Pediatric Care Against Bullying

Pediatric Care Against Bullying Objectives List at least three client centered learner objectives. The objectives must be client centered, measurable, and time specific. Clients will verbalize understanding what â€Å"bullying† is by the end of the teaching session. Clients will verbalize understanding of the types of bullying by the end of the teaching session. Clients will verbalize understanding of what to do if they encounter bullying by the end of the teaching session. Growth and Development Expected List the age group being taught. I presented my teaching project to a fourth grade class of 9 and 10 year olds. Describe the physical development of this age group. Include information regarding height, weight, muscle structure, fat distribution, bone development, dental development, etc. In this age group, height increases about two inches each year. Weight increases about four to six pounds each year. Along with the increased height and weight, muscle mass also increases. However, the muscles are not functionally mature and are more prone to muscle injury. As height increases, body fat percentage decreases and is replaced by muscle. The skeletal bones continue to harden (ossify) throughout this developmental period. Girls begin to develop faster than boys do and begin to grow taller than boys. This is also the stage of development in which the deciduous teeth are replaced by the permanent teeth. Describe the cognitive development of this age group. Include information regarding the ability to think through operations/problem –solve, ability to learn concepts, reading comprehension, level of understanding, Piaget’s stage, ideas about morality, spirituality, etc. According to Piaget, school-aged children are in the concrete operational stage, which means they make judgements based on their reasoning. The school-age child’s egocentric thinking is also replaced by the social awareness of others. School-aged children can think logically about objects and events. They are able to voice their opinions and think critically. Additionally, this age group is also capable of concrete problem-solving. They achieve conservation of weight by age 9. They also achieve the ability to classify, sort objects and are able to put things in chronological order. For example, school-aged children can classify objects of several features and can place them in order in a series, including dimensions such as shape or size. Reversibility is now possible. School-aged children can reverse simple arithmetic problems. This age group also now has a longer attention span. They have the ability to read more complex sentences that use complex words As egocentric thinking is replaced by logic thinking, school-aged children become more aware of moral standards and conciseness. They now do not solely think about just the consequences, but they can now judge an act by the intention that stimulated it. They clearly understand the difference between right and wrong. As far as spirituality, children are very eager to learn about God. They also are very curious about heaven and hell. They view God as a human and their description of Him is loving, kind, and helpful. They also tend to think that misbehavior will cause them to go hell and good behavior will gain them entrance to heaven. At this age, children also petition their prayers to God. Describe the psychosocial development of this age group. Include information regarding explanation of Erikson’s developmental stage, interaction with peers, interaction with family members, involvement in sports/clubs, hobbies, self-concept, etc. In the school-aged, school plays a major role in the resolution of the developmental crisis of industry versus inferiority. Children learn that they can win recognition of teacher, parents, and peers by doing well in school or mastering a task. The attitudes and opinions of others also become very important. When children master a skill that they have attempted, it helps them to form a positive self-concept of themselves. They develop a sense of who they really are. However, when a goal is not mastered, feelings of inferiority and self-doubt arise because children feel like they failed. These children are most interested in friends and social activities. They enjoy group adventures and cooperative play. The peer group is very important to school-aged children. It is through interaction with the peers that children learn how to put up with those who have strong personalities. Additionally, it is also through peer groups that children socialize and gain independence from their parents. The lack of peer group associations can lead to bullying and feelings of rejection. However, peer groups are not the most influential when it comes the school-aged child. The parents ultimately shape the child’s personality, values, and standards for behavior. Children in this age group also acquire hobbies. They also like to collect things and many enjoy reading and writing. Describe the language development of this age group. Include information regarding ability to articulate thoughts, vocabulary, clarity of speech, dialect among peers, etc. School-aged children learn different words and their meanings. Their knowledge of words is enhanced by reading. Reading also allows the school-aged child to explore and imagine. They also begin to consolidate expressive language skills and learn to express themselves verbally. This age group is also beginning to follow complex instructions. They are able to follow those demands without the use of visual aids. They can read more complex and sophisticated sentences. Additionally, they can express themselves through writing and speaking with more complex and sophisticated words. Describe the fine motor development of this age group. Include information regarding writing ability, scissor skills, dressing self, tying shoes, using utensils, craft making, typing, etc. The school-aged child’s fine motor skills mature and handedness improves. With the maturation in fine motor skills, they also begin to master unlimited varieties of hand crafts. The fine motor skills of children in this age group are smoother and stronger than when they were younger. This increased body control allows them to work on strengthening other skills such as writing, drawing, using scissors, typing, and many other things. However, capabilities ranges are wide among children in this age group. Some may excel in one activity while others struggle. Describe the gross motor development of this age group. Include information regarding walking, maintaining balance, coordination, jumping, reaching, play/activities involving motor movement, etc. The gross motor development of this age group of school-aged children is smoother and stronger than when they were younger. They also have better coordination, balance, and endurance than the younger years. This increased body control allows school-aged children to improve on strengthening physical skills, such as speed and strength in sports and other physical activities, such as running and dance. Some children among this age group will have better endurance, coordination, and balance than others. Some may excel in sports, while others may just enjoy playing with friends and peers fun. POST-IMPLEMENTATION EVALUATION Objectives Evaluation Were the learner objectives met? Evaluate each objective. †¢Clients will verbalize understanding what â€Å"bullying† is by the end of the teaching session. Goal met. Clients verbalized an understanding of what â€Å"bullying† is by stating the definition of bullying by the end of my teaching session. †¢Clients will verbalize understanding of the types of bullying by the end of the teaching session. Goal met. Clients verbalized an understanding of the different types of bullying by stating the different types of bullying by the end of the teaching session. †¢Clients will verbalize understanding on what to do if they encounter bullying by the end of the teaching session. Goal met. Clients verbalized an understanding of what to do if they encountered bulling by stating what they would actually do by the end of my teaching session. Assessments List two identified strengths of the teaching project. One of the strengths of my teaching project is that it was simple, yet age appropriate for the age group that I presented to. Another strength of my teaching project is as I presented the project, I asked questions throughout the presentation. I did this so that I could evaluate the cognitive development and language development of this age group List two identified weaknesses of the teaching project. One of the weakness of my teaching project is that when I presented, I felt that I was talking too fast. Another weakness is that I was very apprehensive when presenting my teaching project. However, that soon passed as I presented the teaching project. Growth and Development Observed Describe the physical development of this age group in comparison of what was listed as expected. Physically, children in this age group were of all different shapes and sizes. Some were more naturally stockier and some were skinnier than others. Some of the children had more body fat than others, while some had more muscle mass. Many of the girls were taller than the boys. While some of the boys were still taller than the girls. Some of the children were short and stocky. Some were tall and stocky. Some of the children were tall and skinny, while others were short and skinny. I also noticed that when some of the children smiled, that they had acquired their permanent teeth. Describe the cognitive development of this age group in comparison of what was listed as expected. Cognitively, the school-aged children were able to think critically about my teaching topic. They also were able to correctly answer the questions that I asked them and shared their own opinions about my teaching project topic. In addition, they also were able to judge acts or actions by the intentions that stimulated those acts or actions. While presenting my teaching project, the students were actually able to tell me reason why people bully other people. They were also able to tell me who can be bullies and who can be bullied. They had logical responses to my questions and actually critically thought about the questions I asked them before answering. Describe the psychosocial development of this age group in comparison of what was listed as expected. The children seemed to be independent and obedient. They also socialized with their peers. Boys tended to spend time with boys and girls with girls. However, the children did interact with peers of the opposite sex. Describe the language development of this age group in comparison of what was listed as expected. This age groups language development was very sophisticated. They expressed their opinions about things using a vocabulary that was complex, but age appropriate. They answered questions using sophisticated words and were able to verbalize their feeling and opinions clearly. Describe the fine motor development of this age group in comparison of what was listed as expected. This age groups fine motor skills varied widely. Some of the children’s handwriting was neat and readable, while some of their handwriting was difficult to decipher. The children also had pictures of activities that required cutting and scissors posted on the walls of the school. Describe the gross motor development of this age group in comparison of what was listed as expected. During recess, I saw the children make use of their smoother, stronger gross motor skills. There were children running and playing outside during recess as I left the school. I also saw students that were playing soccer and jump roping. References Provide an annotated bibliography for the references used. A minimum of three sources must be utilized. Annotated Bibliography Franks, J. K. (2013). The relationship between strengths in youth and bullying experiences at school. Educational Child Psychology, 30(4), 44-58. This article discussed how bullying impacts one’s self-esteem and self-perception of themselves. In addition, this article also discussed the emotional, social, and academic effects of bullying. The information about the consequences for both bullies and those who are bullied was also provided in detail. This article was a helpful resource because it not only provided detailed information about the consequences of bullying and the psychosocial effects of it, but it included evidence-based research information about bullying. Hockenberry, M.J., Wilson, D. (2013). Wong’s essentials of pediatric nursing (9th ed.), Health Promotion of the School-Age Child and Family (pp.457-475). St. Louis, MO: Elsevier. In this textbook, it provides information about the characteristics of bullies and those who bully. The long term effects of bullying are also discussed in this text. Information about why people bully was also provided in this textbook. This textbook was a very helpful resource because it provided detailed information about the characteristics of bullies and those who are bullied. In addition, it also provided detailed information about the long term effects and consequences of bullying. Park, C. (2014). Children And The Duty To Report: The Double Standard Of Child Abuse And Anti-Bullying Laws. Indiana Law Review, 47(3), 843-869. This article discusses why it is important to recognize bullying and put a stop to it. It also gives the definition of bullying and describes the different types of bullying. This article was also a very helpful because it stressed the importance of standing up to bullies and putting and end bullying. In addition, it provided a very detailed definition of bullying and the different types of bullying.

