SlideShare ist ein Scribd-Unternehmen logo
1 von 16
1

Periodisation of india’S
past
2 Important political
development in the
modern period
3 rise of british power
4 historical sources
Hindu,muslim and british
In AD 1817,a scottish economist and political
philosopher called James mill divided india’s
past into three periods–Hindu,muslim and
british.
mill’s preiodisation was widely accepted at the
time. But today,many historians do not agree
with his division of the past into hindu or muslim
periods on the basis of the religion of rulers.
They point out the number of problems with
such a classification. firstly,not all ancient a
rulers were hindu and not all medival indian
rulers were muslim.Many rulers in ancient india
belonged to other faiths , such as Buddhism
Jainism, etc

 Nowdays,

many historians classify India past
into the ancient, the medival and the
modern period.The ancient period said to
have ended in the 7th century AD with the
death of harshavardhana. The medival period
is said to extend from AD 700 to AD 1750.This
was the period of regional rulers such as the
cholas ,rajputs, the palas, etc. the modern is
period is to have begun in the 18th centuary
AD.The British also exploited the country
resources for their own gain-they collected
revenue from the land owners. There polices
Gradually turned india from an exporter of
finished goods to an exporter of raw
material of british goods. This led to a huge
drain of wealth and resources of india . Such
subjucation of one country by another that
brings about political social ecnomic and
cultural changes is called colonisation.
Therefore, this period which saw the
colonisation of india is also called the
colonial periods in indian history.
New political formations
After Aurangzeb’s death in AD 1707, mughal power
declined and many regional and political forces
began to assert their authority over the
subcontinent. A number of independent states
were carved out of the old mughal provinces in
the 18th century AD. Among these the states of
Awadh,Bengal and Hyderabad were important.
They were founded by mughal nobels the state
of hyderabad was founded by Chin Qilich khan ,
the state of bengal was established by Murshid
Quli khan , while awadh became independent
under Sa’adat khan another important state at
the time was Mysore ,which was never under
direct

Mughal control. It had emerged as a powerful
state under Hyder Ali and his son Tipu sultan.
As Mughal power faded ,other political
groups, such as the raj puts, the Marathas ,
the Sikhs, and the also seized control of
various territories .
Tipu sultan
Aurangzeb
The British intially came to India for trade. They
were interested in setting up trading centers for
exchanging Indians goods, not conquering
territories . They tried to take control of indian
markets and setup trading posts they came in
conflict with religions powers and other
euoropean traders , like the Dutch and
Protuguese after that they soon realised the
need for occuping territories to established their
power by AD 1757 , The British had forcibly taken
control on bengal . On the next century ,the
britsh transformed from traders to rulers of the
sub continent .
The British rule over India lasted for about two
hundred years , ending in 1947 when the long
drawn struggle for independence finally won
Indians their freedom.
A number of sources tell us about the modern
periods in Indian history they can be grouped
under – primary and secondary sources
Primary sources
Primary sources are original sources of
information created at time of an event or
recorted by eyewitness to an event and they
include archaeological remains, orignal
documents or video tapes etc.
Some primary sources are
o Official records
The British believed in keeping a record of all their
official documents plans and polices.
A number of important documents written by
british officals and there correspondence with
promient Indians leaders were stored in record
rooms that were attached to all governtment
institutions , such as collectorates, law courts
etc.later on such documents were stored in
archives and museums . A number of such
documents are now reserved in the national
archives of India
Surveys
From the 19th century the British conducted many
detailed surveys –geographical, anthological
,botanical , zoological etc.which tell us about
the people living in the country at that time.
From the end 19th Centaury AD , they also began
conducting regular census every 10 years. A
census is an offical count of number of people
living in a country . It serves as a detailed record
of their castes religion etc.
o
3 monuments
The British erected a number of monuments
such as the gateway of India,the Rashtraprati
Bhawan, and the parliament house.
Sceonadry sources are second hand acounts of
events or sources that drive their information
from primary sources ex. News paper magazines
pamphlets reports reviews articles books etc. A
number of both books in both Indian and foreign
languages throw a good deals of light on the
progress made in different fields like medicine,
engineering, art, literature, mathematics,
music,dance and drama during the modern
period. British historians wrote a number of
histories describing the rule of various governorgenerals of India , their lives and their political
achivements many Indians wrote books to bring
awareness about the exploitative rule of british.
For example dadabhai naoroji’s poverty and
un- british rule in India. As printing spread , a
large numbers of newspapers, magzines
booklets and pamphlets were published . A
number of leaders and reformers wrote
books and article to spread message among
the people,while other expressed their
feeling with help of poetry. All these
important resources for historians in
reconstructing the colonial periods
Submitted

chopra

Class

th
8

A

by Jashan

Weitere ähnliche Inhalte

Was ist angesagt?

