Ms. Susan M. Pojer
Mrs. Sophia Caramagno
Horace Greeley HS Chappaqua, NY
Please do not talk at this time
Jan 30/31
HW: Finish Cornell Notes for Chapter 11, Sec 4 (pg. 90A) and
reading on Core and Periphery (Pg 89A).
Advisory Day!
Please get out your course selection
sheet that you got this morning.
We will talk about your options for next
year!
See Advisory Day PPT
Work Time
• While you work, I will be talking to
individual students about selecting
classes for next year.
• Sign up on the board if you want to
talk to me about your options.
PPT on Social Studies
Options for Next Year
Please get a handout on
Core and Periphery in India
(Pg. 89A) and a book.
We will take some class
notes first. Then you will
work quietly in class while I
talk to students about
classes for next year.
Please Note:
• You will have an essay assignment
this unit comparing Imperialism in
India and China. It is important that
you do these notes on India well so
that you have the info you need for
your essay.
Review these vocab words for today’s reading
• Core- at the center
• Periphery- in the outskirts, opposite of core, at the edge
• Subsistence Farming- Growing food to eat yourself
• Cash Crop- Growing a plant to sell, like cotton or tobacco, that
cannot be eaten
• 1st world countries- The industrialized nations, mostly North
America, Europe, and Japan
• 3rd world countries- Nations that have not yet fully
industrialized or do not control the industry in their own
countries, most of Africa and the Middle East, Most of South
Asia, Parts of South America
As you read this paper on Core and
Periphery on your own today…
• Underline the important information in each
paragraph.
• Then…Use Outline Form to take notes about the
Main Idea and the Supporting Evidence
provided in the reading.
A. Main Idea
1. Evidence 1
2. Evidence 2
B. Main Idea
1. Evidence 1
2. Evidence 2
British Imperialism in
India:
Cotton and the Creation of a
Core and Periphery
Now, we will take notes together on the bottom…
Cotton
ASQ!
1. Where was most
cotton produced
before the U.S.
Civil War?
2. Who purchased
most of that
cotton?
3. What was it used
for?
During the Civil War (1861-1865), the
South couldn’t export cotton to
Great Britain.
The factory owners in Great Britain
were desperate to obtain cotton.
4. What do you think they decided to
do?
5. What does this graph show?
Table 1: Cotton Exports from India, Egypt, and Brazil, 1860–1866, in Million
Pounds. Sources: Government of India, Annual Statement of the Trade and
Navigation of British India and Forign Countries vol. 5 (Calcutta, 1872); vol.
9 (Calcutta, 1876); Roger Owen, Cotton and the Egyptian Economy, 1820–
1914 (Oxford, 1969), 90; Estatisticas historica do Brasil (Rio de Jeneiro,
1990), 346.
Subsistence farming vs cash crops
More cotton = less food
6. What might
be the
consequences
of the shift
from
subsistence
farming to cash
crops?
Drop in food production + El Niño weather
patterns = Famine
7. For the people of India, what
were the consequences of increased
cotton production for export?
Estimated Famine Deaths
in India
Year
Number of deaths
1876-1879
6.1-10.3 million
1896-1902
6.1-19.0 million
Total
12.2-29.3 million
Statistics from Mike Davis, Late Victorian Holocausts: El Nino Famines and the Making of the
Third World (London: Verso, 2001), p. 7.
De-Industrialization in India
India’s Share of World Manufacturing Output
1750
1830
1900
24.5%
17.6%
1.7%
8. Did India’s economy benefit from being
a British colony? (use your prior
knowledge to answer this fully)
Statistics from Mike Davis, Late Victorian Holocausts: El Nino Famines and the Making of the Third
World (London: Verso, 2001), p. 294.
Core and Periphery as Social Studies Terms
• Core – industrialized
nations like Great
Britain, America,
Germany, and Japan
• Periphery (Peripheral)
– countries that
provided raw materials
to the industrialized
nations; very slow to
begin industrializing
themselves
Core
(Great Britain)
Periphery
(India, Egypt)
Analysis:
“A key thesis of this book is that what we today call the “third
world” is the outgrowth of income and wealth inequalities –
the famous “development gap” – that were shaped most
decisively in the last quarter of the nineteenth century, when
the great non-European peasants were initially integrated
into the world economy…By the end of Victoria’s reign…the
inequality of nations was as profound as the inequality of
classes. Humanity had been irrevocably divided. And the
famed “prisoners of starvation,”…were as much modern
inventions of the late Victorian world as electric lights,
Maxim guns and “scientific” racism.”
-Mike Davis, Late Victorian Holocausts
9. What claim is Davis making?
10. Who or what does he say is responsible for the
creation of the 3rd world countries?
