Scheme of Examination and Courses of

Reading for B.A. (Prog.) based on NEP

SEMESTER-IV

SCHOOL OF OPEN LEARNING

University of Delhi

Syllabus Applicable for the students seeking admission to

B.A.(Prog.) Course from 2022-2023 onwards
 B.A. (PROGRAMME) SEMESTER-IV

DSC-7 (MINOR PAPER)

Note : Opt for the same Discipline as Sem-I
Economics: Intermediate Macroeconomics I : Foundation of Aggregate Income Determination
Education: Education in India: Policy and Practice
English: Indian Writing in English
Hindi: अ य ग य वधाएँ
History: History of India c. 1550-1700
Mathematics: Abstract Algebra
Political Science: Comparative Government and Politics
Sanskrit: Dharmshastra Studies
Urdu: Urdu Fiction-Novel
DSC-8 (MAJOR PAPER)
Note : Opt for the same Discipline as Sem I
Economics: Basic Econometrics
Education: Professional Development of Educational Practitioners
English: Indian Writing in English Translation
Hindi:(क) कसी एक सा ह यकार का अ ययन :भारते द ु हर शच
(ख) कसी एक सा ह यकार का अ ययन : जयशंकर साद
History: Cultural Transformation in Early Modern Europe-II
Mathematics: Introduction to Graph Theory
Political Science: Public Institutions in India
Sanskrit: Readings from Vedas
Urdu: Classical Prose
GENERIC ELECTIVE (GE) (Any One not opted in Sem. III)
English: English Fluency-II (only for those who did not opt for English in Sem. III)
Hindi: िह दी ग – उ व और िवकास-क (for students who have studied Hindi upto 12th standard)
िह दी ग – उ व और िवकास-ख (for students who have studied Hindi upto 10th standard)
th
िह दी ग – उ व और िवकास-ग (for students who have studied Hindi upto 8 standard)
(only for those who did not opt for Hindi in Sem. III)
Sanskrit: Fundamentals of Buddhist Philosophy
Commerce : Basics of Organization Behaviour
Economics: Basic Statistics for Economics
History :Religious Traditions in the Indian Subcontinent
Mathematics : Elements of Real Analysis
Political Science : Western Political Philosophy
 Ability Enhancement Course (AEC) (Any one)
Assamese AEC (A)-II : Journalistic Writing in Assamese
Assamese AEC (B)-II : Intermediate Assamese
Bengali AEC (A)-II : Journalistic Writing in Bengali
Bengali AEC (B)-II : Intermediate Bengali
Hindi A : यावहा रक हंद (for students who studied Hindi upto XIIth Std.)
Hindi B :जनसंचार और रचना मक लेखन (for students who studied Hindi upto Xth Std.)
Hindi C : ह द भाषा और तकनीक (for students who studied Hindi uptoVIIIth Std.)
Punjabi :Punjabi Bhasha Ate Media
Sanskrit A : Advance Ancient Indian Economy (for students who studied Sanskrit uptoXIIth Std.)
Sanskrit B : Intermediate Administrative Structure in Kautilya's Arthasastra (for students who studied
Sanskrit uptoXth Std.)
Sanskrit C : (Introductory) Culture and Society सं कृ तसमाज च (for students who studied Sanskrit
uptoVIIIth Std.)
Tamil AEC (A)-II : Journalistic Writing in Tamil
Tamil AEC (B)-II : Intermediate Tamil
Telugu AEC (A)-II : Journalistic Writing in Telugu
Telugu AEC (B)-II : Intermediate Telugu
Urdu A :(for students who studied Urdu uptoXIIth Std.)
Urdu B :(for students who studied Urdu uptoXth Std.)
SKILL ENHANCEMENT COURSE (SEC)
(Any one other than opted in Sem-I, II & III)
Commerce: Finance for Everyone
English: Communication in Everyday Life
Hindi:रं गमंच
SEC Committee: Communication in Professional Life
SEC Committee : Personality Development and Communication
English: Business Communication
Computer Science: Basic IT Tools
Computer Science: Advanced Spreadsheet Tools
Computer Science: Digital Marketing
Computer Science: Social Media Marketing
VALUE ADDED COURSE (VAC)
(Any one other than opted in Sem-I, II & III)
English: Reading Indian Fiction in English
Hindi:भारतीय भि त परं परा और मानव मू य
Political Science: Constitutional Values and Fundamental Duties
Sanskrit: Yoga : Philosophy and Practice
Sanskrit : Panchkosha : Holistic Development of Personality
Psychology :Emotional Intelligence
Commerce: Financial Literacy
 B.A.(Prog.) Economics
Discipline Specific Core Course-(Minor)

DSC-7 : INTERMEDIATE MACROECONOMICS I : FOUNDATION OF

AGGREGATE INCOME DETERMINATION

Duration (per week)

Eligibility
Course title & Code Credits Prerequisite
Practical/ Criteria
Lecture Tutorial
Practice
Intermediate
Macroeconomics I:
Foundations of Aggregate 4 3 1 0 Class 12th NIL
Income Determination–
ECON008

Learning Objectives

The Learning Objectives of this course are as follows:

• This course builds upon the basic concepts of macroeconomics. It introduces labour markets and
the aggregate supply (AS) curve.
• Aggregate Demand (AD) and Aggregate Supply (AS) are brought together to determine equilibrium
prices and output examine the policy impacts.
• The course discusses Phillips curve and the alleged trade-off between inflation and unemployment.
Both adaptive and rational expectations are introduced.
• A flavour of micro-foundations is introduced with respect to consumption and investment.

Learning outcomes

The Learning outcomes of this course are as follows:

• This course enables students to analyse the interaction of aggregate demand and supply and the
effects of fiscal and monetary policy, trade-off between inflation and unemployment, and
consumption and investment behaviour of the households.

Syllabus

UNIT I: Short-run and medium-run equilibrium

The labour market, Wage determination; wages, prices, and unemployment; natural rate of unemployment;
from employment to output, Derivation of aggregate supply curve, Interaction of aggregate demand and
supply to determine equilibrium output, price level and employment.

UNIT II: Philips Curve and Theory of Expectations

Inflation, unemployment and expectations, Phillips Curve; adaptive and rational expectations; policy
ineffectiveness debate.

UNIT III: Microeconomic foundations of macroeconomic behaviours

Consumption: Keynesian consumption function; Fisher’s theory of optimal intertemporal choice; life-cycle
and permanent income hypotheses; other theories of consumption expenditure.

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Investment: determinants of business fixed investment; residential investment and inventory investment.

Recommended readings
• Blanchard,O.(2006).Macroeconomics,4thed.PearsonEducation.
• C.L.F. Attfield, D.Demery and N.W. Duck (1991). Rational Expectations in
Macroeconomics: an introduction to theory and evidence2nd Ed.
• Sheffrin,Steve(1996). Rational Expectations. 2nd ed.,Cambridge University Press.
• Dornbusch,R.,Fischer,S.(1994).Macroeconomics,6thed.,McGraw-Hill.
• Branson,W.(2013).Macroeconomics:Theoryandpolicy,3rded,EastWestPress.
• Carlin, W and D Soskice (2007), Macroeconomics: Imperfections, Institutions and Policies, Indian
Edition, OUP.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

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 B.A.(Prog.) Education
Discipline Specific Core Course-(DSC-7) (Minor)

DSC-7 : EDUCATION IN INDIA : POLICY AND PRACTICE

Credit distribution, Eligibility and Prerequisites of the Course

Practice
EDUCATI 4 3 1 • ciass Xll th Pass • No Pre-
ONIN requisite
INDIA:
POLICY
AND
PRACTICE
DSC7

Leaming Objectives
The learning objectives of the course are as follows

• To provide an overview of educational policy and practices that have influenced

development of school and higher education in India.

• To introduce significant perspectives and processes of educational policy making and

planning in the country.

• To gain an insight about institutions of school education and Higher Education in

India and also the programmes and schemes that have influenced educational access
and opportunities.

Learning Outcomes

On Completion of the course, learners are expected to:

• build a critical understanding about major policies of education in India

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 • develop familiarity with indicators of educational development
• describe different educational systems at the school and higher education level
• identify problems, challenges and issues at different levels of education.
• understand the role of regulatory bodies at different levels of education
• examine global changes that impact education

SYLLABUS OF DSC� 7

Unit I: Understanding Educational Policy in India

• Overview of policies in India; National Policy of Education, 1968, National Policy of
Education 1986, Programme of Action 1992
• Educational planning in India and financing: lndicators of Education - GER, NER,
Pupil-Teacher ratio

Unit II: School Education in India

• Common School System: Kothari Commission Report and Vision of Common
Schooling
• Systems of Schools: Types and Affiliation, Public, Private, Central, State
Government, Aided and Schools run by Autonomous Bodies .
• Issues of regulation of private schools.
• The role of various national, state and local level bodies in school education like
National Council for Educational Research and Training (NCERT), State Council of
Educational Research and Training (SCERT), DIETs, NIOS, Boards of Education:
National, International and State Boards.
• Important Government Initiatives: Sarva Shiksha Abhiyan (SSA), Rashatriya
Madhyamik Shiksha Abhiya (RMSA), Rashtriya Uchchatar Shiksha Abhiyan
(RUSA), Samagra Shiksha, Mid-day Meal Program (Space for eating Together).

Unit III: Higher Education in India

• Issues in Higher Education: Access, Equity, Relevance, Quality
• Challenges of quality and regulations in Higher Education-- The role of University
Grants Commission (UGC) and National Assessment and Accreditation Council
(NAAC)
• Types of Universities: Central, State, Private; Open and Deemed
• Contemporary Issues: R o I e of the global market; GATS in education.

Suggested Projects/ Assignments

1. Build a perspective from data on education of specific social groups (girls, Dalit,
tribal, disability) from Census, DISE, Select Education Statistics, and All India
Education Survey Report (NCERT) regarding access to education, enrolment -
retention at various levels of education and achievement of students.

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 2. Detailed Study of midday meal scheme (www.righttofoodindia.org) or any other
school linked schemes of the Central Government.
3. Examine any course offered to students through franchising or joint ventures of
transnational institutions.
4. Prepare a report on schemes that are currently operational in government schools
introduced for welfare of children in last five years.

Note: On the basis of the above, the teacher may design his/her own relevant assignments and
projects.

Essential Readings:

• Apple, M. W. (2008). Can Schooling Contribute to a More Just Society? Education,

Citizenship and Social Justice, 3(3), 239-261.
• Bhushan, S. (2009). Foreign Universities in India.In Bhushan, S. (Ed). Restructuring
Higher Education in India. Rawat Jaipur: Rawat Publication.
• GOI. (1966). Report of the Education Commission: Education and National
Development. New Delhi: Ministry of Education.
• Gupta, A. (2011). Kya Nijikaran Sahayak ho Sakta Hai in Ucchtar Shiksha ke Badalte
Ayaam. Delhi University : Hindi Karyanvya Nideshalaya.
• Hallack, J. (2003). Education and Globalisation. In J.B.G. Tilak (Ed). Education,
Society and Development. New Delhi: NIEPA
• Juneja, N. (2011). Access to What? Diversity and Participation In R. Govinda (Ed.)
Who Goes to School? Exploring Exclusion in Indian Education. India: Oxford
University Press. pp. 205- 247.
• Juneja, N.(2003). Constitutional Amendment to Make Education a Fundamental
Right, Occasional Paper, New Delhi: NUEPA pp 6-13. Retrieved from
http://www.nuepa.org/Download/Publications/0ccasional%20Paper-33njuneja.pdf
• NUEPA (2008). Elementary Education in India: Progress towards UEE, DISE data
2006-07. R e t r i e v e d fro m http://dise.in/Downloads/Publications
• Public Report on Basic Education (1999) New Delhi: Oxford University Press (also in
Hindi)
• Rampa!, A. and Mander, H. (2013, July. 13). Lessons on Food and Hunger: Pedagogy
of Empathy for Democracy. Economic and Political Weekly 48(28), 50-57.
• Sadgopal, A. (2008). Samaan School Pranaliyon ki Zarurat. Aaj ka Savaal. In Shiksha
Aur Bhoomandalikaran. India: Shabd Sansadhan Prakashan.
• Sinha, S. & Reddy, A. (2011). School Drop Outs or Push outs. In R. Govinda (Ed.)
Who Goes to school? Exploring Exclusion in Indian Education. India: Oxford
University Press.

Internet Resource:

• National Council for Educational Research and Training (NCERT- www.ncert.nic.in).

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 • State Council of Educational Research and Training (SCERT), DIETs, Block
Resource Centres (BRC) etc delhi.gov.in/wps/wpm/connect/
doit/scert/Scert+Delhi/horne/
• Samagra Shiksba from samagra. mhrd.gov.in
• SSA from bttps://mhrd.gov.in>ssa-o
• RMSA from rmsaindia.gov.in
• RUSA from http://mbrd.gov.in>rusa
• Mid day meal http://mhrd.gov.in>mid-day-meal

Additional Readings

• Naik, J.P. (1979). Equality, Quality and Quantity: The Elusive Triangle in Indian
Education, International Review ofEducation , Vol. 25, (2/3), Jubilee Number (1979),
pp. 167-1
• Naik, J.P. (2016). The Role of Government of India.India: Education, Ministry of
Education, Government of India
• Powar, K. B. (2011 ). Indian Higher Education Revisited: Continuing Concerns and
Emerging Issues. Delhi: Vikas Publishing House, Delhi. pp62- 79
• Subimal, S. (2011). Democracy, Decentralized Planning and Devolution of Power in
Education. In K. N. Panikkar & M. Bhaskaran N. (Ed). Emerging Trends in Higher
Education in India: Concepts and Practices. New Delhi: Pearson Education India.

Teaching Learning Process

The Course will be taught through interactive pedagogic methods such as classroom
discussion, debates, film discussions, critical media analysis. Collaborative learning tasks,
enhancing reading comprehension of core writings in the area and developing innovative
projects. Reflective expression and learning will be encouraged.

Assessment Method

The assessment will be formative in nature and will include student participation. Individual
and group tasks and assignments will be given. Summative evaluation will be through end
semester examination.

Key words

Education, India, Policy

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 B.A.(Prog.) English
Discipline Specific Core Course-(Minor)

DSC-7 : INDIAN WRITING IN ENGLISH

Discipline Specific Courses for Undergraduate Programme of study with ENGLISH

(minor) as one of the Core Disciplines

DISCIPLINE SPECIFIC CORE COURSE 11- (DSC-11): Indian Writing in English

No. of hours- 60(Theory- 45 hrs.+Tutorials -15 hrs.)

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice (if any)
DSC 11: 4 3 1 0 Passed NIL
Indian Class XII
Writing in with
English English

Learning Objectives

The Learning Objectives of this course are as follows:

● To offer students a foundational understanding of the distinctively Indian
qualities of literature in English, across a range of genres.

● To open up a sense of the Indian response to literary and political challenges

in modern times.

Learning outcomes

The Learning Outcomes of this course are as follows:

● By studying this course, students will be able to gain a basic sense of Indian
writing in English as a viable means to understand the evolution of modern
India.
● Students’ imagination will be stimulated by an understanding of how Indian
writing in English opens up the challenges and complexities of contemporary
India.

7
SYLLABUS OF DSC- 11

UNIT – I

1. Anita Desai: The Clear Light of the Day

UNIT – II

2. H.L.V. Derozio: (i) ‘Freedom to the Slave’ (ii) ‘The Orphan Girl’

3. Kamala Das: (i) ‘Introduction’ (ii) ‘My Grandmother’s House’

4. Sarojini Naidu: (i) ‘An Indian Love Song’, (ii) ‘In Salutation to the Eternal Peace’

5. Robin S. Ngangom: (i) ‘The Strange Affair of Robin S. Ngangom’ (ii) ‘A Poem for
Mother’
UNIT – III

6. Salman Rushdie: ‘The Free Radio’

7. Shashi Deshpande: ‘The Intrusion’

8. Padmanabhan, Manjula. ‘Stains’, Hot Death, Cold Soup: Twelve Short Stories. New
Delhi: Kali for Women/Zubaan, 1996.

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:

1. Rao, Raja. ‘Foreword’, Kanthapura. New Delhi: OUP, 1989. pp v–vi

2. Rushdie, Salman. ‘Commonwealth Literature does not exist’, Imaginary
Homelands. London: Granta Books, 1991. pp 61–70
3. Mukherjee, Meenakshi. ‘Divided by a Common Language’, The Perishable Empire.
New Delhi: OUP, 2000. pp 187–203
4. King, Bruce. ‘Introduction’, Modern Indian Poetry in English. New Delhi: OUP, 2nd
edn., 2005. pp 1–10

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

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 सेमेस्टर –IV
BA (Prog.)With Hindi as NON-MAJOR
अन्य गद्य िवधाएँ
Core Course – DSC7
Course title & Credits Credit distribution of the course Eligibility Pre-
Code Lecture Tutorial Practical criteria requisiteof
the course
अन्य गद्य िवधाएँ 4 3 1 0 12वीं उ�ीणर् NIL
(DSC7)

पाठ्यक्रम के उद्देश्य (Course Objectives):

1. िहदं ी के िविभन्न गद्य �पों से प�रिचत कराना ।
2. िविभन्न गद्य �पों के िव�े षण क� समझ िवकिसत कराना ।
3. प्रमखु गद्य रचनाओ ं के अध्ययन द्वारा उनक� प्रासिं गकता से प�रिचत कराना ।
पाठ्यक्रम अध्ययन के प�रणाम (Course Learning Outcomes):
1. िहदं ी गद्य �पों का प�रचय प्रा� होगा ।
2. िविवध गद्य रचनाओ ं का महत्व और प्रासंिगकता से प�रिचत हो सकें गे ।
3. प्रमखु रचनाओ ं के िव�े षण क� समझ िवकिसत होगी ।

इकाई – 1
 लोभ और प्रीित (िनबधं ) – रामचद्रं शक्ु ल
 बसंत आ गया है (िनबंध) – हजारी प्रसाद िद्ववेदी

इकाई –2
 प्रेमचंद के साथ दो िदन (संस्मरण) – बनारसी दास चतवु द� ी
 ठकुरी बाबा (सस्ं मरण) – महादेवी

इकाई –3
 वैष्णव जन (ध्विन �पक) – िवष्णु प्रभाकर
 शायद (एकांक�) – मोहन राके श

इकाई –4
 अगं द का पाँव (व्यंग्य) – श्रीलाल शक्ु ल
 ठे ले पर िहमालय (यात्रावृ�) – धमर्वीर भारती

9
सहायक ग्रंथ:
1. िहदं ी का गद्य सािहत्य–रामचंद्र ितवारी, िव�िवद्यालय प्रकाशन, गोरखपरु ।
2. िहदं ी सािहत्य का दसू रा इितहास–बच्चन िसहं , राधाकृ ष्ण प्रकाशन, नई िदल्ली ।
3. िहदं ी गद्य : िवन्यास और िवकास–रामस्व�प चतवु द� ी, लोकभारती प्रकाशन, इलाहाबाद ।
4. किव तथा नाटककार–रामकुमार वमार्, व�ण प्रकाशन, िदल्ली ।
5. िहदं ी का लिलत िनबंध सािहत्य और आचायर् हजारी प्रसाद िद्ववेदी–िवदषु ी भारद्वाज, राधा पिब्लके शन ।
6. सािहित्यक िवधाएँ : पनु िवर्चार–ह�रमोहन, वाणी प्रकाशन, नई िदल्ली ।
7. प्रितिनिध िहदं ी िनबधं कार–िवभरु ाम िमश्र, ज्योित�र िमश्र, लोकभारती प्रकाशन, नई िदल्ली ।
8. िहदं ी कहानी : अतं रंग पहचान– रामदरश िमश्र, वाणी प्रकाशन, नई िदल्ली ।
9. िहदं ी कहानी : प्रिक्रया और पाठ–सरु ें द्र चौधरी, राधाकृ ष्ण प्रकाशन, नई िदल्ली ।

10
 B.A.(Prog.) History
Discipline Specific Core Course-(Minor)

DSC-7 : HISTORY OF INDIA c. 1550-1700

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code Lecture Tutorial Practical/ criteria of the course
Practice (if any)
History of India c. 4 3 1 0 12 th Pass Should have
1550 – 1700 studied History
of
India c. 1200-
1550

Learning Objectives

This course provides an analytical study of the history of India from 1550 to 1700 CE. It introduces
students to a thematic study of the main aspects of the period delineating major transitions,
changes and developments that include the establishment of the Mughal state and Rajput polities,
encompassing political, administrative, cultural and economic aspects. Through select regional
case studies it also underlines the interconnectedness of the subcontinental region in its transition.

Learning outcomes
After the successful completion of this Course, the students will be able to:
 Identify the major political developments in the history of India during the period between
the sixteenth century and between the beginning of the eighteenth century.
 Outline the changes and continuities in the field of culture, especially with regard to art,
architecture and Sufi movement.
 Discuss the economic history of the period under study in India especially, where agrarian
production and its implications are concerned.
 Delineate the development of trade and urban complexes during this period.

SYLLABUS OF DSC-1

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Unit I: Foundation, expansion and consolidation of the Mughal State, c.16th to 17th century:
Expansion and consolidation; Administrative structures: Mansabdari and Jagirdari.
Unit II: Akbar to Aurangzeb: Rajputs, imperial ideology; religious policy.
Unit III: 17th century transition: Marathas, Sikhs.
Unit IV: Art and architecture: Taj Mahal and Red Fort; Mughal painting.
Unit V: Society, culture and religion: Sufism: Naqshbandi; popular literature from theDeccan:
Chakki-Nama and Charkha-Nama.
Unit VI: Economy and integrated patterns of exchange: Inland and maritime trade; non-
agrarian production.

Practical component (if any) - NIL

Essential/recommended readings
Unit I: This unit would have taught students about the complex political, cultural and
social world constructed under the Mughal regime. It will also introduce students to
the administrative structure of the Mughal state.
• Alam, M., and S. Subrahmanayam. (1998). The Mughal State 1526-1750. Delhi:Oxford
University Press.
• Richards, J F. (1996). The New Cambridge History of India: The Mughal Empire.
• Cambridge: Cambridge University Press.
• Raychaudhuri, T. and I. Habib. (Eds.). (1982). The Cambridge Economic Historyof India,
Vol.1: c1200-1750. Delhi: Orient Longman, pp. 163-192.
• Bhargava, Meena. ed. (2010). Exploring Medieval India: Sixteenth to theEighteenth
centuries, Delhi: Orient Black Swan.
• Habib, I. (Ed.). (1997). Akbar and his India, Delhi: Oxford University Press.
(Relevant chapters).
• Habib. I. (Ed.). (2016). Akbar aur Tatkalin Bharat, Delhi: Rajkamal Prakashan
Samuh.(Relevant Chapters).
• Verma, H.C. (Ed.). (2003). Madhyakalin Bharat, Bhag 2, Delhi: Hindi Madhyam
Karyanvan Nideshalaya, Delhi University.
• Ali, M. Athar. (1996). Mughal Nobility under Aurangzeb, Delhi: OxfordUniversity
Press.
• Habib, I. (1999). The Agrarian System of Mughal India, 1554-1707. Delhi: Oxford
University Press.

Unit II: This unit would have taught students about the Mughal relation with the Rajputs along
with their religious ideas which shaped the Mughal state. It will also introduce students
to the diverse ways in which Mughal imperial ideology came tobe constructed.

• Ali, S Athar. (2008). ‘Sulh-i-Kul and Religious Ideas of Akbar’ in Mughal India: Studies
in Polity, Ideas, Society and Culture, Delhi, OUP.

12
 • Butler-Brown, Katherine. (2007). “Did Aurangzeb Ban Music? Questions for the
historiography of his reign,” Modern Asian Studies vol. 41, no.1, pp. 77- 120.
• Sreenivasan, Ramya. (2014) ‘Faith and allegiance in the Mughal Era: Perspectives from
Rajasthan’ in Vasudha Dalmia and Munis D Faruqi, ReligiousInteractions in Mughal
India, Delhi. OUP.
• Trushke, Audre. (2017). Aurangzeb: The Man and the Myth, Delhi: Penguin.
• Ziegler. P Norman. (1998). Some Aspects on Rajput Loyalties during the Mughal
period’.in J F Richards (ed.) Kingship and Authority in South East Asia. Delhi. OUP.

Unit III: This unit would have taught students about emerging political formation in the
Deccan. Through a study of the Marathas and Sikhs they would develop a better
understanding of how the competition for resources in the seventeenth century
contributed to the emergence of a new body of elites with political aspirations.

• Gordon, S. (1993). The New Cambridge History of India: The Marathas, 1600- 1818.
• Cambridge: Cambridge University Press.
• Wink, Andre. (1986). Land and Sovereignty in India: Agrarian Society and Politics under
the Eighteenth Century Maratha Svarajya. Delhi: OrientLongman, pp. 51 – 65.
• Grewal, J.S. (1986). The New Cambridge History of India: The Sikhs. Delhi: Cambridge
University Press.
• Singh, Chetan. (1991). Region and Empire: Punjab in the Seventeenth Century.Delhi:
Oxford University Press.

Unit IV: This unit would have taught students about the architectural and painting traditions
in the Mughal period. The student would be expected to appreciate the political and artistic
complexities that played an important role during the period. This will be achieved through
case studies of a tomb (the Taj Mahal), imperial fort (Red Fort) and Mughal paintings.

• Koch, Ebba. (2006). The Complete Taj Mahal and the river front gardens of Agra,
London. Thames & Hudson.
• Asher, Catherine B. (1992). The New Cambridge History of India, The Architecture of
Mughal India, Part 1, Vol. 4, Cambridge: Cambridge University Press, pp. 169-215.
(Chapter-5: Shah Jahan and the crystallization of Mughal style)
• Koch, Ebba. (2001). Mughal Art and Imperial Ideology: Collected Essays. Delhi: Oxford
University Press. pp. 1-11 & 130-162.
• Blake, Stephen, (1985). “Cityscape of an Imperial City: Shahjahanabad in 1739”, in R.E.
Frykenberg, Delhi through the Ages: Essays in Urban History, Culture and Society,
Oxford University Press, pp. 66-99.
• Koch, Ebba. (1990). Mughal Architecture. Delhi: Oxford University Press. pp. 97-115.

13
 • Rezavi, Syed Ali Nadeem, (2010). “‘The Mighty Defensive Fort’: Red Fort at Delhi under
Shahjahan -- Its Plan and Structures as Described by Muhammad Waris.” Proceedings
of the Indian History Congress 71, pp. 1108–1121.
• Desai, Vishaka N. (1990). “Painting and politics in Seventeenth Century North India:
Mewar, Bikaner and the Mughal Court.” Art journal vol. no.4, pp.370- 378.
• Verma, Som Prakash. (2009). Interpreting Mughal Painting: Essays on Art,Society, and
Culture. Delhi: Oxford University Press.

Unit V: This unit would have taught students about the cultural traditions in the Mughal
period with special reference to Naqshbandi Sufi and popular mystic literature from
the South.
• Eaton, Richard M. (1974, 2000). “Sufi Folk Literature and the Expansion of Islam,”
History of Religion vol. 14, pp.117-127. (Also available as Essays on Islam and Indian
History. Delhi: Oxford University Press, pp.189-199.).
• Habib, Irfan. (1981), ‘The Political Role of Sheikh Ahmad Sirhindi and Shah Waliullah’.
• Proceedings of Indian History Congress.
• Hasan, Nurul. (2005). ‘Shaikh Ahmad Sirhindi and Mughal Politics’ in SatishChandra
(ed.),
• Religion State and Society in Medieval India: Collected works of Nurul Hasan,New
Delhi.
• Nizami, K A. “Naqshbandi Influence on Mughal rulers and politics’, IslamicCulture,
39, 1(1965): pp. 41-52.
• Schimmel, Annemarie. (1973). “The Sufi Ideas of Shaykh Ahmad Sirhindi”, DieWelt
des Islams, New Series, Vol. 14, Issue ¼. Pp.199-203.

Unit VI: This unit would have taught students about the gradual integrations of agricultural
and artisanal production, and the establishment of circuits of exchange during Mughal period.
They will also be able to develop an understanding of Inland as well as Indian Ocean
trade and its impact on the South Asian economy.
• Raychaudhuri, T and I. Habib. (Eds.). (1982). The Cambridge Economic History of India,
Vol.1: c1200-1750. Delhi: Orient Longman, pp. 214-434.
• Bhargava, Meena. (Ed.). (2010). Exploring Medieval India: sixteenth to the eighteenth
centuries. Delhi: Orient BlackSwan, pp. 307-327.
• Prakash, Om. (1998). The New Cambridge History of India: European Commercial
Enterprise in Pre-Colonial India. Delhi: Cambridge University Press.
• Gupta, Ashin Das and M.N. Pearson. (1997) India and the Indian Ocean 1500- 1800.
Delhi: Oxford University Press.

Suggestive readings
• Asher, Catherine B. and Cynthia Talbot. (2006). India before Europe. Cambridge:
Cambridge University Press.

14
 • Chandra, S. (2004). Medieval India: From Sultanate to the Mughals, Part 2.Delhi:
Haranand Publications.
• Chandra, S. (2004). Madhyakalin Bharat: Sultanate se Mughal tak, Bhag 2.Delhi:
Jawahar Publishers.
• Chandra, S. (2007). History of Medieval India (800-1700). Delhi: OrientLongman.
• Chandra, S. (2007). Madhyakalin Bharat: Rajniti, Samaj aur Sanskriti, Aathwi se
Satrahvis shtabditak. Delhi: Orient Black Swan.
• Eaton, Richard M. (1996). The Sufis of Bijapur, 1300-1700: Social Roles of Sufis in
Medieval India. Princeton: Princeton University Press.
• Faruqui, Munis D. (2012) The Princes of the Mughal Empire, 1504-1719.Cambridge:
Cambridge University Press
• Green, Nile. (2002). Sufis and Settlers in the Early Modern Deccan, Delhi:Oxford
University Press.
• Habib, I. (2003). Madhyakalin Bharat ka Arthik Itihas Ek Sarvekshan. Delhi:
Rajkamal, 2003.
• Habib, I. (Ed.). (1981-2003). Madhyakalin Bharat. 10 volumes. Delhi; Rajkamal.
• Hasan, S. Nurul. (2008). Religion, State and Society in Medieval India. Delhi:Oxford
University Press.
• Khanna, M. (2007). Cultural History of Medieval India. Delhi: Social Science
Press.pp.203- 236.
• Khanna, M. (2012). Madhyakalin Bharat Ka Sanskritik Itihas. Delhi: Orient Black
Swan.pp219-254.
• Koch, Ebba. (2013). Mughal Architecture: An Outline of its History and Development
(1526- 1858). Delhi: Primus.
• Moosvi, Shrieen.(2007), ‘The Road to Sulh-i-Kul Akbar’s Alienation from Theological
Islam in Irfan Habib (ed.) Religion in Indian History. Delhi. Tulika Books.
• Moosvi, Shireen. (1987). The Economy of the Mughal Empire. Delhi: Oxford University
Press.
• Rizvi, SAA. (1993). Muslim Revivalist Movements in Northern India during 16thand
17th centuries. Delhi: Munshiram Manoharlal.
• Vaniana, Eugenia. (2004). Urban Crafts and Craftsmen in Medieval India (Thirteenth-
Eighteenth Centuries). Delhi: Munshiram Manoharlal.

Note: Examination scheme and mode shall be as prescribed by the ExaminationBranch,

University of Delhi, from time to time.

