M. A. History

Tennessee Valley Authority (TVA )

2009-11-17T19:09:00.000+05:30

Tennessee Valley Authority was established under the New Deal economic policies during the first tenure of Roosevelt. It was federally owned corporation. It was aimed at providing electricity through hydro power plants. Apart from that, it was aimed at controlling floods, navigation and producing fertilizer. The Tennessee Valley economy was in a miserable condition. Therefore, the TVA was aimed at improving the economy of that region. It covered Tennessee, Alabama, Mississippi, Kentucky and some parts of Georgia, North Carolina and Virginia. It aimed at involving the community people in spreading the knowledge of use of new seeds and fertilizer. The people was involved in its administration and locally recruited. It was owned by the Federal government but the people of region had major say in its administration. It provided electricity at a cheaper rate as compared to privately owned electrical power generation companies which dominated the electricity generation in America. It encouraged industry around its region and thus the economy of Tennessee and regions around it improved.

On the whole, it is considered to be one of the successful activity of New Deal economic policies. Secondly, it represented the shift in the mindset of the American government towards the social and economic policies. Earlier American themselves did not like that American Federal government should interfere. Similar, America did not desire that in hard times people should look towards government to improve their economic condition. However, in TVA the Federal government took the responsibility of improving the economy of the region.

In success of TVA became a role model for the future economic development in which Federal government backed the financing. However, the success of TVA was not repeated. It is still in existence in America.

Subject to Editing

New Frontier

2009-11-17T08:14:00.000+05:30

The term New Frontier was coined by John F Kennedy. He used this term in a message at the time of his nomination to the presidential candidature by the Democratic party.

He spoke, “We stand at the edge of a New Frontier—the frontier of unfulfilled hopes and dreams, a frontier of unknown opportunities and beliefs in peril. Beyond that frontier are uncharted areas of science and space, unsolved problems of peace and war, unconquered problems of ignorance and prejudice, unanswered questions of poverty and surplus.”

He spoke to encourage his countrymen. At that time there was sense of anxiety due to increase in competition during the Cold War.

When Kennedy became the President he adopted number of measures to face the Cold War situation. In the field of economy, by the Trade Expansion Act of 1962, the President was given power to negotiate on tariff issues with the European Market. With the Fair Labour Standard Act 1961, the daily wages of the workers in retail sector was increased. Under Omnibus Housing Bill 1961, economy was revitalized by providing affordable housing and increased housing construction. Under Manpower Development and Training Act of 1962, the training was financed for the unemployed who had been displaced by introduction of new technologies. In order to given equal status to the Women in education and work places Kennedy signed Equal Pay Act in 1963. IN the field of Defense, Kennedy allowed development of troops in counterinsurgency, tackle spread of communist forces, increase nuclear arms development etc. He tackled Cuban Missile crisis, Laos, Vietnam and Bay of Pigs invasion though such measures faced lot of criticism.

In the above manner, the spirit of New Frontier message was translated into such actions which faced new field of crisis, new frontiers of science and space, the frontiers of peace and war, the frontiers of poverty and surplus and reinstated the confidence of the American nation.

Marshall Plan-European Recovery Programme (ERP)

2009-11-15T12:02:00.003+05:30

Marshall Plan
European Recovery Programme (ERP)

In his speech on June 5, 1947, the Secretary of State of America, George Marshall told the audience of Harvard University that in Europe “United States should assist in the return of normal economic health in the world.”

He further said that the policy of America was “against hunger, poverty, desperation and chaos. Any government that is willing to assist in recovery will find full co-operation on the part of the U.S.A. ”

He then assured that it would be the policy of the American government to assist the European countries in recovery of their economy in manner that a political and social conditions could develop in which the free institutions would exist. He told that they would not cooperate with such governments and parties (reference to communist parties and countries) which did not allow the development of free institutions (for him, the development of democracies.) He further told that the European governments would have to develop a consensus about the role and part they would play in recovery of their economies and the political institutions they would work through. He insisted that the economic designs would not be planned by the American government but the European governments would themselves decide upon the model to be adopted. In other words, he suggested that they would have to develop a critical view the communist form of economic model. He said, “The initiative must come from Europe.”

The government of United States of America then participated in the recovery of the economies of the European governments for next four years and that cooperation or the contribution in form of financial and technical support was called European Recovery Programme.

The American government evaluated that if the European governments did not improve in European economies, then they could not continue to buy from America for long. It would not be in benefit of American economy. Then, with shattered economies they could fall in the camp of Communist USSR. Therefore, for the benefit of the American economy and to stop the spread of Communism in the world, America came up with European Recovery Programme.

Resources:

Text of the Speech of Secretary of State by George C. Marshall delivered on June 5, 1947 at Harvard University accessed on November 15, 2009 through the links on NARA.

http://www.blogger.com/post-edit.g?blogID=11068733&postID=7750181028081856792

Hindi Version
अमेरिका के जोर्ज मार्शल ने जून ५, १९४७, हारवर्ड विश्वविद्याला में अपने भाषण में कहा कि विश्व की आर्थिक स्थिथि को सुधारने के लिए अमेरिका सहयोग करने के लिए तैयार है. उसने कहा कि अमेरिका भुखमरी, गरीबी, हताशा एंव आराजकता का अन्त चाहता है. इस लिए कोई भी सरकार जो अपनी आर्थिक स्थिथि को सुधारना चाहे अमेरिका उसे सहजोग देगा.

अनुवाद अभी जारी है

Truman Doctrine

2009-11-13T09:00:00.001+05:30

President Harry S. Truman of America gave the outline of a Doctrine in his speech to the Joint Session of Congress on March 12, 1947, which is partly reproduced as below. It is called the Truman Doctrine.

"I believe that it must be the policy of the United States to support free peoples who are resisting attempted subjugation by armed minorities or by outside pressures. (Containment of Communism)

I believe that we must assist free peoples to work out their own destinies in their own way. (promote Democracy)

I believe that our help should be primarily through economic and financial aid which is essential to economic stability and orderly political processes." (Financial Help)

From above, it can be said that Truman Doctrine was a policy of containment, promotion of democratic government and institution in world and financial help to those countries who faced the possibility of coming under communist ideology.

It was a first set of measures in a series of measures adopted by the United States of America in Post World War II period to contain the spread of communaism which is also known as the containment policy of the United States of America.

The America adopted this policy when Greece approached America for financial assisstance to rebulit her economy which had suffered during the World War II. Earlier Britain had given assistance. But Britian withdrew gradually. Simultaneously, Greece faced the rise of communist violence in the country. Similar situation was emerging in Turkey.

Under the Truman Doctrine America gave financial assistance of 400 million dollars to Greece as well training to technicians and professionals from Greeces upto 1948.

It was part of two sided policy containment adopted at the beigning Cold War. The second side was direct financial support to the European countries under Marshall Plan. Truman Doctrine was considered as a tougher side of the policy.

Reference Source: http://avalon.law.yale.edu/20th_century/trudoc.asp

Note: The note is yet to be finalized.

Ku Klux Klan

2009-11-11T22:20:00.001+05:30

As per Stanley H. Horn, in his book, The Invisible Empire: The story of Ku Klux Klan, the group called Ku Klux Klan was organized by the members of Confederate army in Pulaski in Tennessee after the American Civil War had ended. As per the present US government classification, they are termed as a hate group. The organization adopted the aim of protecting the rights and interests of White population in South States during the post Civil War period. They adopted the means of violence, murder and intimidation of African Americans and White Republicans (Carpetbaggers). Their aim was regain the control for White people over the South states. They wore long white robes, covered their heads with conical hats and hid their faces under masks. The Federal government passed Force Acts in 1870 and 1871 to prosecute the members of Ku Klux Klan for committing murders and other crimes of violence. They were suppressed. However, they again resurfaced and managed to help the white democrats to regain the political control over the South states.

In 1920s, a fresh organization with the same name and similar dress code resurfaced. They aimed at promoting the interests of White population. After Great Depression and then in post World War II period, their influence decreased. However, they are believed to be still popular among a section of white population in United States of America.

Emancipation Proclamation

2009-11-11T20:36:00.000+05:30

Emancipation Proclamation refers to two executive orders which Abraham Lincoln issued as the Commander in Chief Army and Navy of United States of America and President of America.

The first executive order was issued on September 22, 1862. It was issued after the victory of Union Army in the Battle of Antietam on September 7, 1862. It declared that on January 1, 1863, slaves in areas then "in rebellion against the United States shall be then, thenceforward, and forever free."

The main significance was that it declared that slaves on the territories which at that time was fighting as Confederate of States, would be free. It did not refer to the slaves on the territories which were directly under the control of Union Army.

Secondly, after the 1862 proclamation, the Union Army started employing Africans in their army. It helped them to strengthen their war efforts.

The second executive order was issued on January 1, 1863. It proclaimed that in the states which were actually at that time rebellion against the United States of America, “all persons held as slaves within said designated States, and parts of States, are, and henceforward shall be free.”

At the end of Civil War, by thirteenth Amendment all the people held as slaves were declared free.

Abolitionism (American History)

2009-11-08T10:20:00.006+05:30

What is the Abolitionism?

The Abolitionism was a movement to end the slave trade and emancipate the slaves in America. Similar movement had taken place in western Europe. According the exponents of this movement, the Enlightened thinkers, the practice of slavery was violation of the rights of man.(The Bill of Rights) Similarly, some of the denominations of Christianity called it un-christian practice.

The leading exponent of Abolitionism in America were John Jay, Alexander Hamilton, Aron Burr, Henry Clay etc. There were radicals like John Brown who was executed for his anti-slavery activities which crossed the permissible limits. There were writers and journalist like William Lloyd Garrison who was the publisher of The Liberator. Similarly there were African American popular abolitionist Frederick Douglass and Robert Purvius. The popular Abolitionism movement society was American Anti Slavery society.

The main solutions suggested by the abolitionist was immediate emancipation and full civil rights to the African American within America. Second suggestion was to send them to Africa and establish separate colony for them in Africa itself. The Liberia was such a place where many of them were send. However that experiment did not succeed. Finally, by Emancipation Proclamation of Abraham Lincoln and Thirteen Amendment to the American Constitution in 1865, the slavery was abolished in America.

The struggle for the equal Civil Rights for the African American continued for a longer period. It developed into American Civil Rights Movement which is also called Second Reconstruction in the twentieth century. During this period Dr. Martin Luther King Jr. became the major leader of African American Civil Rights. The major association was National Association for the Advancement of Colored People or NAACP.

On January 20, 2009, Barack Obama became the 44th President of United States of America and the first African American to hold the highest office in USA.

Who is an abolitionist?

Ans:According to John McPherson, as he wrote in his book in The Struggle of Equality, an abolitionist is “one one who before the Civil War in the United States of America had agitated for the immediate, unconditional, and total abolition of slavery in the United States”. The unconditional emancipation as an aim was oriented to achieve equality of civil rights for the black free slaves. (Read the notes on John M. McPherson)

Notes:

James M McPherson's two books, The Struggle for Equality: Abolitionists and the Negro in the Civil War and Reconstruction (1964) and The Negro's Civil War: How American Negroes Felt and Acted During the War for the Union (1965) are still considered an authority on the African American struggle in nineteenth century. Another substantiating book is The Slave Community by John Blassingame.

The USA: Last Years Papers Question Bank 2009

2009-11-05T08:40:00.007+05:30

UNIT-I

1.Civil War: Growth of sectionalism, secession and war; diplomacy of the war; result of the Civil War.

1. Discuss foreign policy of the Union and Confederacy during the Civil War. Sept 2001
2. What do you know about-the reconstruction of the South? What was its impact? Sept 2008
3. Why did the American Civil War take place when it is assumed that both Union and Confederacy were responding to similar problems in similar ways? Explain. April 2007
4. Critically examine the results of the Civil· War Sept 2007
5. Discuss various interpretations of the Civil War in. the light of the statement that "the Confederacy lost the battles of the war but won the battles of the history books. " April 2006
6. Evaluate Critically the results of American Civil War. April 2000.
7. Evaluate Lincoln Administration's policies towards Slavery and Negores from 1861 to the 13th Amendment. To what extent is it justified to say Lincoln was the 'Great Emancipator'? Sept 2000.
8. What was the impact of the Civil War on economies of north and South? Discuss. Sept 2000

2. Reconstruction of the South : Problems of Reconstruction; . Presidential Reconstruction;

Congressional Reconstruction.

1. Critically evaluate competing approaches to Reconstruction and its impact on the south. Sept 2001
2. Discuss the. nature and impact of the Congressional Reconstruction of the South. Sept 2007
3. Examine underlying approaches to Presidential and Congressional plans for Reconstruction. April 2006
4. Was Congressional Reconstruction a blessing in disguise? Analyze. Sept 2006
5. Discuss the working of the Congressional Reconstruction of South America. April 2000.
6. Critically evaluate competing approaches to Reconstruction. Sept 2000

3.Advanced Industrialization and Urbanizations : Communication and Technology; Big Business, 1875-1900; Growth of Cities.

1. What were the results of the advanced industrialization and urbanization in the late nineteenth century U.S.A. ?Sept 2008
2. Discuss nature and organisation of the big business as it evolved between 1875-1900. April 2007
3. Trace the rise of big business in U.S.A. Between 1875-1900. Sept 2006
4. Examine the rise of New Industries and Big Business in America. April 2000.
5. In what ways did the New Nationalism and New Freedom Programmes attempt to deal with the problem of concentrated power in American business and industry? Discuss. Sept 2000.

UNIT-II

4. Emergence as a World Power: War with Spain; causes and results; decision for economic
imperialism.

1. Discuss salient features of the rise of American Imperialism in 1890's. Sept 2001
2. Discuss the origin and growth of the strategy of American imperialism in the light of conflicting conceptions about US role in world affairs. April 2007
3. Account for the growth of US Imperialism in 1890's .Sept 2006
4. Why is Spanish-American War called a "splendid little war"? Discuss. Sept 2006
5. What role did Spanish-American War play in America's expansionist policy? April 2000.
6. Account for the growth of American Imperialism in 1890. Sept 2000.

5.Overseas Expansion: The Carribean and the Pacific, 1896-1915.

1. Account for the reasons for American expansion in the Caribbean and Pacific between 1896-1915. Sept 2007
2. Discuss the salient features of the American foreign policy in Caribbean and Pacific between 1896-1915. April 2006

6.World Involvement: Unneutral neutrality; The U.S.A. at World War-I; The Treaty and the League.

1. Examine the role played by U.S.A. in the First war. Sept 2008
2. Account for the reasons for the US entry in to the First World War and describe its impact on the US Foreign Policy. April 2007
3. . Discuss the imperialistic policy of U.S.A. before the outbreak of the First World War. Sept 2008
4. Evaluate the role of U.S.A. in the First World War. Sept 2007
5. Account for the reasons for the US entry into the First World War. April 2006
6. Discuss the circumstances that led the United States entry into World War I. April 2000.
7. Critically evaluate Wilson's moral diplomacy in war and peace. Sept 2001
8. Evaluate the American foreign policy under Woodrow Wilson. Sept 2000.

UNIT-III

7.Populist and Progressive Movements: Leaders and achievements, 1890-1917 .

1. Account for the growth of populist movement and its demoralization after the election of 1896. Sept 2001
2. Discuss nature and growth of progressivism under New Nationalism and New Freedom. Sept 2001
3. Analyse the achievements of the progressive movements in U.S.A. between 1890 and 1917. Sept 2008.
4. Compare the nature of populist and progressive movements and explain reasons for their successes and failures. April 2007
5. Critically evaluate the nature and impact of Progressive Movement. Sept 2006
6. “No Southern movement ever gave rise to a more colourful press than did Populism.” Discuss Populist movement in light of above statement. April 2000.
7. Discuss the rise and growth of Progressive Movement. Sept 2000

8.The Onset of Great Depression: Causes and impact; the Hoover Program.

1. Describe causes of the Great Depression and its impact on American polity, economy and society. Sept 2001
2. Write a critical note on the causes and results of the great depression. Sept 2008.
3. Discuss the causes responsible for the onst of Great Depression. How did President Hoover tackle this problem? Sept 2007.
4. Analyse causes and consequences of the Great Depression on the United States. April 2006
5. Critically examine Hoover Administration and crisis of American Capitalism. April 2000.

9.The New Deal: New Deal Legislation; foreign policy during the New Deal Period.

1. The New Deal neither cured the Depression or rescued the nation from suffering but communicated human concern and promoted "People's Capitalism". Explain. Sept 2001
2. Evaluate Roosevelt's New Deal Policies and its impact On American economy and society. April 2007
3. Examine the Good Neighbourhood Policy of Roosevelt during the New Deal Period. Sept 2007
4. Evaluate impact of Roosevelt's New Deal policies on American economy and society. April 2006
5. What was the difference in Hoover and Roosevelt's respond to the crisis created by the Great Depression ? Discuss. Sept 2006
6. How did New Deal contribute towards the expansion of Progressive ideology? April 2000.

UNIT-IV

10.The Second World War: Issue of neutrality; the U.S.A. at war, planning a new World Order.

1. Account for reasons for American entrance in the Second World War. Sept 2001
2. Discuss the nature of U. S. foreign policy after the Second World War. April 2006
3. Account for the reasons for the US participation in World War II. Sept 2006
4. What was the impact of World War II on American people? April 2000.
5. Give reasons for American participation in the Second World War. Sept 2000.

11.A Balance of Terror: Cold War: Origins; diplomacy of Cold War; containment of Communism; Detente.

1. Discuss origin and development of American Cold War policies explaining containment in theory and practice. Sept 2001
2. What was the diplomacy of Cold War? How did it contain communism? Sept 2008
3. Discuss origins and development of American Cold-War Policy. April 2007
4. Define Cold War. Discuss the impact of Cold War on the world. Sept 2007
5. Discuss origin and development of the American Cold War policies. Sept 2006
6. Trace the origin and development of American Cold War policies and explain 'containment' in theory and practice. Sept 2000

12.Social Movements: Movements for Social Justice: The Feminist Movement; Temperance; Suffrage; Civil Rights.

