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EHI 01 Solved Assignment 2022-23
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Note: Attempt all questions. All questions carry equal marks.
Section 1: Answer each question in about 500 words each.
- What do you understand by the term ‘de-industrialisation’? What was its impact on the Indian Economy? 20
Describe the various types of land settlements in colonial India.
Deindustrialization is the reduction of manufacturing within an economy. It is a central process in uneven geographical development, unfolding differently in cities and regions internationally. Explanations for deindustrialization focus upon the evolution and maturity of economies, trade specialization, competitive failure, and disinvestment. While initially experienced in places in the early industrializing countries in Europe and North America in the Global North, it has become an international phenomenon following the globalization of production and the problem of premature deindustrialization has emerged in cities and regions in emerging economies in Asia, Africa, and Central and Latin America in the Global South. The politics and policies to address deindustrialization evolved since the 1970s, intensifying since the 2008 global financial crisis and “Great Recession” fueled concerns about the places “left behind” and a rise in economic nationalism and populism. Despite ongoing deindustrialization across cities and regions, manufacturing still matters due to its generative role as the flywheel of economic growth, the potential of new digital technologies for a “fourth industrial revolution,” and the increasing contribution of services in manufactured products. IGNOU HELP BOOK, SOLVED ASSIGNMENT PREVIOUS YEAR PAPER WHATSPP 8130208920 www.senrig.in 4 | P a g e Due to British colonial rule, there was Deindustrialisation of colonial India during the first half of the nineteenth century. India was severely disadvantaged by the benefits of the industrial revolution. Deindustrialisation is the phenomenon of phased reduction or degradation of a nation’s or region’s industrial capacity.
It is a type of economic change in which employment in the manufacturing sector declines for a variety of economic or political reasons. The term “Indian Economic Deindustrialisation” refers to a period of decline in industrial-based activities in the Indian economy that lasted from 1757 to 1947. Traditional handicraft industries began to decline in the 18th century and continued to decline rapidly until the beginning of the 19th century. This article on the Deindustrialisation of Colonial India will look into the nuances of India’s deindustrialization under British rule. The Britishers held it primarily agrarian in order to secure cheap raw materials for British industries and to take advantage of a ready market in India for British industrially produced goods. Deindustrialization has been used to describe the entire process. There was a disappearance of Indigenous courts that patronized handicrafts and regularly employed craftspeople. The Indian handicraft industries suffered greatly as a result of deindustrialization. Ruins of handicrafts led to the decline of industries, which led to unemployment and extreme poverty in the country.
The British conquest resulted in the country’s deindustrialization and increased reliance on agriculture. There are no figures for the earlier period, but according to Census Reports, the percentage of the population dependent on agriculture increased from 63.7 percent in 1901 to 70 percent in 1941. One of the major causes of India’s extreme poverty under British rule was the increasing pressure on agriculture. In fact, India was now an agricultural colony of manufacturing Britain, which needed it for raw materials for its industries. Nowhere was the transformation more visible than in the cotton textile industry.
While India had been the world’s largest exporter of cotton goods for centuries, it was now an importer of British cotton products and an exporter of raw cotton.
- Write a note on the social reform movements in nineteenth-century India. 20
Describe the different stages of the Civil Disobedience Movement.
Nineteenth century is the period of turmoil in Indian society. The age-old traditions and practices were degraded and these were replaced by many social evils like female infanticide, sati, child-marriage, caste system, purdah; ban on female education, and widow re-marriage etc. The conquest of India by the British during the 18th and 19th century exposed some serious weaknesses and drawbacks of Indian social institutions. The most distressing was the position of women. The socio intellectual revolution that took place in the fields of social reforms is often known as Indian Renaissance. An important part of European Renaissance was reforming society from outside, on the basis of Post Enlightenment rationalism. But in Indian context, it implied rediscovering rationalism from within India’s past.
The most important result of the impact of western culture was the replacement of blind faith in current traditions, beliefs, and conventions by a spirit of rationalism. Reformists adopted a rational approach to tradition but also evaluated the existing socio-religious practices from the position of social utility and to replace faith with rationality. In the Brahmo Samaj, it led to the repudiation of the infallibility of the Vedas, and in the Aligarh Movement, to the reconciliation of the teachings of Islam with the needs of the modern age.