15
 B.A.(Prog.) Mathematics
Discipline Specific Core Course-(DSC-7) (Minor)

DSC-7 : ABSTRACT ALGEBRA

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code criteria of the course
Lecture Tutorial Practical/ (if any)
Practice

Abstract 4 3 1 0 Class XII pass NIL

Algebra with
Mathematics

Learning Objectives: The primary objective of the course is to introduce:

• Modular arithmetic, fundamental theory of groups, rings, integral domains, and fields.
• Symmetry group of a plane figure, and basic concepts of cyclic groups.
• Cosets of a group and its properties, Lagrange’s theorem, and quotient groups.

Learning Outcomes: This course will enable the students to:

• Appreciate ample types of groups present around us which explains our surrounding
better, and classify them as abelian, cyclic and permutation groups.
• Explain the significance of the notion of cosets, normal subgroups and homomorphisms.
• Understand the fundamental concepts of rings, subrings, fields, ideals, and factor rings.

SYLLABUS OF DISCIPLINE A-4

UNIT-I: Introduction to Groups

Modular arithmetic; Definition and examples of groups, Elementary properties of
groups, Order of a group and order of an element of a group; Subgroups and its examples,
Subgroup tests; Center of a group and centralizer of an element of a group.

UNIT-II: Cyclic Groups, Permutation Groups and Lagrange’s Theorem

Cyclic groups and its properties, Generators of a cyclic group; Group of
symmetries; Permutation groups, Cyclic decomposition of permutations and its properties,
Even and odd permutations and the alternating group; Cosets and Lagrange’s theorem;
Definition and examples of normal subgroups, Quotient groups; Group homomorphisms
and properties.

UNIT-III: Rings, Integral Domains and Fields

Definition, examples and properties of rings, subrings, integral domains, fields, ideals
and factor rings; Characteristic of a ring; Ring homomorphisms and properties.

16
Essential Reading
1. Gallian, Joseph. A. (2017). Contemporary Abstract Algebra (9th ed.). Cengage Learning
India Private Limited, Delhi. Indian Reprint (2021).
Suggestive Reading
• Beachy, John A., & Blair, William D. (2006). Abstract Algebra (3rd ed.). Waveland Press.

17
 B.A.(Prog.) Political Science
Discipline Specific Core Course-(DSC-7) (Minor)

DSC-7 : COMPARATIVE GOVERNMENT AND POLITICS

Political Science Courses for Undergraduate Programme of study
with Political Science as one of the Core Disciplines
(B.A. Programmes with Political Science as non-Major or Minor discipline)
ILINE SPECIFIC CORE COURSE (DSC-4A): Comparative Government and Politics
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE
COURSE
Course title Credits Credit distribution of the Eligibility Pre-
& Code course criteria requisite
Lecture Tutorial Practical/ of the
Practice course
(if any)
Comparative 4 3 1 - NA NA
Government
and Politics
MDSC-4A

Learning Objectives
The purpose of this course is to equip students to understand government and politics though a
comparative perspective. The course aims at familiarising students with the manner in which
comparison is used as a method to understand the historical transformations in governmental
forms, regime types, and political systems. It also hopes to make students understand the different
modalities through which power circulates and resides in society and the distinct mechanisms
through which consent is elicited from the people. The course is expected to bring to the students
a thorough understanding of the historical contexts in which political systems and institutional
structures take distinct forms and acquire features that distinguish them. The course hopes to bring
out the specificities of these forms not just through historical signposts but also across different
political cultures in the global North and South.

Learning outcomes
On successful completion of the course, students would demonstrate:
• An in-depth understanding of nature and scope of comparative politics.
• Knowledge of regime forms as distinct from classification of political systems
• Knowledge of various kinds of electoral systems and party systems across countries
• An understanding of the manner in which power exists in society
• Analytical capacity to engage with contemporary debates on welfare, populism, and
authoritarianism.

SYLLABUS OF MDSC-4A

UNIT – I (7 Hours)
The nature, scope and methods of comparative political analysis

UNIT – II (8 Hours)
Classifications of political systems
(a) Parliamentary and Presidential
(b) Federal and Unitary

18
UNIT – III (7 Hours)
Electoral Systems
First past the post, Proportional representation and Mixed systems

UNIT – IV (8 Hours)
Party Systems
Single-party, bi-party and multi-party systems

UNIT – V (7 Hours)
Structures of Power in Society
Classical elitist theory, power elites, pluralism and theory of ruling class

UNIT – VI (8 Hours)
Comparing Regimes
Democratic, Authoritarian, Welfare, Populism and Security Regimes

Essential/recommended readings
The nature, scope and methods of comparative political analysis
Bara, J. (2009) ‘Methods for Comparative Analysis’, in Bara, J. & Pennington, M. (eds.)
Comparative Politics. New Delhi: Sage, pp. 40-65.
Blondel, J. (1996) ‘Then and Now: Comparative Politics’, Political Studies. Vol. 47, Issue 1,
pp.152-160
Caramani, D. (2008) ‘Introduction to Comparative Politics’, in Caramani, D. (ed.) Comparative
Politics. Oxford: Oxford University Press, pp. 1-23.
Mohanty, M. (1975) ‘Comparative Political Theory and Third World Sensitivity’, in Teaching
Politics. Nos. 1 & 2, pp. 22-38.
Chandhoke, N. (1996) ‘Limits of Comparative Political Analysis’, Economic and Political
Weekly. vol. 31, No. 4, (January 27), pp. PE 2-PE8.
Classifications of political systems
Hague, R. and Harrop, M. McCormick J. (2016) Comparative Government and Politics: An
Introduction. (Tenth Edition). London: Palgrave McMillan. Ch11. Sub-national government.
Newton, K. and Deth, Jan W. V. (2010) Presidential and Parliamentary Government (Ch 5) in
Foundations of Comparative Politics: Democracies of the Modern World. Cambridge:
Cambridge University Press.
Patrick H O'Neil, Karl J Fields and Don Share, (2018 Edition), Models of Democracy:
Parliamentary, Presidential and Semi-Presidential System, Essentials of Comparative Politics
with Cases, pp. 150-156.
Robbins, J. W. (2011) ‘Presidentialism Verses Parliamentarism’, in Ishiyama, J. T. and
Marijke,21st Century Political Science: A Reference Book. Los Angeles: Sage.
Saxena, Rekha (2011). Introduction. In R. Saxena (Ed.), Varieties of Federal Governance:
Major Contemporary Models (pp. xiii-xl), Foundations Book.
Electoral Systems

19
Evans, Jocelyn A.J. (2009) ‘Electoral Systems’, in Bara, J. and Pennington, M. (eds.)
Comparative Politics. New Delhi: Sage, pp. 93-119.
Downs, W. M. (2011) ‘Electoral Systems in Comparative Perspectives’, in Ishiyama, J. T. And
Breuning, M. (eds.) 21st Century Political Science: A Reference Book. Los Angeles: Sage,
pp.159-167.
Party Systems
Caramani, D. (2020) ‘Party Systems’, in Caramani, D. (ed.) Comparative Politics. Oxford:
Oxford University Press, Ch.13, pp. 231-251.
Choudhary, Sunil K. (2018), Theorizing Parties and Party Systems, in The Changing Face of
Parties and Party Systems, A Study of Israel and India, Palgrave Macmillan.
Cole, A. (2011) ‘Comparative Political Parties: Systems and Organizations’, in Ishiyama, J.T.
and Breuning, M. (eds.) 21st Century Political Science: A Reference Book. Los Angeles:
Sage,pp. 150-158.
Heywood, Andrew (2013) Parties and Party System, in Andrew Heywood, Politics (Fourth
Edition), Palgrave.
Structures of Power in Society
Parry, Geraint. (1986) Political Elites, George Allen & Unwin, London.
Comparing Regimes
Hague, R. and Harrop, M. McCormick J. (2016) Ch 3- Democratic Rule and Ch.4- Authoritarian
Rule. In Comparative Government and Politics: An Introduction. (Tenth Edition). London:
Palgrave McMillan.
Heyword, Andrew (2013) Governments, Systems and Regimes, in Andrew Heywood, Politics
(Fourth Edition), Palgrave.
Anibal Perez Linan. (2020) ‘Democracracies’, in Caramani, D. (ed.) Comparative Politics.
Oxford: Oxford University Press, Ch.5, pp. 86-102.
Lindstaedt N. (2020) Authoritarian Regimes, in D Caramani (ed.), Comparative Politics, Oxford
University Press, Ch 6. Pp.103-115
Mudde Cas and Kaltwasser Cristóbal Rovira (2017), What is Populism (Ch 1), Populism
around the world (Ch 2) in Populism: A Very Short Introduction, OUP.
Webb, E. (2011) ‘Totalitarianism and Authoritarianism’, in Ishiyama, J. T. and Breuning, M.
(eds.) 21st Century Political Science: A Reference Book. Los Angeles: Sage, pp. 249-257.
Busch, Andreas (2015), The Changing Architecture of the National Security State’, in Stephan
Leibfried, Evelyn Huber, Mattew Large, Jonah D. Levy and John D. Stephens (eds.), The
Oxford Handbook of Transformations of State, Oxford, Oxford University Press.
Garland, David (2016), Ch 1, 6, 7 in The Welfare State: A Very Short Introduction, OUP.
Kesselman, M. (2007) The Politics of Globalization. Boston: Houghton Mifflin Company, pp.
330- 339.
Aldrich,Richard J. (2009) The Security State, in Matthew Flinders, Andrew Gamble, Colin
Hay, and Michael Kenny (Eds), The Oxford Handbook of British Politics, OUP.
Rosenzweig, Paul, (2016), Lecture 1- Security, Liberty, or Neither, and Lecture 4-
Surveillance in America, in: The Surveillance State, Big Data, Freedom, and You, Course
Guidebook, Teaching Company.
Mabee, B. (2009). The ‘Security State’ and the Evolution of Security Provision. in: The
Globalization of Security. New Security Challenges Series. Palgrave Macmillan, London.

20
Additional Readings:
Bara, J & Pennington, M. (eds.). (2009) Comparative Politics. New Delhi: Sage.
Caramani, D. (ed.). (2008) Comparative Politics. Oxford: Oxford University Press.
Hague, R. and Harrop, M. (2010) Comparative Government and Politics: An Introduction.
(EightEdition). London: Palgrave McMillan.
Ishiyama, J.T. and Breuning, M. (eds.). (2011) 21st Century Political Science: A Reference
Book. Los Angeles: Sage.
Newton, K. and Deth, Jan W. V. (2010) Foundations of Comparative Politics: Democracies of
the Modern World. Cambridge: Cambridge University Press.
O’Neil, P. (2009) Essentials of Comparative Politics. (Third Edition). New York: WW. Norton&
Company, Inc.
Roy Macridis: The Study of Comparative Government, Random House 1966/‘The modern
Political Regimes: Patterns and Institutions’, 1986.

Note: Examination scheme and mode shall be as prescribed by the

Examination Branch, University of Delhi, from time to time.

21
 B.A.(Prog.) Sanskrit
Discipline Specific Core Course-(DSC-7) (Minor)

DSC-7 : DHARAMASHASTRA STUDIES

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Credits Credit distribution of the course Eligibility Pre-
Code Lecture Tutorial Practical/Practice Criteria requisite
ofthe
course
(Discipline A-4) 04 3 1 0 XII Working
Dharmashastra Passed Knowledge
studies of Sanskrit
DSC-4

Learning Objectives:
In the course of understanding Indian knowledge traditions, to know the ancient Indian society
and its vital institutions is essential and admirable. Ancient Indian Society, in terms ofwhole
and it's parts, has been depicted in the texts compiled in Sanskrit known as 'Dharmashastra'.
'Dharmashastra Studies' course aims to make students acquainted with rich tradition oflndian
Social, Political, Economical, Legal thoughts

Learning Outcomes:
With studying this course· Students will know that Indians were not anarchic, they evolved well
structured society where normative institutions were established. They will understand the real
meaning of the term 'Dharma'. Students will find the great aim for the life of an individual.
They will be acquainted with Indian methods ofregularizing Society.

Detailed Syllabus
Unit-I:
Concept ofDharma
Society and Norms, Normative Social Institutions, Dharma as normative and ethical
element in ancient India.
Survey ofDharmashastra texts: Sutra literature, Smriti literature, commentaries and
Nibandha texts, Kautilyarthshastra, Ramayana, Mahabharata, Puranas.

Unit-II:
Content of Dharmashastra:
Three major categories; Achara, Vyavahara, Prayashchitta.
Achara: Structure ofthe society in the form ofVarna system, managing individual life
through Ashrama system, bringing balance in the society with the thought of
• Purushartha chatushtya, Education and Marriage as ways of setting civilized society,
Concept ofperforming yajna and sharing resources (Daana) fot sensitive and

22
 collective efforts in the society. Code of Conduct for the members of society
Unit-III
Vyavahara and Polity:
Vyavahara: Ancient Indian Legal system: various types of disputes, Courts, Legal
administration, Civil and Criminal Law, Legal Procedure, Evidences, Penal code,
Judgement.
Polity: Monarchic Rulers, acquisition and protection of the State, Good
Governance, Seven elements of State, essential qualification for the King
and ministers, Internal and International affairs: Mandala theory,
Shadgunya, four Upayas,

Unit-IV
Prayashchitta: Types of Sins, various Penances in the form of Fasting, sharing (Daana),
Yajya, Pilgrimage, Shraddha.

Essential/recommended readings:
1. Apastamba Dharmasutra
31. Boudhayana Dharmasutra
32. Vashshushtha Dharmasutra
33. Manu Smriti
34. Yajyavalkya Smriti
35. Narada Smriti
36 .. Kautilyrthastiastra
37. Mitakshra Commentary on Yajyavalkya Smriti
38. Viramitrodaya
39. Vyvhaaramayukha
40. Smritichandrika
41. Ramayana
42. Mahabharata
43. Kane, P.V. History of Dharmashastra, B.O.R.I Pune
44. �. -cfr.cfr.-tm�m q;f $R-1$FH (1-4 m-T) �0 � '<lt.r �.:rcr.�
flfJlR-l,c•Hsli-1,3;, 1966�73.
45. �. �ITTI- fif-1:'c'l flil%1'"<1 ii {l¾ciiC. � � �m. fc'lc.._<11f.:lft1 \Tcfif�fi-1',
�.2013.
*
46. �. �J-1:t'J-llfi- >iT'ifr., :lfficf 3i.-e1{\ 15�:fl<1 flJ-iil.-1:.f, 3tR t;R;�T, � -a;r.=ir 3icfilc..i:fi,
e>t:Wi-1£, 1977.
47 . .-jic.lUft, \Tcfif�l i-ll{FQUI >iT'ifr., :lfficf <), {1"1..fiR-lcfi fcltjl{cfi, 4�$.-c.{ ��Rt,�•
2002.
48. Fclt1ic4cfil{, {1('"<14-ii:!-� 3-ii{cfi<I ,lifli-lc'<lcif:i:rf Jt\{"{T"1"�ITBI. fl{fcic1l �. �.
1968.

23
49. � � 1Jcr � �- i;n'<!'r.r �1�<1'I,i $R'l$1fl 1Jcr {1;,i:lR-1cii ru.-ao1, um
. qfCc.141�1,'=fl', �. 1989
50. Altekar, A.S - State and Government in Ancient India, Motilal Banarsidass, Delhi, 2001.
51. Ghosal, U.N. - A History of Indian Political Ideas, Bombay,1959.
52. Jayaswal, K.P.- Hindu Polity, Bangalore, 1967.
53. Law, N. S.- Aspect of Ancient Indian Polity, Calcutta, 1960.
54. Maheshwari, S. R. - Local Government in India, Orient Longman, New Delhi,
-55. Prasad, Beni - Theory of Government in Ancient India, Allahabad, 1968.
56. Saletore, B.A. - Ancient Indian Political Thought and Institutions,. Bombay, 1963.
57. Sharma, R. S.- Aspects of Political Ideas and Institutions in Ancient India, Motilal
Banarsidass, Delhi, 1996.
58. Sinha, K.N.- Sovernity in Ancient Indian Polity, London,1938.
59. Verma, V.P.- Studies in Hindu Political-Thought and its Metaphysical Foundations, Delhi,
1954.

Suggested Readings:

21.Thakur, Laxmidutt, Pramukha smritiyon ka adhyayana

• 22.0lliville, Patrick, Dharmasutras
23.Mathur, A.D. Medieval Hindu Law
24.Kangle, R. P.. Kautilyarthshastra
25.K.P. Jayaswal, Hindu Polity
26.pandey, Rajbali, Hindu Sanskara
27.Prabhu, P.H Hinduanisation
28.Singh, Chandradeva, Prachina Bhartiya samaj aur Chintan
29. Arthashastra of Kautilya-(ed.) Kangale, R.P. Delhi, Motilal Banarasidas 1965
30. Atharvaveda samhita- (Trans.) R.T.H. Griffith, Banaras, 1896-97, rept.(2Vols) 1968.
31. Mahabharata (7 Vols)- (Eng. Tr.) H.P. Shastri, London, 1952-59.
32. Manu's Code of Law-(ed. & trans.): Olivelle, P. ( A Critical Edition and Translation of
the Manava- Dharmasastra), OUP, New Delhi, 2006.
33. Ramayana of Valmiki - (Eng. Tr.) H.P. Shastri, London, 1952-59. (3 Vols)
34. Rgveda samhita (6 Vols)� (Eng. Tr.) H.H. Wilson, Bangalore Printing &Publishing Co.,
Bangalore, 1946.
35. Satapatha brahmana- (with Eng. trans. ed.) Jeet Ram Bhatt, Eastem (3 Vols)
Book Linkers, Delhi, 2009.

36. ifi1R:Jl,i Jr�ITBI' -� � -3c.4ql{ �iw,fr, .H${i.l.-c; C'IO.J-1o1c.lfl,

�.1968.

24
 aftai*fl, a�{&q{_.,
3 8. J-1'.),.fJ'l:ffi ( 1-13 3TTJT) - (,H,=qTo. 'Qcf &ITo) 3ffi<;i1 •H·<'l aft , ;;r:cfr. � �.
�.2005
39. �li;li.-i'ifc:I
� . - � �. � ��icfitfit�, i:l1&J-iiii -tif<li<'l �. cll{iUl-8'1, 1968. •
�
40. 'lfiJ-1c.cli<".l-t'ifct,{jJ-IF4Ui
' _:_ � � ., �. (,H,=qTo) <ilii-icli'I o'!T� �r;tt, (1 -2
-.....��
3TTJT) aftal*fl, a1h&j{ .

Examination scheme and mode: Subject to directions from the Examination

Branch/University of Delhi from time to time.

25
 DSC-Minor Paper

URDU FICTION NOVEL

Course Credits Credit distribution of the course Eligibility Pre-requisite of the

title & Lecture Tutorial Practical/ criteria course
Code Practice (if any)
Urdu 4 3 1 0 Urdu in Nil
Fiction- class X or
Novel XII

Learning Objectives

The Learning Objectives of this course are as follows:

• To give knowledge of contemporary society of India through Urdu Novel.
• To give a glimpse of modern literature with special reference to Urdu Novel.

Learning outcomes

The Learning Outcomes of this course are as follows:

• Understanding of concepts.
• Exercising concepts through writings.
• Demonstrating conceptual and textual understanding in test and exam.

SYLLABUS OF DSC-4

UNIT – I
1. Novel ki Tareef, Fan aur Ajzaye Tarkeebi
2. Urdu Novel ka Aaghaz-o-Irteqa
3. Qurratulain Hyder ki Novel Nigari
4. Rajinder Singh Bedi ki Novel Nigari
UNIT – II
1. Agle Janam Mohe Bitya na Kijiyo (Qurratulain Hyder)
2. Ek Chadar Maili Si (Rajinder Sing Bedi)
UNIT – III
1. Agle Janam Mohe Bitya na Kijiyo ka Tanqidi-o-Tajziyati Motala’a
2. Ek Chadar maili si ka Tanqidi-o-Tajziyati Motala’a

26
Practical component (if any) - NIL

Essential/recommended readings
1. Agle Janam Mohe Bitya na Kijiyo (Novelette) – Qurratulain Hyder
2. Ek Chadar Maili Si (Novelette) – Rajinder Singh Bedi
Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

27
 B.A.(Prog.) Economics
Discipline Specific Core Course-(DSC-8) (Major)

DSC-8 : BASIC ECONOMETRICS

Duration (per week)

Eligibility
Course title & Code Credits Prerequisite
Practical/ Criteria
Lecture Tutorial
Practice
Basic Statistics
Basic Econometrics –
4 3 1 0 Class 12th for Economics
ECON024
(ECON022)

Learning Objectives

The Learning Objectives of this course are as follows:

• This course introduces students to the econometric methods used to conduct empirical analysis
based on the basic statistics.
• It offers the basic quantitative techniques needed to undertake applied research projects to establish
the relationship between variables of interests across wide variety of disciplines.

Learning outcomes

The Learning outcomes of this course are as follows:

• Students will learn to estimate simple estimation and inferences about population parameters, to
formulate empirical models and analyze data.
• An expertise in econometrics increases the job prospect of the students significantly.

Syllabus

UNIT I: Regression Models

OLS estimators, hypothesis Testing using software and practical application; multi- ple Regression Model
- estimation, Testing and practical application using software like GRETL/EViews/ R/Stata/EXCEL etc.

UNIT II: Qualitative variables and Estimation

Application of qualitative variables, Nonlinear Models, Applications of dummy variables

UNIT III: Issues with Classical Assumptions

Violation of normal distribution, Collinearity with independent variables, heteroscedasticity,
autocorrelation, practical application

Recommended readings
• Christopher Dougherty, Introduction to Econometrics, 4th edition, OUP, Indian edition.
• Damodar Gujarati, Econometrics by Example, 2nd edition, Palgrave Macmillan, 2014.
• Gujarati,D.,Porter,D.(2010).Essentials of Econometrics,4thed.McGraw-Hill.

Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University
of Delhi, from time to time.

28
 B.A.(Prog.) Education
Discipline Specific Core Course-(DSC-8) (Major)

DSC-8 : PROFESSIONAL DEVELOPMENT OF EDUCATIONAL

PRACTITIONERS

Credit distribution, Eligibility and Prerequisites of the Course

Course title Credit Credit distribution of the Eligibility qiteria

·--:�'
Pre-requisite
,_ :./f
&Code s course ,:�: }/
· of the course
Lecture Tutori Practical/ ' (if any}
al Practice .,

PROFESSIONAL 4 3 1 - • Class Xllth Pass • No Pre-

DEVELOPMENT requisite
OF
EDUCATIONAL
PRACTITIONER
s
DSC8

learning Objectives

The Learning Objectives of this course are as follows:

• Know about the concept, scope and importance of Professional Development of Educational
Practitioners.
• Understand and analyze the various policies recommendations for professional development of
educational practitioners in India.

29
 • Examine the problems m implementation of the policies for professional development of
teachers.
• Explore the role and functions of different agencies of having responsibility of professional
development of educational practitioner

Learning Outcomes
On completion of this course, learners will be able to:

• explain the concept of professional development of teachers and concerns of teachers' professional
development.
• critically examine the issues of initial teacher preparation and continuous professional development of
teachers.
• critically examine the . policy imperatives in teachers' professional development and the role of
agencies and regulatory bodies for quality, including the issue of governance in teacher education.
• develop the self -regulated professional development schemes

SYLLABUS OF DSC- 8

Unit: 1 Introduction to Professional Development

► Concept of Profession, Professionalism, Professional development: Need, Characteristics and

importance of professional development, Understanding teaching as a profession and its
characteristics, Evolving Roles of a teacher and teacher Education,
► Professional Development of teachers- meaning, need and significance, Teacher Effectiveness­
meaning, criteria for assessment and modification of teacher professional development,
Characteristics of good teacher with reference to professional ethics, autonomy, and
accountability, Concept of Continuous Professional Development (CPD)
► Emerging Concerns and Challenges of Teachers: Pre-service and in-service teacher education
conditions in India, Concerns of quality teacher preparation in India, Working conditions of
teachers with special reference to teachers' autonomy, code of conduct and responsibilities of
teachers in context of policies perspective in India.

30
Unit-II Perspectives of Teachers Professional Development

► Historical perspective of professional development: Evolution of professional development of

teachers.
► Models of teachers' professional development (Traditional Professional Development Model,
Job-embedded Professional Development Model, Individual Guided Professional Development
Model, Observation or assessment model, Development and Improvement model, Teacher
training model, an inquiry model), Contemporary approaches for teacher professional growth
and development
► Policy Perspectives and roles of different organisations m planning and organization of
professional development programmes for teachers at different level: UGC, NCTE and (JASE
Institution of Advanced Studies) in Education at higher education and NCERT, SCERT, DlETs,
BRCs and CRCs at school level.

Unit III: Professional Standards for Teachers and Quality Assurance for Teaching Profession with
reference to India

► Professional Standards for teachers: Definition, core values & ethics, importance of
professional standards for teachers. Professional standards in terms of: professional
knowledge& understanding, professional practice & competence, professional development
& growth.
► National Performance Standards for Teachers (NPST) & Perspective of National Education
Policy-2020 on Professional Development.
► Evaluating Teacher's Professional Development: Basic principles to evaluate teacher
development programmes, models to evaluate professional development (Gusky's model,
Traditional model and JCF seven practical steps to evaluate professional development).

Essential/ Recommended Readings:

• AL-Lamki, N. (2019). The Beliefs and Practices Related to Continuous Professional

Development of Teacher of English in Oman. [Doctoral dissertation, University of Leeds].
• Borko H., Jacobs, J and koellner K (2010). Contemporary Approaches to Teacher Professional
Development. In Penelope P,, Eva B. B. M. (Ed). International Encylopedia of Education.
Volume 7. Oxford: Elsevier. pp. 548-556

31
• Centers for Diseases Control and Prevention (CDCP) (2019). A Guide to Evaluating Professional
Development. Atlanta, GA: Center for Disease Control and Prevention, US Dept. of Health and
Human Services.
• Cruess, R, & Cruess, .L. (2012). Teaching Professionalism - Why, What and How. Centre for
Medical, Lady Meredith , McGill University, 4(4), 259-265.
• Edmond, N., & Hayler, M. (2013). On Either Side of the Teacher: Perspectives on
Professionalism in Education. Journal of Education for Teaching, 39(2), 209-221.
• Emmelian M., Melissa T, Geert D & Ruben V. (2018). Evaluating Teachers Professional
Development Initiatives: Towards and Extended Evaluative Framework , Research Paper in
Education, 33( 2), 143- 168.
• Evans, L. (2008). Professionalism, Professionality and the Development of Education
Professionals. British Journal of Educational Studies, 56 (1), 20-38,
http://dx.doi.org/l O. l 11 l/j.1467-8527.2007.00392.x
• Evetts, J. (2013). Professionalism: Value and Ideology. Current Sociology, 61(5-6), 778-796.
• Guskey, T. R. (2014). Evaluating Professional Development. ln Billett, S. (Ed). International
Handbook of Research in Professional and Practice Based Learning. New York: Springer in
international.
• Hall, R. H. (1968). Professionalization and Bureaucratization. American Sociological Review,
33(1), 92- 104.
• Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and
Teaching: Theory and Practice, 6 (2), 151-182. http://dx.doi.org/l 0.1080/713698714
• Hargreaves, D. (1994). The New Professionalism: The Synthesis of Professional and Institutional
Development. Teaching and Teacher Education, 10(4), 423-438.
• Helsby, G. (1995). Teacher's Construction of Professionalism in England in the 1990's. Journal
of Education for Teaching, 21(3), 3 I 7-332.
• Hoyle, E. (1974). Professionality, Professionalism, and Control in Teaching. London Educational
Review, 3, 13-19.
• Ifanti, A., & Fotopoulopou, V. (2011 ). Teachers' Perceptions of Professionalism and Professional
Development: A Case Study In Greece. World Journal of Education, I, 40-51.
• Larson, M. S. (1977). The Rise of Professionalism: A Sociological Analysis. Berkeley: University
of California Press.
• MHRD, (1986). National Education Policy 1986. India: Government of India.

32
 • MOE, (2020). National Education Policy 2020. India: Ministry of Education, Government of
India.
• Organization for Economic Co- Operation and Development. (2009).Creative Effective Teaching
and Learning Environments. oecd.org/education/school/43023606.pdf
• Ravhuhali,F., Mashau,T., Kutame, A., & Mutshaeni, H.(2015).Teachers Professional
Development for Effective Teaching and Learning in School: What Works best for Teacher?.
International Journal for Educational Sciences, ll: 1, 57-68, DOI:
10.1080/09751122.2015.11890375.
• Reimers, V.E. (2003). Teacher Professional Development: An International Review of the
Literature. India: International Institute of Educational Planning.
• Sachs, J. (2016). Teacher Professionalism: Why Are We Still Talking About Jt? Teachers and
Teaching, 22(4), 413-425.
SI
• Sockett, H. T. (1996). Teachers for the 21 century: Redefining Professionalism, NASSP Bulletin,
May, 1996, 22-29.
• Subhitha, G. V. (2017). Re-Conceptualizing Teachers Continuous Professional Development
within a New Paradigm of Change in the Indian Context: An Analysis of literature And Policy
Documents, Professional Development in Education, DOI: 10.1080/19415257.2017.1299029.
• Vijaysimha, I. (2013). Teachers as professional: Accountable and Autonomous? Contempra,y
Education diologue. Sage Publication, l 0(2), 293-299.
• Whitty, G. (2000). Teacher Professionalism in New Times. Journal of In-Service Education,
26(2), 281-295. http://dx.doi.org/10.1080/1367458000020012

Suggested Projects/ Assignments: Any two

Educator can design the assignment and projects on the cwTent practices adopted in school education and
in higher education:
► To develop an analytical report on few case studies specially conducted on the evaluation of in­
service programmes/ faculty development programmes/ refresher courses for better understanding
of recent trends of professional development of teachers at different level of education viz.
school, colleges, and universities.
► Assignment can be given to discuss the different types of professional development programmes
in any relevant area of focus, designing of modules, execution and evaluation strategies, process
of development a framework of any one professional development programme for teachers at
different level,
► An exposure field visit can be scheduled to nearby SCERT, DIETs or institution working in the
areas of professional development for observation of ongoing professional development

33
 programme, interaction with educators working in these institutions along with reporting of any
ongoing programme and its components.

Note: On the basis of the above, the teacher may design his/her own relevant assignments and projects.

Teaching Learning Process:

The course will be taught through interactive pedagogic methods such as classroom discussion, debates,
discussions, critical media analysis, collaborative learning tasks which enhance reading comprehension of
core writings in the area and innovative projects. Reflective expression and learning will be encouraged.

Assessment Method:
The assessment will be formative in nature and will factor in student participation. Individual and group
tasks and assignments will be given. Summative evaluation will be done through end- semester
examination.

Key words

Professional Development, Educational Practitioners

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

34
 B.A.(Prog.) English
Discipline Specific Core Course- (Major)

DSC-8 : INDIAN WRITING IN ENGLISH TRANSLATION

No. of hours- 60(Theory- 45 hrs.+Tutorials -15 hrs.)

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title Credits Credit distribution of the course Eligibility Pre-requisite

& Code Lecture Tutorial Practical/ criteria of the course
Practice (if any)
DSC 12: 4 3 1 0 Passed NIL
Indian Class XII
Writing in with
English English
Translation

Learning Objectives

The Learning Objectives of this course are as follows:

● To understand and celebrate the diversity of linguistic and regional influences

on the shaping of modern India.

