Write a 1500 words research essay

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Write a 1500 words research essay

Write a 1500 words research essay
Question: What were the political, demographic, and economic consequences of British Imperialism in the subcontinent between 1858 and 1914? Bibliography Kindleberger, C. P. “Foreign Trade and Economic Growth: Lessons from Britain and France, 1850 to 1913.” The Economic history review 14, no. 2 (1961). Louis, William Roger. Ends of British Imperialism : the Scramble for Empire, Suez and Decolonization : Collected Essays London ;: I.B. Tauris, 2006. Nadel, George H., and Perry. Curtis. Imperialism and Colonialism New York: Macmillan, 1964. Porter, Bernard. The Lion’s Share : a Short History of British Imperialism, 1850-1995 3rd ed. London ;: Longman, 1996. Voeltz, Richard A. “A History of Britain, 1885-1939: Davis, John: New York: St. Martin’s Press 300 Pp., Publication Date: July 1999.” History (Washington) 28, no. 1 (1999): 12–12.
Write a 1500 words research essay
History Europe, 1870-Present For this assignment you are required to write a 1500 word research essay on a topic of your choice using a minimum of four scholarly sources (books and articles) available through the University of Manitoba Library catalogue. This is the minimum. It is always a good idea to consult more. You will be graded upon your ability to come up with a thesis statement that answers your research question and to defend that thesis with a clear, logical and well organized argument that is supported by historical evidence from a range of sources. Style, spelling and grammar are part of your grade so it essential that you proof-read your paper and hand in a polished essay. Format of the Bibliography for your email: For single author books, the proper bibliography form is as follows: Author Last Name, Author First Name. Full Title of the Book. Place of Publication: Name of Publisher, Year of Publication. For bibliography entries please note that the second and all subsequent lines of the entry are indented. For single author journal articles, the proper bibliography form is as follows: Author Last Name, Author First Name. “Title of the Article.” Title of Journal. Volume: Number (Date of Issue): Page Numbers. For articles in an edited collection, the proper bibliography form is as follows: Author of Article Last Name, Author of Article First Name. “Title of Article,” in Editor First Name Editor Last Name, ed. Title of Book. Place of Publication: Name of Publisher, Year of Publication. Academic Honesty and Footnoting Secondary Sources: Copying the writing of others, in whole or in part, from a book, encyclopedia, article, web-site, etc., and passing it off as your own is plagiarism. Handing in essays from cheat sites on the web, in whole or in part, is plagiarism. Handing in the same essay for credit in two different courses is academic dishonesty. Failing to cite the sources you used properly is plagiarism. Plagiarism is not giving credit to the other authors who have informed you about the topic you are writing about. You must footnote all quotations, all paraphrases, all factual information that is not generally known, and any ideas and interpretations that are not your own. Footnoting sources is essential. Different Professors, and different disciplines, use different styles for footnoting. Some use MLA, APA, CBE, or other systems. None are necessarily more correct than the others. The one that students use in a given class is always at the discretion of the professor. Most historians, and the most prominent historical journals, use Chicago Style. This is the style that you will use for this course. Below are some examples of how to use this style correctly. Footnoting format is slightly different from the bibliography format. In footnoting format you do not indent the second and subsequent lines. In footnotes you lead with the author first name then last name rather than the other way around as in bibliographies. In the text if you had a quote that you wanted to footnote, you would insert a number at the end of the quote. Example: At the battle of Agincourt the French lost over 5,000 men, 90 Barons, 5 counts, and 3 Dukes.1 At the bottom of the page (if you are using footnotes) or at the end of the paper (if you are using endnotes) your citation would look like this: If this were the first time in your paper that you cite the book: 1. Damian Lillard, The Battle of Agincourt in 1415 (Portland: Church of Elvis Press, 2001), 77. Note: Either underlining the title or italicizing the title are acceptable, but not both. The second time that you cite a book, it would look like this: 4. Lillard, 73. If you used two books by the same author, then for subsequent citations you would need to include an abbreviated title of the book, so that readers could distinguish between the two: 5. Lillard, Agincourt, 88. 6. Lillard, Henry V, 62. To cite a journal article for the first time the format would be: 7. Brandon Roy, “The French Military Strategy at the Battle of Agincourt,” Journal of Military History 42 (1998): 77. Note the 42 after the journal title is the volume number of the journal, in the parentheses is the date of publication, and after the colon is the page number that I used. A second citation would look like this: 8. Roy, 81. If you come across sources that are difficult to cite (edited collections, collections of primary sources, etc.) please consult Lester, Lester and Mochnaz. The Essential Guide to Writing Research Papers. Toronto: Pearson Education Canada, 2002. Chapter 12. There are also many online guides for using Chicago Style. Writing Advice: Format —Your paper should have a title page that includes the title of your paper, the course title and course number, the date, the professor’s name, and your name and student number. —Academic papers should always be double spaced. —The first line of every paragraph should be indented 5 spaces. —There is no need for additional spaces between paragraphs —Avoid large and/or