History of Pakistan

My History Notes Harris Masood Don’t Dare Touch! O Levelz  o2 lecture 1- ideology of pakistan. lecture 2- ideology of pakistan in the light of statements of quaid-i-azam and allama iqbal lecture 3- the aligarh movement lecture 4- sir syed ahmad khan and his contributions . lecture 5- major political developments 1857-1918 lecture 6- the khilafat movement lecture 7- muslim politics in british india: 1924-1935 lecture 8- allama iqbal’s presidential address december 1930 lecture 9- muslim politics and chaudhry rahmat ali lecture 10- the congress ministries– policies towards muslims lecture 11- the lahore resolution, 1940. lecture 12- major political developments in 1945-46 lecture 13- towards independence, 1947 lecture 14- constitutional development in british india lecture 15- the problems of the new state lecture 16- the objectives resolution (1949) lecture 17- constitutional issues lecture 18- constitution making(1947-56) Lecture 1 – Ideology of Pakistan Ideology of Pakistan Ideology is a set of beliefs, values and ideals of a group and a nation. It is deeply ingrained in the social consciousness of the people.It is a set of principles, a framework of action and guidance system that gives order and meaning to life and human action. Ideology emphasizes on some particular principles, ideals and blueprint for the future. It is a review of the existing political, social and economic arrangements that create consciousness based on its principles. It legitimizes or delegitimizes certain ac tions and philosophies. Ideology gives nation a direction and worldview and its implementation is the responsibility of the concerned people. Ideology of Pakistan The ideology of Pakistan took shape through an evolutionary process.Historical experience provided the base; Allama Iqbal gave it a philosophical explanation; Quaid-i-Azam translated it into a political reality; and the Constituent Assembly of Pakistan, by passing Objectives Resolution in March 1949, gave it legal sanction. It was due to the realization of the Muslims of South Asia that they are different from the Hindus that they demanded separate electorates. However when they realized that their future in a ‘Democratic India’ dominated by Hindu majority was not safe, they changed their demand to a separate state.The ideology of Pakistan stemmed from the instinct of the Muslim community of South Asia to maintain their individuality in the Hindu society. The Muslims believed that Islam and Hinduism are not on ly two religions, but are two social orders that produced two distinct cultures. There is no compatibility between the two. A deep study of the history of this land proves that the differences between Hindus and Muslims are not confined to the struggle for political supremacy but are also manifested in the clash of two social orders.Despite living together for more than one thousand years, they continue to develop different cultures and traditions. Their eating habits, music, architecture and script, all are poles apart. The basis of the Muslim nationhood was neither territorial nor racial or linguistic or ethnic rather they were a nation because they belonged to the same faith, Islam. They demanded that the areas where they were in majority should be constituted into a sovereign state, wherein they could order their lives in accordance with the teachings of Holy Quran and Sunnah of Holy Prophet (PBUH). Evolution of ‘Two Nation Theory’Concept of Muslims as a Nation deve loped before the establishment of Pakistan. Pakistan was the product of this concept of nationhood rather than Pakistan creating a concept of nationhood. Retrospectively the Muslim nationalism emerged with the advent of Islam that introduced new principles pertinent to every sphere of life. It pledged the redemption of the humankind establishing a benign society based on Qur’anic teachings. The beginning of the Muslim nationalism in the Sub-Continent may be attributed to the first Indian who accepted Islam. The Arab traders had introduced the new religion, Islam, in the Indian coastal areas.Muhammad bin Qasim was the first Muslim invader who conquered some part of India and after that, Mahmud of Ghazna launched 17 attacks and opened the gate to preach Islam. The Muslim sufi (saints) like Ali Hejveri, Miran Hussain Zanjani etc. entered Sub-Continent. They, rejecting the vices in the Indian society, presented the pure practical picture of the teachings of Islam and got huge con versions. Qutub-ud-Din Aibuk permanently established Muslim dynasty in India that followed Sultanate and Mughal dynasties. Thus a strong Muslim community had emerged in India who had its own way of life, traditions, eroes, history and culture. Islam could not be absorbed in Hinduism. Deen-e-Ilahi, Bakhti movements, etc. created reaction amongst the Muslim ulama to preserve the pure Islamic character and save it from external onslaught. Role of Sheikh Ahmad Sirhindi and others is noteworthy. Equality and social justice inspired conversions to Islam. The British won over the Muslim rulers due to the industrial and scientific developments and modern war strategy. The War of Independence (1857) was a shattering setback to the Indian Muslims who were held responsible for the rebellion by the British.The Muslims were put into the backwardness with the help of Hindus. This was one of the outstanding motivations that paved the way to declare the separate identity of nationalism, the Muslim nationalism. The Muslim scholars sought to reform the teaching of Islamic law and to promote its application in a Muslim society. The prominent name among them is Sir Syed Ahmad Khan (1817-98) who awakened and guided his community well in time. His educational drive, the Ali-Garh movement, proved to be the best means of social mobility for the Muslim gentry under colonial rule.In 1885 the Indian National Congress was founded to indicate the beginning of the Indian nationalist movement under the British. The Congress worked and helped the British rule. Sir Syed advised the Muslims not to join it because, he thought, the Muslims were not in position to involve into the anti-government activities. It has been argued that Sir Syed's fear of Hindu domination sowed the seeds for the â€Å"Two Nations Theory† later espoused by the All-India Muslim League, founded in 1906 and led to its demand for a separate state for the Muslims of India.Sir Syed argued that modern education and non -political activities might be the key to Muslim advancement. The Ali-Garh movement produced educated leadership who could protect the Muslims’ rights on the Western political lines. All India Muslim League had been founded in Dhaka to promote loyalty to the British and to protect and advance the political rights and interests of the Muslims of India. Thus the concept of ‘separate electorates’ was put forward to dawn a new day for the Indian Muslims. The Two-Nation Theory served as the basis of demand for Pakistan by the Muslims in British India.There are two major nations in British India. The Muslims are not a community but a nation with a distinctive history, heritage, culture, civilization, and future aspirations. The Muslims wanted to preserve and protect their distinct identity and advance their interests in India. They wanted to order their lives in accordance with their ideals and philosophy of life without being overwhelmed by an unsympathetic majority. Initially, they demanded safeguards, constitutional guarantees and a federal system of government with powers to the provinces for protection and advancement of their heritage, identity and interests.Later, they demanded a separate state when neither the British nor the Hindu majority community was willing to offer those guarantees and safeguards. Hindi-Urdu Controversy Hindu revivalist movements turned more against the Muslims. Hindu nationalism was rival to the Muslim nationalism. The Indian nationalism forced Muslims to organize themselves politically to defend their interests effectively. After 1857, Hindi-Urdu Controversy was the major assault by the Hindus on Muslim heritage and legacy of the great Muslim Empire.Hindus were biased against Urdu as it was the Muslims’ language. They demanded Hindi as the official language replacing Urdu. There were demonstrations against Urdu by the Hindus in Banaras in 1867. It was the start of the Hindi-Urdu controversy. On the very iss ue, Sir Syed foretold about the unstable future of Hindu-Muslim unity. Hindus struggled vigorously to replace Urdu by Hindi in the offices. This enhanced the importance of the sense of Muslim separatism. The Muslim nationalism is manifested with the sublime principles to implement like: 1.Rule of Law, socio-economic justice, equity and fair play. 2. Equality of opportunity to all citizens irrespective of caste, sect, religion or region. 3. Religious and Cultural tolerance. 4. Respect for human dignity and rights. 5. Protection of the rights and interests of non-Muslims and freedom to practice their beliefs and religions. These principles are enshrined in the constitutions. We ought to work towards realization of these goals in reality and create institutions and processes that reflect these principles and values.Lecture 2- Ideology of Pakistan in the Light of Statements of QUAID-I-AZAM and ALLAMA Ideology of Pakistan in the Light of Statements of QUAID-I-AZAM and ALLAMA IQBAL The De velopment of Muslim Identity and Two-Nation Theory and Quaid-i-Azam and Allama Iqbal The sense of nationhood developed among the Muslims before the establishment of Pakistan. Their goal was mostly to protect and promote their identity and interests and shape their lives in accord with their ideals and philosophy of life without being overwhelmed by an unsympathetic majority.They adopted the strategy to get constitutional safeguards from the British against the cruel majority of Hindus but because of the antagonistic treatment from the rivals they set the goal of a separate state. Islam had central place to their further developments. The role of leadership is very important to put nation on the way. A good leadership infuses the qualities of awareness, consciousness, mobilization, sense of direction, and defense against the adversaries. The Muslims were lucky having such competent leadership. Muhammad Ali JINNAH M. A.Jinnah was a history-making leader who changed the course of histo ry. He possessed a visionary leadership, commitment to the cause and political mobilization capacity. He was a Charismatic Leader in the real sense of the meaning. ROLE OF JINNAH Jinnah played a decisive role in articulating the Muslim demands and pursuing these faced strong opposition from the Hindus and the British. He started his political career in 1906 by joining the Indian National Congress. He was elected to the Legislative Council in 1909 and in 1913 he also joined the All India Muslim League (AIML).Now he was member of both the political