weavers, iron smelters and factory owners
weavers, iron smelters and factory ownersweavers, iron smelters and factory owners
weavers, iron smelters and factory ownersPavanKumar3775
 
5 what books and burials tell us
5 what books and burials tell us5 what books and burials tell us
5 what books and burials tell usMahendra SST
 
Class VIII HISTORY - 5 THE REVOLT OF 1857
Class VIII    HISTORY - 5 THE REVOLT OF 1857Class VIII    HISTORY - 5 THE REVOLT OF 1857
Class VIII HISTORY - 5 THE REVOLT OF 1857Vinod Pralhad Sonawane
 
Class 8 chapter_14_the_nationalist_movement
Class 8 chapter_14_the_nationalist_movementClass 8 chapter_14_the_nationalist_movement
Class 8 chapter_14_the_nationalist_movementKamlesh Khanna
 
Human resources class 8
Human resources class 8Human resources class 8
Human resources class 8abhijeetnarayn
 
Kings kingdom-and-early-republic class 6 NCERT Social , History
Kings kingdom-and-early-republic class 6 NCERT Social , History Kings kingdom-and-early-republic class 6 NCERT Social , History
Kings kingdom-and-early-republic class 6 NCERT Social , History TejusT1
 
Delhi sultans history class 7 notes
Delhi sultans history class 7 notesDelhi sultans history class 7 notes
Delhi sultans history class 7 notesNityant Singhal
 
trade to territory
trade to territory trade to territory
trade to territory ghanashya
 
Class 8 History Chapter 4 Tribals, Dikus and the Vision of a Golden Age
Class 8 History Chapter 4 Tribals, Dikus and the Vision of a Golden AgeClass 8 History Chapter 4 Tribals, Dikus and the Vision of a Golden Age
Class 8 History Chapter 4 Tribals, Dikus and the Vision of a Golden AgePooja M
 
3 in the earliest cities
3 in the earliest cities3 in the earliest cities
3 in the earliest citiesMahendra SST
 
Ch 03 why do we need a parliament
Ch 03 why do we need a parliamentCh 03 why do we need a parliament
Ch 03 why do we need a parliamentPraveen M Jigajinni
 
Ruling the Country Side
Ruling the Country SideRuling the Country Side
Ruling the Country SideARJUNPRATHEEP
 
Class 7 history chapter 2 (ppt)
Class 7 history chapter  2 (ppt)Class 7 history chapter  2 (ppt)
Class 7 history chapter 2 (ppt)GeetaArora23
 
Ch 07 understanding marginalsisation1
Ch 07 understanding  marginalsisation1Ch 07 understanding  marginalsisation1
Ch 07 understanding marginalsisation1Praveen M Jigajinni
 
When people rebel 1857 and after
When people rebel   1857 and afterWhen people rebel   1857 and after
When people rebel 1857 and afterDeepansha Singh
 

Was ist angesagt? (20)

weavers, iron smelters and factory owners
weavers, iron smelters and factory ownersweavers, iron smelters and factory owners
weavers, iron smelters and factory owners
 
5 what books and burials tell us
5 what books and burials tell us5 what books and burials tell us
5 what books and burials tell us
 
Class VIII HISTORY - 5 THE REVOLT OF 1857
Class VIII    HISTORY - 5 THE REVOLT OF 1857Class VIII    HISTORY - 5 THE REVOLT OF 1857
Class VIII HISTORY - 5 THE REVOLT OF 1857
 
Class 8 chapter_14_the_nationalist_movement
Class 8 chapter_14_the_nationalist_movementClass 8 chapter_14_the_nationalist_movement
Class 8 chapter_14_the_nationalist_movement
 