1. What do you know about the movements for social justice in U. S.A. ? Sept 2008
2. Trace the growth of the feminist movement in the USA. April 2007
3. Trace the growth of Civil Rights, in America during your period of study. Sept 2007
4. Trace the origin and development of the' American Civil Rights Movement. April 2006
5. Discuss the social trends in America from the period of Depression to Prosperity. April 2000.
6. Describe the growth of Civil Rights Movement since the Second World War with a focus on the leadership of Martin Luther King. Sept 2000

Short Notes:

1.Abolitionism
Sept 2001, The Abolitionist Movement Sept 2007

2.Emancipation Proclamation
Sept 2001 Sept 2008 April 2007

3.Ku Klux Klan
Sept 2001, April 2001Sept 2008 April 2007 Sept 2007 Sept 2000

4.Truman Doctrine
Sept 2001 April 2001 April 2007 April 2000

5. Marshall Plan
Sept 2001 April 2007

6.New Frontier
Sept 2001 April 2000

7. Tennessee Valley Authority (TVA)
Sept 2001 April 2007 Sept 2007

8. Watergate Affair
Sept 2001, April 2001

9.Fourteen Points
April 2001

10. Baghdad Pact
April 2001

~~11. Watergate Affair~~
~~April 2001~~

12. NATO
April 2001 Sept 2008 Sept 2007

13. New Nationalism
April 2001 Sept 2007

14.Square Deal.
April 2001 April 2007 Sept 2000

15.Define American Imperialism
Sept 2008

16.Woodrow Wilson
Sept 2008

17.Rail Roads
Sept 2008

18.New Deal Legislation
Sept 2008

19.Temperance Movement
Sept 2008 Sept 2007

20.Vietnam War
Sept 2008

21.SEATO
Sept 2008

22.Progressivism
Sept 2008 Sept 2007 April 2000.

23.Dollar Diplomacy
Sept 2008 April 2000 Sept 2000

24. Great Depression
Sept 2008

25. Feminist Movement
Sept 2008

26. Cold War
Sept 2008 April 2000

27.Carpetbaggers
April 2007 Sept 2007 April 2000 Sept 2000

28.First Reconstruct Act of 1867
April 2007

29.1876 Presidential election.
April 2007

30.The Muckrakers
April 2007

31.New Freedom
April 2007

32.The Bull Moose Party
April 2007

33.The Bay of Pigs
April 2007

34.Eisenhower Doctrine
April 2007 April 2000 Sept 2000

35.Watergate Affair
April 2007 Sept 2007

36.Impeachment of President Johnson
Sept 2007

37.John D. Rockefeller
Sept 2007

38.Open Door Policy
Sept 2007

39. Big Stick Diplomacy
Sept 2007

40.NAACP ( National Association for the Advancement of Coloured People)
Sept 2007

41.SEATO
Sept 2007 Sept 2000

42.CENTO
April 2000

43.The Great Depression
Sept 2000

44.New Frontier (Kennedy)
Sept 2000

Instructions, Note and Disclaimer

1. The above bank does not contain the questions from the papers of April 2009 and April 2008.

2. The bank has been developed from the compilations available in the market. Therefore, it is presented in good faith only.

3. Read the question bank along with question bank given earlier.

4. It is meant for the M. A. I students, annual pattern of Punjab University Chandigarh.

5. The bold headings are those which are the topics as suggested in the syllabus 2008 of Punjab University Chandigarh

6. The bank will be further expanded in due time.

Define Caste

2009-08-12T08:06:00.001+05:30

Define Caste
The Sociologists define a caste as follows:
A caste is a hereditary, endogamous, usually localized group, having a traditional association with an occupation and a particular position in the local hierarchy of castes. The relations between castes are governed, among other things, by the concepts of pollution and purity, and generally, maximum commensality occurs within the caste.

On spatial level, a caste is usually segmented into several sub-castes and each sub-caste is endogamous. This segmentation is probably the result of a long historical process in which groups continually fissioned off. As a result of this long process of development there has come into existence several cognate groups usually found scattered over a limited geographical region, each of which retains a sense of identity as well as its linkage with other similar groups. Hence, a perception that a caste has its limited social boundaries is limited view meant for a particular time and place only. It, under historic impact, keeps changing the social boundaries and even the spatial spread through the process of historic fission.

Source:
Srinivas M. N., Caste in Modern India and other essays, 1962, Media Promoters and Publishers Pvt. Ltd. Bombay, pp 2,3. Chapter 1, Introduction.

Define Sanskritization

2009-08-11T22:53:00.000+05:30

"The caste system is far from a rigid system in which the position of each component caste is fixed for all time. Movement has always been possible, and especially so in the middle regions of the hierarchy. A low caste was able, in a generation or two, to rise to a higher position in the hierarchy by adopting vegetarianism and teetotalism, and by Sanskritizing its ritual and pantheon. In short, it took over, as far as possible, the customs, rites, and beliefs of the Brahmins, and the adoption of the Brahminic way of life by a low caste seems to have been frequent, though theoretically forbidden. This process has been called -'Sanskritization'.”

Source:
Srinivas M. N., Caste in Modern India and other essays, 1962,Media Promoters and Publishers Pvt. Ltd. Bombay, pp 42. Chapter 2, A Note on Sanskritization and Westernization. Quoted by M. N. Srinivas from 'Religions and Society among the Coorgs of South India, Oxford, 1952, p.32.

Taregna of Aryabhatta

2009-07-22T18:29:00.000+05:30

Taregna gets its 4 minutes of fame - India - NEWS - The Times of India

Define Antebelleum America

2009-07-19T16:59:00.002+05:30

The word Antebellum is a Latin word. The meaning of the word is before war. The prefix 'ante' stands for before and 'bellum' is Latin word for war. Thus it means - before the war. Here the war refers to the Civil War of America. Therefore, the Antebellum America means before the American Civil War 1860. In the History and Historiography of the United States of America, the phrase Antebellum America is used in lieu of pre-Civil War period. When the American historians use this phrase, invariably their stress is on the rise of sectionalism in America before the Civil War with its social, economic, cultural, religious, political and constitutional dimensions. Among some American scholars, it is generally treated as cherished memories of old South states which vanished with the Civil War. Among the English literature scholars of America, the Antebellum America symbolized a classic age of culture and American civilization. The critics of that period counter it with the criticism of slavery as practiced in American South States before the Civil War. Hence, on one hand, it is studied as a cherished glorious period of American developments and on other hand, criticism of it emphasizes it as a phase of pre-colonial hangover among revolutionary and republican Americans. In short, in its theme, it is story of moral conflicts carried from colonial period and American response to it.

The American historians allocate different time spans for the Antebellum America. Generally, they discuss the happenings since Mexican American War and the Kansas Nebraska Act of 1854 ending with Civil War as the period of Antebellum America. With a different set of sources and ideologies, the dimension of the time span changes for other set of historians and they generally study the period extending from 1812 to 1860 as the period of Antebellum America. Somehow, the period succeeding Civil War, which is generally termed as the Reconstruction period, refers to the end of the phase of American way of life which is studied under Antebellum America phrase. Therein, one can find the significance of the term Antebellum America in American history. No doubt a sense of Romanticism has been be attached to Antebellum America which is perhaps best represented by the novel of Margret Mitchell “Gone with the Wind (1936) and the movie based on that novel that was released in 1939.

Similarly, many historians prefer to study the period from 1784 or with some qualification of the selection of the sources, from 1789 to 1865 as one single whole chapter in the history of America. They do not use the word pre-Civil War. For them, the Revolution of America was the success of Americanism based on liberty and freedom, the freedom for labour and wealth. They prefer to call it Antebellum America wherein they suggest that it was one of the phase of cultural heritage of America.

Course: History, M. A. I, History, Punjab University Chandigarh. Paper III, The USA
Category: Short Notes
Author: Asst Professor Sumir Sharma, Department of Post Graduate History, Arya College, Ludhiana

Awards For September 2006 Test For M. A. II, Social and Cultural History of India 1757 to 1947, Paper IV

2006-10-06T15:15:00.000+05:30

The Awards List for the 27 students who had appeared in the September Test, 2006, for Paper II, Social and Cultural History of India 1757 to 1947 of M. A. II is given below.

The answer sheets will be shown for verification on October 09, 2006 in Room no. 8, Period 7.

Sr. no	Name	Roll no.	Marks
1	Narinder Singh Dhaliwal	2001	25
2	Manjeet Kaur Bhullar	2002	3
3	Harneet Singh Kochar	2004	35
4	Vishal Sharma	2005	33
5	Amit Sharma	2006	33
6	Dharamjit Singh Gill	2007	2
7	Sukhjinder Singh Garewal	2009	3
8	Ramandeep Kaur Cheema	2010	20
9	Raj Kumar Sharma	2011	15
10		2013	Zero
11	Upinder Singh	2014	18
12	Baldev Raj	2015	11
13	Bakhshish Singh Duggal	2018	18
14	Gursharan Singh Sekhon	2020	8
15	Narinder Singh Dhaliwal	2021	18
16	Lakhbir Singh Gill	2023	29
17	Gurpreet Singh Gill	2024	34
18	Gurteej Singh	2025	20
19	Ranjit Singh Rai	2026	17
20	Appar Singh Pannu	2028	27+2=29
21		2029	3
22	Harnish	2031	Zero
23	Gurdeep Singh	2032	Zero
24	Gurpreet Singh Randhawa	2033	2
25		2034	14
26		2035	13
27		2037	1

Edit Report:
Serial no. 20, Roll no. 2028, Name Appar Singh, the marks has been increased by 2 and now the total stands at 29 after verification of the answers. Date: 09-10-2006

Awards For September 2006 Test For M. A. I, The USA Paper III

2006-10-05T13:17:00.000+05:30

The Awards List for the 37 students who had appeared in the September Test, 2006, for Paper III, The USA, 1864 – 1973 is given below.

The answer sheets will be shown for verification on October 09, 2006 in Room no. 9, Period 4.

Special Note: Two students bearing Roll no 1760 and 1761 have never attended the class but appeared in the Examination.

Sr. no	Name	Roll no	Marks Obtained
1	Sukhbir Singh Garewal	1703	11
2	Maninder Singh Khangura	1704	11
3	Amandeep Singh Aulakh	1705	01
4	Dharampal Singh	1708	01
5	Bhupinder Jeet Singh Mangat	1709	zero
6		1710	zero
7	Kuldeep Singh Panjeta	1712	03
8	Harpreet Singh Garewal	1714	04
9	Paramjeet Singh Sidhu	1718	13
10	Didar Singh	1719	01
11	Devinder Singh Deol	1720	02
12		1722	zero
13	Satnam Singh Sandhu	1723	20
14	Manjeet Singh	1726	01
15	Amandeep Singh Gill	1727	01
16	Parminder	1728	zero
17	Inderveer Singh	1729	02
18	Nirmal Singh	1730	01
19	Avtar Singh Sekhon	1732	07
20	Iqbaljit Singh	1733	16
21	Beant Kaur Garewal	1734	22
22	Rupinder Kaur Garewal	1735	20
23	Harjaab Singh Dhaliwal	1736	04
24		1742	01
25	Devinderpal Singh	1743	06
26	Yadvinder Singh Garewal	1745	12
27	Hardeep Singh Dhaliwal	1747	04
28	Jagdev Singh Uppal	1748	04
29	Gurdeep Singh Sekhon	1749	20
30	Sukhpreet Singh Bhullar	1750	zero
31	Rinku Bains	1751	16
32		1752	zero
33	Sukhdeep Singh	1753	04
34		1757	03
35	Amardeep Singh Bhuttar	1758	02
36		1760	11
37		1761	1

Lecture Statement M A II The Social & Cultural History of India 1757 to 1947

2006-09-29T07:12:00.000+05:30

Given below is the lecture statement ending on September 19, 2006 for the class M A II Paper The Social & Cultural History of India 1757 to 1947 held in Room no 8 in period 6 It is for the session 2006-2007

Total Lectures delivered were 17 The required minimum lectures were 75% of the total Delivered The minimum lectures required were taken equivalent to 12 Those who have attended less than 12 lectures are having deficiency of lectures.

Sr no	Name	Roll No	Total Attended
1	Narinder Singh Dhaliwal	2001	17
2	Manjeet Kaur Bhullar	2002	17
3	Pawandeep Kaur Kang	2003	17
4	Harneet Singh Kochar	2004	17
5	Vishal Sharma	2005	17
6	Amit Sharma	2006	17
7	Dharamjit Singh Gill	2007	17
8	Manpreet Kaur Bhullar	2008	17
9	Sukhjinder Singh Garewal	2009	7
10	Ramandeep Kaur Cheema	2010	17
11	Raj Kumar Sharma	2011	17
12	Gurpreet Kaur Hansra	2012	12
13		2013
14	Upinder Singh	2014	14
15	Baldev Raj	2015	17
16		2016
17	Sandeep Singh Mann	2017	7
18	Bakhshish Singh Duggal	2018	15
19		2019
20	Gursharan Singh Sekhon	2020	15
21	Narinder Shingh Dhaliwal	2021	15
22	Rakesh Jain	2022	7
23	Lakhbir Singh Gill	2023	14
24	Gurpreet Singh Gill	2024	15
25	Gurteej Singh	2025	7
26	Ranjit Singh Rai	2026	10
27		2027
28	Appar Singh Pannu	2028	14
29		2029
30	Rajeev	2030	7
31	Harnish	2031	9
32	Gurdeep Singh	2032	3
33	Gurpreet Singh Randhawa	2033	10
34		2034
35		2035
36	Harpreet Kaur Panjeta	2036	7
37		2037
38	Gurpreet Singh	2038	2
39		2039
40	Gurpratap Singh Mann	2040	3

Edit Report: Correction in minimum lectures required. dated October 9, 2006.

Lecture Statement M. A. I. The USA

2006-09-28T21:03:00.000+05:30

Given below is the lecture statement ending on September 19, 2006 for the class M. A. I Paper The USA held in Room no. 9 in period 4. It is for the session 2006-2007.

Total Lectures delivered were 25. The required minimum lectures were 75% of the total Delivered. The minimum lectures required were taken equivalent to 18. Those who have attended less than 18 lectures are having deficiency of lectures.

Sr. no	Name	Roll no	Total attended	Remarks
1	Amarpreet Singh Gill	1701	8
2	Navdeep Singh Gill	1702	14
3	Sukhbir Singh Garewal	1703	20
4	Maninder Singh Khangura	1704	20
5	Amandeep Singh Aulakh	1705	17
6		1706	0
7		1707	0
8	Dharampal Singh	1708	1
9	Bhupinder Jeet Singh Mangat	1709	4
10		1710	0
11	Ranveer Singh Gill	1711	1
12	Kuldeep Singh Panjeta	1712	15
13	Sukhbir Singh	1713	18
14	Harpreet Singh Garewal	1714	11
15		1715
16	Manpreet Singh Gill	1716	14
17		1717
18	Paramjeet Singh Sidhu	1718	20
19	Didar Singh	1719	7
20	Devinder Singh Deol	1720	17
21		1721
22		1722
23	Satnam Singh Sandhu	1723	19
24	Dinesh Kumar Verma	1724	18
25		1725
26	Manjeet Singh	1726	1
27	Amandeep Singh Gill	1727	19
28	Parminder	1728	5
29	Inderveer Singh	1729	5
30	Nirmal Singh	1730	25
31	Pawandeep Kaur Cheema	1731	17
32	Avtar Singh Sekhon	1732	21
33	Iqbaljit Singh	1733	7
34	Beant Kaur Garewal	1734	16
35	Rupinder Kaur Garewal	1735	16
36	Harjaab Singh Dhaliwal	1736	6
37	Parminder Singh	1737	16
38	Harvinder Singh	1738	16
39		1739
40	Gurjeet Singh Khera	1740	12
41	Sukhbir Singh Thind	1741	10
42		1742
43	Devinderpal Singh	1743	16
44		1744
45	Yadvinder Singh Garewal	1745	12
46	Mawchel Singh Garewal	1746	2
47	Hardeep Singh Dhaliwal	1747	7
48	Jagdev Singh Uppal	1748	11
49	Gurdeep Singh Sekhon	1749	17
50	Sukhpreet Singh Bhullar	1750	11
51	Rinku Bains	1751	19
52		1752
53	Sukhdeep Singh	1753	7
54		1754
55		1755
56	Tarun Handa	1756	9
57		1757
58	Amardeep Singh Bhuttar	1758	14
59	Harpreet Kaur Kainth	1759	1	Joined on 16-09-06

Justifications and Causes for Secession on Eve of Civil War

2006-05-06T20:49:00.000+05:30

The Convention of the delegates of South Carolina met at Columbia. It then shifted to Charleston. On December 20, 1860, by an ordinance, it dissolved the union between the state of South Carolina and other States united with her under the compact entitled “The Constitution of the United States of America.” (Reference: Documenting the American South)

The same convention on December 24, 1860 dissolved its union between South Carolina and other States of North America and simultaneously by words, declared it self as a nation among the nations of the world. The resolution to this effect was titled “Declaration of the Immediate Causes which induce and justify the Secession of South Carolina from the Federal Union”.

The following observations can be made on the contents of the resolution of December 24, 1860 which gave the justification and causes of the secession.

The Convention of delegates of South Carolina mentioned to her resolution of April 26, 1852 in beginning of the resolution.

It pointed out that therein, the Convention of South Carolina had observed that there was “frequent violations of the Constitution of the United States, by the Federal government.” Through those violations, the resolution of the South Carolina observed, that the Federal Government had made “encroachments upon the reserved rights of the States. It also emphasized that it was in the year 1852 itself, that the convention of the South Carolina had worked and thought on the line of secession from the union because of the violations of the Constitution of the United States by the Federal Government.