distracting fonts or excessive margins. —Your paper should have page numbers, but not on the first page. —If your paper uses direct quotes from another source that are longer than 4 lines in your text, they should be indented five spaces from each margin on each side and single spaced. These block quotations do not need to be enclosed in quotation marks, but must be footnoted. Such long quotations should be used sparingly in your writing. —All rules relating to academic honesty and footnoting should be scrupulously followed. Spelling and Grammar —Be sure to look for spelling errors that your spell-checker will not catch, particularly words that sound the same in spoken English, but have different spellings in written English (examples: lead/led, there/their, etc.). —Look for words that are misused. —Make sure possessive nouns are handled properly (belonging to one worker= worker’s; belonging to many workers= workers’). —In your sentences, make sure that verbs agree with their subjects, especially in longer, more complex sentence structures. Plural verbs need to have plural subjects, and singular subjects need singular verbs (pay particular attention to the use of was/were in long sentences—students often lose track of subjects and verbs in complex sentence structures). —Make sure that all sentences are immediately clear and unambiguous in their meaning. —Avoid run-on sentences. —If you use parallel sentence structure, make sure you use it correctly. Example: Which of the following two sentences is grammatically correct? “Richelieu wanted three things for France: authority for the king, an end to religious strife, and he also wanted secure “natural” frontiers.” Or “Richelieu wanted three things for France: authority for the king, an end to religious strife, and secure natural frontiers.” Style —You should use quotations from the text to prove your argument, but you should also try and keep them short and integrate them with your own prose. —As much as possible, formal academic writing should be done in the third person (with the possible exception is in the essay map statement or the thesis statement). —You should avoid phrases like “I think,” “I believe” or “I find.” They are redundant and tentative. It is your paper, so of course it is what you think. —When speaking about the past, be sure to use the past tense. —Keep your tenses consistent. —Avoid the passive voice unless there is a clear reason for using it (active voice: Sparta defeated Athens; Passive voice: Athens was defeated by Sparta.). Historians dislike the passive voice because it often obscures responsibility for actions, and at times can be cumbersome to read. —Avoid contractions in formal academic writing (“do not” rather than “don’t”). —Avoid colloquial phrases or slang (“Shifting gears….”). —Avoid clichés (“avoid…like the plague”). —When first introducing an essay, book or author to the reader, use the full title or full name. In subsequent usages you can use an abbreviated title or the last name of the author. —Try to keep pronouns gender neutral unless referring to someone specific (not all workers are “he”). —Pronouns should have clear antecedents so as not to confuse the reader. —The tone of your paper should be formal, consistent, and even-handed. Organization The Introduction —Your introductory paragraph should tell the reader the topic of your paper, and give some suggestion as to why that topic is important enough for the reader to spend time with your paper. —Your introductory paragraph should contain a thesis statement that clearly and precisely announces to the reader what you intend to argue in the paper. This thesis statement should be clear and focused–at most one or two sentences long. A vague or unclear thesis statement will mean a weak or unclear paper. “This paper will look at the popular beliefs of English women after 1500” is not a thesis statement. —Your introductory paragraph should contain an “essay map sentence” that tells the reader what the main divisions in your paper will be. It will show the reader the order in which you will present your evidence. Your arguments and evidence should appear in the same order in the paper as they do in the introductory paragraph. —Your essay should stick to the topic and thesis statement presented in your introduction. Paragraphs and the Body of the Paper —Every paragraph in your paper should be a group of sentences that are tightly bound together by a controlling idea. This controlling idea should be in the topic sentence of the paragraph. It is important for the organization and clarity of your paper to have strong topic sentences. —Every sentence in each of your paragraphs should be connected together to guide the reader through the topic contained in the paragraph in a clear and logical way. Stray sentences addressing ideas not related to the topic of the paragraph should not appear in the paragraph—your paragraphs should operate as a coherent whole —Because every paragraph should focus on the controlling idea in the topic sentence of the paragraph, you should not have paragraphs that go on for several pages, nor should you have paragraphs that are only one or two sentences long. —The last sentence of every paragraph should be a transition sentence that provides the reader a bridge between the topic of the first paragraph to the topic of the second paragraph. —Every paragraph should have a clear connection to your thesis statement and essay map. Every paragraph should either support your thesis or address a counter- argument to your thesis. If it does not do one of these things, you need to ask yourself whether it belongs in your paper. Concluding Paragraph —Your paper should have a concluding paragraph that directly connects to your introductory paragraph. You should use your concluding paragraph to show the reader that you have fulfilled all of the promises contained in your introductory paragraph. The reader should be able to have a pretty good sense of the paper and what you are arguing simply by reading the introductory and concluding paragraphs. The reader should definitely understand your point of view from reading the first and last paragraph. —Oftentimes concluding paragraphs will also contain a broader statement pointing out the larger implications of the argument that you have made. 1
