Chapter 6: Asia and the world

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The Stage 5 curriculum provides a study of the history of the making of the modern world from 1750 to 1945. It was a period of industrialisation and rapid change in the ways people lived, worked and thought. It was an era of nationalism and imperialism, and the colonisation of Australia was part of the expansion of European power. The period culminated in World War I (1914–1918) and World War II (1939–1945).

NSW Syllabus

Stage 5

Depth Study 2: Australia and Asia Asia and the world

Historical content

The key features (social, cultural, economic and political) of ONE Asian society (such as China, Japan, India, Dutch East Indies) at the start of the period

Students:

 Choose ONE Asian society from around 1750 and:

- identify key physical features and geographic context - describe the structure of the society

- explain the role of leaders

- outline key features of the economy

- describe main religious beliefs and cultural features - discuss the lives and work of men, women and children

Change and continuity in the Asia society during this period, including any effects of contact (intended and unintended) with European power(s)

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 outline the nature of the contact of the Asian society with European power(s)

 explain how the Asian society was changed by its contact with European power(s)

 Identify features of the Asian society that were unaffected by contact with Europeans

The position of the Asian society in relation to other nations in the world around the turn of the twentieth century (that is 1900), including the influence of key ideas such as nationalism

Students:

 discuss the positive and negative consequences of contact between the Asian society and the European power(s) during this period

 using a range of sources, investigate and analyse data to compare the Asian society to other nations around 1900 in relation to population, form of government, type of economy, relationships with other nations and evidence of nationalism

The significance of ONE key event involving an Asian society and a European power(s), including different perspectives of the event at that time.

Students:

 assess the significance of ONE key event involving an Asian society and a European power, using sources to identify different perspectives of the event at that time, e.g.

- India (the Indian Mutiny/the First War of Indian Independence 1857) - China (the Boxer Rebellion 1900)

- Japan (the Russo-Japanese War 1904-1905)

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Skills

Comprehension: chronology, terms and concepts

 read and understand historical texts

 use historical terms and concepts in appropriate contexts

 sequence historical events to demonstrate the relationship between different periods, people and places Analysis and use of sources

 identify different types of sources

 identify the origin, content, context and purpose of primary and secondary sources

 process and synthesise information from a range of sources as evidence in an historical argument

 evaluate the reliability and usefulness of primary and secondary sources for a specific historical inquiry Perspective and interpretations

 identify and analyse the reasons for different perspectives in a particular historical context

 recognise that historians may interpret events and developments differently Empathetic understanding

 interpret history within the context of the actions, values, attitudes and motives of people in the context of the past Research

 ask and evaluate different kinds of questions about the past to inform an historical inquiry

 plan historical research to suit the purpose of an investigation

 identify, locate, select and organise information from a variety of sources, including ICT and other methods Explanation and communication

 develop historical texts, particularly explanations and historical arguments that use evidence from a range of sources

 select and use a range of communication forms, such as oral, graphic, written and digital, to communicate effectively about the past for different audiences and different purposes

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NSW Syllabus

^{Stage 5}

Depth Study 2: Australia and Asia

Suggested teaching and

learning strategies Pearson History NSW 9 resources

Historical content

Historical skills

The key features (social, cultural, economic and

political) of ONE Asian society (such as China, Japan, India, Dutch East Indies) at the start of the period

Students:

- identify key physical features and geographic context

- describe the structure of the society

Comprehension, chronology, terms and concepts

Analysis and use of sources

 process and synthesise

Geographic features

Examine the map and explain idea of protectorates.

Pearson History NSW SB9

Page 148

Role of leaders in the Qing Dynasty

Define and distinguish between the roles of the emperor, Grand

Council, Six Boards and Censors.

Pages 148–149

Economic features

Discuss the basis of China’s economy and trade connections.

Page 149

Which is the dominating power?

An interactive activity on powers in Asia.

eBook 3.0 Pearson History NSW9

Made in China first

Worksheet on the growth of the tea industry in China and its export in the 1700s.

Pearson History NSW AB9 page 64

Introducing Asia to the world A worksheet investigating and comparing the political systems in India, Japan and China.

