THE PARTITION TRAIL
TEACHER’S GUIDE Limoges The Grimmit Charitable Trust / TEACHER’S Trust THE PARTITION TRAIL GUIDE 1
A Sikh man carrying his wife on his shoulders, migrating to East Punjab after the partition of India. Photograph: © Margaret Bourke-White for Life Magazine
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CONTENTS The Project............................................. 5 About Sampad...................................... 7 How to use this pack.......................9 Background Information...............10 A History of the British Rule in India.................. 13-19 Activities: Upper Key Stage 2.....................21-23 Activities: Upper Key Stage 3.................... 25-27
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THE PROJECT 2017 marked the 70th anniversary of India’s independence and its partition into the two states of India and Pakistan. This led to one of the largest mass migrations overseas in history, as well as a huge loss of life. To mark the anniversary Sampad attempted to uncover the Partition’s legacy on those of Indian, Pakistani and Bangladeshi descent in the region, through a series of creative activities known as The Partition Trail. The project, made possible by the Heritage Lottery Fund, interviewed people who had experienced Partition, or whose relatives had shared stories of Partition with them, and used this research to
develop theatre based workshops and movement performances in schools across Birmingham. The project then worked with 20 members of the public to co-create an exhibition about the impact of Partition, which was on display from 2017-2018 at Soho House Museum. This teacher’s pack is a culmination of the research and learning that has been undertaken as part of the project. We hope it will encourage you to work with students to explore the momentous effects of Britain’s withdrawal from India, and start discussions about migration and bias. For more information about the Partition Trail please visit www.sampad.org.uk
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ABOUT SAMPAD Established in 1990, Sampad is a dynamic development agency for South Asian arts and heritage based in Birmingham, in the UK It plays a significant role regionally, nationally and beyond, in promoting the appreciation and practice of the diverse artforms originating from India, Pakistan, Bangladesh and Sri Lanka.
Through its work Sampad serves, supports and initiates South Asian arts and heritage in all its forms working with youth, community, education and professional artists.
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HOW TO USE THIS PACK This pack is designed to provide teachers with all the information they need to teach the Partition of India to students in upper KS2 and in KS3. The pack includes suggested activities which support a cross-curricular approach, which can enhance learning or introduce new ideas to the students. Alongside this teachers’ pack there is a separate resource pack which contains a variety of source materials you can use with students, as well as another pack of worksheets to help you complete the suggested activities or discuss the history of the Partition of India. The topic of Partition covers the following curriculum, but by doing the activities, key skills in literacy, numeracy, drama and other subjects will also be achieved.
ks2
ks3
History
History
n
n
A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 A local history study
KS2 Citizenship Talking and writing about their opinions, and explaining their views, on issues that affect themselves and society. n Reflecting on spiritual, moral, social, and cultural issues, using imagination to understand other people’s experiences n Appreciating the range of national, regional, religious and ethnic identities in the United Kingdom n
Challenges for Britain, Europe and the wider world 1901 to the present day in addition to studying the Holocaust; this could include Indian Independence and end of Empire n Knowing and understanding significant aspects of history in the wider world; the expansion and dissolutions of empires n Gaining historical perspective by understanding the connections between local, regional, national and international history n
KS3 Citizenship n
Equipping students with the skills to think critically and debate political questions
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BACKGROUND INFORMATION What was the Partition of India? The Partition of India was the division of the Indian subcontinent into two separate nations: India and Pakistan. On 15th August 1947 the British withdrew from India after more than 100 years of Colonial rule. The Partition led to the relocation of between 10 and 12 million people. Muslims headed out to what would become Muslim-majority (East and West)
Pakistan, while Hindus and Sikhs headed towards the new independent Hindu-majority nation of India. This mass movement was marked by violence and significant loss of life as neighbours and friends turned on those who did not belong in their country, with areas such as the Punjab torn apart by the newly formed boundaries.
A refugee train, Punjab 1947
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CHINA
Afghanistan Nepal
Bhutan
INDIA ARABIAN SEA
B AY O F BENGAL Sri Lanka
Map of India pre-partition
CHINA
Afghanistan Nepal
West Pakistan 1947
Bhutan
New Delhi
INDIA 1947
Burma 1946 East Pakistan
ARABIAN SEA
B AY O F BENGAL
Sri Lanka Map of India post-partition
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A HISTORY OF THE BRITISH RULE IN INDIA 1600 - 1857
From the 1600’s the East India Company helped to develop trade and naval trading routes with Asia, competing for supremacy with European rivals, particularly the Dutch. It had several ‘bases’ in India, notably Bombay, Bengal and Madras, and traded mainly in cotton and silk. As the company grew, it developed an army to protect its products and staff from pirates, bandits and other threats. However, after an unsuccessful uprising by local Indians in 1757, the East India Company took full administrative powers over its territories and began taxing local inhabitants. It therefore ‘ruled’ in India, although it allowed kingdoms to keep many of their cultural traditions in exchange for peace.