parties. Having disagreement with Gandhi on the issue of Swaraj (self-rule), complete freedom from the British and on using extra-constitutional means, Jinnah resigned from the Congress in 1920. His early efforts to promote Hindu-Muslim unity were materialized when THE LUCKNOW PACT (1916) was signed. The Hindus accepted the Muslim demands: †¢ Separate Electorate †¢ One-third Seats in Central Legislature †¢ protection of minor ity rights In the Nehru Report, the accepted Muslim rights were ignored. Jinnah retaliated forcefully by presenting 14 Points in 1929.He defined Muslim identity and mobilized them with reference to Islam and convinced others that Muslims are different from the Hindus and the Congress. Islamic principles, concepts and symbols surfaced in his speeches and statements. Jinnah used the term NATION for the Muslims of India in Feb 1935 (Legislative Assembly). He argued that the combination of religion, culture, race, arts, music and so forth make a minority a SEPARATE ENTITY. In March 1936 Bombay, he stated that the Muslims could arrive at a settlement with Hindus as TWO Nations. In 1937, he asserted that there is also a third party in India, the Muslims.In 1939, he roared that the Muslims and Hindus are two nations and they are going to live as a nation and playing part as a nation: We are a nation with our own distinctive culture and civilization, language and literature, names and nomen clature, sense of values and proportion, legal laws and moral code, custom and calendar, history and tradition, aptitudes and ambitions; in short, we have our own distinctive outlook on life and of life. By all cannons of international law, we are a nation. Speeches and statements: 1940-47 Jinnah believed in the force of Islam as he said that Islam is a dynamic force that can unite the Muslims.It can help to overcome the present crisis. It’s a source of inspiration and guidance providing ethical foundation, a framework, social order and civilization. Guidance & inspiration for constitution-making and Governance He also talked of the modern notions of state, constitution, civil and political rights and democracy. He assured that constitution of Pakistan would be framed by the elected assembly. Modern democratic and Islamic State He gave assurance of equality of all citizens and rights and freedom to religious minorities in the new state. ALLAMA IQBAL: POET AND PHILOSOPHERVISIO N OF A SEPARATE MUSLIM STATE Men like Allama Iqbal are born but in centuries. He was conscious of significance of Islam in lives of the Muslims. His first public appearance was in 1899 at the annual session of Anjuman Himayat-i-Islam in Lahore when he presented the poem, Nala-i-Yatim. At initial stages Dr Iqbal was a nationalist by ideas and his poetry contained verses like Tarana-i- Hind. His poetry was a critique of the existing societal conditions. Being educated from Europe, he knew all weak aspects of the Western culture. He criticized capitalism, materialism and lack of spiritualism.IQBAL- Focus on the conditions of the Indian Muslims Islam can salvage the Muslims Islam has always saved Muslim Islam is a living and dynamic ideology that can meet modern challenges Islam to help them to overcome their internal discord and enable them to meet external challenges With spiritualism based derived from Islam Ijtehad and Reinterpretation (READ: Reconstruction of Religious Thought in I slam) Address to the Muslim League Session, Allahabad, December 1930 I would like to see the Punjab, NWFP, Sind, Balochistan amalgamated into a single state as a self government within the British empire or without.This is the final destiny of the Muslims of N. W. India. (Dr Iqbal’s verses may be quoted) web site may also be visited: Lecture 3 – The Aligarh Movement The Aligarh Movement The War of Independence 1857 ended in a disaster for the Muslims. The British believed that the Muslims were responsible for the war of 1857 and therefore, they were subjected to ruthless punishment and merciless revenge. The British had always looked upon the Muslims as their enemies because they had ousted them from power.With the war of 1857 this feeling was intensified and every attempt was made to ruin and suppress the Muslims forever. Thus the Mughal rule came to an end and the sub- continent went directly under the British crown. Sir Syed Ahmad Khan made modern education the way to progress After the Muslim rule, the new rulers, the British, implemented a new educational policy with drastic changes. The policy restricted Arabic, Persian and religious education in schools and made English as the only medium of instruction as well as the official language in 1835.A wrong attitude of everything modern and Western, and disinclination to make use of the opportunities opening under the new regime was created among the Muslims. This tendency, had it continued long, would have proved disastrous for the Muslim community. Such were the days of despair and despondency when Sir Syed appeared on the horizon of Muslim India to rescue them. Sir Syed had the conviction that regeneration of the Indian Muslims had not at all visualized that mankind had entered a very important phase of its existence, i. e. n era of science and learning which was the source of progress and prosperity for the British. Therefore, modern education became the pivot of his movement for the regener ation of the Indian Muslims, which brought a complete orientation in their lives. He tried to transform Muslim minds from medieval outlook to a modern one. Hali and Shibli were also associated with the Aligarh Movement. Sir Syed’s first and foremost objective was to modernize the Muslims following the Western cultural values that could create friendly atmosphere for the two communities.He motivated his community to learn the Western philosophy and English literature to get along with the ruling people. Therefore, in order to fulfill this desire he started the Aligarh movement. He had two immediate objectives in view: 1) To remove the state of tension between the Muslims and the British government, and 2) To induce them to get jobs and other facilities under the new government. To him, this was the only way for the Muslims to prosper. The ideas of Sir Syed may be summed up as following: 1. To create an atmosphere of mutual understanding between the British government and the M uslims 2.To motivate the Muslims to learn Western education 3. To persuade Muslims to abstain from agitational politics Fortunately, Syed Ahmad Khan was able to attract a number of sincere friends who shared his views and helped him. Among them were well-known figures like Nawab Mohsin ul Mulk, Nawab Viqar ul Mulk, Hali, Shibli, Nazir Ahmad, Chiragh Ali, Mohammad Hayat, and Zakaullah. All these personalities advocated the cause set by Sir Syed Ahmad Khan. Some English professors like Bech, Morison, Raleigh and Arnold also contributed greatly in building up the Aligarh college into a first rate institution.Syed Ahmad launched his educational movement by setting up Gulshan School at Muradabad – 1859; Victoria School at Gazipur in 1863; Scientific Society for the translation of English works in the native language, Urdu, at Aligarh in 1864; Aligarh Institute Gazette imparting information on history – ancient and modern, science of agriculture, natural sciences, physical s ciences and Advanced Mathematics in 1866; Committee Striving for the Educational Progress of Muslims – 1870; Mohammedan Anglo-Oriental School (MAO) at Aligarh in 1875 at the pattern of English public schools and later raised to the level of college in 1877 and university in 1920; Mohammedan Educational Conference (1886), which met every year to take stock of the educational problems of the Muslims and to persuade them to get modern education and abstain from politics; it later became a political mouthpiece of the Indian Muslims and the forerunner of the All India Muslim league. Besides his prominent role in the educational uplift of the Muslims, Syed Ahmad Khan’s writings played important role in popularizing the ideals for which the Aligarh stood.His Risala Asbab-i-Baghawat-i-Hind in 1858; and other writings as Loyal Mohammedans of India; Tabyin-ul-Kalam and Khutbat-i-Ahmadiya rooted out the misunderstandings about Islamic teachings and helped create a cordial relatio n between the British Government and the Indian Muslims and also helped to remove the misunderstanding about Islam and Christianity. It was this platform from where Syed Ahmad Khan strongly forbade the Muslims to join the Hindu dominated political party, the Indian National Congress. He regretted the Urdu-Hindi controversy initiated by Hindus and predicted that both the nations could no longer live together. He stood for reserved Movement theory. eats for Muslims and also promoted the idea that Hindus and Muslims are two distinct nations, which led to the Two Nation Syed Ahmad Khan’s Aligarh Movement played a significant role to bring about an intellectual revolution among the Indian Muslims. Thus Aligarh Movement succeeded in achieving its major objectives and boosted up the depressed Muslim community to the real status of nation. Lecture 4 – Sir Syed Ahmad Khan and His Contributions Sir Syed Ahmad Khan and His Contributions The great emancipator of the Indian Muslims Sir Syed Ahmad Khan was born at Delhi in 1817. This is the period when the great Mughal Empire was close to a complete collapse.Sir Syed’s family had already joined the East India Company and his maternal grandfather served in Iran and Burma under the British government. Sir Syed got interest in English from his maternal family. SM Ikram writes, â€Å"For this insight into the affairs of the state and first contacts with Western learning and civilization he was indebted to his maternal grandfather†¦Ã¢â‚¬  (S. M. Ikram, Modern Muslim India, p. 18). Sir Syed was very healthy by birth and his grandfather remarked: â€Å"A Jat has been born in our family. † (Ibid. , p. 19) The death of Sir Syed forced him to join the British as head clerk in 1839. The death of his brother made him serious and energetic to face the neuroses of life courageously. Another event that changed him entirely was the War of Independence in 1857.In 1841, he passed examination and became sub- judge. At the eve of the War of Independence he was performing the duties as sub-judge in Bijnore. He established educational institutions and after coming at Aligarh he rejuvenated his aspirations to work for the depressed Muslims of the Subcontinent. He devoted his entire life for this purpose to bring the Muslims close to the British. He died on March 27, 1898 and was buried in Aligarh. His Services He took responsibility of the Indian Muslims when they had been thrown in backwardness, depression andn humiliation. The British held them criminal of the War while the Hindus had won the British being anti-Muslim force.In such environment, Sir Syed guided his community to rejoin