Pearson History NSW AB9

Pages 61–63

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sources as evidence in an historical argument

Explanation and communication

The Forbidden City

A research activity to investigate the imperial palace. Develops the key concept that China was larger and more powerful than

surrounding countries.

Pearson History NSW TC9

Pages 148–149

Paying Tribute

An explanation and comprehension activity focussing on China and its tributary states. It develops the concept that the Chinese economy was dynamic and prosperous and was based on agriculture and trade.

Pages 148–149

Key terms

Introduce and explain the key terms

protectorates edict

emperor treaty mandate pilgrimage

Pages 148–149

Activities

Complete the unit activities. These cover a variety of historical skills.

Unit Assessment

Check student answers to selected questions and worksheets.

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NSW Syllabus

^{Stage 5}

Depth Study 2: Australia and Asia

Suggested teaching and

learning strategies Pearson History NSW 9 resources

Historical content

Historical skills

The key features (social, cultural, economic and

political) of ONE Asian society (such as China, Japan, India, Dutch East Indies) at the start of the period

Students:

Comprehension, chronology, terms and concepts

 process and synthesise

Structure of Chinese society Discuss the differences between nobles and commoners. Construct a social hierarchy of scholar-officials, peasants, artisans and craftsmen, merchants and the classless.

Identify characteristics of each.

Pearson History NSW SB9 Pages 150–151

Lives of men, women and children

Explore family life through marriage, ancestor worship, obedience of children.

Pearson History NSW SB9 Page 151

Religion and culture

Investigate Confucianism, Taoism and Buddhism. Understand their impact on society.

Buddhism: a traditional religion in Asian society

Worksheet on representations of Buddha and Buddhism in Australia.

Pearson History NSW AB9 Pages 67–68

The Chinese horoscope as a cultural feature

Complete an activity on the Chinese

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sources as evidence in an historical argument

horoscope that involves some research. Investigate the traditional lunar Chinese calendar and how it differs from the Western calendar.

The examination system

Students explore the scholar-official class further with a short research task. Develops historical skills in comprehension, research, explanation and communication.

Pearson History NSW TC9 Pages 150–153

Concubines

An activity using a primary source to learn more about women who were concubines in Chinese society.

Develops historical skills in

comprehension, analysis and use of sources, explanation and

communication.

Qing Dynasty compared with modern Australia

An extension activity to further investigate the social structure of China and relate it to the social structure of Australia. Develops on visual-spatial, verbal-linguistic, logical-mathematical,

interpersonal, intrapersonal multiple intelligences.

Lotus Feet

A short investigation task into the Pearson History NSW TC9 Pages 150–153

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women. Develops the historical skill of research.

KEY TERMS

Canton System—restriction of trade with foreigners to the port of Canton in the far south

Hong merchants—thirteen Chinese government-appointed merchants who were permitted to trade with foreigners

Junks—Chinese wooden ships Kowtow—a low bow, from a kneeling position, touching the forehead on the ground

Missionary—a person sent on a religious mission, usually to convert people to Christianity

Monopoly—the exclusive

possession and right to trade in a product

Opium—a highly addictive drug made from poppies

Unequal treaties—agreements between countries that treat one nation more favourably than the other.

Unit Assessment

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NSW Syllabus

^{Stage 5}

Depth Study 2: Australia and Asia

Suggested teaching and

learning strategies Pearson History NSW 9 resources

Historical content

Change and continuity in the Asia society during this period,

including any effects of contact (intended and unintended) with European power(s)

Students:

 outline the nature of the contact of the Asian society with

European power(s)

The position of the Asian society in relation to other nations in the world around the turn of the twentieth century (that is 1900), including the influence of key ideas such as nationalism Students:

Early missionary contact Discuss who the missionaries were and why they came to China.

Early trade contact

Consider who benefitted most from trade and why. Discuss attitudes of Europeans to the Chinese.

Change and continuity

Consider what restrictions China imposed on foreigners and why.

Discuss the impact of the restrictions on foreigners. Look at the opium trade and the role of the East India Company in this trade. Discuss the Chinese response to the flood of

imported opium and the Opium War. Gain an understanding of the outcome of the conflict between China and Westerners.

