 – New Nations of Southeast Asia
G) Chapter 16 Section 3 p.560-566 – African Nations Gain Independence
H) Chapter 16 Section 4 p.568-573 - Modern Middle East
C 2
F
B
1
Locate Religious Area
1 = Hindus
2 = Muslims A
3 = Buddhists
4 = Sikhs Locate Cities =
Population Today
Nations A - D
1 = Delhi
2 = Kabul
D
Locate Nations = 3 = Colombo
A = INDIA 4 = Dhaka
B = PAKISTAN 5 = Kolkata
C = AFGHANISTAN 6 = Bangalore
7 = Mumbai
3
D = BANGADESH
E = SRI LANKA 8 = Islamabad
F = KASHMIR 9 = Karachi
E
11. Assign # 12
Mr P’s
Revolutionary Guide to India and Other Revolutionary Places
Revolutionary India
A) Chapter 9 Section 4 p.303-307 - The British Take Over India
B) Chapter 12 Section 3 p.401-404 - India Seeks Self-Rule
C) Chapter 16 Section 1 p.550-555 - Independent Nations of South Asia
D) Chapter 18 Section 3 p.615-616 – India Builds Its Economy
E) Mr P’s Indian Supplement – Ruskin Bond, Krishnamurti, Aryundhati Roy, Amitav Ghosh, Vandana Shiva, Shazia Haq, Rajesh Jha, etc.
Other 20th Century Revolutionary Places
F) Chapter 16 Section 2 p.556-559 – New Nations of Southeast Asia
G) Chapter 16 Section 3 p.560-566 – African Nations Gain Independence
H) Chapter 16 Section 4 p.568-573 - Modern Middle East
C 2
F
B
1
Locate Religious Area
1 = Hindus
4
2 = Muslims A
3 = Buddhists
4 = Sikhs Locate Cities =
Population Today
Nations A - D
1 = Delhi
2 = Kabul
D
Locate Nations = 3 = Colombo
A = INDIA 4 = Dhaka
B = PAKISTAN 5 = Kolkata
C = AFGHANISTAN 6 = Bangalore
7 = Mumbai
3
D = BANGADESH
E = SRI LANKA 8 = Islamabad
F = KASHMIR 9 = Karachi
E
12. Assign # 12
Mr P’s
Revolutionary Guide to India and Other Revolutionary Places
Revolutionary India
A) Chapter 9 Section 4 p.303-307 - The British Take Over India
B) Chapter 12 Section 3 p.401-404 - India Seeks Self-Rule
C) Chapter 16 Section 1 p.550-555 - Independent Nations of South Asia
D) Chapter 18 Section 3 p.615-616 – India Builds Its Economy
E) Mr P’s Indian Supplement – Ruskin Bond, Krishnamurti, Aryundhati Roy, Amitav Ghosh, Vandana Shiva, Shazia Haq, Rajesh Jha, etc.
Other 20th Century Revolutionary Places
F) Chapter 16 Section 2 p.556-559 – New Nations of Southeast Asia
G) Chapter 16 Section 3 p.560-566 – African Nations Gain Independence
H) Chapter 16 Section 4 p.568-573 - Modern Middle East
C 2
F
B
1
Locate Religious Area 4
1 = Hindus
2 = Muslims A 5
3 = Buddhists
4 = Sikhs Locate Cities =
Population Today
Nations A - D
1 = Delhi
2 = Kabul
D
Locate Nations = 3 = Colombo
A = INDIA 4 = Dhaka
B = PAKISTAN 5 = Kolkata
C = AFGHANISTAN 6 = Bangalore
7 = Mumbai
3
D = BANGADESH
E = SRI LANKA 8 = Islamabad
F = KASHMIR 9 = Karachi
E
13. Assign # 12
Mr P’s
Revolutionary Guide to India and Other Revolutionary Places
Revolutionary India
A) Chapter 9 Section 4 p.303-307 - The British Take Over India
B) Chapter 12 Section 3 p.401-404 - India Seeks Self-Rule
C) Chapter 16 Section 1 p.550-555 - Independent Nations of South Asia
D) Chapter 18 Section 3 p.615-616 – India Builds Its Economy
E) Mr P’s Indian Supplement – Ruskin Bond, Krishnamurti, Aryundhati Roy, Amitav Ghosh, Vandana Shiva, Shazia Haq, Rajesh Jha, etc.
Other 20th Century Revolutionary Places
F) Chapter 16 Section 2 p.556-559 – New Nations of Southeast Asia
G) Chapter 16 Section 3 p.560-566 – African Nations Gain Independence
H) Chapter 16 Section 4 p.568-573 - Modern Middle East
C 2
F
B
1
Locate Religious Area 4
1 = Hindus
2 = Muslims A 5
3 = Buddhists
4 = Sikhs Locate Cities =
Population Today
Nations A - D
1 = Delhi
2 = Kabul
D
Locate Nations = 3 = Colombo
A = INDIA 4 = Dhaka
B = PAKISTAN 5 = Kolkata 6
C = AFGHANISTAN 6 = Bangalore
7 = Mumbai
3
D = BANGADESH
E = SRI LANKA 8 = Islamabad
F = KASHMIR 9 = Karachi
E
14. Assign # 12
Mr P’s
Revolutionary Guide to India and Other Revolutionary Places
Revolutionary India
A) Chapter 9 Section 4 p.303-307 - The British Take Over India
B) Chapter 12 Section 3 p.401-404 - India Seeks Self-Rule
C) Chapter 16 Section 1 p.550-555 - Independent Nations of South Asia
D) Chapter 18 Section 3 p.615-616 – India Builds Its Economy
E) Mr P’s Indian Supplement – Ruskin Bond, Krishnamurti, Aryundhati Roy, Amitav Ghosh, Vandana Shiva, Shazia Haq, Rajesh Jha, etc.