the life. To Dr Qalb-i-Abid, â€Å"Sir Syed Ahmad Khan was among a very few leaders produced by Muslim India, who like Mohammad Ali Jinnah made a tremendous contribution in guiding the destinies of the Indian Muslims. † (Dr Q. Abid, Muslim Struggle for Independence, p. 11. ) Sir Syed and Politics In th e political arena, Sir Syed carved numerous successes; he eradicated misunderstandings between the Muslims and the British infused due to the past particular incidents. Awakening among the Muslims about the political ups and downs and co-existence in the presence of other nations in India was another contribution of Sir Syed.He motivated the Muslims to absorb the modern education of the West because this was the very motive of the Western expansion in the world. He visualized the bright future of the Muslims if they engaged themselves in the Western learning. Sir Syed won the British confidence and cordial relationship by saving their lives during the War of Independence. He utilized this relationship for the betterment of the Muslims. It was a subtle situation because the government had put the War crimes on the Muslim shoulders and assaulted their every aspect of life: â€Å"These events were a trauma for the Muslims; †¦the methods used by them shocked the civilized world. T he detestation of Delhi as a centre of Muslim culture was horrendous; Bahadur Shah Zafar†¦was exiled to Rangoon; Lt.Hodson shot three Mughal princes and later 24 princes were tried and executed; a vast ocean of blood there was; Some Muslims were shot dead and their dead bodies were thrown into the river Jamna†¦Ã¢â‚¬  (Ibid. , p. 14). All Muslims were ousted from land, property and employments that made them third class citizens of India. This created revengeful sentiments among the Muslims who detested British, their culture and civilization. Sir Syed was of the view that British were a civilized, educated, wise and disciplined nation and occupied India with the new war strategy and munitions that could not be matched by the locals and particularly by the Muslims.Therefore at the juncture the Muslims should mould themselves according to the pace of time to avoid more disaster. Sir Syed published Loyal Mohammedans of India and Risala Asbab-i-Baghawat-i-Hind that helped bot h the nations to redress their grievances. In 1885 the Indian National Congress was founded but Sir Syed warned the Muslims from the sinister aspirations of the Hindus. Another factor was that he intended the Muslims to abstain from the politics that could result in friction with the ruling nation. Urdu-Hindi Controversy Urdu grew as common language of all the Indians regardless of origin or religion but in 1867 the Benarsi Hindus started campaign to replace Urdu by Hindi.To gain the objectives, they declared numerous organizations, which discouraged Sir Syed who said to Shakespeare that since now both the nations could not live together. Later the followers of Sir Syed tried their level best to save Urdu language. Mohsin ul Mulk was the outstanding person who organized the Muslims in defense of Urdu. Muslims-as a Nation Sir Syed used the word ‘nation’ for the Muslims. Some writers criticize that he declared Hindus and Muslims one nation. But as a matter of fact, he adv ocated the Hindu-Muslim unity that meant ‘the working relationship’ between the two nations as once he said: â€Å"Hindus and Muslims should try to be of one mind in matters which affected their progress. He favored separate electorate for the Muslims in 1883 saying that the majority would override the interests of the minority. (P. Hardy, pp. 136-37) United Indian Patriotic Association In 1888, he set up the Patriotic Association to meet the propaganda of the Congress. Muslims and Hindus joined the Association. It advocated the Muslims’ emotions. Mohammedan Defense Association In December 1893, Sir Syed founded the Association. Its main purpose was to protect the political, religious and social rights of the Muslims. Sir Syed was great because he contributed greatly to the Muslim struggle for identity. Otto von Bismarck served the German nation with the help of all government sources but Sir Syed did the same without all this.To Khalid Bin Sayeed, â€Å"Many t ributes have been paid to Sir Sayyed, particularly by modern educated Muslims for being daring enough to put forward such views in an age which was by no means liberal or tolerant. † (Dr Khalid Bin Sayeed, Pakistan, the Formative Phase, p. 17). Lecture 5- Major Political Developments 1857-1918 Major Political Developments 1857-1918 The year 1857 brought decline to the Muslim rule in India. Muslims and Hindus participated in the War of Independence but the British held only Muslims responsible for the rebellion. The Muslims were persecuted ruthlessly and left at the mercy of time. The post war era was disastrous for the Muslims but some personalities emerged on the national scene and played excellent role to guide their people in this critical situation.The Central Mohammedan Association of Justice Amir Ali Syed and the Aligarh movement are very prominent in this regard. Their efforts for revival of the self-identity and political positioning in the Indian society enabled them to face any challenge in the future. Some important issues have already been discussed in the previous lectures. So a brief reference to events in historical context may be given: †¢ Decline after the 1857 Uprising †¢ Sir Syed and his colleagues’ efforts for revival †¢ Removal of misunderstanding between the Muslims and the British †¢ Educational movement or acquisition of modern knowledge and English †¢ Hindi-Urdu Controversy was the issue that unearthed the hatred and enmity ofHindu community towards the Muslims. †¢ Formation of the Congress was a method to incorporate the Muslims in Hinduism. It popularized the agitational politics that Muslims could not afford because they were still recovering the past gaps. †¢ Hindu Revivalist movements mostly targeted the Muslims that accelerated the pace of widening the gulf between the two nations. Events Since the Beginning of 20TH Century 1. Partition of Bengal, 1905 2. Simla Deputation, 1906 3. F ormation of the Muslim League, 1906 4. Changes in the Goals of the Muslim League, 1913 5. Lucknow Pact, 1916 1: Partition of Bengal: 1905 United Bengal’s area covered 189,000 sq. miles with 80 million populations.Dr Abdul Hameed writes in his book, Muslim Separatism in India, that the partition was imperative even if Curzon had not initiated it. A Lt. Governor had problems in looking after the eastern areas. Mainly Muslim suffered because of the rotten administration by the British. Before 1905, many proposals of partition of Bengal had been under consideration but Lord Curzon decided to practicalise this administrative scheme. East Bengal became incidentally a Muslim majority province having 13000000 out of 31000000. West Bengal was a Hindu majority province. Muslims were very happy on the partition as this had enabled them to promote their life conditions.It was rightly an opportunity for compensation. The Muslim community supported it strongly but Hindus retaliated furious ly saying it the division of motherland. The Congress joined the anti-partition movement. They started widespread agitation, violence and boycott of foreign goods. The main reason of Hindu protest was that they had loosened grip over the eastern parts. Annulment of the Partition on 12 December 1911 The British government revoked the partition to avoid trouble on the visit of King George V. The Muslims were disappointed by the government response to the violent strategy of protests adopted by the Hindus. 2: The Simla Deputation 1906In fact Simla Deputation was in line with a kind of thinking that was developing amongst the Muslims during that time i. e. they had certain interests and they must stand up to protect their rights and unless they do that that objective would not be achieved. The Simla Deputation of 1906 was the first systematic attempt on the part of the Muslims to present their demands, to the British government and to seek their acceptance. The Simla deputation comprise d 35 Muslims from all over India. It was a galaxy of Muslims leaders from all the provinces, from one end of India to the other and it had Muslims of all background. Therefore, when in 1906, this deputation called on the Viceroy, it was the most representative Muslim delegation.This delegation was led by Sir Agha Khan and Nawab Mohsin ul Malik served as a secretary and this delegation met the Viceroy in Simla that was why it was called as Simla Deputation. The memorandum which they presented was a kind of demands which were the uppermost in the minds of the Muslims at that time. The delegation emphasized that the Muslims should not be viewed simply in numerical terms but they should take into account their historical importance and the kind of contribution the Muslims had made to British India and keeping in view that importance they should work towards accommodating their demands. The delegation emphasized that democratic principle should be introduced keeping in view the peculiar conditions and circumstances of India.The diversity, the fact that there different kinds of people living in India and the fact that the Muslims consider themselves to be a separate entity, all these things had to be taken into account because the India was not a homogenous amalgamated or monolithic political identity. It was a political identity comprising diversity, divergence in view, divergence in outlook and when you introduce some kind of system then these realities had to be accommodated. In view of this submission they presented some demands: Representation more than their population because of their importance. Separate electorate Reservations of Muslims seats in government jobs. Special share in Municipal or district boards University senates and yndicates Muslim representation in Viceroy Executive Council. Muslim University at Aligarh. The Viceroy was sympathetic towards the demands. It encouraged the Muslims to launch struggle for their rights parallel to the Indian Nati onal Congress but it required an organized platform. 3: Formation of the Muslim League in Dhaka: December 30, 1906 Time had come to formally organize the Muslims after the success of the Simla Deputation. The Muslim leaders desired to create a permanent political forum. After the meeting of the Mohammedan Educational Conference, the Muslim leaders met to set up the All India Muslim League. Wiqar-ul-Mulk chaired the meeting.Nawab Salimullah proposed Muslim League and Hakim Ajmal Khan and Maulana Zafar Ali Khan seconded. In the Karachi session Dec. 1907 its constitution was approved and in March 1908 at Aligarh, Agha Khan was formally elected its president. London Branch: May 1908 Justice Amir Ali Syed organised a branch of Muslim League at London and responded effectively to the misunderstandings and conspiracies of the Hindus against the Muslims. GOALS: 1. Protection and promotion of political rights and interests of the Muslims. 