The First Opium War

An interactive activity. eBook 3.0 Pearson History NSW9

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Historical skills

Comprehension: chronology, terms

and concepts

 use historical terms and

concepts in appropriate contexts

 sequence historical events to demonstrate the relationship between different periods, people and places

Perspectives and interpretations

 identify and analyse the reasons for different perspectives in a particular historical context Empathetic understanding

 interpret history within the context of the actions, attitudes and motives of people in the context of the past

 select and use a range of

Regulations on foreign trade in Canton

The British point of view on trade restrictions in Canton.

Develops historical skills in comprehension, analysis and use of sources and interpretations.

Response to Commissioner Lin Zexu’s letter

Investigation of the Chinese request put to Queen Victoria.

Develops historical skills in comprehension, analysis and use of sources, perspectives and interpretations and empathetic understanding.

Concubines

An activity using a primary source to learn more about women who were concubines in Chinese society. Develops historical skills in

comprehension, analysis and use of sources, explanation and communication.

The cake of kings and emperors

Analysis of the engraving that appeared in an 1898 French magazine. Develops historical skills in comprehension, analysis

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oral, graphic, written and digital, to communicate effectively about the past for different audiences and different purposes

and use of sources, perspectives and interpretations, research and explanation and

communication.

KEY TERMS

Canton System—restriction of trade with foreigners to the port of Canton in the far south Hong merchants—thirteen Chinese government-appointed merchants who were permitted to trade with foreigners

Junks—Chinese wooden ships Kowtow—a low bow, from a kneeling position, touching the forehead on the ground

Missionary—a person sent on a religious mission, usually to convert people to Christianity Monopoly—the exclusive possession and right to trade in a product

Opium—a highly addictive drug made from poppies

Unequal treaties—agreements between countries that treat one nation more favourably than the other

Unit Assessment

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NSW Syllabus

^{Stage 5}

Suggested teaching and

learning strategies Pearson History NSW 9 resources

Historical content

Historical skills

Students:

European power(s)

The position of the Asian society in relation to other nations in the world around the turn of the twentieth century (that is 1900), including the influence of key ideas such as nationalism Students:

 discuss the positive and negative consequences of contact between the Asian society and the European power(s) during this period Comprehension: chronology, terms and concepts

Consequences of contact The positive and negative impacts of contact between China and the West.

Consequences of the Opium Wars

The impacts on religion and the economy. The Taiping Rebellion.

Chinese society unaffected by contact

The reform and strengthening of the Qing Dynasty.

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concepts in appropriate contexts Perspectives and interpretations

 identify and describe different perspectives of participants in a particular historical context Empathetic understanding

 select and use a range of communication forms, such as oral, graphic, written and digital, to communicate effectively about the past for different audiences and different purposes.

China and the world in 1900 The beginning of the relaxation of the ‘closed door’ policy in the 1800s. Understanding of the reasons for embracing of

Western knowledge. China fights wars outside China.

Outcomes of the Opium Wars.

An interactive activity.

eBook 3.0 Pearson History NSW9

Taiping Rebellion

An activity to create a concept map of key people and reasons for the conflict. Develops historical skills in

comprehension, perspectives and investigations, explanation and communication.

KEY TERMS

Cottage industry—a small scale manufacturing business run in a home and usually using members of the family as

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Cede—to give up power or territory

Unit Assessment

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NSW Syllabus

^{Stage 5}

Suggested teaching and

learning strategies Pearson History NSW 9 resources

Historical content

Students:

European power(s)

The position of the Asian society in relation to other nations in the world around the turn of the twentieth century (that is 1900), including the influence of key ideas such as nationalism Students:

 using a range of sources, investigate and analyse data to compare the Asian society to other nations around 1900 in relation to population, form of

Causes of the rebellion Understand what caused the rebellion and who was involved.

Course of the Boxer Rebellion Understand the course of the rebellion. Consider the view of the Qing Dynasty to the rebels.

Find out how foreign embassies in China reacted to attacks on Westerners.

Consequences of the rebellion

The consequences of the rebellion. Discuss nationalism and why there was a rise of nationalism in China.