● To open up a sense of the sophistication and fluidity of Indian thought and

literature even when it speaks through the medium of translation.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will gain knowledge of the richness of

modern Indian writing.

35
 • Students will be encouraged to understand how contemporary India owes its
diversity to a range of literatures, cultures and regions.

SYLLABUS OF DSC-12

UNIT – I

1. Premchand ‘The Shroud’, Penguin Book of Classic Urdu Stories. ed. M. Assaduddin,
New Delhi: Penguin/Viking, 2006.

2. Chugtai, Ismat. ‘The Quilt’, Lifting the Veil: Selected Writings of Ismat Chugtai. tr.
M. Assaduddin. New Delhi: Penguin Books, 2009.

3. Senapati, Fakir Mohan. ‘Rebati’, Oriya Stories. ed. Vidya Das, tr. Kishori Charan
Das, Delhi: Srishti Publishers, 2000.

UNIT – II

4. Bharati, Dharamveer. Andha Yug. tr. Alok Bhalla, New Delhi: OUP, 2009.

5. Tagore, Rabindranath. ‘Light, Oh Where is the Light?' & 'When My Play was with
thee', Gitanjali: A New Translation with an Introduction. trans. William Radice, New
Delhi: Penguin India, 2011.

6. Muktibodh, G.M. ‘The Void’ (tr. Vinay Dharwadker) & ‘So Very Far’, (tr. Tr. Vishnu
Khare and Adil Jussawala), The Oxford Anthology of Modern Indian Poetry. ed. Vinay
Dharwadker and A.K. Ramanujam, New Delhi: OUP, 2000.

UNIT – III

7. Pritam, Amrita. ‘I say unto Waris Shah’ (tr. N.S. Tasneem), Modern Indian
Literature: An Anthology, Plays and Prose, Surveys and Poems. ed. K.M. George, vol.
3, Delhi: Sahitya Akademi, 1992.

8. Singh, Thangjam Ibopishak. ‘Dali, Hussain, or Odour of Dream, Colour of Wind’ &
‘The Land of the Half-Humans’, The Anthology of Contemporary Poetry from the
Northeast. tr. Robin S. Ngangom, NEHU: Shillong, 2003.

9. Macwan, Joseph. The Stepchild. Trans. Rita Kothari, Oxford University Press, New
Delhi, 2004.

36
Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:

1. Singh, Namwar. ‘Decolonising the Indian Mind’, Indian Literature, tr. Harish
Trivedi, no. 151(Sept./Oct. 1992), 1992.

2. Ambedkar, B.R. Chaps. 4, 6, & 14, Annihilation of Caste in Dr. Babasaheb

Ambedkar: Writings and Speeches, vol. 1, Maharashtra: Education Department,
Government of Maharashtra, 1979.

3. U.R. Ananthamurthy: ‘Being a Writer in India’

4. Vinay Dharwadker: ‘Some Contexts of Modern Indian Poetry’

5. Aparna Dharwadker, ‘Modern Indian Theatre’, Routledge Handbook of Asian
Theatre. ed. Siyuan Liu, London: Routledge, 2016. pp 243-67

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

37
 सेमेस्टर –IV
िकसी एक सािहत्यकार का अध्ययन: भारतेंदुह�र�ंद्र
Core Course – DSC8-A
Course title & Credits Credit distribution of the course Eligibility Pre-
Code Lecture Tutorial Practical criteria requisiteof
the course
िकसी एक 4 3 1 0 12वीं उ�ीणर् NIL
सािहत्यकार का
अध्ययन : भारतेंदु
ह�र�ंद्र
(DSC8-A)
पाठ्यक्रम का उद्देश्य (Course Objective):
1. प्रथम स्वाधीनता संग्राम के प�ात उभरे सािहित्यक प�र�श्य क� जानकारी देना ।
2. भारतेंदु के सािहत्य से िवस्तार में प�रचय देना ।
3. भारतेंदु के किव, नाटककार और गद्यकार के �प को समझाना ।
पाठ्यक्रम अध्ययन के प�रणाम (Course Learning Outcomes):
1. भारतेंदु के लेखन और रचना-�ि� क� समझ िवकिसत होगी ।
2. प्रथम स्वाधीनता संग्राम के प�ातराष्ट्रीय-सांस्कृ ितक प�र�श्य से प�रचय होंगे ।

इकाई – 1 : किवताएं
 कहां क�णािनिध के शव सोए
 बसंत होली
 नए जमाने क� मक ु री – भीतर-भीतर सब रस चसू े, नई नई िनत तान सनु ावे, धन लेकर कुछ काम न आवै,
तीन बल
ु ाए तेरह आवैं

इकाई – 2: नाटक
 नीलदेवी

इकाई – 3: िनबध
ं
 भारतवष�न्नित कै से हो सकती है
 वैष्णवता और भारतवषर्

इकाई – 4 : िविवध
 एक अद्भुत अपवू र् स्वप्न

38
  एक कहानी – कुछ आपबीती, कुछ जगबीती

सहायक ग्रथ
ं :
1. नाटकार भारतेंदु क� रंग प�रकल्पना – सत्येंद्र तनेजा, राधाकृ ष्ण प्रकाशन, नई िदल्ली ।
2. भारतेंदु ह�र�ंद्र और िहदं ी नवजागरण क� समस्याए–ं रामिवलास शमार्, राजकमल प्रकाशन, नई िदल्ली ।
3. भारतेंदहु �र�ंद्र का रचना संसार: एक पनु मल्र्ू यांकन–डॉ. वीरें द्र िसंह यादव ।
4. भारतेंदहु �र�ंद्र–ब्रजरत्न दास, िहदं स्ु तानी एके डेमी, इलाहाबाद ।
5. भारतेंदु यगु और िहदं ी भाषा क� िवकास परंपरा –रामिवलास शमार्, राजकमल प्रकाशन, नई िदल्ली ।

39
 सेमेस्टर –IV
िकसी एक सािहत्यकार का अध्ययन: जयशंकर प्रसाद
Core Course – DSC8-B
Course title & Credits Credit distribution of the course Eligibility Pre-
Code Lecture Tutorial Practical criteria requisiteof
the course
4 3 1 0 12वीं उ�ीणर् NIL

पाठ्यक्रम का उद्देश्य (Course Objective):

1. छायावाद के प्रवतर्क किव जयशकं र प्रसाद के सािहत्य से िवस्तार में प�रचय ।
2. जयशक ं र प्रसाद के किव, कथाकार, नाटककार और आलोचक �प को समझना ।
3. छायावादी किवता सबं धं ी आलोचनात्मक बहस और प्रसाद के सािहत्य के िवकास-क्रम का अध्ययन ।
पाठ्यक्रम अध्ययन के प�रणाम (Course Learning Outcomes):
1. जयशक ं र प्रसाद के लेखन-�ि� क� गभं ीर समझ िवकिसत होगी ।
2. छायावाद और राष्ट्रीय आदं ोलन के आपसी संबंधों का िव�े षण कर सकें गे ।
3. कहािनयों, नाटकों और उपन्यासों के आधार पर आदशर्वादी और यथाथर्वादी सािहित्यक धारा का �ान
प्रा� होगा ।

इकाई – 1
 किवताएँ – बीती िवभावरी जाग री, िहमािद्र तंगु शृंग से, अशोक क� िचंता

इकाई –2
 कहािनयाँ – आकाशदीप, ममता, परु स्कार, गडंु ा
(प्रसाद ग्रंथावली, खडं 4,संपादक– रत्नशक
ं र प्रसाद, लोकभारती प्रकाशन, इलाहाबाद)

इकाई–3
 नाटक – अजातशत्रु

इकाई–4
 िनबंध – यथाथर्वाद, छायावाद (काव्य और कला तथा अन्य िनबंध पस्ु तक से)
(प्रसाद ग्रंथावली, खडं 4,संपादक– रत्नशक
ं र प्रसाद, लोकभारती प्रकाशन, इलाहाबाद)

40
सहायक ग्रथं :
1. प्रसाद रचना संचयन – (संपादक) िवष्णु प्रभाकर और रमेश चंद्र शाह, सािहत्य अकादेमी, िदल्ली ।
2. जयशक ं र प्रसाद –नंददल
ु ारे वाजपेयी ।
3. काव्य और कला तथा अन्य िनबधं – जयशक ं र प्रसाद ।
4. छायावाद: पनु मल्र्ू यांकन –सिु मत्रानन्दन पंत ।
5. छायावाद – नामवर िसहं ।
6. प्रसाद का काव्य – प्रेमशक ं र।
7. छायावाद क� प्रासंिगकता –रमेशचंद्र शाह ।
8. जयशक ं र प्रसाद: एक पनु मल्र्ू यांकन – िवनोद शाही ।
9. छायावाद का पतन – डॉ. देवराज ।
10. कामायनी: एक पनु िवर्चार – गजानन माधव मिु �बोध ।
11. छायावाद का पनु मल्र्ू यांकन – रामस्व�प चतवु द� ी ।
12. कामायनी: मल्ू यांकन और मल्ू यांकन – (संपादक) इद्रं नाथ मदान ।
13. जयशक ं र प्रसाद: महानता के आयाम – क�णा शक ं र उपाध्याय ।
14. कंथा (प्रसाद क� जीवनी) – श्यामिबहारी श्यामल ।

41
 B.A.(Prog.) History
Discipline Specific Core Course-(Major)

DSC-8 : CULTURAL TRANSFORMATION IN EARLY MODERN EUROPE-II

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Credits Credit distribution of the Eligibility Pre-requisite of

Code course criteria the course
Lecture Tutorial Practical/ (if any)
Practice
Cultural 4 3 1 0 12th Pass Should have
Transformations in studied Cultural
Early Modern Transformations
Europe – II in Early Modern
Europe – I

Learning Objectives
The objective of the course is designed to make the students familiar with the essential
transitions and transformations in early modern European socio-cultural life, economy and
polity. The first unit aims to critically examine the dynamics of Scientific Revolution and the
Enlightenment in Europe that emerged from the MiddleAge. The second unit deals with the
Literary and artistic developments which focuses on the developments in art, literature,
science and philosophy and al-so deals with women and the new Public Sphere. The content
in the third unit will enable them to understand the spread of popular culture and the
mentalities of the Europeans and its cultural im-pact. The idea is to give them European
perspective of cultural transformations in early modern Europe.

Learning outcomes
After completing this course, students will be able to:
• Understand the different perspectives of Cultural and Scientific developments in Europe.
• Explain the impact of Renaissance in the realm of art, literature, science andphilosophy and
the processes by which major transformation unfolded inEuropean society and culture.
• Trace the developments in Literacy and artistic field.
• Identify the social and cultural aspects after the transitions in popular culture and
mentalities.

SYLLABUS OF DSC

42
Unit-I: The Scientific Revolution and the Enlightenment
1. A new view of the universe and matter[b] Reflections on the scientificmethod.
2. Hobbes, Locke and the Philosophes and the ideas of Enlightenment

Unit-II: Literary and artistic Developments

1. Literary trends from Dante to Shakespeare
2. Art from Baroque to Rococo and Neoclassicism
3. Novels as an art form
4. Women and the new Public Sphere

Unit-III: Transitions in popular culture and mentalities c. 1550-1780

1. Family and marriage patterns
2. The decline of magic, the rise of witch trials
3. Changing mentalities and popular protests: Jacqueries, food riots and thecrowd

Practical component (if any) - NIL

Essential/recommended readings
Unit-I: The Unit will give concepts and explanations behind the rise of Scientific Revolution
and the Enlightenment during the early Modern Europe. The dominant ideas of
Hobbes, Locke, and the philosophes will be introduced to the students.

• Anderson, M.S. Europe in the Eighteenth Century, 1713-1783. New York:Longman

• Burke, Peter. Popular Culture in Early Modern Europe. UK: Ashgate, 2009.
• Davies, Norman, Europe: A History. New York: Harper Collins, 1998.

Unit-II: This Unit imparts the understanding of the literary and artistic developments during
c. 1500- 1800.
• Burckhardt, Jacob. The Civilisation of the Renaissance in Italy. University of Virginia:
Phaidon Press, 1965.
• Burke, Peter. (1999). The Italian Renaissance, Culture and Society in Italy. Princeton:
Princeton University Press. (Chpts: Introduction, chpts:1, 2, 3, 4 & 6)
• Kaborycha, Lisa. (2011). A Short History of Renaissance Italy. New York: Pearson
• Nauert, C.G. (2006) Humanism and the culture of Renaissance Europe. Cambridge
University Press.
• Kraye, J. and Jill, K. eds. (1996) The Cambridge companion to Renaissance humanism.
Cambridge University Press.

43
Unit-III: The Unit emphasises different dimensions of popular culture and the mentalities of
the early Modern Europeans that helps in learning the challenges and changes in the socio-
economic, religious and political sphere and their influences on the lives of the people
in various regions of Europe.
• King, Margaret L. Western Civilisation: A Social and Cultural History. New York:
Prentice- Hall, 1999
• Parish, Helen L. (2018). A Short History of the Reformation. London, New York:
o B. Tauris.
• Mac Culloch, Diarmaid. (2004). Reformation: Europe's House Divided, 1490-1700.
London: Penguin Books Ltd.
• Cameron, E. (2012) The European Reformation. Oxford University Press.
MacCulloch, D. (2005) The reformation.
• Anderson, M.S. Europe in the Eighteenth Century, 1713-1783. 2nd and. NewYork:
Longman
• Burke, Peter. Popular Culture in Early Modern Europe. UK: Ashgate, 2009.
• Davies, Norman, Europe: A History. New York: Harper Collins, 1998
• Burns, E. M., Ralph, P. L., Lerner, R. E., & Meacham, S. (1986).Worldcivilisation,
vol. AWW Norton & Co., New York, NY.

Suggested Readings:
• Anderson, Perry. Lineages of the Absolutist State. London: New Left books, 1974.
• Braudel, Ferdinand. Civilisation and Capitalism- 15th to 18th century Vol. I. California:
University of California Press, 1992 (paperback).
• Burckhardt, Jacob. The Civilisation of the Renaissance in Italy. University of Virginia:
Phaidon Press, 1965.
• Chartier, Roger. Arthur Goldhammer, Phillippe Aries and George Duby, eds. A History
of Private Life, Vol III: Passions of the Renaissance. U.S.A.: Harvard University Press,
1988.
• Davis, Natalie Zemon. The Return of Martin Guerre, Massachusetts, London: Harvard
University Press, 1983. • Gay, Peter. The Enlightenment: AnInterpretation. New York:
Alfred K. Knopf, 1966
• Ginsberg, Carlo. The Cheese and the Worms. U.S.A.: John Hopkins University Press
(JHUP) 1983
• Huizinga, J. The Waning of the Middle Ages. New York: Dover Publications,1999.
• Jacob, Margaret C. The Cultural Meaning of the Scientific Revolution, U.S.A.:
Temple University Press, 1988.
• Kearney, Hugh. Science and Social Change 1500 – 1700. University ofWisconsin-
Madison: McGraw- Hill, 1971.
• Thomas, Keith. Religion and the Decline of Magic. England: Penguin Books,1991.
• Ladurie, Emmanuel Le Roy. The Peasants of Languedoc. Urbana and Chicago:
University of Illinois Press, 1974.

44
 • Merriman,J. (2009) A History of Modern Europe: from the Renaissance to the
Present (Vol. 1). WW Norton & Company.
• Merriman, J. (2019) A History of Modern Europe: Volume 2 (Vol. 2). WW
Norton & Company.
• संक्◌ा◌ंततकल◌ीन र ◌ूर◌ोप : अरतव◌ंम ् तसन ्ह◌ा , ग्रंथ तशल्प◌ी प्राइवट
◌े तलतमटि
◌ ◌े ,
2015.
• आधत
ु नक र ◌ोप का इततहास : आर ◌ाम एवं ततशाए : म् ◌े व◌ेश मीना
तववर,

भारद्वाम ् एवं वंम ् ना र्◌ौधर�

• आधुतनक र ◌ूरोप का इततहास: आर ◌ाम एवम ततशाएं ] (सह-संपाम ् न), तहन्द�
माध ्यम क◌ार ◌ा ◌ान◌्वनच ततनश
◌े ◌ालर◌् ततल्ल◌ी-7, 2010 (revised second edition, 2013)
• र ◌ोप◌ीर◌् स◌ंस◌्क◌ृ तत (1400-1800): म् ◌े व◌ेश तववर,◌् संप◌ाततत, तहन◌्द◌ी

माध ्यम
क◌ार ◌ा ◌ान◌्वनच ततनश
◌े ◌ालर, ततल्ल◌ी- 7, 2006,2010.
• आध◌ुतनक पतश्रम
् क◌े म्उर◌् क◌ा इततहास , मीन◌ा�◌ी फ◌ू कन, ल�◌्म◌ी पमभब्लक
शन,2012.
• आध◌ुतनक पतश्रम
् क◌े म्उर◌् , पाथासारतथ ग◌ुप◌्त◌ा, तहन्द◌ी माध ्यम ◌ा ◌ान्वन
क◌ारततने शालर् ,ततल्ल�-7, 2015(New Edition).

Note: Examination scheme and mode shall be as prescribed by the ExaminationBranch,

University of Delhi, from time to time.

45
 B.A.(Prog.) Mathematics
Discipline Specific Core Course-(DSC-8) (Major)

DSC-8 : INTRODUCTION TO GRAPH THEORY

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code criteria of the course
Lecture Tutorial Practical/ (if any)
Practice

Introduction to 4 3 1 0 Class XII pass NIL

Graph Theory with
Mathematics

Learning Objectives: The primary objective of this course is to introduce:

• Problem-solving techniques using various concepts of graph theory.
• Various properties like planarity and chromaticity of graphs.
• Several applications of these concepts in solving practical problems.

Learning Outcomes: This course will enable the students to:

• Good familiarity with all initial notions of graph theory and related results and
seeing them used for some real-life problems.
• Learning notion of trees and their enormous usefulness in various problems.
• Learning various algorithms and their applicability.
• Studying planar graphs, Euler theorem associated to such graphs and some
useful applications like coloring of graphs.
SYLLABUS OF DSC-4
UNIT-I: Graphs, Types of Graphs and Basic Properties
Graphs and their representation, Pseudographs, Subgraphs, Degree sequence,
Euler’s theorem, Isomorphism of graphs, Paths and circuits, Connected graphs, Euler
trails and circuits, Hamiltonian paths and cycles, Adjacency matrix, Weighted
graphs, Travelling salesman problem, Dijkstra’s algorithm.

UNIT-II: Directed Graphs and Applications, Trees

The Chinese postman problem; Digraphs, Bellman-Ford algorithm, Tournaments,
Directed network, Scheduling problem; Trees and their properties, Spanning trees,
Kruskal’s algorithm, Prim’s algorithm, Acyclic digraphs and Bellman’s algorithm.

UNIT-III: Planar Graphs, Graph Coloring and Network Flows

Planar graphs, Euler’s formula, Kuratowski theorem, Graph coloring, Applications of
graph

46
coloring, Circuit testing and facilities design, Flows and cuts, Max flow-min cut theorem,
Matchings, Hall’s theorem.

Essential Reading
1. Goodaire, Edgar G., & Parmenter, Michael M. (2011). Discrete Mathematics with Graph
Theory (3rd ed.). Pearson Education Pvt. Ltd. Indian Reprint.
Suggestive Readings
• Bondy, J. A. & Murty, U.S.R. (2008), Graph Theory with Applications. Springer.
• Chartrand, Gary, & Zhang, P. (2012). A First Course in Graph Theory. Dover Publications.
• Diestel, R. (1997). Graph Theory (Graduate Texts in Mathematics). Springer Verlag.
• West, Douglas B. (2001). Introduction to graph theory (2nd ed.). Pearson India.

47
 B.A.(Prog.) Political Science
Discipline Specific Core Course-(DSC-8) (Major)

DSC-8 : PUBLIC INSTITUTIONS IN INDIA

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE
Course Credits Credit distribution of the Eligibility Pre-
title & course criteria requisite of
Code Lecture Tutorial Practical/ the course
Practice (if any)
Public 4 3 1 - NA NA
Institutions
in India
MDSC-4B

Learning Objectives
The aim of this course is to familiarize students with institutions that are significant in the functioning
of Indian democracy. It is designed to help students get a thorough understanding of the different
functions performed by public institutions including maintaining law and order, eliciting
accountability from the state, regulating the institutional space, and enhancing state accountability
and its capacity to frame and implement social and economic policies. The purpose is to make
students aware of the complex functions performed by the institutions of the state in contemporary
contexts.

Learning outcomes
After completing this course, students will
• understand the design and performance of specific institutions
• become aware of the historical contexts in which institutions emerge
• develop the tools to understand the challenges faced by contemporary institutions
• acquire an understanding of what enhances institutional capacity of states

SYLLABUS OF MDSC-4B

UNIT – I (6 Hours)
Studying Public Institutions

UNIT – II (6 Hours)
Framing Public Policy
Niti Aayog

UNIT – III (6 Hours)

Conducting Elections
Election Commission of India (ECI)

UNIT – IV (6 Hours)
Securing Citizens
The Police

48
UNIT – V (7 Hours)
Ensuring Rights
National Human Rights Commission of India (NHRC)

UNIT – VI (7 Hours)
Regulatory Institutions
Reserve Bank of India (RBI)

UNIT – VII (7 Hours)

Transparency and Accountability
Comptroller and Auditor General (CAG)
Central Vigilance Commissioner (CVC)

Essential/recommended readings

Unit wise reading list

1. Studying Public Institutions
D. Kapur, P. B. Mehta and M. Vaishnav eds. (2017), Rethinking Public Institutions in India,
Delhi, Oxford University Press, [Introduction, pp. 1-32].
D. Kapur and P. B. Mehta eds. (2005), Public Institutions in India, Delhi, Oxford University
Press [Introduction, pp. 1-27].
2. Framing Public Policy: Niti Aayog
A. Rajan, (2016), ‘The Institutional Identity of India’s Niti Aayog’, Indian Journal of Public
Administration, Vol.LXII, No.1, January-March 2016, pp.111-117.
S. Mehrotra and S. Guichard eds. (2020), Planning in the 20th Century and Beyond: India’s
Planning Commission and the Niti Aayog, Cambridge, Cambridge University Press, [S.
Guichard and S. Mehrotra, ‘Planning for a 21st Century India’ (Chapter One: pp. 1-22); P. Sen,
‘Plan, but Do Not Over-plan: Lessons for Niti Aayog’ (Chapter 13: pp. 264-282); S. Mehrotra,
Why Does India Need a Central Planning Institution in the 21st Century’ (Chapter 14:
pp.283-217)
3. Conducting Elections: Election Commission of India
E. Sridharan and M. Vaishnav (2017), ‘Election Commission of India’, in D. Kapur, P.B.
Mehta and M. Vaishnav (eds.) Rethinking Public Institutions in India, New Delhi, Oxford
University Press, pp. 417-463.
U.K. Singh and A. Roy (2018), ‘Regulating the Electoral Domain: The Election Commission
of India’,Indian Journal of Public Administration, 17 August 2018.
S. Kumar (2022), Elections in India: An Overview, Routledge, London and New York.
U. Singh and A. Roy (2019), Election Commission of India: Institutionalising Democratic
Uncertainties, Oxford University Press, Delhi.
4. Securing Citizens: The Police
A. Verma, (2005), ‘The Police in India’, in D. Kapur and P. B. Mehta eds., Public Institutions
in India, Delhi, Oxford University Press, pp. 194-257.
A. Verma, (2007), ‘Police Agencies and Coercive Power’, in S. Ganguli, L. Diamond and M.
F. Plattner eds., The State of India’s Democracy, Baltimore, Johns Hopkins University Press,
pp.121-142.

49
R. K. Raghavan (2000), ‘The India Police: Expectations of a Democratic Polity’, in F. R.
Frankel, Z. Hasan, R. Bhargava and B. Arora eds., Transforming India: Social and Political
Dynamics of Democracy, Delhi, Oxford University Press, pp. 288-313.
B. Jauregui, (2017), Provisional Authority: Public, Order, and Security in India, Ranikhet,
Permanent Black.
Second Administration Reforms Commission, (2007), ‘Public Order’ (Fifth Report), Delhi,
ARC, Government of India.
5. Ensuring Rights: NHRC
S. Sen, (2018) National Human Rights Commission, Delhi, Aakaar Books.
U. K. Singh, (2018) ‘The ‘Inside-Outside’ Body: National Human Rights Commission of India,
Economic and Political Weekly, Vol. LIII, No. 5, 2018.
S. Cardenas (2014), Chains of Justice, Philadelphia, University of Pennsylvania Press.
Asian NGO Network on National Human Rights Institutions, (2019), Mission Report on the
Performance of National Human Rights Commission of India, Bangkok and Geneva, Forum-
Asia.
6. Regulatory Institutions: RBI
E. D’Souza, (2005), ‘Reserve Bank of India: The Way Forward’, in Devesh Kapur, Pratap
Bhanu Mehta and Milan Vaishnav eds., Rethinking Public Institutions in India, Delhi, Oxford
University Press, pp. 139-179.
D. Khatkhate, (2005), ‘Reserve Bank of India: A Study in the Separation and Attrition of
Powers’, in Devesh Kapur and Pratap Bhanu Mehta eds., Public Institutions in India, Delhi,
Oxford University Press, pp.320-350.
7. Public Accountability: CAG, CVC
E. Sridharan (2017), ‘Institutions of Internal Accountability’, in D. Kapur, P.B. Mehta and M.
Vaishnav eds., Rethinking Public Institutions in India, Delhi, Oxford University Press,
pp.269-296.
A. Mukhopadhyay, (2017) ‘Foregrounding Financial Accountability in Governance’, in D.
Kapur, P. B. Mehta and M. Vaishnav eds., Rethinking Public Institutions in India, Delhi, Oxford
University Press, pp.297-338.
Note: Examination scheme and mode shall be as prescribed by the
Examination Branch, University of Delhi, from time to time.

50
 B.A.(Prog.) Sanskrit
Discipline Specific Core Course-(DSC-8) (Major)

DSC-8 : READINGS FROM VEDAS

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Credits Credit distribution of the course Eligibility Pre-
Code Lecture Tutorial Practical/Practice Criteria requisite of
the course
(Discipline B 4) 04 3 1 0 XII Working
Readings from Passed. Knowledge
Vedas of Sanskrit
DSC-8

Learning Objectives:
This course on Vedic literature aims to introduce the great treasure of India I.e. the Vedic
Sarilhitas to the bachelor degree students. While the course will enable the students to
understand the various ways of reading Vedic hymns, they will also be able to understand the
Aupani$adika view through the selected section on Kathopani$ad about the Self, Knowledge,
atman and Mok$a which propounds Indian Spiritual viewpoint. It will also facilitate the
students to know about philosophical, moral, and scientific principles including the source of
Indian Intellectual traditions of Vedic period.

Learning Outcomes:
By reading these texts, students will have an impression of the depth of Vedic knowledge and
will be able to realize that ideas of Vedic seers are based on philosophical, moral, and scientific
principles. By understanding them, students will be able to know and achieve some higher
attributes from Vedic heritage about our culture, morals, and thoughts. Thus they may
develop curiosity to know more about other Vedic texts and concepts as well. After
completing this course students will surely be able to communicate about some important
Vedic verses with their meaning and teaching, and thus fundamentals of religious life of India
will be revealed to them in its true form. Students will understand the strength of Unity,
power of mind, and will realize the importance of earth in their life. From the study of
Upani$ad they will know about philosophical and Psychological insights of our ancestors and
can develop this learning further for the benefit of themselves in particular and society in
general.

Unit-I:
General introduction to Vedic Literature:
Samhitas, Brahmanas, Aranyakas, Upanishadas, Vedangas.

History of Vedic literature:

Date ofvedas: Indian tradition, Western Historians/Thinkers.

51
Unit-II:
Readings from the Vedic Samhitiis:
�gveda:
Agni SUkta- I.I, Ak�a SUkta-10.34,
Yajurveda:
Sivasarhkalpa SUkta - 34.1-6

Unit-III
Readings from the Vedic Sarhhitiis:
Atharvaveda:
BhUmi SUkta - 12.1.1-12, Samjfiana SUkta- 1_0.191.1-4

Unit-IV
Readings from the Upani�ad:
Kathopani�ad - I. Ito 2.3

Essential/recommended readings:
1. :iii•�c."'1�a1, ,H1<io11i.11<1ta mt><f 1Jcf � ami;,i1 �. {IJ..1•11Fcl.=c, �. ill&Ail •
,Hf<t<'I
Slf86oi.-l, �-
2. f<Jcf<>1<l"'!&c.fi�<'II, (3c<fc-� � fic1ffia, <'l;·ciisilft'la-11�.-ei c<ll&<ll �), {IJ..l't"ul
�ITBfr.
ill&A11 :i'if<t<'I S1i8601.-1, �-

' ml><l" 1Jcf �- c<li&<ll

3. W!��c,fi�<'II, .fii<lUiii.11<1cfi<'I $, "SIT fcr�cf.-lTtf fc'lc,<lli>icfil{
' ,
3wrn"{.
4. cfio19f.1"1c.- (�� :i-ic1ffia), • � °<>1T<>1" cfiiJ-isil<>1, -� qq; �- �-
tHi.1.-c, -<>1.,-o:-J..1-.-1-c;-m- q�Jfi��- �
•

1 -rtf.1=>="1c,_,.. (�� :i-ic1ffia), �mt fc'lcrrt'r, fl

5. ""cfi"'o'nq ...._�-

�-
"Sl"tfJ..i" fifcfi{Ui 1981
6. ��' 't<SUl<>1i<>1, �"Sl"cfil�f.-j", �. mrt fifcfi{Ui 1973.
7. Atharvaveda (SaunakTya): (Ed.) Vishva Bandhu, VVRI, Hoshiharpur, 1960.
8. Suklayajurveda-Samhita, (Vajasaneyi-Madhyandina), (Ed.) Jagadish Lal Shastri, MLBD,
Dei_hi, 1978.
9. fif't<'I .fil�c-<l C!iJ $18$1.fi, :mT�fcR"":iiifiir, -l1&J-isii � 3-lcfiic,J-1\ cii{IUifi1, 2017

Suggested Readings:
1. �TJ..IT, 3"l=ITTfcR" ":iiifiir, :iiicf.fi"cf<'If.1cfi{:, il1&J-isiI .:ffl'R:<lUc:.Ifi>1<ll, clRI01:§J.

52
2. ft"llcfi1.-c1 (.31aJ.)- � ?;cr�IW:f, (V.1.!.tlcfis.-J<>f(,, d=i${i:lirc; <>ft§.J-J.-Jc.1ft q�.t�1.=,(-l', .-Jt
�.
1962
3. �mt fc'lcrRI, �c,c4ilb419q_lio<f:, i;m'l'ffl 'Srcfil�j'.-j', �. 2014
4. Velankar,H.D., RksOktavalT, Vaidika Sanshodhana Mandala, Pune, 1965.
5. Velankar,H.D., Rksuktavaijayanti, Bharatiya Vidya Bhavan, Bombay, 1972.

Examination scheme and mode: Subject to directions from the Examination

Branch/U.niversity of Delhi from time to time.