2. Cooperation with other communities without prejudi ce to the above goal. 3. Fostering sense of loyalty, among the Muslims, towards the government 4: Change in the Goals of the Muslim League 1913Important developments occurred during the first decade of the 20th century like annulment of the Partition of Bengal and Western aggression towards Muslim countries, Balkan wars, Libya-Italy war, Demolition of the mosque in Kawnpur (1913), etc. weakened Muslim faith in the British. This led to a major drift in the Muslim League’s policy. In 1913, the League changed its goals: †¢ Self government under the British Crown keeping in view the peculiar conditions in India. †¢ Good relations with other communities’ cooperation with any party working for similar goals. This change brought the ML and Congress closer. In this way the era of cooperation between Hindus and Muslims set in. The role of the Quaid-i-Azam is highly noteworthy to bring the Congress and the Muslim League to the table. He joined the Muslim League in 1913 . 5: Lucknow Pact, 1916The Lucknow pact was the product of Hindu-Muslim unity envisaged by M. A. Jinnah. In December 1915, the ML and Congress met separately in Bombay. Both the parties set up committees for making a scheme for constitutional changes in consultation with other political parties. Role of the Quaid-i-Azam Jinnah did a lot to unite the two nations along with the recognition of the rights of Muslims. Meeting of both parties held at Lucknow in 1916. The constitutional proposals were approved: 1. One Third seats for Muslims in the Imperial Legislative Council. 2. Separate Electorate 3. Half members of the Executive Council to be elected by the Imperial Legislative Council. 4. Commissioned ranks of the army for Indians. 5.Expansion of Provincial Legislative Councils. 6. Half members of the Governor’s Executive Council be elected by Provincial Legislative Council 7. Weightage to minorities in provinces. Gains from Muslim Point-of-view 1. Separate Electorate 2. One Th ird Muslim seats in Central Legislature. 3. Unofficial bill, if opposed by three-fourth members of a community, it will not be passed. August 20, 1917 Announcement by British Government Secretary of State Montagu promised for: 1. Greater association of Indian in all branches of government. 2. Responsible government 3. Induction of Indians in the commissioned ranks. Conclusion: The historical struggle of the Muslims confirmed their identity.They organized their political party to address the demands. They also got recognition by the Hindus as a separate nation. The British accepted their role in the political domain. Lecture 6 – The Khilafat Movement The Khilafat movement was a religio-political movement launched by the Muslims of British India for the retention of the Ottoman Caliphate and for not handing over the control of Muslim holy places to non-Muslims. Turkey sided with Germany in World War 1. As it began to lose the war, concerns were expressed in India about the futu re of Turkey. It was a peak period from 1919 to 1922 casting demonstrations, boycott, and other pressure by the two major communities, the Hindus and the Muslims.Being brothers, the Indian Muslims realized their religious duty to help the Muslim country. It was the extra territorial attachments based on Islam. Another factor same to the first was that the Indian Muslims considered Ottoman Caliphate a symbol of unity of the Muslim world as Ummah. Goals: 1. Ottoman Khilafat should be kept intact. 2. Territorial solidarity of Turkey be preserved. 3. Control of holy the places should not be given to non-Muslims. Dimensions: The writings of the Muslim intellectuals provoked the sentiments for the preservation of Khilafat and retention of the Muslims control of the holy places. The Muslims journalism played a vital role to steer the direction of the struggle.Zamindar of Zafar Ali Khan, Comrade and Hamdard of Maulana Muhammad Ali Jauhar, and Al-Hilal of Maulana Abul Kalam Azad etc. were th e prominent newspapers and magazines which performed their duties to express their resentment. The Allies imposed humiliating terms on vanquished Turkey. Protests in India: All India Khilafat Committee was formed at Bombay in July 1919. The first Khilafat Conference at Delhi in November 1919 was arranged in which the Congress leaders like Gandhi and Nehru participated. In this way, the major political parties joined hands to assault the injustice with the Muslim community. These steps were announced: No participation in victory celebrations. Boycott of British goodsNon Cooperation with the Government The second Khilafat Conference (Amritsar) was held in Dec. 1919. Maulana Muhammad Ali and Shaukat Ali joined the session after being released from prison. In Jan. 1920, M. A. Ansari led a delegation to Viceroy while Maulana M. A. Jauhar to Europe. The Khilafat Committee decided to start non-cooperation in collaboration with the Congress in May 1920. Rowlett Act, 1919 Rowlett Act was a b lack law introduced in India. To the law, the government got authority to persecute any Indian and the arrested had no facility of legal assistance and right to appeal just as the ‘Lettres de Cachet’ in France before the French Revolution.Jinnah resigned from the central legislature as a protest. Jallianwala Bagh Incident, April 1919 The people gathered in Jallianwala Bagh at Amritsar but General Dyer opened fire to disperse the throng that cast a huge human casualties (379). It is considered one of the great tragedies in India. In 1940, by killing Governor Punjab, Sir Michaal O’ Dayer, ‘Ram Muhammad Singh Azad’ got revenge of the Indian massacre. The Nagpur Session of the Congress (Dec. 1920) approved non-cooperation with Government but Jinnah opposed and left the Congress because he was against the use of extra-constitutional means of protests. Non-Cooperation: †¢ Return Titles. Boycott of courts and educational institutions. †¢ Resign fr om jobs. †¢ Later resign from police and military jobs. †¢ Refusal to pay taxes. Khilafat Conference, Karachi, July 1921 In the session the participants expressed their loyalty to Turkish Sultan. They decided to continue the agitation and supported Attaturk to expel foreign forces from Turkey. Hijrat Movement 1920-21 The Indian ulama (religious leaders) declared India ‘Darul Harab. ’ Darul Harab means the place (country) where Muslims are not allowed to perform their religious practices. In the said situation, the Muslims should migrate to the nearest safe place. The ulama issued verdicts to go to Darul Islam, Afghanistan.There was an impression that King of Afghanistan would welcome them. So the migration took place at large scale. Initially Afghans welcomed them. Later, they closed the border and pushed the migrants back to the Indian territories. It resulted in loss of lives and money. Many died during this mission. Some went to Soviet Union from Afghanista n because they had nothing in India now. End of the Movement Moplah Revolt Malabar Coast, near Kalicut Moplahs were the descendents of the Arab Muslims settled in the Sub-Continent even before the arrival of Muhammad Bin Qasim. In August 1921, they revolted against Hindu landlords whose treatment was very brutal with them.Later this clash changed as Moplahs versus the Police and Hindu. This embittered the Hindu-Muslim relations. There was an increase in violence day by day and the Chorachori Incident (UP) in February 1922 worsened the situation. The Congress volunteers set a police station on fire and 21 policemen were killed. Gandhi suddenly called off the movement. Developments in Turkey In 1922 Attaturk emerged as a national leader and restricted powers of Sultan. Next he was appointed Chief of the state by Grand National Assembly. In March 1924, Khilafat was abolished. This caused a widespread resentment among the Indian Muslims. They sent delegations to Turkey but failed to ach ieve their objectives. Conclusions: 1.It was re-affirmation of the reality that religion is a mobilizing force and especially Islam has mobilization capacity to organize masses. 2. It was the movement launched on the basis of extra-territorialism. Later, no such movement but Pan-Islamic sentiments continued. 3. It resulted in the sufferings of the Muslims 4. Hindu-Muslim unity proved short-lived. Reactivation of the Muslim League and other Muslim organizations to restart their activities as a separate nation was the great outcome. Lecture 7 – Muslim Politics in British India: 1924-1935 Muslim Politics in British India: 1924-1935 1. Delhi Muslim Proposals 2. Nehru Report 3. Quaid-i-Azam’s Fourteen Points 4. Simon Commission 5. Round Table Conferences 6. Constitutional Proposals Backdrop:The Khilafat movement brought Hindu-Muslim communities to cooperation. The leaders made the efforts to revive harmony for preparing constitutional proposals. 1: Delhi Muslim Proposals: M arch 1927 Important Muslim leaders on the initiative of the Quaid met in Delhi to discuss constitutional and political issues. The major demands were: †¢ Punjab and Bengal: statuary Muslim majorities †¢ No Weightage in provinces †¢ Sind to be separated from Bombay †¢ Constitutional Reforms in NWFP †¢ One-third seats for Muslims in Central Legislature †¢ On communal issues, no law will be passed if three-fourth members of the concerned community oppose it. If these demands are accepted, they will give up ‘separate electorate. Subsequently, the Muslim League was divided in the Punjab, Shafi League and Jinnah League. Sir Muhammad Shafi opposed Jinnah on the issues: †¢ Separate electorate †¢ Attitude towards the Simon Commission. Jinnah continued his unremitting efforts to promote Hindu-Muslim unity. 2: The Nehru Report: 1928 The main objective was to constitute proposals for the Indian Constitution. The Congress called All Parties Conferenc e that appointed a 10-member committee in May 1928 under the Chairmanship of Motilal Nehru and Secretary ship of Jawaharlal Nehru. Recommendations that threatened Muslim interests are: †¢ No Separate electorate †¢ No One-third seats for Muslims in Central Assembly No reservation of seats for Muslims in Punjab and Bengal. In Hindu- majority provinces, the Muslims may be given seats according to population †¢ Sind to be made a province if it can bear its expenses. Balochistan, NWFP were accepted to be given constitutional status on certain conditions. Quaid-i-Azam tried to get amendments in the Report in the All Parties Conference in Calcutta but did not succeed. This is the very moment when Jinnah remarked, â€Å"it is parting of the ways. † He presented the 14 points as a Muslim leader. 3: Jinnah’s Fourteen Points: 1929 1. Federal system with residuary powers with the provinces 2. Provincial autonomy. 3. Separate electorate for Muslims. 