SCHOOL OF HUMANITIES & SOCIAL SCIENCESDEPARTMENT OF

HISTORY

NEP based Programme and Course Structure

Bachelors of Arts
(History)

NAAC Programme Code: 61100001

Batch: 2021-22 & Onwards
NEP based OBE Document for B.A. Programmeme
 Semester-wise course list for B.A.(History) Programme

Industri
Subject I Subject II Subject Subject IV Vocational Co- al
III Curricula Training
r /
Survey/ Total Credits
Project
Major Major Major Minor/ Minor Minor Major
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Credits 6 Credits 6 Credits 6 Credits 4 Credits 3 Credit 2 Credits
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MS Word for
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1 History of History of
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India,600- and History
750 C.E. Civilization Skills-I/
1206 Hygiene
Fundamentals of
Remote
Sensing
 Fundamentals of
Power Point for
Academic
History Presentation /
History of
of History & Basics of Yogic First aid 52
Medieval To be chosen
Medieva Professiona Science/ 27
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l India- l Utility by the student Professional
1206-
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1526
1707 Fundamentals of
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 Fundament
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Commun
History of Decoding Indian nal Skills- Human
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History of History of History of Yogic
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Modern Modern of
IV Professiona Education
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and Yoga
1857-1947 History of in India To be chosen by l Skills-IV/
the student Remote 27
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 Heritage
3 Insights Analytic
History of
Ability Minor
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OR Fundame and Project-
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V nt als of Digital II
(1453-1789
Decoding Research Awarene 26
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Delhi's (RM) ss
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History of Era of tion Skills
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 Introduction
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 1. Standard Structure of the Programme at University Level

1.1 Vision, Mission and Core Values of the University

Vision of the University

To serve the society by being a global University of higher learning in pursuit of
academic excellence, innovation and nurturing entrepreneurship.

Mission of the University

 Transformative educational experience

 Enrichment by educational initiatives that encourage global outlook
 Develop research, support disruptive innovations and accelerate
entrepreneurship
 Seeking beyond boundaries

Core Values
 Integrity
 Leadership
 Diversity
 Community

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 1.2 Vision and Mission of the School

Vision of the School

To become one of the leading schools of humanities and social sciences by setting global
standards of excellence in ingenious curriculum, teaching-learning methods, professional
development, and cross-cultural understanding

Mission of the School

M1. To promote learning and employability skills among students.

M2. To promote study of humankind and its manifestation.

M3. To help students succeed in their academic and professional lives.

M4. To encourage research and promote knowledge creation.

Core Values

 Integrity
 Leadership
 Diversity
 Community

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 1.3 Programmeme Educational Objectives (PEO)

1.3.1 Programmeme Educational Objectives (PEO)

PEO1: The graduate will have the understanding of the concepts and principles of different
disciplines of humanities, social sciences and languages and their interrelation.

PEO2: The graduate will have a detailed understanding of the selected core discipline of study.

PEO3: The graduate will be able to apply an independent approach to address various issues
related to the core area of specialization by using appropriate theories and methodologies.

PEO4: The graduates will develop personal and professional skills ensure their creative
participant in the workplace, community and personal life.

1.3.2 Programme Outcomes (POs)

Programme Outcomes of the B.A. (History) programme are:

PO1: Historical Knowledge: To retrieve the familiarity with a range of Indian and global
historical issues.
PO2: Research Skills: To recognize how different cultures, groups, societies, countries and
nations have interacted in the past and how it has affected the history.
PO3: Problem Analysis: Learn to evaluate and draw information from the narratives of past
events that participants and observers produced. Recognize differences in the methods of
techniques of historians and learn how to compare.
PO4: Representation: Argue historically and critically in discussions, presentations and
assignments.
PO5: Critical Evaluation: Practice the methods of historical research, including the
development of research topics, gathering and evaluation of evidence and presentation of
research findings.
PO6: Creation: Apply knowledge of historical subjects to the practical task.
PO7: Life-long learning: Students will place historical arguments into a larger scholarly
narrative.

PO8: Team-work & individual development: Function effectively as an individual, and as a

member or leader in diverse team and, in multidisciplinary settings.

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 Programme Specific Outcomes (PSO’s)

PSO1: Building capacity of the students‟ mind and imagination to decipher the study of human
existence across different civilizations, times, places, and cultures.

PSO2: Learning the application of historical method and critical thinking to assess and
interpret Indian and World History backed by logic, critical thinking, and research.
PSO3: Develop student‟s ability to demonstrate competency in the skills of historical explanation and
synthesis and conduct research by studying historical documents, interpretation and evaluation.

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 TEACHING SCHEME
School of Humanities and Social Sciences
BA History
Batch: 2021-22 & Onwards
TERM: I

Subject Code TeachingLoad Core/Elective

S.No. UPHE/ Papers Credits Pre-Requisite/
Sharda University L T P Co Requisite

History of Ancient India upto

A050101T /BHI151 Core
1 750 CE 5 1 0 6
History of Early Medieval
BHI152 Core
2 India,600-1206 5 1 0 6
History of Early World
BHI153 Core
3 Civilization 5 1 0 6
Vocational
To be chosen by the student
4 from SHSS Vocational course Compulsory
3
basket ELECTIVE
Co- Curricular
5 Z010101T/COC101 Food, Nutrition and Hygiene 2 Compulsory
Project/Internship

6 BHP154 Minor (Project-1) Project

2
TOTAL CREDITS 25

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 School of Humanities and Social Sciences
BA History
Batch: 2021-22 & Onwards
TERM: II

Subject Code TeachingLoad Core/Elective

S.No. UPHE/ Papers Credits Pre-Requisite/
Sharda University L T P Co Requisite
A050201T/ BHI History of Medieval India-I,
1 155 1206-1526 C.E. 5 1 0 6 Core
BHI156 History of Medieval India-II, Core
2 1526-1707 C.E. 5 1 0 6
BHI157 History & Professional Elective
6
3 Utility 5 1 0
Vocational
To be chosen by the Compulsory
student from elective
4 3
SHSS Vocational course
basket
Co- Curricular
5 Z020201/ COC201 First aid and Health 2 Compulsory

Minor/ Elective (Subject IV)

History for Competitive
Exam-I*
6 4 0 0 4
BHI158 [*Offered by History Dept. at
University level; open to all]
To be chosen by the student Compulsory
from University 4 Elective
Minor/Elective basket
TOTAL CREDITS 27

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 Program Structure
School of Humanities and Social Sciences
BA History
Batch: 2021-22 & Onwards
TERM: III

Subject Code TeachingLoad Core/Elective

S.No. UPHE/ Papers Credits Pre-Requisite/
Sharda University L T P Co Requisite
A050301T/BHI251 History of Modern
1 India:1707-1857 C.E. 5 1 0 6 Core
BHI252 Decoding Gender in
2 5 1 0 6 Core
Indian History
3 BHI253 Indian History in Cinema 5 1 0 6 Elective
Vocational
To be chosen by thestudent Compulsory
4 from SHSS Vocational course 3 Elective
basket
Co- Curricular
Z030301/ COC301 Human Values and 2
5
Environment studies
Project/Internship
6 CCO701 Community connect 2

TOTAL CREDITS 25

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 Program Structure
School of Humanities and Social Sciences
BA History
Batch: 2021-22 & Onwards
TERM: IV

Subject Code TeachingLoad Core/Elective

S.No. UPHE/ Papers Credits Pre-Requisite/
Sharda University L T P Co Requisite

History of Modern India-II,

1 A050401T/BHI255
1857-1950 5 1 0 6 Core

2 BHI259 History of Partition inIndia

5 1 0 6 Core
History of Modern China
(1839-1949 C.E.)/
BHI256/ BHI257/ History of Modern Japan,
3 Elective
BHI258 1850-1952 C.E./ 5 1 0 6
History of USSR: 1917-1991
C.E.
Vocational
To be chosen by the
student from Compulsory
4
SHSS Vocational course 3 elective
basket
Co- Curricular
Z040401/COC401 Physical Education and 2 Compulsory
5
Yoga
Minor/ Elective (Subject IV)
History for CompetitiveExam- 4- 0 0 4
II*
6 BHI260 [*Offered by History
Dept. at University level;open
to all]
To be chosen by the student
from University 4
Minor/Elective basket
TOTAL CREDITS 27

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 Program Structure
School of Humanities and Social Sciences
BA History
Batch: 2021-22 & Onwards
TERM: V

Subject Code TeachingLoad Core/Elective

S.No. UPHE/ Papers Credits Pre-Requisite/
Sharda University L T P Co Requisite
History of Modern
1 A050502T/BHI 351 World- I (1453-1789
5 1 0 6 Core
C.E.)
2 BPY353 Fundamentals of Research Core
5 1 0 6
BHI 352/ Heritage Insights/
3 Elective
BHI 353 Decoding Delhi's Past 5 1 0 6
Co- Curricular
Z050501/ COC501 Analytic Ability and Digital 2 Compulsory
5
Awareness
Project/Internship
6 BHP 354 Minor Project-2 6 Project

26
TOTAL CREDITS

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 Program Structure
School of Humanities and Social Sciences
BA History
Batch: 2021-22 & Onwards
TERM: VI

Subject Code TeachingLoad Core/Elective

S.No. UPHE/ Papers Credits Pre-Requisite/
Sharda University L T P Co Requisite
A050601T / BHI Era of Gandhi and Mass
1 356 Movement 5 1 0 6 Core
A050602T/ BHI History of Modern World- II,
2 357 1799-1945 5 1 0 6 Core
Co- Curricular
Z060601/ COC601 Communication Skills & 2 Compulsory
3
Personality Development
Project/Internship
4 BHP 358 Internship 6 Internship

Minor/ Elective (Subject IV)

To be chosen by the student 4 Compulsor y
from University Elective
Minor/Elective Courses
basket
24
TOTAL CREDITS

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 Program Structure
School of Humanities and Social Sciences
BA History
Batch: 2021-22 & Onwards
TERM: VII

Subject Code TeachingLoad Core/Elective

S.No. UPHE/ Papers Credits Pre-Requisite/
Sharda University L T P Co Requisite

Introduction to the Principals

1 BHI 451
and Methods in History 5 1 0 6 Core
Society and Culture In
2 BHI 452 Core
Modern Indian History 5 1 0 6
Project/Internship
3 BHP 453 Major Research project- 1 8 project

TOTAL CREDITS 20
 Program Structure
School of Humanities and Social Sciences
BA History
Batch: 2021-22 & Onwards
TERM: VIII

Subject Code TeachingLoad Core/Elective

S.No. UPHE/ Papers Credits Pre-Requisite/
Sharda University L T P Co Requisite
BHI 455 History of Contemporary
1 World, 1945-2000 5 1 0 6 Core
BHI 456 History of Contemporary Core
2 India, 1947-2000 CE 5 1 0 6
Project/Internship
3 BHP 457 Major Research project- 2 8 project

TOTAL CREDITS 20
Course Module(SYLLABUS )

SEMESTER- I
School: School of Humanities & Social Sciences Batch : 2021-2025

Programme: B.A.

Branch: History Semester: I

1 Course A050101T / BHI151

Code
2 Course History of Ancient India upto 750 CE
Title
3 Credits 6
4 Contact
Hours
(L-T-P) 5-1-0
Course Major
Type
5 Course 1. To make the students aware of the history of India from ancient times toa
Objective
certain time period as mentioned.
2. To infer the ancient Indian society and polity.
3. To interpret the economic developments of ancient India.
4. To get familiar with the intellectual discourse of ancient India.
6 Course CO1: The students will be able to classify the basic themes, concepts,
Outcomes chronology and the Scope of Indian History and Social, Political, Economic and
Cultural aspects of Indus-Valley civilization.
CO2: The students will be able to critically recognize the Social, Political,
Economic and Cultural aspects of the Vedic and Post-Vedicera.
CO3: The students will be able to acquaint them with the range of issues related
Persian and Greek Invasion to the Mauryan Empire in Ancient India.
CO4: The students will be able to critically recognize the Social, Political,
Economic and Cultural aspects of Post Mauryan to Later-Guptas‟ History.
CO5: The students will be able to scope for further research in the domain and to
study further in the applied field of history as archaeologist.
CO6: The students will be able to identify and analyze the significance of
historical changes that take place within a society or culture
 Being the first part of the syllabus, for first semester, this course trains the
7 Course students in the use of sources for ancient Indian history, and major
Description developments of history up to AD 300. The aspects of early Indian History to
be discussed from Harappan Civilization, to the era of Harshvardhana. The
important heterodox sects of ancient India will also be discussed in this
course.After completing this course the students will be able to develop
critical thinking towards sources of ancient Indian history. They will be
familiar with the major sources of ancient Indian history including literature
and archaeology. The major phases of ancient Indian history like Harappan
civilization, Vedic cultures, Mauryan and post-Mauryan periods, Indo-Greeks,
Guptas and Later-Guptas will familiarize them with the developments taking
place in the field of polity, society, economy and
culture during those times.
8 Syllabus
Unit 1 Stone age to Harrapan civilization
A Reconstructing History: Types (Archaeological, Literary,Foreign accounts)
and significance of the Sources
B Brief Introduction to the Pre-History period in India
C Harappan (Indus Valley Civilization): origin, phases,extent; urban features –
town planning, economy, societyand religion; decline

Unit 2 Vedic Era to Sixth Century BCE

A Vedic & Later Vedic culture: Nature of Vedic Literature,Polity, Economy,
Society and Religion. Beginnings of the iron age

B Emergence of Mahajanapadas (territorial states): Rājyasand Gaṇas/Saṇghas.

Socio-economic condition during Six century BCE
C Religious Movements of Six century BCE: Rise of Buddhism and Jainism:
Causes, doctrines and spread; Importance of Buddhist and Jain Literature

Unit 3 Rise & Fall of Magadh

A Persian Invasion of Darius I; Greek Invasion of Alexander; Effects and
influence of the Invasions
B Rise of Magadh: Geographical Background & socio- political factor;
Early Dynasties: Haryankas. Shaisunagas,Nandas
C Rule of the Mauryas: Chandragupta, Bindusar, Ashoka. Administration,
Economy and society under Mauryas; Ashoka‟s Dhamma, Decline
 Unit 4 Post Mauryan Age
A Indo-Greeks: Menander; Western Kshatrapas (Shakas): Rudradaman-I;
Kushanas-Kadphises and Kanishka; Impact of foreign interaction: polity,
economy, society
religion and Art-Culture
B Kalinga ruler: Kharavela; Sungas- Pushyamitra; Satavahanas- Satakarni &
Pulumayi;
and: polity, economy, society and Art-Cultural Achievements
C Brief Introduction to the Sangam era: the Three kingdoms of South; Survey
of Polity, Economy, Society during Sangam era

Unit 5 Guptas to Vardhan

A Guptas: Chandragupta I, Samudragupta, Chandragupta IIDecline of the

Imperial Guptas
B Administration, Economy and society Cultural Achievements of the
Gupta Period: Debate about GoldenAge Later Guptas: The Maukharis
and Vakatakas
C Pallavas; Chalukya; Pushyabhuti dynasty (Vardhans) ofKannuj

Mode of Theory /Practical/Viva

examination/
Evaluation
method
Weightage CA MTE ETE
Distribution 30% 20% 50%
Text book/s* D. N. Jha, Ancient India ia a Historical Outline, Manohar,
New Delhi, 2015
RomilaThapar, Early India from the Origins to AD 1300, Penguin, 2001.
RanabirChakravarti, Exploring Early India, Primus Books (3rd edition),
2016
R. S. Sharma, India‟s Ancient Past, Oxford University Press, New Delhi,
2005.
Other
References L. Basham, The Wonder that was India, SidgwickJackson, 1967.
Upinder Singh, A History of Ancient and Early MedievalIndia, Pearson,
2009.
Rama Shankar Tripathi, History of Ancient India, MotilalBanarsidas
Publication, 2014.
R.C. Mazumdar, Ancient India, MotilalBanarsidas, 2017.
R. C. Rayhaudhuri, An Advanced History of India,Macmillan India,
1974.
L. H. Morgan, Ancient Society, Holt and Co., 1877. RomilaThapar,
Ancient Indian Social History, OrientLogman, 1978.
RomilaThapar, Recent Perspectives of Early IndianHistory, Popular
Prakashan, 1995.
R. S. Tripathi, History of Ancient India, MotilalBanarsidas,
1967.
D. P. Agrawal, The Archaeology of India, Select BookService, 1984.
V. R. Ramchandra, TheMauryan Polity,
MotilalBanarasidas, 1993.
P. V. Kane, History of Dharmashastra, 5 Vols.Bhandarkar
Oriental Research Institute, 1968-77
B. N. Puri, Ancient Indian Historiography, Atma Ram &Sons, 1994.
D. R. Bhandarkar, Ashoka, S. Chand & Co., 1964.
D. N. Jha, The Myth of Holy Cow, Verso, 2002. Kumkum Roy, The
Power of Gender & the Gender ofPower: Explorations in Early Indian
History, OxfordUniversity Press, 2010.
Kumkum Roy, Women in Early India Societies,
Manohar, 2002.
School: SHSS School of Humanities & Social Sciences Batch : 2021-2025
Programme: B.A. B.A.
Branch: History Semester: I
1 Course Code BHI152
2 Course Title Early Medieval & Medieval India: 600-1206 C.E.
3 Credits 6
4 Contact 5-1-0
Hours (L-T-
P)
Course Type Core
5 Course 1. To make the students aware of the history of India from early medieval
Objective times till 1200 C.E.
2. To study fluctuations in the flow of early medieval Indian societies
and polities.
3. To interpret the economic developments of early medieval India.
4. To get familiar with the intellectual discourse on early medieval India.
6 Course CO1:The students will be able to grasp the knowledge of history of India
Outcomes from the early medieval times.
CO2: The students will be able to classify the basic themes, concepts,
chronology and the Scope of Indian History.
CO3: The students will be able to acquaint themselves with the range of
issues related to Indian History and its distinctive eras.
CO4: The students will be able to understand the scope for further research in
the domain and to study further in the applied field of history as
archaeologist, historians, researchers etc.
CO5: The students will be able to critically analyse the Social, Political,
Economic and Cultural aspects of History.
CO6: The students will be be able to delineate changes in the realm of polity
and culture; religion and newer forms of art and architecture.
7 Course This course would educate the students on the importance of early and
Description
medieval history, and the chronology of events. This would provide detailed
information on how agrarian economy developed. This also throws light on
varnas and proliferation of different castes, development of Urban cities that
came up along with the evolution of various spiritual and religious faiths will
during the era. This era also describes the arrival of Islam and Sufism
prevalent during that period.
8 Outline syllabus
Unit 1 Historiography& Recent Debates
A Sources & their Interpretation: Inscriptions, Literature,Architectural
Monuments & Sculpture, Coins
B Dilemma of Periodisation
C Emerging Feudal Order and the Major Debates
Unit 2 State & Polity
A Origin and rise of Rajputs: Use of History andNeed of Creation and Myth
B The Nature of South Indian States: With SpecialReference
to Chola Administration
C Searching Gender in Political Narratives
 Rudramadevi of Kakatiya Dynasty of Warangal
 Didda of the Yashaskara Dynasty of Kashmir
Unit 3 Economy
A Agricultural Expansion: Land grants and
irriga- tion/agricultural technology Land tenure: nature and changes
B Urban centres: urban processes and population increase Crafts and guilds
C Indian and oceanic trade: a broad overview of trade
linkag- es and commodities
Unit 4 Society and Culture
A Varna-Jati: the proliferation of castes
B Gender Relations:
 Property rights; forms of marriage;attitudes to-
wards women
 Role of women in early medieval society incom- parison to
previous era:
 Devdasi Culture, Female Saints and theOrdinary Women
C Literary Tradition, Art and Architecture:

 Kalhan‟s Rajtarangini
 Alberuni‟s Kitab-ul-Hind
 Temple Architecture
 Painting and Sculpture
Unit 5 Popular Sects and Philosophical Traditions
A Religious Sects: Shaivism, Shaktism, Vaishnavism IndianPhilosophical
Tradition:Advaita, Mimansa, Pramana
B South Indian Bhakti Movement
 Concept and need of Bhakti Movement
 Alvars and Nayanars
 The Bhakti Movement and the State
C Arrival of Islam and Sufism
Mode of Theory/Jury/Practical/Viva
examination
Weightage CA MTE ETE
Distribution 30% 20% 50%
Text book/s* B. D. Chattopadhyaya, The Making of Early Medieval India, OUP, 2012
Ranabir Chakravarti, Trade in Early India, Oxford IndiaPaperbacks
Other A. L. Basham, The Wonder that was India, Sidgwick Jackson, 1967.
References David Lorenzen, Religious Movements in South Asia 600-1800, OUP, 2005
Upinder Singh, A History of Ancient and Early Medieval India, Pearson,
2009.
R. C. Rayhaudhuri, An Advanced History of India, Macmillan India,
1974.
L. H. Morgan, Ancient Society, Holt and Co., 1877. Romila Thapar,
Ancient Indian Social History, Orient Logman, 1978.
Romila Thapar, Recent Perspectives of Early Indian History, Popular
Prakashan, 1995.
Romila Thapar, Early India from the Origins to AD 1300,Penguin, 2001.
Romila Thapar, Ashoka and the Decline of Mauryas,
Delhi: Oxford India Perennials, 2012
R. S. Tripathi, History of Ancient India, Motilal Banarsidas, 1967.
D. P. Agrawal, The Archaeology of India, Select Book Service, 1984.
Lesli Orr‟s Donors, Devotees and Daughter of
Gods:Temple Women in South India, OUP, 2000
Vijaya Ramaswamy‟s Walking Naked:Society and Spirituality in South
India, 2007
P. V. Kane, History of Dharmashastra, 5 Vols. Bhandarkar Oriental Research
Institute, 1968-77
B. N. Puri, Ancient Indian Historiography, Atma Ram &Sons, 1994.
D. R. Bhandarkar, Ashoka, S. Chand & Co., 1964.
D. N. Jha, The Myth of Holy Cow, Verso, 2002. Kumkum Roy, The
Power of Gender & the Gender of Power: Explorations in Early Indian
History, Oxford University Press, 2010.
Kumkum Roy, Women in Early India Societies, Manohar, 2002.
Shonalika Kaul, The Making of Early Kashmir: Landscape and Identity in
Early Kashmir, New Delhi: Oxford University Press, 2018
Susan Huntington‟s Art of Ancient India, New Delhi: Motilal Banarsidas,
2016
School: School of Humanities & Social Sciences Batch : 2021-2025
Programme: B.A.
Branch: History Semester: I
1 Course Code
BHI153
2 Course Title History of Early World Civilization

3 Credits 6
4 Contact
Hours (L-T-P)
5-1-0
Course Type Major elective (open to the students of other Departments of SHSS)

5 Course 1. To understand the origins of humankind and the development of

Objective civilization.

2. To develop a sense of historical continuity by understanding

historical process.

3. To provide the student with frameworks for understanding and

evaluating the people, circumstances, institutions, and ideas thathave
helped shape world history and culture.

4. To provide the student with a general knowledge of world

history.

6 Course CO1: The student will be able to identify similarities and differences
Outcomes between civilizations and time periods.
CO2: The student will learn about the variety of conditions in which
complex social systems have emerged and in which they have transformed.
CO3:The students will attain a basic geographical and historical literacy,
learning to identify the locations and the basic chronological frameworks of
numerous societies.
CO4: The students will study the ways in which aspects of these societies
function and interact. These aspects include belief systems, social stratification,
differential access to resources, gender, exchange, and conflict.
CO5: The students will be able to scope for further research in this domain and
understand the background in which all the major civilizations were
established.
CO6 : The students will be able to elaborate on the origin, features, nature and
class composition of various societies and cultures.
7 Course This course examines the social, economic, political, intellectual and artistic
Description achievements of civilizations from the emergence of complex societies
through the end of the ancient world (c. 500 C.E.). Students will obtain a
global perspective by studying different worldviews and social institutions, as
well as systems of thought and religion as they evolved through this historical
period. Consideration of the ancient period will also include the development
of cradles of civilization, the growth and decline of classical cultures,
interactions among classical and nomadic peoples, and the establishment of
great world religions.
8 Syllabus
Ancient Mesopotamian civilizations (3000 BCE-6th century BCE)
Unit 1
Sumerian: Administration, Society & Religion; Art & Architecture
A
Assyrian: Administration, Society & Religion; Art & Architecture
B
Akkadian and Babylonian: Administration, Society & Religion; Art &
C Architecture

Unit 2 Ancient Egyptian civilization (3000 BCE-6th century

BCE)

A Old Kingdom Egypt: 2686-2181 BCE: Polity, Society and Architecture

B Middle Kingdom: 2000-1700 BCE-: Polity, Society and

Architecture
New Kingdom: 1550-1077 BCE-: Polity, Society and
C Architecture Third Intermediate Period: 1069-664 BCE

Unit 3 Chinese Civilization (2000 BCE-2nd century BCE)

Shang Dynasty : Polity, Society & Culture
A

B Zhou Dynasty: Polity, Society & Culture

C Qin Dynasty: Polity, Society & Culture

Unit 4 Early Greek Civilization

A Archaic period (8th Century BCE-5TH BCE)

B Classical Greece(5th BCE-4th BCE)

C Documentary analysis on Indus Valley Civilization
 Roman Civilization
Unit 5
A Roman Kingdom (8th Century BCE-5th BCE
B Roman Republic (5th Century BCE-1st BCE)
C Ancient civilization and Art & Architecture: A survey
Mode of Theory/Jury/Practical/Viva
examination/
Evaluation
method
Weightage CA MTE ETE
Distribution 30% 20% 50%
Other
References Arnold J Toynbe: A study of History, Vol I to XII, 1934-1961, Reprint; OUP
USA, 1988
Childe, V.G.: What happened in History, Penguin Pub, 1967. Durrant Will:
an age of Faith, 1950, reprint 1980. ∙ Durrant Will: Our Oriental Heritage:
The Story of Civilization, IIVolume.
Frankfart Henri: The Birth of Civilization to the Near East,
Indians Uni, Press, 1951.
Goyal, S.R: Vishwa Ki Pracheen Sabhyatayen, Kusumanjali Prakashan,
1963.
Nicholas, David: The Evolution of the Medieval World, Society, Government
and thought in Europe, 312-1500, Rout ledge, 1992.
Ray, U.N.: Vishwa Sabhyata Ka Itihas, Lok Bharti Prakashan, 2017.
Swain J.E: A History of World Civilization, McGraw Book, New York, 1938,
reprint, S. Chand, New Delhi 2000.
Trever, A. Albert: History of Ancient Civilization Harcourt, Brace, 1936.
Wells, H.G: The Outline of History, George Newness Revised Edition 1971.
Sharma, Manoj: History of World Civilization, Anmol Pub, New Delhi, 2005
 SEMESTER –II

School: School of Humanities & Social Sciences Batch : 2021-2025

Programme: B.A.
Branch: History
Semester: II
1 Course Code A050201T/
BHI 155
2 Course Title History of Medieval India-I, 1206-1526 C.E.

3 Credits 6
4 ContactHours 5-1-0
(L-T-P)
Course Type Major
5 Course 1. To make the students aware of the history of India during the
Objective medieval period
2. To infer the medieval Indian society and polity.
3. To interpret the economic developments of Sultanate India.
4. To get familiar with the intellectual discourse of Sultanate India.
6 Course CO1: The students will be able to reflect on India during the Sultanate
Outcomes period.
CO2: The students will be able to classify the basic themes, concepts,
chronology and the Scope of Indian History.
CO3: The students will be able to acquaint themselves with the range of
issues related to the Indian History and its distinctive eras.
CO4: The students will be able to look at Medieval History from the
archaeological sources of evidence.
CO5: The students will be able to do a critical analysis of the Social,
Political, Economic and Cultural aspects of Medieval History.
CO6: The students will be able to outline the changes and continuities inthe
field of culture, especially with regard to art, architecture, bhakti
movement and sufi movement
7 Course This course would educate students on the finer points of the Sultanate
Description period. What were the highlights and the high points of the medieval history
of that period will also be covered in this. The systems and practices that
have come to be from this age old period and how they still continue to hold
relevance will also be taught in this. This course will also delve into the
system of governance during Sultanate period in India:- Role of The Sultan,
administrative Machinery at the Centre during the Sultanate Period, other
Departments, Provincial Administration during the Sultanate Period and
District Administration during the Sultanate Period.
8 Syllabus CO Mapping
Unit 1 Establishment of Delhi Sultanate
Invasion of Mahmood of Ghazni:
● Factors behind Ghurian Success
A
● Consequences of the Invasion
● Qutbuddin Aibak
Consolidation of Delhi Sultanate:
● Iltutamish: the Real Founder of Delhi Sultanate
B ● Period of Razia Sultan
● Balban Era: Legitimacy, Sovereignty andtheories of
kingship
● Administrative Structure: Iqta System
Khalji Revolution:
● Accession of Jalaludin Khalji
C ● Alauddin Khalji: Agrarian Measures, Market Con- trol Policy,
Deccan Policy and Role of Malik Kafur, Mongol Policy; Decline of
Khaljis
Unit 2 Tughlaq, Sayed and Lodhi Dynasty
Tughlaqs: Ghayasuddin Tughlaq‟s Administrative and Fis- cal Measures;
Muhammad bin Tughalq: The Token Cur- rency, Transfer of Capital,
A
Karachil Expedition, Rebellion and Famine in Doab

Firoz Shah Tughlaq: Religious Policy, Military Expedi- tions, Hereditary

Posts and Assignments, Public Welfare Works; His Responsibility for the
B
Decline of Delhi Sultan- ate

Syeds Dynasty: Invasion of Timur, Establishment of Syed Dynasty and their

rulers. Lodi empire: Bahlol Lodi, Sikandar Lodi, Ibrahim Lodi; Lodi‟s theory
C
of Kingship, Fall of the Lodis; First Battle of Panipat

Unit 3 Society and Religion

A Composition of rural society and the village community,Slavery, Ruling
Classes, Town Dwellers
B Sufism: Definition; Prominent Sufi Silsilas and Saints in India with special
reference to Chishti, Suhrawardi, Qadiriyya, Naqshabandiyya and Firdausi;
Relationship be- tween Sufi and State; Maktub and Malfuz literature
C Bhaktism: Definition; Prominent Bhakti Saints with specialreference to
Kabir, Raidas, Mira Bai, Tulsidas, Chaitanya and Nanak; Vaishnavism and
Shaivism; Evolution of Composite Culture
 Unit 4 Literary Tradition and Architectural Excellence
A Persian Literature: Hasan Nizami, Minhaj-u-din Siraj,
Amir Khusrao, Zia-ud-din Barani
B Travel Accounts: Ibn Battutah, Macro Polo, Abdur Razzaq,
Nicolo Conti, Domingos Paes, Edoardo Barbosa
C Study of Famous Monuments: Qutub Minar, Tomb ofBalban,
Tughlaqabad Fort, Lodhi Garden

Unit 5 History of Deccan

A Vijaynagar Empire: Polity, Economy and Society

B Consolidation of Deccan: Political History of BahmaniKingdom

C Deccan Style of Architecture with special reference toHampi and

Gulbarga

Mode of Theory/Jury/Practical/Viva
examination
Weightage CA MTE ETE
Distribution 30% 20% 50%
Text book/s* Chandra Satish, Essays in Medieval Indian Economic His-tory, New
Delhi, 1987

Chandra, Satish, Delhi Sultanat: (1206-1526), New Delhi:Haranand

Publications, 2001
Other Refer- Asher, C.B. and C. Talbot, eds. India before Europe. Cam- bridge:
ences Cambridge University Press, 2006.
Eaton, R.M.,ed. India’s Islamic Traditions, 711-1750. New Delhi: Oxford
University Press, 2003.
Eaton, R.M. Essays on Islam and Indian History. New Delhi: Oxford
University Press, 2000.
Habib, I. and T. Raychaudhuri, eds.Cambridge Economic History of India,
vol. 1. Cambridge: Cambridge University Press, 1982.
Hardy, P. Historians of Medieval India: Studies in Indo Muslim Historical
Writing.London: Luzac and Company Ltd., 1966.
Juneja, M., ed. Architecture in Medieval India: Forms, Contexts, Histories.
Delhi: Permanent Black, 2001.
Kumar, S., ed. Demolishing Myths or Mosques and Tem- ples? Readings
on History and Temple Desecration in Me- dieval India.Delhi: Three
Essays Collective, 2007.
Kumar, S. The Emergence of the Delhi Sultanate, 1192- 1286. Ranikhet:
Permanent Black, 2007.
 Lorenzen, D.N.Religious Movements in South Asia 600- 1800. New Delhi:
Oxford University Press, 2004. [Paper- back edition, 2005]
Michell, G and J.M.Fritz. New Light on Hampi: Recent Re- search at
Vijayanagar. Mumabi: Marg, 2001.
Prasad, Ishwari. History of Medieval India. Allahabad: In- dian Press Ltd.,
1976.
Schomer, K. and W.H. McLeod, eds.The Sants: Studies in a Devotional
Tradition of India. Delhi: Motilal BanarsidassPublishers, 1987.
Stein, B. Peasant, State and Society in Medieval South In- dia. New Delhi:
Oxford University Press, 1980.
Subrahmanyam, S., ed. Money and the Market in India: 1100-1700. New
Delhi: Oxford University Press, 1994.
Vaudeville, C. Myths, Saints and Legends in Medieval In- dia. New Delhi:
Oxford University Press, 1996.
Eaton, R.M. & P.B. Wagoner. Power, Memory and Archi- tecture:
Contested Sites on India’s Deccan Plateau, 1300- 1600. New Delhi:
Oxford University Press, 2014.
Habib, I. ed.Studies in Medieval Indian Polity and Culture: The Delhi
Sultanate and its Times by Mohammad Habib.New Delhi: Oxford
University Press, 2016.
Sreenivasan Ramya, Padmini,the Ideal Queen:Sufi and Rajput Codes in
Malik Muhammad Jayasi's Padmavat, in Vijya Rama Swami, Researching
Indian Women, (ed.) Manohar, 2003
Sheikh, S.Forging a Region: sultans, traders and pilgrims in Gujarat,
1200-1500.New Delhi: Oxford University Press, 2010
School: School of Humanities & Social Sciences Batch : 2021-2025
Programme: B.A.
Branch: History
Semester: II
1 Course Code BHI156
2 Course Title History of Medieval India-II, 1526-1707 C.E.
3 Credits 6
4 Contact Hours 5-1-0
(L-T-P)
Course Type Major

5 Course 1. To make the students aware of the history of India for the Mughal period be-
Objective tween the time periods as mentioned.
2. To infer the Indian society and polity of the Mughal India.
3. To interpret the economic developments of Mughal India.
4. To get familiar with the intellectual discourse of Indo-Islamic India.

6 Course CO1: The students will be able to understand the history of India from during
Outcomes the Mughal period.
CO2: The students will be able to classify the basic themes, concepts, chronolo-
gy and the Scope of Mughal History.
CO3: The students will be able to acquaint themselves with the issues related to
Indian History and the Mughal era in particular.
CO4: The students will be to scope out further research in the domain and
study further in the applied field of history as archaeologists.
CO5: The students will be able to critically analyse the Social, Political, Eco-
nomic and Cultural aspects of Indo-Islamic History.
CO6: The students will be able to delineate the development of art,
architecture, trade and urban complexes during this period
7 Course
Description This course would educate the students on the importance of Mughal history, and
its chronology, its impact on medieval India‟s art, culture, socio-economic
practices and religious beliefs. This would also tell about the origin of flourish-
ing architecture, literature, trade and commerce. This course would also look into
Mughal contributions to the development of art, architecture, literature, trade,
intercultural exchange and much more. This would also talk about mixing
of two cultures and evolution of movements like Bhakti movement.
8 Outline syllabus
Unit 1 Founding of The Mughal Empire
A ● Historiography : Different Approaches
● Sources: An overview of Abul Fazl, Badauni , Bernier.
● Vernacular literary cultures: Mangalkavya and Rekhta
B ● Babur‟s Conquests and Founding of the Mughal Empire: po-litical and
military proposition
● Sher Shah – administrative and military reforms
C ● Humayan: Political and Military Difficulties
● Role of his Brothers, His Relationship with Bahadur Shah;Sher Shah
and his Nobility
● Factors behind Humayun‟s Failure against Sher Shah
Unit 2 Reign of Akbar, Jahangir and Shah Jahan

A ● The Age of Akbar: Regency of Bairam Khan, Internal Con-flict, Role

of Harem in Mughal Politics (1560-64)
● Conquests, Administration, Mansabdari System, Land Rev-
enue system- Religious policy- Rajput policy
B Jahangir: Accession of Jahangir, His Measures after Accession, Reli-gious and
Rajput Policies,
Role of Nur Jahan, Revolt of Mahabat Khan and Bir Singh Bundela,Tussle for
Succession in last years of Jahangir‟s Reign

C ● Shah Jahan: Conflict for the Throne, Accession

● Deccan Policy, Golden Age of Empire?
● War of Succession, Recovery of Qandhahar
Unit 3

Aurangzeb, Maratha and Sikh Power

A ● Aurangzeb: Accession
● Religious and Rajput Policies
● Aurangzeb‟s Struggle for Deccan.
B ● Rise of the Marathas under Shivaji: Conquests and Admin-istration
● Sikhism- Rise of Sikh Militancy under Guru Gobind Singh

C ● Downfall of Mughal Empire: Factors behind Decline ofMughal

Empire, Major Theories on Decline
● Critical analysis of Aurangzeb‟s personality in the context of decline of
the Mughal Empire
 Unit 4 Economy, Society and Gender in Mughal India
A ● The system of agricultural production: agricultural technologyand crop
patterns
● Zabti system-magnitude of land tax, non-agricultural production Nature of
land rights and rural tension
B ● Indian Oceanic trade; European commercial enterprise
● Kerala, Coromandel coast;
● Western India coast
C ● Urban society: towns and town life
● Merchant communities, artisans and bankers
● Gender: Harem and Household

Unit 5 Religion and culture in Mughal India

A 15th and 16th century resurgence of Bhakti movement- Saints andtheir cults,
Tauhid-i-Ilahi ,

B The Mughal court language, regional languages; literary culture

C Architecture and painting

Mode of Theory/Jury/Practical/Viva
examination

Weightage CA MTE ETE

Distribution
30% 20% 50%
Text Alam M. and S. Subrahmanyam. The Mughal State1526-1750s. NewDelhi: OUP,
book/s* 1998.
Ali, Athar. Mughal India, Studies in Polity, Ideas, Society & Culture.New
Delhi, Oxford University Press, 2006
Chandra, Satish, History of Medieval India: (800-1700), New Delhi,Orient
Blackswan, 2014