Chinese perspectives Sources from both points of view.

The display of severed heads Consider why severed heads were put on public show.

Develops historical skills in

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Historical skills

government, type of economy, relationships with other nations and evidence of nationalism The significance of ONE key event involving an Asian society and a European power(s), including different perspectives of the event at that time

Students:

 assess the significance of ONE key event involving an Asian society and a European power, using sources to identify different perspectives of the event at that time, e.g. China (the Boxer Rebellion 1900) Comprehension: chronology, terms and concepts

comprehension, analysis and use of sources, perspectives and interpretations, explanation and communication.

The Dowager Empress Cixi Investigate the Dowager Empress Cixi to learn more about the person whose decision was significant in the outcome of the rebellion.

Pearson History NSW TC9 Pages 160–161

KEY TERMS

Boxers—the name given by the British to the peasant rebels who rose to rid China of foreigners Dowager—a woman who is a widow but has a title or property derived from her late husband Nationalism—patriotic feelings and promotion of independence from foreign powers

Republic—a country where the people hold some power as they nominate and elect their political representatives like the

president

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 interpret history within the context of the actions, values, attitudes and motives of people in the context of the past.

Unit Assessment

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NSW Syllabus

^{Stage 5}

Suggested teaching and

learning strategies Pearson History NSW 9 resources

Historical content

Historical skills

The key features (social, cultural, economic and political) of ONE Asian society (such as China, Japan, India, Dutch East Indies) at the start of the period

Students:

- explain the role of leaders - outline key features of the economy

Students:

European power(s)

Comprehension: chronology, terms and concepts

Geographic features of Japan Understand the island

composition of Japan Corrected SB pages and headings up to here.

Political features

The power of warlords in ruling Japan. The dominance of the Tokugawa clan. Understand the term shogun and the powers of the shogun. Consider the

relationship between the shogun and the nobles (daimyo).

Role of leaders in nineteenth- century Japan

The power of the shogun and the role of the daimyo.

Pearson History NSW SB9 page 162

The economy

Understand the concept of feudalism. Consider how feudalism operated in Japan.

Compare the earlier period with the 1800s when trade and movement of people increased.

Understand Japanese attitudes

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concepts in appropriate contexts Analysis and use of sources

 identify and analyse the reasons for different perspectives in a particular historical context Explanation and communication

to westerners by their treatment of Dutch merchants.

Introducing Asia and the world

Worksheet on the political systems of India, China and Japan.

Extent of Tokugawa control Refer to the map to gain understanding of power of the Tokugawa clan.

KEY TERMS

Bakufu—military government of Japan, led by the shogun

Daimyo—hereditary feudal lords Feudal—a social system in which the nobility hold land given to them by the ruler in exchange for military service when requested and peasants are required to work on the nobles’ land and share their produce with the nobles.

Inner daimyo—lords who had agreed to serve the Tokugawa and who often held roles in the administration of the country Outer daimyo—lords who were not closely aligned with the Tokugawa

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were formed the military of the daimyo

Shogun—commander-in-chief of the army and actual ruler of the country

Unit Assessment

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NSW Syllabus

^{Stage 5}

Suggested teaching and

learning strategies Pearson History NSW 9 resources

Historical content

The key features (social, cultural, economic and political) of ONE Asian society (such as China, Japan, India, Dutch East Indies) at the start of the period

Students:

- describe main religious beliefs and cultural features - discuss the lives and work

of men, women and children

Students:

European power(s)

The position of the Asian society in

Structure of Japanese society Gain an understanding of the hierarchical structure of society.

Familiarise students with new words like shogun, daimyo, and samurai. Account for the social structure.

Religious beliefs and cultural values

Learn about Shinto and Buddhism. Understand their influence on Japanese society.

Life in nineteenth-century Japan

Compare the lives of people living in villages and in cities.

Learn which groups were permitted to move between towns.

