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

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

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

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