The convention of South Carolina observed with great concern that they had been showing the virtue of great forbearance but in face of frequent violations of the Constitution of Unites States America, the virtue had lost its appeal when faced with such breach of trust.

With the above mentioned forces at work, the convention of South Carolina declared that it had resumed her separate and equal place among the nations.

With that reality to live, the convention of South Carolina continued in the resolution to give words to the causes and elucidate the justifications in order to emphasize the causes that have led to that act.

The resolution first gave the justification of attaining the status of an independent state among the community of the independent nations. It emphasized that on July 4, 1776, when the thirteen colonies started the American resolutions, they stood as “free and Independent States” and they fought against the British rule with that status. Referring to that event, the resolution emphasized that the urge to undertake the revolution was guided by the basic principle which was, that when a “government becomes destructive of the ends for which it was established, it is the right of the people to alter or abolish it, and to institute a new government. It was under this principle, that the colonies at that time had broken their links with the British Empire.

It tried to remember in the resolution itself that it was for the security of the states on collective level that the independent states had come under the a league by writing the Articles of Confederation and the Congress of the United States had come into existence. The war was fought by that Congress and that Congress did not retain any power which was not entrusted to it and those powers remained with the states which had come together under that Congress.

On the basis of the above arguments, the South Carolina emphasized that at that time two principles were fully accepted and practiced. The first principle was that the state had the right of self government. It was first the constitution of the states, which came into existence and the constitution of the United States had come on a later date and rectified by the states working under their own constitution at that time. The second principle that was the cause of the birth of the new independent free and self governing states was that the people of the state had the right to abolish the government which becomes destructive of the ends of which it was instituted.

It emphatically pointed out that it was in 1787 that the states sent her deputies to revise the Articles of Confederation and the existing constitution of America came into existence only then.

The secession resolution of South Carolina had pointed out that the constitution which South Carolina accepted on May 23, 1788, was in nature a compact between the states. The South Carolina had joined the compact along with eight other states. Later two more states accepted the constitution. It was after along time that rest of the two states joined in.

The acceptance of the constitution equated to a compact in which the residual powers were with the states. These states had come into existence by a Declaration of Independence granting them the status of a sovereign state. It was so recognized by Great Britain on September 3, 1783.

The main argument which ran through the resolution was that the states were free and sovereign which was granted to them by the Declaration of Independence. Further, that any form of government when becomes destructive of the ends for which it was established, it is the right of the people to alter or abolish it and to institute a new government.

Thirdly that the acceptance of constitution by the state was similar to the compact wherein the residual powers remained safe with the constituent state.

The South Carolina convention of December 1860 evaluated the acceptance of constitution of America by South Carolina a compact. The convention also averred in the resolution that the performance of the material part of a compact is responsibility of each party that had joined in the compact. Any breach by any one party release the other party form the obligation of honouring the terms of the compact and thereby release the other party to exercise its own judgement to determine the fact of failure with all its consequences.

With the above rationale, the South Carolina convention declared that the federal government had breached the pact and pointed out by name fourteen such states which committed the breach.

The South Carolina convention asserted that the breach had taken place in respect of the fourth Article of the constitution of America. The fourth Article stipulated that “No person held to service or labour in one state, under the laws thereof, escaping into another, shall in consequence of any or regulation therein, be discharged from such service or labour, but shall be delivered up, on claim of th party to whom such service or labour may be due.”

The convention also placed on the record that Virginia joined the United States or in other words accepted the constitution when the article four was enshrined in the constitution. The convention also emphasized that it was the obligation of ‘General Government’ (Federal Government) as the common agent of the parties who had joined the compact to ensure the performance of the material part of the article. The Convention named the fourteen States that violated the spirit of the article four. The convention also accused the General Government of her failure to perform the material part of the article 4 in the role of a common agent.

The states which were accused of breaching were Maine, New Hampshire, Vermont, Massachusetts, Connecticut, Rhode Island, New York, Pennsylvania, Illinois, Indiana, Michigan, Wisconsin and Iowa. The convention finally asserted that “the constituted compact has been deliberately broken and disregarded by the non-slaveholding States, and the consequence follows that South Carolina is released from her obligation.”

The Convention accused that the fourteen non-slaveholder states had openly went against the article 4 of the Federal Government. The resolution gave specific case in case of some of them.

The convention also observed with great concern that by their acts, the fourteen non-slaveholding North States had tried to damage some of the established institutions of South States. They were encouraging open insurrection against Slave Holding “South States.

On the basis of above accusations, the resolution incorporated the conclusion that, “the constituted compacts has been deliberately broken and disregarded by the Non-Slave Holding States, and the consequences follows that South Carolina is released from her obligation.”

The Convention observed that Federal Government also failed to maintain the spirit of the compact on another front. According to South Carolina, that it was the basic goal of the constitution that through its material operation, it would “form a more perfect union, establish justice, insure domestic tranquility, provide for common defence, promote general welfare and secure the blessings of liberty to ourselves and our posterity.”

The Convention observed that the Federal Government had failed in that goal which was enshrined in the constitution. It expressed its disapproval by putting it on records that “we affirm that these ends for which this Government was instituted have been defeated, and the Government itself has been made destructive of them by action of the non Slaveholding States.”

The resolution observed that the section of North State were “deciding upon the propriety of our (their) domestic institutions,” ‘denied the rights of property established in fifteen of the States’ that had been otherwise recognized by the constitution. The delegates of the convention observed that the North States had termed some of their established institutions which were recognised by the constitution, as sinful. They were destroying the institutions of South States by encouraging insurrection, by sending emissaries and by using books and pictures.

The Convention observed that the North States were knowingly denying their constitutional rights, destroying their established and recognized institutions and calling their institutions sinful for 25 years.

The Convention further observed that at that pint of the time that had openly “secrued to its aid the power of the Common Government.”

By making a final case in favour of the secession, the convention placed on record that, “a sectional party has found within that Article establishing the Executive Department, the means of subverting the Constitution itself.” Further, “A geographical line has been drawn across the Union….” The North States had united to elect a President of the United States, who had declared that “Government can not endure permanently half slave and half free.” The South Carolina thus expressed her stand and policy before the new president took oath of the office. The Convention also observed that it was a design of North States to subvert the Constitution by extending voting rights to such person who were incapable of becoming citizens. They had planned to use their votes to inaugurate a new policy hostile to South and destructive of its beliefs and safety.”

The Convention feared that afte 4th day of March next, the Federal Government will have become their enemy. The Federal Government, it was feared, would work on sectional lines.

The Convention observed that from then onwards, “erroneous religious beliefs” would work behind every policy decision.

The South Carolina finally wrote, “We, therefore, the People of South Carolina, by our delegates in Convention assembled, appealing to the Supreme Judge of the world for rectitude of our intentions, have solemnly declared that Union, heretofore, existing between this State and other States of North America is dissolved.”

Thus the South Carolina separated herself from the rest of the Unites States of America by separating herself from the compact and the other North States. After separation, it accorded a status to itself in the following words.
“The State of South Carolina resumed her position among the nations of the world, as a separate and independent States; with full power to levy war, conclude peace, contract alliances, establish commerce and to do all other acts and things which independent States may of right do.” It was signed and adopted on December 24, 1860.

Summary Observations:

These are the eight major observations on the justifications and causes of secession by South Carolina on the basis of the Convention which begun on December 17, 1860 and held at Columbia and then Charleston.

1. There was violation f the Constitution by the Federal Government. The Federal Government had made encroachments on the reserved rights of the States.
2. The Convention emphasized that the very existence of the Union was on the working of the pure truth that had established them ( 13 colonies in 1776) as “as free and independent states on July 4, 1776. They attained that status on the working and exercise of the truth which the convention states as follows:
“When a government becomes destructive of the ends for which it was established, it is the right of people to alter or abolish it and to institute a new government”
3. The Articles of Confederation and later the Constitution of United States of America had left the rights not specified in their body with the states and working of those rights could be carried out by the states with full freedom and independence.
4. The Constitution of United States of America which South Carolina accepted on May 23, 1788, was in nature a compact between the states. Under that compact, the residual powers were left with the States. The Federal Government under the constitution of United States America came up as a general agent and a general government for the Union and its constituting states.
5. The joining of any state in the union was in nature a compact. The working of the compact required that all parties honour their obligation and work for the working of the material part of the compact. Any breach by any one party release the other party from the obligation of honouring the terms of the compact and thereby release the other party to exercise its own judgement to determine the fact of failure with all its consequences. As and when it is established that the compact was breached, then South Carolina was free to determine its future course of after coming out of the compact from which it was released when other parties breached the compact.
6. South Carolina observed that the breach of the compact had taken place with respect o Article 4 of the Constitution of United States of America. The act of breaking the compact had been continuously carried out by 14 North States for last 25 years. The act of breach had been done by 14 non-slaveholding North States by attacking the domestic institutions of South States, by calling their institutions as sinful and failing to fulfill their obligation with respect to Article 4 of the Constitution of the United States of America.
7. The 14 non-slaveholding North States had also tried to raise insurrection in South States. The General Government had extended them her protection in their act of damage to South State and thus failed in aim for which it had been jointly raised. The aim of the General Government was “to form a more perfect union, establish justice, insure domestic tranquility, provide for common defence, promote general welfare and secure the blessings of liberty for ourselves and our posterity.” On the contrary, the General Government had extended protection to North States in raising insurrection in South States.
8. Finally, the resolution observed that a sectional party had come up which had united the North States for damaging the domestic institution s of South states. They had drawn a geographical line between north and south states. They were guided by “erroneous religious beliefs.” They wanted to extend the right of voting to such persons, who were incapable of becoming citizens and finally they had elected a President who asserted that “Government can not endure permanently half slaves and half free.” From March 4, 18612, all the acts of General Government would be carried on sectional lines guided by erroneous religious beliefs.

Hence, South Carolina, which had already dissolved its compact with the constitution, also dissolved the union with other states.

References and Sources:

For the text of resolutions of secession by various states on the eve of Civil War, refer to: University of Tennessee as Copied by Justin Sanders from J.A. May & J.R. Faunt, *South Carolina Secedes* (U. of S. Car. Pr, 1960), pp. 76-81

For the various ordinances in original refer to Documenting the American South

Award List of M. A. I December 2005

2006-01-01T15:10:00.000+05:30

Award List of M. A. I.
Paper: III, Opt. (i) The U. S. A. 1860 -1973,
held in December 2005, Arya College Ludhiana.

Serial No.	Roll No.	Marks
1	1701	63
2	1702	63
3	1703	52
4	1705	02
5	1706	58
6	1707	59
7	1708	25
8	1709	10
9	1710	35
10	1711	35
11	1712	26
12	1713	48
13	1716	08
14	1717	09
15	1718	07
16	1719	01
17	1720	08
18	1721	05
19	1722	09
20	1724	15
21	1725	25
22	1727	26
23	1728	13
24	1729	54
25	1731	18
26	1732	25
27	1733	35
28	1736	46
29	1737	zero
30	1738	50
31	1739	35
32	1740	45
33	1741	52
34	1742	15
35	1743	01
36	1746	25
37	1747	04
38	1748	25
39	1749	36
40	1750	37
41	1751	25
42	1753	zero
43	1754	25
44	1755	25
45	1756	01
46	1757	25
47	1758	07
48	1759	19
49	1760	28
50	1761	01
51	1762	16
52	1763	10
53	1764	18
54	1768	35
55	1769	11
56	1770	29
57	1772	zero
58	1773	02
59	1774	35
60	1775	26
61	1776	51
62	1777	50
63	1780	18
64	1781	35
65	1782	42
66	1784	55
67	1785	04
68	1787	25
69	1788	19
70	1789	50
71	1790	29
72	1792	35
73	1795	25
74	1797	40
75	1800	19
76	1803	20
77	1805	04
78	1807	13
79	1808	01

Status: To be finalized after showing the answer sheets in the class room.
Editing Report:

Edited on March 21, 2006 whereby the marks of roll no 1702 has been shown as 63

Award List of M. A. II December 2005

2005-12-30T20:48:00.000+05:30

Award List of M. A. II.
Paper: IV, Opt. (iii) Social and Cultural history of India upto c. 1750 – 1947 AD,
for the examination held in December 2005, Arya College Ludhiana.

Serial No.	Roll No.	Marks
1	2001	53
2	2002	28
3	2004	07
4	2006	12
5	2008	zero
6	2010	20
7	2011	17
8	2012	12
9	2013	09
10	2014	29
11	2015	35
12	2016	25
13	2017	35
14	2019	35
15	2021	29
16	2022	46
17	2023	41
18	2024	04
19	2025	26
20	2026	19
21	2027	20
22	2028	17
23	2030	29
24	2031	20
25	2032	25
26	2033	38
27	2034	38
28	2035	zero
29	2036	01
30	2037	02
31	2038	01
32	2039	39
33	2040	10
34	2041	56
35	2042	35
36	2044	35
37	2051	43
38	2052	50
39	2053	36
40	2054	37
41	2055	09
42	2056	38
43	2057	53
44	2058	49
45	2058	45
46	2060	43

Status: To be finalized after showing the answer sheets in the class room.

Lecture Statement of M. A. II Paper IV option (iii) Social & Cultural History of India upto c 1750-1947 A. D.

2005-12-26T19:15:00.000+05:30

Lecture Statement of M. A. II Paper IV option (iii) Social & Cultural History of India upto c 1750-1947 A. D.

Roll Call for M. A. II. Paper IV. Option (iii) Social & Cultural History of India C 1750 to 1947 A. D., upto December 10, 2005 (Total Lecture delievered=53)
Serial No.	Roll No.	Lectures Attended	Shortage
1	2001	53	Nil
2	2002	26	14
3	2003	Zero	40
4	2004	09	31
5	2005	23	17
6	2006	29	11
7	2007	13	27
8	2008	13	27
9	2009	09	31
10	2010	27	13
11	2011	35	05
12	2012	25	15
13	2013	04	36
14	2014	35	05
15	2015	35	05
16	2016	53	Nil
17	2017	52	Nil
18	2018	13	27
19	2019	053	Nil
20	2020	26	14
21	2021	18	22
22	2022	53	Nil
23	2023	53	Nil
24	2024	09	31
25	2025	53	Nil
26	2026	29	11
27	2027	29	11
28	2028	12	28
29	2029	19	21
30	2030	27	13
31	2031	40	Nil
32	2032	46	Nil
33	2033	28	12
34	2034	46	Nil
35	2035	53	Nil
36	2036	27	13
37	2037	27	13
38	2038	27	13
39	2039	52	Nil
40	2040	Zero	40
41	2041	53	Nil
42	2042	17	23
43	2043	32	08
44	2044	51	Nil
45	2045	22	18
46	2046	29	11
47	2047	29	11
48	2048	29	11
49	2049	28	12
50	2050	26	14
51	2051	26	14
52	2052	53	Nil
53	2053	46	Nil
54	2054	53	Nil
55	2055	9	31
56	2056	26	14
57	2057	53	Nil
58	2058	27	13
59	2059	15	25
60	2060	13	27
61	2061	53	Nil

Lecturer Statement of USA M. A. I ending December 10, 2005.

2005-12-26T13:07:00.000+05:30

Lecture Statement for M. A. I , opt U.S.A. Paper III

Roll Call for M. A. I. Paper U.S.A, upto December 10, 2005 (Total Lecture delievered=66)
Serial No.	Roll No.	Lectures Attended	Shortage
1	1701	66	Nil
2	1702	66	Nil
3	1703	66	Nil
4	1704	Zero	49
5	1705	Zero	49
6	1706	66	Nil
7	1707	66	Nil
8	1708	66	Nil
9	1709	12	37
10	1710	66	Nil
11	1711	66	Nil
12	1712	52	Nil
13	1713	66	Nil
14	1714	66	Nil
15	1715	Zero	49
16	1716	45	04
17	1717	55	Nil
18	1718	55	Nil
19	1719	Zero	49
20	1720	50	Nil
21	1721	50	Nil
22	1722	35	14
23	1723	Zero	49
24	1724	25	24
25	1725	26	23
26	1726	48	01
27	1727	60	Nil
28	1728	30	19
29	1729	66	Nil
330	1730	66	Nil
31	1731	35	14
32	1732	04	45
33	1733	66	Nil
34	1734	45	04
35	1735	40	09
36	1736	66	Nil
37	1737	45	04
38	1738	66	Nil
39	1739	20	29
40	1740	66	Nil
41	1741	66	Nil
42	1742	29	20
43	1743	12	37
44	1744	12	37
45	1745	10	39
46	1746	45	04
47	1747	33	16
48	1748	45	04
49	1749	63	Nil
50	1750	46	03
51	1751	57	Nil
52	1752	30	19
53	1753	Zero	49
54	1754	30	19
55	1755	40	09
56	1756	55	Nil
57	1757	45	04
58	1758	Zero	49
59	1759	45	04
60	1760	52	Nil
61	1761	59	Nil
62	1762	59	Nil
63	1763	66	Nil
64	1764	37	12
65	1765	Zero	49
66	1766	Zero	49
67	1767	20	29
68	1768	24	25
69	1769	48	01
70	1770	45	04
71	1771	Zero	49
72	1772	27	22
73	1773	11	38
74	1774	66	Nil
75	1775	30	19
76	1776	01	48
77	1777	46	03
78	1778	Zero	49
79	1779	20	29
80	1780	66	Nil
81	1781	66	Nil
82	1782	55	Nil
83	1783	17	32
84	1784	66	Nil
85	1785	30	19
86	1786	66	Nil
87	1787	61	Nil
88	1788	30	19
89	1789	34	15
90	1790	33	16
91	1791	16	33
92	1792	Zero	49
93	1793	05	44
94	1794	10	39
95	1795	35	14
96	1796	11	38
97	1797	37	12
98	1798	01	38
99	1799	07	42
100	1800	23	26
101	1801	40	09
102	1802	02	47
103	1803	30	19
104	1804	22	27
105	1805	01	48
106	1806	20	06

Special Note: The lectures submitted for roll no 1763 has been wrongly submitted as 6. They are 66. It will be get corrected by Sumir Sharma when the college opens after the winter vocations. The fault is regretted.