Above: East India Company coat of arms, c1700. Left: Mutineers Revolt, 1857
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1858 - 1947
The Indian Rebellion in 1857 was another unsuccessful uprising against the British by the Indian locals, although many British civilians were killed in the process. The aftermath saw the abolishment of the East India Company, and all of its administrative powers, possessions and armed forces were transferred to the British Crown. This period of Colonial rule was known as the British Raj, and a British Viceroy was appointed as India’s head of state to oversee all administrative affairs.
The Road to Independence
During the time of the British Raj discontent grew amongst Indians over British rule, calling it a ‘curse’ which reduced Indians to that of a ‘serf’. In 1885 a group of Indians formed the Indian National Congress, which aimed to campaign for more Indian rights such as land and political power. In 1920 the philosopher Mahatma Gandhi was elected, and during the 1930’s he led a series of high profile protests in support of Indian Independence. Known as ‘civil disobedience’ his campaigns were nonviolent and often very symbolic – such as the 1930 Salt March. In 1942, when Britain and Indian soldiers were fighting the Nazis during WW2, the Indian National Congress launched their ‘Quit India’ campaign, which was partly a show of anger at the British involving India in the war without consulting them.
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1930 Mahatma Gandhi picking grains of salt as part of the Salt March
After WW2 Britain faced increasing pressure from political parties in India to grant independence, and with limited resources and Prime Minister Atlee also in support of the move, Lord Louis Mountbatten was appointed in 1947 as the last British Viceroy to oversee Britain’s withdrawal from India.
India Divided
Why was partition needed? The Indian continent was home to three main religious groups; Hindus (the majority) Muslims and Sikhs. Although these faiths had lived in relative harmony for hundreds of years, there were often unseen tensions that existed between the groups, which became more visible as the Independence Movement became stronger.
In 1937 after provincial elections took place, some National Congress members refused to create coalition administrations with the Muslim League in mixed political areas. This highlighted a deteriorating relationship between the political parties and the community itself, and whereas before both parties had wanted a free and united India, from 1940 the idea of a separate Islamic state began to become more popular.
Many Muslims feared that when the British left they would be treated as second class citizens with less rights, and even influential politicians like Mohammed Ali Jinnah (leader of the Muslim League) who believed a united Hindu-Muslim India could exist started to change his mind as time went by. As tensions within the country increased and became more violent, such as the Great Calcutta Killings in 1946, Britain was encouraged to speed up their withdrawal.
Mahatma Gandhi and Mohammed Ali Jimmah, 1944
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Calcutta riots, 1946. ©Keystone-France/Gamma-Keystone
After Mountbatten was appointed Viceroy in 1947 he announced that Britain would withdraw in less than six months time, changing the date from June 1948 to summer 1947. Over the next few months he frequently met with the various political parties, and eventually all parties agreed to a partition. Which areas would be divided, and how, was widely contested. How did the partition process happen? In July 1947 a British Lawyer called Cyril Radcliffe was brought to India to draw the partition line (later to be known as the ‘Radcliffe line’). The two states of the Punjab and Bengal were the key focus, as they had a relatively even mix of Hindus and Muslims. Despite never visiting India before and being unfamiliar with the demographics of India, Radcliffe was given approximately a month to split India into two countries.
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Viceroy of India Lord Louis Mountbatten
Where possible Radcliffe separated areas by religious demographics, but he also used strategic roads and irrigation ways to influence his decision. Upon completion of his task, Cyril Radcliffe refused his pay, burnt his papers and left the country before the partition boundaries were made public.
Independence
On August 14th 1947 the newly formed Pakistan celebrated its independence, with India celebrating the day after on 15th August. The Radcliffe Line was not made public until two days later, on August 17th, as Mountbatten did not wish to ruin celebrations, and it further delayed potential unrest.
