Complete three of the following activities.

Web Activity 1:  The Indian Mutiny (Sepoy Rebellion, the Great Mutiny, and the Revolt of 1857) and Imperial Memory 

• Read pages 940-941 in your textbook. For an overview of the events read Siege of Cawnpore, 1857 (overview), and The Sepoy Rebellion (BBC).
• Read, Elisa Greathed: An Account of the Opening of the Indian Mutiny at Meerut, 1857
• Read The Rebellion of 1857: Origins, Consequences, and Themes by Professor Heather Streets
•    Why does Streets' stress that, "... the history of the Rebellion—like all historical subjects—is continually in the process of being revised and re-interpreted" ?
• Study the images below (print it in your text).
• View the “Cawnpore Memorial 1861" that was not built. What theme does it use?
• Note the Cawnpore Memorial Church built in 1915 on The Queen's Royal Regiment site, and the All Souls Church in Cawnpore.
• Kirk Savage, in The Past in the Present: The Life of Memorials, suggests that “Commemoration was a process of condensing the moral lessons of history and fixing them in place for all time; this required that the object of commemoration be understood as a completed stage of history, safely nestled in a sealed-off past. . .The design of public monuments is obviously important; but design cannot claim to engineer memory. The inner memories of a culture profoundly shape how its monuments are experienced and lived. . . Thus were monuments construed as the most conspicuous sign that a national people understood and valued its own history.” (the link is for your reference, you need not look at the article) 
• The relief of Cawnpore largely describes male British heroism, but women also figure importantly in the narrative.
• Do English women have a role in determining the British attitudes toward events at Cawnpore? 
• What function does the remembrance of the women serve for the attitudes of British soldiers and the nation?

Cawnpore, 1857 ~ British print

Cawnpore Massacre Memorial, 1908

• Read pages 541 in your textbook 

• For a general introduction read The First Suez Canal, and The Story of the Suez Canal, 1876
• View the Suez Canal timeline. 
• View these images of the construction and opening of the Suez canal carefully keeping the following questions in mind:

• Ferdinand de Lesseps' presentation before the models of the Suez Canal
• Opening of the de nationalité universelle or 'supra-national' Suez Cana
• The inauguration. International vessels at the entrance to the Suez Canal in Port Said
• Port Said. The festivities surrounding the inauguration of the maritime canal. 
• Answer the following questions:

• What was the purpose of the Suez Canal? 
• Who built (actually provided labor) the canal?
• What do the images tell you about the opening ceremonies? Who is present? What nations do they represent?
• Why was this such an engineering feat for the French?
• How did the British benefit from the canal's construction? 
• Why is the canal said to be a "tool of empire"?

• Read pages 934-938.
• For a geographical orientation of the colonies and dominions of the British Empire retrun to the Map Room  ~ spend some time understanding the geography of British Imperialism. 
• Read the Kipling biography from The Kipling Society. 
• Next read The White Man’s Burden. Why did Kipling think it was essential to take up the White Man's Burden? 
• What is that burden for him? 
• How does Kipling's life and this poem represent British Imperialism?

• "South Africa is well known for the production of gold and diamonds, although diamonds were not discovered there until 1867, and gold not until 1886. The De Beers mining company was founded in 1888 by the most famous of British imperialists, Cecil Rhodes. Rhodes went to South Africa in 1870 hoping to become a farmer, but instead mined diamonds. By 1891 the De Beers company controlled around ninety per cent of the world's diamond mines."                                         
  National Maritime Museum
• Read this biography as well as this one of Cecil Rhodes. 
• What aspect of British Imperialism does Rhode's career represent? 
• Is he a patriot or a ruthless scoundrel? 

• Lenin: Imperialism, The Highest Stage of Capitalism ~ The full text of a Marxist interpretation of the impulse toward imperialism. 
• Scroll all the way down to the section VII. IMPERIALISM, AS A SPECIAL STAGE OF CAPITALISM. 
• Read the first 2 paragraphs then scroll again to view the charts. Read the last paragraph after the Railways Charts.
• What does Lenin argue that, “Capitalism is growing with the greatest rapidity in the colonies and in overseas countries.”?
• Why did Lenin’s description of imperialism as “the monopoly stage of capitalism” lead him to believe that “that imperialism is the eve of the socialist revolution”? 
• Read Joseph A. Schumpeter: The Sociology of Imperialism, 1918
• What does Joseph A. Schumpeter think about imperialism? 
• How does he explain its growth? 
• What does this text explain about Western culture and its inclination toward conquest during this era?

Concluding focus questions (address in a final paragraph of your Study Guide/Topic Discussion paper):
1.  How do you think the life and work of Rhodes and Kipling shaped a generation of British schoolchildren? 
2.  Which imperial vision prevails today, the legacy of heroism and "civilization," or that of Lenin?
3.  How do you think imperialism affected long-term relations between the colonized and the colonizers of the world? 

Study Guide:
Create a Word document Web activity study guide for the Topic Discussion Assignment #2: Imperialism 

Place your regular header (your name, date and course number and section) on the top left.  Write a brief introductory paragraph clearly stating why you selected the imperialism Web activities.  As you read the primary documents and view the images take notes on the historical evidence presented. 

• Then, answer each of the activity questions in preparation for the in-class discussion (highlight, copy & paste the questions into your word processor, adjusting format and fonts as needed). 
• Submit your completed study guide on the day of the discussion (see course calendar). 
• The Study Guide will be returned the next class session for revision.
• Attach your original Study Guide to your final Topic discussion paper.
• Remember: think like an historian. 

• Make any revisions to your study guide based on in-class discussion and instructor comments.
• Your final TP #2 paper will be a minimum of 3-4 pages (1000 words).

Selected images may be added to your paper as an appendix.