Syed Ahmed Khan emphasized that if religion did not keep pace with and meet the demands of the time it would get fossilized as in the case of Islam in India. The socio religious reform movement was against backward element of traditional culture in terms of both religious and social evils. The focus was on regeneration of traditional institutions including medicine, education, and philosophy and so on. There were differences in methods of those reform movements but all of them were concerned with the regeneration of society through social and educational reforms. The social reform movement did not, however, attack the social system as a whole; their attack was mainly only on the perversions and distortions that had crept into it. They did not advocate a sharp rupture in the existing social structure of the country. They did not stand for structural transformation; changes were sought within the framework of the very structure.
The religious texts were translated into vernacular languages.
There was more emphasis on interpretation of scriptures and simplification of rituals, thus making worship a more personal experience. The reformers aimed at modernisation rather than outright westernization. The main means used for the propagation of ideas add for the creation of favourable public opinion were the urban communication channels such as the press, lectures, and sabhas, propaganda network. A favourable social climate was created to end India’s cultural and intellectual isolation from the world. In India, social reforms did not ordinarily mean a reorganisation of the structuring of society at large, as it did in the West, for the benefit of underprivileged social and economic classes. Instead, it meant the infusion into the existing social structure of the new ways of life and thought. The idea was – “The society would be preserved, while its members would be transformed.” The social reform movement, as a matter of fact, was not an isolated phenomenon; it was loaded with wider national political and economic considerations. In a way, the social reform movement was a prelude to nationalism.
Section 2: Answer in about 250 words each.
- Explain the causes of the Revolt of 1857. 12
Discuss the non-Brahman movements in western and southern India.
- Write a note on the Swadeshi Movement in Bengal. 12
In what ways was the Khilafat movement associated with the Non-cooperation movement?
- Explain the reasons behind the partition of India. 12
Discuss the role of the Indian state in promoting industrialisation after 1947.
- What were the Cripps Proposals? Why did the Congress reject them? 12 5
Discuss the details of the Montagu-Chelmsford reforms.
Section 3: Answer in about 100 words each. 6+6
- Write short notes on any two of the following:
- a) Azad Hind Fauj (Indian National Army)
- b) Rowlatt Act
- c) Telengana movement
- d) Non-Aligned Movement
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Important Note – You may be aware that you need to submit your assignments before you can appear for the Term End Exams. Please remember to keep a copy of your completed assignment, just in case the one you submitted is lost in transit.
Submission Date :
- 31st March 2023 (if enrolled in the July 2022 Session)
- 30th Sept, 2023 (if enrolled in the January 2023 session).
IGNOU Instructions for the EHI 01 MODERN INDIA, 1857-1964
EHI 01 MODERN INDIA, 1857-1964 Solved Assignment 2022-23 Before attempting the assignment, please read the following instructions carefully.
- Read the detailed instructions about the assignment given in the Handbook and Programme Guide.
- Write your enrolment number, name, full address and date on the top right corner of the first page of your response sheet(s).
- Write the course title, assignment number and the name of the study centre you are attached to in the centre of the first page of your response sheet(s).
- Use only foolscap size paperfor your response and tag all the pages carefully
- Write the relevant question number with each answer.
- You should write in your own handwriting.
GUIDELINES FOR IGNOU Assignments 2022-23
EHI 01 Solved Assignment 2022-23 You will find it useful to keep the following points in mind:
- Planning: Read the questions carefully. Go through the units on which they are based. Make some points regarding each question and then rearrange these in a logical order. And please write the answers in your own words. Do not reproduce passages from the units.
- Organisation: Be a little more selective and analytic before drawing up a rough outline of your answer. In an essay-type question, give adequate attention to your introduction and conclusion. The introduction must offer your brief interpretation of the question and how you propose to develop it. The conclusion must summarise your response to the question. In the course of your answer, you may like to make references to other texts or critics as this will add some depth to your analysis.
- Presentation: Once you are satisfied with your answers, you can write down the final version for submission, writing each answer neatly and underlining the points you wish to emphasize.
The top of the first page of your response sheet should look like this: Get IGNOU Assignment Front page through. And Attach on front page of your assignment. Students need to compulsory attach the front page in at the beginning of their handwritten assignment.
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