4.Effective repre sentation to minorities in the provinces but the majority should not be reduced to minority 5. One-third representation of Muslims in Central Legislature. 6. One third Muslim representation in cabinets. 7. No changes in the boundaries of the Punjab and Bengal that would adversely affect Muslim majority. 8. Religious freedom to all. 9. No law will be passed if three-fourth elected members of a community declare that it is against their interests. 10. Sind to be made a separate province. 11. Constitutional Reforms in NWFP and Balochistan. 12. Muslim representation in govt. jobs. 13. Constitutional safeguards for Islamic culture and civilization, education, language, personal laws and Muslim institutions.Government should provide financial assistance. 14. No constitutional amendment unless all constituent units of the federation agree to it. These points reflected the aspirations of every Muslim living in India. 4: The Simon Commission: The British government sent a commission to seek the opinion of Indians on the future shape of constitutional arrangements. It arrived in India in 1927 and it published the report in 1930. Most political parties boycotted it. It presented its report containing several constitutional proposals: †¢ Federal system of government with strong centre †¢ Two Houses. †¢ Abolition of Dyarchy system in provinces †¢ More powers to provincial governments. Governor not to interfere in day to day affairs. †¢ Constitutional changes in NWFP 5: Roundtable Conferences: 1930, 1931, and 1932 First Session of the Conference In the first session, a number of prominent Muslims like M. A. Jinnah, Sir Shafi, Maulana M. A. Jauhar, Zafarullah Khan participated. They emphasized federalism, self- government, safeguards for minorities, separate electorate, preferential representation in central legislature, secure majorities in Punjab and Bengal. Second Conference Maulana M. A. Jauhar had died after the first conference. Iqbal, Jinnah a nd others participated in the second conference. Gandhi represented the Congress.The key issues of the session were ‘Federation’ and ‘Minorities. ’ The Communal Award, August 1932 Prime Minister Ramsay MacDonald announced the Communal Award: 1. Separate electorate for all minorities of India. 2. Weightage to minorities 3. No Muslim majorities in Punjab and Bengal as was followed in Lucknow Pact 4. One third representation for Muslims in Central legislature 5. One fourth representation for Muslims in services 6. Sind to be made a province Poona Pact, September 1932 The Congress expressed strong reaction against the right of separate electorate to the Indian minorities, especially to low caste Hindus whom Gandhi named Harijan (sons of God).Dissonance in Gandhi is conspicuous that he observed fast unto death on the right to the ‘sons of God. ’ An agreement with low caste to surrender the separate electorate right was concluded to save Gandhiâ€⠄¢s life. 3rd Roundtable Conference: Nov. 17-Dec. 24 1932 The main issues had been discussed in the first two conferences and now the rest of them were to be discussed. It was poorly attended conference. Quaid did not participate despite living in London. Gandhi did not attend as he had been detained. The conference brought no change in party positions and widened Hindu-Muslim gulf. White Paper on Constitutional Proposals: March 1933 The British government issued a small document in the form the White Paper.It included detail of working basis of the Indian constitution with Dyarchy in the centre and full responsible governments in the provinces. Government of India Act, 1935 Approved by the King: August 1935 Despite these efforts the communal problems could not be settled as satisfactory to the nations living in India particularly the Muslim. Therefore the key issues remained unchanged: †¢ Hindu Muslim Relations †¢ Failure to arrive at settlement †¢ Muslim demands tra nsmuted from safeguarding rights to complete independence—Pakistan. Lecture 8 – ALLAMA IQBAL’s Presidential Address December 1930 ALLAMA IQBAL’s Presidential Address December 1930 Dr Allama Muhammad Iqbal ranks amongst the Muslim intellectuals who left a deep impact on history.He inspired Muslims of the Sub-Continent and beyond. He infused a moving spirit and identity in the Indian Muslims. He presented a framework of their political future and talked how that would help to achieve the goal of Ummah. He presented a vision and dream in his Allahabad Address. 1: Background The Hindu-Muslim question had great importance and stood crucial to British Indian history after 1857, especially in the 20th century. To Muslims, the key issue remained ‘separate identity. ’ They tried their level best to make the rival nations understand that the Muslims are a separate nation having different culture and civilization, interests and rights.The Two Nations th eory could not fascinate the Hindus and the British peoples because they believed in ‘territorial nationalism. ’ The Hindus desired to absorb them in their majority but they could not face the arguments of the Muslim intellectuals. By 1930, Muslims had developed a sense of identity and political demands. Iqbal delivered his Presidential address in this background. Iqbal’s stay in Europe, 1905-08, helped to crystallize his thoughts. He returned to India in 1908 and started work on the roots of Muslim decline and the mechanism to uplift the Muslims. He reminded them to follow the teachings of the Holy Prophet (PBUH) practically as the ideal leader. He emphasized on the ideals, teachings and principles of Islam.He sought salvation through Islam. He was awarded with many prominent social positions: †¢ Title of Sir was conferred in 1922 †¢ Member Punjab Legislative Council (1927-1930) He delivered lectures on Islam in Aligarh, Hyderabad and Madras (1928-29). At Allahabad, he presided over the meeting and delivered his famous address. The Address, December 1930 Iqbal presented a review of the political and social situation of India and solution of the ills befalling India. He evaluated the importance of role of Islam in the lives of Muslims of British India. He said that the European view of duality of religion and state does not apply here in the Indian society.Rejecting the secularism he said, religion is not a totally personal affair. He explained that Islam offers an ethical order, socio-political structure, legal framework, code of life, culture and civilization. It is a living, dynamic force that has a profound impact on the lives of Indian Muslims. With the force of Islam the scattered and disoriented people have been turned into an organized force. The Muslims are not willing to submerge their religious individuality. They have lack of trust, fear of domination from Hindus. If the British want any sort of internal harmony it wou ld be impossible unless the communal question is settled. It’s historical reality that India is a continent inhabited by diverse people.No political arrangement may be acceptable without recognizing this reality. †¢ If the Muslims have an opportunity to develop in accordance with their Islamic civilization and tradition, they would be willing to sacrifice their lives for India. †¢ Federalism cannot succeed without recognizing the national identity of the Muslims. †¢ Territorial redistribution of British India on the basis of religion has become a need of time. †¢ Punjab, NWFP, Sind and Balochistan be amalgamated into a state, self government within the British empire or without it. The formation of such a consolidated North Western Muslim state appears to be the final destiny of the Muslims, at least of North West India.To India, it will offer peace and security due to internal balance of power. †¢ Islam is a people building force in India that has gi ven moral consciousness and political identity to the people. Importance Iqbal’s address is a forceful and logical presentation of the Muslim case in India. Why should they be treated as a political entity rather than a minority? †¢ Territorial adjustments will enable the Muslims to develop themselves in accordance with their ideals and serve the cause of Ummah. †¢ Redistribution of territory developed later on concept of Muslim homeland. †¢ He further expressed these ideas in LETTERS TO JINNAH from May 1936 to November 1937.He talked of a separate federation of Muslim provinces. The North Western India and Bengal can be considered as entitled to self-determination like other nations in India and outside. Shariah’s development is impossible without a free Muslim state or states. He advised the Muslims to be above self-interest and devote themselves to Islam. †¢ In difficult times, Islam has saved the Muslims. †¢ Faith, culture and historical tr aditions are more important than patriotism. Lecture 9 – Muslim Politics and Chaudhry Rahmat Ali Muslim Politics and Chaudhry Rahmat Ali Intellectuals give lines of movement, leaders act upon and the masses prove good soldiers and this way nations accomplish their achievements.Rahmat Ali was one of the eminent scholars who made a significant contribution to the movement for the establishment of Pakistan. He was conscious of Muslim identity and outlined proposals for the partition of India for the sake of Muslims. He was the man who coined the name, PAKISTAN, for the Muslim state. When he first presented his proposal for a Muslim state, nobody took it seriously. The Muslim intellectuals and leaders were concerned about the future of the Muslims in India. They ensured a secure future for Muslims. For this purpose they worked out various proposals for securing a homeland. Rahmat Ali becomes relevant here. Biographical Sketch Ch. Rahmat Ali was born in Hoshiarpur district in 1893 . Traditionally he did his B. A. from Islamia College, Lahore.He did the private and government jobs for some time and then left for Cambridge University for higher education. He was involved actively in the activities for the protection of rights of the Indian Muslims along with some other students at Cambridge University. His activism goes back to his student days in Lahore when he talked of separate state for Muslims of India. Rahmat Ali’s Views He said that North Western areas are Muslim majority ares. We will not only keep these majorities but will turn them into a Muslim state. Muslims should get rid of Indianism, it is better for Muslims and Islam. In his writing, NOW OR NEVER (January 1933), he proposed the name of Muslim state, PAKISTAN. P Punjab A Afghania NWFP K Kashmir S Sind TAN BalochistanINDIA cannot be described as a state/country or home of single nation. This state did not exist as one political entity before the advent of the British. The Muslims are a dist inct nation who has maintained its identity throughout. They are a separate nation. They have as much right to live as the Hindus. Pakistan should be separated from the rest of India. He further said that the conflict between Muslims and Hindus is not religious, sectarian or economic but an international. The