Human resources class 8
Human resources class 8Human resources class 8
Human resources class 8
 
Ch 02 understanding secularism
Ch 02 understanding secularismCh 02 understanding secularism
Ch 02 understanding secularism
 
Kings kingdom-and-early-republic class 6 NCERT Social , History
Kings kingdom-and-early-republic class 6 NCERT Social , History Kings kingdom-and-early-republic class 6 NCERT Social , History
Kings kingdom-and-early-republic class 6 NCERT Social , History
 
Delhi sultans history class 7 notes
Delhi sultans history class 7 notesDelhi sultans history class 7 notes
Delhi sultans history class 7 notes
 
trade to territory
trade to territory trade to territory
trade to territory
 
Our country India- class 6 Geography, cbse
Our country India- class 6 Geography, cbseOur country India- class 6 Geography, cbse
Our country India- class 6 Geography, cbse
 
Trade to territory
Trade to territoryTrade to territory
Trade to territory
 
Class 8 History Chapter 4 Tribals, Dikus and the Vision of a Golden Age
Class 8 History Chapter 4 Tribals, Dikus and the Vision of a Golden AgeClass 8 History Chapter 4 Tribals, Dikus and the Vision of a Golden Age
Class 8 History Chapter 4 Tribals, Dikus and the Vision of a Golden Age
 
Class viii civics - 5 Judiciary
Class viii   civics - 5 JudiciaryClass viii   civics - 5 Judiciary
Class viii civics - 5 Judiciary
 
3 in the earliest cities
3 in the earliest cities3 in the earliest cities
3 in the earliest cities
 
Ch 03 why do we need a parliament
Ch 03 why do we need a parliamentCh 03 why do we need a parliament
Ch 03 why do we need a parliament
 
Ruling the Country Side
Ruling the Country SideRuling the Country Side
Ruling the Country Side
 
Class 7 history chapter 2 (ppt)
Class 7 history chapter  2 (ppt)Class 7 history chapter  2 (ppt)
Class 7 history chapter 2 (ppt)
 
Ch 07 understanding marginalsisation1
Ch 07 understanding  marginalsisation1Ch 07 understanding  marginalsisation1
Ch 07 understanding marginalsisation1
 
Ch 01 the indian constitution
Ch 01 the indian constitutionCh 01 the indian constitution
Ch 01 the indian constitution
 
When people rebel 1857 and after
When people rebel   1857 and afterWhen people rebel   1857 and after
When people rebel 1857 and after
 

Andere mochten auch

Life Thousands of Years Ago
Life Thousands of Years AgoLife Thousands of Years Ago
Life Thousands of Years Agoticbilingue
 
Introduction to the History of Salerno
Introduction to the History of SalernoIntroduction to the History of Salerno
Introduction to the History of Salernoalfaoxford
 
Chapter 6 section 3 (evolution of primates)
Chapter 6 section 3 (evolution of primates)Chapter 6 section 3 (evolution of primates)
Chapter 6 section 3 (evolution of primates)Mr. Motuk
 
Tracing the human evolution
Tracing the human evolutionTracing the human evolution
Tracing the human evolutionPriyah Jakx
 
Prehistory and early humans powerpoint
Prehistory and early humans powerpointPrehistory and early humans powerpoint
Prehistory and early humans powerpointbmorin54
 
Early humans ppt
Early humans pptEarly humans ppt
Early humans pptkevinkacel
 
3. Human Evolution
3. Human Evolution3. Human Evolution
3. Human EvolutionBob Smullen
 
THE STORY OF HUMAN EVOLUTION
THE STORY OF HUMAN EVOLUTION THE STORY OF HUMAN EVOLUTION
THE STORY OF HUMAN EVOLUTION Amita Yadav
 

Andere mochten auch (10)

Life Thousands of Years Ago
Life Thousands of Years AgoLife Thousands of Years Ago
Life Thousands of Years Ago
 
Introduction to the History of Salerno
Introduction to the History of SalernoIntroduction to the History of Salerno
Introduction to the History of Salerno
 