The lectuers of Roll no. 1806 has been counted out of 35 lectures since the day of joining during the session.

The New Deal (Basic Lecture and Notes)

2005-12-11T15:56:00.000+05:30

New Deal, a name given to the peacetime programme of United States President Franklin Dolean Roosevelt.
It consisted of innovative measures taken between 1933 and 1938 to counteract the effects of Great Depression. No single political philosophy or set of coherent goals ever unified these disparate programmes, most of which he developed with the aid of the so-called Brain Trust.

The main theme of the New Deal was that government took over the responsibility of economic well being of the people in America. This was a new thing in American history because Americans themselves had been supporting a limited role of the government in the economy. The economic depression had brought up a situation where in the government was expected to play an active role. Therefore, the government tried to interfere in every type of the activity of the American economic sphere. It was desired by the people. It was a period of "government encouragement and supervision of economic growth".

Further, "the measures adopted during the 1930’s were of unprecedented scope and involved far-reaching changes in the relation between government and business".

The stress was on the relation between government and business.
Heading: The Hoover Administration:

Sub Heading: Hoover’s Attitude:

Hoover was not interested in increasing the role of the government in taking over the responsibility of solving the economic problems of the people. However, the economic problems of the people of America was a result of economic depression and therefore, it fell in different category. Therefore, Hoover was reluctantly forced into accepting the responsibility of solving the economic problem of the people of America.

"he was a strong believer in the virtues private enterprise and what he called "rugged individualism"".
Hanooverian Attitude towards the Depression and Government responsibility to the common man’s economic troubles:

He was totally of different view and attitude over the issue of the government responsibility of the unemployed people. He believed if the government took over the responsibility of the problem of the unemployed people they would develop the habit of looking towards Washington every time they faced such a problem. He also felt that it would increase the dictatorship of the bureaucracy. He felt that in such a situation the actual freedom would be lost to the people of America. However, on the other hand, he also felt that it was the responsibility of the government in such a situation that it should give the financial help to the business in order to save them from total collapse.

"But his willingness to give Federal aid to corporations, while denying it to starving people, inevitably caused him to appear as callously indifferent to human suffering."

The Hoover Programme:

Some of the main steps taken by Hoover for two years after the great fall in the stock exchange were as follows:
1. He increased the spending of the Federal government over the public welfare works.
2. He asked the businessmen not to cut the wages.
3. He increased the credit to the business concerns.
4. He encouraged the big business houses to continue with their activities and gave them hope that the days of profit making would soon return.
5. When he found that the monetary systems of Europe had collapsed, he allowed the deferment of the loan payment of Europe to America.
6. He also gave support to the property owners so that they could save themselves from bankruptcy.

The Congress wanted that the government should extent direct monetary help and relief directly to the effected people like the unemployed and the farmers. President Hoover did not accept this proposal.

Hoover adopted however similar relief work as per his thinking.

He established Reconstruction Finance Corporation. It gave loans to the business corporation on easy terms.

He established twelve Federal Home Loan Banks. They extended loans on easy terms to the property owners who had to pay for the mortgage terms.

He established Federal Land Banks. Such banks extended loans to the farmers to save their farms which they had mortgaged to buy more lands.

He made many changes in monetary policy of the Federal Reserve System so that the banks could extend more loans to the business corporations. The deficit of cash by the government was covered by increasing the taxes.

Hoover was not able to raise the confidence of the people of America which in contrast, Roosevelt was able to do because of his personality. It has been emphasised by many scholars that the President Hoover was quite efficient administrator and a true American in his ethics and values. However, the need of the hour was demanding some thing more from the President which he was not able to do. Roosevelt was declared very successful but there was criticism also. Even then Roosevelt was more successful even when he had basically adopted the policies of Hoover. Hoover was not able to attract the general people only because of some such features of his personality which were not any drawback of personality. They were the real features of the American man. It was only that the need of the hour was some thing different.
The Election of 1932
There were mainly negative results of the Hoover programmes. The policies had ruined the banks. The currency had become weak. The balance of payment suffered from deficit. The people had started withdrawing money from the banks. The business houses adopted many bad practices to make profit when they were being giving easy loans. The easy loans were being given to improve the economy of the country but they were interested in making more money. It was not benefiting the common man. The fear of common was increasing. The banks adopted different means to discourage the people from withdrawing money from the banks. Therefore, Hoover lost the election to democrat candidate Franklin Delano Roosevelt.

There was praise and criticism of Roosevelt way of working. However, it is done in a way of admiration for the President. The theme is that he was able to raise the faith of the people in them and the American economy. There was criticism but there were results also which could not be overlooked. Secondly, his New Deal did not deal only with the economy but also with the world situation in which he worked for the defeat of the Axis powers. Thirdly he was in favour of the common masses. It was the common people who were not happy with the policies of Hoover.

The New Dealers of Roosevelt:
Cordell Hull of Tennessee, was the Secretary of State.
Second major was Postmaster General James a. Farley.
Secreatry of treasury Henry Morgenthau
The three main New Dealers were Harold Ickes,
Secretary of the Interior, Henry A. Wallace,
Secretary of Agriculture and
Frances Perkins, Secretary of Labour.

Brain Trust: It was the group of Professors and newspapermen who advised him on legislation and wrote the speeches of the President.

The New Deal in Operation:

"the only thing we have to fear is fear itself." This was the message of the New Deal which the President Roosevelt had given in his first inaugural address.

The first step of the President was that he called the special session of the Congress and got his plan implemented.

In the next three months, number of laws were made to achieve that goal.

The main achievement of the President Roosevelt was, "during his first hundred days in office he restored the faith of the American people in their capacity to control their destiny."

Roosevelt made Henry Morgenthau as his secretary of treasury.
Secretary of agriculture was Henry a. Wallace.
Harold Ickes became the secretary of the interior.
Frances Perkins the first woman to hold a cabinet post became the secretary of labour.
Harry Hopkins was administrator of relief.

Brain Bank
Roosevelt also roped in many professors, social workers and journalists. They along with his trusted deputies, were called New Dealers. The name of prominent advisors were Prof. M. L Wilson, Prof. Adolf Berle, Raymond Moley and Rexford Tugwell.

New Deal Under Roosevelt:

Dealing with Banking Problem:

The first problem of Roosevelt was the collapse of the banking system.

The panic against Banking system had spread in the agriculture region that is the West plains. Roosevelt declared Banking Holiday. He sent experts to evaluate the banking system of agrarian regions. Then he pumped into the system one billion dollars from Reconstruction Finance Corporation (RFC). Within ninety days from March 4, 1933, President was able to reopen the banks.

Administrative Work:

With in hundred days, Roosevelt got Congress to pass nearly fifteen new laws. These laws covered employment relief, agricultural aid, mortgage supports, industrial cooperation, banking reforms and others.

The NRA and the AAA:
NRA and AAA were the heart of New Deal. In June 1933, National Industrial Recovery Act was passed. Under it National Recovery Administration was formed. Under the Act, the major sectors of Industries were asked to form code of self-governance which was to be looked after by NRA.

General Huge Johnson was made the President of NRA.

With in the four months of the establishment of NRA, the various business groups had drafted nearly seven hundred documents on the codes which would govern their business. Both, the large business concern dominated one field of trade and the trade unions where no major business groups ruled the trade were involved in making such codes. These codes were related to prices, wages and level of competition which was to be permitted during that period.

The 7A clause of the National Reconstruction Administration (NRA) permitted the workers to organize and bargain collectively with the employers. John L. Lewis of the United Mine Workers union made use of this clause effectively for the workers of the steel industry.

Agriculture Adjustment Act was passed in May 1933. It covered marketing agreements, commodity loans, export subsidies, government purchases, production restriction and currency inflation.

Under this act, Agriculture Adjustment Administration was established. During earlier months, the Administration paid farmers to destroy their crop and slaughter their animals so that to reduce the surplus and maintain prices. Then, it also directed farmers to sow crops to particular limit only in order to regulate the prices in the market. This solution was called the parity clause. This was supposed to work in a manner that the earnings of the farmers should increase to a level of their spending. This was to be achieved by controlling and maintaining prices at particular level and check them from falling.

The Agriculture Adjustment Administration was headed by George Peek and Chester Davis. They were associated with farmers associations like American Farm Bureau Federation. They asked farmer to adopt the plans given by the Administration. The work of administration had virtually brought the power to the farmers and the Federal government did not interfere as long as they were cooperating in the plans of the Administration. On the other hand, the farmers were free to adopt the plans which suited them the most.

Financial Regulation:

The finance was considered as the main cause of the depression. The bankers were accused of disowning their responsibilities in face of a crisis which was termed as the cause of the depression. The Congress investigated that the bankers had misused with the funds of the banks to indulge in the speculation in the stock market and it was termed as the cause of the great fall.

"Through the Glass-Steagall Act of 1933, Congress required banks to separate their investment in securities from normal commercial banking."

IN 1934, the Securities and Exchange Commission was established. SEC regulated the working of Stock Exchanges.

The Reconstruction Finance Corporation gave easy loans to solvent banks. This brought money into banking system and banking system revived with the help of the Federal government and Federal financing.

In 1933, congress formed Federal deposit Insurance Corporation. The Corporation insured the deposit of the small savers.

The Federal government established Farm Credit Administration. The Administration gave easy loan to Farm owners who had bought land on loans.

The Federal government also formed Home Owners Loan Corporation. The Corporation also provided easy loans to the House owners who had raised their houses on loan.

Public Relief:

PWA

The public relief work was undertaken as one of the task of National Industrial Recovery Act of 1933. Under this Act, the Congress allowed the expenditure of 3.3 billion dollars for generating jobs for the unemployed. The task was achieved through Public Work Administration. The PWA was placed under Harold Ickes. He was very conscious about using the money given by the Congress.
The Civilian Conservation Corps worked commendably for first hundred days. It provided job to the unemployed. Through them, it got them work for reforestation, soil conservation, and flood control.

FERA

In order to provide the general relief, Federal Emergency Relief Administration (FERA) was established.
Under FERA, Civil Works Administration was formed. It provided relief given by FERA on local level which was based on popular participation. The CWA was headed by Harry Hopkins.

The Tennessee Valley Authority: (Highly Important as it has appeared as a separate question also. It should be covered under Rehabilitation and Recovery feature of New Deal)

"The most daring government venture of the early New Deal was the Tennessee Valley Authority."

The Tennessee Valley project has its genesis a previous debate over the government role in building of a dam at Muscle Shoals, Alabama. Henry Ford had proposed to build this dam. But a Senator, George Norris of Nebraska, blocked this proposal on the argument that such a project should be carried out by the government itself. This debate had taken place during 1920s in the war days.

The Tennessee Valley project was an attempt at regional rehabilitation by the government in 1933. The project was given extensive powers. The work carried out by it was spread over seven states. It built seven dams and many canals. In addition to that, it carried the task of preserving the soil, protection against the floods and production of electricity and its distribution. The project continued for two decades.

From the beginning, it created controversy, when it started selling power on government fixed prices. It was not liked by the private power producing companies.

The main feature of the project was that it was carried by the local participation. It was started by Washington but while deciding the various projects of dams, farms and soil conservation, it did not take direction from Washington. The local authorities and groups which were associated with the project directed the course of the project. All the groups were region groups. It included Chambers of commerce, leagues of bankers, commercial farming associations and their local associates from the department of Agriculture and state agricultural colleges. The political benefits accrued from such welfare activities were enjoyed by the local groups which were associated with the project. It was a grand success in the field of local cooperation.

The Tennessee Valley project was the first step of the American Federal government to retain the public control of the power generation and distribution. It was a policy which was mooted by Senator Norris in case of Muscle Shoals power sites in 1920.

(A Revision and Point Form Coverage)

In May 1933 Congress set up the Tennessee Valley Authority.

The task of the Tennessee Valley Authority was to build and operate the dams. The second task was to sell the electricity.

The third task was to manufacture fertilizer, flood control and conservation.

All such activities were desired to improve economy and social life of the people of the valley.

The project covered seven states and benefited twenty lakh people which belonged to a poverty stricken region in America.

The Achievements of TVA:

By 1940, seven dams were completed under the TVA.

The standard of living of the people in this region improved due this investment.

The TVA had worked with the local cooperation. The local farmers and businessmen were involved. The participation was on voluntary level. Hence, it reduced the dependence on Washington. It also reduced the political interference due to voluntary local participation in the schemes of the project.

Criticism and containment:
The private businessmen did not like the success of the TVA. They argued that the projects were able to fix lesser rate because it was financed by the government. The schemes were not paying the tax and the interest.

The politicians also not liked the success of the scheme. The project did not encourage the participation and interference of the politicians.

The opposition to the scheme was undertaken by Wendell Willkie who was the president of the confederation of private companies. The government tried to counter their criticism and opposition by buying the competing business concerns on liberal rate. But the businessmen and politicians did not like the idea of the success of TVA in other parts of the country. Therefore, it remained confined to Tennessee Valley.

Set Backs to New Deal before the Second New Deal:

The hopes of 1933 for early recovery proved illusory. Many of the hastily drafted early bills were declared unconstitutional by the US Supreme Court. These reverses, plus increasing political opposition to Roosevelt, triggered a second flood of legislation, beginning in 1935, which some observers called the Second New Deal. Roosevelt now exploited developing class divisions, formed closer alliances with organized labour, and increasingly castigated the big-business groups that opposed his New Deal programmes.

The New Deal lost its attraction by 1935. The National Reconstruction Administration was not working rightly. The Business houses had enjoyed the use of the new codes for their benefits but not ready to extend the benefit to the workers. Even Roosevelt had lost interest in the activity of the Administration. The Roosevelt administration itself starting criticizing the working of the National Reconstruction Administration. It was mocking called National Run Around. The agricultural experiment under AAA did not bring result. The farmers were groaning that their income had not increased to the level of 1929. The country faced the food scarcity. There was drought

Formulas for Prosperity: (Source Bailyn)
These formulas were given by Huey Long of Louisiana, Charles Coughlin of Detroit and Francis E. Townsend of California. These formulas were Share our Wealth, inflation and old-age pension.

The other major problem which came up was the rise in the incidences of strikes in different trades. It was mark the end of the appeal of New Deal. There was demand for local issues which required solution.

Second New Deal 1936 Onwards

Relief and Old-Age Insurance:

IN January 1935, Roosevelt started with the program of relief works and comprehensive social security measures.

WPA

In April 1935, Congress established the Works Progress Administration (WPA). The Congress gave 5 billion dollars for this project. Harry Hopkins was made the head of WPA. It found jobs for the unemployed. It employed nearly two million people in the work of theatrical productions, road making etc. However, it proved a temporary measure.

SSA

In August 1935, the Social Security Act was passed. It turned out as a long-term measure. It provided old age pension. The fund was raised from tax on the workers wages and employers.

The employers were also taxed to provide compensation to the employed. It also provided for equal grants to the state government. It provided aid to dependent mothers, children and disabled.

The tax for the social security was burden for the poor. Secondly, the amount of compensations and aids under this act varied from state to state. A large number of different jobs were not covered under this act. It was only 1970, it covered all the employees.

NLRA

In July 1935, congress passed the National Labour Relations Act which is popularly known as Wagner Act. The Act gave recognition to the labour unions and their rights. The National Labour Relations Board was established. It conducted the elections of the labour unions in companies. It checked companies from denying right to the workers.

WPA, Social Security Act and Wagner Act were received with great emotions.
It gave hope at the bottom of society and horror at the top.

FTA (Bankead-Jones Act 1937)

In 1937, Bankhead-Jones Act, Farm Tenancy Act was passed in 1937. It organised the Farm Security Administration. It extended credit to the tenants so that they could purchase the farms they were working. The administration also organised the cooperative community for small farmers. It tried to protect the interests of small farm labourers. However, the budget of the Farm Security Administration was very small. It did not show good results.

FLSA

In 1938, the Congress passed Fair Labour Standards Act. It settled the minimum wage and overtime works wages. It banned child labour. It was based on the principle that, "the national government should protect the economic welfare of its poorer citizens".

Railroads, Shipping and Housing: (Source: Henry Bamford Parkes and Bailyn )

The main plan was to make investment in the Railway industry also.

Industry had a different scenario. There was over expansion on private basis in industry during the 1920s. There was no scope for the government for making investment in the industry. However, there were three sectors which suffered problem and needed support. These three sectors were railways, shipping and housing.

The railway suffered because of the advent of the automobiles. They were passing through heavy indebtedness. The Reconstruction Financial Corporation extended money to the railway companies so that they could modernize their infrastructure and win back their customers. The government however did not provide money to wipe out their debts.

In case of Shipping, Federal government adopted different policy. It adopted the policy of subsidizing the shipping industry. Merchant Marine Act was passed in 1936. Under the Act, Maritime Commission was established. The Commission started the project of building fifty ships every year and then to sell them to private companies for commercial operation.

The housing was having different nature of problem. The slums had increased. There was need for cheaper housing which private construction companies were not ready to provide. The private constructors suffered due to high real estate values and costly construction materials. The building unions were another big hindrance in providing cheap apartment constructed by commercial construction companies.

New Deal tackled this problem by government participation. Federal Housing Authority was established in 1934. It provided cheaper housing loans and expected the housing private commercial companies to provide the construction.

In 1937, United State Housing Authority was established. It lent money to the local governments for the construction of low cost houses. However, the efforts did not bring any appreciable results. It was only after the World War II, that the local authorities looked to this problem in a serious manner. It was then, the housing problem was solved and housing activity started in real manner and contributed to the economy.

Conclusion:

The New Deal was over, but it had permanently expanded the role of the federal government, particularly in economic regulation, resource development, and income maintenance. Although in itself it failed to stimulate full economic recovery, it provided the federal government not only with increased controls over money supply and Federal Reserve policies but also with increased understanding of the economic consequences of its own taxing, borrowing, and spending—thus helping it to limit the impact of later recessions. Many of Reforms taken during this period became major laws and established policies of American nation by 1960.