Write a 1500 words research essay
8 The roots of British Imperialism in the subcontinent started in the 1600s. This was when East India Company came to the subcontinent and started trading through different port cities in the subcontinent like Madras, Bombay, and Calcutta.1 At that time, the key intention of the company was to trade spices only. However, the East India Company saw an opportunity during the initial years of the Mughal Empire downfall in the 1700s. The East India Company started chalking their plans to invade the subcontinent, taking advantage of the same situation . The process continued for a long time until the East India Company came into supreme power in 1858.2 The British government exercised authoritative control over the East India Company for controlling the subcontinent. From that time, British Imperialism remained active in the subcontinent till 1914, when World War 1 started. The British Imperialism in the subcontinent between 1858 and 1914 put adverse political and economic impacts by suppressing the local government, free trade, and damaging local handicraft industry; however, it also made decent demographic impacts through women’s right, equality, and education . Talking politically, the British entered the subcontinent politics gradually by building support from the local powers assisting the British influence compared to their neighbors . It supported the British in creating an internal war situation within the country by using political manipulation to bring the Indians themselves before the declining Mughal Empire to achieve the targeted objectives and make the process easier for them.3 It benefitted the British in emerging as a supreme power in the subcontinent sooner. At the same time, Lord Dalhousie, who acted as a Company Governor-General from 1848 to 1858, also established a Principle in the subcontinent, i.e., the Doctrine of Lapse.4 As per this doctrine, the British government gained the opportunity to automatically annex any leader who was competent or died without an heir at the princely states or territories falling directly under the influence of the British East India Company.5 In other terms, this doctrine offered a great opportunity to the East India Company to remove any ruler who disobeyed them. It was the first practical step by the British government towards establishing an authoritarian state at the subcontinent. The gain of political power by the British government in the subcontinent offered them a key power for exploiting the rights of local individuals living in the region for personal gains. For instance, the British government used their political power in the subcontinent for implementing a one-way free trade program allowing Britain to generate maximum profits by importing their desired stuff.6 They created a strong resistance for the local individuals to receive good returns for their products and services, compelling them to become servants to the British government to ensure their survival .7 In the same fashion, the Britain government continued to exploit their economic and political power to keep the Indians away from each other so that they did not have to face any rebels.8 It implies that the Britain government built their political power gradually in the subcontinent, where they continued to exploit the same power for the rest of their time for maintaining their imperialism at the subcontinent. The economic policies implemented by the British in the subcontinent led to the massive transformation in the subcontinent economy, making it a colonial one as the British determined this nature and structure based on their own needs . The British conquerors disrupted the traditional structure within the subcontinent economy. They never become a key part of subcontinent life. Instead, they remained foreigners, always attempting to exploit the subcontinent resources and looting their wealth as a tribute. For instance , British Imperialism in the subcontinent leads to a great decline in the urban handicraft industry. This industry existed for centuries in the subcontinent and was considered one of the most valuable markets in the world.9 The collapse majorly occurred due to Britain’s high level of competition in the market through the import of cheaper machines in the market for lowering the cost as compared to the handmade crafts . 10 Britain imposed a one-way free trade policy in the subcontinent, by which many British manufacturers moved to the subcontinent for producing cotton textiles. The cotton goods being manufactured in the subcontinent, using primitive techniques, could never compete with the British machines producing similar stuff using large-scale steam-operated machines.11 This destruction was followed by the British manufacturers’ set-up and usage of railway networks, allowing them to reach the uproot of traditional industries in the remote villages of the sub-continent, particularly damaging the rural artisan industry to the maximum extent. 12 It implies that the spinning and cotton-weaving industries were the worse hit from the British side in the sub-continent. Apart from using imported machines for manufacturing low-cost stuff to damage the subcontinent industries, British imperialism also sparked multiple other actions affecting the subcontinent from the economic aspect. For instance, the East India Company oppressed multiple artisans and their servants to work for them at a low price compared to the market wage or sell their products to the company at low pricing compared to the market value. 