The Rise and Demise of the Raj: India, 1857-1947 (HIH1610)
|Staff||Dr Gajendra Singh - Convenor|
|Duration of Module||Term 2: 11 weeks;|
The aim of this module is to provide an introduction to the important themes in modern South Asian history; of how colonialism, nationalism and communalism have shaped the subcontinent as it exists today. Students will learn to interpret and analyse documents, films and literature that sheds light on the nature of the colonial establishment within British India and of the peoples that existed at its margins. They will also learn of the vibrant historiographical debates that have occurred in the writing of South Asia’s recent past.
ILO: Module-specific skills
- 1. Assess the nature of British colonialism in India from the mid-nineteenth century.
- 2. Analyse social, cultural and economic change in colonial India from indigenous and non-elite perspectives.
- 3. Develop a critical appreciation of postcolonial history-writing.
ILO: Discipline-specific skills
- 4. Identify the problems of using historical sources, e.g. utility, limitations, etc, and compare the validity of different types of sources.
- 5. Answer a question briefly and concisely.
- 6. Present work orally, respond to questions orally, and think quickly of questions to ask other students.
ILO: Personal and key skills
- 7. Conduct independent study and group work, including the presentation of material for group discussion, developed through the mode of learning.
- 8. Digest, select and organise material to produce, to a deadline, a coherent and cogent argument, developed through the mode of assessment.
- 9. Work with others in a team and to interact effectively with the tutor and the wider group.
- 10. Write to a very tight word-length.
- Indian Uprising(s) of 1857
- The Economics of Imperialism
- Colonialism, Indian Renaissance and Social Reform in the Late 19th Century
- Early Nationalism in India
- Mahatma Gandhi & Indian Nationalism, 1914-1927
- The Growth of Communalism
- Nehru and the ‘Freedom Struggle’, 1927-1942
- ‘Quit India’ and Revolutionary Activism
- Partition and Independence
- Re-Imagining India: Understanding the Postcolonial Turn
Learning activities and teaching methods (given in hours of study time)
|Scheduled Learning and Teaching Activities||Guided independent study||Placement / study abroad|
Details of learning activities and teaching methods
|Category||Hours of study time||Description|
|Scheduled learning and teaching activities||2||2 hour lecture: Introduction to module|
|Scheduled learning and teaching activities||20||10 x 2 hour seminars. At a meeting of the whole class generally a different group of 3-4 students will give a presentation to the whole class, followed by class discussion and working through the sources for that week carefully. Additional sources may be issued in the class and the lecturer will also use the time to set up issues for the following week.|
|Guided independent study||128||Students prepare for the session through reading and research; writing five source commentaries and an essay and preparing one group presentation in the course of the term.|
|Form of assessment||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Group presentation (3-4 students)||10-15 minutes||1-4, 6-7, 9||Oral|
|Lowest mark from portfolio of 5 source commentaries||500 words||1-5, 7-8, 10||Mark and written comments|
Summative assessment (% of credit)
|Coursework||Written exams||Practical exams|
Details of summative assessment
|Form of assessment||% of credit||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|4 highest marks from portfolio of 5 source commentaries||60 (15 per commentary)||2000 words (500 per commentary)||1-5, 7-8, 10||Mark and written comments.|
|Essay on Sources||40||1500 words||1-5, 7-8, 10||Mark and written comments|
Details of re-assessment (where required by referral or deferral)
|Original form of assessment||Form of re-assessment||ILOs re-assessed||Timescale for re-assessment|
|4 highest marks of portfolio of 5 source commentaries||4 highest marks of portfolio of 5 source commentaries||1-5, 7-8, 10||Referral/deferral period|
|1500-word essay||1500-word essay||1-5, 7-8, 10||Referral/deferral period|
Indicative learning resources - Basic reading
Crispin Bates, Subalterns and Raj, A History of South Asia Since 1600, (London: Routledge, 2007).
Judith Brown, Modern India: The Origins of an Asian Democracy, (Oxford: Oxford University Press, 1994 2nd edn.).
Rajnarayan Chandavarkar, Imperial Power and Popular Politics: Class, Resistance and the State in India, 1850-1950, (Cambridge: Cambridge University Press, 1998).
Bipan Chandra, History of Modern India, (New Delhi: Orient Blackswan, 2009).
Nicholas Dirks, Castes of Mind: Colonialism and the Making of Modern India, (Princeton: Princeton University Press, 2001).
William Gould, Religion and Conflict in Modern South Asia, (Cambridge: Cambridge University Press, 2012).
Ranajit Guha and Gayatri Chakravorty Spivak, Selected Subaltern Studies, (New York, Oxford: Oxford University Press, 1988).
Ronald Inden, Imagining India, (Bloomington, Indiana: Indiana University Press, 1990).
Ayesha Jalal and Sugata Bose, Modern South Asia: History, Culture, Political Economy, (London: Routledge, 1998).
Sumit Sarkar, Modern India, 1885-1947, (New Delhi: Macmillan, 1983).
Module has an active ELE page?
Indicative learning resources - Web based and electronic resources
South Asia Archive, http://www.southasiaarchive.com
Mutiny at the Margins: The Indian Uprising of 1857, http://www.csas.ed.ac.uk/mutiny/
The 1947 Partition Archive, http://www.1947partitionarchive.org
Cinemas of India, http://www.cinemasofindia.com
Colonial Film: Moving Images of the British Empire, http://www.colonialfilm.org.uk
Making Britain: Discover How South Asians Shaped the Nation, 1870-1950, http://www.open.ac.uk/researchprojects/makingbritain
Indicative learning resources - Other resources
Rudyard Kipling, Kim (various editions)
Salman Rushdie, Midnight’s Children, (London: Picador,1981).
R.K. Narayan, A Malgudi Omnbus, (London: Vintage Classics, 1994).
Available as distance learning?
Last revision date
Key words search
India, Modern, Raj, Empire, Colonialism, Nationalism, Partition, Independence