Sources:
Henry Bamford Parkes
Bailyn and five authors.
Spartacus site of John Simkin
History of America given by Embassies of America on their sites.
(No major record has been maintained while making above points. Secondly it forms a part of general bank prepared over a period of eight years. However, the main answer structure is based on Parkes and Baylin and rest of the information was just added below the headings taken from their books.)

U. S. History Site by a Teacher

2005-11-03T17:26:00.000+05:30

History’s Happening is a site for history by a retired teacher. His name is Pete Loeser, a retired high school teacher, now living at Laytonville in Northern California near to the city of San Francisco.

The site has been located with the help of Miland Brown where a reference has been given to this site.

There is a huge list of links to other useful history sites.

For the US history student, the U. S. History link can be highly useful. (Click on the phrase U. S. History Link to reach there).

The students with English medium may find it a good solution for the notes. Secondly, the site is full of photographs which helps in understanding and comprehension of the text. Though, the administrator has used lot of graphics and backgrounds and gives a lit bit on one sheet which force the person to spend more time, yet the method is quite effective. As there is no such effort in India, (This is what I understand and I may be wrong) such a site may be highly useful and an experience in learning for the students. I insist that one should learn with the help of maps. In addition to maps, the sketches and photographs convey more.

In case U. S. history, there is abundance of material in that category. With the help of technology, a teacher may not have to depend on the authorities of the institutions to provide the best to the students. Here one can provide their students all that which is expected from a teacher. The administrator of site has tried to bring many links after an intelligent categorization.

While exploring the site and links given there, the students may not find the required titles. The Punjab University syllabus is mainly structured on such topics which are found in H. B. Parkes history. However, an intelligent student may use imagination to select the desired link.

I myself have started exploring the site. Soon I will specify which link is more relevant to the U. S. history syllabus of Punjab University Chandigarh. No doubt, there is a talk in Board of Studies to provide such type of references in the Syllabus itself along with suggestive readings. In case of U. S. history, this task may be achieved in a better way and can be completed, as this field (people and scholars of America) is more pro-active in the ICT. Secondly, they do reach the people through use of technology. There is more effective execution of Right to Information. Whereas, we have yet passed the law and it will be definitely an issue to watch in coming days. As far as Edusat is concerned I do not know what it will be like as the institutions are still buying computers. The funds are coming for it but there is no talk of uplinking. If that thing ever materilize then they may take time to learn about WiFi.

Finally do access the site. It will be definitely useful.

Comprehensive Study of India – Federal Research Division of U.S.

2005-10-25T19:43:00.000+05:30

One should visit the following link.
http://lcweb2.loc.gov/frd/cs/intoc.html

It is the online documents of the Library of Congress of United States of America. In the header of the site, it is written thus, " Customized Research and Analytical services serving the U. S. government since 1948" (Starting of Cold War period)(Italized comments by the blogger himself).

There are ten chapters which cover the details about India from the earliest time to the present day. In the earlier chapter, the history of India is discussed in its outline. The elucidation is quite comprehensive. A person who wants a bird eye view of the whole history of India from the earliest time to the present, may find satisfied with the contents of the history portion.

For the General Studies, the candidate, who does not have history as his option, can study from here and make a good essay which may help in many possible questions in General Studies Prelims. The history is discussed in Chapter number one but covers all the main milestones (Chapter of Indian History) in history of India.

Chapter 2 is on the geography of India.

Chapter 4 is on languages, ethnicity and regionalism. The contents give the basic structure on which the personal notes can be further developed.

Chapter 5 discuss the sociological framework of the country.

Chapter 6 is on character and structure of Economy.

Chapter 8 is on Government and politics.

Chapter 9 is on foreign policy of India.

One of the most fascinating section is Bibliography. The students who are preparing from civil services may find this section very useful. The students who are interested in overall study may also find the bibliography quite interesting and useful. One can just judge the approach of getting the information about a country by another foreign country when one finds that the titles of class tenth and twelfth published by NCERT are included in the list.

The bibliography is very comprehensive and corresponding to the chapterization which has been done while giving the details of various aspects of the country. But on the whole, it turns up as one single place to decide which book can be picked to study specific aspects of the country. When one considers the gernalized outline of the syllabus of General study, the given chapterization and sub headings and then books on them can give a well defined idea and plan to a candidate to how to organise one’s study for the examination.

The students of political science and journalism must read the history of the division on the home page of the site.

Was There Any Order From Above?

2005-10-24T17:44:00.000+05:30

आर० सी० मजुमदार ने British Paramountancy में Doctrine of Lapse पर जिस बात का खुलासा किया है वह यह है कि इस सिद्धान्त को पूरी तरह डलहोज़ी पर मडना ठीक नहीं होगा । इस सिद्धान्त को लागु करने पर जो बात मुख्य रुप से घटित हो रही थी वो यह थी कि कम्पनी का सीमा क्षेत्र बड रहा था । भारतिय राज्यों को बङी तेजी से नष्ट कर के उन के क्षेत्रों को कम्पनी राज का क्षेत्र घोषित किया जा रहा था ।

अब प्रश्न यह उठता है कि अगर कम्पनी का क्षेत्र बङ रहा था तो इस से डल्होज़ी को कोई खास फायदा हो रहा था या फिर हर हाल में कम्पनी को तो फायदा हो ही रहा था ।

यहां पर एक बात पर ध्यान देना ज़रुरी है और वह यह है कि यह सिद्धान्त १८५० में लागु हुआ और उस समय तक कम्पनी पुरी तरह पिट चुकी थी । कम्पनी घाटे पर जा रही थी । हिस्सेदारों को काफि समय से लाभान्श नहीं मिल रहा था । कम्पनी का कई व्यापारिक क्षेत्रों पर एकाधिकार खत्म हो चुका था । यहां तक कि कम्पनी के पास कोई एकाधिकार रह ही नहीं गया था । कम्पनी के मुकाबले में कई बरतानवी व्यापरी व्यापार कर रहे थे । १८५३ में चार्टर एक्ट में यह स्पष्ट व्यवस्था कर दी गई थी कि कम्पनी अपने कर्जदारों को जल्द से जल्द अदायगी करेगी एंव कम्पनी को बन्द करने की प्रक्रिया की शरुआत की जाऐगी । यहां तक की चार्टर में यह तक भी अकिंत नहीं किया गया था कि कम्पनी को और कितने सालों तक बने रहने कि अनुमति दी गई थी ।

इन सब बातों को ध्यान में रख कर अगर इस तथ्य की समीक्षा की जाए कि कम्पनी धङा धङ अपने क्षेत्र बढाए जा रही थी तो यह प्रशन सभाविक हि उठ खङा होता है कि वह ऐसा किस लिए कर रही थी । इस बात को दूसरे शब्दों में भी पूछा जा सकता कि ऐसे हालातों में डल्होज़ी को क्या ज़रुरत पङी थी कि वह कम्पनी का क्षेत्रफल बढाए जा रहा था जब कि कम्पनी को बन्द करने के स्पष्ट संकेत आरहे थे । यह भी ध्यान देने योग्य बात है कि वो जिस भी क्षेत्र का विलय करता था उस की मन्जुरी उसे बोर्ड आँफ ड्रायक्टर्स से लेनी पङती थी और उसे वह मन्जुरी असानी से मिल भी जाती थी ।

इन सारी बातों की समीक्षा करते हुए मजुमदार यह तर्क देता है कि विलय की नीति डल्होज़ी पर नहीं मङी जानी चाहिए । यह ठीक है कि यह सारा काम डल्होज़ी के हाथों हुआ और डल्होज़ी ने भी कोई कसर नहीं छोडी । उस ने तो बडी शान से हर एक विलय को अपने नाम पर गङते हुए इस बात का गर्व किया कि उस ने यह सब किया । मजुमदार ने स्पष्ट किया है कि उस के इस खेल में बोर्ड आँफ कन्ट्रोल पूरा पूरा भागिदार था । बोर्ड आँफ कन्ट्रोल के ही ईशारे पर डल्होज़ी यह हौंसला कर सका । क्योंकि बोर्ड आँफ कन्ट्रोल का ईशारा था तो हि बोर्ड आँफ ड्रायक्टर्स से मन्जुरी मिलती गई । ड्रायक्टर्स तो यह जानते थे कि अब उन की कम्पनी तो रद्ध होने वाली है और जो कुछ भी कम्पनी हिन्दुस्तान में बनाए बैठी है उस सब की जिम्मेवारी ब्रिटिश सरकार ही ले सकती है एंव लेने वाली है क्योंकि कम्पनी तो बुरी तरह पिट चुकी थी । अगर सरकार कि ओर से ईशारा है तो उन्हें क्या दिक्कत हो सकती थी । और ऐसा हि हो रहा था ।

अतः विलय की नीति के कर्त्ताधर्त्ता ब्रिटिश सरकार खुद हि थी । कम्पनी या डल्होज़ी का नाम तो अपने पाप छुपाने के लिए किया गया एंव अपने कार्य को न्यायिक दिखाने के लिए किया गया ।

विलय की नीति के मुख्य कर्त्ताधर्ता

Doctrine of Lapse - A Cause of Uprising of 1857 - A New Aspect

2005-10-23T15:31:00.000+05:30

लैप्स का सिद्धान्त - १८५७ के गदर का कारण: एक नया पक्ष:-

लैप्स का सिद्धान्त १८५७ के विद्रोह का कारण तो था हि पर इस सिद्धन्त को लागु करते समय जो कार्यवाई की जाती थी वह इस सिद्धान्त के विरुद्ध विद्रोह का ज्यादा प्रभावकारी क़ारण बनी । यह एक ऐसा पक्ष है जिन्हें किताबों में ज्यादा उजागर नहीं किया गया है ।

लैप्स के सिद्धान्त के अधार पर अंग्रेजों ने नागपुर को अपने कब्जे में कर लिया था । इस के बाद उन्होंने भोंसले परिवार की सम्पति जब्त कर के उसे बेचने का प्रोग्राम बनाया । महल के पशु, घोडे एंव हाथी नागपुर के पास जानवर मण्डी में ओनेपोने दामों में बेच दिए गए । महल के जेवराहत कौलकत्ता में निलामी के लिए भेज दिए गए । वहां निलामी इस प्रकार से करवाई गई कि वहां अभुषण कम दामों में बिके । इस के बाद महल का फर्निचर बेचने का प्रोग्राम बनाया गया । यह सारी गतिविधियां भौंसले परिवार के लिए अति अपमानजनक थीं । महल की वृध राजरानियां बहुत क्षुब्ध एंव भडकी हुईं थीं । इस से जनता जिन के मन में राजमहिल की वृध महिलायों के लिए बहुत आदर था, वह भी भडक उठे । उन का यह अन्जाम दुसरे राज परिवार वाले भी देख रहे थे । उन्हें भौंसले परिवार की रानियों की अपमानजनक स्थिति में अपने से भविष्य में हो सकने वाली दुरदशा की झलक दिखाई दे रही थी ।

लैप्स का सिद्धान्त तो एक कानुनी मुद्दा था । यह सिद्धान्त तो विद्रोह का कारण बना ही बना पर इस के साथ जो लूटखसोट प्रशासनिक पर उपयोगवहिन एंव अन्यायिक कार्यवाइयां की गई वह खुद में विद्रोह भडकाने के लिए काफि थीं । इस बात को आर० सी० मजुमदार ने सफलता पूर्वक उजागर किया है परन्तु प्रचलित इतिहास की किताबों में इस बात को अच्छे से उभारा नहीं गया है ।

World History Blog: Main Causes of the Great Depression

2005-10-04T21:23:00.000+05:30

It is a good article. It is inform of a note. The contents are based on research and judgements are authoritative in nature.

UGC December 2005

2005-09-22T13:41:00.000+05:30

Attention M. A. Students.

The Applications for the NET for Decemeber 2005 has been called. It is published in the Employment News of September 18, 2005 Saturday.

The Advertisement, the application form and additional information can be had from following link: http://www.ugc.ac.in/inside/net.html

The Syllabus of all the subjects (Total 93) can be had from the following Link:
http://www.ugc.ac.in/inside/syllabus.html

The History syllabus can be easily accessed in HTML form can at accessed on sister blog at: http://ugc-net-history.blogspot.com/

Sources on Civil War

2005-09-01T20:01:00.000+05:30

There is an important source reported by Paul McWhorter on Education Forum. The title of the web page is Civil War, Harper’s Weekly Original Civil War Newspapers. It also contains detailed information on many topics.

On World History Blog of Miland Brown, there is posting titled The Capital and the Bay: Narratives of Washington and the Chesapeake Bay Region, ca. 1600-1925. The link takes you to "a digital library of 139 books from the collections of the Library of Congress dealing with the history of Washington and the Chesapeake Bay area of Maryland and Virginia in the United States of America." (quoted by Miland Brown from the site itself.)

I was just wondering that even Brown had taken links from Wikipedia. It shows that the site is acquiring credibility among the world of serious seekers.

___
It is reposting of the post already made on sumir-history.blogspot.com.

Reconstruction: Johnson Plan (Summary)

2005-08-30T18:57:00.000+05:30

Lincoln Plan
In December 1863, Lincoln issued a proclamation declaring that whenever 10 percent of the electorate of 1860 in any Southern state should take an oath of allegiance to the Union, then a civil government should be set up which should be regarded as the "true government of the state." Under this plan three Southern states which had been occupied by Northern armies, Tennessee, Arkansas, and Louisiana, set up civil governments during 1864.

Lincoln began his second term on March 4, 1865. He had said, "with malice towards none; with charity for all to do all which may achieve and cherish a just and lasting peace."
__
Page 370, Henry Bamford Parkes

Johnson plan started in July 1865:

First Thirteen amendment was passed to be ratified by other states. It was implemented in December 1865. It was based on the following principal:
"On September 22, therefore, Lincoln proclaimed, in his capacity of commander-in-chief of the army, that "on the first day of January, 1863, all persons held as slaves within any state or designated part of a state the people whereof shall then be in rebellion against the United states shall be then, thenceforward, and forever free.""

Provisional Governors were appointed by the Federal Government over the South Provinces.

Provisional Governors were asked to arrange for the elections. Out of those elections, the representatives were to join as constitutional conventions to rewrite the constitution of the each state.

The electoral role of 1860 was to be used for conducting the election. Before the elections the voters had to give consent for the allegiance to the Federal Government.

The Federal government released a list of fourteen groups of such electorates who were not allowed to participate in the election. The list covered such voters who had held high offices or military posts during the Confederation period and the conduct of the war. it also included the people who had property more than twenty thousand dollars. However, a provision was added that such people could directly apply to the President to seek pardon and then receive the right to participate in the elections.

The new conventions to be elected through election, were expected to abrogate the secession from the union, abolish slavery and also the debt raised by earlier governments during the course of the civil war.

The conventions were given free hand to rewrite their new constitutions if they incorporate the desired amendments expected from them.

Johnson also expected from such conventions but did not make it binding on them that they should extend the right of franchise to Negroes who were literate or owned property. However, it also allowed them to decide on this issue on their own.

The conventions were expected to ratify the thirteen amendment made during the time of Lincoln.

In March 1965, during the Lincoln period, Freedmen’s Bureau under General Oliver O. Howard was established. It aimed at giving charity to the Blacks.

Black Codes:

Mostly all the Southern States gave the subordinate citizen status to the Blacks.

Negroes could not join the jury or vote. They could not carry arms. They were not allowed to move around on the public places.

However, they were allowed to possess property, buy sell property and seek legal remedies from the courts.

They were also given legal protection against cheating and exploitation.

However, they were also bound by law to obtain employment.

There were strict laws against their free movement without work.

They were to suffer punishment for dishonouring employment contracts.

In some states they were allowed only o do farm or domestic jobs.

There was discrimination against them in case of corporal punishments.

In some states, the employers were given right to give corporal punishment to the Black employees for disobedience.

___
Page 377-78
Henry Bamford Parkes
__
The above given points are summary of lecture given on August 30, 2005. The points are developed from Henry Bamford Parkes's A History of United States of America (Indian Edition by Khosla Publishing House, New Delhi. The relevant pages are given below each main paragraphs.)
__

Kindly Note:
Give Stress first on writing the basic outline of the each plan as suggested above. Later you may develop the answer for different discussion and criticism. Each such question will be discussed in the class.

Hindi Punjabi medium Students, Kindly bear with me. I may soon give you the Hindi translation of such summaries.
The Next Lecture will be on Congress Plan.

Roll Call M. A. I, Paper USA from July 25 to August 22, 2005 with Students Profile

2005-08-26T20:42:00.000+05:30

Kindly note:
The statement given below is the final draft for submission.

Any student, who has to say anything about the contents of the statement, he is welcome to raise his point in the class or place his comment in “comment” section at the end of the posting by pressing “Comment” shown in green.

Those who desire some of the details in their profile shall be deleted, they kindly let me know at the earliest.

Those who have not provided their details, they kindly do it at the earliest.