Now…
• You now have two things to work on:
– Core and Periphery reading
– Cornell notes on Chapter 11, Sec 4
– Both are due Friday!
Please do not talk at this time
Feb 1
HW: Finish your APPARTS handout. Quiz on
Imperialism in India on Tues/Wed. Cornell Notes for
Chapter 12, Sec. 1 (Pg 93A) due Thursday
• Please get an APPARTS- India
handout for Imperialism in India
• This is pg. 91A/B
NOTE: Tuesday is a Thursday Schedule,
Thursday is a Tuesday Schedule next
week.
Look at pg. 90A- Chapter 11.4 Cornell
Notes
• Tell your partner what you know
about Imperialism in India and then
listen to what they have to say.
• Then based on what you know about
Imperialism in Africa and India, make
a Vocab Word Map for Imperialism.
• Pg. 92A Imperialism: control by
one country of the political, economic
or cultural life of another country
Word Map For: Imperialism
1. Glossary Definition
control by one country of the
political, economic or cultural life
of another country
Versions of the Word
Imperial, Empire
4. My Definition
when one country takes over
another country and rules over it.
2. Examples




Spanish colonies in the Americas
British colonies in the India,
Africa
French and Dutch colonies in
Africa
French colonies in Southeast
Asia
3. Related Words






colonialism
sovereignty
tyranny
cultural diffusion
oppression
industrialization
5. Graphic
Pg. 92A
• We will now have a short lecture on
Imperialism in India.
• As you watch the slides, add
information to the Prior Knowledge
section. You may also use this info in
your essay for this unit when you write
about India.
• We will finish with APPARTS on a
reading about this period.
The British East
India Company:
1600 - 1857
Used trade
as a way to
get into
India
Turned
Indian
princes
against
each other
and then
took over
when both
sides were
too weak to
fight.
British East India Company
Agents
Technology and a total lack of honor gave the British an advantage
Procession of the Rajahs,
New Delhi, 1902
A Life
of
Leisure,
Wealth
and
Privilege!
Indian Exports:
British Opium Warehouses,
Cotton Plantations and Tea
Estates- The Wealth of India.
These cash crops made
England rich and left India
starving.
English
Imports:
The English
bring
technology to
India, like
trains and the
telegraph.
They also
import
English style
schools and
European
style
government
and business
practices
Darjeeling Railroad, 1880s
Multicultural
India
3 Religions Dominate:
British are Christian
Indians are mostly
Hindu, or Muslim
Hindu
Under Christian
Control
Muslim
A minority of Sikhs
also hold some power
in the north
Each religion has its
own ideas, practices,
traditions and taboos.
These religious ways
often conflict.
Sepoys,
1850s
The English find the Indian climate
uncomfortable. Not enough
Englishmen wish to serve as
soldiers to control the Indian
population.
Since Indians already have a built in
class society (castes), the English
make soldiers out of the warrior
class. They train these men in
English fighting techniques and in
the use of English weapons.
The English also completely ignore
the culture of these men. They
cannot see past their own belief that
their British culture is better.
Sepoy Crisis!
• British inventors develop a new more
efficient rifle.
• It requires the soldier to bite the end off a
pre made cartridge (bullet and gunpowder
wrapped in paper) and put the open
package down the barrel of the gun.
• The paper is greased with pig and cow fat.
• Cows are sacred to Hindus.
• Pigs are forbidden to Muslims.
• Both groups fear for their immortal souls if
they use the guns.
• The British ignore the concerns of these
soldiers and actually shoot the ones who
complain as traitors.
The Sepoy Mutiny: 1857
Areas of the Sepoy
Mutiny,
1857
vIntense violence occurs on both
sides.
vBoth the British and the Indians
go after women and children and
other non combatants.
vBlood, literally, runs in the
streets.
vOnly clever use of the telegraph
allows the British to win the day.
The Seige of Lucknow
Execution of Sepoys:
“The Devil’s Wind”
Results of the Sepoy Mutiny1877: Queen Victoria Becomes
“Empress of India”. British
Government Takes Over
Running India
This Period is Known as The
Raj
British East India Company in
Disgrace
Average English Citizens
Horrified By the Violence
Indian Independence Movement
Begins in India
Now read the excerpt on your
APPARTS paper…
• Use APPARTS to analyze this
Primary Source.
• How have British Imperial Motives
affected the people of India?
• Complete the second Primary
Source for Homework as well.
• Pg 89A: Core and Periphery
Handout
• Pg 90A: Chapter 11, Sec 4 Cornell
Notes
• Pg 91A: India APPARTS
• Pg. 92A Imperialism:
• Pg 93A Cornell Notes for Chapter
12, Sec. 1