Other 20th Century Revolutionary Places
F) Chapter 16 Section 2 p.556-559 – New Nations of Southeast Asia
G) Chapter 16 Section 3 p.560-566 – African Nations Gain Independence
H) Chapter 16 Section 4 p.568-573 - Modern Middle East
C 2
F
B
1
Locate Religious Area 4
1 = Hindus
2 = Muslims A 5
3 = Buddhists 7
4 = Sikhs Locate Cities =
Population Today
Nations A - D
1 = Delhi
2 = Kabul
D
Locate Nations = 3 = Colombo
A = INDIA 4 = Dhaka
B = PAKISTAN 5 = Kolkata 6
C = AFGHANISTAN 6 = Bangalore
7 = Mumbai
3
D = BANGADESH
E = SRI LANKA 8 = Islamabad
F = KASHMIR 9 = Karachi
E
15. Assign # 12
Mr P’s
Revolutionary Guide to India and Other Revolutionary Places
Revolutionary India
A) Chapter 9 Section 4 p.303-307 - The British Take Over India
B) Chapter 12 Section 3 p.401-404 - India Seeks Self-Rule
C) Chapter 16 Section 1 p.550-555 - Independent Nations of South Asia
D) Chapter 18 Section 3 p.615-616 – India Builds Its Economy
E) Mr P’s Indian Supplement – Ruskin Bond, Krishnamurti, Aryundhati Roy, Amitav Ghosh, Vandana Shiva, Shazia Haq, Rajesh Jha, etc.
Other 20th Century Revolutionary Places
F) Chapter 16 Section 2 p.556-559 – New Nations of Southeast Asia
G) Chapter 16 Section 3 p.560-566 – African Nations Gain Independence
H) Chapter 16 Section 4 p.568-573 - Modern Middle East
C 2
8 F
B
1
Locate Religious Area 4
1 = Hindus
2 = Muslims A 5
3 = Buddhists 7
4 = Sikhs Locate Cities =
Population Today
Nations A - D
1 = Delhi
2 = Kabul
D
Locate Nations = 3 = Colombo
A = INDIA 4 = Dhaka
B = PAKISTAN 5 = Kolkata 6
C = AFGHANISTAN 6 = Bangalore
7 = Mumbai
3
D = BANGADESH
E = SRI LANKA 8 = Islamabad
F = KASHMIR 9 = Karachi
E
16. Assign # 12
Mr P’s
Revolutionary Guide to India and Other Revolutionary Places
Revolutionary India
A) Chapter 9 Section 4 p.303-307 - The British Take Over India
B) Chapter 12 Section 3 p.401-404 - India Seeks Self-Rule
C) Chapter 16 Section 1 p.550-555 - Independent Nations of South Asia
D) Chapter 18 Section 3 p.615-616 – India Builds Its Economy
E) Mr P’s Indian Supplement – Ruskin Bond, Krishnamurti, Aryundhati Roy, Amitav Ghosh, Vandana Shiva, Shazia Haq, Rajesh Jha, etc.
Other 20th Century Revolutionary Places
F) Chapter 16 Section 2 p.556-559 – New Nations of Southeast Asia
G) Chapter 16 Section 3 p.560-566 – African Nations Gain Independence
H) Chapter 16 Section 4 p.568-573 - Modern Middle East
C 2
8 F
B
9 1
Locate Religious Area 4
1 = Hindus
2 = Muslims A 5
3 = Buddhists 7
4 = Sikhs Locate Cities =
Population Today
Nations A - D
1 = Delhi
2 = Kabul
D
Locate Nations = 3 = Colombo
A = INDIA 4 = Dhaka
B = PAKISTAN 5 = Kolkata 6
C = AFGHANISTAN 6 = Bangalore
7 = Mumbai
3
D = BANGADESH
E = SRI LANKA 8 = Islamabad
F = KASHMIR 9 = Karachi
E
17. Assign # 12
Mr P’s
Revolutionary Guide to India and Other Revolutionary Places
Revolutionary India
A) Chapter 9 Section 4 p.303-307 - The British Take Over India
B) Chapter 12 Section 3 p.401-404 - India Seeks Self-Rule
C) Chapter 16 Section 1 p.550-555 - Independent Nations of South Asia
D) Chapter 18 Section 3 p.615-616 – India Builds Its Economy
E) Mr P’s Indian Supplement – Ruskin Bond, Krishnamurti, Aryundhati Roy, Amitav Ghosh, Vandana Shiva, Shazia Haq, Rajesh Jha, etc.
Other 20th Century Revolutionary Places
F) Chapter 16 Section 2 p.556-559 – New Nations of Southeast Asia
G) Chapter 16 Section 3 p.560-566 – African Nations Gain Independence
H) Chapter 16 Section 4 p.568-573 - Modern Middle East
C 2
8 F
B
9 1
Locate Religious Area 4
1 = Hindus
2 = Muslims A 5
3 = Buddhists 7
4 = Sikhs Locate Cities = 1
Population Today
Nations A - D
1 = Delhi
2 = Kabul
D
Locate Nations = 3 = Colombo
A = INDIA 4 = Dhaka
B = PAKISTAN 5 = Kolkata 6
C = AFGHANISTAN 6 = Bangalore
7 = Mumbai
3
D = BANGADESH
E = SRI LANKA 8 = Islamabad
F = KASHMIR 9 = Karachi
E
18. Assign # 12
Mr P’s
Revolutionary Guide to India and Other Revolutionary Places
Revolutionary India
A) Chapter 9 Section 4 p.303-307 - The British Take Over India
B) Chapter 12 Section 3 p.401-404 - India Seeks Self-Rule
C) Chapter 16 Section 1 p.550-555 - Independent Nations of South Asia
D) Chapter 18 Section 3 p.615-616 – India Builds Its Economy
E) Mr P’s Indian Supplement – Ruskin Bond, Krishnamurti, Aryundhati Roy, Amitav Ghosh, Vandana Shiva, Shazia Haq, Rajesh Jha, etc.