Women and children

Understand the roles of wives and of geishas. Consider what that says about Japanese society. Learn the attitudes towards children and the reason

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Historical skills

relation to other nations in the world around the turn of the twentieth century (that is 1900), including the influence of key ideas such as nationalism

Students:

discuss the positive and negative consequences of contact between the Asian society and the European power(s) during this period Comprehension: chronology, terms and concepts

 process and synthesise information from a range of sources as evidence in an historical argument Research

 ask and evaluate different kinds of questions about the past to inform an historical inquiry Explanation and communication

 select and use a range of communication forms, such as oral, graphic, written and digital, to communicate

for this.

Changes in society

Learn who the samurai were and why their position in society changed.

The real ‘last samurai’.

An interactive case study with a worksheet and interactive activity.

Buddhism: a traditional religion in Asian society Worksheet on representations of Buddha and investigation of Buddhism in Australia.

Pearson History NSW AB9 Pages 67–68

Women building prosperity in Japan

Primary sources analysis of Japanese women working in factories.

Pearson History Activity Book

Unit 6.5 Pages 69–70

Samurai

Analyse the primary source of a samurai. Develops historical skills in comprehension, analysis and use of sources, explanation and communication.

Rules for foreigners

Brief investigation of the ‘closed door’ policy rules.

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different audiences and different purposes

True or false

A strategy to make a summary of the unit. Develops historical skills in comprehension.

KEY TERMS

Bakufu—military government of Japan, led by the shogun

Daimyo—hereditary feudal lords Feudal—a social system in which the nobility hold land given to them by the ruler in exchange for military service when requested and peasants are required to work on the nobles’ land and share their produce with the nobles.

Inner daimyo—lords who had agreed to serve the Tokugawa and who often held roles in the administration of the country Outer daimyo—lords who were not closely aligned with the Tokugawa

Samurai—a powerful group who were formed the military of the daimyo

Shogun—commander-in-chief of the army and actual ruler of the country

Unit Assessment

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NSW Syllabus

^{Stage 5}

Suggested teaching and

learning strategies Pearson History NSW 9 resources

Historical content

Historical skills

Students:

European power(s)

The position of the Asian society in relation to other nations in the world around the turn of the twentieth century (that is 1900), including the influence of key ideas such as nationalism Students:

Early missionary contact Understand who the missionaries were and the attitudes of the Japanese towards them.

The end of isolation

The nature of the contact with Americans. Treaties between America and Japan.

Negative consequences for Japan

Understand that Japan ended the ‘closed door’ policy. Attitudes of the Japanese to foreigners.

Reasons for conflict.

Positive consequences for Japan

Understand how and why Japanese society was reorganised. Discuss the emperor, feudalism, industry.

Continuity after European contact

Understand how and why the

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samurai lost their status in society.

Japan and contact with the West

An interactive activity.

Americans in Japan Analyse a primary source.

Develops historical skills in comprehension, analysis and use of sources, perspectives and interpretations, explanation and communication.

Commodore Perry’s letter Analyse a primary source.

Develops historical skills in comprehension, analysis and use of sources, perspectives and interpretations.

KEY TERMS

Bakufu—military government of Japan, headed by a shogun Chonin—lowest social class consisting of merchants, artisans and craftspeople

Peasants—people who were legally bound to work on the land of the daimyo

Sakoku—a ‘closed-country’

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excluded

Syncretism—a merging of different religions

Unit Assessment

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NSW Syllabus

^{Stage 5}

Suggested teaching and

learning strategies Pearson History NSW 9 resources

Historical content

Students:

European power(s)

 using a range of sources, investigate and analyse data to compare the Asian society to other nations around 1900 in relation to population, form of government, type of economy, relationships with other nations and evidence of nationalism

The rise of Japanese nationalism

Understand the concept of nationalism. Reasons for the rise of nationalism.

Japan’s position in the world The connection between

Japanese nationalism and expansion of military. Gain an understanding of the political relations between China, Japan and Korea. Understand the reasons for the outbreak of war and the outcome of the conflict.

Understand the growing

importance of Japan. Do this by looking at the alliance between Japan and Britain.

Combat between China and Japan

Analysis of a primary source.

Develops historical skills in comprehension and analysis and use of sources

The Anglo-Japanese Alliance

Analysis of a British cartoon. Pearson History NSW TC9 Pages 172–173

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Historical skills

Comprehension: chronology,

terms and concepts

Develops historical skills in comprehension, analysis and use of sources, perspectives and interpretations.