Find PDF here: http://cdn.examclear.com/examclear/study-materi-

als/Satish%20Chandra%20History%20of%20Medieval%20India.pdf
Other Aquil, R. ed. Sufism and Society in India. New Delhi: Oxford Uni-versity Press,
References 2010
Ali, Athar. The Mughal Nobility under Aurangzeb. Aligarh: Asia Publishing House,
1970.
Brand, M. and G.D. Lowry, eds. Fatehpur Sikri: A Sourcebook. Withcontributions
by Ziauddin Desai and Attilio Petruccioli, MIT, 1985.
Bhargava, M., ed. Exploring Medieval India, vol. I and II. New Delhi: Orient
Blackswan, 2010.
Busch, Allison.“Literary Responses to the Mughal Imperium: The Historical
Poems of Kesavadas.” South Asia Research, 25, 1 (2005):31-54.
Eaton, Richard, ed. India’s Islamic Traditions. New Delhi: OUP,2003.
Faruqui, M. D. The Princes of the Mughal Empire 1504-1719, Cam-bridge:
Cambridge University Press, 2012
Hasan, N. Religion, State and Society: Collected works of Nurul Hasan. New
Delhi: Oxford University Press, 2005. revised edn., NewDelhi: Oxford University
Press, 1999.
Kapur, N.S. State Formation in Rajasthan: Mewar During the Sev-enth – Fifteenth
Centuries. New Delh: Manohar, 2002.
Karashima, N., ed. A Concise History of South India: Issues and In-terpretations.
New Delhi: Oxford University Press, 2014.
Khan, I.A. Gunpowder and Firearms: Warfare in Medieval India.New Delhi:
Oxford University Press, 2004.
Koch, Ebba. Mughal Art and Imperial Ideology: Collected Essays.New Delhi:
Oxford University Press, 2001.
Lal, Ruby, Domesticity and Power in Early Mughal World, Cam-bridge,
Cambridge University Press, 2005
Michell, G. and M. Zebrowski. Architecture and Art of the DeccanSultanates. Part
1, vol. 7, Cambridge: Cambridge University Press,1999.
Rao, V.N., D. Shulman and S. Subrahmanyam.Textures of Time: Writing History
in South India 1600–1800. Delhi: Permanent Black,2001.
Raychaudhuri, T. and I. Habib, eds. Cambridge Economic History ofIndia. vol. I,
Cambridge: Cambridge University Press, 1982.
Rezavi, S.A N. Fatehpur Sikri Revisited. New Delhi: Oxford Univer-sity Press
2013
Rizvi, S.A.A. Muslim Revivalist Movements in Northern India in the Sixteenth
and Seventeenth Century. New Delhi:Munshiram Manoharlal, reprintedn., 2014.
Rizvi, S.A.A. Fatehpur Sikri. New Delhi: ASI and Eicher Goodearth Ltd., 2002.
Saxena, R.K. “Mughals and Rajputs.” In Historical Perspectives of Warfare in
India: History of Science, Philosophy and Culture in In-dian Civilization, vol. 10,
edited by S.N. Prasad and D.P. Chattopadhyaya. Delhi: Motilal Banarsidass, 2003.
Sharma, S. Literature, Culture and History in Mughal North India, 1550-1800.
New Delhi: Primus, 2011.
Truschke, A. “The Mughal Book of War: A Persian Translation ofthe Sanskrit
Mahabharata.” Comparative Studies of South Asia, Afri- ca and the Middle East
31(2011).
School: School of Humanities & Social Sciences Batch : 2021
Programme: B.A.
Branch: History
Semester: II
1 Course Code BHI157

2
Course Title History & Professional Utility

3 Credits 6
4 Contact
Hours
(L-T-P) 5-1-0
Course Type Major (Elective) Open to all students from other Departments

5 Course The main objectives of this paper are:

Objective
1. To make the students aware of professional applications of History asa
subject.
2. To make the students mindful of the major aspects of Museology and
Museums along with its importance.
3. To make the students understand the main features of Archival Studies
along with importance and utility of Achieves.
4. To enable the students to identify the sites for the historical tourism,and
help them in planning their historical tourism in an appropriate manner.

6 CO1: The students will be able- to apprehend the main profession fields
Course related to History as a subject and also, to identify career-opportunities and
Outcomes
higher studies + research areas in respective fields of History.
CO2: The students will be able to understand very multi-faceted discourse
of Archaeology in History.
CO3: The students will be able to comprehend the major aspects of
Museology and Museums along with its importance.
CO4: The students will be able to comprehend the main characteristicsof
Archival Studies along with the importance and utility of Archives.
CO5: The students will be able to identify Historical-heritage andinterpret
its resource for tourists as well as local communities.
CO6 : The students will be able to understand the importance and
significance of such institutions to build the history of India.
7 Course The main purpose of this course is to give an understanding of the
Description application of History to the students. History and its professional utility
is the central idea of this paper and the units are designed about the use
of Archives, Museums, Archaeology and Historical tourism. This course
would educate the students on the importance of Archaeology in History.
Extensive in scope, archaeological evidences provide non- deniable
proof points in history writing with minimal biases. Archaeology finds
its application in various disciplines and there are various ideologies
surrounding Archaeology, which gives a very multi-faceted discourse
around the subject. This course also introduces students to the
institutions that help in maintaining the documentary, visual and material
remains of the past. Museums and Archives are among the most
important such repositories and this course explains their significance
and how they work. This course is an opportunity for students to
understand, analyze and evaluate the History and importance of the
Museums and Archives with its contemporary features. Also, the course
includes cultural and regional part of tourism related to India as well as
for international perspective. The students develop their skills to identify
heritage and interpret its resource for tourists as well as local
communities. Visit to National Archives, National Museum and
Historical sites are an integral part of the course.
8 Syllabus
Unit 1 Archaeology
Definition Terms and Concepts in Archaeology- Pre- history, Proto-
A History and History; Significance, scope of field Beginning of the study of
Archaeology
Sources of Archaeology: Monuments- Inscriptions-Coins
B
The dating problem- dates in Inscriptions

C Institutional Establishment Acts/Laws growth of in the Professional field

Archaeology: organisations and
Unit 2 Museology

A Museology & Museum: Concept, definition, types,function

Significance and scope of field Museums in World and India: The Louvre,
B Paris; The British Museum, London; Indian Museum, Kolkata; The National
Museum, New Delhi.
Institutional Development:Indian Museum Act, 1910; Indian Museum Rules,
C 1970.International Institution: ICOM
 Archival Studies
Unit 3

Archival Studies & Archives: Concept, definition, types, features,

A functions, Difference between Archiveand Library.

Significance and scope of field

B archives around the World and India: The Archives
Nationales, France; National Archives of India, NewDelhi

C evelopment of Archive in India: organization andrules/Laws; he

International Council on Archives
Unit 4
Heritage Tourism
Definition of the Heritage and Tourism; Features of Historical Tourism
and its impacts & significance; Development of Historical (Heritage)
A
Tourism; Scope of
Study
Heritage management rules and Laws in India and world; UNESCO and its
organizations; Meaning and importanceof World Heritage site
B Various organizing promoting Historical Tourism in India and Policy of
Government of India and Sate Council for historical sites; IHCN

Heritage and travel and Guides: Public Participation in Preservation of

Cultural Heritage; Role of Heritage Guide selected world heritage sites in
C India: Taj Mahal, Khajuraho, Madhya Pradesh. Hampi, Karnataka. Ajanta
Caves, Maharashtra. Ellora Caves, Maharashtra. Bodh
Gaya, Bihar. Sun Temple, Konark, Odisha. Red Fort Complex, Delhi.

Unit 5 Case Study

Archaeology: Bhimbetka & Ajanta caves, MauryanInscriptions, Indo-
A
Greek coins

B Achieves & Museum: The National Museum, NewDelhi.; National

Archives of India, New Delhi
C Heritage Tourism: Monuments in Delhi
Mode of Theory /Practical/Viva
examination/
Evaluation
method
Weightage CA MTE ETE
Distribution 30% 20% 50%
Other Agrawal, D P. The Archaeology in India. Routledge. 1997 (17th ed.)
References Agrawal, D P. Traditional Knowledge Systems and Archaeology. Aryan
Books International. 2007
Raman, K V. Principals & Methods Of Archaeology,New Delhi. 1976
Srivastav,K M. New Era Of Indian Archaeology, New Delhi. 1982
Colin Renfrew and Paul G. Bahn. Archaeology Essentials: Theories,
Methods, and Practice, Thames andHudson Publishers. 2018 (4th ed.)
Goswamy, B.N., Essence of Indian Art, Asian Art Museum of San Francisco,
1986
Mitter, Partha, Indian Art, Oxford History of Art series, Oxford University
Press, 2001
Saloni Mathur, India By Design: Colonial History and Cultural Display,
University of California, 2007
Sengupta, S. Experiencing History Through Archives. Delhi: Munshiram
Manoharlal. 2004.
Guha, Thakurta, Tapati, Monuments, Objects, Histories: Institution of Art in
Colonial Colonial India, New York, 2004
Kathpalia, Y. P. Conservation and Restoration of Archive Materials.
UNESCO, 1973
Choudhary, R.D. Museums of India and their maladies. Calcutta: Agam
Kala Prakashan. 1998
Agrawal, O.P., Essentials of Conservation and Museology. Delhi: Sandeep
Prakashan. 2006
G.Edson & Dean David, Handbook for Museum. London:Routledge, 1986
John Ridener, From Folders to Post Modernism: A Concise History of
Archival Theory, 2009
Roday, Sunetra ,Archana Biwal & Vandana Joshi –
Tourism ; Operations and Management
Mishra, P.K., Tourism in India , New Century Publications. 2018
Biswas, S.S. Protecting the Cultural Heritage (National Legislation and
International Conventions). New Delhi: INTACH, 1999.
Singh, U. The Idea of Ancient India: Essays on Religion,Politics and
Archaeology. New Delhi: Sage, 2016.
SEMESTER-III
School: SHSS School of Humanities and Social Sciences Batch : 2021

Programme: B.A.
B.A.Hons.
History
Branch: History Semester: III
1 Course Code A050301T/ BHI251

2 Course Title History of Modern India:1707-1857 C.E.

3 Credits 6
4 Contact 5-1-0
Hours (L-T-
P)
Course Type Major

5 Course 1. To make the students aware of the history of India from during Modern
Objective India to the mentioned time period.
2. To infer the colonial Indian society and polity.
3. To interpret the economic developments of Modern India.
4. To get familiar with the intellectual discourse of colonial India.
6 Course CO1:The students will be able to trace the period of Mughal decline to the
Outcomes advent and consolidation of the British empire.
CO2: The students will be able to understand the history of various land
reforms thatexist in India and the very norms that sit at the heart of it.
CO3: The students will be able to identify the colonial way of establishment
and howthey made their inroads into the Indian economy.
CO4: The students will be able to understand various hierarchies and wealth
creation for their homeland at the hands of the Indian peasantry.
CO5: The students will be able to critically analyse the Social, Political,
Economicand Cultural aspects of the History of the times and development
of postal system and railways.
CO6: The students will be able to trace the British colonial expansion in the
administrative and political contexts of eighteenth century India.
7 Course This course marks a very important event in the history of India, when
Description Mughal empire was declining and British were making their advent into
India. This period saw the consolidation of British rule in India, emergence
of various regional powers and a period of British introduction of various
land reforms and construction of hierarchy. This period also saw plunder of
 Indian resources and drain of wealth from the Indian economy to the
British.This period also culminated to various revolts and notable among
them was the Sepoy mutiny of 1857.
8 Syllabus CO Mapping

Unit 1 The 18th century in India: Historical Developments

A
● Decline and disintegration of the Mughal Empire: oldertheories and
modern critiques
● Third Battle of Panipat
B ● The rise of regional powers- Bengal, Oudh, Hyderabad
C European Trading Companies- Portuguese, Dutch, English, and French

Unit 2
Expansion and consolidation of British rule
A ● Bengal - From Plassey to Buxar and the grant of Diwani
● Carnatic Wars- Conquest of Bengal- SubsidiaryAlliance-
Maratha wars-Mysore wars- Sikh wars-
Doctrine of Lapse
B ● Emergence of East India Company as a super – ordinate power;
framework of Company‟s control ( the Regulating Act, Pitt‟s India
Act, Charter Acts)
● Charter Act of 1813: Provisions and Importance
C ● Orientalism and Utilitarism in relation to India.
● Classical political thought in relation to India: theory of rent, laisser
faire, and Colonial paternalism
Unit 3
Colonial Construction of India
A ● Land revenue settlements – The terms of Permanent,
Ryotwari, and Mahalwari Settlement
B ● Introduction of Western Education and its impact
● Evolution of law and Colonial Courts
● Development of Railway and postal System

C ● The Process of Deindustrialisation and Relateddebates

● Drain of Wealth
● Bengal Famine of 1770

Unit 4 Cultural changes, social and religious reform movements

A Rise of Modern Education, the growth of a new
and
intelligentsia and the press
B ● Rammohan, Vidyasagar and the the Young Bengal Movement in
Bengal
● AryaSamaj, PrathnaSamaj, Ramakrishna andVivekananda,
Theosophical Society
● JyotibaPhule
C ● Wahabi, Deoband and Aligarh Movements
● Debates around gender

Unit 5 Popular Resistances

A Revolt of 1857: Background, Causes, Nature, CO1, CO3, CO5
Consequences
B Peasant and tribal resistance movements in early Colonial CO1, CO3, CO5
India
C Revolt of 1857 in Indian Cinema: (Background, Causes, CO1, CO2,
Nature, Consequences) CO3,CO5,
CO6
● Shatranj Ke Khilari,
● Mangal Pandey
● Manikarnika: The Queen of Jhansi
Mode of Theory/Jury/Practical/Viva
examination
Weightage CA MTE ETE
Distributio
n 30% 20% 50%
Text book/s* Bandhopadhyay, Shekhar. From Plassey to Partition: A Historyof Modern
India. Delhi: Orient Blackswan, 2004
ubramanian, Lakshmi. History of India, 1707-1857. Delhi:Orient Blackswan,
2010
Other Alavi, Seema, ed. The Eighteenth Century in India. New Delhi: Oxford
References University Press,2007.

Alavi, Seema. The Sepoys and the Company: Tradition and Transition in
Northern India,1770–1830. New Delhi: Oxford University Press, 1998

Bayly, C. A. Indian Society and the Making of the British Empire. The
New Cambridge History of India. Volume II.1.Cambridge: Cambridge
University Press, 1990.

Bayly, Susan. Caste Politics and Indian Society from the Eighteenth Century
to theModern Age. Cambridge: Cambridge University Press,1999.

Bhattacharya, Sabyasachi, ed. Rethinking 1857. Delhi: Orient Longman,

2007.
Choudhary, Sushil. Prelude to Empire: Plassey Revolution of 1757. Delhi:
Manohar, 2000.

Cohn, B. Colonialism and its Forms of Knowledge. Princeton, New Jersey:

Princeton University Press, 1996.
Dirks, Nicholas B. Castes of Mind. Princeton, New Jersey: Princeton
University Press, 2001.

Habib, Irfan. Indian Economy Under Early British Rule 1757-1857: A

People's History of India 25.Delhi: Tulika, 2013.
Kalam, Tabir, Religious Tradition and Culture in Eighteen Century North
India, New Delhi: Primus Books, 2013

Kapila, Shruti, ed. An Intellectual History for India.

Delhi:Cambridge University Press, 2010.

Ludden, David, ed. Agricultural Production and South Asian History.New

Delhi: Oxford University Press, 2005.
Malekandathil, Pius, The Mughals, the Portuguese and the Indian Ocean,
New Delhi: Primus Books, 2014

Malekandathil, Pius, The Maritime India: Trade, Religion, Polity in the

Indian Ocean, New Delhi: Primus Books, 2014

Parthasarathi,Prasannan.The Transition to a Colonial Economy: Weavers,

Merchants and Kings in South India, 1720-1800. Cambridge: Cambridge
University Press, 2001.

Parthasarthy,Prasannan.Why Europe Grew Rich and Asia Did Not: Global

Economic Divergence, 1600-1850. Cambridge: Cambridge University Press,
2011.

Roy, Tirthankar. An Economic History of Early Modern India. London and

New York: Routledge, 2013.

Robb, Peter, ed. Dalit movements and the meanings of labour in India. New
Delhi: Oxford University Press, 1993.
Sarkar, Sumit, and Tanika Sarkar, eds. Women and Social Reform in
India,Vol I&II.Delhi: Permanent Black, 2007.
Vishwanathan, Gauri. Masks of Conquest: Literary Study and
British Rule in India. New York: Columbia University Press, 2015.
School: SHSS School of Humanities and Social Sciences Batch : 2021-2025
Programme: B.A.

Branch: History Semester: III

1 Course Code
BHI252
2 Course Title Decoding Gender in Indian History
3 Credits 6
4 Contact
Hours
(L-T-P) 5-1-0
Course Type Major

5 Course 1. To make the students aware of the history of gender in India from
Objective ancient times to the modern age.
2. To identify the gender issues within Indian society and polity.
3. To interpret gender roles through the discourse of history.
4. To analyze history from a gender neutral perspective.

6 Course CO1:The students will be able to illustrate the knowledge of history of

Outcomes gender in India from the ancient times to modern era.
CO2: The students will be able to classify the basic themes, concepts, of
History of gender in India.
CO3: The students will be able to acquaint them with the range of issues
related to gender in Indian History and its distinctive eras.
CO4: The students will gain a scope of further research in the domain andwill
be able to apply this in the field of gender and women studies.
CO5: The students will be able to critically analyze the Social, Political,
Economic and Cultural aspects of the history of gender.
CO6: The student will be able to describe significant developments relate
within the to gender issues historical contexts

7 Course
Description This course would trace the course of the Gender roles and importance right
from the ancient to the Modern India. It is an interesting facet to understand
that Women have been a part of political spaces throughout the course of
History, have held positions of power and yet have played the second fiddle
even today. There have been a lot of political and social discourses during their
rule, on whether their role was stronger during the Vedic times of they became
stronger during the Sultanate period. Rather than giving a definitive answer,
his course tries to discuss the gender roles at its very core and discusses the
various Social, Political, Economic and
 Cultural aspects of that history has offered during its run from the ancientto
the Modern India.

8 Outline syllabus
Unit 1 Gender in Ancient India up to c.1200 CE
A Understanding Gender, Patriarchy and Masculinity

B Economic and social roles: property relations; varna, jati,

household, marriage
C Gender in cultural and religious frames: representations inart and literature;
goddesses and saints

Unit 2

Gender in Medieval India: 1200 to 1500C.E.

A Women and power in the Delhi Sultanate: Raziya Sultan

B Gender and literature: love and manliness in Hindawi Ro-mances

C Representations of women and men in Indo-Persian, San-skrit and Rajput

Traditions
Unit 3

Gender in Mughal India: 1500 to 1750 C.E.