Roll Call M. A. I, Paper USA from July 25 to August 22, 2005 with Students Profile (Final Draft to be submitted before August 31, 2005)
Roll no.	Name	Attnds.	Medium	BA%History%	Future Plan	Last College	Add. Qual.
1701	Name	20	Not Available	Not Available	Not Available	Not Available	Not Available
1702	Vishal Sharma	20	Hindi	55%57%	UGC; B Ed.	Govt Ranbir College Dhuri	Nil
1703	Mandeep Bali	20	Hindi	55%50%	B. Ed	DAV College Phillaur	Not Available
1704	Name	0	Not Available	Not Available	Not Available	Not Available	Not Available
1705	Name	0	Not Available	Not Avaiable	Not Available	Not Available	Not Available
1706	Dharamjeet Singh Garewal	20	Punjabi	00%73%	B. Ed	G. N. College Narangwal	Not Available
1707	Harneet Singh	20	English	68% 75%	UGC	SDC Govt College Ludhiana	Nil
1708	Amar Partap Singh Gill	20	English	68%61%	Journalist in Canada	SDC Govt College Ludhiana	Nil
1709	Name	5	Not Available	Not Available	Not Available	Not Available	Not Available
1710	Jagbir Mehta	20	Punjabi	55%58%	Not Available	G. N. N. College Doraha	Not Available
1711	Rajneesh Sharma	20	Punjabi	54%56%	Not Available	G. N. N. College Doraha	Not Available
1712	Name	17	Not Available	Not Avaiable	Not Available	Not Available	Not Available
1713	Sapandeep Kaur	20	Punjabi	57%63%	Not Available	SGG Janta College Raikot	Not Available
1714	Shikha	20	English	56%62%	To Continue Study	GN Khalsa College For Women, Gujar Khan Campus Ludhiana	Computers and NTT
1715	Name	5	Not Available	Not Available	Not Available	Not Available	Not Available
1716	Name	11	Not Available	Not Available	Not Available	Not Available	Not Available
1717	Name	17	Not Available	Not Available	Not Available	Not Available	Not Available
1718	Name	17	Not Available	Not Available	Not Available	Not Available	Not Available
1719	Urmandeep Singh	8	Not Available	Not Available	Not Available	Not Available	Not Available
1720	Narinderpal Kaur	15	Not Available	Not Available	Not Available	Not Available	Not Available
1721	Amritpal	16	Not Available	Not Available	Not Available	Not Available	Not Available
1722	Name	6	Not Available	Not Available	Not Available	Not Available	Not Available
1723	Name	0	Not Available	Not Available	Not Available	Not Available	Not Available
1724	Name	1	Not Available	Not Available	Not Available	Not Available	Not Available
1725	Sikander Singh	5	Not Available	Not Available	Not Available	Not Available	Not Available
1726	Name	14	Not Available	Not Available	Not Available	Not Available	Not Available
1727	Ranjit Singh	20	Not Available	Not Available	Not Available	Not Available	Not Available
1728	Name	7	Not Available	Not Available	Not Available	Not Available	Not Available
1729	Raj Kumar	20	Hindi	57%50%	U.P.S.C. Competition (C. S. )	Arya College Ludhiana	Basic Computer
1730	Name	20	Not Available	Not Available	Not Available	Not Available	Not Available
1731	Name	medical Leave	Not Available	Not Available	Not Available	Not Available	Not Available
1732	Name	0	Not Available	Not Available	Not Available	Not Available	Not Available
1733	Gurpartap Singh	20	Not Available	Not Available	Not Available	Not Available	Not Available
1734	Name	20	Not Available	Not Available	Not Available	Not Available	Not Available
1735	Gurminder Singh	20	Punjabi	57%68%(Hons. Pol Sci.)	U.G.C.; B. Ed	SDC Govt College Ludhiana/Arya College Ludhiana(M.A. Pol Sci)	Not Available
1736	Name	20	Not Available	Not Available	Not Available	Not Available	Not Available
1737	Name	12	Not Available	Not Available	Not Available	Not Available	Not Available
1738	Anish Ablish	20	Hindi	60%62%	Business Shop	G. N. N. College Doraha	None
1739	Name	5	Not Available	Not Available	Not Available	Not Available	Not Available
1740	Hardeep Singh	20	Punjabi	48%50%	B. Ed	SCD Govt College Ludhiana	Not Available
1741	Name	20	Not Available	Not Available	Not Available	Not Available	Not Available
1742	Name	5	Not Available	Not Available	Not Available	Not Available	Not Available
1743	Name	0	Not Available	Not Available	Not Available	Not Available	Not Available
1744	Gurpreet Singh	8	Punjabi	59%59%	B. Ed	Arya College Ludhiana	Not Available
1745	Harpreet Singh	10	English	46%47%	Competition	G.G.N. Khalsa College Ludhiana	Music
1746	Name	16	Not Available	Not Available	Not Available	Not Available	Not Available
1747	Name	6	Not Available	Not Available	Not Available	Not Available	Not Available
1748	Name	17	Not Available	Not Available	Not Available	Not Available	Not Available
1749	Name	20	Not Available	Not Available	Not Available	Not Available	Not Available
1750	Sukhminder Singh	18	Not Available	47%47%	Not Available	Business Shop	SCD Govt College Ludhiana
1751	Name	17	Not Available	Not Available	Not Available	Not Available	Not Available
1752	Name	15	Not Available	Not Available	Not Available	Not Available	Not Available
1753	Name	0	Not Available	Not Available	Not Available	Not Available	Not Available
1754	Name	0	Not Available	Not Available	Not Available	Not Available	Not Available
1755	Name	5	Not Available	Not Available	Not Available	Not Available	Not Available
1756	Inderpal Sidhu	20	Punjabi	49%71%	M.A. Pbi	Arya College Ludhiana	Basic Computer
1757	Name	18	Not Available	Not Available	Not Available	Not Available	Not Available
1758	Name	0	Not Available	Not Available	Not Available	Not Available	Not Available
1759	Gurjeet Singh	7	Not Available	Not Available	Not Available	Not Available	Not Available
1760	Name	12	Not Available	Not Available	Not Available	Not Available	Not Available
1761	Gurpreet Singh	18	Punjabi	56%53%	M. Ed.	G.G.N. Khalsa College Ludhiana	M.A. Pbi
1762	Gursharan	18	Not Available	Not Available	Not Available	Not Available	Not Available
1763	Gursharan Singh	20	Punjabi	57%56%	U.G.C.; B. Ed	SCD Govt College Ludhiana	M.A. Pbi
1764	Name	0	Not Available	Not Available	Not Available	Not Available	Not Available
1765	Name	0	Not Available	Not Available	Not Available	Not Available	Not Available
1766	Name	0	Not Available	Not Available	Not Available	Not Available	Not Available
1767	Name	8	Not Available	Not Available	Not Available	Not Available	Not Available
1768	Name	0	Not Available	Not Available	Not Available	Not Available	Not Available
1769	Balwant	9	Not Available	Not Available	Not Available	Not Available	Not Available
1770	Gurpreet Singh	18	Not Available	NotAvailable	Not Available	Not Available	Not Available
1771	Name	0	Not Available	Not Available	Not Available	Not Available	Not Available
1772	Name	10	Not Available	Not Available	Not Available	Not Available	Not Available
1773	Name	5	Not Available	Not Available	Not Available	Not Available	Not Available
1774	Name	20	Not Available	Not Available	Not Available	Not Available	Not Available
1775	Name	5	Not Available	Not Available	Not Available	Not Available	Not Available
1776	Name	0	Not Available	Not Available	Not Available	Not Available	Not Available
1777	Name	13	Not Available	Not Available	Not Available	Not Available	Not Available
1778	Name	0	Not Available	Not Available	Not Available	Not Available	Not Available
1779	Name	0	Not Available	Not Available	Not Available	Not Available	Not Available
1780	Name	20	Not Available	Not Available	Not Available	Not Available	Not Available
1781	Name	16	Not Available	Not Available	Not Available	Not Available	Not Available
1782	Manpreet Kaur	15	Punjabi	51%50%	M. A. Pbi	G. Khalsa College Gurusar Sudhar	Not Available
1783	Name	0	Not Available	Not Available	Not Available	Not Available	Not Available
1784	Name	20	Not Available	Not Available	Not Available	Not Available	Not Available
1785	Gopal Sharma	18	Hindi	00%56%	M.A. Pbi	Arya College Ludhiana	Nil
1786	Name	20	Not Available	Not Available	Not Available	Not Available	Not Available
1787	Tejinder	20	Not Available	Not Available	Not Available	Not Available	Not Available
1788	Name	5	Not Available	Not Available	Not Available	Not Available	Not Available
1789	Name	0	Not Available	Not Available	Not Available	Not Available	Not Available
1790	Name	5	Not Available	Not Available	Not Available	Not Available	Not Available
1791	Bhawana Sharma	16	English	52%55%	B. Ed	Private	Basic Computer
1792	Name	0	Not Available	Not Available	Not Available	Not Available	Not Available
1793	Name	1	Not Available	Not Available	Not Available	Not Available	Not Available
1794	Bhupinder Sigh	10	Not Available	Not Available	Not Available	Not Available	Not Available
1795	Name	6	Not Available	Not Available	Not Available	Not Available	Not Available
1796	Name	11	Not Available	Not Available	Not Available	Not Available	Not Available
1797	Name	3	Not Available	Not Available	Not Available	Not Available	Not Available
1798	Name	1	Not Available	Not Available	Not Available	Not Available	Not Available
1799	Name	7	Not Available	Not Available	Not Available	Not Available	Not Available
1800	Nirbhai	7	Not Available	Not Available	Not Available	Not Available	Not Available
1801	Satnam	7	Not Available	Not Available	Not Available	Not Available	Not Available

Lay out of a Term Paper

2005-08-16T20:06:00.000+05:30

The lay out of the term paper may be in following order.

Page 1 or Set 1

This shall be the Title Page.

Here, Write the name of the term paper. It may be a question, or a heading. Remember, Term paper is a type of a minor research paper.

The heading shall be followed by the name of the student along with his/her name and Roll no of class.

It shall also be mentioned that it is undertaken for Department of Post Graduate Studies in History, Arya College, Ludhiana.

It shall also contain the name of the teacher to whom it is present.

___
The following suggestive lay out may explain it.

COMPARATIVE STUDY OF CIVIL SERVICES HISTORY PAPER II MAINS AND PAPERS TAUGHT AT ARYA COLLEGE LUDHIANA

Present By: Name and Roll no.

Add Here any picture or Graphics related your Term if there is any.

For: Department of Post Graduate History, Arya College, Ludhiana during the session 2005-2006 for the Paper USA or Social and Cultural History from 1750 to 1950

Presented to: Sumir Sharma
_
__

It may break over whole sheet as follows omitting grids.

COMPARATIVE STUDY OF CIVIL SERVICES HISTORY PAPER II MAINS AND PAPERS TAUGHT AT ARYA COLLEGE LUDHIANA

Present By: Name and Roll no.

Add Here any picture or Graphics related your Term if there is any.

For: Department of Post Graduate History, Arya College, Ludhiana during the session 2005-2006 for the Paper USA or Social and Cultural History from 1750 to 1950

Presented to: Sumir Sharma

इस प्रकर पहला पन्ना बनेगा ।

यह किताब के पहले पन्ने की तरह होगा ।

_____
Page 2 or Set 2

Term Paper is a minor research paper. You must point out the hypothesis or motive or aim of the term paper on this page.

Being a Term paper in History, You must specify the sources which you intend to use. However, there is no need to specify the details here.

You must also define the methodology which you would adopt to write the paper. It may be that you will check the libraries, or archives, or go for interviews or use internet. Here you can also emphasize if you are going for generalized descriptions or statistical conclusion depending upon the nature of the term paper. You can also suggest the model here which may be used to write the contents and the conclusion.

The contents of this page should be very brief. It should end in giving assertive statements only on the aims, sources to be used and methodology to be adopted.

____

Page 3 or Set 3

Here you shall write the actual term paper. The contents shall be written here.

However, there should be a word limit. The minimum word limit which is generally expected is 1000 words or three to four pages and maximum word limit is 3000 words which may spread over 12 to 14 pages.

While writing, it is desired that the contents should be written in double space. The font shall be 11.

However, if you are writing in your own handwriting, if then write in double space. There should be one line spacing between every line.

सन्क्षेप में यहा मूल बात लिखनी है ।
___

Page 4 or Set 4.

Here you will write the conclusion. It shall not be more than one page.

यहा निषकर्ष आएगा ।

___
Page 5 or Set 5

Here you will write the sources used. It is generally in form of Bibliography, the library/archive used, links of sites which are used for accessing information or details etc.

If the interviews are the part of the methodology, then you will write the name of the people whom you have interviewed, the time and place of interview, and the form (audio, visual or written notes) in which the interview is preserved with you.

Here you may also given acknowledgement to such peoples who may have helped in writing your term papers.

____

Page 6 or Set 6

It shall contain a single page.

It is a certificate page.

You will give the following statement.

I , (Your name and roll no.), certify that this is my original work.

Signature(Name in Capital Letters)
Date.

Certificate by the Teacher:

I Sumir Sharma certify that it is an original work undertaken under my supervision.

(Sumir Sharma)

Marks:

_____

Additional Instructions:

You must put all the papers in a good file cover. It may be a good transparent or opaque file cover. Ensure that paper may not come out of it.

You can also go for a spiral binding which hardly costs Rs. 20. The best place is near PAU shops which undertakes such jobs in a good manner.

It is desired that you must deposit three copies of the term paper. One copy will go to university. The college may retain another copy if they desire. One copy, I may like to retain. However, it is not compulsory. You must submit at least one copy.

M. A. I USA Roll Call Statement up to August 13, 2005.

2005-08-15T20:09:00.000+05:30

Find here the lecture statement counted up to August 13, 2005.

Students may note that there are “2” marks for the lecture attendance.

The lectures are counted against the 15 lectures delievered by Sumir Sharma for History of USA during second period in room no 39 from July 2005 up to August 13, 2005.

This is a draft statetment. If any student has any objection, then kindly meet during the period in the class room or place your objection in "comments" given at the end of this posting below.

Roll Call Statement from July 25 to August 13
Roll no	Name	Lectures attended
1701	name	15
1702	name	15
1703	name	15
1704	name	0
1705	name	0
1706	name	15
1707	name	15
1708	name	15
1709	name	5
1710	name	14
1711	name	14
1712	name	9
1713	name	15
1714	name	14
1715	name	5
1716	name	6
1717	name	12
1718	name	12
1719	name	1
1720	name	9
1721	name	10
1722	name	6
1723	name	0
1724	name	1
1725	name	0
1726	name	10
1727	name	14
1728	name	7
1729	name	14
1730	name	13
1731	name	medical Leave
1732	name	0
1733	name	15
1734	name	13
1735	name	15
1736	name	13
1737	name	6
1738	name	14
1739	name	0
1740	name	15
1741	name	14
1742	name	0
1743	name	0
1744	name	8
1745	name	10
1746	name	8
1747	name	6
1748	name	14
1749	name	15
1750	name	14
1751	name	14
1752	name	9
1753	name	0
1754	name	0
1755	name	0
1756	name	14
1757	name	12
1758	name	0
1759	name	0
1760	name	6
1761	name	14
1762	name	14
1763	name	15
1764	name	0
1765	name	0
1766	name	0
1767	name	8
1768	name	0
1769	name	6
1770	name	12
1771	name	0
1772	name	10
1773	name	0
1774	name	14
1775	name	0
1776	name	0
1777	name	13
1778	name	0
1779	name	0
1780	name	15
1781	name	9
1782	name	10
1783	name	0
1784	name	15
1785	name	10
1786	name	15
1787	name	15
1788	name	0
1789	name	0
1790	name	0
1791	name	11
1792	name	0
1793	name	0
1794	name	0
1795	name	6
1796	name	8
1797	name	3
1798	name	1
1799	name	7
1800	name	0

Congratulations to Raman

2005-07-03T20:58:00.000+05:30

I congratulate Raman for obtaining 61% in M. A. I.

May God Bless you with more success.

If you are visiting here, then I would like that you should also develop your own blog.

sumir sharma.

Sufism and Bhaktism in India

2005-07-03T20:49:00.000+05:30

At the following posting titled Sufism in India, there is a good article on Sufism in India. All the basic features and tenets are rightly described. The major four orders (silsilas) are rightly mentioned.

It further describes the relation with Bhaktism.

It has right described the Advitya Advaitvada of Ramanuja which forms the core and the basic tenet of Bhaktism in India. Ramanuja and seventeen major saints of Bhakti based their basic theory on Advitya Advaitvada or qualified dualism. The soul of man has a separate existence and also it is part of the Paramatma or the Supreme soul. Ramanuja had stressed upon the path of total Bhakti as the right part to the seek salvation for joining back with the Supreme Soul. However, the final decision of joining with the Supreme Soul rests with the Supreme Soul. This was the main message of Bhaktism which fulfilled the social needs of the time. Ramanuja had not denied the path knowledge as suggested by Shankaracharya. Shankaracharya had identified the soul with the Supreme soul. But Ramanuja had identified the separate existence of the soul of man apart from being the part of the Supreme Soul. This was the basic difference. The second major difference was that Shankaracharya supported the path of Knowledge and intuition with the grace of Supreme soul as path for final salvation. However, Ramanuja had full faith in Bhakti Marga and the grace of Supreme soul as the surety of salvation. Such a doctrine was right answer to unsettled political condition of the time, the upheaval of social setup and disruptive economic situation which prevailed between 1000 A. D. to 1500 A. D.

Guru Nanak and Vallabharcharya added next dimension to the Bhakti Marg by giving the doctrine of Guruship and grace of Guru as the surety of salvation.

The write up, suggested above in the link, has well described the main features of Sufism and its relation with Bhaktism. There is slight shortcoming in form of lack of historic explanation. It is mere elaboration. However, on whole, the write up can help in preparing part B, of Paper I History for Mains. This question has been asked in short answers compulsory question. If anyone has prepared his note on Bhaktism in India, he will definitely find it refreshing and source of substantiating his notes.

The students of UGC NET History should include it in most important notes for the subjective paper.

The other good sources on writing short notes on Bhaktism and Sufism is Guru Nanak and His Times by J. S. Garewal. There is complete note on it which may not require any improvement. The second good source is Rizvi’s Wonder That War India. However, the major authority is definitely Habibullah.

Do read the suggestive link and give comments.

USEFUL TOOLS

2005-06-21T18:15:00.000+05:30

Getting the right information in the less possible time is highly desired and wished by all of us.

Writing and revision can be more effective if you know that there is assistance at hand which can help you to improve the contents and counter check the facts as being presented by you.