Other 20th Century Revolutionary Places
F) Chapter 16 Section 2 p.556-559 – New Nations of Southeast Asia
G) Chapter 16 Section 3 p.560-566 – African Nations Gain Independence
H) Chapter 16 Section 4 p.568-573 - Modern Middle East
C 2
8 F
2 B
2
9 1
Locate Religious Area
2 4
1 = Hindus
2 = Muslims A 5
3 = Buddhists 7
4 = Sikhs Locate Cities = 1
Population Today
Nations A - D
1 = Delhi
2 = Kabul
D
Locate Nations = 3 = Colombo
A = INDIA 4 = Dhaka
B = PAKISTAN 5 = Kolkata 6
C = AFGHANISTAN 6 = Bangalore
7 = Mumbai
3
D = BANGADESH
E = SRI LANKA 8 = Islamabad
F = KASHMIR 9 = Karachi
E
19. Assign # 12
Mr P’s
Revolutionary Guide to India and Other Revolutionary Places
Revolutionary India
A) Chapter 9 Section 4 p.303-307 - The British Take Over India
B) Chapter 12 Section 3 p.401-404 - India Seeks Self-Rule
C) Chapter 16 Section 1 p.550-555 - Independent Nations of South Asia
D) Chapter 18 Section 3 p.615-616 – India Builds Its Economy
E) Mr P’s Indian Supplement – Ruskin Bond, Krishnamurti, Aryundhati Roy, Amitav Ghosh, Vandana Shiva, Shazia Haq, Rajesh Jha, etc.
Other 20th Century Revolutionary Places
F) Chapter 16 Section 2 p.556-559 – New Nations of Southeast Asia
G) Chapter 16 Section 3 p.560-566 – African Nations Gain Independence
H) Chapter 16 Section 4 p.568-573 - Modern Middle East
C 2
8 F
2 B
2
9 1
Locate Religious Area
2 4
1 = Hindus
2 = Muslims A 5
3 = Buddhists 7
4 = Sikhs Locate Cities = 1
Population Today
Nations A - D
1 = Delhi
2 = Kabul
D
Locate Nations = 3 = Colombo
A = INDIA 4 = Dhaka
B = PAKISTAN 5 = Kolkata 6
C = AFGHANISTAN 6 = Bangalore
7 = Mumbai
3
D = BANGADESH
E = SRI LANKA 8 = Islamabad
F = KASHMIR 9 = Karachi 3 E
20. Assign # 12
Mr P’s
Revolutionary Guide to India and Other Revolutionary Places
Revolutionary India
A) Chapter 9 Section 4 p.303-307 - The British Take Over India
B) Chapter 12 Section 3 p.401-404 - India Seeks Self-Rule
C) Chapter 16 Section 1 p.550-555 - Independent Nations of South Asia
D) Chapter 18 Section 3 p.615-616 – India Builds Its Economy
E) Mr P’s Indian Supplement – Ruskin Bond, Krishnamurti, Aryundhati Roy, Amitav Ghosh, Vandana Shiva, Shazia Haq, Rajesh Jha, etc.
Other 20th Century Revolutionary Places
F) Chapter 16 Section 2 p.556-559 – New Nations of Southeast Asia
G) Chapter 16 Section 3 p.560-566 – African Nations Gain Independence
H) Chapter 16 Section 4 p.568-573 - Modern Middle East
C 2
8 F
2 B
2 4
9 1
Locate Religious Area
2 4
1 = Hindus
2 = Muslims A 5
3 = Buddhists 7
4 = Sikhs Locate Cities = 1
Population Today
Nations A - D
1 = Delhi
2 = Kabul
D
Locate Nations = 3 = Colombo
A = INDIA 4 = Dhaka
B = PAKISTAN 5 = Kolkata 6
C = AFGHANISTAN 6 = Bangalore
7 = Mumbai
3
D = BANGADESH
E = SRI LANKA 8 = Islamabad
F = KASHMIR 9 = Karachi 3 E
21. A) The British Take Over India
Chapter 9 Section 4 p.303-307
A
1) Who ruled Indian for over 200 years prior to the British rule starting?
(p.303)
2) What were the two methods used by the British East India Company to conquer India? (p.303)
A
B
3) What was the East India Company’s main goal in India? (p.303)
4) What improvements were made under the East India Company? (p.303) What improvements have you made to P-ville?
A)
B)
C)
5) Name 3 changes British officials introduced in the early 1800s. (p.304) Name at least 3 changes you introduced to P-ville?
A) A
B) B
C) C
22. A) The British Take Over India
Chapter 9 Section 4 p.303-307
A
1) Who ruled Indian for over 200 years prior to the British rule starting?
(p.303) Mughal Empire
2) What were the two methods used by the British East India Company to conquer India? (p.303)
A
B
3) What was the East India Company’s main goal in India? (p.303)
4) What improvements were made under the East India Company? (p.303) What improvements have you made to P-ville?
A)
B)
C)
5) Name 3 changes British officials introduced in the early 1800s. (p.304) Name at least 3 changes you introduced to P-ville?
A) A
B) B
C) C
23. A) The British Take Over India
Chapter 9 Section 4 p.303-307
A
1) Who ruled Indian for over 200 years prior to the British rule starting?
(p.303) Mughal Empire
2) What were the two methods used by the British East India Company to conquer India? (p.303)
A Divide & Conquer…
B
3) What was the East India Company’s main goal in India? (p.303)
4) What improvements were made under the East India Company? (p.303) What improvements have you made to P-ville?
A)
B)
C)
5) Name 3 changes British officials introduced in the early 1800s. (p.304) Name at least 3 changes you introduced to P-ville?
A) A
B) B
C) C
24. A) The British Take Over India
Chapter 9 Section 4 p.303-307
A
1) Who ruled Indian for over 200 years prior to the British rule starting?
(p.303) Mughal Empire
2) What were the two methods used by the British East India Company to conquer India? (p.303)
A Divide & Conquer – took advantage of Indian divisions…
B
3) What was the East India Company’s main goal in India? (p.303)
4) What improvements were made under the East India Company? (p.303) What improvements have you made to P-ville?
A)
B)
C)
5) Name 3 changes British officials introduced in the early 1800s. (p.304) Name at least 3 changes you introduced to P-ville?
A) A
B) B
C) C
25. A) The British Take Over India
Chapter 9 Section 4 p.303-307
A
1) Who ruled Indian for over 200 years prior to the British rule starting?
(p.303) Mughal Empire
2) What were the two methods used by the British East India Company to conquer India? (p.303)
A Divide & Conquer – took advantage of Indian divisions, encouraged competition and
disunity among rival princes
B
3) What was the East India Company’s main goal in India? (p.303)
4) What improvements were made under the East India Company? (p.303) What improvements have you made to P-ville?