53
 DSC-Major Paper

CLASSICAL PROSE
Course Credits Credit distribution of the course Eligibility Pre-requisite of
title & Lecture Tutorial Practical/ criteria the course
Code Practice (if any)
Classical 4 3 1 0 Urdu in Nil
Prose Class XII
or X

Learning Objectives

The Learning Objectives of this course are as follows:

• To give knowledge of Classical society of India through Classical Poetry.
• To give knowledge of literature such as classical Ghazal, Qasida, Marsia, and Masnvi.
• To give a glimpse of classical literature with special reference to Urdu Poetry.
Learning outcomes
The Learning Outcomes of this course are as follows:
• Understand the importance of dastan in development of Urdu fiction.
• Express knowledge about the contribution of M and Bedi for Urdu fiction.
• Critically analyze the text prescribed with.

SYLLABUS OF DSC- 8

UNIT – I
1. Urdu Nasr ke Ibtedai Naqoosh
2. Urdu Nasr ka Irteqa
3. Mir Amman ki Nasr Nigari

UNIT – II
1. Insha Allah Khan Insha ki Nasr Nigari
2. Ghalib ki Khutoot Nigari
3. Sair Pahle Darvesh ki – Mir Amman (Matn ki Tadrees)
UNIT – III
1. Rani Ketki ki Kahani – Insha Allah Khan (Matn ki Tadrees)
2. Intekhab-e-Khutoot-e-Ghalib – Ghalib
Majrooh ke name khat no. 3, 4, 5

54
Practical component (if any) - NIL

Essential/recommended readings
1. Bagh-o-Bahar – Mir Amman
2. Rani Ketki ki Kahani – Insha Allah Khan Insha
3. Ghalib ke Khutoot – Ghalib by Khaliq Anjum
Suggestive readings (if any)
1. Urdu Nasr ka Fani Irteqa – Farman Fatehpuri
2. Tareekh-e-Adab Urdu – Syed Ejaz Husain
3. Dastan se Novel Tak – Ibn-e-Kanwal
4. Urdu ki Nasri Dastanen – Gyan Chand Jain
5. Fan Dastangoi – Kaleemuddin Ahmed
6. Khutoot Ghalib – Muqaddema Ghulam Rasool Mehar
7. Ghalib ke Khutoot – Khaliq Anjum Muqaddema

Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.

55
 Generic Elective
B.A., B.Com.(Programme)

ENGLISH - ENGLISH FLUENCY-II

No. of hours- 60(Theory- 45 hrs.+Tutorials-15 hrs.)

Credit distribution, Eligibility and Pre-requisites of the Course

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice
GE 4 3 1 0 Passed NIL
Language Class XII
7- English
Fluency-II

Learning Objectives

The Learning Objectives of this course are as follows:

• To describe or express their opinions on topics of personal interest such as
their experiences of events, their hopes and ambitions.
• To read and understand information on topical matters and explain the
advantages and disadvantages of a situation.
• To write formal letters, personal notes, blogs, reports and texts on familiar
matters.
• To comprehend and analyse texts in English.
• To organise and write paragraphs and short essays in a variety of rhetorical
styles.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to effectively communicate in their
everyday contexts.
• Students will be equipped with skills that will help them interact with people
around their personal, institutional and social spaces.

SYLLABUS OF GE LANGUAGE 7-
UNIT – I
Unit 1: In the State

56
• Research -- Filing an FIR, making an RTI request, submitting a consumer complaint
• Active & Passive voice; idioms

A. Find out what the procedure is for making a complaint about trees being cut in
your neighbourhood.

B. Draft a formal letter requesting information about the disbursal of funds collected
by a residents' welfare association

Readings:

1. Sendak, Maurice. Where the Wild Things Are. UK: Random House, 2000.

2. https://rtionline.gov.in/

3. www.jaagore.com/know-your-police/procedure-of-filing-fir

4. www.consumercomplaints.in/municipal-corporation-of-delhi-b100274

UNIT – II
Unit 2: Interface with Technology

• Book/film reviews
• Punctuation

A. Write a review of a text you have read in class.

B. Record a collaborative spoken-word review of the latest film your group have all
seen

Readings:
5. Kennedy, Elizabeth. "Breakdown and Review of 'Where the Wild Things Are'."
ThoughtCo. Posted 3rd July, 2019.
https://www.thoughtco.com/where-the-wild-things-are-maurice-sendak-626391
Accessed 1st June, 2022

6. Brown, Dan. Angels & Demons. UK: Pocket Books,

2000.

7. Angels & Demons. dir. Ron Howard, 2009.

UNIT – III

57
Unit 3: Self-Representation

• Introducing oneself, giving and seeking information.

• Introduce characters from the texts you are reading.
• Creating a profile for social media.
• Creating a professional profile of oneself.
• Dialogue writing, Paragraph writing – Brainstorming, planning/outline rough
drafts, editing.
• Intercultural Communication

Readings:

8. "To Jyotiba, From Savitribai Phule: These Aren't Love Letters, But Tell You What
Love Is All About", Scroll.In. Posted 14th February, 2016.

https://scroll.in/article/801848/to-jyotiba-from-savitribai-phule-these-arent-love-
letters-buttell-you-what-love-is-all-about Accessed on 1st June 2022

9. Sharma, Natasha. Squiggle Takes a Walk: All About Punctuation. Penguin/Young

Zubaan and Puffin, 2014.

10. Lorde, Audre. ‘The Transformation of Silence into Language and Action’, Sister
Outsider. NY: Random House, 1984. pp 40-44

11. Haroun and the Sea of Stories: Salman Rushdie. New Delhi: Penguin Books, 1991.
pp 15-23

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings: NIL

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

58
 BA (Prog.) सेमेस्टर III / IV
GE / Language – क्रेिडट 4
िहंदी गद्य : उद्भव और िवकास ‘क’
Course Nature Total Component Eligibility Pre-requisite
of Credit Lecture Tutorial Practical Criteria of the course
Course (If any)

िहदं ी गद्य : जीई / 4 3 1 0 िहदं ी िवषय Nil

उद्भव और भाषा के साथ
िवकास ‘क’ (GE) 12वीं पास

पाठ्यक्रम के उद्देश्य (Course Objectives):

 िहदं ी के िविभन्न गद्य �पों से प�रिचत कराना
 िविभन्न गद्य �पों के िव�े षण क� समझ िवकिसत कराना
 प्रमखु गद्य रचनाओ ं के अध्ययन द्वारा उनक� प्रासिं गकता से प�रिचत कराना

पाठ्यक्रम अध्ययन के प�रणाम (Course Learning Outcomes):

 िहदं ी गद्य �पों का प�रचय प्रा� होगा
 िविवध गद्य रचनाओ ं का महत्व और प्रासंिगकता से प�रिचत हो सकें गे
 प्रमखु रचनाओ ं के िव�े षण क� समझ िवकिसत होगी

इकाई – 1
• िहदं ी गद्य �पों का सामान्य प�रचय और िवकास – कहानी, रे खािचत्र, संस्मरण, िनबंध, एकाँक�, व्यंग्य

इकाई – 2 : कहानी
• नमक का दरोगा – प्रेमचंद
• मलबे का मािलक – मोहन राके श

इकाई – 3 : िनबधं
• भाव और मनोिवकार – रामचन्द्र शक्ु ल
• मेरे राम का मक
ु ु ट भीग रहा है – िवद्यािनवास िमश्र

59
इकाई – 4 : अन्य गद्य िवधाएँ
• दीपदान – रामकुमार वमार्
• सभु द्रा – महादेवी वमार्

सहायक ग्रंथों क� सूची:

 िहदं ी का गद्य सािहत्य – रामचन्द्र ितवारी, िव�िवद्यालय प्रकाशन, गोरखपरु

 िहदं ी सािहत्य का दसू रा इितहास – बच्चन िसहं , राधाकृ ष्ण प्रकाशन, नई िदल्ली
 िहदं ी गद्य : िवन्यास और िवकास – रामस्व�प चतवु �दी, लोकभारती प्रकाशन, इलाहाबाद
 किव तथा नाटककार : रामकुमार वमार्, व�ण प्रकाशन, िदल्ली
 िहदं ी का लिलत िनबंध सािहत्य और आचायर् हजारी प्रसाद िद्ववेदी – िवदषु ी भारद्वाज, राधा पिब्लके शन
 सािहित्यक िवधाएँ : पनु िवर्चार – ह�रमोहन, वाणी प्रकाशन, नई िदल्ली
 प्रितिनिध िहदं ी िनबंधकार – िवभरु ाम िमश्र, ज्योित�र िमश्र, लोकभारती प्रकाशन, नई िदल्ली
 िहदं ी कहानी : अन्तरंग पहचान – रामदरश िमश्र, वाणी प्रकाशन, नई िदल्ली
 िहदं ी कहानी : प्रिक्रया और पाठ – सरु े न्द्र चौधरी, राधाकृ ष्ण प्रकाशन, नई िदल्ली

60
 BA (Prog.) सेमेस्टर III / IV
GE / Language – क्रेिडट 4
िहंदी गद्य : उद्भव और िवकास ‘ख’
Course Nature Total Component Eligibility Pre-requisite
of Credit Lecture Tutorial Practical Criteria of the course
Course (If any)

िहदं ी गद्य : जीई / 4 3 1 — िहदं ी िवषय Nil

उद्भव और भाषा के साथ
िवकास ‘ख’ (GE) 10वीं पास

पाठ्यक्रम के उद्देश्य (Course Objectives):

 िहदं ी के िविभन्न गद्य �पों से प�रिचत कराना
 िविभन्न गद्य �पों के िव�े षण क� समझ िवकिसत कराना
 प्रमखु गद्य रचनाओ ं के अध्ययन द्वारा उनक� प्रासिं गकता से प�रिचत कराना

पाठ्यक्रम अध्ययन के प�रणाम (Course Learning Outcomes):

 िहदं ी गद्य �पों का प�रचय प्रा� होगा
 िविवध गद्य रचनाओ ं का महत्व और प्रासंिगकता से प�रिचत हो सकें गे
 प्रमखु रचनाओ ं के िव�े षण क� समझ िवकिसत होगी

इकाई – 1
• िहदं ी गद्य �पों का सामान्य प�रचय एवं िवकास – कहानी, रे खािचत्र, संस्मरण, िनबंध, एकाँक�, व्यंग्य

इकाई – 2 : कहानी
• आकाशदीप – जयशंकर प्रसाद
• प�रन्दे – िनमर्ल वमार्

इकाई – 3 : िनबंध
• जबान – बालकृ ष्ण भट्ट
• सच्ची वीरता – सरदार पणू र् िसहं

61
इकाई – 4 : अन्य गद्य िवधाएँ
• मालव प्रेम – ह�रकृ ष्ण प्रेमी
• गिंु गया – महादेवी वमार्

सहायक ग्रंथों क� सूची:

 िहदं ी का गद्य सािहत्य – रामचन्द्र ितवारी, िव�िवद्यालय प्रकाशन, गोरखपरु
 िहदं ी सािहत्य का दसू रा इितहास – बच्चन िसहं , राधाकृ ष्ण प्रकाशन, नई िदल्ली
 िहदं ी गद्य : िवन्यास और िवकास – रामस्व�प चतवु �दी, लोकभारती प्रकाशन, इलाहाबाद
 सािहित्यक िवधाएँ : पनु िवर्चार – ह�रमोहन, वाणी प्रकाशन, नई िदल्ली
 प्रितिनिध िहदं ी िनबंधकार – िवभरु ाम िमश्र, ज्योित�र िमश्र, लोकभारती प्रकाशन, नई िदल्ली
 िहदं ी कहानी : अन्तरंग पहचान – रामदरश िमश्र, वाणी प्रकाशन, नई िदल्ली
 िहदं ी कहानी : प्रिक्रया और पाठ – सरु े न्द्र चौधरी, राधाकृ ष्ण प्रकाशन, नई िदल्ली

62
23
 BA (Prog.) सेमेस्टर III / IV
GE / Language – क्रेिडट 4
िहंदी गद्य : उद्भव और िवकास ‘ग’
Course Nature Total Component Eligibility Pre-requisite
of Credit Lecture Tutorial Practical Criteria of the course
Course (If any)

िहदं ी गद्य : जीई / 4 3 1 0 िहदं ी िवषय Nil

उद्भव और भाषा के साथ
िवकास ‘ग’ (GE) 08वीं पास

पाठ्यक्रम के उद्देश्य (Course Objectives):

 िहदं ी के िविभन्न गद्य �पों से प�रिचत कराना
 िविभन्न गद्य �पों के िव�े षण क� समझ िवकिसत कराना
 प्रमखु गद्य रचनाओ ं के अध्ययन द्वारा उनक� प्रासंिगकता से प�रिचत कराना
पाठ्यक्रम अध्ययन के प�रणाम (Course Learning Outcomes):
 िहदं ी गद्य �पों का प�रचय प्रा� होगा
 िविवध गद्य रचनाओ ं का महत्व और प्रासंिगकता से प�रिचत हो सकें गे
 प्रमखु रचनाओ ं के िव�े षण क� समझ िवकिसत होगी

इकाई – 1
• िहदं ी गद्य �पों का सामान्य प�रचय – कहानी, रे खािचत्र, संस्मरण, िनबंध, एकाँक�, व्यंग्य

इकाई – 2 : कहानी
• बड़े भाई साहब – प्रेमचंद
• हार क� जीत – सदु शर्न

इकाई – 3 : िनबध
ं
• मेले का ऊंट – बालमक ु ंु द ग�ु
• नाखनू क्यों बढ़ते हैं – हजारीप्रसाद िद्ववेदी

63
इकाई – 4 : अन्य गद्य िवधाएँ
• बिु धया – रामवृ� बेनीपरु ी
• भोलाराम का जीव – ह�रशंकर परसाई
सहायक ग्रंथों क� सूची:
 िहदं ी का गद्य सािहत्य – रामचन्द्र ितवारी, िव�िवद्यालय प्रकाशन, गोरखपरु
 िहदं ी सािहत्य का दसू रा इितहास – बच्चन िसंह, राधाकृ ष्ण प्रकाशन, नई िदल्ली

 िहदं ी गद्य : िवन्यास और िवकास – रामस्व�प चतवु �दी, लोकभारती प्रकाशन, इलाहाबाद
 सािहित्यक िवधाएँ : पनु िवर्चार – ह�रमोहन, वाणी प्रकाशन, नई िदल्ली
 प्रितिनिध िहदं ी िनबंधकार – िवभरु ाम िमश्र, ज्योित�र िमश्र, लोकभारती प्रकाशन, नई िदल्ली
 िहदं ी कहानी : अन्तरंग पहचान – रामदरश िमश्र, वाणी प्रकाशन, नई िदल्ली
 िहदं ी कहानी : प्रिक्रया और पाठ – सरु े न्द्र चौधरी, राधाकृ ष्ण प्रकाशन, नई िदल्ली

64
25
 Generic Elective (GE) Sanskrit

FUNDAMENTALS OF BUDDHIST PHILOSOPHY

Credit distribution, Eligibility, and Pre-requisites of the Course

Course title & Credits Credit,distribution of the Eligibility Prerequisite

Code course . criteria ofthe
.
Lecture Tutorial Practical/ course
Practice
Fundamentals 04 3 1 0 Semester Working
of Buddhist II Passed Knowledge
Philosophy of Sanskrit

Learning Objectives
This .course provides an introduction to the basic teachings, practices, and history of Buddhism.
Students will learn about the key concepts and philosophical ideas in Buddhism, including the
Four Noble Truths, the Noble Eightfold Path, and the concept of karma. The course will also cover
the history and development of Buddhism in different regions of the world, including South Asia,
Southeast Asia, East Asia, and the West. •

Learning outcomes
To introduce students to the fundamental teachings and practices of Buddhism
To provide an overview of the historical development of Buddhism in different regions of the
world
To develop critical thinking skills by analyzing the philosophical and ethical ideas in Buddhism
To enhance students' ability to articulate their own views on Buddhism

Detailed Syllabus

Unit: I
Introduction to Buddhism
Basic concepts of Buddhism
The development of Theravada Buddhism
Historical context and cultural background
The role of Buddhism in ancient India

Unit: II
Life of Buddha
Buddha and his teachings
The Four Noble Truths and the Noble Eight fold Path Buddhism- General Introduction
with emphasis on Four Noble Truths Pratityasamutpadvad.

65
 Unit: III
Buddhist Philosophy
The nature of reality- Shunyavada; Kshanabhangvaad,
Theory of Existence
The concept of karma and rebirth

Unit: IV
Buddhist Ethics
Five Precepts
Practice of meditation
Role of compassion and wisdom in Buddhist ethics
Role of Buddhism in socialju_stice movements and Environmentalism.

Recommended Books/Readings:·
1. Bhartiya, Mahesh - Bharatiya Darsana KI Pramukha Samasyaerh, Ghaziabad, 1999.
2. Bhartiya, Mahesh - Causation in Indian Philosophy, Ghaziabad, 1975.
3. Chatterjee, S. C. & D. M. .Datta - Introduction to Indian Philosophy, Calcutta University,
Calcutta, 1968 (Hindi Translation also).
4. Hiriyanna, M. -Outline oflndian Philosophy, London, 1956 (also Hindi Translation).
5. O'Flaherty, Wendy Doniger- Karma and Rebirth in Classical Indian Tradition, MLBD,
Delhi, 1983.
6. Pandey, Ram Chandra - Panorama oflndian Philosophy (also Hindi version), M.L.B.D.,
Delhi, 1966.
7. Radhakrishnan, S. - Indian Philosophy, Oxford University Press, belhi, 1990.
8. Raj(!, Kuhnan - Some Fundamental Problems in Indian Philosophy, MLBD, Delhi, 1974.
9. Rishi, Uma Shankar (Ed.), Sarva-Darshana_Samgraha, Chowkhamba Vidyabhawan,
Varanasi, 1984.
10. Shastri, Kuppuswami, A Primer of Indian Logic, 1951 (only introduction).

Suggested Reading :

Examination scheme and mode: Subject to directions from the Examination

• Branch/University of Delhi from time to time.

66
 Generic Elective (GE)

COMMERCE : BASICS OF ORGANISATION BEHAVIOUR

Course title Credi Credit distribution of the Eligibi Pre-

& Code ts course lity requisite
criteri of the
Lectu Tutori Practical/
a course
re al Practice (if any)
GE-4.1 – 4 3 1 0 Pass in NIL
Basics of Clas
s XII
Organisati
on
Behaviour

Learning Objectives
The course aims to enhance the understanding of the basic concept of Organisational Behaviour
(OB) and the working of modern organisations. It focuses on the study of human behaviour at
three levels: Individual, Interpersonal and Group.

Learning outcomes
After completion of the course, learners will be able to:
1. Analyse the working of organisations and human Behaviour.
2. Apply the concepts of OB in managing people at the workplace.
3. Critically evaluate the role of motivation theories in guiding human behaviour.
4. Recognise diverse leadership styles and strategies.
5. Summarise the ways to build supportive organisational culture.

SYLLABUS OF GE-4.1
Unit 1: Introduction
Introduction to organisational studies, importance of organisations, relationship between
management and organizing function, emergence and development of Organisation Behaviour,
Organisational Behaviour in changing times.

67
Unit 2: Individual Behaviour

Individual characteristics - Inherited characteristics vs. learned characteristics; Personality-

concept and types; Components of Attitude, organisational commitmentand job satisfaction as
work attitude; Sources and types of values; role of values and beliefs in the making of an individual.
Unit 3: Communication and Motivation
Communication - concept, process and types, essentials of effective communication; Johari
Window.
Why people work - Maslow’s Need Hierarchy theory, intrinsic and extrinsic rewards, monetary
and non-monetary incentives, contemporary motivation practices.
Unit 4: Group Behaviour and Leadership
Importance of groups, groups vs. teams;
Leadership - trait theory, nature vs. nurture leadership; difference between a leader and a manager;
Leadership styles (Likert) - exploitative, benevolent, consultative, and participative; making of
great leaders, contemporary leadership practices.
Unit 5: Organisational Dynamics
Organisation as a system; organisational structure, relationship between organisation structure,
system, and strategy; Managing conflict - reasons, types and resolutions; Managing stress.
Exercises:
The learners are required to:
1. Undertake a group activity to identify personality type.
2. Role play on Johari window
3. Conduct a primary survey to study the dynamics of group behaviour.
4. Apply and test various stress management techniques like deep breathing,
Exercise, and mindfulness.
5. Identify the innovative ways of motivation practiced by contemporary
organisations.

Suggested Readings:
● Greenberg, J. (2015). Behaviour in organisations (10th Ed.). India: Pearson Education.
● Hersey, P. K., Blanchard, D., & Johnson, D. (2013). Management of organisational
Behaviour. London, United Kingdom: Pearson.
● Luthans, F. (2017). Organisational Behaviour-An evidence based approach (12th ed.).
NewYork, United States: McGraw-Hill Education.
● Pareek, U. (2014). Understanding Organisational Behaviour. United Kingdom: Oxford
University Press.
● Robbins, S. T. & Judge, T. A. (2019). Essentials of organisational Behaviour. London,
United Kingdom: Pearson.
● Singh, A. K., & Singh, B. P. (2012). Organisational Behaviour. Delhi, India: Excel
Books Pvt. Ltd.

68
 Generic Elective (GE) - Economics

BASIC STATISTICS FOR ECONOMICS

69
70
 UNIVERSITY OF DELHI

CNC-II/093/1(26)/2023-24/
Dated:23.10.2023
NOTIFICATION

Sub: Amendment to Ordinance V

[E.C Resolution No. 14-1/-(14-1-3/-) dated 09.06.2023 and
EC Resolution No.27-1 (27-1-5) dated 25.08.2023]

Following addition be made to Appendix-II-A to the Ordinance V (2-A) of the

Ordinances of the University;

Add the following:

Syllabi of Semester-IV, V and VI of the following departments under Faculty of

Social Sciences based on Under Graduate Curriculum Framework -2022
implemented from the Academic Year 2022-23 :

(i) History
(ii) Geography
(iii) Sociology
(iv) Economics

71
 Generic Elective (GE)- History

RELIGIOUS TRADITIONS IN THE INDIAN SUBCONTINENT

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Code Credits Credit distribution of the Eligibility Pre-requisite
course criteria of the course
Lecture Tutorial Practical/
Practice
Religious Traditions in 4 3 1 0 12 th NIL
the Indian Pass
Subcontinent

Learning Objectives
This course seeks to provide an understanding of (a) multiple religious traditions that flourished
through the ages in the Indian subcontinent; (b) how each religious tradition is dynamic and
changing in relation to each other and in relation to its own past; (c) the ways in which each ex-
panded or contracted; (d) how the modern Indian state and its constitution dealt with the issue of
multiplicity of beliefs; and (e) to understand the varied approaches to each of the issues out-lined
above.

Learning outcomes
Upon completion of this course the student shall be able to:
• Describe the basic chronological, spatial and substantive contours of each of the religious
traditions as well as certain intellectual currents that questioned them.
• Analyse and articulate the long-term changes that each religious tradition undergoes in a
dynamic relationship with its own past, with non-religious aspects of life, and with other
religious traditions. ∙ Identify and describe the formation of religious identities and the
scope for the liminal spaces in between.
• Appreciate, examine and relate to the debates on the ways in which the modern Indian
state and its constitution must deal with the issue of plurality of religious beliefs and
practices.
SYLLABUS OF GE
Unit-I: Major Religious Traditions in Ancient India
1. Vedic and Puranic traditions

72
 2. Schools of Buddhism and Jainism

Unit-II: Major Religious Traditions in Medieval India

1. Bhakti traditions: Saguna; Nirguna
2. Sufi traditions: Development of Chishtiyya and Suhrawardiyya
3. Emergence of Sikhism

Unit-III: Socialisation and Dissemination from the Early Medieval to Early Modern Era
1. Approaches to Shaiva, Shakta and Vaishnava in the Early Medieval Era
2. Approaches to Islamisation in the Medieval Period

Unit-IV: Modernity and Religion

1. Making of Sacred Spaces: Banaras; Modern Religious Identities
2. Debates on Secularism and the Indian Constitution

Practical component (if any) - NIL

Essential/recommended readings
Unit-I. The unit should familiarise students with diverse religious traditions thatoriginated in
the Indian–subcontinent. It also explores intellectual currents that questioned
them.
• Shrimali, K. M. (1998). ‘Religion, Ideology and Society’, Proceedings of Indian
History Congress, General Presidential Address, 66th Session. यह ल ख हह म ् म प .
शम ल क ह एक हकत ब म स कहलत ह .शम ल, क षम हन.
(2005).धम ,सम ज और स स हत, नई हर्ल: ग थह$ल. (अध य 6:धम , ह(र् रध रऔर सम ज,
• pp. 196-258).
• Chakrabarti, Kunal. (2001). Religious Process: The Puranas and the Making of a
Regional Tradition, New Delhi: Oxford University Press, Chapter 2, pp. 44-80.
• Basham, A. L. (1954). The Wonder that was India, Calcutta: Rupa. Reprint, 1982.
(Available online at the url:
• https://archive.org/details/TheWonderThatWasIndiaByALBasham). Also available
in hindi, ब $म, ए.एल. (1996). म्अ* +,त + रत, आगर :ह$(ल लअग( ल ए
ि◌ क पन.
• Sharma, R.S.(2006). India's Ancient Past, Oxford University Press, Relevant part is
Chapter-14 ' Jainism and Budhhism'.यह ल ख हह म ् म प . र म$रण $मक ह एक हकत ब
म स कहलत ह .$म , र म$रण (2016), प र ह+क + रत क पररयर्,
ओररए ट ब कस न , (अध य -14: ज न और ब7म् धम , pp.132-146 ).
• Schopen, G. (1997). Bones, Stones, and Buddhist Monks: Collected Papers on the
Archaeology, Epigraphy, and Texts of Monastic Buddhism in India, Honolulu:

73
 University of Hawaii Press. (Especially relevant is in Chapter-I ‘Archaeology and the
Protestant Presuppositions in the Study of Indian Buddhism’, pp 1 – 22.)
• Jaini, P. S. (1979). The Jaina Path of Purification, Berkeley: University of California
Press.(The most relevant portion is to be found in the ‘Introduction’).

Unit II. The unit equips students to analyse and articulate the long-term changes thateach
religious tradition undergoes in a dynamic relationship with its own past, with non-
religious aspects of life, and with other religious traditions.
• Rizvi, S.A.A. (1978). A History of Sufism, vol. 1. Delhi: MunshiramManoharlal. (The
chapters on Chishtiyya and Suhrawardiyya are useful)
• Digby, Simon. (1986). ‘The Sufi Shaykh as a Source of Authority in Medieval India’,
Purusartha, vol. 9, pp. 57-78. Reprinted in India’s Islamic Traditions, 711-1750,
edited by Richard M. Eaton, New Delhi: Oxford University Press, 2003, pp. 234-62.
• Digby, Simon. (1990). ‘The Sufi Shaykh and the Sultan: A Conflict of Claims to
Authority in Medieval India’, Iran, vol. 28, pp. 71-81. ∙ Sharma, Krishna. (2002).
Bhakti and the Bhakti Movement : A New Perspective. Delhi : Munshiram
Manoharlal. Especially useful is 'Chapter-1: Towards a NewPerspective', pp.1-38.
• Habib. Irfan. (2007). 'Kabir: The Historical Setting', in Religion in Indian History
edited by Irfan Habib, New Delhi , Tulika Books , 2007, pp.142-157. Also available
in hindi , इरफ न हबब , ' मधक लन ल क( म ् एक शर( म ् क म
न(य सरप और ऐहतह हसक परर( $ ' , + रतय इहतह स म मधक ल (स .) इरफ़ नहबब ,
सहमत, 1999 , प . स . 145 -158.
• बहग,ण ,आर. प. (2009). मधAकलन + रत म +कC और सDफ़ आन लन , हर्ल ,
गनह$ल.
ल र नज* न ,ि◌ ह(ि◌ .एन.(2010), हनग, ण सन क सपन, हर्ल, र जकमल पक $न. ∙
• Grewal, J. S. (1993). Contesting Interpretations of the Sikh Traditions, Delhi:
Manohar.

Unit-III. The segment enquires into varied scholarly approaches to the issues pertaining to
multiple religious traditions that flourished through the ages and how each religious tradition
is changing in relation to each other and in the ways in which each expanded or contracted.

• Chakrabarti, Kunal. (1992). ‘Anthropological Models of Cultural Interaction and the

Study of Religious Process’, Studies in History, vol. 8 (1), pp. 123-49.
• Chattopadhyaya, B.D.(1994). 'Political Processes and the Structure of Polity in Early
Medieval India' , in idem The Making of Early Medieval India,Oxford University
Press.
• Eaton, Richard. (1987). ‘Approaches to the Study of Conversion to Islam in India’,
in Islam in Religious Studies, edited by Richard C. Martin, New York: One World
Press, pp. 106- 23.

74
 • Wagoner, Philip. (1996). ‘Sultan among Hindu Kings: Dress, Titles, and the
Islamicization of Hindu Culture at Vijayanagara,’ Journal of Asian Studies, vol. 55,
no. 4, pp. 851-80.

Unit IV: This section should apprise students about the making of sacred spaces and to
Identify and describe the formation of religious identities .Besides the focus is on how the
modern Indian state and its constitution dealt with the issue of multiplicity of beliefs
and practices.
• Eck, Diana L. (1999). Banaras: City of Light, Columbia University Press , Revised
edition.
• Oberoi, Harjot. (1994). The Construction of Religious Boundaries: Culture, Identity
and Diversity in the Sikh Tradition, Delhi: OUP. (Particularly relevant is pp. 1-40).
• Pandey, Gyanendra. (2000). ‘Can a Muslim be an Indian’, Comparative Studies in
Society and History, vol. 41, no. 4, pp. 608- 629.
• Jha, Shefali. (2002). ‘Secularism in the Constituent Assembly Debates, 1946-
1950’,Economic and Political Weekly, vol. 37, no. 30, pp. 3175- 3180.

Suggestive readings - NIL

 Bailey, G. & I. Mabbett. (2003). The Sociology of Early Buddhism, Cambridge: CUP.
(The Introduction (pp. 1-12) and Chapter 1: The Problem: Asceticism and Urban Life,
(pp. 13- 26) of the book are most relevant.)
 Eaton, Richard.M. (2000). ' Sufi Folk Literature and the Expansion of Indian Islam', in
idem, Essays on Islam and Indian History , Delhi: OUP, pp.189-202.
 ईटन , ररर्ि◌ एम. (2012). ' मधक लन म ् कन म इस हमक सथ न क अह+वकC ', मन क
खन(स ), मधक लन + रत क स स हतक इहतह स,नय हर्ल , ओररए ट ब कस न , 4
 Ernst, Carl. (2011). Sufism: An Introduction to the Mystical Tradition of Islam ,
Shambhala; Reprint .
 Habib, Irfan.(ed.).(2007). Religion in Indian History,New Delhi , Tulika Books.
 Hawley , J.S.(2005). Three Bhakti Voices : Mirabai, Surdas, and Kabir in theirTime
and Ours, New Delhi , OUP.
 Mukul, Akshay. (2015). Geeta Press and the Making of Hindu India, Delhi:
Harper Collins. (More important portions on pp. 287-344.)
 Rodrigues, Hillary P. (ed.). (2011). Studying Hinduism in Practice, Abingdon:
Routledge (especially Chapter 4).
 Sahu, B. P. (2015). Society and Culture in Post-Mauryan India, c. 200 BC – AD
300. New Delhi: Tulika Books. (See especially the Chapter on Religion, pp. 20 –
37. And sections on Buddhism, Jainism, Brahmanism, their chronologies and extracts
from the Dhammapada. Also, 2.1. – ‘Religion in History’ and, 2.2. – Bibliographical
Note.)