The above mentioned needs and which is my aim of developing my blogs for my own study as well as for my students in my college where I teach, I feel like sharing the following two resources. I have been using one of the resource for correcting my answer to GS papers of 2005 and used it to give more details on the questions which I will soon post on this blog.

The Fist Resource:
It is a new search engine which I have found different from other search engines. No doubt, my preferred search engine is still Google and second in preference is Yahoo which seems to have improved in last six to seven months.

The search Engine is Brain Boost.

The Seconde Resource:
The second important is a web site which can be used as a source. My source is actually CIA world Fact books. There are many questions on foreign countries in recent GS paper. I was in the process of collecting material when Siddharta Tripathi identified my mistakes. Hence, it required immediate attention and counter confirmation. I depended on this every source which I have mentioned. However, the web site which I am now suggesting claims to use three different sources. I have placed an article on my other blog about it. However, I give links to both these things below.

A. The Web Site: the open link is as follows: www.theodora.com/wfb

B. My article: Resource on Facts No.1

An Apology:
I am not able to post regularly because of disruptive and erratic electric supply. One really wonders that what will happen if our country does not improve the infrastructure. One should not rue the brain drain if such a scenario continue. One should not blame those who leave the country. I feel amused when I find sensex crossing 7000 on BSE and 2150 on NSE and claims of having 6.7 GDP this time.

New addition:
www.sumirhindimain.blogspot.com

However, it has nothing to with competitive examinations. It is on trial basis. The aim is to use Hindi language as a means of communication in this media. If you are not able to read it then kindly place a comment in comment box. I will be using Hindi language extensively for communicating with my students. The next language which I will practice in the meantime is Punjabi. I am ready with the Fonts and now I am practicing its type and improving my spellings and vocabulary.

First Master Archive 2005

2005-06-14T01:12:00.000+05:30

It is a detailed list of postings as they appear in chronological order. No classification has been done. Open each link on separate browser and maintain this page. It will be updated as new posting will appear on this blog.

1

M. A. I Punjab History>>>

Contains merely a last year university paper. An incomplete posting.
Dated February 25, 2005
2

UGC Website>>>

Contains a link to UGC web site. Dated 26/2/2005
3

Was Middle Ages a Dark Age>>>

A reference to an article already published at educationforum.ipbhost.com. Basically a reference to a previous article placed on other web site. Also an idea for a term paper for the students. Dated 26/2/2005
4

Colonization in United States of America>>>

Question Bank based on Last Years Question Papers, History of USA>>>

A bank based on university annual question papers of Punjab University Chandigarh Syllabus. It is categorized as per the contents of the topics of the syllabi of 2004. Dated 3/04/2005
6

History of Punjab for M. A. II>>>

A reference and link to another blog reviewviewanalysis.com wherein an analysis under the heading Reviewer’s Reading is being carried on for the book "A short History of Akalis by J. S. Garewal. Dated March 9, 2005
7

Term Papers>>>

A suggestion for term papers with two suggestions and forward links. Dated March 9, 2005
8

Model Test Paper, April 2005>>>

A suggested model of question Paper. A Guess work for the students of History of USA. Dated March 14, 2005
9

Internal Assessment of M. A. I Student of Arya College for session ending March 2005>>>

A matter concerned with the student of 2004/2005 session. Another blog contains such issues and no further such posts appear on it. Dated April 11, 2005
10

State in Medieval India>>>

An annual paper of Punjab University for M. A. I session 2004/2005. Dated 26/04/2005
11

China and Japan>>>

An annual Paper of Punjab University session 2004/2005. Dated May 6, 2004
12

Social and Cultural History of India>>>

An annual Paper of Punjab University. Dated 07/05/2005
13

History of USA Annual Paper>>>

An annual paper of history of USA of Punjab University session 2004/2005. It contains comments on the paper. Dated 09/05/2005
14

An Essay on Origin of America>>>

A personal essay on the origin of America. It is basically part of the notes which have been prepared earlier. A section has been plucked out of the notes and presented here as an essay. The same essay has been placed on sumir-histoy.blogspot.com with a different heading. It is a good article for term paper. Dated June 13, 2005
15

First Master Archive 2005>>>

Detailed list of postings as they appear in chronological order. Dated June 14, 2005.
16

USEFUL TOOLS>>>

A General essay on one search engine and two other website which can be used for getting further information.
17

Sufism and Bhaktism in India>>>

A good essay on the main features of Bhaktism in India. It has reference to another blog which contains details on Sufism in India in the corresponding period.

An Essay on Origin of America : A Comment

2005-06-13T19:54:00.000+05:30

The story of birth of America starts with the discovery of America by Columbus.

It is difficult to sermonize that Columbus ever knew that what actually he was doing. The discovery of American continent, the coming of Columbus to the American continent were all the result of some other forces, thoughts and game plans. In that game plan, no where it was imagined that a country by the name of America was to be built. The game plans were different. It was the desire to find a route to the East India. The need and force were the desire to acquire the products of East which were needed by Europe. Some other forces impeded the route, the traditional route. The European world had fought those forces in the name of religion. But the motivation factor behind the urge to find the route was economical. It was the urge of the people to earn profit and fulfill the mundane needs which was prompting them to find the route to East. It is difficult to discern anywhere that even Columbus had such a plan as establishing habitable areas on the way. His plan was only to find the route to the east so that he might become useful in getting the importance because he knew the route. He was trying for this even before Vasco could have set off to find the route to India by encircling Africa.

I believe that even Columbus was not a serious player. He was a mariner. His job was to sail the ships. He was without a job. He was seeking a job and he was telling people that there could be a route by moving towards west. He was seeking opportunity. It was while exploiting that opportunity that he found the American continents. What Spain was getting out of it? It was just a matter of chance that they came across some civilizations on the continent which could be overpowered and it was the greed of the European world which was satisfied there. Where was the need to find colonies on American continents? If there was no need to find the colonies in America, then the very creation of the world of America seems to be the result as a byproduct of the meaningless human endeavours which had brought fruits.

Now let us take up some concepts and facts which came up before habitation on American land was founded. Nowhere, the idea of America was there.

Concept of North West Passage:

North West Passage is sea route which joins Pacific Ocean with Atlantic Ocean passing through north of Alaska. This route was first tried by John Cabot in 1490s sea expedition while making efforts to find route to China and India. It was John Franklin who was able to trace the route to some distance between 1845 and 1854 but disappeared before reaching China. It was Roald Amunsden, Norwegian who joined a Belgian expedition, who traversed the real North West passage in 1903-1906. Finally in 1969, US Oil Tanker, Manhattan successfully used this passage. The main problem of using this passage is the ice boulders and failure of the compass to work being on the pole.

Hudson:

River Hudson is named after the English navigator Henry Hudson (1565-1611). It was Giovanni da Verrazano, an Italian sailor and pirate from a place near Florence, who was the first European to enter New York Bay. He was employed by Francis I of France of Valois dynasty to find a route to China and claim new lands for France. However the river was first explored by Henry Hudson in 1607 after whom this river the Bay were named. He explored it for English Muscovy Company on the ship of the company named Hopewell. The target of this exploration was to find North East Passage through Arctic Ocean to Far East. When after two attempts, Hudson failed to discover the route to Far East, the English Muscovy Company withdrew its support to Hudson’s expeditions. On that, Hudson turned to Dutch East India Company which provided him the required finance. It was his third voyage in 1609 which was carried on the Ship Half Moon employed under the Dutch East India Company. On this basis of his exploration, the Dutch were able to colonies the Hudson Valley in seventeenth century.
In 1613 Adriaen Block came to the river for the Dutch company and camped at the present place of Manhattan city of New York. In 1624, The Dutch West India Company established the Colony of New Netherlands. New Amsterdam was established by the Dutch people as a trading port on the south end of Manhattan in 1625. In 1664, this colony was surrendered to English but soon regained. Finally, by the treaty of Westminster, the Dutch ceded this colony to the English.

Delaware:

It was Henry Hudson who had explored the Delaware River in 1609. In 1610 Samuel Argall entered the Delaware Bay and named the area after the governor of Virginia Lord De La Warr. In 1638, a group of Swedes established the first settlement called Fort Christina. Now the city of Wilmington stands there. This settlement was a joint venture of Dutch and Swedish people. It was promoted by King of Sweden Gustav II Adolph, when he had become interested in colonization. The Dutch people who had joined the venture, were the members of a defunct Dutch West India Company. The settlement was called New Sweden. As it fell near to New Netherlands which was the settlement of Dutch people on present day Manhattan, the governor Peter Stuyvesant occupied New Sweden in 1655. In 1664, England brought it under its control and kept it under New York. This area was settlement of Native Americans who called themselves as Leni-Lenape. The literal meaning of Leni-:Lenape is Original People. They belonged to Algonquian linguistic group. They were highly respected by the associated Native Americans of the surrounding areas and called them grandfather.

PU Chandigarh, Annual Paper 2005, M. A. I, The USA

2005-05-09T19:17:00.000+05:30

Paper – III & IV, Opt. (i)
The USA 1860 – 1973

Time: Three Hours
Maximum marks: 100
Note: (1) Attempt four questions, selecting one question from each unit.
(2) All questions carry equal marks.

Unit I

I. Do you agree with the view that values and institutions of the American people limited the nature and scope of various approaches to Reconstruction?
II. Describe salient features of the growth of Big Business in USA between 1875-1900.

Unite II

I. Critically compare Roosevelt’s New Nationalism with Wilson’s New Freedom as nationalistic formulae to the contemporary problem.
II. Discuss the evolution and strategy of American Imperialism after the Spanish American war to the 1930s.

Unit III

I. Account for the rise and fall of the Populist movement during 1890s.
II. How did Hoover Roosevelt respond to the crisis created by Great Depression? Explain.

Unit IV

I. Account for the reasons for the US participation in World War II.
II. Trace origin and development of the American Cold war policies.

General Observation:

First of on comparing the question paper as it has appeared with the Model paper given elsewhere, it can be concluded that nearly 80% paper can be guessed. There is not big deal in guessing the questions which can be asked in the final paper. The structure of the syllabus is such that it does not permit any leverage to the paper setter to come up with more probing question.

Secondly, the present re-structuring has improved the standard of syllabus by dividing it into four sections. It forces the candidates to learn all the periods of USA history. But there is so much freedom that any student can be selective and get better result.

Thirdly, Punjab University Pundits frame their syllabus in such a manner that they virtually write the down the questions. Earlier, all the ten topics were virtually ten questions. Similar type of pattern is observed at undergraduate level. However, the paper setters try to make it more useful by referring to quotations and various debates. However, that does not serve the purpose. The students tends to seek such notes in which they try to identify that what answer has to be written for a particular discussion. They prepare straightforward answers. They want to know only this much that whether they have to write the Johnson Plan or Congress Plan. In case of civil war questions, their queries are whether they have to write the causes or the effects or the nature. They are least concerned about the tone and content of the question.

One of the biggest problem is the language. The paper comes in English language. But the students write their answers in Punjabi or Hindi. The books which are available in market in those languages are not up to the mark. In one of the book in Punjabi language, the writer has even translated the Carpet beggars as Carpet Beggars. He has written Bore Wale Bhikhari. Another Punjabi writer has declared to the top his ability that North states were industrially very advance in 1860 and South States were utterly poor because they were having agricultural economy. God save the students!!!

Hence, this problem of language and material available for study should be tackled by the Board of Studies. The Board of Studies should also try to ban such books or atleast send some warnings to the publishers. They should also apprise the teachers in the affiliated colleges through personal letters about such shortcomings in the source material. The University writes to the teachers of affiliated colleges only when they do not find paper checkers. The university should change this attitude. The teachers at affiliated colleges always look towards them for guidance and help. The department of history should become alive to this aspect. If the Chairperson of Department of history of Punjab university happens to reach this blog or learn about this contents then he may kindly consider it this a major problem and bring it to the agenda of their next meeting. I am readily available for giving my views and some solutions also.

PU Chandigarh, April 2005 MA II Paper III

2005-05-07T17:50:00.000+05:30

M. A. Part – II (History)
(As per Syllabus – 2004)
Paper III & IV Opt. (iv): Social and Cultural History of India up to C – 1200 A. D.

Time Allowed: Three Hours
Maximum Marks: 100
Note attempt questions from all parts.

Part A
(Corresponding to Section – A of the Syllabus)
Note: Attempt any two of the following questions. Each question carries 20 marks.

I. Discuss the various forms of marriage in the paerod of your study.

II. Write a note on slavery in ancient India.

III. Examine the importance of Shridhana in Hindu Law.

IV. Throw light on Vikramasila as a center of higher education in ancient India.

V. "The Rigvedic Aryans saw the divine vision in natural elements". Elucidate.

Part B
(Corresponding to Section – B of the Syllabus)
Note: Attempt any two of the following questions. Each question carries 20 marks.

VI. Show your acquaintance with the spread of Jainism.

VII. Give an account f the development of Vaisnavism up to 6th century A. D.

VIII. Throw light on the themes of Ajanta painting.

IX. Examine the main features of the Gandhara school of sculptures.

X. "The Sun temple of Kanark represents the grandest achievements of the Eastern School of architecture". Elucidate.

Part C
(Regarding explanation of concepts/terms from among those listed in the syllabus).
Note: Define/explain any four of the following concepts/terms in about 80 to 100 words. Each definition/explanation carries 5 marks.

XI i) Niyoga
ii) Nirvana
iii) Anuloma-Pratiloma
iv) Triratna
v) Purushartha
vi) Avatara
vii) Yakshi

China and Japan April 2005 PU Chandigarh

2005-05-06T09:04:00.000+05:30

M. A. Part – I
Paper - III & IV, Opt. (ii)
China and Japan 1800-1965
Time allowed: Three Hours
Maximum marks: 100
Note: (i) Attempt four questions, selecting one question from each unit.
(ii) All questions carry equal marks.

Unit – I
I. Discuss the causes and consequences of the first opium war. 15, 10
II. Explain the causes and nature of the Boxer movement. Why did it fail? 10, 10, 5

Unit – II
III. Discuss the three principles of Sun Yat Sen. Also asses his contribution the Chinese revolution of 1911. 15, 10
IV. Discuss the major land reforms and agricultrual development in China from 1948 to 1965. 13, 12

Unit – III
V. Discuss the polity and economy of Japan in the early 19th century. 15, 10
VI. Discuss the causes and consequences of the Russo-Japanese war (1804-5). 15, 10

Unit – IV
VII. Discuss critically the Japanese role in the first world war. 20
VIII. Write a critical note on the Manchurian crisis. 20

M. A. I History Annual Paper April 2005

2005-04-26T20:43:00.000+05:30

University: Punjab University Chandigarh
Paper II, Opt. (ii) : The State in Medieval India
Total Marks: 100
Time Allowed: 3 hrs.

Note: (i) Attempt four questions, selecting one from each unit.
(ii) All questions carry equal marks.

Unit I

I. Examine the nature of state under the Sultans of Delhi.
II. Discuss Alauddin Khalji’s agrarian reforms.

Unit II

III. What do you understand about Iqta system? Explain.
IV. Critically examine Afghan theory of kingship.

Unit III

V. Examine the nature of Mughal state.
VI. Critically examine Afghan theory of kingship.

Unit IV

VII. Discuss the land revenue system of the Mughals.
VIII. Discuss the theories of modern historians of medieval Indian history for the Decline of Mughal empire.

General Comment: Pending

Look at the following link HERE for some additional observations on this paper.

Internal Assessment of M. A. I: 2004-2005 Arya College Ludhiana

2005-04-11T13:35:00.000+05:30

Paper III/IV: History of USA 1860-1973 Option (i)
For the Students of Arya College Ludhiana
Session: 2004-2005

Following are the marks out 20 as per the instructions of the HOD, Shri S. C. Sood.

Special Note: The marks obtained by each roll number is based on the one test conducted by Sumir Sharma. The Second Test was arranged by the college without the knowledge of Sumir Sharma but the Question paper was submitted by Sumir Sharma.

The snap tests and discussions and the third test were never held. The collective marks were added as per the oral instructions of Shri S. C. Sood who had claimed that it was so desired by the Principal.
Also, the roll numbers which do not appear here were omitted as per the adivce of S. C. Sood, who claimed that it was so desired by the Principal.

Utmost care has been taken while compiling them. If there is any clarification required, kindly place the query in the comment below or email me. The email address in "My Profile" on your right hand side.

The marks appears in the following order:
Roll no : Marks out of 20:
6002: 8
6003: 10
6004: 10
6005: 03 ?? Did not come to the class even once!!

6007: 11
6008: 9
6009: 14
6010: 13
6011: 13
6012: 10
6013: 08
6015: 09
6016: 14
6017: 09
6019: 10
6020: 10
6021: 10
6022: 13
6023: 11
6024: 12
6026: 15
6027: 10
6028: 10
6029: 12
6030: 12
6031: 10
6032: 8
6033: 8
6034: 4 ?? Did not come to the class even once!!
6035: 9
6036: 9
6037: 12
6038: 12
6039: 15
6040: 13
6041: 10
6042: 13
6043: 11
6044: 10
6045: 11
6046: 14
6047: 12
6048: 13
6049: 14
6050: 08
6051: 10
6052: 9
6053: 14
6054: 13
6055: 14
6056: 12
6057: 15
6060:15
6062: 10
6063: 09
6064: 14
6066: 11
6067: 14
6068: 11
6069: 8?? Did not come to the class even once!!
6070: 12
6071: 12
6072: 11
6073: 13
6074: 15
6075: 15
6076: 15
6077: 10
6078: 14
6079: 11
6081: 12
6082: 09
6083: 15
6084: 13
6085: 03?? Did not come to the class even once!!
6086: 13
6087: 11
6088: 11
6089: 11
6090: 9
6091: 9
6092: 3?? Did not come to the class even once!!
6093: 13
6094: 7?? Did not come to the class even once!!
6095: 7
6096: 10
6097: 09
6098: 11
6100: 10
6101: 13
6102: 10
6104: 11
6105: 09
6106: 11
6107: 12
6108: 12
6109: 01?? Did not come to the class even once!!
6110: zero?? Did not come to the class even once!!
6111: 01?? Did not come to the class even once!!
6112: 04?? Did not come to the class even once!!
6113: 04?? Did not come to the class even once!!
6114: zero?? Did not come to the class even once!!
6115: 01?? Did not come to the class even once!!
6116: 02?? Did not come to the class even once!!
6117: 02?? Did not come to the class even once!!
6118:08
6119: 05?? Did not come to the class even once!!
6120: 01?? Did not come to the class even once!!
6122: 10
6123: 11
6124: 13
6126: 02?? Did not come to the class even once!!
6127: 1?? Did not come to the class even once!!
6128: 10
6129:12
6130: 13
6131: 13
6132: 02?? Did not come to the class even once!!
6133: 09
6134: zero ?? Did not come to the class even once!!
6135: 09
6136: 10
6137: 03
6139: 10
6140: zero?? Did not come to the class even once!!
6141:09
6142: 08
6143: 11
6145: 01?? Did not come to the class even once!!
6146: zero?? Did not come to the class even once!!
6148: 08
6150: 11
6151:07
6152:11
6153: 10 Never Reported but recorded in the S C Sood Register.

