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 are the problems of using official sources in writing about the history of peasants?
How did the Paharias respond to the coming of outsiders?
Why was the jotedar a powerful figure in many areas of rural Bengal?
What were the concerns that influenced town planning in the nineteenth century?
Why was the charkha chosen as a symbol of nationalism?
What do visual representations tell us about the revolt of 1857? How do historians analyse these representations?
How did the American Civil War affect the lives of ryots in India?
How did women experience Partition?
In what way was the livelihood of the Paharias different from that of the Santhals?
Why was the revolt particularly widespread in Awadh? What prompted the peasants, taluqdars and zamindars to join the revolt?
What were the new kinds of public places that emerged in the colonial city? What functions did they serve?
Why did some people think of Partition as a very sudden development?
What do visual representations tell us about the revolt of 1857? How do historians analyse these representations?
What are the problems of using official sources in writing about the history of peasants?
What did the Muslim League demand through its resolution of 1940?
Why was the jotedar a powerful figure in many areas of rural Bengal?
How did Mahatma Gandhi seek to identify with the common people?
On an outline map of the subcontinent, mark out the areas described in this chapter. Find out whether there were other areas where the Permanent Settlement and the ryotwari system were prevalent and plot these on the map as well.
How did the American Civil War affect the lives of ryots in India?
What do the terms “White” and “Black” Town signify?