Impact of Partition
Migration between the two countries Partition triggered one of the largest migrations of people known to modern history, with some estimates claiming figures of 12-14 million people displaced as a result. On the morning of 17 August 1947 many people awoke to learn that the newly
publicised partition boundaries meant that they were on the wrong side of the partition for their faith. With tensions high, these people feared persecution and death if they stayed, and so gathered a few emergency belongings and set off on the dangerous journey to what they viewed as safer land. The Muslims travelled to East and West Pakistan whilst the Hindus and Sikhs travelled to India, travelling by foot, bullock carts and train. The journey was often a very long one, and upon arrival the migrants had to live in refugee camps in terrible conditions, often for many months, if not years. Some migrants were able to move in with their families, but many had to start their new lives from scratch, with no money, land or possessions to help them. Authorities in both countries struggled to accommodate and provide resources for the refugees, which was not helped by continuous migration into the early 60’s. Below: Many migrants travelled in slow moving lines across hundreds of miles to reach safety. © Margaret Bourke-White
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Many migrants died on their journey to another country, especially the young and elderly. © Margaret Bourke-White
Death
Estimates of the death toll post-Partition range from 200,000 to two million. Many were killed by natural causes such as disease, which was strife in the refugee camps, or from exhaustion and malnutrition that occurred during their perilous journey. However, thousands were killed by other communities who would ‘patrol’ the area and by communities seeking revenge for their own personal tragedies. The overcrowded trains were frequent targets for killers, as they moved very slowly from being extremely overloaded and often were filled with the vulnerable who could not walk very far, making them easy victims. Likewise, the ‘caravans’ of people walking together were often attacked, and women, children and the elderly were all included in the mass slaughters. Sometimes people were even killed by members of their own family, to protect the family honour and to make sure that death came in a respectable and quick way.
Abduction
Women were often targeted as symbols of community honour, with up to 100,000
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raped or abducted. Many were abandoned by their captors, but decided not to return to their families out of shame, as they believed that they wouldn’t be welcomed back as they were seen as tainted and so became ‘ostracized’.
Loss of friends and family
The new boundaries split many villages and families, creating tensions and hatred between former friends and neighbours. As acquaintances turned on each other, many fled for safer lands, tearing apart families, many of whom would never see each other again. There are stories of friendship and opposite faith groups helping each other, but many turned on each other, and as violence escalated, blame and hatred increased. To this day many former family members and friends are unable to forgive the brutality they saw, refusing to try and reconnect with each other or forgive.
Kashmir Conflict
When the British left India, the northern princely state of Kashmir was still in dispute. Despite a Muslim majority, it had been ruled by a Hindu Prince who had
been unable to decide which country the state should join. In 1947, after Pakistan sent in some Muslim tribesmen, he changed his mind and signed the Instrument of Accession, which ceded Kashmir to India. Many Muslims rejected Indian rule, preferring to join Pakistan or have self rule, and thus sparked a series of battles and three wars in 1947, 1965 and 1999. Even today there are many border ‘skirmishes’ and although violence has decreased, tensions between the two countries remains high.
Bangladesh War of Independence
When the partition occurred, Pakistan was formed from two areas that were geographically separate from each other; East and West Pakistan. Whilst both were Muslim majority areas, their language, culture and traditions were extremely different. Even the way they practised their faith was different, meaning other than belief there was very little uniting them. Overtime, many in East Pakistan felt that they were being treated as second class citizens to West Pakistan. Urdu was made the official state language, and more money from the common budget was given to the West. Likewise, unfair representation in both government and the military meant a strong Bengali nationalist movement formed, leading eventually to an uprising and bloody war which led to West Pakistan being liberated as a new country called Bangladesh.
Migration out of Asia
Many of the population decided to migrate out of the Indian Subcontinent; either they were fleeing to escape violence and memories of the place, or they were seeking a better life as the Partition had left them with nothing. In places like East Pakistan, the resulting Civil War also encouraged movement to safer countries, and the 1948 British Nationality Act meant that migration to Britain was very easy, with the promise of work and a better life encouraging them to move.
Why was it so violent?
Britain was reluctant to get involved in the aftermath of Partition as they wanted a speedy withdrawal. They were keen for any problems to be resolved by the country and did not want to be viewed as responsible for any violence or rioting which might happen after the boundaries were announced. Their lack of willing to use troops (which were reducing day by day) meant law and order was destroyed, and with so many demobilised but not de-armed soldiers around, the catastrophe was perfect for creating a violent situation.