KEY TERMS

Nationalism—patriotism and feelings of superiority over other countries

Conscription—the compulsory enlistment of people into the armed forces

Sphere of influence—a country where another country has power to influence developments and events

Alliance—the joining or close relationship developed between countries for the benefit of both countries

Unit Assessment

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NSW Syllabus

^{Stage 5}

Suggested teaching and

learning strategies Pearson History NSW 9 resources

Historical content

Historical skills

The significance of ONE key event involving an Asian society and a European power(s), including different perspectives of the event at that time

Students:

 assess the significance of ONE key event involving an Asian society and a European power, using sources to identify different perspectives of the event at that time, e.g. Japan (the Russo-Japanese War 1904- 1905)

Comprehension: chronology, terms and concepts

 identify different types of sources

Causes of the war Understand the relations between Japan and Russia that led to war. Understand the situation in Russia that prompted expansion.

Course of the war

The key events of the war. Pearson History NSW SB9 Page 174

Consequences of the war The outcome, including discussion of the Treaty of Portsmouth and what it meant for Japan and Russia.

Decisive battles

Learn about two important battles between Japan and Russia.

Perspectives of the war Analysis of a number of primary sources to understand the differing perspectives of the event.

Pearson History NSW SB9 Page 175

War with Russia

An interactive activity eBook 3.0 Pearson History NSW9

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Perspectives on war

Analysis of sources with different perspectives.

KEY TERMS

Manchuria—a region of northern China that bordered onto Korea

Port Arthur—A Russian naval base in Korea

Unit Assessment

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NSW Syllabus

^{Stage 5}

Suggested teaching and

learning strategies Pearson History NSW 9 resources

Historical content

Historical skills

The key features (social, cultural, economic and political) of ONE Asian society (such as China, Japan, India, Dutch East Indies) at the start of the period

Students:

- explain the role of leaders - outline key features of the

economy

Students:

European power(s)

The Mughal empire

Understand who the Mughals were and the parts of India they controlled.

Role of leaders in Mughal India

Understand the political structure under the Mughals.

Introduce new terms- Sadr, Mir Saman, Diwan, Mir Bakshi.

The economic importance of India

Look at the period of the golden age with expansion of internal trade. Look at India’s attitude to foreign traders. Consider the consequence of this attitude on contact with the west. Focus on Britain’s trade with India via the East India Company.

Role of leaders in British India

Understand the strong ties between India and Britain today

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by looking at British colonisation of India.

True or false?

An exercise to test

understanding of the unit.

The architecture of Akbar An extension activity requiring some research to explore the Mughal golden age through architecture.

KEY TERMS

Nawab—local ruler Bibi—Indian mistress of a wealthy British man

Nabob—wealthy British man in India

Marathas—people from the kingdom of Maharashtra in central India

Unit Assessment

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NSW Syllabus

^{Stage 5}

Suggested teaching and

learning strategies Pearson History NSW 9 resources

Historical content

Historical skills

The key features (social, cultural, economic and political) of ONE Asian society (such as China, Japan, India, Dutch East Indies) at the start of the period

Students:

- describe main religious beliefs and cultural features - discuss the lives and work

of men, women and children

Structure of Indian society Understand the structure of Indian society. Look into the caste system. Define new vocabulary – Brahmin, Kshatriyas, Vaisyas, Sudras, Dalits.

Living and working in Mughal India

Appreciate that most Indians were peasants involved in farming. Understand the work they did, how they lived and structure of village life. Learn about marriages, the patriarchal culture and attitudes to girl children Distinguish between Mughal women and Hindu

women and their roles in society.

Understand the practice if sati, a tradition that developed when husbands died.

Religion and culture Appreciate that four main religions were followed in India.

Understand the Mughal policy on religion.

Pearson History NSW SB9 Pages 180–181

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Buddhism: a traditional religion in Asian society A worksheet on representations of Buddha and the spread of Buddhism in Australia.

Introducing Asia and the world

Worksheet comparing political systems in India, Japan and China.

Emperor Babur

Analysis of a primary source.

Develops historical skills in comprehension, analysis and use of sources, explanation and communication.