Muslims are striving for survival; Hindus are trying for domination over the other nations living in the Sub-Continent particularly the Muslims. He established the Pakistan National Movement in 1940.He began to talk about Bengal and Hyderabad as Muslim areas and separate states. Bang-i-Islam would comprise of Bengal and Assam and Osmanistan of Hyderabad Deccan. He visited Pakistan in 1948 but the atmosphere of the motherland did not suit him and so he returned to Cambridge. He died there on 11 February 1951. His Contribution It is the ever-shining contribution of Rahmat Ali that he coined the name of the Muslim state. He said that being nation, the Indian Muslims deserved a sep arate homeland. He gave the future lines to the Muslims considering Islamic thoughts universal and true in comparison with the contemporary isms. When the Lahore Resolution was passed, it was instantly described as Pakistan Resolution.It, the division of India, was the solution of Hindu-Muslim question but Rahmat Ali proposed this long before the Lahore Resolution. Lecture 10 – The Congress Ministries– Policies towards Muslims The Congress Ministries– Policies towards Muslims Topics: 1. Elections 2. Provincial Governments 3. Their Policies 4. Muslim Response Government of India Act, 1935: The Government of India Act, 1935 was not fully promulgated but the only provincial part was introduced in the country. Muslim League and the Congress criticized it but agreed to contest provincial elections. The 1937 Elections: The elections of 1937 were held with the restricted franchise and separate electorate.The Congress projected itself as an all-India force representing all religions and factions of the society. The Muslim League contested for the Muslim seats. There was a tough competition from the other Muslim organizations. The elections were completed in February 1937. The Congress got majorities in five provinces, Madras, U. P. , C. P. , Bihar, and Orissa. It emerged as the largest party in Bombay and won 704 out of 1585 general seats. The Muslim League performed poorly in the elections and got only about 21 percent of Muslim seats without winning majority anywhere, Bengal, Punjab, NWFP, and Sind. It was mostly due to the organizational problems and opposition by local Muslim groups. Formation of Provincial Governments:In July 1937, Congress formed governments in 6 provinces. In NWFP, Khudai Khidmatgar and Congress formed a coalition government. In the Muslim majority provinces, the Muslim League could not form the governments. The Muslim League desired to be in government in the U. P. but the Congress consented to a conditional support: 1. Di ssolve AIML Parliamentary Board 2. AIML members not to function as a separate group 3. AIML members to express allegiance to the Congress Definitely the above-mentioned terms were a device to subvert the existence of the Muslim League. Therefore, no agreement was possible on this issue. Policies of the Congress Governments: (July 1937-Nov. 939) First all Congress governments in the provinces launched anti-Muslim drive basically to exclude the ML and other Muslim organizations from the government making process. The Congress leaders had come to know that the ML had got roots in the masses. They started ‘Muslim Mass Contact’ movement to defame the ML in their favour. They were making cultural and educational policies that promoted the Hindu culture and symbols in the name of Indian culture. They introduced Banda-Mataram anthem from Annandmath in the institutions and offices etc. The Hindi language was given top most importance in their policies. Wardha Educational Scheme was to convert Muslims into Hindus through primary educational literature.Projection of Hindu heroes like Gandhi and distortion of Muslim history became their moral creed. They followed the policy of discrimination in services or new recruitment for jobs. The Congress ministries adopted overall negative and cruel attitude, especially towards the Muslim activists. This unjust treatment compelled the Muslims to be disciplined in every sphere of life. Muslim Response: The Muslims were well aware of the theocratic inclination of the Hindu people. They arranged a close monitoring of the government. They publicized their policies and raised the issues. The mobilization of Muslims on these matters required keen probe to collect the original facts of the Hindu atrocities. The Pirpur Report:On March 28, 1938, the Council of ML appointed an eight-member committee under the presidentship of Raja Syed Muhammad Mehdi of Pirpur that presented its report on, November 15, 1938. It tried to dig out the cruelties of the Congress ministries in seven provinces. The report took up the Congress support to the rival Muslim organizations, intimidation and threats to the pro-Muslim League people. The Sharif Report, March 1939 The ML deputed Mr. Shareef with members to investigate the injustices under the dictatorial rule of the Hindus. This report mainly collected the facts, concentrating on ill treatment of the government with the Muslims in Bihar. The Fazl-ul- Haq Report: (December 1939) A. K. Fazl-ul-Haq published a pamphlet entitled Muslim Sufferings Under the Rule of Congress and made many alarming revelations e. g. orbidding of Azan, attacks in mosques, noisy processions of the Hindu scoundrels, forbidding of the cow-slaughter etc. This pamphlet responded the indictments by the Congress on the Muslims. All the reports described the Congress government as an attempt to create ‘Hindu Raj’ that wanted to overwhelm the Muslim culture and their identity. It was a rigorou s threat to the Muslims’ interests. Muslim League Activism: The Muslim League highlighted the issues and mobilized the Muslims to counter them adequately. It reorganized the Muslim community to cope with the situation. The ML arranged its session at Lucknow in October 1937. Many prominent leaders like Fazlul Haq participated in the session while SikanderHayat and Saadullah announced their support to the ML. The Muslim leaders shed a sharp criticism on the Congress policies. They protested against the reduction of status of Urdu and other Muslim related issues. They created realization, amongst the Muslims, of what can happen under the Congress rule and urged for serious thinking about the future political and constitutional arrangements. They unearthed the real objectives of the Congress and urged the need of unity among the Muslims under the banner of Muslim League. The Second World War (September 1939) proved blessing for the Muslims in a sense that the Congress Ministries resigned in November 1939.The Muslims observed Day of Deliverance on December 22, 1939. The ML redefined its position during the World War II. They expressed their enthusiasm that no constitution to be enforced without the consent of the Muslims. They eradicated their organizational weaknesses and refined their objectives keeping the experiences of the Congress ministries. Lecture 11 – The Lahore Resolution, 1940 The Lahore Resolution, 1940 The experience of Congress Rule compelled the Muslims to launch the movement for separate homeland. The Hindus made them realize that Hindu government would mean an anti-Muslim ru

The Harlem Renaissance Movement By Zora Neale Hurston

History.com (2009) describes the Harlem Renaissance movement as â€Å"a literary, artistic, and intellectual movement that kindled a new black cultural identity.† The 1920s and 1930s emcompass a time in history where blacks found themselves ostracized from mainstream society. It was uncommon to see the expressions of black artistry in everyday life, especially on a literary level. Zora Neale Hurston, a novelist, folklorist, and Ethnographical Anthropologist was born in 1891 in Notasulga, Alabama but raised in Eatonville, Florida. Eatonville was one of the first all-black communities in the United States of America. Hurston had the benefit of being brought up in a thriving society that fostered prestige and education. Hurston became immersed†¦show more content†¦Their individual perspectives in life ultimately shaped their education, experiences and overall point of view. This essay will outline the similarities and differences in subject matter, tone and imagery of these two artists’ bodies of work. In Hurston’s first piece of work, â€Å"Spunk†, won second place in an Opportunity magazine’s literary contest used a woman’s love triangle. Subsequently, in 1925, Hughes also won first place in the same Opportunity magazine’s contest for â€Å"Weary Blues†, a musical poem (blues) about a man playing his piano sullenly. The authors’ perceptions about the world around them greatly influenced their work. Hurston grew up with a free spirit and open heart whereas Hughes’ perspective is bleak because of his identity as a black man. Although Hughes identified as a black man, it is clear in his subject matter was an internal struggle with himself. Hughes’ dismal display of Negro life was a very controversial aspect of his writings, while Hurston suffered for her subject matter, focusing on a more uplifting view of Black life. In â€Å"Weary Blues† Negros seems to be the subject. † I heard a Negro playâ€Å", â€Å"Coming from a black man’s soul†, â€Å"With his ebony hands on each ivory key†, etc. you can paint a mental picture of how dark the subject is. (Poets.org) At this point, with every melody in the poem, you know that the person was a Negro. His entireShow MoreRelatedThe Harlem Renaissance Movement By Zora Neale Hurston, Langston Hughes, And Ralph Waldo Ellison931 Words   |  4 PagesKnown as one the most impactful movements on African American arts, the Harlem Renaissance Movement represented a period of artistic and intellectual change that initiated a new identity on black culture. Often called the â€Å"New Negro† Era, the Harlem Renaissance opened doors for African American to express themselves in the form of visual arts, musical elements, and even performing arts during the 1920s. Due to this movement, Harlem became the city that â€Å"gave Afric an Americans a physical culturalRead MoreRole Of Zora Neale Hrston In The Harlem Renaissance1237 Words   |  5 Pages The Societal Role of Zora Neale Hurston during the Harlem Renaissance Jasmine Graham Nichole Craig HUM2020 (178011) TR 3:30-4:45 The Harlem Renaissance was a very historical time for the African American community as a whole. The Harlem Renaissance helped to pave the way for the civil rights movements that began around the early 1950s. During this time there was an influx of people who decided to relocate from the south to the north. The Harlem Renaissance also sparked a rise inRead MoreSummary Of Zora Neale Hurston 1210 Words   |  5 Pages9:00 Zora Neale Hurston Zora Neale Hurston was born on January 7, 1891 in Alabama. She is known to be one of the most influential novelist of the twentieth century in African America literature. Hurston is described to be a very opinionated woman that stood