Note: Examination scheme and mode shall be as prescribed by the ExaminationBranch,

University of Delhi, from time to time.

75
 Generic Elective (GE) Mathematics

ELEMENTS OF REAL ANALYSIS

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code criteria of the course
Lecture Tutorial Practical/ (if any)
Practice

Elements of 4 3 1 0 Class XII pass NIL

Real Analysis with
Mathematics

Learning Objectives: The primary objective of this course is to introduce:

• The real line with algebraic, order and completeness properties.
• Convergence and divergence of sequences and series of real numbers with applications.

Learning Outcomes: This course will enable the students to:

• Understand the basic properties of the set of real numbers, including completeness and
Archimedean with some consequences.
• Recognize bounded, convergent, monotonic and Cauchy sequences
• Learn to apply various tests such as limit comparison, ratio, root, and alternating series
tests for convergence and absolute convergence of infinite series of real numbers.
SYLLABUS OF GE-4(i)

UNIT-I: Basic Properties of the Set of Real Numbers

Field and order properties of ℝ, basic properties and inequalities of the absolute value of a
real number, bounded above and bounded below sets, Suprema and infima, The
completeness axiom and the Archimedean property of ℝ.

UNIT-II: Real Sequences

Convergence of a real sequence, Algebra of limits, The squeeze principle and
applications, Monotone sequences, Monotone convergence theorem and applications,
Cauchy sequences, Cauchy criterion for convergence and applications.

UNIT-III: Infinite Series of Real Numbers

Convergence and divergence of infinite series of real numbers, Necessary condition
for convergence, Cauchy criterion for convergence of series, Tests for convergence of
positive term series, Applications of the integral test, Comparison tests, D’Alembert’s
ratio test, Cauchy’s nth root test, Raabe’s test; Alternating series, Leibniz alternating
series test, Absolute and conditional convergence.

76
Essential Reading
1. Denlinger, Charles G. (2011). Elements of Real Analysis. Jones & Bartlett India Pvt. Ltd.
Student Edition. Reprinted 2015.

Suggestive Readings
• Bartle, Robert G., & Sherbert, Donald R. (2011). Introduction to Real Analysis (4th ed.).
John Wiley & Sons. Wiley India Edition 2015.
• Bilodeau, Gerald G., Thie, Paul R., & Keough, G. E. (2010). An Introduction to Analysis
(2nd ed.). Jones & Bartlett India Pvt. Ltd. Student Edition. Reprinted 2015.

77
 Generic Elective (GE) - Political Science
WESTERN POLITICAL PHILOSOPHY

Course Credits Credit distribution of the Eligibility Pre-

title & course criteria requisite
Code Lecture Tutorial Practical/ of the
Practice course
Western 4 3 1 - NA NA
Political
Philosophy
GE-6

Learning Objectives
This course familiarizes the students with the manner in which the political questions are
posed and answered normatively by select thinkers. The aim is to introduce to the students
the questions, ideas and values of political philosophy addressed by political thinkers and
juxtapose the same to contemporary political thinking.

Learning outcomes
By the end of the course students would be able to:
• Understand how to read and decode the classics and use them to engage
contemporary socio-political issues.
• Connect with historically written texts and their interpretations.
• Clearly present their own arguments and thoughts about contemporary issues and
develop ideas to engage with the latter.

SYLLABUS OF GE-6

UNIT – I (15 Hours)

Classical Political Philosophy
a) Plato
b) Aristotle

UNIT – II (30 Hours)

Renaissance and Modern Political Philosophy
a) Machiavelli
b) Hobbes
c) Rousseau
d) Mill
e) Marx

Essential/recommended readings

Unit 1
R. Kraut (1996) ‘Introduction to the study of Plato’, in R. Kraut (ed.) The Cambridge
Companion to Plato. Cambridge: Cambridge University Press, pp. 1-50.
D. Boucher and P. Kelly (eds) Political Thinkers: From Socrates to the Present, Oxford:
Oxford University Press, pp. 62-80
A. Skoble and T. Machan (2007) Political Philosophy: Essential Selections. New Delhi:
Pearson Education pp. 53-64.

78
J. Barnes (ed.), The Cambridge Companion to Aristotle. Cambridge: Cambridge University
Press.
Q. Skinner (2000) Machiavelli: A Very Short Introduction, Oxford: Oxford University Press,
pp. 23-53
Unit 2
C. Macpherson (1962) The Political Theory of Possessive Individualism: Hobbes to Locke.
Oxford University Press.
D. Boucher and P. Kelly (eds) Political Thinkers: From Socrates to the Present. Oxford:
Oxford University Press, pp. 207-224
J. Coleman (2000) ‘Introduction’, in A History of Political Thought: From Ancient Greece to
Early Christianity, Oxford: Blackwell Publishers.
I. Hampsher-Monk (2001) A History of Modern Political Thought: Major Political Thinkers
from Hobbes to Marx, Oxford: Blackwell Publishers.

Note: Examination scheme and mode shall be as prescribed by the

Examination Branch, University of Delhi, from time to time.

79
 ABILITY ENHANCEMENT COURSE (A)
Under UGCF – 2022 in the line of NEP – 2020

Semester: III/ IV
ASSAMESE
AEC (A) - II

AEC (A)-II: Journalistic Writing in Assamese

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Credits Credit distribution of the Eligibility Pre- Department
Code course criteria requisite Offering the
of the Course
course
Lecture Tutorial Practical
/
Practice
Journalistic 02 02 0 0 (For students MIL&LS
Writing in students who have
Assamese who have already
studied opted
the AEC (A)-I
language in
up to Assamese
Class VIII in either
& above Semester I
or II
(alternativ
e
semester)

Learning Objectives : The course aims at teaching and training the students in journalistic
writing in the language so that they are well-equipped in the news covering, reporting, writing
and editing for the electronic and print media. It also aims at enhancing their competence for
freelancing and in the choice of their areas such as sports, movies, entertainment, business,
social, political, historical etc.

Learning outcomes: After completing the course, the students are expected to start preparing
news items, reporting, taking interviews in Assamese for the media houses, electronic and print.
The study shall provide sufficient training in writing and reporting (oral), conducting
interviews and panel discussions for electronic media. The students will also be aware of the
law and ethics involved in Journalism.

Allotted class: 30 hours

80
Unit -I
- Journalistic writing and reporting from the field
- Types of writings based on investigation, news covering, reporting, writing, editing and
giving suitable titles, feature writing and column writing
- Analysis of the good/bad samples of writing
Unit -II

- Elements and stages of journalistic writing and art of news story writing
- Analysis of both bad and good samples of writing for the media,
- Conducting Interview and debate with demonstration

Unit -III

- Freelancing: scope and worthwhileness of the topic

- Editing and Proof-reading
- Laws and ethics in Journalistic writings
- Writing and reporting: Practical components

Essential/recommended readings:
Baruah, Santanu Kausik & Sankab Kausik Baruah. Lekhok-Sambadikor Guide, 2nd ed.,
Guwahati: Sanjiwan Prakasan, 2016.
Bhagawati, Radhikamohan. Sambad Sambadpatra Aru Sambadikata, 2nd ed., Guwahati:
Publication Board Assam, 2019
Chaudhary, Utpaljyoti & Joyjit Deka. Ganasanjog Aru Sangbadikata, Guwahati: Aank-Baak,
2012.
Dutta, Ankuran. Ganamadhyam Aru Samprasar Sanbadikata, 2nd ed., Guwahati: Publication
Board Assam, 2019
Kasyap, Samudra Gupta. Songbadmadhyam aru Ahi Thoka Sangbadikotar Dhara, Guwahati:
Assam Publishing Company. 2020

Examination scheme and mode: Subject to directions from the Examination

Branch/University of Delhi from time to time.

81
 ABILITY ENHANCEMENT COURSE (B)
Under UGCF – 2022 in the line of NEP – 2020

Semester: III/ IV
ASSAMESE
AEC (B)-II

AEC (B)-II: Intermediate Assamese

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Credits Credit distribution of the Eligibility Pre- Department
Code course criteria requisite Offering the
of the Course
course
Lecture Tutorial Practical/
Practice
Intermediate 02 2 0 0 students MIL&LS
Assamese (for who have
students already
who have opted
not AEC (B)-
studied I in
the Assames
language) e in
either
Semester
I or II
(alternati
ve
semester)

Learning Objectives : The students who have acquired a basic idea about Assamese language
in the previous semester will be taught about Assamese language grammar and technicalities
through course in this semester. Students will be introduced to verbs and various kinds of it,
tenses, concepts of persons, genders, grammatical numbers etc. in Assamese language and in
the semester, they will learn about the rules to frame compound and complex sentences in
Assamese keeping in mind that they have already learnt about the formation of simple
sentences in the previous semester. During the course of learning it will be emphasised to teach
the students about the grammatical rules in Assamese which are essential to frame various
kinds of sentences such as affirmative, negative, interrogative sentences, exclamatory
sentences etc.

82
Learning outcomes: After completing the course the students are expected to have working
knowledge about Assamese language and its grammar, which will eventually lead them to
produce oral and written contents in Assamese language correctly. This will help them in their
professional and technical careers provided those careers are related to Assam and Assamese
language in someway such as a job in Assam or a job in translation area etc.

Allotted classes: 30 hours

Unit -I
Verb Formation, Tense and Person
• Verb formations and Classification of verbs
• Tense
• Person

Unit -II
Gender, Number and Person

• Gender, types of gender and methods to change gender of words in Assamese

language
• Grammatical number and rules to change numbers in Assamese language

Unit -III (Class - 10)

Sentence
• Framing different types of sentence (Simple sentences, Compound sentences,
Complex sentence, Affirmative Sentence, Negative sentences, Interrogative
sentences, Exclamatory sentences etc.)
• Phrases and proverbs

Essential/ recommended readings:

Baruah, Tultul (ed). Asamiya Rachana Sankalan, Guwahati: Students Stores. 2013
Das Gupta, Bindu Bhusan. Assamese Self-Taught. Kolkata: Das Gupta Prakashan. 1956.
Dutta Barua, Lohit. Learninh Assamese Language: A Brief Handbook. Guwahati: Spandan
Prakash. 2021
Dutta Baruah, P.N. An Intensive Course in Assamese. Mysore: CIIL. 1996

83
Neog, Dr Maheswar. Nika Asamiya Bhasa, Guwahati: Layers’ Book Stall. 1994

Assamese-English Dictionary
Deka, Pranav Jyoti. Jyoti-Dviashik Abhidhan. Guwahati: Assam Book Dipot. 2011.
https://dsal.uchicago.edu/dictionaries/candrakanta/
www.xobdo.org

Examination scheme and mode: Subject to directions from the Examination Branch/University
of Delhi from time to time.

84
 ABILITY ENHANCEMENT COURSE (A)
Under UGCF – 2022 in the line of NEP – 2020

Semester: III/ IV
BENGALI
AEC (A)-II

AEC (A)-II: Journalistic Writing in Bengali

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Credits Credit distribution of the Eligibility Pre- Department
Code course criteria requisite Offering the
of the Course
course
Lecture Tutorial Practical/
Practice
Journalistic 02 02 0 0 (for students MIL&LS
Writing in students who have
Bengali who have already
studied opted
the AEC
language (A)-I in
up to Bengali
Class VIII in either
& above Semester
I or II
(alternati
ve
semester)

Learning Objectives : The course aims at teaching and training the students in journalistic
writing in the language so that they are well-equipped in the news covering, reporting, writing
and editing for the electronic and print media. It also aims at enhancing their competence for
freelancing and in the choice of their areas such as sports, movies, entertainment, business,
social, political, historical etc.

Learning outcomes: : After completing the course, the students are expected to start preparing
news items, reporting, taking interviews in Bengali for the media houses, electronic and print.
The study shall provide sufficient training in writing and reporting (oral), conducting
interviews and panel discussions for electronic media. The students will also be aware of the
law and ethics involved in Journalism.

85
Allotted class: 30 hours
Unit -I
- Journalistic writings: Definition and elements
Unit -II
- Journalism: Definition and types

Unit -III
- Mediums of Journalistic writings: Print, Online, Multi-medial

Essential/recommended readings:
Adhikari, Anupam. Sangbadikata Byboharik Prayog, Kolkata: Alpana Enterprize, 2012.
Bhattacharya, Kaushik. Jarrnalijmer Sahaj Path, Kolkata: Parul Prakashani, 2004.
Chattopadhyay, Partha. Ganajnapan: Tattwe O Prayoge, Kolkata: Dey’s, 2018.

Examination scheme and mode: Subject to directions from the Examination

Branch/University of Delhi from time to time.

86
 ABILITY ENHANCEMENT COURSE (B)
Under UGCF – 2022 in the line of NEP – 2020
Semester: III/ IV
BENGALI
AEC (B)-II

AEC (B)-II: Intermediate Bengali

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Credit Credit distribution of the Eligibility Pre- Department
Code s course criteria requisite Offering the
of the Course
course
Lecture Tutorial Practical/
Practice
Intermediate 02 2 0 0 students MIL&LS
Bengali (for who have
students already
who have opted
not AEC (B)-
studied I in
the Bengali
language) in either
Semester
I or II
(alternati
ve
semester)

Learning Objectives : The course aims to prepare bilingual and multilingual students
proficient in translation and interpretation, have sufficient knowledge of at least two languages,
the source and the target language, and apply them adequately for all practical purposes.
Besides, it also aims to build cross-cultural communications and enables the students to use
different skills effectively to prepare themselves to take jobs in translation and interpretation.

Learning outcomes: Students will be able to build various professional, technical, and
linguistic skills to take the job of translation and interpretation. Their knowledge in various
fields in both the source and the target languages will help them translate in multiple areas and
take interpretation jobs for the different target groups; the translator works with the written
material/texts; the interpreter will mediate between languages orally.

87
Allotted classes: 30 hours

Unit -I
Rules of Verb Formation

Unit -II
Making Simple sentences, Negative sentences, Interrogative sentences, Exclamatory
sentences

Unit -III
Vocabulary

Essential/ recommended readings:

Mahapatra,Tushar Kanti.Bengali for Non Bengalis. Kolkata: Shishu Sahitya sang shod. August
1999.
Mahapatra,Tushar Kanti.Bengali for Beginners Kolkata : Shishu Sahitya sang shod. August
1999.

Examination scheme and mode: Subject to directions from the Examination Branch/University
of Delhi from time to time.

88
 सेमेस्टर III व IV

AEC 2: व्याव ारिक ह िंदी (ह िंदी क)

Credit distribution, Eligibility and Pre-requisites of the Course

Course Credits Credit distribution of the Eligibility Pre-requisite Departme
title & course criteria of the course nt
Code Offering
Lecture Tutorial Practical/ the
Practice Course
हहद िं ी क (उन हहद िं ी क (उन
व्यावहाररक 02 2 -- --- िं ी
ह द
हवद्यार्थिय िं के हवद्यार्थिय िं के
ह िंदी र्िए र्िन् निं े र्िए र्िन् निं े
12वी िं कक्षा तक 12वी िं कक्षा तक
हहिंदी पढ़ी है ।) हहिंदी पढ़ी है ।)

पाठ्यक्रम का उद्देश्य (Course Objectives):

• हवद्याथी की भाषाई दक्षता और भाषा-कौशि क बढ़ावा देना
• भाषा प्रय गशािा के माध्यम से प्राय हगक कायि क प्र त्साहन देना
• र िगार सम्बन्धी क्षेत् िं के र्िए तैयार करना
• हवर्भन्न क्षेत् िं में ह िंदी के प्रय ग की िानकारी
• हहिंदी प्रय ग से िुड़े फील्ड वकि पर आधाररत हवश्लेषण और िेखन पर बि देना

पाठ्यक्रम अर्धगम प्रहतफि (Course Learning Outcomes):

• भाषा के शुद्ध उच्चारण, रचनात्मक िेखन, औपचाररक िेखन तथा तकनीकी शब् िं से हवद्याथी अवगत
ह सकेगा ।
• स्नातक स्तर के हवद्याथी क भाषायी सम्प्रेषण की समझ और सिं भाषण से सम्बन्धन्धत हवर्भन्न पक्ष िं से
अवगत ह सकेगा ।
• वाताििाप, भाषण, सिं वाद, समूह चचाि, अनुवाद के माध्यम से हवद्याथी में अर्भव्यन्धि कौशि का
हवकास ह सकेगा ।
• समूह चचाि, पररय िना के द्वारा हवद्याथी में आि चनात्मक क्षमता का हवकास ह सकेगा ।

SYLLABUS OF AEC-2 (Semester – III/IV)

इकाई 1 : व्यावहाररक हहिंदी

● व्याव ारिक ह द िं ी के हवहवध रूप (सामान्य परिचय)
● बैंक में प्रय ग ह ने वािी ह िंदी
● सिं पकि भाषा के रूप में ह िंदी का महत्त्व
● बम्बईया ह िंदी, किकहतया ह िंदी, हैदराबादी ह िंदी

इकाई 2 : सिं पकि भाषा के रूप में ह िंदी के हवहवध रूप

● सावििहनक स्थान िं पर ह िंदी का प्रय ग (अस्पताि, बाज़ार, मॉि, मिं डी)

89
 ● बैंक िं में प्रचर्ित पाररभाहषक शब्ाविी
● कायाालय िं में प्रचललत ह िंदी की पारिभाहिक शब्दावली
● बाज़ार / दशिनीय स्थि / हक्रकेट मैच का अनुभव-िेखन

सहायक पुस्तकें:
1. ह िंदी भाषा – हरदेव बाहरी, अर्भव्यन्धि प्रकाशन, हदल्ली
2. प्रय िनमूिक ह िंदी: र्सद्धािंत और प्रय ग – दिंगि झािटे, वाणी प्रकाशन, हदल्ली सिं स्करण 2010
3. मानक ह िंदी का स्वरूप – भ िानाथ हतवारी, प्रभात प्रकाशन, हदल्ली सिं स्करण 2008
4. व्यावहाररक ह िंदी एविं प्रय ग – डॉ. ओम प्रकाश, रािपाि एिं ड सिं स, सिं स्करण 2003
5. प्राय हगक ह िंदी – (सिं ) रमेश गौतम, ओररएिं ट ब्लैकस्वान, प्रकाशन सिं स्करण 2013

मूल्ािंकन पद्धहत: (Assessment Method)

• कु ि अिं क: 80
• रि खत परीकषा: 60 अिं क
• आिंतररक मू ािं कन: 20 अिं क

90
 AEC 2 : िनसिं चार और रचनात्मक िेखन (ह िंदी ख)

Credit distribution, Eligibility and Pre-requisites

(GE-1) of the Course

Course Credits Credit distribution of the Eligibility Pre-requisite Departm

title & course criteria of the course ent
Code Offering
Lecture Tutorial Practical/ the
Practice Course
हहदिं ी ख (उन हहदिं ी ख (उन
िनसिं चार 02 2 -- -- िं ी
ह द
हवद्यार्थिय िं के हवद्यार्थिय िं के
और
र्िए र्िन् निं े र्िए र्िन् निं े
रचनात्मक
10वी िं कक्षा तक 10वी िं कक्षा तक
िेखन
हहिंदी पढ़ी है ।) हहिंदी पढ़ी है ।)

पाठ्यक्रम का उद्देश्य (Course Objetive):

• हवद्यार्थिय िं के अर्भव्यन्धि कौशि क हवकर्सत करना ।
• हप्रिंट एविं इिेक्ट्ॉर हनक माध्यम िं के र्िए िेखन कायि की समझ हवकर्सत करना
• हहिंदी भाषा में रचनात्मक िेखन की ओर प्रेररत करना ।
• हवद्यार्थिय िं में कल्पनाशीिता और रचनात्मक िेखन का हवकास करना ।
• रचनात्मक िेखन के हवहवध क्षेत् िं की कायिशैिी का अध्ययन ।

पाठ्यक्रम अर्धगम प्रहतफि (Course Learning Outcomes):

• हवद्यार्थिय िं के मौन्धखक और िेखन कौशि क बढ़ाया िा सकेगा ।
• हवद्यार्थिय िं क हप्रिंट एविं इिेक्ट्ॉर हनक िेखन की ओर अग्रसर हकया िा सकेगा ।
• आि र्शक्षा का व्यवसाय से भी सिं बिं ध है । यह पाठ्यक्रम वतिमान सिं दभों के अनुकूि स्थाहपत ह
सकेगा ।
• हवद्यार्थिय िं क साहहत्य िेखन की िानकारी का ज्ञान हवकर्सत ह गा ।
• रचनात्मक िेखन के सैद्धािंहतक और व्यावहाररक पक्ष िं से पररर्चत ह सकेंगे ।

SYLLABUS OF AEC-2 (Semester – III/IV)

इकाई 1 : रचनात्मक िेखन का स्वरूप

• रचनात्मक िेखन का अथि और महत्व
• रचनात्मक िेखन के हवहवध रूप
• िनसिं चार माध्यम िं के र्िए रचनात्मक िेखन
• िनसिं चार माध्यम िं में हहिंदी भाषा

91
इकाई 2: हवहवध माध्यम िं के र्िए रचनात्मक िेखन
• हप्रिंट माध्यम के र्िए िेखन (साक्षात्कार, यात्ा अनुभव िेखन)
• इिेक्ट्ॉर हनक माध्यम िं के र्िए िेखन (सिं वाद िेखन और गीत)
• हवज्ञापन िेखन

सहायक पुस्तकें:
1. रचनात्मक िेखन – प्र . रमेश गौतम, भारतीय ज्ञानपीठ प्रकाशन, नई हदल्ली, सिं स्करण 2016
2. कथा पटकथा – मन्नू भिं डारी, वाणी प्रकाशन, नई हदल्ली, सिं स्करण 2006
3. पटकथा िेखन: एक पररचय – मन हर श्याम ि शी, रािकमि प्रकाशन, नई हदल्ली, 2000
4. िनसिं चार माध्यम: सम्प्रेषण और हवकास – देवेन्द्र इस्सर, इन्द्रप्रस्थ प्रकाशन, हदल्ली
5. िनसिं चार माध्यम िं का सामार्िक चररत् – िवरीमल्ल पाररख, अनार्मका प्रकाशन, हदल्ली

मूल्ािंकन पद्धहत: (Assessment Method)

• कु ि अिंक: 80
• रिधखत परीकषा: 60 अिंक
• आिंतररक मू ािं कन: 20 अिंक

92
 AEC 2 : हहन्दी भाषा और तकनीक (ह िंदी ग)

Credit distribution, Eligibility and Pre-requisites

(GE-1) of the Course
Course Credits Credit distribution of the Eligibility Pre-requisite Departm
title & course criteria of the course ent
Code Offering
Lecture Tutorial Practical/ the
Practice Course
हहदिं ी ग (उन हहदिं ी ग (उन
ह िंदी भाषा 02 2 -- -- िं ी
ह द
हवद्यार्थिय िं के हवद्यार्थिय िं के
और
र्िए र्िन् निं े र्िए र्िन् निं े
तकनीक
8वी िं कक्षा तक 8वी िं कक्षा तक
हहिंदी पढ़ी है ।) हहिंदी पढ़ी है ।)

पाठ्यक्रम का उद्देश्य (Course Objectives):

• हवद्याथी की भाषाई दक्षता और भाषा-कौशि क बढ़ावा देना
• भाषा प्रय गशािा के माध्यम से प्राय हगक कायि क प्र त्साहन देना
• हहिंदी भाषा दक्षता और तकनीक के अिंतः सिं बिं ध क रेखािंहकत करना
• प्रभावी सम्प्रेषण का महत्त्व
• भाहषक सम्प्रेषण के स्वरूप एविं र्सद्धािंत िं से हवद्याथी का पररचय
• हवर्भन्न माध्यम िं की िानकारी

पाठ्यक्रम अर्धगम प्रहतफि (Course Learning Outcomes):

• भाषा के शुद्ध उच्चारण, रचनात्मक िेखन, औपचाररक िेखन तथा तकनीकी शब् िं से अवगत कराना
• स्नातक स्तर के हवद्याथी क भाषाई सम्प्रेषण की समझ और सिं भाषण से सम्बन्धन्धत हवर्भन्न पक्ष िं से
अवगत कराना

SYLLABUS OF AEC-2 (Semester – III/IV)

इकाई 1 : ह िंदी भाषा और प्रौद्य हगकी

● ई-गवनेंस में ह द िं ी का प्रय ग
● रािभाषा के प्रचार-प्रसार में कम्प्यूटर की भूर्मका
● ह िंदी और वेब हडिाइहनिंग
● ह िंदी के सिं दभि में यूहनक ड का प्रय ग

इकाई 2 : तकनीक और ह िंदी भाषा

● इिंटरनेट पर ह िंदी की प्रमुख पहत्काओिं की सूची बनाना
● ह द िं ी की हकसी एक प्रमुख वेबसाइट की भाषा का हवश्लेषण करना

93
 ● क्म्पम्प्यूटर पर ह िंदी में स्ववृत ,एस.एम.एस. और सिं देश िेखन
● मशीनी अनुवाद से सिं बिं र्धत प्रमुख सॉफ्टवेयर की सूची बनाना

सहायक पुस्तकें:
1. सृिनात्मक साहहत्य – रवीद्रिं नाथ श्रीवास्तव, वाणी प्रकाशन, हदल्ली
2. व्यवहाररक हहिंदी शुद्ध प्रय ग – ओमप्रकाश, रािपाि एिं ड सिं स, हदल्ली
3. हहिंदी भाषा का आधुहनकीकरण एविं मानकीकरण – डॉ. हत्भुवननाथ शुक्ल, वाणी प्रकाशन, हदल्ली
4. रचनात्मक िेखन – (सिं .) प्र . रमेश गौतम, भारतीय ज्ञानपीठ प्रकाशन, हदल्ली
5. तकनीकी सुलझने – बालेंदु शमाा दधीलच, ईप्रकाशकडॉटकॉम
6. https://balendu.com/

मूल्ािंकन पद्धहत: (Assessment Method)

• कु ि अिंक: 80
• रिधखत परीकषा: 60 अिंक
• आिंतररक मू ािं कन: 20 अिंक

94
 ● �हंद� क� वाक्य संरचना के सामान्य �नयम

इकाई 2: �हंद� म� लेखन अभयास

● कहानी, �नबंध लेखन

● यात्रा, दृश्य, घटना का वणर्न
● संवाद लेखन (�कसी नाटक अथवा �फल्म के माध्यम से)
● अप�ठत गद्यांश
संदभर् ग्रंथ:
1. स्वयं �हंद� सीख� : वी. आर. जगन्नाथन
2. �हंद� व्याकरण – कामताप्रसाद गुरु, नागर� प्रचा�रणी सभा, काशी
3. �हंद� : शब्द, अथर्, प्रयोग – हरदे व बाहर�, अ�भव्यिक्त प्रकाशन, �दल्ल�
4. �हंद� का समसाम�यक व्याकरण – यमुना काचरू, मैक�मलन, नई �दल्ल�
5. सामान्य �हंद� – डॉ. पथ्
ृ वीनाथ पांडेय, नालंदा पिब्ल�शंग हाउस, इलाहाबाद
6. मानक �हंद� व्याकरण – डॉ. नरे श �मश्र, राधाकृष्ण प्रकाशन, नयी �दल्ल�
7. रचनात्मक लेखन – प्रो. रमेश गौतम, ओ�रएंट ब्लैक स्वान पिब्लकेशन, �दल्ल�
8. Basic Hindi Course for Foreigners, Central Hindi Institute, Agra, UP Basic
Hindi Vocabulary, Ministry of Education, Govt. of India.
9. English-Hindi Conversational Guide & Hindi-English Conversational Guide,
Central Hindi Directorate, New Delhi
10. Fairbanks, G & Mishra, 8.G. Spoken and written Hindi Cornell University
Press, New York
11. Fairbanks, G & Pandit, P.B.: A Spoken approach, Deccan College, Pune
12. McGregor, R.S. Exercises in spoken Hindi, Oxford University Press, Oxford,
England
13. Verma, Vimlesh Kanti: Learner's Hindi-English Dictionary, Dreamland
Publication, New Delhi

95
 COMMON POOL OF ABILITY ENHANCEMENT (AEC) COURSES

(For all the Ability Enhancement Courses offered by Department of Punjabi in

Semester III/IV)

ABILITY ENHANCEMENT COURSE (AEC-4)

PUNJABI BHASHA ATE MEDIA

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES

OF THE COURSE

Course title & Credits Credit distribution of the Eligibility Pre-

Code course criteria requisite of
Lecture Tutorial Practical/ the
Practice course
(if any)
PUNJABI BHASHA 2 2 0 0 Class 12th Studied Punjabi
ATE MEDIA pass in any up to 8th
subject Standard
or
Working
knowledge of
Punjabi language

LEARNING OBJECTIVES:

• To impart knowledge of the Punjabi language and media.

• To educate the students in understanding Social and Political concerns of Punjabi
society, as reflected in contemporary Punjabi media.
• To address the demands of Punjabi Print and Electronic media.
• To enable students to learn about practical aspects of electronic and print media.

LEARNING OUTCOMES:

• Students will demonstrate an understanding of terms, themes, strategies and

issues of Punjabi media.
• They can express their understanding of the relationship between Punjabi print
and electronic media.
• They will be able to write and upload their views on social media platforms.
• They will be able to get recognition at National and International level through

96
 their Blogs and YouTube Channels.

Unit I ਪੰ ਜਾਬੀ ਭਾਸ਼ਾ ਅਤੇ ਮੀਡੀਆ (Punjabi Bhasha ate Media)

• ਭਾਸ਼ਾ ਅਤੇ ਮੀਡੀਆ: ਅੰ ਤਰ-ਸੰ ਵਾਦ
Bhasha ate Media: Antar-Sanvad
• ਪੰ ਜਾਬੀ ਮੀਡੀਆ: ਸੰ ਖੇਪ ਜਾਣ-ਪਛਾਣ
Punjabi Media: Sankhep Jaan-Pachhan
• ਪੰ ਜਾਬੀ ਮੀਡੀਆ ਦੇ ਰੂਪ (ਿਪ�ੰ ਟ ਅਤੇ ਇਲੈ ਕਟ�ੋਿਨਕ ਮੀਡੀਆ)
Punjabi Media de Roop (Print ate Electronic Media)

Unit II ਅਖ਼ਬਾਰ ਅਤੇ ਇਲੈਕਟ�ੋਿਨਕ ਮੀਡੀਆ (Akhbar ate Electronic Media)

• ਪੰ ਜਾਬੀ ਦੇ ਪ�ਮੁੱਖ ਅਖ਼ਬਾਰ� ਨਾਲ ਜਾਣ-ਪਛਾਣ
Punjabi de Parmukh Akhbaran naal Jaan-Pachhan
• ਪੰ ਜਾਬੀ ਦੇ ਪ�ਮੁੱਖ ਚੈਨਲ� ਨਾਲ ਜਾਣ-ਪਛਾਣ
Punjabi de Parmukh Channels naal Jaan-Pachhan
• ਪੰ ਜਾਬੀ ਦੀਆਂ ਸਾਿਹਤਕ ਅਤੇ ਸਿਭਆਚਾਰਕ ਵੈਬਸਾਇਟਸ ਨਾਲ ਜਾਣ-ਪਛਾਣ
Punjabi dian Sahitak ate Sabhiyacharak Websites naal Jaan-Pachhan

Unit III ਅਖ਼ਬਾਰ: ਿਵਹਾਰਕ ਪੱ ਖ (Akhbar: Viharak Pakh)

• ਪ�ੈਸ ਨ�ਟ ਅਤੇ ਖ਼ਬਰ ਿਤਆਰ ਕਰਨਾ
Press Note ate Khabar Tiyar Karna
• ਫ਼ੀਚਰ ਲੇ ਖਣ
Feature Lekhan
• ਸੰ ਪਾਦਕੀ ਖ਼ਤ
Sampadaki Khat

Unit IV ਇਲੈ ਕਟ�ੋਿਨਕ ਮੀਡੀਆ: ਿਵਹਾਰਕ ਪੱ ਖ (Electronic Media: Viharak Pakh)

• ਪੰ ਜਾਬੀ ਸਾਿਹਤਕ/ਸਿਭਆਚਾਰਕ ਯੂ-ਿਟਊਬ ਚੈਨਲ ਦਾ ਿਰਿਵਊ

Punjabi Sahitak/Sabhiyacharak YouTube Channel da Review
• ਬਲਾਗ ਲੇ ਖਣ
Blog Lekhan
• ਇੰ ਟਰਿਵਊ ਕਰਨਾ
Interview Karna

ESSENTIAL READING:
• Bhajan Singh (Ed.) (1987), Punjabi Patarkari Vichar Parvah, Punjabi Academy,
Delhi.
• Megha Singh (Dr.) (2019), Punjabi Patarkari ate Pustak Reviewkari, Saptrishi
Publication,Chandigarh.
• Walia, Harjinder Singh and Parul Raizada (2014), Patrarkar, Patrarkri ate Jan
Sanchar, Madan Publishing House, Patiala.