A Political processes, law and gender

B Harem, household and family

C Masculinities and sexualities; Education, literature andcul-

ture: biographies, music

Unit 4 Gender in Colonial India: 1750s to 1940s

A The Women‟s Question, social reforms and law

B Engendering caste, class and religious identities; house-

hold, family, marriage and love; sexualities andmasculini- ties

C Literature, popular culture, and gender

Unit 5 Women and Partition

A Women‟s movement

B Women and State

C Women, family and Separation: Emotional Stories
Mode of Theory/Jury/Practical/Viva
examination
Weightage CA MTE ETE
Distribution 30% 20% 50%
Text book/s* Roy, Kumkum, The Power of Gender and the Gender ofPower,
Explorations in Early Indian History. New Delhi:
Oxford University Press, 2010.
Other Bokhari, Afshan. „Between Patron and Piety: Jahān ĀrāBegam‟s Sufi
References Affiliations and Articulations inSeventeenth-Century Mughal India‟. In
Arrangements of the Mystical inthe Muslim World, 1200–1800.Taylor and
Francis, 2011.
Butalia, Urvashi, The Other Side of Silence: Voices fromthe Partition of
India, Penguin, 2017.
Bokhari, Afshan. „Between Patron and Piety: Jahān Ārā Begam‟s Sufi
Affiliations andArticulations in Seventeenth- Century Mughal India‟. In
Arrangements of the Mystical inthe Muslim World, 1200–1800.Taylor and
Francis, 2011.
Forbes, Geraldine. Women in Modern India.Cambridge:Cambridge University
Press, 1996.
Gupta, Charu. „Introduction‟. In Charu Gupta, ed. Gendering Colonial India:
Reforms, Print, Caste and Communalism. Delhi: Orient Blackswan, 2012.
Gupta, Charu, The Gender of Caste: Representing Dalits in Print, Washington:
University of Washington Press, 2016.
Habib, Irfan.Exploring Medieval Gender History.Symposia Papers, Indian
History Congress, 2000.
Hasan, Farhat. 2State and Locality in Mughal India: Power Relations in Western
India, c.1572-1730. University of Cambridge Oriental Publications, 2005
[Chapter V:„Women, Kin and Shari'a‟ in State and Locality‟].
Kumar, Radha. The History of Doing: An Illustrated Account of Movements for
Women’s Rights and Feminism in India, 1800-1990. Delhi: Zubaan, 1997
Lal, Ruby. Domesticity and Power in the Early MughalWorld. Cambridge:
Cambridge University Press, 2005.
Menon & Bhasin, Borders & Boundaries: Women inIndia's Partition ,Rutgers
University Press, 1998.
Ramaswamy, V. Walking Naked: Women and Spirituality in South India.
Shimla: Indian Institute of Advanced Study,1997.

Rangachari, Devika. Exploring Spaces for Women in Early Medieval Kashmir.

NMML Occasional Papers.
Singh Snigdha, Beyond the Women in Question: Reconstructing Gender
Identities, Delhi: Ratna Sagar, 2017

Sangari, Kumkum, and Sudesh Vaid, eds. Recasting Women: Essay in

Colonial History. Delhi: Kali forWomen, Reprint, 2006.
 Sarkar, Sumit and Tanika Sarkar, eds. Women and Social Reform in Modern
India: A Reader. 2 Vols. Delhi: Permanent Black, 2007

Shaha Shalini, The Making of Womenhood: Gender Relations in the

Mahabharata, Revised edition, Delhi: Manohar, 2012

Sahgal Smita, Masculinity in Early India: Constructing ana Embryonic Frame,

Proceedings of Indian HistoryCongress, Vol. 70, 2009-2010, pp. 151-163

Sheel Ranjana, The Political Economy of Dowry: Institutalization and Expansion

in North India, Delhi: Manohar Publications, 1998.
School: SHSS Batch : 2021-25
Programme: B.A.

Branch: History Semester: III

1 Course Code BHI253
2 Course Title Indian History in Cinema
3 Credits 6
4 Contact Hours 5-1-0
(L-T-P)
Course Type Major Open to all students from other Departments

5 Course Objective 1. To introduce to the students to the history of Cinema.

2. To understand History through the study of Cinema
3. To get familiar with the cinema in colonial times.
4. To provide understanding and evolution of cinema, nationalism
andnarrative.
6 Course Outcomes CO1:The student will be able to identify historical narratives through
cinemaCO2: The student will be able to associate with cinema as a
medium of reflecting on historical events.
CO3: The student will be able to apply cinema as a tool to understand
social,political, cultural developments of the past.
CO4: The student will be able to analyse the significance of studying
cinemaas an integral part of historical development and changes that
occurred in past.
CO5: The students will get an overview of the historical evolution of
Indiancinema.
CO6: The students will be able to understand the changes in
therepresentation of identity and gender in cinema.

7 Course Description This course has been designed to use cinema as a methodology and tool
for reflecting on the social, political, economic developments during and
after the British colonial rule. It will start with an introduction to the
origin and background of Hindustani cinema and further expand to
discus the nature and content of cinema during British rule. This course
will also cover the cinema after Independence and see how Cinema
represented the historical events in terms of their narration and depiction.
8 syllabus
Unit 1 Introduction

A Survey of Literature
B Understanding the need and relevance
C Significance and Interpretation
Unit 2 Cinema in the Colonial Period

A Background of Origin

B Early Film makers and their social backgrounds

C Form and content of early Cinema

Unit 3 Hindustani Cinema post 1947

A Nature of evolution under the changed political scenario

B Culture and Content: Communalism

C Nationalism in Hindustani Cinema

Unit 4 Hindustani cinema in the late 1960s

A
New wave cinema; Changing representations of gender, class and caste;
impact of left movements like the Naxalbariuprising

B Women‟s movements; New directors and their concerns

C Growing challenges to hegemonic commercial cinema.

Unit 5 Cinema and Nationalism
A Nationalism in Cinema: Shatranj ke Khiladi, Mangal Pandey

B Identity, Gender and Cinema: Pinjar, Padmawat

C Popular historical figures in Cinema: Gandhi, The legend of Bhagat

Singh
Mode of examination Theory
Weightage Distribution CA MTE ETE
30% 20% 50%
Text book/s*
Other References Chakravarty, S. S., National Identity in Indian Popular Cinema 1947-
1987, Oxford University Press, Delhi, 1998
Chaudhry, Prem, Colonial India and the Making of EmpireCinema:
Image, Ideology and Identity, Manchester University Press,
Manchester, 2000.
Deshpande, Anirudh, Class, Power and Consciousness in Indian
Cinema and Television, Primus Books, New Delhi,2009.
Ira Bhaskar and Richard Allen, Islamicate Cultures ofBombay
Cinema, Tulika Books, New Delhi, 2009.
Landy, Marcia (ed.), The Historical Film: History andMemory in Media,
The Athlone Press, London, 2001.
 SEMESTER-IV
School: School of Humanities & Social Sciences
Programme: B.A.
Branch: History Semester: IV
1 Course Code
A050401T/ BHI255
2 Course Title History of Modern India-II, 1857-1947
3 Credits 6
4 Contact Hours 5-1-0
(L-T-P)
Course Type Major
5 Course 1. The course is designed to make the student aware about themaking of
Objective modern India and the struggle for independence.
2. To impart information about Trends in Indian Nationalism andGandhian
Movements.
3. To infer the colonial Indian Society & Polity

4. To understand various interpretations of the economic &intellectual

developments in colonial India.
6 Course CO1: The students will be able to understand the concept of nationalism in
Outcomes general and the factors that led to the growth of Indiannational Movement in
particular.
CO2: The students will be able to classify the basic themes , concepts,chronology
and scope of colonial Indian history.
CO3: The students will acquire knowledge of the role that massesplayed in the
struggle for independence.
CO4: The students will be able to scope for further research in thedomain
CO5: The students will be able to critically analyse the impact ofBritish rule on
the economy and Indian society & culture.
CO6: The students will be able to understand the vast and divergentideological
base behind Indian national movement with inner contradictions.
7 Course This course would educate the students on the developments that led to the
Description struggle for Independence, and the the important personalities who were involved
in the Indian freedom struggle. This course deals in detail with the impact of
Gandhian philosophy & his involvement in Indian politics on the Indian
Independence movement and the different political trends that emerged during
this period. This course would also talk about the various colonial reforms that
were introduced and amidst all of this and the response such reforms received
from the Indian nationalist leaders. It would also shape our understanding of how
society, polity, culture and administration has been defined from the norms and
practices that were present during the colonial period and how the Indian
constitution came to be. This course covers all the core issues pertaining to vast
canvas of nationalist history.
8 Syllabus

Unit 1 Post 1857 Revolt Developments & emergence of Nationalism

A Overview of India after 1857

B Socio-Religious Reform Movements

C Factors leading to growth of Nationalism in India &Social Background of

Indian Nationalism
Unit 2 Early Nationalism
A Emergence of Congress & Its Objectives
B Swadeshi Movement & Rise of extremism
C ● Home Rule League & Lucknow Pact

● 1919 Montague-Chelmsford Reforms :Provisions & Analysis

Unit 3 Gandhian Nationalism
A Advent of Gandhi
B ● Rowlatt Act & Rowlatt Satygraha
● Khilafat Issue & Non-Cooperation Movement
C ● Emergence of different political trends :Swarajists,
Revolutionaries, Leftists
● Simon Commission & Civil DisobedienceMovements and Round
Table Conference
Unit 4 Constitutional Developments and CommunalPolitics
A Provisions and analysis of Government of India Act1935
B ● Quit India Movement
● Role of INA, INA Trials & RIN Mutiny
C Growth of Hindu Fundamentalism and Muslimseparation ; Demand for
Partition
Unit 5 Road to Partition and Independence
A Constitutional formulas : Wavell Plan, Cripps andCabinet Mission IV
B Mountbatten plan, Circumstances leading to Partition& Independence
C Making of the Constitution and Integration of PrincelyStates
Mode of Theory/Jury/Practical/Viva
examination/
Evaluation
method
Weightage CA MTE ETE
Distribution 50%
30% 20%
Text book/s*
Bandhopadhya, Shekhar. From Plassey to Partition: A History of Modern India.
Delhi: Orient Blackswan, 2004.
Chandra, Bipan et. al. India’s Struggle for Independence. New Delhi:Penguin,
1988.
Chaudhary, Latika et. al., eds. A New Economic History of Colonial India. London
and New York: Routledge, 2016.
Guha, Ranajit and Gayatri Chakaravarti Spivak, eds. Selected Subaltern Studies.
New York and Oxford: Oxford University Press, 1988.
Sarkar, Sumit. Modern India 1885-1947. Delhi:Macmillan 1983
Other
References Amin, Shahid. Event, Metaphor, Memory: Chauri Chaura, 1922 – 1992. Delhi:
Penguin, 2006 reprint.
Bandyopadhyay, Shekhar (ed). National Movement in India: A Reader. New Delhi:
Oxford University Press, 2009.
Bhargava, Rajeev, ed. Bipan, Chandra. Nationalism and Colonialism in Modern
India. Delhi: OrientLongman, 1979.
Politics and Ethics of the Indian Constitution. New Delhi: Oxford University Press,
2008.
Brown, Judith. Gandhi’s Rise to Power. Cambridge: Cambridge University Press,
1972.
Chakravarti, Dipesh. Rethinking Working Class History: Bengal 1890-1940.
Princeton, New Jersey: Princeton University Press, 1989.
Chatterji, Joya. Bengal Divided. Cambridge: Cambridge University Press, 1994.
Dalmia,Vasudha and Stuart Blackburn, eds. India's Literary History: Essays on the
Nineteenth Century.Delhi: Permanent Black, 2004.
Devji, Faisal. The Impossible Indian: Gandhi and the Temptation of Violence.
Cambridge, Massachusetts: Harvard University Press, 2012.
Gilmartin, David. Empire and IslamPunjab and the Making of Pakistan.
California:University of CaliforniaPress, 1988.
Hasan, Mushirul and Asim Roy, eds. Living Together Separately: Cultural India in
Historyand Politics. New Delhi: Oxford University Press, 2005.
Hasan, Mushirul. India’s Partition: Process, Strategy and Mobilisation. New
Delhi: OxfordUniversity Press, 1993.
Jalal, Ayesha. Self and Sovereignty: Individual and Community in South Asian
Islam. Delhi:Oxford University Press, 2000.
Jalal, Ayesha. The Sole Spokesman: Jinnah, the Muslim League and the Demand
forPakistan. Cambridge: Cambridge University Press, 1985.
Khan, Yasmin. India at War: The Subcontinent and the Second World War. New
York:Oxford University Press, 2015.
Oberoi, Harjot Singh. The Construction of ReligiousBoundaries: Culture,
 Identity,and Diversity in the SikhTradition. Chicago: University Of Chicago
Press,1994 Mahatma Jotirao Phule and Low CasteProtest inNineteenth-Century
Western India.Cambridge:Cambridge University Press,1985.
Pandey, Gyanendra.The Construction of Communalism in Colonial North India.
New Delhi:Oxford University Press, 1992.
Pandian, M.S.S. Brahmin and Non-Brahmin: Genealogies of the Tamil Political
Present.New Delhi: Permanent Black, 2007.
Parekh, Bhiku. Colonialism, Tradition and Reform. An Analysis of Gandhi’s
PoliticalDiscourse. Delhi: Sage, 1999 reprint.
Ray, Rajat, K., ed. Entrepreneurship and Industry in India, 1800-1947. Delhi:
OxfordUniversity Press, 1994.
Roy, Tirthankar. The Economic History of India 1857- 1947. New Delhi: Oxford
UniversityPress, 2000.
Roy Anwesha, Making Peace, Making Riots: Communalism and Communal
Violence, Bengal 1940– 194, Cambridge: Cambridge University Press, 2018.
Sarkar, Sumit and Sarkar, Tanika. (eds) Caste in Modern India: A Reader, Volume
I and II.Delhi: Delhi University, 1998.
Sarkar, Sumit. The Swadeshi Movement in Bengal, Delhi: Permanent Black, 2010
reprint, PermanentBlack, 2014
 School of Humanities and Social Sciences Batch : 2021-25
School:
B.A.
Programme:
History Semester: IV
Branch:
1 BHI256
Course Code
2
Course Title History of Modern China (1839-1949 C.E.)

3 6
Credits
4 ContactHours 5-1-0
(L-T-P)
Course Type Major (elective)
5 Course 1. To make the students aware of the history of China during the
Objective mentioned period
2. To infer the society and polity of China.
3. To interpret the economic developments of China as a nation.
4. To get familiar with the intellectual discourse of Chinese resurgence.
6 Course CO1: The students will be able to reflect on China during the mentionedperiod.
Outcomes CO2: The students will be able to classify the basic themes, concepts,
chronology and the Scope of Chinese History.
CO3: The students will be able to acquaint themselves with the range ofissues
related to the Chinese development through the times.
CO4: The students will be able to look at the evolution of communism inmodern
day China, its internal and external crises and the revolution.
CO5: The students will be able to do a critical analysis of the Social, Polit-ical,
Economic and Cultural aspects in the Chinese History.
CO6: The students will be able to think critically and comparatively about
historical events in modern East Asia
7 Course As strong a country that China is today, it owes its strong political will to its
Description
History. On the anvil of various internal and external crises, China was already in
the state of constant battle. Bring on top of it, the Sino-Japanese war, and the crisis
deepened. Communism gain prominence and led the nation on a new path. It was
then that China as a nation chose the socialist path, forged relations with the third
world countries, and leapt ahead on theFoundation of its cultural revolution.
8 Syllabus

Unit 1 Chinese Empire: from Opium Wars to Sino-JapaneseWar-I

A China‟s early relations with the West during Qing dynasty:Canton (Guangzhou)
system;
The Two Opium Wars and the Unequal Treaties

Popular movement & Secret Society: Taiping movement;Reform efforts under

B the The Manchus (Qings): Self- Strengthening movement

C Sino-Japanese War-I: course, course and consequences;Open Door Policy and

its impact

Unit 2 Establishment of Republic of China and World War-I

A Rebel and reform: Boxer movement; Hundred Days Reform

B Revolution of 1911: course, course and consequencesSun Yat Sen and his
Contribution

C China between 1911-1919Internal crisis: Yuan ShiKai, governmental crisis and

FirstWorld War
External crisis: Japan & 21 Demands

Unit 3 Rise of Communism and Civil War in China

A Paris Peace treaty & China and The WashingtonConference-1921
From New Cultural Movement to the May Fourth
Movement and its Significance

B Birth and Growth of Communism in China: Communist Party of China

Introduction to The Kuomintang: Achievements and Failures Early relation
between CPC & KMT: First United Front toShanghai massacre

C Beginning of the Chinese Civil War, Phase-I: Encirclement Campaigns, Jiangshi

Soviet , Long March and Xi‟an Incident
 Unit 4 Japanese aggression and Road to the Liberation
A
Manchurian Crisis; Second Sino-Japanese war
B Second United Front & China and II World War: role ofChiang KaiShek &
USA
Communist Revolution & Mao- Zedong –-
C Establishment of the People‟s Republic of China
Unit 5 Society and Culture: A survey
Philosophy and Religion in China:
A
 Confucianism
Importance and Relevance in modern Chinese Society
 Daoism and Buddhism
B
Importance and Relevance in modern Chinese Society

C Gender in China: From 1911 to Maoist Era

Mode of Theory/ Practical/Viva
examination
Weightage CA MTE ETE
Distribution 30% 20% 50%
Chesneaux, J. et al. China from the Opium Wars to the1911 Revolution.
Text book/s* New York: Random House, 1976.

Chesneaux, J. China from the 1911 Revolution to Libera- tion. New York:
Random House, 1977.

Fairbank, J.K., and Goldman M. China: A New History. Cambridge,

Massachusetts; London, England: The Belknap Press of Harvard University
Press, 1992, 1998.

Immanuel C. Y. Hsu, The Rise of Modern China, Oxford: OUP, 1999

Agnihotri, Shachee. “Women in China: Challenges and Opportunities, A
Historical Analysis from 1911 to Maoist Era” in Perspective Asia Pacific.
Kolkata: IAAPS. 2014.

Barrington Moore Jr., M. Social Origins of Dictatorship and Democracy,

Lord and Peasant in the Making of the Modern World Boston: Beacon
Press, 2015.

Bianco, L. Origins of the Chinese Revolution 1915-1949. Stanford,

California: Stanford University Press, 1967.

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 Chow Tse-tung. The May Fourth Movement. Stanford, California
:Stanford University Press, 1960, Fourth Printing 1974.

Gray, J. Rebellions and Revolutions: China from 1800s to the 1980s.

NewYork: Oxford University Press, 1990.

Hsu, I. C.Y. The Rise of Modern China. Hong Kong: Ox- ford University
Press, 1970, 1985.

Meisner, Maurice. Mao’s China and After:A History of the People’s

Republic.3rdedn., NewYork: The Free Press, 1999.

Pomeranz, Kenneth. The Great Divergence: China, Europe and the

Making of the Modern World. Princeton: Princeton University Press, 2000.
Spence, J. D. The Search for Modern China. New York, London: W.W.
Norton & Co, 1999, 1990.

Schram, Stuart. Political Thought of Mao. Cambridge: Cambridge

University Press, 1989.

Tan Chung. Triton and Dragon: Studies on the Nineteenth Century China
and Imperialism. New Delhi: Gian Publish- ing House, 1986 (reprint
2014).

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 School: School of Humanities and Social Sciences Batch : 2021-25
Programme: B.A.
Branch: History Semester: V
1 Course Code
BHI257
2 Course Title History of Modern Japan, 1850-1952 C.E.