History of Nepal
History of NepalHistory of Nepal
History of Nepal
 
Chapter 6 section 3 (evolution of primates)
Chapter 6 section 3 (evolution of primates)Chapter 6 section 3 (evolution of primates)
Chapter 6 section 3 (evolution of primates)
 
Tracing the human evolution
Tracing the human evolutionTracing the human evolution
Tracing the human evolution
 
Prehistory and early humans powerpoint
Prehistory and early humans powerpointPrehistory and early humans powerpoint
Prehistory and early humans powerpoint
 
Early humans ppt
Early humans pptEarly humans ppt
Early humans ppt
 
3. Human Evolution
3. Human Evolution3. Human Evolution
3. Human Evolution
 
THE STORY OF HUMAN EVOLUTION
THE STORY OF HUMAN EVOLUTION THE STORY OF HUMAN EVOLUTION
THE STORY OF HUMAN EVOLUTION
 
Slideshare ppt
Slideshare pptSlideshare ppt
Slideshare ppt
 

Ähnlich wie When where and how

How ,when and where
How ,when and where How ,when and where
How ,when and where Shradha Singh
 
How, When And Where - Class 8 - History - (Social Studies)
How, When And Where - Class 8 - History - (Social Studies)How, When And Where - Class 8 - History - (Social Studies)
How, When And Where - Class 8 - History - (Social Studies)AnjaliKaur3
 
Ancient Indian History.pptx
Ancient Indian History.pptxAncient Indian History.pptx
Ancient Indian History.pptxansh372239
 
India during medieval period
India during medieval periodIndia during medieval period
India during medieval periodGirish Arabbi
 
How, when and where
How, when and whereHow, when and where
How, when and whereAnjali Anju
 
H 1 How, When And Where of class Eighth ncert
H 1 How, When And Where of class Eighth ncertH 1 How, When And Where of class Eighth ncert
H 1 How, When And Where of class Eighth ncertKANUPRIYA314618
 
250 years of Indian history - meenakshi nair ka
250 years of Indian history - meenakshi nair ka250 years of Indian history - meenakshi nair ka
250 years of Indian history - meenakshi nair kaMeenakshi Nair KA
 
SAGA OF INDIAN TIMELINE
SAGA OF INDIAN TIMELINESAGA OF INDIAN TIMELINE
SAGA OF INDIAN TIMELINEFaisalEqbal3
 
Towards A Modern Indigenous Historical Framework
 Towards A Modern Indigenous Historical Framework Towards A Modern Indigenous Historical Framework
Towards A Modern Indigenous Historical Frameworksabrangsabrang
 
Indian Civilization 2.pptx
Indian Civilization 2.pptxIndian Civilization 2.pptx
Indian Civilization 2.pptxmoutushy
 
Hum111 handouts lecture03
Hum111 handouts lecture03Hum111 handouts lecture03
Hum111 handouts lecture03AyeshaAsif42
 
Ch 1 Tracing Changes through a thousand Years 1.pdf
Ch 1 Tracing Changes through a thousand Years 1.pdfCh 1 Tracing Changes through a thousand Years 1.pdf
Ch 1 Tracing Changes through a thousand Years 1.pdfAmitKumarLal5
 
A Farewell to India - Mohammad Aswar Rahman - History Major Paper
A Farewell to India - Mohammad Aswar Rahman - History Major PaperA Farewell to India - Mohammad Aswar Rahman - History Major Paper
A Farewell to India - Mohammad Aswar Rahman - History Major PaperAswar Rahman
 
India's Independence and partition- Sristi.pptx
India's Independence and partition- Sristi.pptxIndia's Independence and partition- Sristi.pptx
India's Independence and partition- Sristi.pptxsuveerjain3
 
India China History Economics Poly Sci
India  China   History Economics Poly SciIndia  China   History Economics Poly Sci
India China History Economics Poly SciNorth Gwinnett MA
 
His ch 1 tracing changes 1000 years final
His ch 1 tracing changes 1000 years finalHis ch 1 tracing changes 1000 years final
His ch 1 tracing changes 1000 years finalsumedhamamgain
 
Advent of islam and impacts in the indian subcontinent
Advent of islam and impacts in the indian subcontinentAdvent of islam and impacts in the indian subcontinent
Advent of islam and impacts in the indian subcontinentHassan BilaL
 