A)
B)
C)
5) Name 3 changes British officials introduced in the early 1800s. (p.304) Name at least 3 changes you introduced to P-ville?
A) A
B) B
C) C
26. A) The British Take Over India
Chapter 9 Section 4 p.303-307
A
1) Who ruled Indian for over 200 years prior to the British rule starting?
(p.303) Mughal Empire
2) What were the two methods used by the British East India Company to conquer India? (p.303)
A Divide & Conquer – took advantage of Indian divisions, encouraged competition and
disunity among rival princes
B Use superior weapons when diplomacy did not work
3) What was the East India Company’s main goal in India? (p.303)
4) What improvements were made under the East India Company? (p.303) What improvements have you made to P-ville?
A)
B)
C)
5) Name 3 changes British officials introduced in the early 1800s. (p.304) Name at least 3 changes you introduced to P-ville?
A) A
B) B
C) C
27. A) The British Take Over India
Chapter 9 Section 4 p.303-307
A
1) Who ruled Indian for over 200 years prior to the British rule starting?
(p.303) Mughal Empire
2) What were the two methods used by the British East India Company to conquer India? (p.303)
A Divide & Conquer – took advantage of Indian divisions, encouraged competition and
disunity among rival princes
B Use superior weapons when diplomacy did not work
3) What was the East India Company’s main goal in India? (p.303) Make Money $$$$
4) What improvements were made under the East India Company? (p.303) What improvements have you made to P-ville?
A)
B)
C)
5) Name 3 changes British officials introduced in the early 1800s. (p.304) Name at least 3 changes you introduced to P-ville?
A) A
B) B
C) C
28. A) The British Take Over India
Chapter 9 Section 4 p.303-307
A
1) Who ruled Indian for over 200 years prior to the British rule starting?
(p.303) Mughal Empire
2) What were the two methods used by the British East India Company to conquer India? (p.303)
A Divide & Conquer – took advantage of Indian divisions, encouraged competition and
disunity among rival princes
B Use superior weapons when diplomacy did not work
3) What was the East India Company’s main goal in India? (p.303) Make Money $$$$
4) What improvements were made under the East India Company? (p.303) What improvements have you made to P-ville?
A)
B)
C)
5) Name 3 changes British officials introduced in the early 1800s. (p.304) Name at least 3 changes you introduced to P-ville?
A) A
B) B
C) C
29. A) The British Take Over India
Chapter 9 Section 4 p.303-307
A
1) Who ruled Indian for over 200 years prior to the British rule starting?
(p.303) Mughal Empire
2) What were the two methods used by the British East India Company to conquer India? (p.303)
A Divide & Conquer – took advantage of Indian divisions, encouraged competition and
disunity among rival princes
B Use superior weapons when diplomacy did not work
3) What was the East India Company’s main goal in India? (p.303) Make Money $$$$
4) What improvements were made under the East India Company? (p.303) What improvements have you made to P-ville?
A) Improved roads
B)
C)
5) Name 3 changes British officials introduced in the early 1800s. (p.304) Name at least 3 changes you introduced to P-ville?
A) A
B) B
C) C
30. A) The British Take Over India
Chapter 9 Section 4 p.303-307
A
1) Who ruled Indian for over 200 years prior to the British rule starting?
(p.303) Mughal Empire
2) What were the two methods used by the British East India Company to conquer India? (p.303)
A Divide & Conquer – took advantage of Indian divisions, encouraged competition and
disunity among rival princes
B Use superior weapons when diplomacy did not work
3) What was the East India Company’s main goal in India? (p.303) Make Money $$$$
4) What improvements were made under the East India Company? (p.303) What improvements have you made to P-ville?
A) Improved roads
B) Preserved peace
C)
5) Name 3 changes British officials introduced in the early 1800s. (p.304) Name at least 3 changes you introduced to P-ville?
A) A
B) B
C) C
31. A) The British Take Over India
Chapter 9 Section 4 p.303-307
A
1) Who ruled Indian for over 200 years prior to the British rule starting?
(p.303) Mughal Empire
2) What were the two methods used by the British East India Company to conquer India? (p.303)
A Divide & Conquer – took advantage of Indian divisions, encouraged competition and
disunity among rival princes
B Use superior weapons when diplomacy did not work
3) What was the East India Company’s main goal in India? (p.303) Make Money $$$$
4) What improvements were made under the East India Company? (p.303) What improvements have you made to P-ville?
A) Improved roads
B) Preserved peace
C) Reduced banditry
5) Name 3 changes British officials introduced in the early 1800s. (p.304) Name at least 3 changes you introduced to P-ville?
A) A
B) B
C) C
32. A) The British Take Over India
Chapter 9 Section 4 p.303-307
A
1) Who ruled Indian for over 200 years prior to the British rule starting?
(p.303) Mughal Empire
2) What were the two methods used by the British East India Company to conquer India? (p.303)
A Divide & Conquer – took advantage of Indian divisions, encouraged competition and
disunity among rival princes
B Use superior weapons when diplomacy did not work
3) What was the East India Company’s main goal in India? (p.303) Make Money $$$$
4) What improvements were made under the East India Company? (p.303) What improvements have you made to P-ville?
A) Improved roads
B) Preserved peace
C) Reduced banditry
5) Name 3 changes British officials introduced in the early 1800s. (p.304) Name at least 3 changes you introduced to P-ville?
A) Western education and legal procedures A
B) B
C) C
33. A) The British Take Over India
Chapter 9 Section 4 p.303-307
A
1) Who ruled Indian for over 200 years prior to the British rule starting?
(p.303) Mughal Empire
2) What were the two methods used by the British East India Company to conquer India? (p.303)
A Divide & Conquer – took advantage of Indian divisions, encouraged competition and
disunity among rival princes
B Use superior weapons when diplomacy did not work
3) What was the East India Company’s main goal in India? (p.303) Make Money $$$$
4) What improvements were made under the East India Company? (p.303) What improvements have you made to P-ville?
A) Improved roads
B) Preserved peace
C) Reduced banditry
5) Name 3 changes British officials introduced in the early 1800s. (p.304) Name at least 3 changes you introduced to P-ville?
