• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Question 3 History Source D and E

Free essay example:

Study Source D and E. How useful are Source D and E in helping you to understand why the policy of British Government towards Independence for India changed after the Second World War.

Source D is a memoir written in 1945 by Stafford Cripps, a member of Labour Cabinet that won the election on reconstruction policies in Britain. Source D narrates to the historian that Britain was in a position where they could not cope with the concerns in India; therefore, they could not continue solving other issues that had a negative impact on Britain unless India participated. The Source clearly states that the British government was not prepared to stay for long in India. Stafford Cripps realizes that Britain needed to strengthen the control on their own home ground instead of ruling India. His motivation where: to give India independence and furthermore to use the resources to build up the defence of the British society. Cripps loyalty and effectiveness towards this occasion was reasonable, considering that he knew India inside out and wanted to improve the face of Britain. One obvious factor that was stated by Cripps was that it was hopeless to continue the responsibility with India. The memoir was written after the event, which suggests that he could be defending his own role by not telling the truth and not being neutral. This suggests that he could be exaggerating the belief of the historian of the true incident in some extents.

Source E is an eyewitness account in Calcutta in 16th of August 1946 during the Direct Action. The eyewitness is stating his view during the unpleasant issue in Calcutta. Calcutta was a city with all the religions, which could cause anger directed towards each other. Hindus and Muslims where fighting against each other because of their belief that the opposite religion wanted to rule India. The Source show that the situation in India was deteriorating rapidly. The Source is expressing that the policy in Britain changed because they could not manage to pay for the needed resources in India. The weakness of the source is that it is lacking details.

In conclusion, the sources imply to the historian that It was impossible to bring India together because of Direct Action, a time when The Muslim League where planning protests which followed by riots and this lead to religion antagonism. The conditions in which Britain was facing provoked them from ruling India. Therefore they had to persuade India to cooperate. Both sources combined are providing the historian with enough information to have an idea of the event. However, used on their own will give a different picture. Source D is useful because a member of the government published it but on the other hand, it was written after the incident. This demonstrates that the Source could be an exaggeration of what really happened. Source E is not useful because it does not answer the question directly but it may be useful for something else. I believe that there are other Sources, which would give a fuller view of the event.    

This student written piece of work is one of many that can be found in our GCSE History Projects section.

(?)
Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Related GCSE History Skills and Knowledge Essays

See our best essays

Related GCSE History Projects essays

  1. History: India Independence Coursework

    however, the source does have a weakness. It isn't specific on who the reporter is. 4) Study Source F and G Use Sources F and G, and your knowledge, to help you explain why India was partitioned in 1947. (12)

  2. Question 3 History

    Some men hated the women altogether. "Males were vulnerable to conscription" suggests that the women worked so hard, and in some cases better than the men, that men would be pushed out of the job when war was over. Where they really putting the males out of the job?

  1. Suffragettes Question 3

    The government also had other problems of their own to deal with e.g. Ireland, which led to the women's request for the vote being pushed right to the back of the political agenda. It was reasons like this that led to the fall-out of women between themselves.

  2. Culture Wars: Forster's A Passage To India

    A lack of knowledge of cultural norms is what inadvertently brings the three principle characters to the Marabar Caves. Mrs. Moore and Adela meet a number of Indians at the 'bridge party', one of whom off handedly invites them to visit.

  1. Northern Ireland Question 3

    dedicated Republicans, allowed Anti-Sunningdale Unionists to take over half o the percentage of the vote and 11 of Northern Ireland's 12 seats in the UK House of Commons. This led to the end of the Sunningdale Agreement, however in 1985 there came another conference named the Anglo-Irish Agreement.

  2. Study Sources D and E and use your own knowledge.

    In 1910 came the first real chance for the rights for votes for women to be women to be won. In January (1910), a general election was held after the House of Lords rejected the Liberal budget of 1909. At the last general election of 1906, just 48 candidates supported women's suffrage in their general election addresses.

  1. Cranleigh Railwat Reconstruction

    the local residents and the gasworks at cranleigh as well as agricultural feed and farming machinery. Farmers also used the line to transport their goods to market in Guildford and Horsham. But the line became very useful in 1902 because the Christ's hospital station was opened; the LBSCR invested �30,000 into building the station.

  2. Suffragettes Question 3

    The untrained women were not allowed to work in skilful jobs and were begrudged to join. At the start of the war in 1914, 350,000 women were working in comparison to 1918 1,750,000 women were working.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work