Ähnlich wie When where and how (20)

How ,when and where
How ,when and where How ,when and where
How ,when and where
 
How, When And Where - Class 8 - History - (Social Studies)
How, When And Where - Class 8 - History - (Social Studies)How, When And Where - Class 8 - History - (Social Studies)
How, When And Where - Class 8 - History - (Social Studies)
 
Ancient Indian History.pptx
Ancient Indian History.pptxAncient Indian History.pptx
Ancient Indian History.pptx
 
History ch 1 ppt
History ch 1 pptHistory ch 1 ppt
History ch 1 ppt
 
India during medieval period
India during medieval periodIndia during medieval period
India during medieval period
 
How, when and where
How, when and whereHow, when and where
How, when and where
 
H 1 How, When And Where of class Eighth ncert
H 1 How, When And Where of class Eighth ncertH 1 How, When And Where of class Eighth ncert
H 1 How, When And Where of class Eighth ncert
 
250 years of Indian history - meenakshi nair ka
250 years of Indian history - meenakshi nair ka250 years of Indian history - meenakshi nair ka
250 years of Indian history - meenakshi nair ka
 
SAGA OF INDIAN TIMELINE
SAGA OF INDIAN TIMELINESAGA OF INDIAN TIMELINE
SAGA OF INDIAN TIMELINE
 
history of india.pdf
history of india.pdfhistory of india.pdf
history of india.pdf
 
Towards A Modern Indigenous Historical Framework
 Towards A Modern Indigenous Historical Framework Towards A Modern Indigenous Historical Framework
Towards A Modern Indigenous Historical Framework
 
Indian Civilization 2.pptx
Indian Civilization 2.pptxIndian Civilization 2.pptx
Indian Civilization 2.pptx
 
Hum111 handouts lecture03
Hum111 handouts lecture03Hum111 handouts lecture03
Hum111 handouts lecture03
 
Ch 1 Tracing Changes through a thousand Years 1.pdf
Ch 1 Tracing Changes through a thousand Years 1.pdfCh 1 Tracing Changes through a thousand Years 1.pdf
Ch 1 Tracing Changes through a thousand Years 1.pdf
 
J031201059061
J031201059061J031201059061
J031201059061
 
A Farewell to India - Mohammad Aswar Rahman - History Major Paper
A Farewell to India - Mohammad Aswar Rahman - History Major PaperA Farewell to India - Mohammad Aswar Rahman - History Major Paper
A Farewell to India - Mohammad Aswar Rahman - History Major Paper
 
India's Independence and partition- Sristi.pptx
India's Independence and partition- Sristi.pptxIndia's Independence and partition- Sristi.pptx
India's Independence and partition- Sristi.pptx
 
India China History Economics Poly Sci
India  China   History Economics Poly SciIndia  China   History Economics Poly Sci
India China History Economics Poly Sci
 
His ch 1 tracing changes 1000 years final
His ch 1 tracing changes 1000 years finalHis ch 1 tracing changes 1000 years final
His ch 1 tracing changes 1000 years final
 
Advent of islam and impacts in the indian subcontinent
Advent of islam and impacts in the indian subcontinentAdvent of islam and impacts in the indian subcontinent
Advent of islam and impacts in the indian subcontinent
 

Kürzlich hochgeladen

Daily Lesson Plan in Mathematics Quarter 4
Daily Lesson Plan in Mathematics Quarter 4Daily Lesson Plan in Mathematics Quarter 4
Daily Lesson Plan in Mathematics Quarter 4JOYLYNSAMANIEGO
 
4.16.24 Poverty and Precarity--Desmond.pptx
4.16.24 Poverty and Precarity--Desmond.pptx4.16.24 Poverty and Precarity--Desmond.pptx
4.16.24 Poverty and Precarity--Desmond.pptxmary850239
 
Textual Evidence in Reading and Writing of SHS
Textual Evidence in Reading and Writing of SHSTextual Evidence in Reading and Writing of SHS
Textual Evidence in Reading and Writing of SHSMae Pangan
 