97
SUGGESTED READINGS:
• Bhullar, Gian, Harmeet Kaur (Dr.) (2015), E-Lokdhara, Unistar Books, Chandigarh.
• Gautam, Roop Chand (2003), Electronic Media ke Sidhant, Sh. Navraj Parkashan, Delhi.
• Kalia, Sanjiv (Dr.) (Ed.) (2012), Cinema ate Samajik Tabdeeli, Zohra Publication, Patiala.
• Rawail Singh (Dr.) (2017), Media: Viharak Adhiyan, Gracious, Patiala.
• Waraich, Amarjit Singh (2010), Hun Tusi Khabran Suno, Punjabi University, Patiala.
• Thapar, Prithvi Raj (Dr.) (2011), Punjabi Media, Manpreet Parkashan, Delhi.
• Thapar, Prithvi Raj (Dr.) (2012), Sanchar, Takneek te Multimedia, Manpreet Parkashan,
Delhi.

*(Note: Teachers are free to recommend additional related standard source books, if required so.)

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

98
 AEC 2: Course A: Advance Ancient Indian Economy

Credit distribution, Eligibility and Pre-requisites of the Course

Course Credits Credit distribution of theEligibility Pre- Department

title & course criteria requisite Offering the
Code of the Course
Lecture Tutorial Practical/
course
Practice
02 02 00 12th Pass Nil Sanskrit

Learning Objectives

The aim of this course is to make the students acquainted with various aspects of economic thought
and Indian economy as propounded in the ancient Sanskrit texts from Vedic Saṁhita to later texts
in the Dharamśāstra and Arthaśāstra traditions.

Learning outcomes

This course will enable the students to appreciate the fundamental concepts of Indian economic
thoughts discussed in ancient Sanskrit texts such as Vedic Saṁhita, Kauṭilya’s Arthaśāstra,
Manusmṛiti etc. This session deals with the economic model of ancient India and financial
growth of the state’s thought through Sanskrit literature. Students will be able to understand
various aspects of the taxation model in ancient India and they should be able to compare
ancient and contemporary models.

SYLLABUS OF AEC-2 Course A

Unit: 1
Introduction to Ancient Indian Economy Credit: 1
Early and Later Vedic Period
Buddhist Period
Centralized Economy of Mauryan Period
Post Mauryan Period
Gupta and Post Gupta Period

Unit: 2 Credit: 1
Readings in Indian Economy:

99
 Manusmṛiti- Chapter 7, Verse No- 123-138, Arthaśāstra- Second Adhikaraṇa,
Sannidhātṛnicayakarma and Samāhrtṛsamudayaprasthāpanam

Essential/recommended readings

1. R.P Kangle (ed.) Arthaśāstra of Kauṭilya, Motilal Banarsidas, Delhi, 1965

2. P. Olivelle (ed. & trans), Manu code of law: A Critical Edition & translation of the
Manava- Dharmasastra, UUP, New Delhi, 2006
3. R. S. Sharma, Aspects of Political Ideas & Institutions in Ancient India, Delhi, 1996
4. A. S. Altekar, State and Government in Ancient India, Motilal Banarsidas, Delhi,
2011
5. किपलदेव िद्ववेदी, वैिदक सािहत्य एवं संस्कृ ित, वाराणसी, िव�िवद्यालय प्रकाशन, ष� संस्करण, 2015
6. शमार्, उमाशक
ं र ऋिष, सस्ं कृ त सािहत्य का इितहास, चौखम्भा भारती अकादमी, वाराणसी
Suggested readings

1. कै लाशचन्द्र जैन, प्राचीन भारतीय समािजक और आिथर्क सस्ं थाए,ं मध्यप्रदेश िहन्दी ग्रन्थ अकादमी, भोपाल, 1976
2. शिश ितवारी, संस्कृ त सािहत्य में राष्ट्रवाद एवं भारतीय राजशा�, िवद्यािनिध प्रकाशन, िदल्ली, 2013
3. सहाय, िशवस्व�प, प्राचीन भारत का सामािजक एवं आिथर्क इितहास, मोतीलाल बनारसीदास, िदल्ली, 2012

Examination scheme and mode: Subject to directions from the Examination

Branch/University of Delhi from time to time

Basic Structure of Question Paper & Division of Marks

Questions - 03 (from Unit 1) 03 x 15 = 45

03 x 08 = 24
Explanations 03 (from unit-2)

Short Notes 02 02x3 = 06

Total Marks: (I+II) 75

100
 AEC 2: Course B: Intermediate Administrative Structure in Kauṭilya’s Arthaśāstra

Credit distribution, Eligibility and Pre-requisites of the Course

Course Credits Credit distribution of the Eligibility Pre- Department

title & course criteria requisite Offering the
Code of the Course
Lecture Tutorial Practical/
course
Practice
02 02 00 NA 12th Pass Nil Sanskrit

Learning Objectives

The government policies mentioned in Arthaśāstra indicate that the ruler of the kingdom or the
country should follow the duties assigned to him for the welfare of the people. The aim of this course
is to make the students acquainted with various aspects of Administrative parts and his
responsibilities mentioned in Kauṭilya’s Arthaśāstra.

Learning outcomes

After going through this course, students will know the most important aspect of Arthaśāstra was
public welfare even in an autocratic agrarian state. In addition, they will know King was the head
and the main function of him was military judicial legislative and executive which in the present is
the function of the president.

SYLLABUS OF AEC-1

Unit: 1 Credit: 1
Introduction to Kauṭilya’s Arthaśāstra: Author, Structure of the Text, Editions and
Translations, Introduction to all Adhikaraṇas.
Unit: 2 Credit: 1
Saptānga Theory
Concept of Welfare State
Samāharta
Sannidhātā
Dharmasthīya
Kaṇṭakaśodhana
Sitādhyakṣa

101
Essential/recommended readings
1. R.P Kangle (ed.) Arthaśāstra of Kauṭilya, Motilal Banarsidas, Delhi, 1965
2. उदयवीर शा�ी ( अनुवाद) कौिटल्य अथर्शा�, मेहरचंद्र ल�मणदास, िदल्ली, 1968
3. कै लाशचन्द्र जैन, प्राचीन भारतीय समािजक और आिथर्क संस्थाएं, मध्यप्रदेश िहन्दी ग्रन्थ अकादमी, भोपाल, 1976
4. A. S. Altekar, State and Government in Ancient India, Motilal Banarsidas, Delhi,
2011
5. वाचस्पित गैरोला, कौिटलीयम् अथर्शा�म् (िहन्दीव्याख्योपेतम्), वारणसी, चौखम्भा िवद्याभवन, सस्ं करण 2015

Suggested readings

1. Kautilya Arthshastra, translated by R Shyamshastri, Delhi, Choukhamba Sanskrit

Pratisthan.
2. R. S. Sharma, Aspects of Political Ideas & Institutions in Ancient India, Delhi, 1996
3. शिश ितवारी, संस्कृ त सािहत्य में राष्ट्रवाद एवं भारतीय राजशा�, िवद्यािनिध प्रकाशन, िदल्ली, 2013
4. U.N. Ghosal, A History of Indian Political Ideas, Bombay, 1956.

Examination scheme and mode: Subject to directions from the Examination

Branch/University of Delhi from time to time

Basic Structure of Question Paper & Division of Marks 75

Questions 03 (from Unit 1) 03 x 10 = 30

Questions 02 (from Unit 2) 03 x 10 = 30
Short Notes (from Unit 2) 03 x 05 = 15

Total Marks: (I+II) 75

102
 AEC 2: Course C: (Introductory) Culture and Society संस्कृ�त: समाजश्च

Credit distribution, Eligibility and Pre-requisites of the Course

Course Credits Credit distribution of theEligibility Pre- Department

title & course criteria requisite Offering the
Code of the Course
Lecture Tutorial Practical/
course
Practice
02 02 00 NA 12th Pass Nil Sanskrit

Learning Objectives

To provide the fundamentals of Indian culture and society in Sanskrit Literature. This course is
envisioning to help students learn the various aspects of Indian Culture and Society as depicted in
Sanskrit Literature.

Learning outcomes

Students will learn and evaluate institution of marriage, status of women and Indian Social
Institutions. They will be equipped with the primary resources to understand the essence of Indian
Perspective of Sociology. They will be able to conduct independent research in the abovementioned
areas. This course will also allow them to understand the society that framed India.

SYLLABUS OF AEC-1

Unit: I Credit: 01
Essence of Indian Culture-
Spirituality- Ishavasyopnishad (1st Mantra); Sthitapragya- Srimadbhagwadgita (2/ 54-59)
Life Style -Satya, Ahimsa, Asteya, Santosh, Tapas, Swadhayaya, Ishvara pranidhan (with
special reference to Yogasutra);
Social Conduct and Harmony- Rigveda, SanjnanaSukta, 10. 191 (2-4)

Unit: II Credit: 01

Indian Social Thinkers- Fundamental thoughts of the following:

Manu, Gautam Buddha, Kautilya, Swami Vivekananda, Swami Dayanand Sarasvati,
Mahatma Gandhi

Essential/recommended readings

103
 1. Ishavasyopnishad- Geeta Press, Gorakhpur, 1992
2. Ishavasyopnishad- Swami Sharvananda, Shri RamKrishna Math, Mylapur, Madras, 1943
3. Ishavasyopnishad, Dr. Shashi Tiwari, Bhartiya Vidya Prakashan, Delhi, 1997
4. Kautilya Arthashastra, Vachaspati Gairola, Chaukhamba Vidya Bhawan, Varanasi, 2017
5. Kautilya Arthashastra, R.P. Kangle, Motillal Banarasidas publishers, Delhi, 1997
6. Manu’s Code of law- (Ed. & Trans.) Olivelle, P. (A Critical Edition and Translation of the
Manava- Dharmashastra, OUP, New Delhi, 2006.
7. Rigveda Samhita, (6 Vols)- Eng. Tr. H.H. Wilson, Bangalore Printing & Publishing Co.,
Bangalore, 1946
8. Vivekananda Sahitya, Vol.1-10, Advaita Ashram, 2014
9. ऋग्वेद सं�हता, सायणाचायर् कृत भाष्य एवं �हन्द� व्याख्या स�हत, राम गो�वंद �त्रवेद�, चौखम्बा
संस्कृत प्र�तष्ठान, �दल्ल�
10. पातंजल योगदशर्न,व्याख्या ‒ स्वामी श्री ब्रह्मल�न म�ु न, चौखम्बा प्रकाशन, वाराणसी, 2007
11. पातंजल योगदशर्न, डॉ सरु े शचंद्र श्रीवास्तव ्, चौखम्बा सरु भारती प्रकाशन वाराणसी, 2016
12. बौद्ध दशर्न, राहुल सांकृत्यायन, �कताब महल, इलाहाबाद, 1944
13. श्रीमद्भगवद्गीता, जयदयाल गोयन्दका, गीताप्रेस गोरखपरु , संवत 2067
14. भगवद्गीता, डॉ सवर्पल्ल� राधाकृष्णन ्, �हन्द पॉकेट बक्
ु स, नई �दल्ल�, 2011
15. कौ�टल्य अथर्शास्त्र, उदयवीर शास्त्री, मेहरचंद ल�मणदास, �दल्ल�, 1969-1970
16. गाँधी, महात्मा- सत्य के प्रयोग, सस्ता सा�हत्य मण्डल, नई �दल्ल�, 1994
17. सरस्वती, दयानंद- सत्याथर्प्रकाश , राष्ट्र�य आयर् �नमार्त्री सभा, रोहतक, ह�रयाणा, 2014
ु ाद स�हत, (अन)ु रामनारायण द� शास्त्री पाण्डेय, गीताप्रेस,
18. महाभारत (1-6 भाग )- �हन्द� अनव
गोरखपरु ।
19. मनुस्म�ृ त ( 1-13 भाग )- (संपा�दत एवं व्याख्या )- उ�मर्ला रुस्तगी, जे. पी. पिब्ल�शंग हाउस,
�दल्ल�, 2005

Suggested readings

1. Prabhu, P.H.- Hindu Social Organization, Popular Publication, Mumbai, 1998

2. The Rigvedic People, B.B. Lal, Aryan Books International, India, 2015
3. जैन, कैलाशचंद्र – प्राचीन भारतीय सामािजक और आ�थर्क संस्थाएँ, मध्य प्रदे श �हन्द� ग्रंथ
अकादमी, भोपाल, 1976
4. टं डन, �करण- भारतीय संस्कृ�त, ईस्टनर् बुक �लंकसर्, �दल्ल�, 2017
5. पाण्डेय, राजबल� ‒ �हन्द ू संस्कार ( सामािजक तथा धा�मर्क अध्ययन), चौखम्बा �वद्या
भवन वाराणसी, 1957
6. सहाय, �शवस्वरूप, प्राचीन भारत का सामािजक एवं आ�थर्क इ�तहास, मोतीलाल
बनारसीदास, �दल्ल� , 2014
7. काणे, पी. वी. ‒ धमर्शास्त्र का इ�तहास ( 1-4 भाग), अनुवाद अजन
ुर् चौबे काश्यप, �हन्द�
स�म�त, लखनऊ, 1966-73

104
Examination scheme and mode: Subject to directions from the Examination
Branch/University of Delhi from time to time

Basic Structure of Question Paper & Division of Marks 75

Long Questions 03 (from unit-1 and 2) 03 x 12 = 36

Short Answer Type Questions 3 (Unit 1 to 2) 03 x 08 = 24
Short Notes 03 (from 1-4 Units) 03 x 05 = 15

Total Marks : (I+II) 75

105
 ABILITY ENHANCEMENT COURSE (A)
Under UGCF – 2022 in the line of NEP – 2020

Semester: III/ IV
TAMIL
AEC (A)-II

AEC (A)-II: Journalistic Writing in Tamil

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Credit Credit distribution of the Eligibility Pre- Department
Code s course criteria requisite Offering the
of the Course
course
Lecture Tutorial Practical/
Practice
Journalistic 02 02 0 0 students MIL&LS
Writing in (for who have
Tamil students already
who have opted
studied AEC
the (A)-I in
language Tamil in
up to either
Class VIII Semester
& above) I or II
(alternati
ve
semester)

Learning Objectives : The course aims at teaching and training the students in journalistic
writing in the language so that they are well-equipped in the news covering, reporting, writing
and editing for the electronic and print media. It also aims at enhancing their competence for
freelancing and in the choice of their areas such as sports, movies, entertainment, business,
social, political, historical etc.

Learning outcomes: : After completing the course, the students are expected to start preparing
news items, reporting, taking interviews in Tamil for the media houses, electronic and print.
The study shall provide sufficient training in writing and reporting (oral), conducting

106
interviews and panel discussions for electronic media. The students will also be aware of the
law and ethics involved in Journalism.

Allotted classes: 30 hours

Unit -I
Introduction of Tamil Journalism and Report Writing:
- Brief History of Tamil Journalism
- Journalistic writing and reporting from the field
- Types of writings based on investigation, news covering, reporting, writing, editing and
giving suitable titles, feature writing and column writing
- Analysis of the good/bad samples of writing

Unit -II

Method, Usages & Issues of Interview:

- Elements and stages of journalistic writing and art of news story writing
- Methods of Conducting Interview and debate with demonstration.
- Usages of Interview.
- Issues in Interviewing with Personalities.
- Interview with different persons of various social strata.

Unit -III

Editing, Editorial, Proof- Reading and Ethics:

- Freelancing: scope and worthwhileness of the topic
- Editing and Proof-reading
- Editorial writing.
- Laws and ethics in Journalistic writings
- Writing and reporting: Practical components

Essential/recommended readings:
Radha, V, 2004, Vaniha-t-Tagaval Thodarbu, Chennai, Prasanna Publication

Raja.Ki, 2006, Makkal Takaval Thodarbiyal: Arimukam, Chennai, NCBH.

Savarimuthu. S, 2004, Idhaliyal Makkal Thagavaliyal, Chennai, Muthu Pathippagam.

Gurusamy.M.P. Ithazhiyal Kalai, Chennai: Kurunthemozhi Pathippakam.

Vinayaga Moorthy, Pathippu Paarvaikal, Madurai: Balamurugan Pathippakam.

Examination scheme and mode: Subject to directions from the Examination

Branch/University of Delhi from time to time.

107
 ABILITY ENHANCEMENT COURSE (B)
Under UGCF – 2022 in the line of NEP – 2020
Semester: III/ IV
TAMIL
AEC (B)-II

AEC (B)-II: Intermediate Tamil

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Credit Credit distribution of the Eligibility Pre- Department
Code s course criteria requisite Offering the
of the Course
course
Lecture Tutorial Practical/
Practice
Intermediate 02 2 0 0 students MIL&LS
Tamil (for who have
students already
who have opted
not AEC (B)-
studied I in
the Tamil in
language) either
Semester
I or II
(alternati
ve
semester)

Learning Objectives : This semester course aims at creating an awareness of

Dynamics of Tamil words and introducing classification weak & strong verbs- Infinitive
forms of Verbs Auxiliaries and Tamil script learning.

108
Allotted classes: 30 hours
Unit –I
Rules of Verb formation
- Subject, Object, Verb construction (SOV structure)

Unit –II
Making simple sentences, Interrogative sentences & exclamatory sentences.

Unit -III
Technical Terms

Essential/ recommended readings:

1. Asher, R.E. Colloquial Tamil, Routledge (Lesson 1), London. 2002.

2. Rajaram, S. An Intensive Course in Tamil (Unit. 4), CIIL, Mysore, 1987.
3. Arokianathan, S. Spoken Tamil for Foreigners, (Lesson 1-5) A-team Info Media
Publishers Pvt. Ltd, Chennai. 2012.
4. Hart, Kausalya. Tamil for Beginners Part I & II, (Lesson 1- 5 & 10) Centre for South
and South East Asia, University of California at Berkeley, 1992.
5. Karunakaran, K. & Balakrishnan.R. Elementry Tamil (Introductory Course),
Sabanayagam Printers, Chidambaram, 2001.
6. Nuhman, M.A, 2010, Adippadait Tamil Ilakkanam, Puthanatham, Adaiyalam
Publications.
7. Thamizhannal, 1989, Ungal Tamizhai Therinthu kollungal, Madurai, Meenakshi
Puththaka Nilayam.

Examination scheme and mode: Subject to directions from the Examination Branch/University
of Delhi from time to time.

109
 ABILITY ENHANCEMENT COURSE (A)
Under UGCF – 2022 in the line of NEP – 2020

Semester: III/ IV
TELUGU
AEC (A)-II

Credit distribution, Eligibility and Pre-requisites of the Course

AEC (A)-II: Journalistic Writing in Telugu

Course title & Credits Credit distribution of the Eligibility Pre- Department
Code course criteria requisite Offering the
of the Course
course
Lecture Tutorial Practical/
Practice
Journalistic 02 02 0 0 For students MIL&LS
Writing in students who have
Telugu who have already
studied opted AEC
the (A)-I in
language Telugu in
up to either
Class VIII Semester I
& above or II
(alternative
semester)

Learning Objectives: The course aims to teach and train students in journalistic writing in the
language so that they are well-equipped in the news covering, reporting, writing and editing
for the electronic and print media. It also aims at enhancing their competence for freelancing
and in the choice of their areas such as sports, movies, entertainment, business, social, political,
historical etc.
This paper consists of three units: A brief history of Journalism in Telugu, Journalistic writing
and reporting and Journalistic writing Practical components. The first unit attempted to
introduce the early Telugu journals, well-known Telugu editors and Print, Electronic and New
Media and News, News collection and different writing methods. The second unit would give
an idea of how to report from the field and conduct interviews and debates with people. The
last unit focuses on Journalistic writing and practical components.

Course Learning Outcomes: After completing the course, the students are expected to start
preparing news items, reporting, and taking interviews in Telugu for the media houses, both
electronic and print. The study shall provide sufficient training in writing and reporting (oral),

110
conducting interviews and panel discussions for electronic media. The students will also be aware
of the law and ethics involved in Journalism.

Allotted classes: 30 hours

Unit -I A brief history of Journalism in Telugu

- Beginnings of Communication Era, Early Telugu Journals and Editors

- Print, Electronic and New Media
- Editor and Editorial department, Journalist
- News, News collection and writing, Lead, Body, Column writing and Feature writing,
Editor and Editorial, Interview and Reporting, investigation, news covering, editing and
giving suitable titles
- Elements and stages of journalistic writing and art of news story writing

Unit -II Journalistic writing and reporting

- Journalistic writing and reporting from the field

- Conducting Interviews and debates with a demonstration
- Analysis of both evil and sound samples of writing for the media

Unit -III Journalistic writing and Practical components

- Freelancing: scope and worthwhileness of the topic

- Editing and Proof-reading
- Laws and ethics in Journalistic writings
- Writing and reporting: Practical components

Reading list:
Anand Bhaskar, Rapolu. Journalism Charitra-vyavastha. Hyderabad: Udyama Publications,
1988.
Krishna Rao, Bendaalam. Vaarthalu Ela Raayaali? Vijayawada: Rushi Prachu- ranalu, 2006.
Mallesham, Chilla. Tappulu- Tippalu. Hyderabad: Telangana Rashtra Media Academy, 2018.
Mallesham, Chilla. Vartha Kathanalu. Hyderabad: Telangana Rashtra Media Academy, 2018.
Radha Krishna, Budaraju. Journalism Avagaahana – Aacharana. Madras: S.I.J.F., 1995.
Radha Krishna, Budaraju. Manci Jarnalistu Kaavanlante. Hyderabad: Media House
Publications, 2000.
Ramamohana Rao, Nanduri. Telugu Patrikala Bhasha Konni Soochanalu. Hyderabad: Andhra
Pradesh Press Academy, 2004.

Examination scheme and mode: Subject to directions from the Examination

Branch/University of Delhi from time to time.

111
 ABILITY ENHANCEMENT COURSE (B)
Under UGCF – 2022 in the line of NEP – 2020
Semester: III/ IV
TELUGU
AEC (B)-II

AEC (B)-II: Intermediate Telugu

Credit distribution, Eligibility and Pre-requisites of the Course

Course title Credits Credit distribution of theEligibility Pre- Department
& Code course criteria requisite Offering
of the the Course
Lecture Tutorial Practical/ course
Practice
Intermediate 02 2 0 0 (For students MIL&LS
Telugu students who have
who have already
not opted AEC
studied (B)-I in
the Telugu in
language) either
Semester I
or II
(alternative
semester)

Learning Objectives :
This course has been designed for students with primary knowledge of the Telugu language who can
make and figure out simple sentences. The course enables students to construct compound and complex
sentences in Telugu. Furthermore, the course empowers the students to acquire skills to comprehend
small passages, write short paragraphs, have better conversational skills and teach them the basic rules
of translation. The course offers a wide range of exercises from the book, and challenging activities
can be given to students, i.e. vocabulary-based activity or a grammar drill, a language manipulation
exercise or ap-to-date reading comprehension. A unit that focuses s on particular topics and students
who want to practice the language through additional independent study, and open-ended exercises will
be included to encourage learners to communicate more spontaneously and to allow some autonomy
and creativity. Additional materials and support will be given to the students.

112
Course Learning Outcome: The course will enable students to understand the distinctions of the
language by empowering them with better reading, writing and conversational skills. Students will try
to capture radio and TV advertisements, news advertisements and other broadcast programs. They will
read short paragraphs in a language related to books, newspapers, magazines, notice boards, posters,
personal and other types of letters, etc., and use dictionaries and reference texts. They will also try to
write a short portion on select topics, write personal and other types of letters directly on familiar and
simple topics, and write independent articles. Students will be able to translate any prose words from
Telugu to English and vice versa with the help of a dictionary or through online sources.

Allotted classes: 30 hours

Unit -I

Compound verbs

Transitive and intransitive verbs

Making compound sentences in Telugu using conjunction

Making complex sentences in Telugu

Unit II

Reading comprehension

Paragraph and letter Writing

Conversation writing

Unit III

Translation from English to Telugu

Translation from Telugu to English

Essential/recommended readings:

113
Arden, A H. A progressive grammar of the Telugu language. 2nd ed. Madras: Society for promoting
Christian knowledge, 1905.

Krishnamurti, B. and Gwynn, J. P. L. A Grammar of Modern Telugu. USA: Oxford University Press,
1986.

Parandhama Reddy, M. and Venkateswara Shastri,J. Telugu Velugu- I. . Mysore: Central Institute of
Indian Languages, 1997.

Ramanarasimham, Parimi. An Intensive Course in Telugu. Mysore: Central Institute of Indian

Languages, 1985.

Ramanarasimham, Parimi. Telugu Velugu -III. Mysore: Central Institute of Indian Languages,
1974.

Reddy G.N. and Matson D.M. Glossaries for graded readings in newspaper Telugu and modern literary
Telugu: USA: U.S. Department of health, education & welfare, 1966.

Sanjay, D. Spoken Telugu for Absolute Beginners. ______: ________, 2019.

Venkataramana Rao, Y. Telugu Velugu -IV. Mysore: Central Institute of Indian Languages, 1976.

Venkatavadhani, Divakarla. Telugu in Thirty Days. Hyderabad. Andhra Pradesh Sahitya academy,
2017.

114
 AEC-2 URDU A FOR III/IV SEM

ABILITY ENHANCEMENT COURSE-2 (AEC-2): URDU-A

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE

Credit distribution of the Pre- Departme

course Eligibilit requisit nt
Course title Credit
Practical y e of Offering
&Code s Lectur Tutoria
/ criteria the the
e l
Practice course Course
Urdu-A,
Studied
Ability
12th AEC-1
Enhanceme 02 2 0 0 URDU
Pass Urdu A
nt Course
(AEC)

Learning Objectives

The Learning Objectives of this course are as follows:

• To give knowledge of contemporary society of India through UrduProse and Poetry.
• To give a glimpse of classical literature with special reference to Urdu Prose and
Poetry.

Learning outcomes
The learning outcomes of this course are as follows:

• Knowledge of contemporary society of India through Urdu Prose and Poetry

• Understand classical literature with special reference to Urdu Prose and Poetry
• Explain and analyze the different text in Urdu.

115
SYLLABUS OF AEC-4

UNIT-I- (18-Hours) Hissa-e-Nasr

1. Toba Tek Singh (Manto) (Matn ki Tadrees)
2. Karman (Qurratul-ain-Haider) (Matn ki Tadrees)
3.AkhiriKoshish (Hayatullah Ansari) (Matn ki Tadrees)

UNIT-II- (8-Hours) Hissa-e-Shairi (Gazaliyaat)

4. Jigar Muradabadi
o Dil ko SukoonRooh ko Aaraam aa gaya (Matn ki

Tadrees)

o Kabhi Shakh-o-Sabza-o-Barg par (Matn ki Tadrees)

5. FiraqGorakhpuri
o Narm Fiza ki Karwatein Dil ko Dukhake Rah Gayin (Matn ki Tadrees)

o Bahut Pahle se Un Kadmon ki AahatJaanLete Hain (Matn ki

Tadrees)

6. Faiz Ahmad Faiz

o Rang Pairahan Ka, Khushboo ZulfLehrane Ka Naam (Matn ki

Tadrees)

o Dil Mein Ab Yun TereBhoole Hue Gham Aate Hain (Matn ki

Tadrees)

UNIT-III- (4-Hours) Hissa-e-Shairi (Manzoomat)

7. Lab-e-Saahil Aur Mauj (Akbar) (Matn ki Tadrees)

116
 8. Ae IshqKahin Le Chal (Akhtar Sheerani) (Matn ki Tadrees)

(The total number of hours should add up to 15 only)

Practical component (if any) –

Essential/recommended readings

Suggested readings

Examination scheme and mode: Subject to directions from the Examination

Branch/University of Delhi from time to time

117
 ABILITY ENHANCEMENT COURSE-2 (AEC-2): URDU-B

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE

Credit distribution of the Pre- Departme

course Eligibilit requisit nt
Course title Credit
Practical y e of Offering
& Code s Lectur Tutoria
/ criteria the the
e l
Practice course Course
Urdu-B,
Studied
Ability
10th AEC-1
Enhanceme 02 2 0 0 URDU
Pass Urdu B
nt Course
(AEC)

Learning Objectives

The Learning Objectives of this course are as follows:

• To give knowledge of contemporary society of India through Urdu Prose and
Poetry.
• To give a glimpse of modern literature with special reference to Urdu Prose and
Poetry.

Learning outcomes

The learning outcomes of this course are as follows

• Understand the text and can explain and analyse the text.
• Appreciate the nuances behind the texts especially Urdu Ghazal.
• Express understanding, knowledge and critical thinking through writings.

118
SYLLABUS OF AEC-5

UNIT-I- (18-Hours) Hissa-e-Nasr

1.Qaul-e-Faisal (Abul Kalam Azad) (Matn ki Tadrees)
2.Diya Salai (Khwaja Hasan Nizami) (Matn ki Tadrees)
3.Nazara Darmiya Hain (Qurrat-ul Ain Haider) (Matn ki Tadrees)

UNIT-II- ( 8-Hours) Hissa-e-Shairi (Ghazaliyaat)

9. Dagh
o Khatir Se Ya Lihaz Se Main Maan To Gaya (Matn ki Tadrees)
10. Shaad
o Tamannaon Mein Uljhaya Gaya Hoon (Matn ki Tadrees)

11. Firaq
o Sar Mein Sauda Bhi Nahi (Matn ki Tadrees)

UNIT-III- (4-Hours) Hissa-e-Shairi (Manzoomat)

7. Mujh Se Pehli Si Muhabbat Mere Mehboob Na Maang (Faiz) (Matn

ki Tadrees)

8. Akhiri Mulaqaat (Jaan Nisar Akhtar) (Matn

ki Tadrees)

9. Parchhaiyan (SahirLudhyanvi) (Matn ki Tadrees)

119
Assessment Methods
Assignment, Internal Test
Keywords- Dagh, Shaad, Firaq, Faiz, Jaan Nisar, Sahir

Practical component (if any) –

Essential/recommended readings

Suggested readings

Examination scheme and mode: Subject to directions from the Examination

Branch/University of Delhi from time to time

120
 Skill Enhancement Course (SEC)
Commerce : Finance for Everyone

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice (if any)
2 1 1
.

