Analyzing Information
Criteria D: Thinking Critically – Source Analysis
From a set of three essay questions, you will choose ONE to answer for your test. As part of your preparation for this
essay, you will need to find three sources (minimum 2) and apply the UREPPY source analysis method to assess and
analyze the information from these sources.
Up-to-date:
Is the information up-to-date? How recent is the information? (This will depend on the nature of your topic).
Reliability:
Can you verify the information somewhere else? Has the author listed their sources?
Expertise:
Who is the author? What are their qualifications? If there is no author, does the source come from a well-known or
reputable organization?
Purpose:
What is the intention of the source? To inform, persuade?
Perspective:
What is the particular point-of-view of this source? Consider the purpose of the source. Is the source providing both
points of view or just one?
Your research:
How is this source useful for your research? Does the information in this source support and extend what you already
know about the topic or does it challenge your research?
UREPPY FIRST SOURCE:
Write your source in MLA 9 format: U: Based on the nature of the website, it seems to
descriptively talk about the education system
Brill, Hartmut. Education in Ancient India. Die Deutsche within ancient India before British colonialism.
Bibliothek - CIP-Einheitsaufnahme, 2002, Therefore, this information is up to date since
library.mibckerala.org/lms_frame/eBook/Scharfe%20- there were no recent updates/new findings of
%20Education%20in%20Ancient%20India ancient Indian teachings before colonialism.
Especially considering how ancient India
%20(Brill).pdf. Accessed 22 Feb. 2023.
education was in the era of B.C and new findings
were already discovered by the British empire
which formed the modern-day India education we
know today.
R: The author has listed all their sources in page
324 inside of the online book. Additionally, the
online book consisted of footnotes of sources that
was used to write the author’s book. These
sources were written in German whilst having a
numerous number of sources written by the
United Kingdom especially in the facility of Oxford
University. Lastly, based on comparison with other
reliable sources like Britannica, the information
about ancient Indian education does align. Since
both sources states how education revolved in the
idea of Veda and Brahma, whilst showing the
same answer of the purpose of ancient India
education, which was to provide scholars with a
high sense of cultural value from ancestors.
E: According to Linkedin profiles about Hartmut
Scharfe, he is a professor at University of
California, Los Angeles, whilst teaching the majors
of Asia languages and cultures. This correlates to
his information about ancient India education
since India is a part of Asia in which India is raptly
known for highlighting an enriched culture of
Hinduism. Correspondingly, Hartmut Scharfe also
studies and understands Sanskrit language which
is crucial to understand ancient India education
teachings since all teachings were in Sanskrit
form.
P: The intention of the resources seems to aim to
educate viewers about ancient India and how it
has progressed over the years. This is because,
the author connects ancient Indian teachings to
Hinduism which was then shaped by the British to
create further advanced education. In addition, the
author also considers writing about the lower-
caste people because the lower-caste people
were uneducated. Despite the education bias of
ancient India at that time, the author still manages
to highlight information about how some women
were included in the education system.
P: The book displays information of how the
ancient Indian education system worked for the
higher-castes and the lower-castes/women.
However, the information displays more
information about the education system regarding
the higher-castes rather than the
lower-castes/women. This may indicate bias
because there might have been more information
regarding education to the lower caste. Thus,
other reliable sources have stated how ancient
India’s education treated them before
colonialism.
Y: The resource itself, was useful for my research
considering it helped pinpoint the main idea of
ancient India’s education system. In addition, this
resource had helped created two points of views
of how the British empire is beneficial for
colonialism to India since it helped further
advanced India’s education system. Although the
resource helped created a solid understanding of
ancient India’s education progression, this
resource has challenged viewers, especially this
research. Since based on the previous research,
ancient Indian education revolved around
sciences but this resource states it was on arts
and culture. Despite the clash of thoughts, the
information provided seems to be more logical
since it provides evidence on how culture/beliefs
were a part of education.