AUDIENCE THEORY -CULTIVATION THEORY - GERBNER.pptx
AUDIENCE THEORY -CULTIVATION THEORY -  GERBNER.pptxAUDIENCE THEORY -CULTIVATION THEORY -  GERBNER.pptx
AUDIENCE THEORY -CULTIVATION THEORY - GERBNER.pptxiammrhaywood
 
Virtual-Orientation-on-the-Administration-of-NATG12-NATG6-and-ELLNA.pdf
Virtual-Orientation-on-the-Administration-of-NATG12-NATG6-and-ELLNA.pdfVirtual-Orientation-on-the-Administration-of-NATG12-NATG6-and-ELLNA.pdf
Virtual-Orientation-on-the-Administration-of-NATG12-NATG6-and-ELLNA.pdfErwinPantujan2
 
Presentation Activity 2. Unit 3 transv.pptx
Presentation Activity 2. Unit 3 transv.pptxPresentation Activity 2. Unit 3 transv.pptx
Presentation Activity 2. Unit 3 transv.pptxRosabel UA
 
Inclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdf
Inclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdfInclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdf
Inclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdfTechSoup
 
ICS2208 Lecture6 Notes for SL spaces.pdf
ICS2208 Lecture6 Notes for SL spaces.pdfICS2208 Lecture6 Notes for SL spaces.pdf
ICS2208 Lecture6 Notes for SL spaces.pdfVanessa Camilleri
 
Activity 2-unit 2-update 2024. English translation
Activity 2-unit 2-update 2024. English translationActivity 2-unit 2-update 2024. English translation
Activity 2-unit 2-update 2024. English translationRosabel UA
 
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATIONTHEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATIONHumphrey A Beña
 
TEACHER REFLECTION FORM (NEW SET........).docx
TEACHER REFLECTION FORM (NEW SET........).docxTEACHER REFLECTION FORM (NEW SET........).docx
TEACHER REFLECTION FORM (NEW SET........).docxruthvilladarez
 
ANG SEKTOR NG agrikultura.pptx QUARTER 4
ANG SEKTOR NG agrikultura.pptx QUARTER 4ANG SEKTOR NG agrikultura.pptx QUARTER 4
ANG SEKTOR NG agrikultura.pptx QUARTER 4MiaBumagat1
 
GRADE 4 - SUMMATIVE TEST QUARTER 4 ALL SUBJECTS
GRADE 4 - SUMMATIVE TEST QUARTER 4 ALL SUBJECTSGRADE 4 - SUMMATIVE TEST QUARTER 4 ALL SUBJECTS
GRADE 4 - SUMMATIVE TEST QUARTER 4 ALL SUBJECTSJoshuaGantuangco2
 
How to do quick user assign in kanban in Odoo 17 ERP
How to do quick user assign in kanban in Odoo 17 ERPHow to do quick user assign in kanban in Odoo 17 ERP
How to do quick user assign in kanban in Odoo 17 ERPCeline George
 
Oppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and FilmOppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and FilmStan Meyer
 
Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17
Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17
Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17Celine George
 

Kürzlich hochgeladen (20)

Daily Lesson Plan in Mathematics Quarter 4
Daily Lesson Plan in Mathematics Quarter 4Daily Lesson Plan in Mathematics Quarter 4
Daily Lesson Plan in Mathematics Quarter 4
 
4.16.24 Poverty and Precarity--Desmond.pptx
4.16.24 Poverty and Precarity--Desmond.pptx4.16.24 Poverty and Precarity--Desmond.pptx
4.16.24 Poverty and Precarity--Desmond.pptx
 
Textual Evidence in Reading and Writing of SHS
Textual Evidence in Reading and Writing of SHSTextual Evidence in Reading and Writing of SHS
Textual Evidence in Reading and Writing of SHS
 
AUDIENCE THEORY -CULTIVATION THEORY - GERBNER.pptx
AUDIENCE THEORY -CULTIVATION THEORY -  GERBNER.pptxAUDIENCE THEORY -CULTIVATION THEORY -  GERBNER.pptx
AUDIENCE THEORY -CULTIVATION THEORY - GERBNER.pptx
 