Learning Objectives

The Learning Objectives of this course are as follows:

• To offer an integrated approach to the understanding of concepts and applications of
financial planning.
• To help the students in their financial planning.

Learning outcomes

The Learning Outcomes of this course are as follows:

• After studying this course, students will be able to understand the importance of
financial literacy and the institutions providing financial services.
• After studying this course, students will be able to prepare a financial plan, budget
and manage personal finances.
• After studying this course, students will be able to open, avail and manage services
offered by banks.
• After studying this course, students will be able to open, avail and manage services
offered by post offices.
• After studying this course, students will be able to plan for life insurance and
property insurance.
• After studying this course, students will be able to choose instruments for
investment in shares.

121
SYLLABUS OF SEC-29
Unit 1: Introduction, Financial Planning and Budgeting
Meaning, importance and scope of financial literacy; Prerequisites of financial literacy –
level of education, numerical and communication ability; Various financial institutions –
banks, insurance companies, post offices, mobile app based services. Need of availing of
financial services from banks, insurance companies and postal services. Concept of
economic wants and means for satisfying these needs; Balancing between economic
wants and resources; Meaning, importance and need for financial planning; Personal
budget, family budget, business budget and national budget; Procedure for financial
planning and preparing a budget; Budget surplus and budget deficit, Avenues for
savings from surplus, Sources for meeting the deficit.
Unit 2: Banking Services
Types of banks; Banking products and services – Various services offered by banks; Types of
bank deposit accounts – savings bank account, term deposit, current account, recurring
deposit; pan card, address proof, KYC norm; Various types of loans – education loan,
consumer durable loan, vehicle loan, housing loan, short term, medium term, long
term, microfinance, bank overdraft, cash credit, mortgage, reverse mortgage,
hypothecation, pledge, Agricultural and related interest rates offered by various
nationalized banks; Cashless banking, e-banking, check counterfeit currency; CIBIL, ATM, net
banking, RTGS, NEFT, IMPS, electronic clearance services (ECS), debit and credit card, app
based payment system, bank draft and pay order; banking complaints and ombudsman.
Unit 3: Financial Services from India Post Office
Post office savings schemes: savings bank, recurring deposit, term deposit, monthly income
scheme, kisan vikas patra, NSC, PPF, senior citizen savings scheme , sukanya samriddhi
yojana ; india post payments bank. money transfer: money order, e-money order. instant
money order, collaboration with the western union financial services; mo videsh,
international money transfer service, money gram international money transfer, indian
postal order.
Unit 4: Insurance Services
Life insurance policies: life insurance, term life insurance, endowment policies, pension
policies, ULIP, health insurance plans, comparison of policies offered by various life
insurance companies, comparison of policies offered by various health insurance
companies. Property insurance policies. Post office life insurance schemes: postal life
insurance and rural postal life insurance.
Unit 5: Stock Markets – Some Basic Concepts
Terms used in stock markets: SENSEX, NIFTY, primary markets, secondary markets, initial
public offering(IPO), follow-on public offering (FPO), offer for sale (OFS), block deal, equity
shares, preference shares, debentures, bonus shares, stock split, dividend, buyback, DEMAT

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account, trading account, delivery instruction slip (DI Slips), blue chips, defensive stocks, face
value, market value, market capitalisation, pre-opening session, trading session, opening
price, closing price, business days, bull, bear, bull market, bear market, risk, stop loss,
derivatives, call option, put option, hedge, holding period; Tax on short term capital gains
and long-term capital gains, Mutual Fund and its various schemes.

Practical Exercises:
The learners are required to:
• visit banks, post offices, and insurance companies to collect information and
required documents related to the services offered by these institutions and to know
the procedure for availing of these services.
• carry out the comparative analysis of different types of life insurance policies.
• carry out the comparative analysis of different types of health insurance policies.
• prepare a personal and family budget for one/six/ twelve months on imaginary
figures.

Suggested Readings:
● Avadhani, V. A. “Investment Management” Himalaya Publishing House Pvt. Ltd.,
Mumbai.
● Batra, J.K., Accounting and Finance for Non-finance Managers, Sage Textbook
● Chandra, P. “Investment Game: How to Win” Tata McGraw Hill Education, New
Delhi.
● Kothari, R. “Financial Services in India-Concept and Application” Sage
Publications India Pvt. Ltd., New Delhi.
● Milling, B. E. “The Basics of Finance: Financial Tools for Non-Financial Managers”
Universe Company, Indiana,
● Mittra, S., Rai, S. K., Sahu, A. P., & Starn, H. J. “Financial Planning” Sage
Publications India Pvt. Ltd., New Delhi.
● Zokaityte, A. “Financial Literacy Education” Palgrave Macmillan, London.

Note: Learners are advised to use the latest edition of readings.

Examination scheme and mode:

Total Marks: 100
Internal Assessment: 25 marks
Practical Exam (Internal): 25 marks
End Semester University Exam: 50 marks
The Internal Assessment for the course may include Class participation, Assignments, Class
tests, Projects, Field Work, Presentations, amongst others as decided by the faculty.

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 All UG Courses
Skill Enhancement Course (SEC)

English : Communication in Everyday Life

Credits: 2
Course title Credits Credit distribution of the course Eligibility Pre-requisite of
& Lecture Tutorial Practical/ criteria the course
Code Practice (if any)
Communication in 2 0 0 2 Class XII NA
Everyday Life

Learning Objectives
The Learning Objectives of this course are as
follows:
 To lay down a basic foundation for basic communication that is a part of a student's everyday
life.
 To inculcate the fundamentals of communication with the aim to enhance listening, speaking
and writing skills.
 To hone practical skills that can be used in day-to-day affairs.
Learning Outcomes
The Learning Outcomes of this course are as follows:
 After studying this course, students will be able to improve mediation skills.
 After studying this course, students will be able to building human relationships.
 After studying this course, students will be able to foster societal understanding & develop an
independent perspective.
 After studying this course, students will be able to enhance social communication skills of
students.
SYLLABUS
Course Contents:
UNIT 1
Theory of Communication
 Meaning, Features, Uses, Cycle, Feedback, Advantages
 Barriers
 7 C’s of Communication

UNIT 2
Listening Skills
 Netiquettes
 Audio-book Listening & Discussions
 Note-taking
UNIT 3
Speaking Skills
 Oral Presentation- Audio-Visual aids, Audience & Feedback, Delivery of
Presentation, Handling Questions
 Group Discussion- Culture & History, Current Affairs, Society-related
 Public Speaking- Public Speech, Extempore

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  Interview- Personal, Conversational, Public

UNIT 4
Reading Skills
 Close Reading
 Skimming
 Scanning

UNIT 5

Writing Skills
 Summarising
 Paraphrasing
 Note-making
 Essays- Expository Essay, Descriptive Essay, Narrative Essay
 Letter Writing- Formal Letter, Informal Letter
 Reports- Incidence, Newspaper, Organisational Report
 Analysis & Interpretation- Textual
 Intra & Inter-personal Skills - Monologue, Dialogue

Suggested Readings

 Chaudhary, Shoma. “Understanding Interviews, Billy Elliot is my Story, Only Less Happy”.
Tehelka: The People’s Paper, 18 February 2006.
 Kumar, Dinesh. “Understanding Values, Our Muddled Generation”. The Hindu, 26 March
2006.
 Learning to Write I, “Free Writing”. In Fluency in English II, ed. Varma, Pramodini and
Mukti Sanyal, pp. 1-5, Oxford, New Delhi, 2015.
 Learning to Write II, “Editing”. In Fluency in English II, ed. Varma, Pramodini and Mukti
Sanyal, pp. 25-27, Oxford, New Delhi, 2015.
 Learning to Write III, “What makes Good Writing Good”. In Fluency in English II, ed.
Varma, Pramodini and Mukti Sanyal, pp. 48-51, Oxford, New Delhi, 2015.

Examination scheme and mode:

Evaluation scheme and mode will be as per the guidelines notified by the University of Delhi.

125
 Skill Enhancement Course (SEC)
Hindi : Rangmanch

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course Credits Credit distribution of the course Eligibility Pre-requisite
title & Lecture Tutorial Practical/ criteria of the course
Code Practice (if any)
2 2

Course Objective:
• हिन्दी रं गमंच का सामान्य पररचय कराना l
• नाट्य-प्रस्तुहि की प्रहिया की जानकारी दे ना l
• अहिनय के हिहिन्न पक्षं से अिगि कराना l
• रं गमंच के खेलषं और गहिहिहियषं से अिगि कराना l

Course Learning Outcomes:

• नाट्य-प्रस्तुहि की प्रहिया से हिद्यार्थी अिगि िष सकेगा l
• रं गमंच की सामान्य जानकारी हमलने के उपरान्त इस क्ेत्र में हिद्यार्थी के हलए रषजगार
की संिािनाएँ बनेंगी l
• रं गमंचीय गहिहिहियषं से हिद्यार्थी के व्यक्तित्व का हिकास िष सकेगा l
• हिद्यार्थी में अहिव्यक्ति कौशल का हिकास िष सकेगा l

SYLLABUS OF SEC-42

यूनिट 1 (4 सप्ताि)

• िरि मुहन कृि नाट्यशास्त्र (संहक्प्त पररचय)

• हिन्दी का पारं पररक रं गमंच (संहक्प्त पररचय)

यूनिट 2 (4 सप्ताि)
प्रस्तुहि-प्रहिया: आलेख का चयन, अहिनेिाओं का चयन, दृश्य-पररकल्पना (ध्वहन-संगीि-नृत्य-प्रकाश),
पूिााभ्यास

126
यूनिट 3 (4 सप्ताि)
अहिनय की िैयारी: िाहचक, आं हगक, आिाया, साक्तत्वक

यूनिट 4 (2 सप्ताि)
आशु अहिनय, हर्थएटर गेम्स, संिाद-िाचन, शारीररक अभ्यास, सीन िका

यूनिट 5 (1 सप्ताि)
मंच प्रबंिन: सेट, रं ग-सामग्री, प्रचार-प्रसार, ब्रषशर-हनमाा ण

सन्दर्भ पुस्तकें:
• संहक्प्त नाट्यशास्त्रम् - रािािल्लि हत्रपाठी, िाणी प्रकाशन, हदल्ली, 2009
• रं ग स्र्थापत्य: कुछ हटप्पहणयाँ – एच. िी. शमाा राष्ट्रीय नाट्य हिद्यालय प्रकाशन, हदल्ली,
2004
• पारं पररक िारिीय: रं गमंच अनंििाराएँ – कहपला िात्स्यायन, अनुिाद – बदी उज़म्मा,
नेशनल बुक टर स्ट, हदल्ली, 1995
• हिंदी रं गमंच का लषकपक्, सं प्रष. रमेश गौिम, स्वराज प्रकाशन, हदल्ली 2020
• मंच आलषकन – जी. एन. दासगुप्ता, अनुिाद – अजय मलकानी, नेशनल बुक टर स्ट,
हदल्ली, 2006
• रं गमंच के हसद्ांि – सं मिेश आनंद, दे िेन्द्र राज अंकुर, राजकमल प्रकाशन, हदल्ली
2008

Examination Scheme & Mode:

Total Marks: 100
Internal Assessment: 25 marks
Practical Exam (Internal): 25 marks
End Semester University Exam: 50 marks
The Internal Assessment for the course may include Class participation, Assignments, Class tests,
Projects, Field Work, Presentations, amongst others as decided by the faculty.

127
 Skill Enhancement Course (SEC)
Communication in Professional Life

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice (if any)
2 2
.

Learning Objectives

The Learning Objectives of this course are as follows:

 To prepare the students for their upcoming professional fields.
 To inculcate the fundamentals of professional and business communication.
 To learn aspects of global communication.
 To enhance employability skills of the learners by enabling them to write effective
resumes and face interviews with confidence

Learning outcomes

The Learning Outcomes of this course are as follows:

 After studying this course, students will be able to improve presentation skills to be
learnt by effective use of verbal and non-verbal communication for the professional
field.
 After studying this course, students will be able to acquire practical employability
skills to be disseminated through focussed sessions on practical employable
knowledge.
 After studying this course, students will be able to enhance professional
communication.
 After studying this course, students will be able to improve persuasion and
negotiation skills which will be useful for the professional field.

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SYLLABUS OF SEC-2

THEORY

UNIT 1
 Theory of Business Communication (1 hr.) -
 Introduction
 What is Business Communication?
 Language of Business Communication
 Cultural Components – Cross-Cultural Communication, Cultural Shock,
Stereotyping, Ethnocentrism
 Miscommunication & Effective Communication (1hr.)

UNIT 2
Writing Skills
 Summarising & Paraphrasing (1 hr.)
 Job-Oriented Skills- CV, Resume & Bio- Data, Job Application Letter (1hr.)
 Documentation (1)
 Advertisements & Invitation (1 hr.)
 Letter Writing- Applications, Business Letters (1 hr.)
 Report- Analytical Report, Project Report (1 hr.)

PRACTICE SESSIONS

Speaking Skills (14 hrs.)

 Presentation Skills- Oral Presentation, Ppt. Preparation, Ppt. Presentation (3 hrs.)
 Group Discussion (3 hrs.)
 Talks- Domain-specific, Ted-Talks, Business Meets, Motivational Talks (2 hrs.)
 Telephonic Skills (1 hr.)
 Persuasion Skills (1 hr.)
 Meeting & Negotiation (1 hr.)
 Interview- Promotion Interview, Job Interview, Business Interview (2 hrs.)
 Functions and activities of PR (1 hr.)

Listening Skills (5 hrs.)

 Netiquettes (1 hr.)
 Audio-book Listening & Discussions (3 hrs.)
 Note-taking (1 hr.)

Writing Skills (5 hrs.)

 Digital Communication in Social Space- Social Media Posts (Twitter, Facebook),
Blog Writing, Review Writing (2 hrs.)
 Advertisement/Invitation/Poster Designing- Canva/MS Word/Coral (1 hr.)
 Memo, Office Order, Minutes (1 hr.)
 Making Online Academic/Work Profile- LinkedIn (1 hr.)

129
Total Hours for Theory= 8
Total Hours for Practice Sessions= 24
Total Hours of classes= 32

Suggested Readings

 Kaushik, J.C. and K.K. Sinha eds., English for Students of Commerce, Oxford
University Press, New Delhi.
 Sethi, Anjana & Bhavana Adhikari, Business Communication, Tata McGraw Hill.
 Anjana Neira Dev, et.al, eds. Business English, Department of English, University
of Delhi, 2011, Pearson Publications, New Delhi.

Examination scheme and mode:

Total Marks: 100
Internal Assessment: 25 marks
Practical Exam (Internal): 25 marks
End Semester University Exam: 50 marks
The Internal Assessment for the course may include Class participation, Assignments,
Class tests, Projects, Field Work, Presentations, amongst others as decided by the faculty.

130
 Skill Enhancement Course (SEC)
Personality Development and Communication

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice (if any)
2 1 1

Learning Objectives

The Learning Objectives of this course are as follows:

 To develop inter personal and effective communication skills.
 To develop problem solving skills and understand its influence on behaviour and
attitudes of individuals.

Learning outcomes

The Learning Outcomes of this course are as follows:

 After studying this course, students will be able to understand the importance of oral
and written communication in day-to-day working ofthe organisation.
 After studying this course, students will be able to develop inter personal skills and
problem-solving skills.
 After studying this course, students will be able to understand the role of body
language in effective communication.

SYLLABUS OF SEC-5
Unit 1 (4 Weeks)
Introduction, need for Communication, Process of Communication, Written and Verbal
Communication, Visual communication, Signs, Signals and Symbols, Silence as a Mode of
Communication, Inter-cultural, Intra-cultural, Cross-cultural and International
communication, Communication through Questionnaires, Business Letter Writing,
Electronic Communication.

Unit 2 (4 Weeks)
Business Cases and Presentations, Letters within the Organizations, Letters from Top
Management, Circulars and Memos, Business Presentations to Customers and other

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131
 stakeholders, presenting a Positive Image through Verbal and Non-verbal Cues, Preparing
and Delivering the Presentations, Use of Audio-visual Aids, Report Writing.

Unit 3
Barriers to Communication, Improving Communication Skills, Preparation of Promotional
Material, Non-verbal communication, Body language, Postures and gestures, Value of
time, Organizational body language, Importance of Listening, Emotional Intelligence.
Working individually and in a team, Leadership skills, Leadership Lessons, Team work
and Team building, Feedback, Feed forward Interpersonal skills – Delegation,
Humour, Trust, Expectations, Values, Status, Compatibility and their role in building
team – work Conflict Management – Types of conflicts, how to cope with conflict.

Unit 4
Negotiation Skills, Types of Negotiation, Negotiation Strategies, Selling skills – Selling to
customers, Selling to Superiors Selling to peer groups, team mates and
subordinates, Conceptual selling, Strategic selling, Selling skills – Body language.

Essential/recommended readings

 Kushal Jin – Business Communication, VK India.

 Krishnamacharyulu, C. S. G, Ramakrishnan Lalitha – Personality Development,
Interpersonal Skills and Career Management, Himalaya Publishing.
 Corvette Budjac – Conflict Management: A Practical Guide to Developing
NegotiationStrategies, Pearson.
Suggestive Readings
 Mitra, B. K., Personality Development and Soft Skills, Oxford University Press.
 Kumar Sanjay and Pushplata, Communication Skills, Oxford University Press.
 Mandal S. K., Effective Communication and Public Speaking, Jaico Publishing.

Note: Latest edition of the readings may be used

Examination scheme and mode:

Total Marks: 100
Internal Assessment: 25 marks
Practical Exam (Internal): 25 marks
End Semester University Exam: 50 marks
The Internal Assessment for the course may include Class participation, Assignments,
Class tests, Projects, Field Work, Presentations, amongst others as decided by the faculty.

132
 Skill Enhancement Course (SEC)
Business Communication

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice (if any)
2 1 1

Learning Objectives

The Learning Objectives of this course are as follows:

 To train students to enhance written as well as oral communication in the corporate
world.
 To help students in understanding the principles and techniques of business
communication.
 To understand the use of electronic media for communication.

Learning outcomes

The Learning Outcomes of this course are as follows:

 After studying this course, students will be able to explain the need for
communication in management.
 After studying this course, students will be able to appreciate the need of effective
writing for communication.
 After studying this course, students will be able to demonstrate the skill of effective
report writing and summarizing annual reports.
 After studying this course, students will be able to analyse business correspondence
and e-correspondence.
 After studying this course, students will be able to appreciate oral presentations.

SYLLABUS OF SEC-6

Unit 1: Introduction to the essentials of Business Communication (3 weeks)

Meaning, process and functions. Need and importance. Medium: verbal & non-verbal
communication. Channels: formal & informal. Levels of communication. Direction of
communication: downward, upward, lateral, & diagonal. Effective communication:
difficulties/barriers and solutions. Interactive and non-interactive techniques of
communication. Listening as a tool of communication, Guidelines for effective listening.

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133
Unit 2: Effective Writing
Guidelines for clear writing. References, bibliographical research tools. Citing
methods, footnotes, discussion footnotes. Use of library and internet for collection,
classification and interpretation of data and information.

Unit 3: Report Writing

Types of reports. Formal report: components and purpose. Organising information: outlining
& numbering sections, section headings, sub-headings, & presentation. Writing reports
on field work/visits to industries, business concerns. Summarising annual reports of
companies: purpose, structure and principles. Drafting minutes.

Unit 4: Business Correspondence and E-Correspondence

Need and importance of business letters. Office memorandum, office circulars, notices and
orders. Technology for communication. Effective IT communication tools. Electronic mail:
advantages, safety and smartness in email. E-mail etiquettes.

Unit 5: Spoken English and Oral Presentation

Effective negotiation: elements, process and general guidelines. Telephonic conversation.
Conducting & facing interviews. Conducting & participating in group decisions. Making
presentations: content and organising. Features of a good presentation. Delivering a
presentation.

Practical Exercises:
The learners are required to:
 learn how to summarise annual reports of companies.
 prepare presentations using power-point.
 participate in Group discussions and mock interviews.
 smartly draft business emails.

Essential/recommended readings
 C.B.Gupta (2019). Essentials of Business Communication, Sultan Chand & Sons.
 Kaul, A. Effective Business Communication, 2nd ed. PHI learning
 Lesikar, R.V. & Flatley, M.E. (2001). Basic Business Communication Skills for
Empowering the Internet Generation, Tata McGraw Hill Publishing Company Ltd.
New Delhi.
 Ludlow, R. & Panton, F.(1992). The Essence of Effective Communications, Prentice
Hall of India Pvt. Ltd., New Delhi.
 Meyer C,Dev(2021). Communicating for Results,Oxford University Press
 Quintanilla, Kelly M, (2021), Business and Professional Communication, 4e, Sage
Textbook
 R. C. Bhatia (2008), Business Communication, Ane Books Pvt Ltd, New Delhi.
 Raman and Singh(2012). Business Communication. Oxford University Press
 Scot, O., Contemporary Business Communication. Biztantra, New Delhi.

Note: Learners are advised to use the latest edition of readings.

134
Examination scheme and mode:
Total Marks: 100
Internal Assessment: 25 marks
Practical Exam (Internal): 25 marks
End Semester University Exam: 50 marks
The Internal Assessment for the course may include Class participation, Assignments,
Class tests, Projects, Field Work, Presentations, amongst others as decided by the faculty.

135
 Skill Enhancement Course (SEC)

BASIC IT TOOLS
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE
Course Credits Credit distribution of the course Eligibility Pre-requisite
title & Lecture Tutorial Practical/ criteria of the course
Code Practice (if any)
Basic IT
Tools 2 0 0 2 Class XII NA

Learning Objectives

The Learning Objectives of this course are as follows:

 To enable students develop IT skills that are a pre-requisite in today’s work
environment.
 To equip them with basic computing skills that will enhance their employability in
 general.
 To enable the student to analyse and present information in a meaningful manner.

Learning outcomes

The Learning Outcomes of this course are as follows:

 By studying this course, students will be able to use word-processor to generate
documents with appropriate formatting, layout, review and referencing.
 By studying this course, students will be able to manage data in worksheets and
workbooks and analyze it using spreadsheet functions and inbuilt formulas.
 By studying this course, students will be able to draw analysis on data using
spreadsheets to make decisions.
 By studying this course, students will be able to make meaningful representations of
data in the form of charts and pivot tables.
 By studying this course, students will be able to manage data in database tables and
use the same for generating queries, forms and reports.
SYLLABUS
Course Contents:

Unit 1: Introduction to Spreadsheets

Spreadsheets: Concept of worksheets and workbooks, creating, opening, closing and saving
workbooks, moving, copying, inserting, deleting and renaming worksheets, working with multiple
worksheets and multiple workbooks, controlling worksheet views, naming cells using name box,
name create and name define; Exchanging data using clipboard, object linking and

136
embedding; Printing and Protecting worksheets: Adjusting margins, creating headers
and footers, setting page breaks, changing orientation, creating portable documents and
printing data and formulae; Implementing file level security and protecting data within the
worksheet; Understanding absolute, relative and mixed referencing in formulas, referencing
cells in other worksheets and workbooks, correcting common formula errors, working with
inbuilt function categories like mathematical, statistical, text, lookup, information, logical,
database, date and time and basic financial functions.
Unit 2: Data Analysis in Spreadsheets
Consolidating worksheets and workbooks using formulae and data consolidate
command; Choosing a chart type, understanding data points and data series, editing and
formatting chart elements, and creating sparkline graphics, Analysing data using pivot
tables: Creating, formatting and modifying a pivot table, sorting, filtering and
grouping items, creating calculated field and calculated item, creating pivot table charts,
producing a report with pivot tables. Introduction to recording and execution of macros.
Unit 3: Word Processing
Introduction: Creating and saving your document, displaying different views, working with
styles and character formatting, working with paragraph formatting techniques using
indents, tabs, alignment, spacing, bullets and numbering and creating borders; Page setup and
sections: Setting page margins, orientation, headers and footers, end notes and foot notes,
creating section breaks and page borders; Working with tables: Creating tables, modifying table
layout and design, sorting, inserting graphics in a table, table math, converting text to table and
vice versa; Create newspaper columns, indexes and table of contents, Spell check your
document using inbuilt and custom dictionaries, checking grammar and style , using thesaurus
and finding and replacing text; Create bookmarks, captions and cross referencing, adding
hyperlinks, adding sources and compiling and bibliography; Mail merge: Creating and editing
your main document and data source, sorting and filtering merged documents and using merge
instructions like ask, fill-in and if-then-else; Linking and embedding to keep things together.
Unit 4: Databases

Introduction to Database Development: Database Terminology, Objects, Creating

Tables, working with fields, understanding Data types, Changing table design,
Assigning Field Properties, Setting Primary Keys, using field validation and record
validation rules, Indexing, working with multiple tables, Relationships & Integrity
Rules, Join Properties, Record manipulation, Sorting & Filtering; Select data with
queries: Creating Query by design & by wizard (Select, Make Table, Append, Delete,
Cross Tab, Update, Parameterized Query, Find Duplicate and Find Unmatched), Creating
multi table queries, creating & working with table joins. Using operators & expressions:
Creating simple & advance criteria; Working with forms: Creating Basic forms, working
with bound, unbound and calculated controls, understanding property sheet, Working with
Data on Forms: Changing Layout, creating Sub Forms, creating list box, combo box and
option groups; Working with Reports: Creating Basic Reports, Creating Header &
Footer, Placing Controls on reports, sorting & grouping, Creating Sub reports.

137
 Essential/recommended readings
 Swinford, E., Dodge, M., Couch, A., Melton, B. A. (2013). Microsoft Office
 Professional 2013. United States: O'Reilly Media.
 Wang, W. (2018). Office 2019 For Dummies. United States: Wiley. Microsoft
Lambert, J. (2019). Microsoft Word 2019 Step by Step. United States: Pearson Education. 

Suggestive readings
 Jelen, B. (2013). Excel 2013 Charts and Graphs. United Kingdom: Que.
 Alexander, M., Jelen, B. (2013). Excel 2013 Pivot Table Data Crunching. United
 Kingdom: Pearson Education.
 Alexander, M., Kusleika, R. (2018). Access 2019 Bible. United Kingdom: Wiley.

Examination scheme and mode:

Evaluation scheme and mode will be as per the guidelines notified by the University of Delhi.

138
 Skill Enhancement Course (SEC)

ADVANCED SPREADSHEET TOOLS

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title Credits Credit distribution of the course Eligibility Pre-requisite of

& Lecture Tutorial Practical/ criteria the course
Code Practice (if any)
Advanced 2 0 0 2 Class XII Basic
Spreadsheet Knowledge
Tools of MS
Excel

Learning Objectives
The Learning Objectives of this course are as follows:
 To enable the students to use Excel for advanced data analysis
 To equip the students to with automation skills on excel
 To enable the students to use excel for informed decision making.
Learning outcomes
The Learning Outcomes of this course are as follows:
 By studying this course, students will be able to make meaningful representations of
data in the form of charts and pivot tables.
 By studying this course, students will be able to draw analysis on data using
spreadsheets and use interpretation to make decisions.
 By studying this course, students will be able to generate word documents with
 appropriate formatting, layout, proofing.
 By studying this course, students will be able to manage data for generating queries,
forms and reports in a database.

SYLLABUS
Unit 1: Excel Advanced Techniques

Templates, Efficiency, and Risk (Standard Deviation, Variance, and Coefficient of Variation),
Data Validation; *Functions and Power functions, Array Formulae (Frequency Distribution,
mode.mult, mode.sngl), Tables, Advanced Range Names, What–if-analysis: Goal-seek, Data
tables, and Scenario Manager; Data analysis ToolPak: Descriptive Statistics, Moving averages,
Histogram, Covariance, correlation, and Regression analysis (only for projection); solver add -in.
Problem Solving using Solver (optimal product mix, workforce scheduling, transportation,
capital budgeting, financial planning), Integrating excel with other tools: MS word, outlook,
PowerPoint, Access, Power BI.

Unit 2: Excel Interactivity and Automation

Index and Match, Offset, Dynamic Charting, Database functions, Text functions, and Error
functions: IfError, IsError, Aggregate, Circular Reference, Formula Auditing, Floating-Point
Errors, Form Controls (Button, Combo, Check box, Spinner, List, Option), Visual Basic (only
basic). Recording Macros, Absolute and relative macros, editing macros, Use of spinner

139
 buttons and command buttons; Sub Procedure, Function Procedure (creating New Functions);
Working with Loops: Do_while loop, For_Next loop; Creating User Forms: Message Box,
Input Box; If_Then_Else.

Unit 3: Introduction to VBA

Conditional Formatting, Charts that Inspire (Waterfall, Column, Line, Combo,
Thermometer, Scatter, Histogram) Slicers, Sparklines, Graphics Tricks and
Techniques, Worksheet Automation using Macros: Absolute and relative macros,
editing macros, Creating new functions using macros, Use of spinner buttons and
command buttons.
Unit 4: Data Analysis and Decision-Making

Working with External Data, Advanced Uses of PivotTables, PowerPivot, Reporting with
PowerPivot, Power query, Dashboard, Creating a spreadsheet in the area of: Loan and Lease
statement; Ratio Analysis; Payroll Accounting; Capital Budgeting (NPV & IRR), Portfolio
Management, Breakeven analysis, and Sensitivity analysis; Operations Management:
Constraint, Forecasting & Trend Analysis optimization, Assignment Problems; Depreciation
Accounting (Single Method); Graphical representation of data; Frequency distribution and its
statistical parameters; Correlation and Regression Analysis
Essential/recommended readings
  Excel 2016 Power Programming with VBA, Michael Alexander, Dick Kusleika, Wiley.
 Financial Analysis and Modelling Using Excel and VBA, Chandan Sengupta,
 Second Edition, Wiley Student Edition.
 MS Excel 2016, Data Analysis & Business Modelling, Wayne Winston, PHI.

Suggestive readings

 Microsoft Excel 2016 - Data Analysis and Business Modelling Paperback – 1 May
 2017 Wayne L. Winston, Microsoft Press.
 Microsoft Excel Practical Formulae: From Basic Data Analysis to Advanced
Formulae
 Manipulation Diane Griffiths.

Examination scheme and mode:

Evaluation scheme and mode will be as per the guidelines notified by the University of Delhi.

140
 Skill Enhancement Course (SEC)

DIGITAL MARKETING

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title Credits Credit distribution of the course Eligibility Pre-requisite of

& Lecture Tutorial Practical/ criteria the course
Code Practice (if any)
Digital 2 0 0 2 Class XII NA
Marketing

Learning Objectives

The Learning Objectives of this course are as follows:

 To acquaint the students with the knowledge of growing integration between the
 traditional and digital marketing concepts and practices in the digital era.
 To familiarize the students with the tools and techniques used by the digital marketers
for driving the marketing decisions to attain marketing objectives.