3 Credits 6

4 Contact
Hours
(L-T-P) 5-1-0
Course Type Major (elective)

5 Course 1. To make the students aware of the history of Japan during the mentioned
Objective period
2. To infer the society and polity of Japan.
3. To interpret the economic developments of Japan as a nation.
4. To get familiar with the intellectual discourse of Japanese rise to glory.
6 Course CO1: The students will be able to reflect on Japan during the mentioned
Outcomes period.
CO2: The students will be able to classify the basic themes, concepts,
chronology and the Scope of Japanese History.
CO3: The students will be able to acquaint themselves with the range of
issues related to the Japanese Imperialism, decline and rise through the
times.
CO4: The students will be able to look at evolution of democracy in the
modern day China, its internal and external crises and the revolution.
CO5: The students will be able to do a critical analysis of the Social, Polit-
ical, Economic and Cultural aspects in the Japanese History.
CO6: The students will be able to think critically and comparatively about
historical events in modern East Asia
7 Course
Description This course discusses one of the strongest nations of the world, which ex-
perienced n evolution its social structures of feudalism and capitalism, much
like the western world. The country even though small in size went on a path
of rapid modernisation and asoon became a strong state. The economic policy
changes, educational prowess and movement of freedom and people‟s rights
made Japan a very strong economy. But with the rise of Fascism, the Japanese
will to subordinate the western countries took hold and a wrong turn led to its
complete demolition. Japan, however changed its policies, got back to its feet
and the modern day Japan presents a picture
of a developed, self reliant and strong economy. This course discusses the
journey of Modern day Japan.

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 8 syllabus
Unit 1 Transition from Feudalism to Capitalism
A Crisis of the Tokugawa Bakuhan System; Decline ofShogunate

B The Meiji Restoration; limits to modernization

C Economic change: Agrarian Settlement; fiscal policies;

Capitalism and Industrialization, Modernization
Unit 2 Building of Modern State
A Programmeme of Modernization: Political Unification,
B Economic Measures, Army and Navy, Education, Trans-
formation of Society
C Movements for Freedom and People‟s Rights
Meiji Constitution
Unit 3

Imperial Japan: Expansion and Industrialization

A War with China; War with Russia; Annexation of Korea

B Japan in First World War: Twenty One Demands; Wash-ington Conference

C The Second Phase of Modernization

Unit 4 Democracy and Militarism

A Popular/ People‟s Rights Movement ; gender

B Emergence of Party Cabinet: Meiji constitution; political

parties
C Militarism and fascism

Unit 5 From Ascendance to Ruins & Reconstruction

A War with China (1937); Pacific War

B The Axis alliance –Second World War- Japan‟s entry- course of the war
and Consequences Allied occupation –Demilitarization - The San Francisco
Treaty-
C Industrial Development in Japan

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 Mode of ex- Theory/Jury/Practical/Viva
amination
Weightage CA MTE ETE
Distribution 30% 20% 50%
Text book/s* Jonathan Clements, A Brief History of Japan: Samurai,Shougun and Zen,
Tuttle Publishing, 2017
R. H. P. Mason, A History of Japan: Revised edition, TuttlePublishing, 1997
Other Refer- W.G. Beasley: The Modern History of Japan. Praeger University Press,
ences 1963
John Dower: Origins of the Modern Japanese State: Se- lected Writings of
E. H. Norman. Pantheon Books, 1975John K. Fairbank et al: East Asia: The
Modern Transfor-mation. Houghton-Mifflin, Boston, 1973
Andrew Gordon: A Modern History of Japan: From To- kugawa Times to
the Present. OUP, 2003
John W. Hall: Japan: From Prehistory to Modern Times. Dell Books, NY,
1970
Mikiso Hane: Modern Japan: A Historical Survey.Westview Press,
1992
Marius B. Jansen: The Making of Modern Japan. HarvardUniversity Press,
2000
James L. McClain: Japan: A Modem History (College Edi-tion) .
W.W.Norton & Co., 2002
E.O.Reischauer: Japan: The Story of a Nation. McGraw-Hill, 1989 (4th Ed.)

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 School: School of Humanities and Social Sciences Batch : 2021-25
Programme: B.A. (Hons)
Branch: History Semester: V
1 Course Code BHI258
2 Course Title History of USSR: 1917-1991 C.E.
3 Credits 6
4 Contact
Hours
(L-T-P) 5-1-0
Course Type Major (elective)

5 Course 1. To make students aware of Russian history from establishment of

Objective Communism to disintegration of USSR.
2. To understand features of Communist polity society & economy.
3. To trace the developments in Russia under Communist leaders from
Lenin to Gorbachev.
4. To make students understand the for disintegration of Soviet Unionand
the fall of Communism.

6 Course CO1: The students will be able to understand the effect of Russian
Outcomes revolution.
CO2: The students will be able to understand the features of newCommunist
State.
CO3: The students will be able to understand the politics in USSR andhow
it industrialised itself through the system of communes .
CO4: Students will be able to understand the dynamics of Russia‟s
foreign policy role of Comintern and the Cold war politics.
CO5: The students will be able to critically analyse the inherent
weaknesses in the Communist model that led to the disintegration of
USSR.
CO6: The students will get an understanding about the foreign policy of
Russia which affected to the entire World.
7 Course This course traces the developments from the rise and fall of Communism in
Description one of the first Communist nation of the world. It deals with the establishment
of socialism in USSR and how the state strengthened itself through civil war
under strong leadership of Stalin and Khrushchev to become one of the world
superpowers. From here started the journey of spread of Communism to other
countries of the world. However, some of the features inherent in the system
finally led to its disintegration and paved way for market socialism.

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 8 Outline syllabus

Unit 1 The Russian Revolution of February and October

1917
A Overthrow of Czarist regime, Russian revolution
B Consolidation of Bolshevik power

C Economic policies, Debates in 1920

Unit 2 The Stalinist Regime

A Party & State, Civil War
B War Communism &New Economic Policy
C Collectivization, Industrialization & State Repression
Unit 3 De-Stalinisation
A World War II and the Cold War: Origins,

B Major developments and Khrushchev‟s foreign policy

C De-Stalinisation and Khrushchev‟s industrial and

agricultural reforms
Unit 4 Brezhnev to Gorbachev
A Problems of growth and reform of Soviet economicsystem (1964-1991)

B Economics and politics of Cold War (1964-1991)

C Conservatism and reform in Soviet political system:from Brezhnev to

Gorbachev
Unit 5 Gorbachev to Disintegration of Soviet Union
A Perestroika and Glasnost

B Impact on society, economy, literature and culture.

C Disintegration of USSR: Factors & Fallout.

Mode of Theory/Jury/Practical/Viva
examination
Weightage CA MTE ETE
Distribution 30% 20% 50%
Text book/s* Fitzpatrick, Sheila. The Russian Revolution 1917-1932.New York, USA:
Oxford University Press, 2001.
Lewin, Moshe, The Making of the Soviet System: Essays

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 in the Social History of Inter war Russia. New York: Pantheon, 1985.

Figes, Orlando, A People’s Tragedy: A History of the Russian Revolution.

London: Jonathan Cape, 1996.

Roberts, Geoffrey, Stalin’s Wars 1939-53: From World War to Cold War.
New Haven: Yale University Press, 2006.

Ellman, Michael and Vladimir Kontorovich, The Destruction of the Soviet

Economic System: An Insider’s History. London and New York: Routledge,
1998.

Haslam, Jonathan. Russia’s Cold War: from the October Revolution to the
Fall of the Wall. New Haven: Yale University Press, 2011.

McDermott, Kevinand Jeremy Agnew. The Comintern: AHistory of

International Communism from Lenin to Stalin. Basingstoke: Macmillan, 1996.

Other Allen, Richard. From Farm to Factory: A Reinterpretation of the Soviet

References Industrial Revolution. Princeton and Oxford: University Press, 2003.

Engel, Barbara Alpern. Women in Russia 1700-2000. Cambridge: Cambridge

University Press, 2004.

Erlich, Victor, Modernism and Revolution: Russian Literature in Transition,

Cambridge: Harvard University Press, 1994.

Figes, Orlando. Natasha‟s Dance: A Cultural History of Russia. New York:

Picador, 2002.

Martin, Terry, The Affirmative Action- Empire: Nations and Nationalisms in

the Soviet Union 1923-1939. Ithaca: Cornell University Press, 2001.

Brown, Archie. The Gorbachov Factor. Oxford: Oxford University Press, 1997.

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 McCauley, Martin, ed. Khrushchev and Khruschevism. Basingstoke and
London: Palgrave Macmillan,1987.

McCauley, Martin, ed. Soviet Union After Brezhnev. New York: Holmes &
Meier publishers, 1983.

Nove, Alec, The Soviet Economic System, London: Allen & Unwin, 1977. ed.
Routledge, 1988.

Suny, Ronald Grigor, ed. Cambridge History of Russia Volume 3.

Cambridge: Cambridge University Press, 2006.

Suny, Ronald Grigor, The Revenge of the Past: Nationalism, Revolution, and
the Collapse of the Soviet Union. Stanford: Stanford University Press, 1993.

Ulam, Adam, Expansion and Co-existence: The History of Soviet Foreign

Policy from 1917-67, USA: Praeger, 1968.

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

School: School of Humanities & Social Sciences Batch : 2021-25
Programme: B.A.
Branch: History Semester: IV
1 Course Code
BHI259
2 Course Title History of Partition in India

3 Credits 6
4 Contact
Hours
(L-T-P) 5-1-0
Course Type
Major open to all students from other Departments

5 Course 1. To properly understand the significance of Partition.

Objective
2. To have a deeper understanding of the impact of partition on thelives
of people

3. To Summarize and Contextualize the events and opinions

surrounding the Partition of India.

4. To view the partition of India from outlooks besides the historical

accounts.

6 Course CO1: Students will be introduced to various perspectives of partition and they
Outcomes will be able to contextualize and summarize such perspectives.
CO2: Students will be able to appreciate the historic relationship
between India and Pakistan
CO3: Students will be able to fully comprehend the significance of
partition.
CO4: Students will be able to fully understand the impact that the
partition had on the lives of people through stories.
CO5: Student will confront questions regarding the notions of partitionand
will be able to question them.
CO6: The students will be able to view partition and its impact on Indiafrom a
new perspective.

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

7 Course This course will examine the history of partition : why and how it happened and
Description will mainly focus on the experiences of the ordinary people during the partition
as well as the impact that the partition had on them. In this course we will
look at the partition as told in novels andoral history.

8 Syllabus
Unit 1 Background of Partition 1947
A Events leading to partition
B Making of India & Pakistan
C Consequences of the Partiton

Unit 2

Partition in Literature
A Partition in Fiction

B Women During Partition: Pinjar by Amrita Pritam

C First-hand testimonies of British citizens : Partition

Voices by Kavita Puri
Unit 3

Partiton in Films
A Communalism during Partition : Dharamputra

B 1947 Earth

C Aftermath of Partition in films: Garam Hava

Unit 4 Untold Stories of Partition

A First hand testimonies of British citizens

B Oral histories of Partition

C Stories of displaced Hindus , Muslims and Sikhs

Unit 5 Legacy on Partition

A Deadly legacy of Partition
SU/SHSS/B.A (History) w.e.f academic session 2021 -22
 B Partition and its impact on society

C Impact of Partition in Present times

Mode of Theory/Jury/Practical/Viva
examination/
Evaluation
method
Weightage CA MTE ETE
Distribution 30% 20% 40%
Text book/s*
Nisid Hajari, Midnight‟s Furies , Penguin

Udayon Misra, Burden of History: Assam & the Partition

– Unresolved Issues

Other
References Yasmin Khan, The Great Partition, Yale University Press(2017)

Urvashi Butalia, The Other Side of Silence, Penguin (2017)

Anam Zakaria, The Footprints of Partition, Harper Collins(2015)

Salman Rashid, A Time of Madness: A Memoir of Partiton, Aleph Book Co.

Nisid Hajari, Midnight Furies, Penguin(2016) Khushwant Singh, Train to

Pakistan, Penguin(2016)

Aanchal Malhotra, Remnants of Partition : 21 Objects from a Continent

Divided, C Hurst & Co. publishers(2019)
Aanchal Malhotra, Remnants of Separation : A History of
Partition through Material Memory , Harper Collins (2018)

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 Amrita Pritam , Pinjar : The Skeleton & Other Stories
,Tara Press (2009)

Saadat Hasan Manto, Mottled Dawn, Penguin India(2012)

Gurharpal Singh & Ian Talbot, The Partiton of India

,Cambridge University Press, 2009

Kavita Puri, Partition Voices, Bloomsbury publishing(2019)

Mallika Alluwalia, Divided by Partiton, United byResilience, Rupa

Publications (2018)

Mohinder Singh Sarna, Savage Harvest: Stories ofPartition, Rupa

Publications (2013)

Alok Bhalla, Stories About the Partition of India 4 Vols,Manohar Publishers

(2012)

Khushwant Singh, Memories of Madness: Stories of1947, Penguin India (2002)

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 Semester: V

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

School: School of Humanities & Social Sciences Batch : 2021-25
Programme: B.A.
Branch: History Semester: V
1 Course Code
A050502T/ BHI 351

2 Course Title
History of Modern World I (1453-1815 C.E.)
3 Credits 6
4 Contact
Hours
(L-T-P) 5-1-0
Course Type Major

5 Course
Objective 1. To familiarize students with the significant developments in the
history of the western world.

2. To provide right perspective to study and understand History.

3. To infer the modern day evolution of the social structures.

4. To interpret the economic developments of early modern western

world.

5. To get familiar with the intellectual discourse of the western world.

6 Course CO1: The students will be able to identify and analyse the significance of
Outcomes historical changes.
CO2: The students will be able to classify the basic themes, concepts,
chronology and the effects of various revolutions.
CO3: The students will be able to acquaint themselves with evolution of
various social hierarchies in the western world
CO4: The students will gain a critical understanding of the Social,
Political, Economic and Cultural aspects of the early modern western
world.
CO5: The students will understand the process of change leading to the
creation of modern Europe in the right perspective.
CO6: The students will be able to develop the understanding of
Reformation and Renaissance on European society .

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

7
Course This course presents a detailed description of how the western world
Description evolved and the crucial phase of transition from medieval to the modern
world. It covers the economic, cultural and political events that occurred
during 15th to 17th centuries which transformed Europe from a theocratic
society to modern Nation state system. This course covers in details the
Renaissance and its impact on European Society, Economy, polity and
Culture leading to subsequent development of Nation State andemergence
of new ideologies culminating in the form of French Revolution. It
covers several western revolutions like French, English and American
revolution, which led to the development of the social policies in the
world. Later the industrial revolution paved the way for scientific
developments and a new era of labour laws and capitalism started. Thus,
this course dedicates itself to the notion of the rise of a modern west.

8 Syllabus

Unit 1 Renaissance & Reformation

A Structure of feudal state & transition to capitalism, Thedebate on
transition from feudalism to capitalism ;
The Fall of Constantinople: Causes, course andsignificance

B Renaissance & Society in Europe: causes, Its Features & spread in

Europe; Art & Architecture; Women inRenaissance

C Reformation: Its Origin & Course

Martin Luther; John Calvin; Ulrich Zwingli
Unit 2

The counter-Reformation & Economic Developments

A Anglicanism in England
Counter Reformation and role of Philip-II

B The Thirty Years War: Causes - Courses and impact

C Geographical Discoveries and Colonial Expansion:Motives,

Voyages & Exploration and its impact
Shift of Economic balance from Mediterranean to theAtlantic;
Commercial Revolution & Price Revolution
Unit 3

Emergence of State Systems

A
SU/SHSS/B.A (History) w.e.f academic session 2021 -22
 France (War of Three Henry; Henry-IV; Louis- XIII &Cardinal
Richelieu)

B
Russia (Peter- the great; Catherine)

Spain Charles V ( Holy Roman Emperor); Philip-II

C England (Henry-VII, Henry-VIII, Queen Elizabeth-I)The 17th

Century Crisis

Unit 4 Age of Revolution

A Scientific Revolution; Age of Enlightenment

B Glorious Revolution;
C The American Revolution

Unit 5 Rise of Napoleon: Europe during transition from 18thto 19th century

A French Revolution 1789: Causes - Course and Results

B Emergence of Napoleon Bonaparte: Expansion,

Consolidation and Downfall
C Women, Gender and society in Europe: A survey

Mode of Theory/Jury/Practical/Viva
examination/
Evaluation
method
Weightage CA MTE ETE
Distribution 30% 20% 50%
Text book/s*
C.J.H. Hayes, Cultural and Political History of EuropeVol. 1(1500-
1830)

G.W. Southgate,A Text Book of Modern EuropeanHistory (1643-1781)

Wallerstein, Immanuel, The Modern World-System I,University of

California Press, 2011

Anderson, M.S.: Europe in the 18th Century

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 Andrews Stuart: Eighteenth century Europe

Butterfield: H. The Origins of Modern Europe

Other
References Anderson, Perry. Lineages of the Absolutist State.London: Verso
Edition, 1979.
Aston, T.H. and C.H.E. Philpin, ed. The Brenner Debate, Agrarian Class
Structure and Economic Development in Pre-Industrial Europe.
Cambridge/Delhi: Cambridge University Press, Ist South Asian Edition,
2005.
Cipolla, Carlo M., ed. Before the Industrial Revolution: European
Society and Economy1000-1700. New York: WW Norton & Co., 1994.
Davis, Ralph. The Rise of the Atlantic Economies.London:
Weidenfield and Nicholson,1973.
Elton, G.R.Reformation Europe, 1517-1559. London:Fontana Press,
1990.
Elliot, J.H., Europe Divided, 1559-1598. London:Fontana Press,
1990.
Hale, J. R. Renaissance Europe, 1480-1520. London:Fontana Press,
1990.
Hilton, Rodney, Transition from Feudalism toCapitalism,
Aakar Books, 2006
Holt P. Mark, The Social History of the Reformation: Recent Trends and
Future Agendas, Journal of Social History, Vol. 37, No. 1, Special
Issue (Autumn, 2003),
pp. 133-144
Hanks, Merry E. Wiesner, Women and Gender in Early Modern Europe
(New Approaches to European History) 3rd Edition, Cambridge
University Press, 2008
Hill Christopher, The Century of Revolution: 1603-1714,
W. W. Norton & Company; Second edition, 1982

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 Juneja Monica, Imagining the Revolution: Gender and Iconography in
French Political Print, Studies in History, Vol. 12, 1986.

Parry, J. H. Age of Reconnaissance. London: Weidenfield & Nicholson,

1963.

Elton G.R: Reformation in Europe

Fisher H.A.L, History of Europe London, Eyre and Spottiswoode. 1938

Hale J.R.: Renaissance in Europe

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

School: SHSS School of Humanities and Social Sciences Batch : 2021-25
Programme: B.A.

Branch: History Semester: V

1 Course Code
BHI 352
2 Course Title
Heritage Insights
3 Credits 6
4 Contact
Hours
(L-T-P) 5-1-0
Course Type Major (elective)

5 Course 1. To make the students aware of the heritage of India and their importance
Objective and management
2. To infer the meaning of the different heritage institutions.
3. To interpret the legislations surrounding heritage monuments
4. To get familiar with the preservation, management, and public
participation.

6 Course CO1:The students will be able to illustrate the knowledge of history

Outcomes through heritage institutions.
CO2: The students will be able to classify the basic themes, concepts,
chronology and the Scope of Indian Heritage monuments.
CO3: The students will be able to acquaint themselves with the range of
issues related to Indian heritage preservation.
CO4: The students will be able to allow them scope for further research in
the domain and to study Indian as well as world Heritage monuments.
CO5: The students will be able to critically recognize the Social, Political,
Economic and Cultural aspects of Heritage monuments and the times they
belonged to..
CO6: The students will be able to understand about the legal and
institutional frameworks for heritage protection in India as the challenges
facing it.