A) Western education and legal procedures A
B) Missionaries brought Christianity B
C) C
34. A) The British Take Over India
Chapter 9 Section 4 p.303-307
A
1) Who ruled Indian for over 200 years prior to the British rule starting?
(p.303) Mughal Empire
2) What were the two methods used by the British East India Company to conquer India? (p.303)
A Divide & Conquer – took advantage of Indian divisions, encouraged competition and
disunity among rival princes
B Use superior weapons when diplomacy did not work
3) What was the East India Company’s main goal in India? (p.303) Make Money $$$$
4) What improvements were made under the East India Company? (p.303) What improvements have you made to P-ville?
A) Improved roads
B) Preserved peace
C) Reduced banditry
5) Name 3 changes British officials introduced in the early 1800s. (p.304) Name at least 3 changes you introduced to P-ville?
A) Western education and legal procedures A
B) Missionaries brought Christianity B
C) Tried to end slavery, caste system… C
35. A) The British Take Over India
Chapter 9 Section 4 p.303-307
A
1) Who ruled Indian for over 200 years prior to the British rule starting?
(p.303) Mughal Empire
2) What were the two methods used by the British East India Company to conquer India? (p.303)
A Divide & Conquer – took advantage of Indian divisions, encouraged competition and
disunity among rival princes
B Use superior weapons when diplomacy did not work
3) What was the East India Company’s main goal in India? (p.303) Make Money $$$$
4) What improvements were made under the East India Company? (p.303) What improvements have you made to P-ville?
A) Improved roads
B) Preserved peace
C) Reduced banditry
5) Name 3 changes British officials introduced in the early 1800s. (p.304) Name at least 3 changes you introduced to P-ville?
A) Western education and legal procedures A
B) Missionaries brought Christianity B
C) Tried to end slavery, caste system, improve Women’s C
position, banned Sati...
36. A) The British Take Over India
Chapter 9 Section 4 p.303-307
A
1) Who ruled Indian for over 200 years prior to the British rule starting?
(p.303) Mughal Empire
2) What were the two methods used by the British East India Company to conquer India? (p.303)
A Divide & Conquer – took advantage of Indian divisions, encouraged competition and
disunity among rival princes
B Use superior weapons when diplomacy did not work
3) What was the East India Company’s main goal in India? (p.303) Make Money $$$$
4) What improvements were made under the East India Company? (p.303) What improvements have you made to P-ville?
A) Improved roads
B) Preserved peace
C) Reduced banditry
5) Name 3 changes British officials introduced in the early 1800s. (p.304) Name at least 3 changes you introduced to P-ville?
A) Western education and legal procedures A
B) Missionaries brought Christianity B
C) Tried to end slavery, caste system, improve Women’s C
position, banned Sati...a Hindu custom that required a
woman to throw herself on her husband’s funeral fire. Back to Main
37. A) The British Take Over India
Chapter 9 Section 4 p.303-307 A
6) Who were the Sepoy? (p.304)
7) What was the Sepoy Rebellion? (p.304)
What policy or school policy makes you angry?
8) What British policy made the Sepoy angry?
9) So what did both sides do to make this a “rebellion”? (p.304)
Indians (Sepoy) British
a) a)
b) b)
c)
10) Explain the major changes occurred in the aftermath of the Sepoy Rebellion? (p.305)
a)
b)
c)
38. A) The British Take Over India
Chapter 9 Section 4 p.303-307 A
6) Who were the Sepoy? (p.304) The British Take Over India
A) Indian Soldiers
Chapter 9 Section 4 p.303-307
7) What was the Sepoy Rebellion? (p.304)
What policy or school policy makes you angry?
8) What British policy made the Sepoy angry?
9) So what did both sides do to make this a “rebellion”? (p.304)
Indians (Sepoy) British
a) a)
b) b)
c)
10) Explain the major changes occurred in the aftermath of the Sepoy Rebellion? (p.305)
a)
b)
c)
39. A) The British Take Over India
Chapter 9 Section 4 p.303-307 A
6) Who were the Sepoy? (p.304) Indian Soldiers
7) What was the Sepoy Rebellion? (p.304)
What policy or school policy makes you angry?
8) What British policy made the Sepoy angry?
9) So what did both sides do to make this a “rebellion”? (p.304)
Indians (Sepoy) British
a) a)
b) b)
c)
10) Explain the major changes occurred in the aftermath of the Sepoy Rebellion? (p.305)
a)
b)
c)
40. A) The British Take Over India
Chapter 9 Section 4 p.303-307 A
6) Who were the Sepoy? (p.304) Indian Soldiers
7) What was the Sepoy Rebellion? (p.304) Fight between British & Sepoy
What policy or school policy makes you angry?
8) What British policy made the Sepoy angry?
9) So what did both sides do to make this a “rebellion”? (p.304)
Indians (Sepoy) British
a) a)
b) b)
c)
10) Explain the major changes occurred in the aftermath of the Sepoy Rebellion? (p.305)
a)
b)
c)
41. A
6) Who were the Sepoy? (p.304) The British Take Over India
A) Indian Soldiers
Chapter 9 Section 4 p.303-307
7) What was the Sepoy Rebellion? (p.304) Fight between Brits & Sepoy
What policy or school policy makes you angry?
8) What British policy made the Sepoy angry?
9) So what did both sides do to make this a “rebellion”? (p.304)
Indians (Sepoy) British
a) a)
b) b)
c)
10) Explain the major changes occurred in the aftermath of the Sepoy Rebellion? (p.305)
a)
b)
c)
42. A) The British Take Over India
Chapter 9 Section 4 p.303-307 A
6) Who were the Sepoy? (p.304) Indian Soldiers
7) What was the Sepoy Rebellion? (p.304) Fight between Brits & Sepoy
What policy or school policy makes you angry?
8) What British policy made the Sepoy angry?
9) So what did both sides do to make this a “rebellion”? (p.304)
Indians (Sepoy) British
a) a)
b) b)
c)
10) Explain the major changes occurred in the aftermath of the Sepoy Rebellion? (p.305)
a)
b)
c)
43. A) The British Take Over India
Chapter 9 Section 4 p.303-307 A
6) Who were the Sepoy? (p.304) Indian Soldiers
7) What was the Sepoy Rebellion? (p.304) Fight between Brits & Sepoy
What policy or school policy makes you angry?