Virtual-Orientation-on-the-Administration-of-NATG12-NATG6-and-ELLNA.pdf
Virtual-Orientation-on-the-Administration-of-NATG12-NATG6-and-ELLNA.pdfVirtual-Orientation-on-the-Administration-of-NATG12-NATG6-and-ELLNA.pdf
Virtual-Orientation-on-the-Administration-of-NATG12-NATG6-and-ELLNA.pdf
 
Presentation Activity 2. Unit 3 transv.pptx
Presentation Activity 2. Unit 3 transv.pptxPresentation Activity 2. Unit 3 transv.pptx
Presentation Activity 2. Unit 3 transv.pptx
 
Inclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdf
Inclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdfInclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdf
Inclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdf
 
YOUVE GOT EMAIL_FINALS_EL_DORADO_2024.pptx
YOUVE GOT EMAIL_FINALS_EL_DORADO_2024.pptxYOUVE GOT EMAIL_FINALS_EL_DORADO_2024.pptx
YOUVE GOT EMAIL_FINALS_EL_DORADO_2024.pptx
 
ICS2208 Lecture6 Notes for SL spaces.pdf
ICS2208 Lecture6 Notes for SL spaces.pdfICS2208 Lecture6 Notes for SL spaces.pdf
ICS2208 Lecture6 Notes for SL spaces.pdf
 
Activity 2-unit 2-update 2024. English translation
Activity 2-unit 2-update 2024. English translationActivity 2-unit 2-update 2024. English translation
Activity 2-unit 2-update 2024. English translation
 
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATIONTHEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
 
TEACHER REFLECTION FORM (NEW SET........).docx
TEACHER REFLECTION FORM (NEW SET........).docxTEACHER REFLECTION FORM (NEW SET........).docx
TEACHER REFLECTION FORM (NEW SET........).docx
 
ANG SEKTOR NG agrikultura.pptx QUARTER 4
ANG SEKTOR NG agrikultura.pptx QUARTER 4ANG SEKTOR NG agrikultura.pptx QUARTER 4
ANG SEKTOR NG agrikultura.pptx QUARTER 4
 
GRADE 4 - SUMMATIVE TEST QUARTER 4 ALL SUBJECTS
GRADE 4 - SUMMATIVE TEST QUARTER 4 ALL SUBJECTSGRADE 4 - SUMMATIVE TEST QUARTER 4 ALL SUBJECTS
GRADE 4 - SUMMATIVE TEST QUARTER 4 ALL SUBJECTS
 
How to do quick user assign in kanban in Odoo 17 ERP
How to do quick user assign in kanban in Odoo 17 ERPHow to do quick user assign in kanban in Odoo 17 ERP
How to do quick user assign in kanban in Odoo 17 ERP
 
Oppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and FilmOppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and Film
 
INCLUSIVE EDUCATION PRACTICES FOR TEACHERS AND TRAINERS.pptx
INCLUSIVE EDUCATION PRACTICES FOR TEACHERS AND TRAINERS.pptxINCLUSIVE EDUCATION PRACTICES FOR TEACHERS AND TRAINERS.pptx
INCLUSIVE EDUCATION PRACTICES FOR TEACHERS AND TRAINERS.pptx
 
LEFT_ON_C'N_ PRELIMS_EL_DORADO_2024.pptx
LEFT_ON_C'N_ PRELIMS_EL_DORADO_2024.pptxLEFT_ON_C'N_ PRELIMS_EL_DORADO_2024.pptx
LEFT_ON_C'N_ PRELIMS_EL_DORADO_2024.pptx
 
Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17
Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17
Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17
 
FINALS_OF_LEFT_ON_C'N_EL_DORADO_2024.pptx
FINALS_OF_LEFT_ON_C'N_EL_DORADO_2024.pptxFINALS_OF_LEFT_ON_C'N_EL_DORADO_2024.pptx
FINALS_OF_LEFT_ON_C'N_EL_DORADO_2024.pptx
 