7 Course This course would educate the students on the importance of heritage
Description preservation: why is it important to preserve these monuments and how to
do so. This course also discusses the various initiatives undertaken by the
government, their policies and the legislations surrounding the
monuments. This course also discusses how to view the heritage sites, how

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 to gather information regarding these and how can these be livingexamples
of the architecture, knowledge and the existing social and
religious affiliations of their times.
8 Outline syllabus
Unit 1 Defining Heritage
A Heritage: Definition and Scope Need
B Types of Heritage Cultural and Natural

C Preservation and Conservation of Heritage

Unit 2

World Heritage Movement and Organizations

A Role of International Organizations, e.g. UNESCO
B World Heritage Monuments
C World Heritage Monuments in India
Unit 3

Evolution of heritage legislation and the institutionalframework

A Conventions and Acts -national and international

B Heritage-related government departments, museums,regulatory bodies

C Conservation initiatives

Unit 4 Heritage Management and Public Participation

A Public Participation in Preservation of Cultural Heritage

B Enhancing public Awareness

C Formal and Non-Formal Education Tourism and CulturalHeritage

Unit 5 Heritage and travel and Guides

A Viewing Heritage Sites

B The relationship between cultural heritage, landscape andtravel

C Heritage Walk: Role and Narration of Tourist Guides

Mode of Theory/Jury/Practical/Viva
SU/SHSS/B.A (History) w.e.f academic session 2021 -22
 examination
Weightage CA MTE ETE
Distribution 30% 20% 50%
Text book/s* Field Trips are Mandatory for this Course
Other Biswas, S.S. Protecting the Cultural Heritage (National Legislation and
References InternationalConventions). New Delhi: INTACH, 1999.
Lahiri, N. Marshalling the Past- Ancient India and its Modern Histories.
Ranikhet:Permanent Black, 2012. (Chapter 4 and 5)
Layton, R.P. Stone and J. Thomas. Destruction and Conservation of Cultural
Property.London: Routledge, 2001.
Lowenthal, D. Possessed By The Past: The HeritageCrusade and The Spoils
of History.Cambridge, 2010.
Singh, U. The Idea of Ancient India: Essays on Religion, Politics and
Archaeology. NewDelhi: Sage, 2016.(Chapters 7, 8)
Acts, Charters and Conventions are available on the UNESCO and ASI
websites(www.unesco.org;www.asi.nic.in)
Agrawal, O.P. Essentials of Conservation and Museology.Delhi, 2006.
Chainani, S. Heritage and Environment. Mumbai: UrbanDesign Research
Institute,2007.

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

School: SHSS School of Humanities and Social Sciences Batch : 2021-25
Programme: B.A.

Branch: History Semester: VI

1 Course Code BHI 353

2 Course Title Decoding Delhi's Past

3 Credits 6
4 Contact
Hours
(L-T-P) 5-1-0
Course Type Major (elective)

5 Course 1. To make the students aware of the history of Delhi from ancient times toa
Objective certain time period as mentioned.
2. To infer the heritage and legacy of Delhi.
3. To interpret the socio, economic, political and cultural evolution of
Delhi throughout the historical periods.
4. To get familiar with the intellectual discourse of the city of Delhi.

6 Course CO1: The students will be able to illustrate the knowledge of city of Delhi
Outcomes from the ancient times to modern period.
CO2: The students will be able to classify the basic themes, concepts,
chronology and the nature of historic city of Delhi.
CO3: The students will be able to acquaint them with the range of issues
related Indian History and its distinctive eras and places.
CO4: The students will be able to understand the scope for further research in
the domain and to study further in the applied field of history as researcher,
historians, Musicologist, curator, etc.
CO5: The students will be able to critically recognize the Social, Political,
Economic and Cultural aspects of History and Delhi specifically.
CO6: The students will develop a thorough understanding among the students
of the transformations that had taken place in Delhi from medieval to colonial
period.

7 Course
Description This course would educate the students on the importance of history, the
chronology of events and how Delhi‟s history has been written. It will also
highlight the rule of different dynasties in Delhi and how Delhi has come

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 to be since the ancient times under the effect of these rulers, who have always
changed the social order, political atmosphere, religious ideologies and even
the architecture of the place. It later comes to the colonial times and then the
independence from the British rule, also witnessing the partition of India, and
being at the heart of political and emotional turmoil, undergoing change with
every big movement, change or even smallersituations.

8 Outline syllabus
Unit 1 Environmental Setting and Surviving Structures fromAncient India

A The environmental setting; prehistoric; Protohistoric sites

B Purana Qila: archaeology and legend The transition to the

historical period: Ashokan edicts; the Mehrauli iron pillar;Anangpur

C Delhi under Rajput rulers

Study of Qila Rai Pithora (now known as Lal Kot.)
Unit 2

Delhi during Medieval Period

A Delhi as capital during Sultanate period: Mehrauli
B History of some famous monuments: Qutub Minar, Quwat-ul-Islam Mosque,
Alai Darwaza
C Tughlaq Dynasty and some famous cities: Tughlaqabad,
Jahapanah, Ferozabad
Unit 3

Delhi under Mughals

A History of Dinpanah and Sherarh

B The tomb, the garden and the river: Humayun‟s tomb,Nizamuddin,

Shahjahanabad

C The roads of Old Delhi and legacy of Mughlai food

Unit 4 Delhi during Colonial Period

A Shahjahanabad: the Company and the Mughal Court;

B Delhi College; Ghalib

C From the 1877 Durbar to the New Imperial Capital

Unit 5 Partition and Delhi

SU/SHSS/B.A (History) w.e.f academic session 2021 -22
 A Partition, Violence and Relocation: 1947 onwards

B Delhi in Novels: Twilight in Delhi, City of Djinns, Delhia

Novel

C Partition and Migration in Delhi

Mode of Theory/Jury/Practical/Viva
examination
Weightage CA MTE ETE
Distribution 30% 20% 50%
Text book/s* Field Trips to Delhi are Mandatory for this Course

Other
References Dalrymple, William. City of Djinns: A Year in Delhi.New Delhi: Penguin,
2004.ChapterII., pp. 27-37.

Gupta, Narayani. Delhi between the Empires: 1803-1931, New Delhi:

Oxford UniversityPress, 1999. pp. 20-31, 50-
66, 160-82.

Husain, Yusuf, Salma, The Mughal Feast: Recepies from the Kitchen of
Emperor Shahjahan, Delhi: Roli Books, 2019

Husain Salma, The Emperors Table: The Art of Mughal Cuisine, Delhi:
Lustre Press, 2009

Koch, Ebba. “The Mughal Waterfront Garden.” In Mughal Art and Imperial
Ideology byEbba Koch, 183-202. New Delhi: Oxford University Press, 2001.

Kumar, Sunil. “Courts, Capitals and Kingship: Delhi and its Sultans in the
Thirteenth andFourteenth Centuries CE.” In Court Cultures in the Muslim
World: Seventh to Nineteenth Centuries edited by Albrecht Fuess and
Jan Peter Hartung, 123-148. London: Routledge,2011.

Lahiri, Nayanjot. “Commemorating and Remembering 1857: The Revolt

in Delhi and itsAfterlife.” World Archaeology, 35:1, (2003): 35-60.

Lowry, Glenn D. “Humayun's Tomb: Form, Function, and Meaning in Early

MughalArchitecture,” Muqarnas, Vol. 4 (1987), pp. 133-148.Naim, C. M.
“Ghalib‟s Delhi: A Shamelessly Revisionist
SU/SHSS/B.A (History) w.e.f academic session 2021 -22
 Look at Two PopularMetaphors.” In Urdu Texts and Contexts: The Selected
Essays of C. M. Naim, by C. M. Naim, 250-279. New Delhi: Permanent
Black, 2004.

Metcalf, Thomas. Imperial Visions, New Delhi: Oxford University Press,

1989. Chap. 7,pp. 211-239.

Pandey, Gyan. Remembering Partition. Cambridge: Cambridge University

Press, 2001.Chapter 6, pp. 121-51.
Pernau, Margrit ed. The Delhi College. New Delhi: Oxford University
Press, 2006;Introduction, pp. 1-32.

Pinto, s.j., Desiderio. "The Mystery of the Nizamuddin Dargah: the Account
of Pilgrims."In Muslim Shrines in India, edited by Christian W. Troll, 112-
124. New Delhi: OxfordUniversity Press, 1989.

Singh, Kushwant, Delhi: A Novel, Penguine Books, 1990 Singh, Upinder,

ed. Delhi: Ancient History, New Delhi:Social Science Press, 2006,
pp.185-92, 200-204.NewDelhi: Orient Blackswan, 2010.

Singh, Upinder. Ancient Delhi. 2ndSpear, Percival. Twilight of the Mughuls.

In The Delhi Omnibus, Cambridge, CambridgeUniversity Press, 2002,
Chapter IV.edn. New Delhi: Oxford University Press.Introduction; pp. 5-45,
46- 62, 75-83.

Tarlo, Emma. “Welcome to History: A Resettlement Colony in the Making.”

In Delhi:Urban Spaces and Human Destinies, edited by Veronique Dupont et
al,75-94. Delhi:Manohar, 2000.

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

School: SHSS Batch : 2021-25
Programme: B.A.
Branch: History Semester: V
1 Course Code BPY353

2 Course Title Fundamentals of Research

3 Credits 6
4 Contact Hours 4-0-2
(L-T-P)
Course Type Core
5 Course 1) To acquaint students with the philosophy, ethics, design, and evaluation of
Objective research in social science.
2) To create awareness about the basics of scientific research in Social
Sciences.
3) To understand methodology of quantitative and qualitative research.
4) To provide the theoretical orientation and background for research.

6 Course CO1: The student will be able to define the philosophy, ethics, design, and
Outcomes evaluation of research in social sciences.
CO2 The student will be able to explain the basics of scientific research.
CO3: The student will be able to apply qualitative and quantitative methods in
research.
CO4: The student will be able to compare the methodology of quantitative and
qualitative research.
CO5: The student will be able to evaluate diferent data collection technique.
CO6: The student will be able to design research.
7 Course This course will introduce the principal steps taken during a social science
Description research study and aims to provide students with the knowledge and
competencies necessary to plan and conduct research projects of their own.
8 Outline syllabus
Unit 1 Research in Social Sciences
A Purpose and types of research: Introduction to Qualitative andQuantitative
Research; basic research; applied research; action
research
B Ethical standards of research: planning, conduction and
reporting research; plagiarism
C Cross-cultural research; applied and basic research; Need and
benefits of interdisciplinary research
Unit 2 Steps involved in Research Process
A Criteria of good research problems, hypotheses, and objectives
B Relevance of Literature Review; Definition and types of

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 variables
C Sampling: Definition; sample size and representativeness;
kinds of sampling- probability and non- probability.
Unit 3 Research Designs
A Exploratory Research: cross- sectional design, single subjectstudy design,
the longitudinal study design, observational
design and ethnography design
B Descriptive Research: survey research, correlational design
C Causal Research: Experimental design, non- experimental
design; pre-post-test design
Unit 4 Data collection methods
A Observation, focus group interview and Structured and
Unstructured Interview;
B Structured questionnaire, semi- structured questionnaire andstandardized
questionnaire; Reliability and Validity of
Questionnaires
C Case Study; Ethnography, Projective Techniques.
Unit 5 Test Construction & Research Report
A Developing Questionnaires: Item Writing, Item Analysis
B Preparing a research proposal; Writing research report and
article
C Choosing the right journal for publication; Reference writing
styles
Mode of Theory
examination
Weightage CA MTE ETE
Distribution 30% 20% 50%
Text book/s* 1. Tim May (2001). Social Research: Issues, Methods andProcess, 3rd
edition, Open University Press
2. Shaughnessy, J. J., Zechmeister, E. B. &Zechmeister, J. (2012).
Research methods in psychology. (9th ed..). NY:McGraw Hill.
3. Elmes, D. G. (2011). Research Methods in Psychology(9thed.).
Wadsworth Publishing.
4. Acharyya, R. (Ed.), Bhattacharya, N. (Ed.). (2020). Research
Methodology for Social Sciences. London: Routledge India,
https://doi.org/10.4324/9780367810344

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 Other 1. Charmaz, K. (2006). Constructing Grounded Theory: APractical Guide
References through Qualitative Analysis (Introducing Qualitative Methods series).
New Delhi: Sage Publications.
2. Dominowski, R. L. (1980). Research methods. N.J.:Engelwood
Cliffs, Prentice-Hall.
3. Embreston, S. E., & Raise, S. P. (2000). Item responsetheory for
psychologists. Mahwah, NJ: Lawrence Erlbaum
4. Smith, J. A. (2008). Qualitative Psychology: A PracticalGuide to
Research Methods. Sage.
5. Wiling, C. (2008). Introducing Qualitative Research inPsychology
(2nded). Open University Press.
6. American Psychological Association. (2009). PublicationManual of the
American Psychological Association (6thed.). APA.
7. American Psychological Association. (2009). ConciseRules of APA
Style (Concise Rules of the American Psychological Association
(APA) Style). APA

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 Semester: VI

School: School of Humanities & Social Sciences Batch : 2021-25

Programme: B.A.
Branch: History Semester: VI
1 Course
Code A050602T/ BHI 357
2 Course History of Modern World-II, 1802-1945 CE
Title
3 Credits 6
4 Contact
Hours
(L-T-P) 5-1-0
Course Type Major

5 Course
Objective 1. To make the students aware of history of world between 19th to 20th century
2. To infer the developments that happened in the world.
3. To interpret the effect of various revolutions and power concentrations in the
handsof a few countries.
4. To get familiar with the cause and effect of the different world wars that
Mankindhas waged and the repercussions there from

6 Course
Outcomes CO1: The students will be able to understand the developments in the
Europeansociety and polity that resulted from revolutions .
CO2: The students will be able to correlate how the economy and development of
onenation led to a competition for control of world economy and its resources.
CO3: The students will be able to acquaint themselves with the range of issues
relatedto the two major wars that humanity has fought and to what effect.
CO4: The students will be able to scope for further research in this domain
andunderstand the role of pacts and treaties between nations.
CO5: The students will be able to critically analyze the Social, Political, Economic
andCultural aspects of World History.
CO6: The students will be able to situate historical developments of socialist
upsurge& the economic forces of the wars, other ideological shifts.

7 Course This course contains detailed description of the period when countries gained
Description independence from various powers in the wake of some of the revolutions and the
situation post-revolution, and all of this led to how it led to industrialisation and
the
rush to control the greater part of the world. It also gives insights into what led to
the two massive world wars that have happened and the depression resulting out
of it. It
SU/SHSS/B.A (History) w.e.f academic session 2021 -22
 also gives information on the fact that not only one nation‟s internal economy, but
the world economy and global development has a lot of role to play in what
countries evolve into and where the world is headed as one unit.

8 Syllabus

Unit 1 Post French Revolution Era- The 19th Century

A
France and European Politics at the dawn of 19th century: Napoleonic Era
B Congress of Vienna & Phase of conservatism; Metternich

C Revolutionary & Radical Movements in France : 1830 & 1848

Napoleon III

Unit 2

Remaking of States in 19th & 20th Centuries

A
Formation of national identities in Germany & Italy: the unifications
B
Rise of Germany: Era of Bismarck & Bismarckian Diplomacy
C Developments leading to the War, Power blocs and alliances

Unit 3 First World War and after, 1914-1930

A First World War : Causes & Consequences

B
The Versailles Treaty of 1919

Fourteen points of Wilson and League of Nations

C Bolshevik Revolution in Russia – Causes and course;

Impact on Russia and World

Unit 4 World between the two Wars 1930-1945: Rise of Authoritarian Rules

A Nazism in Germany
SU/SHSS/B.A (History) w.e.f academic session 2021 -22
 Fascism in Italy
B
C Japanese Militarism

Unit 5 World War-II

A Great Depression and its Impact on Europe on the eve of World War-II

B Causes & Origin of World War-II:

Diplomatic background of the Second World War : Policy of Appeasement
– the Munich Pact - Nazi-Soviet Non-Aggression PactImpact of World
War-II

C Gender and Politics: from French revolution to Suffragette Movement ofBritain

Mode of Theory/Jury/Practical/Viva
examination
/
Evaluation
method
Weightage CA MTE ETE
Distribution 30% 20% 50%
Text
book/s* Schevill, Ferdinand: A History of Modern Europe, New York, CharlesScribners
Sons, 1898

Onlinelink:https://archive.org/details/historymoderneu00schegoog/page/n1 2
Hayes, C.J.H.: Cultural and Political History of Europe Vol. 1(1500-1830)

Other
References Graham Ruth, Loaves and Liberty in French Revolution Becoming Visible:
Women in European History, ed. Renate Bridenthal and Claudia Koonz, Boston:
Houghton Mifflin, 1977), pp. 251-253.
Heller, Henry. Birth of Capitalism: A 21stCentury Perspective. London: Pluto
Press,2011.

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 Hill, Christopher. The Collected Essays of Christopher Hill, Vol. 2, Religion and
Politicsin Seventeenth Century England. Amherst: The University of
Massachusetts Press, 1985.

Harrison, Patricia Greenwood, Connecting Links: The British and American

Suffrage Movements, 1900-1914, West Port, Green Wood Press, 2000

Pagden, Anthony, The Enlightenment: And Why it Still Matters. Oxford:

OxfordUniversity Press, 2013

Parthasarthi, Prasannan. Why Europe Grew Rich and Asia Did Not: Global
Economic Divergence, 1600-1800. Cambridge: Cambridge University Press,
2011.
Pomeranz, Kenneth. The Great Divergence: China, Europe and the Making of the
Modern World. Princeton: Princeton University Press, 2000

deVries, Jan. The Industrious Revolution: Consumer Behaviour and the Household
Economy, 1650 to the Present. Cambridge: Cambridge University Press, 2008.

Bartlett. C.J. Peace, War and the European Powers, 1814-1914 (1996) brief
overview 216pp

Blanning, T.C .W Ed. The Nineteenth Century: Europe 1789-1914 (Short Oxford
History of Europe) (2000)

Bridge, F.R & Roger bullen. The Great Powers and the European States System
1814-1914, 2nd Ed. (2005)

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

School: SHSS Batch : 2021-25

Programme: B.A..