8) What British policy made the Sepoy angry?
Sepoy soldiers were to load their guns with bullets
greased with animal fat. Sepoy refused due to religious
(Islam & Hindu) rules which forbid a follower to eat
animals. Soldiers who refused were then arrested.
9) So what did both sides do to make this a “rebellion”? (p.304)
Indians (Sepoy) British
a) a)
b) b)
c)
10) Explain the major changes occurred in the aftermath of the Sepoy Rebellion? (p.305)
a)
b)
c)
44. A) The British Take Over India
Chapter 9 Section 4 p.303-307 A
6) Who were the Sepoy? (p.304) Indian Soldiers
7) What was the Sepoy Rebellion? (p.304) Fight between Brits & Sepoy
What policy or school policy makes you angry?
8) What British policy made the Sepoy angry?
Sepoy soldiers were to load their guns with bullets greased with animal
fat. Sepoy refused due to religious (Islam & Hindu) rules which forbid a
follower to eat animals. Soldiers who refused were then arrested.
Hindu = No eating meat. Cows are sacred… Holy Cow
Muslim = No eating pork, ham, etc. (No pig)
9) So what did both sides do to make this a “rebellion”? (p.304)
Indians (Sepoy) British
10) Explain the major changes occurred in thea)
a) aftermath of the Sepoy Rebellion? (p.305)
b) b)
a)
c)
b)
c)
45. A
6) Who were the Sepoy? (p.304) The British Take Over India
A) Indian Soldiers
Chapter 9 Section 4 p.303-307
7) What was the Sepoy Rebellion? (p.304) Fight between Brits & Sepoy
What policy or school policy makes you angry?
8) What British policy made the Sepoy angry?
Sepoy soldiers were to load their guns with bullets greased with animal
fat. Sepoy refused due to religious (Islam & Hindu) rules which forbid a
follower to eat animals. Soldiers who refused were then arrested.
Hindu = No eating meat. Cows are sacred… Holy Cow
Muslim = No eating pork, ham, etc. (No pig)
Soldiers would have to serve anywhere, including overseas.
This angered Hindus since overseas travel was against their
religion.
9) So what did both sides do to make this a “rebellion”? (p.304)
Indians (Sepoy) British
a) a)
b) b)
c)
10) Explain the major changes occurred in the aftermath of the Sepoy Rebellion? (p.305)
a)
b)
c)
46. A
6) Who were the Sepoy? (p.304) The British Take Over India
A) Indian Soldiers
Chapter 9 Section 4 p.303-307
7) What was the Sepoy Rebellion? (p.304) Fight between Brits & Sepoy
What policy or school policy makes you angry?
8) What British policy made the Sepoy angry?
Sepoy soldiers were to load their guns with bullets greased with animal
fat. Sepoy refused due to religious (Islam & Hindu) rules which forbid a
follower to eat animals. Soldiers who refused were then arrested.
Hindu = No eating meat. Cows are sacred… Holy Cow
Muslim = No eating pork, ham, etc. (No pig)
Soldiers would have to serve anywhere, including overseas.
This angered Hindus since overseas travel was against their
religion.
9) So what did both sides do to make this a “rebellion”? (p.304)
Indians (Sepoy) British
A) Sepoys rose up around India... a)
b)
10) Explain the major changes occurred in the aftermath of the Sepoy Rebellion? (p.305)
a)
b)
c)
47. A) The British Take Over India
Chapter 9 Section 4 p.303-307 A
6) Who were the Sepoy? (p.304) Indian Soldiers
7) What was the Sepoy Rebellion? (p.304) Fight between Brits & Sepoy
What policy or school policy makes you angry?
8) What British policy made the Sepoy angry?
Sepoy soldiers were to load their guns with bullets greased with animal
fat. Sepoy refused due to religious (Islam & Hindu) rules which forbid a
follower to eat animals. Soldiers who refused were then arrested.
Hindu = No eating meat. Cows are sacred… Holy Cow
Muslim = No eating pork, ham, etc. (No pig)
Soldiers would have to serve anywhere, including overseas.
This angered Hindus since overseas travel was against their
religion.
9) So what did both sides do to make this a “rebellion”? (p.304)
Indians (Sepoy) British
A) Sepoys rose up around India. a)
B) Many marched to Delhi and… b)
10) Explain the major changes occurred in the aftermath of the Sepoy Rebellion? (p.305)
a)
b)
c)
48. A
6) Who were the Sepoy? (p.304) The British Take Over India
A) Indian Soldiers
Chapter 9 Section 4 p.303-307
7) What was the Sepoy Rebellion? (p.304) Fight between Brits & Sepoy
What policy or school policy makes you angry?
8) What British policy made the Sepoy angry?
Sepoy soldiers were to load their guns with bullets greased with animal
fat. Sepoy refused due to religious (Islam & Hindu) rules which forbid a
follower to eat animals. Soldiers who refused were then arrested.
Hindu = No eating meat. Cows are sacred… Holy Cow
Muslim = No eating pork, ham, etc. (No pig)
Soldiers would have to serve anywhere, including overseas.
This angered Hindus since overseas travel was against their
religion.
9) So what did both sides do to make this a “rebellion”? (p.304)
Indians (Sepoy) British
• Sepoys rose up around India. a)
• Many marched to Delhi and b)
• massacred British Colonist.
10) Explain the major changes occurred in the aftermath of the Sepoy Rebellion? (p.305)
a)
b)
c)
49. A) The British Take Over India
Chapter 9 Section 4 p.303-307 A
6) Who were the Sepoy? (p.304) Indian Soldiers
7) What was the Sepoy Rebellion? (p.304) Fight between British & Sepoy
What policy or school policy makes you angry?
8) What British policy made the Sepoy angry?
Sepoy soldiers were to load their guns with bullets greased with animal
fat. Sepoy refused due to religious (Islam & Hindu) rules which forbid a
follower to eat animals. Soldiers who refused were then arrested.
Hindu = No eating meat. Cows are sacred… Holy Cow
Muslim = No eating pork, ham, etc. (No pig)
Soldiers would have to serve anywhere, including overseas.
This angered Hindus since overseas travel was against their
religion.