UREPPY SECOND SOURCE:
U: The website displays two information which includes, how the
Write your source in MLA 9 British East India company benefited/created new policies for the
format: Indian education system. While showcasing how modern Indian
education systems act like in 2012. However, this information is
Suresh Chandra Ghosh. “The not up to date because, there are new updates regarding of
History of Education in Indian’s education system and higher standards that needs to be
Modern India ( 1757 2012) - achieved. Despite the website’s not up-to-date information
Fourth Edition.” 1995. regarding modern India’s education system, it is still reliable on
Internet Archive, Reprinted how the British shaped India’s education system. Since, there
have been no recent updates about British East India’s effects on
2015,2017,2018,2019, Orient India’s education system because India declared independence
Blackswan Private Limited, in 1945.
2012, pp. 1–385,
archive.org/details/ghosh- R: The author, Suresh Chandra Ghosh, has cited all their sources
suresh-chandra.-the-history- in chapter 26, page 375 in a separate chapter titled bibliography.
of-education-in-modern- Inside of this bibliography, the information the author uses were
india-1757-2012.-orient/ from online textbooks ranging from Education in Bengal Regency
page/n1/mode/1up. Accessed by Mackenzie Holt, Women’s Education Unit by Indira Gandhi
23 Feb. 2023. National Open University, and many more online textbooks. In
addition, the online textbooks were from Indian universities whilst
having some universities abroad including Oxford University.
Therefore, this website is reliable, because the author’s
information originated from high-ranking universities that has an
expertise in Asian Studies where India is a part of Asia.
E: The online book has a back cover, which explicitly states
Suresh Chandra’s Ghosh’s expertise. Based on the information
from the back cover, Suresh Chandra Ghosh was the chair of
History of Education at Jawaharlal Nehru University and was a
guest professor at Friedrich Schiller University in the major of
education. Because of Suresh Chandra Ghosh’s expertise in
history of Indian Education at a top ranked Indian University, this
concludes how Suresh is qualified for speaking about the history
of Indian education since he was a professor and knows the
fundamental information about education in colonial India.
Additionally, not only is Suresh a college professor, but he has
published over 18 books regarding about the education system of
colonial India and the British East India Company. Wherefore,
this indicates Suresh is qualified to talk about the history of
education of India since he has published 18 books meaning he
has completed tones of research about the Indian education
system.
P: The starting page of the online book starts with an introduction
of the author’s view about the history of education in India.
According to the author, the history of education is a mother
principle that is a part of a wider study of the history of society
and gives a reasoning that education is a fundamental principle
towards the development of society. Therefore, this motivates
Suresh to create his online book regarding the history of
education of India to educate viewers the progression of how
government officials of India are trying to implement quality
education towards Indians. Whilst also educating viewers of how
education is important towards the development of society
through evidence of the British East India Company.
P: The point of view of the resource seems to showcase the
British officials' views on Indian education. Which as stated in the
book, the British officials were interested in the oral teachings of
India and wanted to create more of a manuscript teaching.
Therefore, the British started implementing laws and policies
regarding Indian education which the government officials of India
approved. Not only did Suresh showcased the British East India’s
company view, but the Indians as well especially the lower caste.
Since the lower-caste felt discriminated because education was
only limited to the higher-castes such as the Brahmans. To
conclude, the author showed two points of views to further
support his argument about the development of education leads
to the development of society, whilst displaying the history of
Indian education from the caste system to an equity economic
system.
Y: The resource was useful to my research since the source has
descriptively stated in a detailed manner about the British East
India’s views on the Indian education system. Whilst showcasing
a more complex idea and progression of colonial Indian
education to modern-Indian education now. Additionally, the
resource has fully extended the topic of the progression of Indian
education, which is beneficial for the research needed, since
progression of Indian education is a fundamental principle of the
development of society. And may further prove my argument for
the humanities timed essay by showcasing a detailed progression
of how the British were involved in the development of modern
Indian education.