for what she believed in; which reflected in some of her works. In addition to her many titles such as, being an anthropologist and short story writer, she was closely related and heavily focused on the Harlem Renaissance. Zora Neale Hurston andRead MoreDust Tracks on a Road Essay1901 Words   |  8 PagesHonors American Literature January 9th, 2013 Zora Neale Hurston autobiography Dust Tracks on a Road, sketches her own life living in Eatonville, Florida, was the first organized self-government African American community. Many people saw the African American community as racism and segregation. Hurston implies that the nicest people she met in her early stages were whites who showed her compassion. According to her official website Zora Neale Hurston, â€Å"Dust Tracks on a Road, was her account of herRead MoreA New Beginning For African Americans Essay1291 Words   |  6 Pages1920’s to the mid 1930’s a literary, intellectual, and artistic movement occurred that kindled the African Americans a new cultural identity. This movement became known as the Harlem Renaissance, which is also known as the â€Å"New Negro Movement†. With this movement, African Americans sought out to challenge the â€Å"Negro† stereotype that they had received from others while developing innovation and great cultural activi ty. The Harlem Renaissance became an artistic explosion in the creative arts. Thus, manyRead MoreZora Neale Hurston Essay1890 Words   |  8 Pagesspecial Harlem edition, which would feature the works of Harlems black writers and was to be edited by Alain Locke. Locke, a literary scholar, black philosopher, professor and authority on black culture, later expanded the Harlem special edition of the Survey Graphic into and anthology he titled The New Negro. Soon, the very cultural movement Survey Graphic hoped to shine light upon would be recognized as the New Negro Movement but later this movement later grew to be known as the Harlem RenaissanceRead More Zora Neale Hurston - Celebrating the Culture of Black Americans2152 Words   |  9 PagesZora Neale Hurston - Celebrating the Culture of Black Americans In her life and in her writings, Zora Neale Hurston, with the South and its traditions as her backdrop, celebrated the culture of black Americans, Negro love and pride with a feminine perspective that was uncommon and untapped in her time. While Hurston can be considered one of the greats of African-American literature, it’s only recently that interest in her has been revived after decades of neglect (Peacock 335). Sadly, Hurston’sRead MoreThe Harlem Renaissance : The New Negro Movement1459 Words   |  6 Pagesadapted and developed was known as the Harlem Renaissance. The main focus of the era for the African Americans was to establish some sort of identity and self-expression through literary, musical, theatrical, and visual arts. The story behind this began in 1890 when African American slaves migrated from the rural South to the urban North as they thrashed their way to freedom. Most of them migrated to New York, particularly in the district of Harlem (Bolarinwa). Harlem was characterized as â€Å"not merelyRead MoreEssay about Sweat: Harlem Renaissance and Delia995 Words   |  4 PagesSweat By Zora Neale Hurston Zora Neale Hurston is a remarkable author who reflects her life in most of her novels, short stories, and her essays. She was a writer during the Harlem Renaissance, also known as â€Å"the new negro movement†, however; her writings were not given proper recognition at first because they were not of the â€Å"norm† for that time period. All of the authors during the Harlem Renaissance were expected to write about race with a political mind set. Hurston was tired of seeing theRead MoreHarlem Renaissance Essay1106 Words   |  5 Pagesmother died and her father remarried to Matte Moge shortly after. Hurston then was sent away to a Baptist boarding school in Jacksonville, Florida where eventually her father stopped paying her tuition and the school had no choice but to expelled her. Nonetheless, she began working and saved up enough money to begin attending Morgan College in 1917 where she began her literary career. Hurston was closely associated with the Harlem Renaissa nce being one of the pre-eminent writers on the twentieth century

Settlement Houses Progressive Solution for Neighborhood Problems

The settlement house, an approach to social reform with roots in the late 19th century and the Progressive Movement, was a method for serving the poor in urban areas by living among them and serving them directly. As the residents of settlement houses learned effective methods of helping, they then worked to transfer long-term responsibility for the programs to government agencies. Settlement house workers, in their work to find more effective solutions to poverty and injustice, also pioneered the profession of social work.  Philanthropists funded the settlement houses.   Often, organizers like Jane Addams made their funding appeals to the wives of the wealthy businessmen. Through their connections, the women and men who ran the settlement houses also were able to influence political and economic reforms. Women may have been drawn to the public housekeeping idea: extending the idea of  womens sphere  of responsibility for keeping house, to public activism. The term neighborhood center (or in British English, Neighbourhood Centre) is often used today for similar institutions, as the early tradition of residents settling in the neighborhood has given way to professionalized social work. Some settlement houses served whatever ethnic groups were in the area. Others, such as those directed towards African Americans or Jews, served groups which werent always welcomed in other community institutions. Through the work of such women as Edith Abbott  and Sophonisba Breckinridge, the thoughtful extension of what the settlement house workers learned led to the founding of the profession of social work. Community organizing and group work both have roots in the settlement house movements ideas and practices. The settlement houses tended to be founded with secular goals, but many who were involved were religious progressives, often influenced by the Social Gospel ideals. First Settlement Houses The first settlement house was Toynbee Hall in London, founded in 1883 by Samuel and Henrietta Barnett. This was followed by Oxford House in 1884, and others such as the Mansfield House Settlement. The first American settlement house was The Neighborhood Guild, founded by Stanton Coit, begun in 1886.   The Neighborhood Guild failed soon after, and inspired another guild, the College Settlement (later the University Settlement), called so because the founders were graduates of the Seven Sisters colleges. Famous Settlement Houses The best-known settlement house is perhaps Hull House in Chicago, founded in 1889 by Jane Addams with her friend Ellen Gates Starr.   Lillian Wald and the Henry Street Settlement in New York is also well known. Both of these houses were staffed primarily by women, and both resulted in many reforms with long-lasting effect and many programs that exist today. A Settlement House Movement Other notable early settlement houses were the East Side House in 1891 in New York City, Bostons South End House in 1892, the University of Chicago Settlement and the Chicago Commons, both in Chicago in 1894, Hiram House in Cleveland in 1896, Hudson Guild in New York City in 1897, Greenwich House in New York in 1902. By 1910, there were more than 400 settlement houses in more than 30 states in America. At the peak in the 1920s, there were almost 500 of these organizations.   The United Neighborhood Houses of New York today encompasses 35 settlement houses in New York City.   About forty percent of settlement houses were founded and supported by a religious denomination or organization. The movement was mostly present in the United States and Great Britain, but a movement of Settlement in Russia existed from 1905 to 1908. More Settlement House Residents and Leaders Edith Abbott, a pioneer in social work and social service administration, had been a Hull House resident with her sister  Grace Abbott, New Deal chief of the federal Childrens BureauEmily Greene Balch, later a Nobel Peace Prize winner, worked in and for some time headed Bostons Denison HouseGeorge Bellamy founded Hiram House in Cleveland in 1896 Sophonisba Breckinridge  from Kentucky was another Hull House resident who went on to contribute to the field of professional social workJohn Dewey taught at Hull House when he lived in Chicago and supported the settlement house movement in Chicago and New York; he named a daughter for Jane AddamsAmelia Earhart was a settlement house worker at Denison House in Boston in 1926 and 1927John Lovejoy Elliot, founder of Hudson Guild in New York CityLucy Flower of Hull House was involved in a variety of movementsMary Parker Follett  used what she learned in settlement house work in Boston to write about human relations and organization and management theory, inspiring many later management writers including Peter Drucker.Alice Hamilton, the first woman professor at Harvard, was a Hull House residentFlorence Kelley, who worked for protective legislation for women and children and headed the National Consumers League, was another Hull House residentJulia Lathrop  who helped create Ameri cas juvenile court system, and the first woman to head a federal bureau, was a long time Hull House residentMinnie Low who founded the Maxwell Street Settlemetn House also founded the National Council of Jewish Women and a loan association for Jewish immigrant womenMary McDowell  was a Hull House resident who helped start a kindergarten there. She later was a founder of the  Womens Trade Union League  (WTUL) and helped found the University of Chicago SettlementMary OSullivan was a Hull House resident who became a labor organizerMary White Ovington worked at Greenpoint Settlement House and helped found the Lincoln Settlement in BrooklynAlice Paul of womens suffrage fame worked in the New York College Settlement and then in the settlement house movement in England where she saw the more radical side of womens suffrage that she then brought back to AmericaFrancis Perkins,   the first woman appointed to the US cabinet, worked at Hull House and later in a settlement house in Phil adelphiaEleanor Roosevelt  as a young woman worked at Henry Street Settlement House as a volunteerVida Dutton Scudder, connected with College Settlement in New YorkMary Simkhovitch, a city planner who founded Greenwich House in Greenwich Village, New York CityGraham Taylor founded the Chicago Commons SettlementIda B. Wells-Barnett helped create a settlement house in Chicago to serve African Americans newly arrived from the SouthLucy Wheelock, kindergarten pioneer, started a kindergarten at a Boston settlement houseRobert Archey Woods founded South End House, the first Boston settlement house