Branch: History Semester: V

1 Course Code A050601T / BHI 356
2 Course Title Era of Gandhi and Mass Movement
3 Credits 6
4 Contact Hours 5-1-0
(L-T-P)
Course Type Major
5 Course 1. To make the students aware of the history of Mahatma Gandhi.
Objective 2. To examine the various changes occurred by the Gandhian thoughts.
3. To understand the role of Gandhi in building India as a nation..
4. To get familiar with the various movements and the political
constructs of Gandhian policies.
6 Course CO1:The students will be able to understand the role and importance of
Outcomes Gandhi in Indian politics.
CO2: The students will be able to classify the characteristics of Gandhian
thoughts.
CO3: The students will be able to acquaint themselves with the idea of
Gandhi and India as a nation.
CO4: The students will be able to allow them scope for further research in the
domainand pursue political careers.
CO5: The students will be able to critically analyse the contribution of
Gandhiin the building of India.
CO6: Students will be able to understand the contemporary relevance
ofGandhian thoughts.
7 Course Mahatma Gandhi and his principles have great relevance in this era of
Description Globalisation. The violent conflict and instability disrupt the individuals and
societies. A peaceful environment is a pre requisite for success and moral
guidance of students. This course includes major contributions and principals
of Gandhi which influenced and shaped the history of India. This course gives
the student a critical estimation of Gandhi.
8 syllabus

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 Unit 1 Introduction to Gandhian Thought
A The early 20th century political scenario in India and World(with
special reference to Great Britain, South Africa).
B
Experimenting with techniques of political resistance

C Hind Swaraj: Critiquing the Colonial hegemony

Unit 2 Fundamental Concepts in Gandhian Thought

A
Satya and Ahimsa as tools of self-empowerment

B
Democracy

C Nationalism and Concept of Ramrajya

Unit 3 Economic Thought of Gandhi

A Value Based Approach and Critique of Modern Civilization

B Critiquing the industrial society and search for an alternative;Swadeshi

and Khadi

C Gandhi‟s idealization of the rural society as Village Republicand Self-

sufficient Village System

Unit 4 Gandhi’s thought on religion, race and caste

A
The Bhagwat Geeta as Gandhi guide to moral and ethical practices

B Gandhi and Varnashram and the caste question

C Gandhi and anti- apartheid movement in South Africa

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 Unit 5 Gandhi and other relevant issues

A Gandhi and the women question, personal and political

B Relevance of Gandhian Philosophy in Contemporary Times

C Critics and admirers of Gandhi on local and global scale

Mode of examination Theory

Weightage Distribution CA MTE ETE

30% 20% 50%
Text book/s*
Other References L. Basham, „Traditional Influences in the Thought of Mahatma
Gandhi‟, in R. Kimar, ed. Essays in Ghandhian Politics, Claredon Press,
Oxford, 1971.

B R. Nanda, Mahatma Gandhi: A Biography, Oxford UniversityPress,

Oxford, 1958.
Bhikhu Parekh, Colonialism, Tradition and Reform: An Analysis of
Gandhi‟s Political Discourse, Sage, New Delhi, 1989.

Dalton (ed.), The Philosophy of Mahatma Gandhi, Popular Book

Depot, Bombay, 1946.

Davdid Hardiman, Gandhi in His Times and in Ours: The Global

Legacy of His Ideas, California University Press, New York, 2003.

Douglas Allen (ed.), The Philosophy of Mahatma Gandhi for the21th

Century, Lexington Books, 2008.

Ghanshayam Shah (ed.), Re-Reading Hind Swaraj: Modernity and

Subalterns, Routledge, New Delhi, 2013.

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 Joan Bondurant, Conquest of Violence-The Gandhian Philosophyof
Conquest, Princeton University Press, New Jersey, 1958.

Judith M. Brown and Anthony Parel, The Cambridge Companion to

Gandhi, Cambridge University Press, Cambridge, 2011.

Judith M. Brown, Gandhi: The Prisoner of Hope, Oxford University

Press, Delhi, 1990.

Louis Fischer, The Life of Mahatma Gandhi, Vintage, 2015.

M. K. Gandhi, From Yervada Mandir, tr. G. V. Desai, Navjivan Press,

Ahmedabad, 1935.

M. K. Gandhi, Hind Swaraj and other Writings, ed. Anthony Parel,

Cambridge University Press, Cambridge, 2009.

M. K. Gandhi, The Gospel of Selfless Action or The Gita According to

Gandhi, ed. Mahadev H. Desai, Navjivan Publishing House,
Ahmedabad, 1946.

M. K. Gandhi, The Story of My Experiments with Truth, tr. M. Desai,

Navjivan Trust, Ahmedabad, 1927.

Margaret Chatterjee, The Religious Thought of Mahatma Gandhi,

University of Norte Dame Press, Norte Dame, 1983.

Pyarelal, Mahatma Gandhi-The Early Phase, Navjivan Publishing

House, Ahmedabad, 1956.

Pyarelal, Mahatma Gandhi-The Last Phase, 2 vols. Navjivan Publishing

House, Ahmedabad, 1956.

Ramachandra Guha, Gandhi: The Year that Changed the World, 1914-
1948, Random House Canada, 2018.

The Collected Works of Mahatma Gandhi (Relevant Volumes),

Createspace Independent Publication, South Carolina, 2015.

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 Semester: VII

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

School: SHSS Batch: 2021-25

Programme: B.A

Branch: History Semester: VII

1 Course Code
BHI 451
2 Course Title
Introduction to the Principals and Methods in History
3 Credits 6

4 Contact Hours 5-1-0

(L-T-P)
Course Type Major

5 Course Objective The core objectives of this paper are:

● Identify the major historiographical paradigms that have impacted
on the writing of History
● Understand the philosophy of History
● Compare and contrast the different schools of History narrative

6 Course Outcomes This course will enable the students to understand:

CO1: Core concepts of History writing and how to decide the credibility
ofa source
CO2: Relation of History with other disciplines (interdisciplinary
approach)
CO3: Approaches to historical writings and decoding the motives of
different schools/scholars behind history writing
CO4: Identify the Indian historiography schools
CO5: The students will be able to compare and evaluate the major
historiographical paradigms that have impacted on the writing of History
CO6: The students will develop an understanding of History and its link to
other disciplines.
7 Course Present paper is focused on the “Art & Practice of writing History”.
Descriptio This
aims to introduce students to important issues related to historical
n methodby giving them a broad overview of significant, including
recent, historiographical trends. The aim is to acquaint students with
important historiographical interventions and issues related to the
historian‟s craft. It will familiarise you with the concepts and techniques
SU/SHSS/B.A (History) w.e.f academic session 2021 -22
 involved in thepractice of history-writing over the ages in various
countries and languages.

Unit 1 Introduction to History

A ● Nature of History: Scope and Philosophy

● What is history and historian's craft
● The knowability of the past; critical and speculative
explanations in history
B ● Types of History–social, economic, agrarian, urban, art
history etc.
● Historical sources, evidence, facts and their interpretation; Use
C and Misuse of history.
Unit 2 Concepts in History

A ● Objectivity
● Verifiability
● Determinism
● Causation
B ● Relativism
● Generalization in history
C ● Subjectivity
● Interpretation and Speculation
● Concept of historical inevitability
Unit 3 History and other Disciplines

A ● History: Science or Art

● Influences of statistics and mathematics on historical methods

B ● Ancillary Sciences: Archaeology, Palaeography, Epigraphy,

Numismatics
● Auxiliary Sciences: Ecology, Anthropology,
Sociology, Economics, Political Science
● Philosophy with cognate fields (like historical geography, legal
C and constitutional history)
● History and Literature
● History and Culture

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 Unit 4 History: Approaches & Themes
A ● Marxist Tradition: Classical & Recent Marxist Approaches
● The Annales School

B ● Positivist Tradition
● Postmodernist Tradition
C ● Local History & Oral History
● Gender, Race and Ethnicity in History -
● Archival History and its criticism
Unit 5 Indian History writing Schools
A ● Imperialist (Colonial) History Writing
● Nationalist History Writing
B ● Communalist History Writing
● Marxist History Writing
C ● The Cambridge School
● The Subaltern historians

Mode of Theory/Jury/Practical/Viva
examination
Weightage CA MTE ETE
Distribution 30% 20% 50%
Readings *E. Sreedharan, A Text-book of Historiography 500 BC to AD 2000,
Text Orient Longman, 2004
book/s*
Bloch, Marc, The Historian‟s Craft, with an Introduction by Peter
Burke (Manchester UniversityPress, 2004).
Collingwood, R.G. (1994). The Idea of History. Exford: Oxford
University Press.

E.H. Carr, 2001. What is history., Palgrave, Basingstoke.

Ferdiand Braudel, On history. Translated by Sarah Mathew in

1980.University of Chicago Press

Robert. N. Burns & Hugh Raymen-Pickeed (Ed.).

2000. Philosophies of History. OUP

Stoler, Ann. (2002). “Colonial Archives and the Arts of Governance”,

Archival Science, Vol 2, pp. 87-109.

Momigliano Arnaldo. (1979), “A Piedmontese View of the History of

Ideas”, in Essays in Ancient and Modern Historiography., Oxford:
Basil Blackwell.

Arthur Marwick, The Nature of History, London: Macmil-lan, 1989

SU/SHSS/B.A (History) w.e.f academic session 2021 -22
 Poovey, Mary. (1998). “The Modern Fact, the
Problem of Induction, and Questions of Method” in A History of the
Modern Fact: Problems of Knowledge in the Sciences of Wealth and
Society, Chicago: University of Chicago, (Chapter 1).

The nature of history Authur Marwick, 1989, Macmillan, London.

The companion to the Study of History, Michael Stanford, 1996,

Blackwell, Oxford.

What is history today, J. Gardiner, 1988, Macmillan, London.

The order of things, Foucault Michel, 1970, Tavistock Publications,
London

Telling the truth about history, Appleby,1994, Norton, New York.

The territory of the Historian, E.LE. Roy Ladurie, 1979, Harvester Press ,
Britain

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

School: SHSS Batch: 2021-25
Programme: B.A
Branch: History Semester: VII
1 Course Code
BHI 452
2 Course Title Society & Culture in Modern Indian History
3 Credits 6
4 Contact Hours 5-1-0
(L-T-P)
Course Type Major
The course follows following objective:
5 Course ● To teach key socio-cultural development in Modern India duringthe
Objective colonial rule.
● To inculcate the understanding of Modern Indian History from the
point of facts rather than opinion.
● To develop a historical understanding of caste, class and religion.

CO1: To help students understand the existing state of the Indian society
6 Course during the British era and emerging interventions to influence it.
Outcomes
CO2: Develop historical insights into social reforms challenging the
traditional caste, class and religious orthodoxies.
CO3: To understand the resistance posed against social reforms in
various parts of India.
CO4: To know the role of the British rulers in changing the socio-
cultural fabric of India.
CO5: The students will get an overview of Indian society and the
British perceptions regarding it.
CO6: The students will be able to understand the British intervention in
Indian society
7 Course
Description This paper on Modern Indian History will increase the awareness of one
of the most dynamic aspects of Modern India – society and culture.The
paper brings into perspective the crucial aspects of a period which laid the
foundations of a new society in the Indian subcontinent. By focusing upon
the rigidly held notions of caste, class and religion, this chapter will help the
students know the context which laid the basis of aforward-looking
Constitution in Independent India.

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 Unit 1 Concepts of British India society

A Orientalism and British understanding and concept of

Indian society & Culture
B Nationalist perception of social structure

C Missionaries‟ role in the State in British India

Unit 2 Social-reforms Efforts

A Ideology and Agenda of Social Reform Movements; Social Reforms

Policy of East India Company & Afterwards

Social-Reform Movements by Indian Reformers and Indian Response To

B It.; Mahatma Gandhi: Programmeme of Social Upliftment, Harijan
Movement.

C
Condition of Women and reforms in British India

Unit 3 Caste, Class and Religion

A Orientalist view on caste; Census and listing of castes;Debates on the

role of caste in Nation making
B Rise of Middle Class ; Capitalist Class; New Industrial Labour Class; Rural
Class-Structure ; Merchants and Trading Class

C Religious Identity and Rise of Communalism

Unit 4 Suppression, discrimination andPopular
movements
A Changing status of Peasantry and Tribes in colonial India; Exploitation of
peasants and criminalization oftribes; rise of agitation among them
B British Notions Of Racial Superiority; Socio-Economic Discriminatory
Servitude Based On Caste in colonial india, clothes and customs as a
discriminatory tool; religious and gender aspect of discrimination
C
Characteristics of Popular Protests; Kol Revolt; Santal Revolt; Munda
Uprisings; Moplah Uprisings; Punjab Disturbances of 1907; The Left
Movement, Kisan Sabha and Peasants
SU/SHSS/B.A (History) w.e.f academic session 2021 -22
 Unit 5 Social interventions by British government

A Development of Education under British rule :Indigenous And

Modern
B Famine and pandemic during British rule and their policy . Public Health;

C Impact of colonial intervention on society; Nationalism & Social change

Mode of Theory/Jury/Practical/Viva
examination
Weightage CA MTE ETE
Distribution 30% 20% 50%
Readings
Text book/s* ● *David Gilmour. (2018) The British in India: ASocial History of
the Raj. FSG:NewYork.
● James Mill, (1826) The History of British Indiain 6 vols. (3rd
edition) London: Baldwin, Cradock, and Joy
● Ahmad, Imtiaz. (1971). „Caste Mobility Movements in North
India‟, Indian Economicand Social History Review, 8 (2), pp.
164-91.
● Carroll, Lucy. (1978). „Colonial Perceptions of
Indian Society and the Emergence of Caste(s)
Associations‟, The Journal of Asian Studies, 37(2), February, pp.
233-50.
● Guha, Sumit. (2003). „The Politics of Identity and Enumeration in
India c. 1600–1990‟,Societyfor Comparative Study of Society and
History, pp. 148-67.
● Sarkar, Sumit and Tanika Sarkar, eds. (2014). Caste in Modern
India, Vol. 1, Ranikhet: Permanent Black. (Chapter 9: Padmanabh
Samarendra, „Anthropological Knowledge‟, pp.255-96; Chapter
10: Frank Conlon, „The Censusof India‟, pp. 297-310; Chapter
11:
● Bernard Cohn, „The Census, Social Structure‟,pp. 311-39).
● Cohn, Bernard S. (2004). “Notes on the history ofthe study of
Indian society and culture”. in his AnAnthropologist among the
Historians and Other Essays, Delhi: Oxford India.
● Cohn, Bernard S. (2004). “Census, social
structure and objectification in British India”, Inhis An
Anthropologist Among Historians and Other Essays, Delhi:
Oxford India
● Sarkar, Tanika. (2002). “Missionaries, Convertsand the State in
Colonial India”, Studies in History, Vol. 18, No. 3, PP. 22-32..
SU/SHSS/B.A (History) w.e.f academic session 2021 -22
 ● Gupta, Charu, The Gender of Caste: Representing Dalits in
Print, Ranikhet: Permanent Black, 2016, Introduction, pp. 1-30.
● Rao, Anupama (ed.). (2003). Gender and Caste.
Delhi: Kali for Women, Introduction, pp. 1-47.
● David Arnold, Colonizing the Body, Medicineand Epidemic
Disease in Nineteenth Century India, Delhi, 1983.
● “Touching the Body: Perspective on the Indian plague”, in
Ranajit Guha, Gayatri Chakravarty Spivak, Eds, selected
subaltern Studies, OxfordUniversity Press, 1983.
● Aparna Basu, Essays in the History of Indian Education Concept
Publishing Company, NewDelhi, 1982.
Desai, A.R., Social background of IndianNationalism, Bombay, 1948
● E.P.Thompson, The Making of the EnglishWorking Class,
Harmondsworth, 1968
● Gail Minault, Secluded Scholars: Women‟s Education and Muslim
Social Reform in colonialIndia, OUP, Delhi, 1998.
● Gyanendra Panday, The Construction of Communalism in
Colonial North India, Delhi,OUP. 1995
● Maitreyi Chaudhari, India Women‟s Movement:Reform and
Revival, Radian Publishers, New Delhi, 1993.
● Partha Chatterji: Nationalist thought And the Colonial World: A
Derivative Discourse, OUP,Delhi, 1988
● Tanika Sarkar, Hindu Wife, Hindu Nation: Community, Religion
And Cultural Nationalism,Permanent Black, New Delhi, 2001.
B. B. Misra The Indian middle classes: their growth in modern times.
London, etc.: OxfordUniversity Press for the Royal Institute of International
Affairs, 1961.

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 SEMESTER: VIII

School: SHSS Batch: 2021-25

Programme: B.A.

Branch: History Semester: VIII

1 Course Code BHI 455

2 Course Title History of Contemporary World, 1945-2000 CE
3 Credits 6
4 Contact Hours 5-1-0
(L-T-P)
Course Type Major
5 Course The course objective is to enable the students to:
Objective ● Analyse the social and political diversity present in the
contemporary world through the basic tools of historical inquiry.
● Debates about local and global phenomena taking place in the
contemporary world after analysing diverse ideological, theoretical
and normative approaches common to historical inquiry.
● To acquire essential concepts, skills, and analytical methods needed
to explore diverse historical phenomena taking place in
the twentieth century.

6 Course After completing the course, students would be able to:

Outcomes
CO1: Identify and describe the main forces, persons, events,
movements, etc. which shaped world history in this period
CO2: To identify the mechanism used to maintain the cores of global
power as manifest in alliances and institutions.
CO3: To understand the local, national, regional, and global aspects of
diverse historical occurrences.
CO4: Integrate knowledge of the history of the contemporary world
with political and economic approaches to the subject and to reach,
express, and defend reasoned explanations and judgments on critical
issues in contemporary world history
CO5: The students will get a deeper understanding of the third world
ansd soviet disintegration
CO6: Students will learn about the post war Developments of social,
political and economic scenarios.
SU/SHSS/B.A (History) w.e.f academic session 2021 -22
7 Course As our world grows smaller with each new technological advance, it
Description becomes increasingly important to know and understand that world and our
place in it. The main focus of this course is to enlighten the students with
world history and global issues throughout the second half of the 20th
Century. As students study these significant global events, they will
consider the influence of geographic settings, cultural perspectives,
economic systems, and various forms of government. Contemporary world
history will help the students to learn the origins and history of several
international organization, international politics and even the conflicts that
occupy the world around us. This course will provide students with a solid
grounding in contemporary world history and ideally encourage then to
pursue further historical interests.

Unit 1 Post War World

A Post World War-II Global order: impact of second world war- Yalta
Conference; Potsdam Conference; Paris Peace Treaties 1947; Economy
Formation of United Nations: Formation, organisations and its role

B Formation of United Nations: Formation, organisations and its role

(Security Council; WHO; ICJ and so on; United Nations Trust Territories,
Human Rights, Disarmament)

C Post WW-II Foreign policy of USA and Soviet

Russia: Truman Doctrine & Marshal plan;Cominform, Berlin
Blockade
Rise of Bilateralism and selected crisis at Global
Unit 2 Arena
A Cold War: causes, course and events (Armed Race,Space race, foreign
policy and international order etc.;
SALT, START, Apollo-Soyuz Test Project,)

B Socialist block: Soviet Eastern Europe: Warsaw Pact; Asia: Korean War,
Vietnam War
C Capitalist block: Americanisation of Western Europe: NATO; Cuban
Crisis, Berlin Crisis

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 Unit 3 Third world and Soviet disintegration

A The Third World, NAM, Commonwealth

B Disintegration of Socialist block: Glasnost and Perestroika,

Democratisation of Poland, Velvet revolution, Malta Talks, German
reunification, End of Warsaw Pact
End of Cold war: Impact upon Europe, Western and Eastern; Impact upon
US policy: the case for
Unipolarism; Globalisation and its impact.
Apartheid movement- 1948-1990s
C

Unit 4 Multilateral and Regional Institutions

A G20, EU, NAFTA,

B BRICS, SAARC and BIMSTEC, SCO, OIC
C ASEAN and APEC, IORA

Unit 5 Global Economy and Security

A International Economic and Trade: Origin and History of GATT, WTO;

MFN Clause, National Treatment Clause, Codes on Anti-Dumping and
Subsidies; WTO‟s Dispute Settlement Mechanism.
B International security: PTBT, NPT & CTBT; The Laws of Outer Space
(Moon Treaty, Geostationary)

C Kyoto protocol, Cancun, Developed versus theDeveloping.