Below, Prime Minister Jawaharlal Nehru addresses the nation from Red Fort on Independence Day, August 15, 1947
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ACTIVITIES UPPER KEY STAGE 2 Get up and go! 25 minutes planning, 15 minutes feedback Critical thinking, numeracy, collaboration Tell the class that violent and angry crowds are on their way to the school and that in groups of four they must prepare for an escape journey to Scotland in 25 minutes. n Preparation cannot include the use of any modern technology such as mobile phones, tablets, computers or even cars. n Ask them to complete the get up and go survival plan works sheet to help them make important decisions. n Make sure they write all their plans down before the 25 minutes is up. n Have each group share their plans with each other and try and guess whether their plan might would be good enough to survive. n
archive materials 10-15 minutes Source analysis, critical thinking, historical investigation Photocopy the resources and share out amongst the students in small groups. n Ask them to list as many ways they can group the different sources as possible such as by source type, what it shows, who it shows, whether it is a message of peace or hate etc. n Ask them to decide which sources they think are accurate portrayals of what happened, and which ones are biased or inaccurate. n Ask them to select the four sources they think tell the story of partition is the best and why. n
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Poetry 15 minutes Literacy, empathy, poetical development Ask the students to look through the resources and write down any emotions they feel when looking at the different sources. n Do the sources make them think of any other similar situations? E.g. many people on the train could remind them of the ants in an anthill, the death of many people could be like Jews being killed in the Holocaust. n Using these ideas, ask them to write a poem which shows what they think about the Partition of India, and how it makes them feel. n The poem does not need to rhyme, but should use emotive language, metaphors and descriptive language to show their personal reflections. n
Role Play 25-40 minutes Empathy & reflection, expressing opinions, dramatic technique Split the class into groups of 4-5 students. Give each group a role-play card (see student worksheets). n Ask them to create a role-play based on the scenario provided which will last 2-3 minutes. Encourage them to play different characters in a family and concentrate on what their character will be feeling and thinking about. n Let each group perform to each other and ask students to give feedback. n n
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Performance 50 minutes Collaboration, physical movement, musical reflection, literacy skills n
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As a class agree what three emotions students think best represent the Partition, e.g. sadness, anger, pride etc. Once these have been agreed, split the class into three groups and allocate them an emotion. Ask each group to plan a 5 minute performance based on their emotion which includes the following; n Music which represents their emotion. n A short dance sequence with movements which reflect their emotion. n A written explanation as to why this emotion links to Partition. n Some historical facts that prove this emotion existed during the Partition. Each student should take part in the performance, although not all must do the same thing. Have the children show their performances to each other and provide feedback.
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ACTIVITIES KEY STAGE 3 Short Term/Long Term 10-15 minutes Historical analysis, critical thinking, reflective thinking Ask students to cut out all the consequences on the Short Term & Long Term Consequences worksheet. n On a sheet of A3 ask them to draw a Venn Diagram, with short term consequences on the left, long term consequences on the right, and consequences which were both placed in the middle. n Ask if they can think of any other consequences of Partition and put them on their diagram. n
Debate 2 lessons Independent research, developing persuasive arguments, critical thinking Split the class into two, assigning one group the role of the Muslim League and the other the role of the Indian Congress. n Explain that they will be arguing whether the Indian subcontinent should be split into two separate countries after Independence (Muslim League arguing for separate countries, Indian Congress against). n Allow students one lesson to do the research required for them to write a convincing argument. n In the next class have each group present their argument n Ask students to challenge points mentioned in each argument, and allow corresponding explanations to occur. n Select the most convincing argument. n
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News Report 1 lesson Collaboration, historical research, literacy skills Split students into groups of four or five. Tell them to imagine that they are working for a news channel and must produce a two-minute report about Partition and its effects. n They can choose whether to present it as if it is happening in 1947, or as a reflective piece commissioned for modern times. n They should write a script which can then either be filmed or presented live to the other students. n The report must include the following: n What was Partition and why it happened n What the effects were n Statistics about the impact n A testimony or account from an eye witness n n
Poetry 1 lesson Reflective thinking, poetical technique, literacy skills Have students look at poetry and/or songs that have been written about Partition (see resource pack). n Ask them to use these as inspiration for writing their own short poem (about three verses long) which describe events that occurred during partition, or how it affected relationships between people. n Ask them to try and use poetical techniques such as metaphors, imagery, symbolism and oxymorons. n
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What if 40-50 mins Reflective thinking, collaboration, drama technique Ask the students to work in small groups of 4 to 5. Give each group a What If Card from the What If Worksheet. n Ask them to produce a 3 minute role play which shows what they think would happen in the scenario they were given. n Tell them to focus on what impact the scenario might have on different members of the community. n Ask them to all perform to the class, giving constructive criticism after each performance and discussing whether they agree with the consequences the group acted out in response to their scenario. n n
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THE PARTITION TRAIL
credits & acknowledgements Written by Katy Wade Produced by Sampad Photos of the project by Jas Sansi Photography and Idriss Assoumanou Archive photos reproduced out of copyright, except for photos by Margaret Bourke-White and Gamma-Keystone for which a licence has been purchased for their use Designed by Dave Walsh Creative
The Grimmit Trust
Limoges Charitable Trust