9) So what did both sides do to make this a “rebellion”? (p.304)
Indians (Sepoy) British
• Sepoys rose up around India. • Crushed revolts by torching villages and
• Many marched to Delhi and • killing unarmed Indians.
• massacred British Colonist.
10) Explain the major changes occurred in the aftermath of the Sepoy Rebellion? (p.305)
a)
b)
c)
50. A
6) Who were the Sepoy? (p.304) The British Take Over India
A) Indian Soldiers
Chapter 9 Section 4 p.303-307
7) What was the Sepoy Rebellion? (p.304) Fight between Brits & Sepoy
What policy or school policy makes you angry?
8) What British policy made the Sepoy angry?
Sepoy soldiers were to load their guns with bullets greased with animal
fat. Sepoy refused due to religious (Islam & Hindu) rules which forbid a
follower to eat animals. Soldiers who refused were then arrested.
Hindu = No eating meat. Cows are sacred… Holy Cow
Muslim = No eating pork, ham, etc. (No pig)
Soldiers would have to serve anywhere, including overseas.
This angered Hindus since overseas travel was against their
religion.
9) So what did both sides do to make this a “rebellion”? (p.304)
Indians (Sepoy) British
• Sepoys rose up around India. • Crushed revolts by torching villages
• Many marched to Delhi and • killing unarmed Indians.
• massacred British Colonist.
10) Explain the major changes occurred in the aftermath of the Sepoy Rebellion? (p.305)
a)
b)
c)
51. A) The British Take Over India
Chapter 9 Section 4 p.303-307 A
6) Who were the Sepoy? (p.304) Indian Soldiers
7) What was the Sepoy Rebellion? (p.304) Fight between Brits & Sepoy
What policy or school policy makes you angry?
8) What British policy made the Sepoy angry?
Sepoy soldiers were to load their guns with bullets greased with animal
fat. Sepoy refused due to religious (Islam & Hindu) rules which forbid a
follower to eat animals. Soldiers who refused were then arrested.
Hindu = No eating meat. Cows are sacred… Holy Cow
Muslim = No eating pork, ham, etc. (No pig)
Soldiers would have to serve anywhere, including overseas.
This angered Hindus since overseas travel was against their
religion.
9) So what did both sides do to make this a “rebellion”? (p.304)
Indians (Sepoy) British
• Sepoys rose up around India. • Crushed revolts by torching villages
• Many marched to Delhi and • killing unarmed Indians.
• massacred British Colonist.
10) Explain the major changes occurred in the aftermath of the Sepoy Rebellion? (p.305)
a) East India Trading Company no longer controlled British colonies.
b)
c)
52. A
6) Who were the Sepoy? (p.304) The British Take Over India
A) Indian Soldiers
Chapter 9 Section 4 p.303-307
7) What was the Sepoy Rebellion? (p.304) Fight between Brits & Sepoy
What policy or school policy makes you angry?
8) What British policy made the Sepoy angry?
Sepoy soldiers were to load their guns with bullets greased with animal
fat. Sepoy refused due to religious (Islam & Hindu) rules which forbid a
follower to eat animals. Soldiers who refused were then arrested.
Hindu = No eating meat. Cows are sacred… Holy Cow
Muslim = No eating pork, ham, etc. (No pig)
Soldiers would have to serve anywhere, including overseas.
This angered Hindus since overseas travel was against their
religion.
9) So what did both sides do to make this a “rebellion”? (p.304)
Indians (Sepoy) British
• Sepoys rose up around India. • Crushed revolts by torching villages
• Many marched to Delhi and • killing unarmed Indians.
• massacred British Colonist.
10) Explain the major changes occurred in the aftermath of the Sepoy Rebellion? (p.305)
a) East India Trading Company no longer controlled British colonies.
b)
c)
53. A
6) Who were the Sepoy? (p.304) The British Take Over India
A) Indian Soldiers
Chapter 9 Section 4 p.303-307
7) What was the Sepoy Rebellion? (p.304) Fight between Brits & Sepoy
What policy or school policy makes you angry?
8) What British policy made the Sepoy angry?
Sepoy soldiers were to load their guns with bullets greased with animal
fat. Sepoy refused due to religious (Islam & Hindu) rules which forbid a
follower to eat animals. Soldiers who refused were then arrested.
Hindu = No eating meat. Cows are sacred… Holy Cow
Muslim = No eating pork, ham, etc. (No pig)
Soldiers would have to serve anywhere, including overseas.
This angered Hindus since overseas travel was against their
religion.
9) So what did both sides do to make this a “rebellion”? (p.304)
Indians (Sepoy) British
• Sepoys rose up around India. • Crushed revolts by torching villages
• Many marched to Delhi and • killing unarmed Indians.
• massacred British Colonist.
10) Explain the major changes occurred in the aftermath of the Sepoy Rebellion? (p.305)
a) East India Trading Company no longer controlled British colonies.
b) Parliament placed power directly under the British Crown in 1858.
c)
54. A) The British Take Over India
Chapter 9 Section 4 p.303-307 A
6) Who were the Sepoy? (p.304) Indian Soldiers
7) What was the Sepoy Rebellion? (p.304) Fight between Brits & Sepoy
What policy or school policy makes you angry?
8) What British policy made the Sepoy angry?
Sepoy soldiers were to load their guns with bullets greased with animal
fat. Sepoy refused due to religious (Islam & Hindu) rules which forbid a
follower to eat animals. Soldiers who refused were then arrested.
Hindu = No eating meat. Cows are sacred… Holy Cow
Muslim = No eating pork, ham, etc. (No pig)
Soldiers would have to serve anywhere, including overseas.
This angered Hindus since overseas travel was against their
religion.
9) So what did both sides do to make this a “rebellion”? (p.304)
Indians (Sepoy) British
• Sepoys rose up around India. • Crushed revolts by torching villages
• Many marched to Delhi and • killing unarmed Indians.
• massacred British Colonist.
10) Explain the major changes occurred in the aftermath of the Sepoy Rebellion? (p.305)
a) East India Trading Company no longer controlled British colonies.
b) Parliament placed power directly under the British Crown in 1858.
c) British sent more soldiers to India and taxed the Indians for these “expenses.” Back to Main
55. A2) The British Take Over India
Chapter 9 Section 4 p.303-307
A 2
IMPACT OF BRITISH COLONIAL RULE – (p. 305)
1) What the heck is a
viceroy?