UREPPY THIRD SOURCE:
U: Based on the information, the resource was published in
Write your source in MLA 9 format: November 2018 indicating the resource has been published
4 years ago. Therefore, the information is up to date since it only
S Faruke, Fidha, and Anuragsheel descriptively talks about British’s impacts towards India
Gupta. “THE POSITIVE throughout colonization and not additional updates about India’s
IMPACT of BRITISH RULE modern education system.
on INDIAN EDUCATION
R: In comparison from the information to other websites such as
SYSTEM.” THE POSITIVE
Britannica, this resource does seem reliable since the information
IMPACT of BRITISH RULE on is similar. Because both websites descriptively talk about how the
INDIAN EDUCATION British implemented policies relating to modern science which
SYSTEM, vol. 4, no. 6, Nov. resulted into more logical thinking for the Indians as well as a
2018, pp. 243–48, progression of creating a modern society. In addition, the author
thelawbrigade.com/wp- uses footnotes to cite their sources in which the resources the
content/uploads/2019/05/Fidha- author used were from raptly known organizations such as
S-Anuragsheel.pdf. Accessed JSTOR, Asian Journal of Social Science, and many more.
26 Feb. 2023.
E: Both authors, Faruke and Anuragsheel seem to be college
students writing a report on how British rule positively impacted
the Indian education system. Although the whereabouts of both
college students seems to be unknown to the internet, their
publishing organization seems to align with their topic
called International Journal of Legal Developments and Allied
Issues. Even though both author’s expertise is limited, the
publishing organization is reliable since it is an international
journal that focuses on the legal developments of India, and it’s
allied past issues. In which the development of the education and
modernization of India is classified as a legal development in
India.
P: The main intention of the resource is to inform viewers of how
the British did not only create negative impacts to India, but
positive impacts through the form of education. To start with, the
website introduces the negative impacts of the British East India
company towards India. Which then transformed into positive
impacts of the British East India company to India. The author (s)
also provided reasoning and evidence on why the British impacts
of the education system of India were significant and positive.
Where this evidence was cited in the footnotes of the online
document.
P: The purpose of the resource is to inform viewers about how
the British empire impacted India’s education system as well as
influencing the modern progression logical thinking of India. In
addition, the author (s) have also stated the negative benefits of
British education which was too inferior/threaten Indian culture
traditions. Therefore, the author (s) showcased two points of
views which was the British and the Indians especially the lower
caste to further support their argument.
Y: Based on the information the source has, it seems to be very
useful for my research. Since the author (s) evidence and
statements seems to align with my thesis statement for the
humanities timed essay. As seen through the evidence of more
logical thinking's to the lower castes as well as bringing more
modernized professions for India. Thanks to the information
provided, it has extended my knowledge about the British East
India company’s views on education and opened a gateway of
how the British may have positive benefits towards the Indians.
Section 2: Long Answer
Criteria D: Critical Thinking
Three Essay Questions
1. Describe the rise and power of the British Empire. Be sure to discuss the major events and people studied in
class as well as the role of companies (Be specific). Explain the motivations for British Colonialism, why did they
colonize, what were they after (use specific places and examples). Also, discuss how different factors and events
helped or limited their ability to grow and conquer over time. (Once again use specific examples here.)
2. To what extent did British colonialism in India have both positive and negative impacts on Indian society and
culture? Evaluate the benefits and drawbacks of British colonial rule and construct an argument about whether
its impact was ultimately positive or negative for India.
3. Explain the connection between colonialism and slavery. How is modern slavery different from historical
slavery? Describe how the Coronavirus pandemic affected Indonesia’s modern slavery (using terminologies like
modern, historical slavery, racism, systemic racism etc.).
Criteria D:
iii. Analyze and evaluate a wide range of sources in terms of origin, purpose, examining values and limitations.
ATL Skill:
ATL: Information Literacy Skills (Evaluating and selecting information based on their appropriateness to specific tasks)
Task specific criteiron 1-2 3-4 5-6 7-8
Students will use at Described a limited Somewhat analyze Effectively analyze Effectively analyze
least two sources number of sources in and evaluate sources and evaluate sources and evaluate a wide
(max is 3) and terms of origin and in terms of origin and (at least two sources) range of sources (at
analyze the sources purpose and purpose, recognizing in terms of origin and least three) in terms
using UREPPY source recognizes few some values and purpose, recognizing of origin, purpose,
analysis template values and limitations. values and and clearly
limitations. limitations. recognizing values
and limitations.