True or false?

A strategy for students to revise this unit and check their

understanding. Develops historical skills in

comprehension, explanation and communication.

Hinduism and Islam

An extension activity to learn more about these two religions.

KEY TERMS

Caste—a system whereby

society is divided into classes out

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Cistern—water tank or container

Concubine—a women of lower status who is the mistress of a wealthy man and lives with his wives

Infanticide—the crime of killing a child

Jagirdars—regional Muslim rulers of territories given them by the emperor

Harem—a separate part of a Muslim household where the wives and concubines live

Mansab—an award given by the emperor to men of noble birth Patriarchal—relating to a society controlled by men Sati—the practice of women throwing themselves on the funeral pyre of their husbands Zamindars—regional Hindu rulers

Unit Assessment

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NSW Syllabus

^{Stage 5}

Suggested teaching and

learning strategies Pearson History NSW 9 resources

Historical content

Historical skills

Students:

European power(s)

 read and understand historical

Changes due to British rule Understand the British policy of creating an ‘Anglo’ society among Indians. Learn how the introduction of an education system worked towards this.

Understand that Britain experienced an evangelical revival as missionaries went to India. The adoption of Western culture by many Indians.

India and the world by 1900 The emergence of Indian

Nationalism as a rebellion to foreign influence.

Asia and the world word search

Interactive activity.

Point of view

Considering India in this period from different perspectives, Indian and British, and writing a short article biased to one point of view. Develops historical skills in comprehension, perspectives and interpretations, empathetic

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 interpret history within the context of the actions, values, attitudes and motives of people in the context of the past Explanation and communication

understanding, explanation, explanation and communication.

Debate

Debate whether British

colonisation was detrimental to India.

Teacher Companion Pages 182–183

KEY TERMS

Evangelical revival—a renewal of interest in teaching

Christianity

Coloniser—a country that sends settlers to another country and gains political control of it Nationalism—patriotism and feelings of superiority over other countries

Unit Assessment

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NSW Syllabus

^{Stage 5}

Suggested teaching and

learning strategies Pearson History NSW 9 resources

Historical content

Students:

European power(s)

The significance of ONE key event involving an Asian society and a European power(s), including different perspectives of the event at that time

Students:

 assess the significance of ONE key event involving an Asian society and a European power, using sources to identify different perspectives of the event at that time, e.g. India (the Indian Mutiny/the First War of Indian Independence 1857)

Mutiny or war of independence?

Also known as the Great

rebellion depending on whether it is an Indian or British

perspective.

The sepoy revolt

Understand who the sepoys were and their connection with the British. Learn why sepoys revolted.

Key features of the rebellion The events when the sepoys revolted.

Pearson History NSW SB9 Page 184

Impacts of the rebellion Coverage of the short and long term effects of the revolt. The division of India into British and Princely India.

The British in India

A worksheet. eBook 3.0 Pearson History

NSW9

The great rebellion of 1857

An interactive activity. eBook 3.0 Pearson History NSW9

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Historical skills

Comprehension: chronology,

terms and concepts

 interpret history within the context of the actions, values, attitudes and motives of people in the context of the past

 develop historical texts, particularly explanations and

The Great Rebellion

Worksheet exploring the key features of the rebellion.

Includes primary sources.

Pearson History NSW AB9 Pages 71–72

Different interpretations Consider whether he rebellion was a mutiny or a war of independence.

KEY TERMS

British Raj—period of British government rule in India Mutiny—an open rebellion by soldiers against authority

Nawabs—a Muslim nobleman in Mughal India

Sepoy—an Indian soldier serving under Britain

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evidence from a range of sources

Unit Assessment

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Suggested teaching and learning strategies Pearson History New South Wales 9 resources Complete the chapter investigating history task/s at the end of the

chapter. There are four tasks:

 Religion in Asia

 Western Influences in Asia

 Horseshoe debate

 Travel guide: nineteenth century Asia

Pearson History New South Wales SB9 Pages 186–187

Complete the chapter multiple choice interactive quiz eBook 3.0 Pearson History NSW9

Complete the chapter test eBook 3.0 Pearson History NSW9