Learning outcomes

The Learning Outcomes of this course are as follows:

 After studying this course, students will be able to understand the concept of digital
 marketing and its integration with traditional marketing.
 After studying this course, students will be able to understand customer value
journey in digital context and behaviour of online consumers.
 After studying this course, students will be able to understand email, content and social
 media marketing and apply the learnings to create digital media campaigns.
 After studying this course, students will be able to examine various tactics for
 enhancing a website’s position and ranking with search engines.
 After studying this course, students will be able to leverage the digital strategies to
gain competitive advantage for business and career.

SYLLABUS
Unit 1: Marketing in the Digital World
Digital marketing: Concept, Features, Difference between traditional and digital marketing,
Moving from traditional to digital Marketing; c
Digital Marketing Channels: Intent Based- SEO, Search Advertising; Brand Based-Display
Advertising; Community Based-Social Media Marketing; Others-Affiliate, Email, Content, Mobile.

141
 Customer Value Journey: 5As Framework; The Ozone O3 Concept Key; Traits of online consumer

Unit 2: Content and Email Marketing

Content Marketing: Step-by-step Content Marketing Developing a content marketing
strategy Email Marketing: Types of Emails in email marketing, Email Marketing best practices

Unit 3: Social Media Marketing and Display Marketing

Social Media Marketing: Building Successful Social Media strategy; Social Media Marketing
Channels; Facebook, LinkedIn, YouTube (Concepts and strategies)
Display Advertising: Working of Display Advertising; Benefits and challenges; Overview of Display
ad Process.; Define- Customer, Publisher, Objectives; Format-Budget, Media, Ad Formats, Ad Copy.

Unit 4 Search Engine Marketing

Introduction of SEM: Working of Search Engine; SERP Positioning; online search behaviour,
DMI’s 5P Customer Search Insights Model.
Search Engine Optimization: Overview of SEO Process; Goal Setting-Types.
On-Page Optimization: Keyword Research, SEO Process -Site Structure, Content, Technical
Mechanics, Headings, Image & Alt text, Social Sharing, Sitemaps, Technical Aspects-
Compatibility, Structured Data Markup.
Off Page Optimisation: Link Formats, Link Building, Content Marketing, Social Sharing; Black
and White Hat Techniques
Search Advertising: Overview of PPC Process; Benefits of Paid Search; Basis of Ranking; Goal
Setting-Objectives; Account Setting-Creation of Google Ads, Campaign architecture, Campaign
setup, Targeting, Bid Strategy, Delivery, Ad Scheduling, Ad Rotation, Keyword Selection; Ad Copy
composition, Ad Extension
Essential/recommended readings
 Dodson, I. (2016). The art of digital marketing: the definitive guide to creating strategic,
 targeted, and measurable online campaigns. John Wiley & Sons.
 Kartajaya, H., Kotler, P., & Setiawan, I. (2016). Marketing 4.0: moving from
traditional to digital. John Wiley & Sons. 
 Ryan, Damien: Understanding Digital Marketing - Marketing Strategies for
Engaging the Digital Generation. Kogan Page Limited 

Suggested Readings

 Moutusy Maity: Internet Marketing: A practical approach in the Indian Context: Oxford
 Publishing
 Seema Gupta: Digital Marketing: Mcgraw Hill
 Ultimate guide to digital Marketing by Digital Marketer

Examination scheme and mode:

Evaluation scheme and mode will be as per the guidelines notified by the University of Delhi.

142
 Skill Enhancement Course (SEC)

SOCIAL MEDIA MARKETING

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course Credit Credit distribution of the course Eligibili Pre-

title s Lectur Tutoria Practical/ ty requisite of
& criteria the course
e l Practice
Code (if any)
Social 2 1 0 1 Pass in XII Pass in ‘Digital
Media Marketing’
Marketing (SEC-Sem 1)

Learning Objectives
 To provide basic knowledge of social media marketing concepts
 To enhance skills as social media marketer and start a career in social media marketing.

Learning Outcomes
After completion of the course, learners will be able to:
1. Evaluate the role of social media in marketing, advertising and public relations.
2. Assess the optimal use of various social media platforms for social media marketing.
3. Analyse the importance of social media for developing an effective marketing plan, and assess
ways to measure its performance.
4. Describe practical skills required for creating and sharing content through online communities and
social networks.
5. Demonstrate and appreciate social media ethics to use social media spaces effectively.

SYLLABUS:
Unit 1: Introduction to Social Media Marketing:
Social Media Marketing- Concept and Importance.
Social Media Platforms- Online communities and Forums; Blogs and Microblogs, Social
Networks, other contemporary social media platforms: Goals, Role in Marketing and Use as listening
tools. Trends in SMM. Social Media Influencers.
Unit 2: Social media marketing Plan and Performance Measurement:
SMM Plan- Setting Goals, Determining Strategies, Identifying Target Market, Selecting Tools,
Selecting Platforms, Implementation: Measuring Effectiveness - Conversion rate, amplification rate,
applause rate: on page and on post level.
Unit 3: Content Creation and Sharing using Case Campaigns:
Blogging, Streaming Video and Podcasting: Criteria and approach-70/20/10 with risk variants, 50-50
content, Brand Mnemonic, Brand story. Contextualising content creation. Social Media Ethics.
Practical Exercises:
The learners are required to:
1. Discuss the importance of social media in marketing, advertising and public relations by analysing

143
 relevant case studies.
2. Examine the use of social media by your institution to improve alumni engagement.
3. Identify social media platforms for marketing a good, a service, an institution, an event and a person.
4. Promote any college event of your choice using social media. Measure the effectiveness of your
campaign.
5. Create a blog/ vlog on any topic of your interest. Measure performance of your blog post.
6. Prepare a social media marketing plan for any product of your choice.
7. Prepare a calendar for scheduling various posts/campaigns via buffer or tweet deck. Find out the
conversion rate, amplification rate, and the applause rate. Calculate the engagement rate and economic
value/per visitor of the concerned campaigns.
8. Observe the engagement rate in twitter campaigns of your college and suggest improvements, if needed.
9. Assess the reviews/ratings, comments, likes, and dislikes of blog posts in the categories of health and
nutrition, or yoga counselling, or family therapy.
10. Examine the twitter handles of Delhi Government or of Delhi University and find out how consistent
they are in their reaction checks?
11. Design a social media plan for sensitising citizens for timely tax payments (Assuming that you are an
honest tax-payer and feel that everyone should be like you).

Essengtial Readings
● Ahuja V(2015).Digital Marketing.Oxford University Press.
● Blanchard, O. (2011). Social Media ROI: Managing and Measuring Social Media Efforts in
Your Organization. United Kingdom: Pearson Education.
● Charlesworth, A. (2014). An Introduction to Social Media Marketing. United Kingdom: Taylor
& Francis.
● Gupta, S. (2020). Digital Marketing. India: McGraw Hill Education (India) Private Limited.
● Johnson, S. (2020). Social Media Marketing: Secret Strategies for Advertising Your Business
and Personal Brand on Instagram, YouTube, Twitter, And Facebook. A Guide to being an
Influencer of Millions. Italy: AndreaAstemio.
● Keller, K. L., Kotler, P. (2016). Marketing Management. India: Pearson Education.
● Maity M(2022). Digital Marketing.Oxford University Press.
● Mamoria C.B, Bhatacahrya A,Marketing Management. Kitab Mahal, Delhi
● Mathur,V. & Arora,S. Digital Marketing PHI Learning
● McDonald, J. (2016). Social Media Marketing Workbook: How to Use Social Media for
Business. United States: CreateSpace Independent Publishing Platform.
● Parker, J., Roberts, M. L., Zahay, D., Barker, D. I., Barker, M. (2022). Social Media
Marketing: A Strategic Approach. United States: Cengage Learning.
● Quesenberry, K. A. (2015). Social Media Strategy: Marketing and Advertising in the Consumer
Revolution. United States: Rowman & Littlefield Publishers.
● Rishi, B., Tuten, T.L., (2020) Social Media Marketing, 3ed., Sage Textbook
● Setiawan, I., Kartajaya, H., Kotler, P. (2016). Marketing 4.0: Moving from Traditional to
Digital. Germany: Wiley.

Examination scheme and mode:

Evaluation scheme and mode will be as per the guidelines notified by the University of Delhi.

144
 Value Addition Course (VAC)
English : Reading Indian Fiction in English

Course Title and Credits Credit Distribution of the Course Eligibility Prerequisite
Code Criteria of the
Lecture Tutorial Practical/Practice Course
Reading Indian 02 1 0 1 Pass in NIL
Fiction in English Class 12th

Course Objectives

● Acquaint students with Indian Fiction in English.

● Familiarise students with Indian ethos and values through Indian fiction.
● Analyze novels critically and in the context of their own lived situations.

Learning Outcomes
● Understanding of Indian ethos and values through Indian fiction.
● Develop creative thinking through reading of fiction..
● Realise the potential of fiction in bringing out social and cultural change.

UNIT:I 2
● How to Read a Novel
● Novel as Reflection of Society
UNIT II: 7
● Bankim Chandra Chatterjee: Anandamath (English translation by
Sri Aurobindo and Barindra K Ghosh)
Points of Discussion:
● Patriotism and Nationalism
● The song Bande Mataram
● Elements of History and Romance
● Issues of Gender

145
 ● Natural calamity
● Genre of Text and Feature Film
UNIT III: 6
● Chaman Nahal: Azadi. Houghton Mifflin publication, 1975.
Points of Discussion:
● The Story of Partition
● Violence and Trauma
● Autobiographical voices in the novel
● Elements of history, politics and art
● Personal and Political

Practical/ Practice Component (15 sessions of 2 hours each= 30 hours)

● Students may be asked to do a dramatic recitation of selected parts of a novel.

● Students may be asked to organize the major events of the plot of a novel through
different methods: graphically, making a plot outline or sketching a storyboard.
● Students may be asked to classify each instance of figurative language (simile, metaphor,
etc.) and explain its effect on that section of the text.
● Students may share their understanding of any particular aspect of the novels through a
brief write up.
● Discuss the portrayal of any major characters of the novel with reference to the central
theme of the text.
● Think about and discuss Indian fiction in relation to cultural and critical contexts.
● Any other Practical/Practice as decided from time to time

ESSENTIAL READINGS:
● Bankim Chandra Chatterjee: Anandamath (English translation by Sri Aurobindo and
Barindra K Ghosh)
● Chaman Nahal: Azadi. Houghton Mifflin publication, 1975
● E. M. Forster: Aspects of the Novel

146
SUGGESTED READINGS:

1. Srinivasa Iyengar, K. R. Indian Writing in English. India, Sterling Publishers, 1987.

2. Naik, M. K. A History of Indian English Literature. India, SahityaAkademi, 1982.
3. Nayar, Pramod K. The Indian Graphic Novel: Nation, History and Critique. India, Taylor
& Francis, 2016.
4. Gopal, Priyamvada. The Indian English Novel: Nation, History, and Narration. United
Kingdom, Oxford University Press, 2009.

Assessment Methods*
Internal Assessment: 25%
End Semester Theory Exam: 25%
Practical: 50%
*Subject to directions from the Examination Branch/University of Delhi from time to time

147
 Value Addition Course (VAC)

भारतीय भिक्त परं परा और मानव मल्

ू य

Course Title and Credits Credit Distribution of the Course Eligibility Prerequisite
Code Criteria of the Course
Lecture Tutorial Practical/Practice
भारतीय भक्ति 02 1 0 1 Pass in NIL
परं परा और मानव Class 12th
मल्
ू य

COURSE OBJECTIVES

● भारतीय भक्ति की महान परं परा, प्राचीनता और इसके अखिल भारतीय स्वरूप से छात्रों का
परिचय कराना
● भारतीय भक्ति परं परा के माध्यम से छात्रों में मानव मल्
ू यों और गुणों को जगाकर उनका
चारित्रिक विकास करना और एक अच्छे मनष्ु य का निर्माण करना ।
● छात्रों को भारतीय नैतिक, सांस्कृतिक और सामाजिक मल् ू यों के प्रति जागरूक करना ।
● भारतीय भक्ति परं परा के माध्यम से राष्ट्रीयता और अखिल भारतीयता की भावना जागत ृ
करना।
LEARNING OUTCOMES

● भारतीय भक्ति परं परा के माध्यम से छात्रों में मानव मल्

ू यों और गुणों को विकास होगा और वे
एक अच्छे और चरित्रवान मनष्ु य बन सकेंगे ।
● भारतीय भक्ति परं परा के सांस्कृतिक और सामाजिक पक्षों की जानकारी हो सकेगी।
● भक्ति की प्राचीनता और अखिल भारतीय स्वरूप की जानकारी से राष्ट्रीयता और अखिल
भारतीयता की भावना जागत ृ और मजबत ू होगी।
● प्रमख
ु भक्त कवियों का परिचय और उनके विचारों की जानकारी हो सकेगी।
SYLLABUS

Unit I: भारतीय भक्ति परं परा Lectures

(in hours)
05

148
 भक्ति: अर्थ और अवधारणा
भक्ति के विभिन्न संप्रदाय और सिद्धांत
भारत की सांस्कृतिक एकता और भक्ति
भक्ति का अखिल भारतीय स्वरूप

ु भक्त और उनके विचार

Unit II: भारत के कुछ प्रमख 05
संत तिरुवल्लवु र , आण्डाल, अक्कमहादे वी, ललद्यद , मीराबाई, तल ु सीदास,
कबीरदास, रै दास, गरु
ु नानक, सरू दास, जायसी, तक ु ाराम, नामदे व, नरसिंह मेहता,
वेमना, कंु चन, नम्बियार, चैतन्य महाप्रभ,ु चंडीदास, सारला दास, शंकरदे व

ू य और भक्ति
Unit III: मानव मल् 05
मानव मल्
ू य का अर्थ
चयनित भक्त कवियों की जीवन मल्
ू यपरक कविताएँ

Practical/ Practice Component (15 sessions of 2 hours each= 30 hours)

● पाठ्यक्रम में उल्लिखित कवियों में से किसी एक कवि की रचनाओं में विभिन्न मानव मल् ू यों के आधार
पर प्रोजेक्ट
● वर्तमान समय में भक्ति की प्रासंगिकता को समझना; सर्वे और साक्षात्कार पद्धति के आधार पर.
● जीवन में मानव मल् ू यों के प्रतिपालन पर सर्वे और साक्षात्कार के आधार पर एक रिपोर्ट बनाना.
● उल्लिखित कवियों में से किसी एक कवि से संबधि ं त किसी मठ, आश्रम या मंदिर आदि, अथवा कोई
फिल्म/ डॉक्यम ु ें ट्री के आधार पर रिपोर्ट बनाना.

● आवश्यक हो, तो छात्र प्रोजेक्ट रिपोर्ट के रूप में अपने अनभ

ु व साझा करें

● Any other Practical/Practice as decided from time to time

Essential Readings
● ‘भक्ति का उद्भव और विकास तथा वैष्णव भक्ति के विविध रूप’, भारतीय साहित्य का समेकित
इतिहास, संपादक- डॉ नगें द्र, हिंदी माध्यम कार्यान्वयन निदे शालय, दिल्ली विश्वविद्यालय,
दिल्ली, पष्ृ ठ संख्या 215-250
● कुछ प्रमख
ु कवियों के चयनित पद
● ‘भक्ति आंदोलन और भक्ति काव्य’, शिव कुमार मिश्र, अभिव्यक्ति प्रकाशन, इलाहाबाद, 1994
● ू य और साहित्य’, डॉ धर्मवीर भारती, भारतीय ज्ञानपीठ, नई दिल्ली,1999
‘मानव मल्

Suggested Readings:
● ‘भक्ति के आयाम’, डॉ. पी. जयरामन, वाणी प्रकाशन, नई दिल्ली
● ‘हिंदी साहित्य का इतिहास’, आचार्य रामचंद्र शक्
ु ल, लोक भारती प्रकाशन, इलाहाबाद

149
 ● ‘मध्यकालीन हिंदी काव्य का स्त्री पक्ष', डॉ. पन ू म कुमारी, अनामिका पब्लिशर्स एंड
डिस्ट्रीब्यट
ु र्स, नई दिल्ली
● 'मध्यकालीन हिंदी भक्ति काव्य: पन ु र्मूल्यांकन के आयाम', डॉ. पन
ू म कुमारी, अनामिका
पब्लिशर्स एंड डिस्ट्रीब्यटु र्स , नई दिल्ली

Assessment Methods*

Internal Assessment: 25%

End Semester Theory Exam: 25%
Practical: 50%
*Subject to directions from the Examination Branch/University of Delhi from time to time

150
 Value Addition Course (VAC)

POLITICAL SCIENCE : CONSTITUTIONAL VALUES AND FUNDAMENTAL DUTIES

Course Title and Credits Credit Distribution of the Course Eligibility Prerequisite
Code Criteria of the
Lecture Tutorial Practical/Practice Course
Constitutional 02 1 0 1 Pass in NIL
Values and Class 12th
Fundamental
Duties

COURSE OBJECTIVES:
● Enrich students with knowledge and relevance of the Constitution.
● Develop awareness about Duties and Values.
● Inculcate a sense of Constitutionalism in thought and action.

LEARNING OUTCOMES:
● Understand the Constitution and its relevance
● Appreciate the values and goals embedded in the Constitution.
● Recognise the importance of Fundamental Duties enshrined in the Constitution.
● Apply the spirit of fundamental values and duties in everyday national life.

Syllabus of Constitutional Values and Fundamental Duties

Unit I: The Constitution of India – an Introduction 5 lectures

● Federal Republic, Rule of Law, Separation of Powers

● Sovereignty, Socialism, Democracy
● Secularism and Sarva Dharma Sama Bhava

Unit II: Constitutional Values 5 lectures

● Justice: Social, Political, Economic

● Liberty: Thought, Expression, Belief, Faith, Worship
● Equality : Equality before law & equal application of laws
● Fraternity: Dignity, Unity and Integrity

151
Unit III: Fundamental Duties 5 lectures

● Reflecting on the ancient Indian notions of righteousness and

duty consciousness
● Fundamental Duties- Article 51A [(a) – (k)]
● Legal status of Fundamental Duties - Judicial approach

Practical/ Practice Component (15 sessions of 2 hours each= 30 hours)

● Reflections on some of the constitutional values/ fundamental duties and its

contemporary relevance in day-to-day national life through group discussions and
projects.
● Conduct workshops to spread awareness on the Fundamental Duties and Values.
● Students are required to conduct a survey (minimum 25 respondents) on assessing the
awareness of the constitutional duties amongst the citizens.
● Students may share their experiences on Fundamental Duties and Values in the form
of a Project Report.
● Any other Practical/Practice as decided from time to time

ESSENTIAL READINGS
● Preamble to the Constitution of India, 1950.
● The Constitution of India, Articles - 14, 19, 21.
● The Constitution of India, Fundamental Duties [Ar. 51 A (a) – (k)].

SUGGESTED READINGS
● Durga Das Basu, et al., Introduction to the Constitution of India (LexisNexis, 26th
edn, 2022).
● Leila Seth, We, the Children of India: The Preamble to Our Constitution (New
Delhi, Puffin Books, Penguin Books India, 2010).
● Mahendra Pal Singh, V.N. Shukla's Constitution of India, (Eastern Book Company,
Lucknow, 13th revised edn. 2017)
● B.R. Ambedkar Selected Speeches, (Prasar Bharati, New Delhi, 2019) available at:
https://prasarbharati.gov.in/whatsnew/whatsnew_653363.pdf.

Assessment Methods*
Internal Assessment: 25%
End Semester Theory Exam: 25%
Practical: 50%
*Subject to directions from the Examination Branch/University of Delhi from time to time

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 Value Addition Course (VAC)

Sanskrit - Yoga: Philosophy and Practice

Course Title and Credits Credit Distribution of the Course Eligibility Prerequisite
Code Criteria of the
Lecture Tutorial Practical/Practice Course
Yoga: Philosophy 02 1 0 1 Pass in NIL
and Practice Class 12th

Course Objectives

● To learn the fundamentals of Yoga for harmonising the body, mind and emotions.

● To demonstrate the value and the practice of holistic living.

● To value the heritage of Yoga for self and society.

Learning Outcomes

● Understanding ways to harmonise the body and mind through Yoga.

● Disciplining the mind through practicing Yoga.

● Understanding of consciousness through practical training.

Syllabus of Yoga: Philosophy and Practice

Unit I: Yoga: Asana, Prāṇāyāma and Dhyana Lectures

● History of Yoga
● Significance of Asana 5
● Effect of Praṇayama
● Importance of Dhyana

Unit II: Patanjali’s Yogasūtra and Chakra

● Patanjali’s Yogasūtra: a summary

● First sutra
● Second sutra 6
● Chakras (psychic centres)

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Unit III: Understanding Asana and Pranayama
● Asana: the basics
● SuryaNamaskara 4
● Nadishodhana Praṇayama

Practical/ Practice Component (15 sessions of 2 hours each= 30 hours)

● Surya Namaskar

● Selected Asana

● Praṇayama

● Relaxation exercises for the eyes (7 steps) neck (4 steps)

● Concentration on Bhrumadhya

● Project Work (effect of everyday concentration on breath for 15 minutes: reflections

to be compiled in the form of a Project report.
● Any other Practical/Practice as decided from time to time

Essential Readings

● Āsanas, Prāṇāyāmaand Mudra Bandh , Swami SatyanandaSaraswati, Yoga

Publications Trust, Munger, Bihar, India, 2004.

● Patanjali Yogasutras, Commentary by Swami Vivekanand, Rajyoga

Suggested Readings
● PatanjalYog Pradeep- Swami OmanandSaraswati, Gita Press, Gorakhpur, 2013.

● Science of Pranayama-Swami Sivananda, Edition by David De Angellis, 2019, All

Rights Reserved.

● Udayveer Shastri Granthavali,4, Patanjal- Yoga Darshanam, Udayavir Shastri,

Govindram Hasanand, Delhi 6.

Assessment Methods*

Internal Assessment: 25%

End Semester Theory Exam: 25%
Practical: 50%
*Subject to directions from
the Examination Branch/University of Delhi from time to time

154
 Value Addition Course (VAC) - Sanskrit

Panchakosha: Holistic Development of Personality

Course Title and Credits Credit Distribution of the Course Eligibility Prerequisite
Code Criteria of the
Lecture Tutorial Practical/Practice Course
Panchakosha: 02 1 0 1 Pass in NIL
Holistic Class 12th
Development of
Personality

Course Objectives

● To introduce Five Koshas – five levels of mind-body complex – Annamaya,

Pranayama, Manomaya, Vigyanamaya and Anandamaya Kosha; for a holistic
development of personality.

● To generate awareness about physical and mental wellbeing through the Indian
concept of Panchkosha.

● To develop a positive attitude towards self, family and society amongst students.

● To guide students build personalities based on the understanding of Panchkosha.

Learning Outcomes

● Enhanced physical and mental health.

● Coping with peer pressures and stress.

● Improved concentration leading to better overall performance.

● Manage life situations through a balanced and mature approach.

Syllabus of Panchkosha: Holistic Development of Personality

Unit I: Elements of Personality Lectures

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 ● PanchaKosha: Introduction 4
● Five aspects of Human Personality: Annamaya Kosha (Physical
body), Pranamaya Kosha (Vital life force energy), Manomaya
Kosha (Psychological wellness), Vijnanamaya Kosha (Intellect),
Anandamaya Kosha (Happiness and Blissfulness)
● Health: Mental and Physical
Unit II: Annamaya Kosha and Pranamaya Kosha

● Human Body and Pancha Karmendriyas

● Annamaya Kosha: Balanced diet and exercise for healthy body
4
● Pranamaya Kosha: Development of life force, Pranayam
● Charucharya: Social Etiquettes

Unit III: Manomaya Kosha and Vijnanamaya Kosha

● Antahkarana and its functions 4

● Pancha Gyanendriyas
● Manomaya Kosha : Controlling the Mana (mind)
● Vijnanamaya Kosha: Ability of discretion and decision making

Unit IV: Anandamaya Kosha and Beyond

● Anandamaya Kosha: Experience of happiness and bliss 3

● Self-realisation, Nature of Consciousness: Sat-Chit-Ananda

Practical/ Practice Component (15 sessions of 2 hours each= 30 hours)

● Recitation of select verses from Taitiriyopansid

● Asana

● Pranayama

● Meditation

● Visit to a Yog shivir or meditation centres

● Students are required to watch documentaries and films on the subject-related topics.

● If required, students can share their experiences in the form of a Project Report.
● Any other Practical/Practice as decided from time to time

Essential Readings

● पंचकोश विवेक,स्वामी परमहं स योगनान्द, https://ndl.iitkgp.ac.in/पर उपलब्ध

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 ● विवेक चड़
ू ामणि, आदि शंकराचार्य द्वारा लिखित, अरविन्द आनंद द्वारा अनदि
ु त,
चौखम्भा प्रकाशन, वाराणसी, 2015

● Vivek Chudamani, Adi Shankaracharya, Swami Turiyananda (Sanskrit and

English), Sri Ramakrishna Math, Mylapore, 2019

● सभी के लिए योग,बी.के.एस. आयंगार, प्रभात प्रकाशन, 2018

● Yoga The Path to Holistic Health: The Definitive Step-by-step Guide, B.K.S.
Iyengar, Dorling Kingsley, London, 2021

● The Sacred Science of Yoga & The Five Koshas, Christopher Sartain, CreateSpace
Independent Pub, 2015

Suggested Readings

● PanchaKosha: The five sheaths of the human being, Swami Nishchalanand, Kindle
edition.

● Upanisadvakya Mahakosa. (An Upanishadic Concordance, taken from 239

Upanishads, G. S. Sadhale (Compiled by). Chowkhamba Vidyabhawan, Varanasi,
2014

● The Pentagon of Creation: As Expounded in the Upanishads, Ajai Kumar

Chhawchharia, CreateSpace Independent Pub, 2015

Assessment Methods*

Internal Assessment: 25%

End Semester Theory Exam: 25%
Practical: 50%

*Subject to directions from the Examination Branch/University of Delhi from time to time

157
 Value Addition Course
Emotional Intelligence

Course Title and Credits Credit Distribution of the Course Eligibility Prerequisite
Code Criteria of the
Lecture Tutorial Practical/Practice Course
Emotional 02 1 0 1 Pass in NIL
Intelligence Class 12th

COURSE OBJECTIVES
● Introduce the concept of emotional intelligence, its models and components.
● Understand the significance of emotional intelligence in self-growth and building
effective relationships.
● Identify the measures of emotional intelligence.
LEARNING OUTCOMES
● Self-Awareness, Self-Management, Social Awareness & Relationship Management.
● Discover personal competence and techniques of building emotional intelligence.
● Gain insights into establishing positive relationships.

Syllabus of Emotional Intelligence

Unit I: Fundamentals of Emotional Intelligence 4

● Nature and Significance

● Models of emotional intelligence: Ability, Trait and Mixed
● Building blocks of emotional intelligence: self-awareness, self-management,
social awareness, and relationship management

5
Unit II: Personal Competence
● Self Awareness: Observing and recognizing one’s own feelings, Knowing
one’s strengths and areas of development.
● Self Management: Managing emotions, anxiety, fear, and anger.

3
Unit III: Social Competence
● Social Awareness: Others’ Perspectives, Empathy and Compassion
● Relationship Management: Effective communication, Collaboration,
Teamwork, and Conflict management
3
Unit IV: Emotional Intelligence: Measurement and Development
● Measures of emotional intelligence
● Strategies to develop and enhance emotional intelligence

158
Practical/ Practice Component (15 sessions of 2 hours each= 30 hours)

Students will practice self-management techniques to regulate emotions such as

● Mindfulness
● Conditioned relaxation response
● Boundary setting
● Any other

Students will practice various techniques of relationship management such as engaging with:
● Display of empathy
● Effective communication
● Teamwork
● Conflict resolution
● Any other

● If required, students can share their experiences in the form of a Project Report.

● Any other Practical/Practice as decided from time to time

Essential Readings

● Bar-On, R., & Parker, J.D.A.(Eds.) (2000). The handbook of emotional intelligence.
San Francisco, California: Jossey Bros.
● Goleman, D. (2005). Emotional Intelligence. New York: Bantam Book.
● Sternberg, R. J. (Ed.). (2000). Handbook of intelligence. Cambridge University Press.

Suggested Readings
● HBR's 10 Must Reads on Emotional Intelligence (2015)
● HBR's 10 Must Reads on Managing Yourself (2011)
● Self Discipline : Life Management, Kindle Edition, Daniel Johnson.

Assessment Methods*

Internal Assessment: 25%

End Semester Theory Exam: 25%
Practical: 50%

*Subject to directions from the Examination Branch/University of Delhi from time to time

159
 Value Addition Course (VAC) - Commerce

FINANCIAL LITERACY

Course Title and Credits Credit Distribution of the Course Eligibility Prerequisite
Code Criteria of the
Lecture Tutorial Practical/Practice Course
Financial Literacy 02 1 0 1 Pass in NIL
Class 12th

Course Objectives
● Familiarity with different aspects of financial literacy such as savings, investment,
taxation, and insurance
● Understand the relevance and process of financial planning
● Promote financial well-being
Learning Outcomes
● Develop proficiency for personal and family financial planning
● Apply the concept of investment planning
● Ability to analyse banking and insurance products
● Personal tax planning

Syllabus of Financial Literacy No. of

Lectures
Unit I: Financial Planning and Financial products 3
● Introduction to Saving
● Time value of money
● Management of spending and financial discipline

Unit II: Banking and Digital Payment 4

● Banking products and services

● Digitisation of financial transactions: Debit Cards (ATM Cards) and Credit
Cards. Net banking and UPI, digital wallets
● Security and precautions against Ponzi schemes and online frauds

Unit III: Investment Planning and Management 4

● Investment opportunity and financial products

● Insurance Planning: Life and non-life including medical insurance schemes
Unit IV: Personal Tax 4

● Introduction to basic Tax Structure in India for personal taxation

● Aspects of Personal tax planning
● Exemptions and deductions for individuals
● e-filing

160
Note: Some of the theoretical concepts would be dealt with during practice hours.

Practical/ Practice Component (15 sessions of 2 hours each= 30 hours)

● Regular class activities to enhance students’ understanding of topics and the

application of concepts. The case study method may be followed as a teaching
pedagogy.
● Numerical questions pertaining to each unit wherever applicable should be practiced.
● For the second unit, students may be assigned a project wherein they can log on to
the website of various banks and conduct an in-depth analysis and comparison of
various financial products offered.
● For Unit III, a Project related to building a dummy portfolio of stocks and tracking
their returns may be given.
● An investment budget may be given to the students to select investment options that
maximize the return and minimize the tax implications.
● For the last unit, students may also file a dummy IT return to get hands-on
experience with e-filing.
● Students may conduct a financial literacy survey among at least 25 respondents to
measure the level of financial literacy and share the findings in the awareness in the
form of a report.
● Any other Practical/Practice as decided from time to time

References
● Introduction to Financial Planning (4th Edition 2017) – Indian Institute of Banking
& Finance.
● Sinha, Madhu. Financial Planning: A Ready Reckoner July 2017, McGraw Hill.
Additional Resources
● Halan, Monika. Lets Talk Money: You've Worked Hard for It, Now Make It Work for
You July 2018 Harper Business.
● Pandit, Amar The Only Financial Planning Book that You Will Ever Need , Network
18 Publications Ltd.

Assessment Methods*
Internal Assessment: 25%
End Semester Theory Exam: 25%
Practical: 50%
*Subject to directions from the Examination Branch/University of Delhi from time to time

*************

161