Mode of Theory/Jury/Practical/Viva
examination
Weightage CA MTE ETE
Distribution 30% 20% 50%

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 Readings
Text book/s* ● The world since 1945, Keith Robbins, 1998
● The History of the World, Eric Hobsbawn(1914-1991)1996
● Alperovitz G., Atomic Diplomacy: Hiroshimaand Potsdam
● Arnold Guy, The End of the Third World
● Bartlett C. J., International Politics: States,Power and Conflict
since 1945
● Calvocorressi P., World politics since 1945
● Gamble A. & Payne A. (ed.) , Regionalismand World Order
● Gung-Wu-Wang, China and the world since1949
● Halle L. J., The Cold War as History
● Lowe Peter, The Origins of the Korean War
● Sheehan Neil (ed.), The Pentagon Papers
● William T, Tow, Ramesh Thakur & In-TaekHyan (ed), Asia‟s
Emerging Regional Order:
● Reconciling Traditional and
● Wukkuans W. A., Empire as a way of life
● Trevor Samson. 2000. Issues in InternationalRelations. London:
Routledge
● Abraham Ascher. 2107. Russia: A Short History. London: One
World Publications.
● Martin Dixon. 2007. Textbook on International Law. Oxford: OUP.
● Laurie Blank and Gregory Noone. 2016. International Law and
Armed Conflict: Fundamental Principles and Contemporary Challenges
in the Law of War. Alphen aan denRijn, Netherlands: Wolters Kluwer
Publishers
Shawkat Alam, Sumudu Atapattu and Carmen
Gonzalez. 2016. International EnvironmentalLaw and the Global
South. Cambridge: Cambridge University Press.
● Matthias Herdegen. 2016. Principles of International Economic
Law. Oxford: Oxford
● Margaret Karns and Karen Mingst, eds.,
„International Organizations: The Politics andProcesses of Global
Governance‟, Lynne Rienner Publishers, 2015.
● Brian Frederking and Paul F. Diehl, „Politicsof Global
Governance: International Organizations in an Interdependent World‟,
Lynne Rienner Publishers, 2015.
● Michael Barnett and Martha Finnemore, 2004.
„Rules for the World: International Organizations in Global Politics.
Ithaca:Cornell University Press
● P. Eric Louw .The Rise, Fall, and Legacy ofApartheid. Praeger,
2004
● William Beinart; Saul Dubow . Segregationand Apartheid in
Twentieth-Century South Africa. Routledge, 1995
Vijay Prashad, Howard Zinn (Ed.). The DarkerNations: A People's
History of the Third World. New Press. 2007

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

School: School of Humanities & Social Sciences Batch : 2021
Programme: B.A.
Branch: History Semester: VIII
1 Course Code

2 Course Title
History of Contemporary India, 1947-2000 CE
3 Credits 6
4 Contact
Hours (L-T-
P) 5-1-0
Course Type Major

5 Course 1. To analyze and understand the social and political diversity

Objectiv present in the contemporary world through the basic tools of
e historical inquiry.
2. To understand the debates about local and global phenomena
taking place in the
contemporary India after analyzing diverse ideological,
theoretical and normative approaches common to historical
inquiry.
3. To acquire essential concepts, skills, and analytical methods
needed to explore diverse historical phenomena taking place in
the twentieth century India.
4. To understand the division of states and consolidation of India as
a nation.
6 Course CO1: Students will learn about the post-1947 developments of social,
Outcome political and economic scenarios of India.
s
CO2: The students will be able to acquaint themselves with the
idea of emergence of India as a nation.
CO3: The students will be able to classify how certain states were
created on the basis of linguistic identities.
CO4: The students will be able to independently identify, and critically
read, analyze, and compile information from a variety of historical and
scholarly sources.
CO5: The students will be able to identify India‟s place & position in the
contemporary world.
CO6: Students will learn about the post-colonial developments of
social, political and economic scenarios of India.

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

7 Course
Descripti This course presents some important vignettes of a complex, highly
on diverse India that is also witnessing unprecedented changes since its
formal independence in 1947 from Great Britain. The lectures revolve
around social dimensions of change, the continuing influence of ancient
texts on contemporary India, political democracy, economic transition
from the state to the market, gender relations, India's economic
globalisation and changing world view. This course examines social,
political and economic developments in India since independence in
1947, and places these developments in a historical and comparative
context. Exploring the sources of India‟s diversity as well as unity,
riches as well as poverty, the roots of cooperation as well as conflict,
progress as well as limitations, the course aims at achieving a nuanced
understanding of the working of the world‟s largest democracy.
8 Syllabus CO Mapping
Unit 1 Legacy of National Movement & Partition
A Impact of Colonialism on Political, Social, Economic Systems
B Aftermath of Partition
C Integration of Princely States: Hyderabad, Junagarh &Kashmir

Unit 2
Indian Constitution and Consolidation as a Nation
A Indian constitution - Basic Features and Institutions
B The Linguistic Reorganization of the States & Regionalism
C Evolution and development of Parliamentary Democracy

Unit 3
Socio-Economic & Political Developments SinceIndependence

A Development of Science & Technology

B Indian Economic development - industrialization,liberalization

and globalization.
C Significance of political & social movements

Unit 4 Contemporary Issues & Challenges

A Issue of Identity Politics: Communalism;Regional and
Caste Consciousness
B
Civil Society Activism
C Corruption in Indian Public Life: Scams and Scandals

Unit 5 India and the World

A ● India‟s foreign policy during the Nehru(147-1964)) and
post-Nehru period(1964-2000), Challenges & Responses
● Issue of Non-Alignment
SU/SHSS/B.A (History) w.e.f academic session 2021 -22
 ● Conflicts & Wars with Pakistan
B Emergence of Terrorism
C India‟s role in the Contemporary World
Mode of Theory/Jury/Practical/Viva
examination/
Evaluation
method
Weightage CA MTE ETE
Distributio 30% 20% 50%
n
Text book/s*

handra, Bipin, Aditya Mukharjee, Mridula Mukherjee, India Since

Independence, New Delhi: Penguine Books India, 2011
asan, Zoya. Parties and Party Politics in India. New Delhi: OUP, 2004

Other
Reference Balbushevik, A. & Dyakov, A.M.:A Contemporary History of India
s
Hasan, Mushirul, India's Partition: Process, Strategy and Mobilization
Austin, Granville.Working a Democratic Constitution: theIndian
Experience. New Delhi: OUP, 1999.
Balakrishnan, P. Economic Growth and its Distribution in
India. Hyderabad: Orient Black Swan, 2005.
Beteille, A. Democracy and Its Institutions. New Delhi: OUP, 2012.
Chakrabarty, D., Rochona Majumdar, Andrew Sartori.From the Colonial
to the Post- Colonial: India and Pakistan in Transition. New Delhi:OUP,
2007.
Chaterjee, Partha ed. State and Politics in India. New Delhi: OUP, 1994.
Dhawan, Rajeev, ed. Law and Society in Modern India. NewDelhi: OUP,
1997.
Dreze, Jean and Amartya K. Sen. Indian Development: Selected Regional
Perspectives. New Delhi: OUP, 1997.

Frankel, Francine R. India’s Political Economy. New Delhi: OUP, 2005.

Frankel, Francine R., ed. Transforming India: Social and Political

Dynamics of Democracy. Oxford: OUP, 2000.
Guha, Ramachandra.India after Gandhi.London: Picador, 2007.

Jaffrelot, Christophe. The Hindu Nationalist Movement and Indian

Politics 1925 to 1990s. New Delhi: Penguin, 1999.

Kothari, Rajni. Caste in Indian Politics. New Delhi: Orient Longman,

1970.

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 King, Robert D. Nehru and the Language Politics of India. New Delhi:
OUP, 1997.

Kochanek, Stanley.The Congress Party of India: the Dynamics of One

Party Democracy. Princeton: PUP, 1968.
Kohli, Atul.The State and Poverty in India: the Politics of Reform.
Cambridge: CUP, 1987.

abir, Nasreen Munni. Bollywood: the Indian Cinema Story Channel 4

London, 2001.
arlo, Emma. Unsettling Memories: Narratives of the Emergency in Delhi.
Los Angeles:University of California Press, 2003
Vinaik, Achin and Rajeev Bhargava.Understanding Contemporary India,
Hyderabad: Orient Black Swan, 2010.
Bilgrami, A.Democratic Culture, New Delhi: Routledge, 2011.

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 Minor Elective papers (Subject-IV in NEP structure)
offered at University level
by the Department of History, SHSS(open to all

students)

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

School: School of Humanities & Social Sciences Batch : 2021
Programme: B.A.
Branch: History Semester: II
1 Course Code
BHI158
2 Course Title
History for Competitive Exams-I
3 Credits 4
4 Contact
Hours (L-T-
P) 4-0-0
Course Type M (Elective) Open to all students at University level

5 Course
Objectiv 1. To enhance knowledge of history.
e
2. To prepare our students for competitive examinations

3. To enable students to know about significant events in Indian

history from pre-history to Delhi Sultanate
4. To stimulate the student‟s interest and understanding of India‟s
past
6 Course CO1: The students will gain knowledge regarding India‟s glorious past.
Outcome
CO2 The students will develop a sense of chronology in regard to the
s historical events in India.
CO3: The students will be able to attempt objective as well as subjective
types of questions in competitive exams.
CO4: The students will develop sharp knowledge of Indian history and
culture.
CO5: The students will be able to classify the basic themes, concepts,
chronology and the effects of various religious sects and dynasties that
were established over time.
CO6 : The students will be able to get an overview of the major dynasties
that emerged in the early medieval and sultanate period.
7 Course The course maps the historical developments in Indian Subcontinent from
Descriptio Prehistoric age to Medieval period and establishment of Delhi Sultanate.
n It covers the origins of human civilisation from stone age to origins of
agriculture and development of establishment of an urban civilisation
and metal-based cultures from copper to bronze and iron. It also
unravels the history of great

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 Mauryan Empire and contacts with Central Asia during post Mauryan
period. The paper also traces the changes in agrarian relations in post-
Gupta period and development of feudalism to advent of Islam in Indian
Subcontinent the establishment of Aibak, Khalji, Tughluq dynasty in
Medieval India. It also traces the rise of regional kingdoms Vijaynagar
and Bahmani in Deccan and the rule of Lodhis in North India.
8 Syllabus
Unit 1 Prehistoric to Vedic Age
A
Prehistoric Cultures
B
Indus Valley Civilisation
C
Vedic & Later Vedic Age
Unit 2
Rise of Mahajanpadas to Mauryas
A
Mahajanpadas to Nandas
B
Buddhism & Jainism
C Mauryan Empire & Post -Mauryas
Unit 3
Foreign Invasions to Guptas
A Contact with outer world -Indo-Greeks, Sakas, Kushanas etc.

B State formation in Deccan & Peninsula

C The Guptas and their descendants

Unit 4 Early Medieval to Delhi Sultanate

A Major dynasties in Early Medieval India & Arabs

B
Cultural Trends: 750-1200
C Delhi Sultanate: Slave Dynasty to Tughlaqs

Unit 5 Post Sultanate, Vijayanagar & Bahmani

A Vijayanagar & Bahmani Kingdom

B Lodhi & Sayyids

C Monotheistic Movements

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 Mode of Theory/Jury/Practical/Viva
examination/
Evaluation
method
Weightage CA MTE ETE
Distribution 30% 20% 50%
Text book/s*
A.L. Basham, The Wonder that was India, Sidgwick Jackson, 1967
D. N. Jha, Ancient India An Introductory Outline, Verso, 2002. R S
Sharma, India’s Ancient Past, Oxford University Press, 2005
Upinder Singh, A History of Ancient and Early Medieval India,
Pearson, 2009.
J L Mehta, Advanced Study in the History of Medieval India,
Sterling, 1983

handra, Satish, History of Medieval India: (800-1700),

New Delhi, Orient Blackswan, 2014
ipul Singh, Interpreting Medieval India, MacmillanPublishers, 2009
Other
Reference R. C. Rayhaudhuri, An Advanced History of India, Macmillan
s India, 1974.
L. H. Morgan, Ancient Society, Holt and Co., 1877. Romila
Thapar, Ancient Indian Social History, Orient Logman, 1978.
Romila Thapar, Recent Perspectives of Early Indian History,
Popular Prakashan, 1995.
Romila Thapar, Early India from the Origins to AD 1300, Penguin,
2001.
Romila Thapar, Ashoka and the Decline of Mauryas,
Delhi: Oxford India Perennials, 2012
R. S. Tripathi, History of Ancient India, Motilal Banarsidas,
1967.
D. P. Agrawal, The Archaeology of India, Select Book Service,
1984.
Lesli Orr‟s Donors, Devotees and Daughter ofGods:Temple
Women in South India, OUP, 2000
Vijaya Ramaswamy‟s Walking Naked: Society and Spirituality
in South India, 2007
P. V. Kane, History of Dharmashastra, 5 Vols. Bhandarkar Oriental
Research Institute, 1968-77
B. N. Puri, Ancient Indian Historiography, Atma Ram &Sons, 1994.

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

School: School of Humanities & Social Sciences Batch : 2021
Programme: B.A.
Branch: History Semester: IV
1 Course Code
BHI260
2 Course Title
History for Competitive Exams-II
3 Credits 4
4 Contact
Hours
(L-T-P) 4-0-0
Course Type Minor (elective) open to all students at University level

5 Course
Objective 1. To enhance knowledge of history.

2. To prepare our students for competitive examinations

3. To enable students to know about significant events in Indian

history during Mughal Empire as well as British rule.

4. To stimulate student‟s interest and understanding of India‟s past

6 Course CO1: The students will develop a sense of chronology in regard to the
Outcomes historical events in India.
CO2: The students will be able to attempt objective as well as subjective
types of questions in competitive exams.
CO3: The students will develop sharp knowledge of Indian history and
culture.
CO4: The students will be able to understands the chronology of events
from establishment of Mughal rule entry of East India Company to
overthrow of British rule from India.

CO5: The student attains knowledge of national movement in India and

the rise and growth of Communalism which led to the partition of India
and formation of two new nations.
CO6: The students will get an overview of movements that contributed to
the Indian freedom struggle.

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

7 Course
Description The course maps the developments of Indian history from establishment
of Mughal Empire from Babur to Aurungzeb, decline of Mughal Empire,
entry of British East India Company, national awakening, socio-religious
reform movement, rise and growth of nationalism, transfer of power to
British Crown, imperialist policies and drain of wealth, formation of
INC, the national movement and finally partition of India and India‟s
independence.

8 Syllabus
Unit 1 Mughal Empire
A Akbar to Aurungzeb

B Society, Economy, Art Architecture & Literature

C Decline of Mughal Empire, Rise of Marathas, Afghans, Regional States-
Composite Culture, Rise of Urdu language

Unit 2 British Extension in India

A
The Carnatic Wars, invasion of Bengal, Mysore, Anglo- Maratha War,
Regulating & Pitts India Act, Early composition of British Raj

B Economic Impact of British Raj: Ryotwari, Mahalwari, Permanent

Settlement, Railways, Commercialisation of Agriculture &
Deindustrialisation
C Cultural Encounter & Social Changes: Western education & Modern
thoughts, Religious & Social Reform movements, Vernacular press, rise
of modern literature in
Indian languages
Unit 3

Confrontation to British Rule & Growth ofnationalism

A Early Uprisings; The 1857 Revolt-reasons, character,

course and result
B Growth of national consciousness, creation ofassociations,
Establishment of INC

C Moderates & Extremists, Partition of Bengal Swadeshi

Movement , Home- rule League to Congress-League

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 Pact.

Unit 4 Indian National movement

A Gandhi‟s entry into national movement-NCM, CDM,Khilafat Movement,
Quit India Movement

B Revolutionary Terrorism, Rise of Left, Subhash Bose &INA, post 1945

developments.

C Separatist Movements in Indian politics-the HinduMahasabha,

Muslim League, Partition & Independence

Unit 5 India’s Independence to 1964

A Parliamentary, Democratic & Secular, J L Nehru‟s vision

B Foreign Policy

C Planning & State Controlled industrialization, Agrarianmodification

Mode of Theory/Jury/Practical/Viva
examination/
Evaluation
method
Weightage CA MTE ETE
Distribution 30% 20% 50%
Text book/s* Bandhopadhyay, Shekhar. From Plassey to Partition: AHistory of
Modern India. Delhi: Orient Blackswan, 2004

Chandra Satish, From Sultanate to Mughals (1526-1748)Har-Anand

Publications, 2004
Chandra, Bipan, Aditya Mukharjee, Mridula Mukharjee India‟s Struggle
for Independence, Penguin Books, 1989

Dube, Ishita Banerjee, A History of Modern India,Cambridge

University Press, 2015

Sarkar, Sumit, Modern India 1885-1947, PalgraveMacmillan, 1989

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 Other
References Prasad, Ishwari. History of Medieval India. Allahabad:
Indian Press Ltd., 1976.
Stein, B. Peasant, State and Society in Medieval South
India. New Delhi: Oxford University Press, 1980.

Ali, Athar. Mughal India, Studies in Polity, Ideas, Society

& Culture. New Delhi, Oxford University Press, 2006.

Hasan, N. Religion, State and Society: Collected works of

Nurul Hasan. New Delhi: Oxford University Press, 2005.
revised edn., New Delhi: Oxford University Press, 1999.

Raychaudhuri, T. and I. Habib, eds. Cambridge

Economic History of India. vol. I, Cambridge: Cambridge
University Press, 1982.

Guha, Ramachandra, India after Gandhi, London:

Picador, 2007.

Hasan, Zoya. Parties and Party Politics in India. New

Delhi: OUP, 2004.

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 SHSS Vocational Course Basket(To be

chosen by the student)

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 One set of Vocational course (3x4=12 credits) should be chosen by the studentFrom the
vocational-course basket:

Semester Set-1* Set-2* Set-3* Set-3*

[offered by [offered by [offered by [offered by

Department of Department of Department of Department of
Psychology] Yogic Science] English] Geography]

I Fundamentals of MS Introduction Professional Skills- Fundamentals

Word forAcademic toYoga I of Remote Sensing
Writing

II Fundamentals of Power Basics of Professional Fundamentals

Point forAcademic the Yogic Skills-II ofGIS & GPS
Presentation Science

III Fundamentals of Excel for Applied Yoga Professional Advances in

DataAnalysis Skills-III RemoteSensing
and GIS: Digital
Image Processing
IV Digital Social Research Techniques Professional Remote Sensing
of Yogic Skills-IV andGIS
Therapy Applications

*Course module will be provided by the respective Department

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 Co-Curricular Papers&
Community Connect Project

[Offered at Central level ]by the

University
as per the recommendations of the NEP-UPHC

SU/SHSS/B.A (History) w.e.f academic session 2021 -22

 List of Co-Curricular papers* offered by University to all Schools:

S.No. Paper code Paper Type

credit Semester
UPHE/
Sharda Univ.
Co-
2 I Curricular
1 Z010101T Food, Nutrition and Hygiene (Minor)
/
COC101
Z020201/ Co-
COC201 First aid and Health 2 II Curricular
2 (Minor)

Co-
III Curricular
3 Z030301/ Human Values and Environment studies 2 (Minor)
COC301

Co-
IV Curricular
4 Z040401/ Physical Education and Yoga 2 (Minor)
COC401

Z050501/ Co-
COC501 2 V Curricular
5 Analytic Ability and Digital Awareness (Minor)

6 Z060601/ Co-
Communication Skills & Personality VI Curricular
2
COC601 Development (Minor)

CCO701 Community Connect Project III Project

2
*Course module will be provided by the course instructor.

SU/SHSS/B.A (History) w.e.f academic session 2021 -22