13 These actions caused multiple artisans in the subcontinent to leave their traditional profession as they started finding it hard to meet both ends with their earning. The high import duties imposed by the British government related to the subcontinent products also restrained them from selling their products internationally.14 It means that British imperialism stopped all the economic pathways for the subcontinent population and made them heavily reliant on the products and services being offered from their side. With the increased overcrowding in agriculture, the demand for excessive land revenue increased accordingly, and landlordism grew and increased indebtedness. Such overcrowding of agriculture in the subcontinent led to dividing large lands into smallholdings. 15 However, peasants’ situation continued to worsen, leaving them with no resources for improving their agricultural efficiency, using better cattle, fertilizer, or seeds. The British government did not offer any incentive or support to the peasants to maintain their agricultural survival.16 It was also the time when the agricultural process all across the world was being modernized; however, the British government paid limited attention to the same areas resulting in no use of technology within the agricultural sector in the subcontinent, making its situation even worse in the market. 17 It implies that British imperialism also affected the agriculture sector in India, adversely putting a direct negative impact on the economic stability of the subcontinent. From a demographic’s aspect, Indian women were discriminated against in all stages of their life . They were considered an inferior entity, and multiple immoral practices continued with them, like child marriage, sati , and polygamy. The British Imperialism brought different ideas resulting in improving the Indian women’s condition in the subcontinent.18 They took multiple legislative measures to boost the status of Indian women in the subcontinent. For instance, the British government banned Sati and passed a law related to widow remarriage in 1856. Similarly, they also passed the Age of Consent Act, consequently offering more power to the women in the subcontinent, taking them out of the cruelty they experienced in society.19 It implies that the proper steps from the British government supported improving the condition of women in the subcontinent. The British government was also much interested in the education of Indians. Although they intended to gain educated or competent labor at low wages through the same belief; however, it carried some positive aspects for the subcontinent. For example, the British government opened different universities in different areas, including Calcutta, Bombay, and Madras, in 1857 to offer quality education to the people of the subcontinent.20 Similarly, they also initiated English schools and colleges offering an opportunity to the people of the subcontinent to improve their literacy and competency level to become a modern liberal and democratic country.21 Along with education, the British government also promoted the idea of freedom, equality, liberty, human rights in the subcontinent.22 It leads to massive social and religious reforms in the subcontinent, offering an opportunity to their people to adopt modern manners of living their lives positively. It is evident through the expansion of Christian missionary activities in the subcontinent because of the western civilization’s advent in the county leading to the rapid growth of reform movements .23 Overall, British imperialism in the subcontinent was a mixture of good and bad impacts. British imperialism certainly negatively impacted the subcontinent from political and economic aspects. For instance, they damaged the local crafts industry in the country and created pressure for the local people to work for them at low wages. However, they put some positive impacts on the subcontinent as well by bringing necessary changes within their culture and society related to women’s rights, education, and equality . 1 Vijay K Seth. “Traditional Flexible Manufacturing and the East India Company.” In The Story of Indian Manufacturing. Palgrave Macmillan, Singapore, 2018, 130. 2 Lakshmi Iyer. The long-term impact of colonial rule: evidence from India. Division of Research, Harvard Business School, 2004, 5. 3 Lakshmi, 4. 4 Lakshmi, 9. 5 Lakshmi, 10. 6 John Gallagher, and Ronald Robinson. “The imperialism of free trade.” The Economic History Review 6, no. 1 (1953): 4. 7 Zoë Laidlaw. ““Justice to India–Prosperity to England–Freedom to the Slave!” Humanitarian and Moral Reform Campaigns on India, Aborigines and American Slavery1.” Journal of the Royal Asiatic Society 22, no. 2 (2012):306. 8 Lakshmi, 6. 9 Mayer, Tara. “From craft to couture: Contemporary Indian fashion in historical perspective.” South Asian Popular Culture 16, no. 2-3 (2018): 186. 10 Peter Harnetty. “The Imperialism of Free Trade: Lancashire and the Indian Cotton Duties, 1859-1862.” The Economic History Review 18, no. 2 (1965): 334. 11 Peter, 338. 12 Peter, 339. 13 C. P. Kindleberger. “Foreign Trade and Economic Growth: Lessons from Britain and France, 1850 to 1913.” The Economic history review 14, no. 2 (1961): 290. 14 Harnetty, 333. 15 Madhav Gadgil and Romila Thapar. “Human ecology in India some historical perspectives.” Interdisciplinary Science Reviews 15, no. 3 (1990): 216. 16 Harnetty, 336. 17 Madhav, and Thapar, 213. 18 Joanna Liddle and Rama Joshi. “Gender and imperialism in British India.” South Asia Research 5, no. 2 (1985): 151. 19 Sumita Mukherjee. “Using the legislative assembly for social reform: The sarda act of 1929.” South Asia Research 26, no. 3 (2006): 221. 20 Muhammad Asim and Syed Raheem Abbas Shah. “Educational System in British India and its Socio-Political Impacts on Pakistani Society.” International Journal of Innovation and Applied Studies 7, no. 1 (2014): 92. 21 Muhammad, and Shah, 92 22 Claude Markovits. “Cosmopolitanism and Imperialism in Nineteenth-Century British India.” Humanity: An International Journal of Human Rights, Humanitarianism, and Development 12, no. 1 (2021): 53. 23 Claude, 52.

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