When where and how

  • 1.
  • 2. 1 Periodisation of india’S past 2 Important political development in the modern period 3 rise of british power 4 historical sources
  • 3. Hindu,muslim and british In AD 1817,a scottish economist and political philosopher called James mill divided india’s past into three periods–Hindu,muslim and british. mill’s preiodisation was widely accepted at the time. But today,many historians do not agree with his division of the past into hindu or muslim periods on the basis of the religion of rulers. They point out the number of problems with such a classification. firstly,not all ancient a rulers were hindu and not all medival indian rulers were muslim.Many rulers in ancient india belonged to other faiths , such as Buddhism Jainism, etc 
  • 4.  Nowdays, many historians classify India past into the ancient, the medival and the modern period.The ancient period said to have ended in the 7th century AD with the death of harshavardhana. The medival period is said to extend from AD 700 to AD 1750.This was the period of regional rulers such as the cholas ,rajputs, the palas, etc. the modern is period is to have begun in the 18th centuary AD.The British also exploited the country resources for their own gain-they collected revenue from the land owners. There polices
  • 5. Gradually turned india from an exporter of finished goods to an exporter of raw material of british goods. This led to a huge drain of wealth and resources of india . Such subjucation of one country by another that brings about political social ecnomic and cultural changes is called colonisation. Therefore, this period which saw the colonisation of india is also called the colonial periods in indian history.
  • 6. New political formations After Aurangzeb’s death in AD 1707, mughal power declined and many regional and political forces began to assert their authority over the subcontinent. A number of independent states were carved out of the old mughal provinces in the 18th century AD. Among these the states of Awadh,Bengal and Hyderabad were important. They were founded by mughal nobels the state of hyderabad was founded by Chin Qilich khan , the state of bengal was established by Murshid Quli khan , while awadh became independent under Sa’adat khan another important state at the time was Mysore ,which was never under direct 
  • 7. Mughal control. It had emerged as a powerful state under Hyder Ali and his son Tipu sultan. As Mughal power faded ,other political groups, such as the raj puts, the Marathas , the Sikhs, and the also seized control of various territories . Tipu sultan Aurangzeb
  • 8. The British intially came to India for trade. They were interested in setting up trading centers for exchanging Indians goods, not conquering territories . They tried to take control of indian markets and setup trading posts they came in conflict with religions powers and other euoropean traders , like the Dutch and Protuguese after that they soon realised the need for occuping territories to established their power by AD 1757 , The British had forcibly taken control on bengal . On the next century ,the britsh transformed from traders to rulers of the sub continent .
  • 9. The British rule over India lasted for about two hundred years , ending in 1947 when the long drawn struggle for independence finally won Indians their freedom.
  • 10. A number of sources tell us about the modern periods in Indian history they can be grouped under – primary and secondary sources Primary sources Primary sources are original sources of information created at time of an event or recorted by eyewitness to an event and they include archaeological remains, orignal documents or video tapes etc.
  • 11. Some primary sources are o Official records The British believed in keeping a record of all their official documents plans and polices. A number of important documents written by british officals and there correspondence with promient Indians leaders were stored in record rooms that were attached to all governtment institutions , such as collectorates, law courts etc.later on such documents were stored in archives and museums . A number of such documents are now reserved in the national archives of India
  • 12. Surveys From the 19th century the British conducted many detailed surveys –geographical, anthological ,botanical , zoological etc.which tell us about the people living in the country at that time. From the end 19th Centaury AD , they also began conducting regular census every 10 years. A census is an offical count of number of people living in a country . It serves as a detailed record of their castes religion etc. o
  • 13. 3 monuments The British erected a number of monuments such as the gateway of India,the Rashtraprati Bhawan, and the parliament house.
  • 14. Sceonadry sources are second hand acounts of events or sources that drive their information from primary sources ex. News paper magazines pamphlets reports reviews articles books etc. A number of both books in both Indian and foreign languages throw a good deals of light on the progress made in different fields like medicine, engineering, art, literature, mathematics, music,dance and drama during the modern period. British historians wrote a number of histories describing the rule of various governorgenerals of India , their lives and their political achivements many Indians wrote books to bring awareness about the exploitative rule of british.
  • 15. For example dadabhai naoroji’s poverty and un- british rule in India. As printing spread , a large numbers of newspapers, magzines booklets and pamphlets were published . A number of leaders and reformers wrote books and article to spread message among the people,while other expressed their feeling with help of poetry. All these important resources for historians in reconstructing the colonial periods