Oral instructions were given to delete the record of the following roll no among whom some them were quite regular to the class and even took examination.
6001, 06, 14, 18, 25, 58, 59, 61, 65, 80, 99, 103, 121, 125, 138, 144, 147 and 149.

I did not get any Term Paper written from the students and each was given 12 as per the advice of the HOD. I had submitted to use this new feature of University instruction in a positive manner. I had even submitted a Plan in the beginning of the session. However, the way it was conducted, made the mockery of the whole system. Therefore, I refused to be a part of this Farce. A very good practice had been sabotaged. Alas!

The session had started with the biggest farce. It was reported that nearly 158 students were admitted. There was only one section for 158 students. Even up to the month of September 2004, two more students continued to visit the lectures without enrollment. They claimed that the Principal had assured them of getting approval for the their admission.

When it was pointed out that it was humanly not possible to conduct lectures for 158 students in one class and that no room was big enough to accommodate even 80 students, it was advised to adopt practical approach. It was suggested that all the students would never come to the class. Hence, it would not be difficult to conduct the classes. Then it was learnt that some students were given admission with the understanding that they would never come to the class and get their roll nos. in the end.

It was also suggested that it would be a service on part of the faculty towards the college and the retiring colleagues as such a strength of students would help the management to pay the gratuity to three retiring teachers.
There were many students who were serious and interested in attending lectures but when they came to the class, they were turned out after reminding them that they were given admission with above mentioned understanding.
In the end, the return of 134 students was submitted to the university. They were all shown having attended complete quota of lectures.

A very good practice had been sabotaged. Alas! My pain increases when I find that similar practice has been very nicely implemented in foreign universities. The Punjab University has introduced a very good practice but I feel so helpless that I am unable to get it implemented in the right spirit. May in the next session, they situation would change for better.

For further break of the marks, the formula adopted and related queries, kindly place your query in the "comment" below.

Certified and Authenticated by:
Sumir Sharma,
Senior Lecturer, Department of Post Graduate Studies in History.
Arya College, Ludhiana.

Model Test Paper, April 2005, U.S.A.

2005-03-14T15:02:00.000+05:30

M. A. I. History:
Paper III Option (i) The U. S. A. 1860 – 1973
Time: 3 Hrs. M.M. 100

Instructions:
The paper is divided into four Units.
Attempt four questions in all. Select one question from each Unit.
Each question carries 25 marks.

Unit I

Discuss in detail the issue of Slavery as the cause of the Civil War.
What were the problems of Reconstruction in 1864? What was the Johnson Plan and what were the objections against it?

Unit II

Discuss the circumstances leading to the Spanish-American War of 1898.
Discuss the salient features of the rise of American imperialism in 1890’s.

Unit III

Write in brief the main features of the Progressive Movement.
Discuss critically the New Deal Legislation.

Unit IV

Discuss the role of America in Second World War.
Write the main features of the Cold war and the American policy during this period upto 1960?

Term Papers: M. A. I Session ending 2006

2005-03-09T13:57:00.000+05:30

There are some good Ideas for the term papers. Click on the headings (links) below:

The World of Mild Orientalism

Black Hole in Calcutta

I hope that some M. A. I year students would find the resources useful and readymade term papers with all the sources mentioned provided their teachers do not come to learn about them before they submit it. (blink)

M. A. II: History of Punjab

2005-03-09T10:49:00.000+05:30

A review is being carried out at the blog Review Views and Anlaysis on the book of J. S. Garewal titled The Akalis, A short history. It is being carried out as per the perception of the reviewer which he calls as Reviewer’s Reading. In it, each chapter will be analysised, and major theme would be brought out in conclusion. A summary will also be attempted at appropriate places. All such sections and write up may be helpful for the students to prepare their own notes, learn about the contents of the book and also help in understanding the contents of book which could help them in writing their own notes with the help of their own copy if they have one.

The contents of the review is carried out in such a manner that the students may be able to write answers for the questions on the post independent period.

Also check out the following link by clicking here.

Keep in touch. You may soon find a review on Guru Nanak in History, The Sikhs of Punjab, Punjab under the Sultans and other relevant essays.

You may not get it before your papers but it could be useful otherwise. The students of M. A. I may also give attention.

Question Bank based on Last Years Question Papers, M. A. I, History of U.S.A.

2005-03-04T23:22:00.000+05:30

A General Note: The year 2005 has been re-framed. However, the overall subject contents remains the same. It is restructuring and not a new syllabus.
Find below a question bank against major topics of History of U.S.A., Paper III, M. A. I. of Punjab University, Chandigarh. It is a set of questions which had been asked during previous years since April 1995. They are the questions which may reappear again. Rather, it should be stated that the following questions would again come this year also.

Civil War: Growth of Sectionalism: Secession and war: diplomacy of the war; result of the Civil War.
Briefly discuss the origin and progress of the Civil War.
Discuss the institution of slavery as a cause of the Civil War. April 97
Discuss critically the background of the Civil War. October 97
"My paramount object is to save the Union, and is not either to save or destroy slavery … (Lincoln)" Explain the context of secession. April 98
Discuss critically the results of Civil War. October 98
Discuss the causes and the course of the Civil War. April 99
Discuss critically the results of the Civil War in U. S. A. September 99
Evaluate critically the results of the American Civil War. April 00
Evaluate Lincoln administration’s policies towards Slavery and Negroes from 1861 to the 13th amendment. To What extent is it justified to say that Lincoln was the "Great Emancipator"? September 00
What were the causes that led to the America Civil War? April 01
Discuss the foreign Policy of Union and Confederacy during the Civil War. September 01

Reconstruction of the South: Problems of Reconstruction; Presidential Reconstruction; Congressional Reconstruction.
What were the main problems of Reconstruction? How was the new relationship between the "slaves" and whites built in the reconstruction era?
Discuss the policies of Reconstruction pursued by Andrew Johnson and Grant. April 96
How the Congressional Reconstruction proved to be a blessing in disguise? April 97
Write a critical note on the Congressional Reconstruction. October 97
Discuss the Presidential Reconstruction. Why was it not liked by the Congress Radicals? April 98
Analyse the problems of Reconstruction under Johnson and Grant. October 98
Critically evaluate the Ordeal of Reconstruction. April 99
Discuss the problems of Reconstruction of the South. September 99
Discuss the working of Congressional reconstruction of the South American. April 00
What was the impact of Civil War on the economies of north and South? Discuss. September 00
Critically evaluate competing approaches to Reconstruction. September 00
Was Congressional Reconstruction a blessing in disguise? Examine. April 01
Critically evaluate competing approaches to Reconstruction. September 01

Advanced Industrialization and Urbanization: Communication and technology; Big Business, 1875 – 1900; growth of cities.
Describe the foundations and growth of the American industry in the year 1875-1900 with special emphasis on rail-road industry.
What do you understand by Big Business? Discuss with reference to Trust and Monopolies? April 97
Discuss the causes and consequences of the Industrial Transmutation in the United States of America. October 97
Discuss the Rail Road Revolution and its contribution to the industrialization of the United States. April 98
Write a critical note on the urbanization and industrialization in USA from 1875 to 1900. October 98
"The rail roads are not run for the benefit of the dear public." Analyse the above statement. April 99
Write a critical note on Industrial Transmutation and Big Business from 1857-1900. September 99
Examine the rise of New Industries and Big Business in America. April 00
Discuss in detail the industrial development in U. S. A. from 1875 – 1900. April 01

Emergence as a World Power: War with Spain; Causes and Results; Decision for imperialism.
The Spanish-American War of 1898 was the end of the American isolationism. Briefly describe the impact of this war on America’s rise to the world power.
Discuss the circumstances leading to the Spanish-American War of 1898. Did it mark the beginning of American expansionism? April 96
Discuss the factor responsible for the rise of imperialism in the United States. April 97
Discuss critically the results of the Spanish American War 1898. October 97
Explain the outbreak of Spanish American War. Why is it called splendid little war? April 98
Discuss critically the causes and results of the U. S. Spanish War. October 98
Discuss the causes and result of U. S. Spanish War. September 99
What role did Spanish American War play in America’s expansionist policy? April 00
Why was Spanish-American War called a splendid little war? Critically examine its causes and the outcome. April 01

Populist and progressive Movements: Leaders and achievements 1890 – 1917.
Was Progressivism an urban, middle class response to social change?
What do you understand from the Populist Movement? What were its main achievements? April 96
Discuss critically the achievements of the Progressive movement? April 96
Discuss the contribution of President Taft in furthering the progressive Movement and show how he has not been given due credit for his role? April 97
What do you understand by the Progressive Movement? What were its main achievement? October 97
Discuss the rise of Populism and its achievements. April 98
Discuss the achievements of the Progressive movement. October 98
Elaborate the achievement of the Progressive Movement. September 99
"No Southern movement ever gave rise to a more colorful press than did Populism." Discuss Populist movement in the light of above remark. April 00
Discuss rise and growth of Progressive Movement. September 00
Critically evaluate the achievements of Progressive Movement. April 01
Account for the growth of Populist movement and its demoralization after the election of 1896. September 01
Discuss nature and growth of progressivism under New Nationalism and New Freedom. September 01

Overseas Expansion: The Caribbean and the Pacific: 1896 – 1915. Or The Rise of Imperialism (as per the New Syllabus)
"When I say I believe in the a Square Deal I do not mean to give every man the best hand." Discuss Theodore Roosevelt’s policy in the light of above remark. April 99
Critically examine the American entanglement in the Korean War. April 99
Account for the growth of American Imperialism in 1890s. September 00
Discuss the salient features of the rise of American imperialism in 1890’s. September 01

World Involvement: Un-neutral neutrality; the USA at the World War I; the Treaty and the League.
Why did America enter World War I? Describe the impact of the war on the US Congress.
What factors were responsible for the entry of the United States into the World War First? Discuss. April 96
Was the United States neutral in thought and action during the years 1914-1917? April 97
Why did the United States enter the First World War? April 98
Discuss the causes of the U. S. entry into the First World War. October 98
Discuss the circumstances leading to the entry of United States into First World War. April 99
Discuss the role of the U. S. A in the Paris Peace Settlement. September 99
Discuss the circumstances leading to the entry of United States into First World War. April 00
Evaluate American foreign policy under Woodrow Wilson. September 00
Critically evaluate Wilson’s moral diplomacy in war and peace. September 01

The Onset of Great Depression: Causes and Impact; the Hoover Programme.
Critically examine the causes for the Great Depression and describe its impact.
Discuss the causes of Great Depression. April 97
Discuss the causes of the Great Depression the United States of America. October 97
"The Great Depression was the baffling perplexity of America during the 1930’s." comment. April 99
Discuss the causes of the Great Depression in the United States. September 99
Critically examine Hoover administration and crisis of American capitalism. April 00
What was the impact of the World War I on the United States of America? April 01
What were the reasons that President Hoover failed to control Depression? April 01
Describe the causes of the Great Depression and its impact on American polity, economy and society. September 01

The New Deal: New Deal Legislation; foreign policy during the New Deal period.
How did the New Deal legislation affect the American society?
Discuss critically the New Deal Policy of Franklin Roosevelt. April 96
Discuss President Franklin d. Roosevelt’s "Good Neighbour" Policy. April 97
Write a critical note on the New Deal Legislation. October 97
Discuss the nature and principal objectives of the New Deal. April 98
Discuss critically the New Deal Legislation. October 98
Analyse the three Rs (Relief, Recovery and Reform) of Franklin D. Roosevelt’s programme. April 99
Write a critical note on the New Deal Legislation. September 99
How did New Deal contribute towards the expansion of Progressive ideology? April 00
In what ways did the New Nationalism and New Freedom Programs attempt to deal with the problem of concentrated power in American business and industry? Discuss. September 00
Discuss the role of President D. Roosevelt with special reference to his New Deal Policy. April 01
The New Deal neither cured the Depression nor rescued the nation from suffering but communicated human concern and promoted "People’s Capitalism". September 01

The Second World War: Issue of neutrality; the USA at war, planning a New World order.
Critically examine American strategy and diplomacy in the Second World War. April 96
Discuss the foreign policy of U. S. A. between the two World Wars. October 97
Explain American strategy and direction of the Second World War. April 98
Why did U. S. A join the Second World War? Analyse the causes. October 98
Discuss the role of America in Second World War. April 99
What was the impact of the World War II on American people? April 00
Give reasons for American participation the Second World War. September 00
Analyse the strategy of America in World War II. April 01
Account for reasons for American entrance in the Second World War. September 01

A balance of terror: Cold War: Origins; diplomacy of Cold War; containment of communism; Détente.
Was Atomic bomb dropped on Japan to merely subdue them or to demonstrate the continuing suspicion of post-War Soviet behavior? Discuss with special reference to the origins of the Cold War between US and Soviet Union.
Discuss the US foreign Policy during the Kennedy years. April 1995
Discuss critically the nature of the Cold War between the US and the Soviet Union. April 96
Explain Truman Doctrine and how it contained Communism. April 97
Discuss the nature of the Cold War and the American attempt to contain communism. October 97
What was containment policy? Discuss with reference to President Truman’s role. April 98
Analyse the origins and diplomacy of the Cold War. October 98
Examine the phase of Cold War between the United States and the Soviet Union. April 99
Discuss critically the Origins and Diplomacy of the Cold War. September 99
Trace the origin and development of American cold War policies and explain "containment" in theory and practice. September 00
Discuss the relationship between United States and Soviet Union during the period of Cold War. April 01
Discuss origin and development of American Cold War policies explaining containment in theory and practice. September 01

Dilemma of Entanglement: Movements for Social Justice: The Feminist Movement; Temperance; Suffrage; Civil Rights.
Explain the American dilemma of entanglement in the Korean War. April 96
Discuss American involvement in Vietnam in the context of President Linden B. Johnson’s "It is the right ting to do." April 97
Explain the American dilemma of entanglement in the Vietnam War. October 97
How was the Civil Rights Act of 1964 a far reaching law on racial equality? April 98
Write a critical note on the Civil Rights movements in the U. S. A. during the period of your study. October 98
Write a critical note on the Feminist Movement in the U. S. A. September 99
Discuss the social trends in America from the period of Depression to Prosperity. April 00
Describe the growth of Civil Rights Movement since the Second World War with a focus on the leadership of Martin Luther King. September 00

Colonization in United States of America

2005-02-27T22:15:00.000+05:30

Though the syllabus of History of USA, paper III of M. A. I begins with the Civil War but understanding of the colonization of America is very useful in understanding the Sectional Conflict in America.

A use full link is available if you click here. Give attention to the explanation given by Raymond Blair and Andy Walker. They have given a good description of the social, religious and economic backgrounds of the various colonies which were at the heart of the sectional conflict that caused the civil war.

Was Middle Ages a Dark Age: Any Idea

2005-02-26T18:18:00.000+05:30

Find a good material on Middle Ages and related debate which has been based on the recent trends in the study of the European History and Modern World History.

Was Middle Ages in Europe A Dark Age!, European History/Renaissance

It has special importance for the students who have opted for the Modern World and World History. In India, most the available books refers to Middle Ages as Dark ages. However, in examinations there are many questions which refers to intellectual achievements before the Renaissance period. It confuses some candidates and on the other hand also force you to misunderstand the questions which are being asked.

This debate can also be useful for the M. A. Political Science student. Just look into, think over the issues raised and see how. It is especially useful for the student of the Political Thought paper.

UGC Web Site

2005-02-26T10:44:00.000+05:30

It is important for the postgraduate student to remain abreast with the financial aids by UGC for undertaking research. It is also useful for Eligibility Test information is usually available before it comes in Print Media or in colleges.
The web site of UGC is useful and should be visited regularly.

1995 MA I Punjab History: An Important Observation

2005-02-25T15:24:00.000+05:30

Part A Note Attempt any two of the following questions.
Write what you know about the views of J. S. Garewal on the politics of Punjab during the 15th and early 16th century.
Gokal Chand Narang writes that the whole system of Guru Nanak stands distinguished from other reform movements by two important peculiarities: its non-sectarian character and its reconciliation with secular. Discus.
Explain the bearing of the reing of the Mughal Emepror Akbar n the development of Sikh Panth.
Comment on the martyrdom of Guru Tegh Bahdur and its impact.
Write what you know about the instituion of the Khalsa nad its legacy.
Part B Note Attempt any two of the following questions.
Discuss Muzafar Alam’s approach to the process of decline of the Mughal power in Punjab.
What was the mission of Banda Bhadur. Explain his expliotrtsd and theeri signficiance.
Trace the rise of the Misls in the Punjab and account for the success of the Sikhs.
What light does G. S. Nayyar;s Sikh Polity throw on the nature of the two significant instituions of the 18th century namely the Dla Khalas a and Gurmata.
Comment n the economiy of the late 18th Century punhjab.