2) Why India was called the “Jewel of the
Crown” or “Brightest Jewel.”
3) Explain why Britain views India as
both a market and source of raw
materials.
4) How did British policy ruin or change
the Indian economy & agriculture?
5a) What Indians benefited most from British rule? 5b) Who benefits most from the current US President’s rule?
6a) Who was Ram Mohun Roy?
6b) What Indian traditions did he
condemn?
56. A2) The British Take Over India
Chapter 9 Section 4 p.303-307
A 2
IMPACT OF BRITISH COLONIAL RULE – (p. 305)
1) What the heck is a One who governed in India in the name of British monarch
viceroy?
2) Why India was called the “Jewel of the Rich in natural resources; good market trade
Crown” or “Brightest Jewel.”
3) Explain why Britain views India as both a British build roads & railroads in India, which let British sell
market and source of raw materials.
factory goods across the subcontinent. Indian resources
could be transported to factories in England
4) How did British policy ruin or change the British flooded India w/ inexpensive, machine-made textiles,
Indian economy & agriculture?
ruining India’s hand-weaving industry. Farmers were pushed
to grow cash crops. Massive deforestation occurred.
5a) What Indians benefited most from British rule? 5b) Who benefits most from the current US President’s rule?
Upper Classes
6a) Who was Ram Mohun Roy? An Indian scholar and founder of the Hindu College in
Calcutta, which emphasized western works.
6b) What Indian traditions did he Rigid caste system, child marriage, sati and purdah
condemn?
57. A2) The British Take Over India
Chapter 9 Section 4 p.303-307
A 2
IMPACT OF BRITISH COLONIAL RULE – (p. 305)
1) What the heck is a One who governed in India in the name of British monarch
viceroy?
2) Why India was called the “Jewel of the India is the most important of all British Colonies. It is both
Crown” or “Brightest Jewel.”
A) rich in natural resources b) good market for trade
3) Explain why Britain views India as both a British build roads & railroads in India, which let British sell
market and source of raw materials.
factory goods across the subcontinent. Indian resources
could be transported to factories in England
4) How did British policy ruin or change the British flooded India w/ inexpensive, machine-made textiles,
Indian economy & agriculture?
ruining India’s hand-weaving industry. Farmers were pushed
to grow cash crops. Massive deforestation occurred.
5a) What Indians benefited most from British rule? 5b) Who benefits most from the current US President’s rule?
Upper Classes
6a) Who was Ram Mohun Roy? An Indian scholar and founder of the Hindu College in
Calcutta, which emphasized western works.
6b) What Indian traditions did he Rigid caste system, child marriage, sati and purdah
condemn?
58. A2) The British Take Over India
Chapter 9 Section 4 p.303-307
A 2
IMPACT OF BRITISH COLONIAL RULE – (p. 305)
1) What the heck is a One who governed in India in the name of British monarch
viceroy?
2) Why India was called the “Jewel of the India is the most important of all British Colonies. It is both
Crown” or “Brightest Jewel.”
A) rich in natural resources b) good market for trade
3) Explain why Britain views India as both a British build roads & railroads in India, which let British sell
market and source of raw materials.
factory goods across the subcontinent. Indian resources
could be transported to factories in England
4) How did British policy ruin or change the British flooded India w/ inexpensive, machine-made textiles,
Indian economy & agriculture?
ruining India’s hand-weaving industry. Farmers were
pushed to grow cash crops. Massive deforestation
occurred.
5a) What Indians benefited most from British rule? 5b) Who benefits most from the current US President’s rule?
Upper Classes
6a) Who was Ram Mohun Roy? An Indian scholar and founder of the Hindu College in
Calcutta, which emphasized western works.
6b) What Indian traditions did he Rigid caste system, child marriage, sati and purdah
condemn?
59. A2) The British Take Over India
Chapter 9 Section 4 p.303-307
A 2
IMPACT OF BRITISH COLONIAL RULE – (p. 305)
1) What the heck is a One who governed in India in the name of British monarch
viceroy?
2) Why India was called the “Jewel of the India is the most important of all British Colonies. It is both A)
Crown” or “Brightest Jewel.”
rich in natural resources b) good market for trade
3) Explain why Britain views India as both a British build roads & railroads in India, which let British sell
market and source of raw materials.
factory goods across the subcontinent. Indian resources
could be transported to factories in England
4) How did British policy ruin or change the British flooded India w/ inexpensive, machine-made textiles,
Indian economy & agriculture?
ruining India’s hand-weaving industry. Farmers were pushed
to grow cash crops. Massive deforestation occurred.
5a) What Indians benefited most from British rule? 5b) Who benefits most from the current US President’s rule?
Upper Classes
6a) Who was Ram Mohun Roy? An Indian scholar and founder of the Hindu College in
Calcutta, which emphasized western works.
6b) What Indian traditions did he Rigid caste system, child marriage, sati and purdah
condemn?
60. A2) The British Take Over India
Chapter 9 Section 4 p.303-307
A 2
IMPACT OF BRITISH COLONIAL RULE – (p. 305)
1) What the heck is a One who governed in India in the name of British monarch
viceroy?
2) Why India was called the “Jewel of the India is the most important of all British Colonies. It is both
Crown” or “Brightest Jewel.”
A) rich in natural resources b) good market for trade
3) Explain why Britain views India as both a British build roads & railroads in India, which let British sell
market and source of raw materials.
factory goods across the subcontinent. Indian resources
could be transported to factories in England
4) How did British policy ruin or change the British flooded India w/ inexpensive, machine-made textiles,
Indian economy & agriculture?
ruining India’s hand-weaving industry. Farmers were pushed
to grow cash crops. Massive deforestation occurred.
5a) What Indians benefited most from British rule? 5b) Who benefits most from the current US President’s rule?
Upper Classes
6a) Who was Ram Mohun Roy? An Indian scholar and founder of the Hindu College in
Calcutta, which emphasized western works.
6b) What Indian traditions did he Rigid caste system, child marriage, sati and purdah
condemn?