{"id":430,"date":"2020-09-18T20:30:05","date_gmt":"2020-09-18T15:00:05","guid":{"rendered":"https:\/\/socialsciences.uohyd.ac.in\/history\/?page_id=430"},"modified":"2020-09-18T21:51:58","modified_gmt":"2020-09-18T16:21:58","slug":"ma-history-syllabus","status":"publish","type":"page","link":"https:\/\/socialsciences.uohyd.ac.in\/history\/ma-history-syllabus\/","title":{"rendered":"MA History Syllabus"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; fullwidth=&#8221;on&#8221; _builder_version=&#8221;3.22.3&#8243;][et_pb_fullwidth_header title=&#8221;Syllabus&#8221; background_overlay_color=&#8221;rgba(11,188,168,0.76)&#8221; _builder_version=&#8221;3.24&#8243; title_font=&#8221;Trebuchet|700|||||||&#8221; content_font_size=&#8221;16px&#8221; background_image=&#8221;https:\/\/socialsciences.uohyd.ac.in\/history\/wp-content\/uploads\/sites\/2\/2020\/01\/spring-BW.jpg&#8221; parallax=&#8221;on&#8221; filter_saturate=&#8221;99%&#8221; filter_contrast=&#8221;99%&#8221; 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inner_width_phone=&#8221;50px&#8221; inner_max_width_tablet=&#8221;100px&#8221; inner_max_width_phone=&#8221;50px&#8221; custom_margin=&#8221;-30px|||&#8221; z_index_tablet=&#8221;500&#8243; box_shadow_horizontal_tablet=&#8221;0px&#8221; box_shadow_vertical_tablet=&#8221;0px&#8221; box_shadow_blur_tablet=&#8221;40px&#8221; box_shadow_spread_tablet=&#8221;0px&#8221;][et_pb_row _builder_version=&#8221;3.24&#8243;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;3.24&#8243;][et_pb_text _builder_version=&#8221;3.24&#8243;]<\/p>\n<p style=\"text-align: center;\"><strong>UNIVERSITY OF HYDERABAD<\/strong><br \/>\n<strong>DEPARTMENT OF HISTORY<\/strong><br \/>\n<strong>SCHOOL OF SOCIAL SCIENCES<\/strong><\/p>\n<p><strong>List of Courses: <\/strong><strong>\u00a0<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>M.A. I SEMESTER                              :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 old Number\u00a0\u00a0\u00a0\u00a0 New Number<\/strong><\/p>\n<p>History, its nature and purpose\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS500\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0HS401<\/p>\n<p>Ancient Societies\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0 HS501\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS402<\/p>\n<p>Medieval Societies\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS502\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS403<\/p>\n<p>Modern Western World\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0 \u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0 \u00a0 \u00a0\u00a0 HS503\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS404<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>M.A.II SEMESTER:<\/strong><\/p>\n<p>Ancient India\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 : \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0HS526\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS 451<\/p>\n<p>Medieval India\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS527\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS452<\/p>\n<p>Modern India\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS528\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS453<\/p>\n<p>Modern Asia\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS529\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS454<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>M.A. III SEMESTER<\/strong><\/p>\n<p>Socio-economic History of India upto AD 500\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS551\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS521<\/p>\n<p>Indian Pre-history and Proto-History\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS552\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS522<\/p>\n<p>Economic History of India, 1700-1947\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS553\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS523<\/p>\n<p>Indian National Movement, 1885-1919\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS554\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS524<\/p>\n<p>Religion, Society and Culture in Medieval India\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS555\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0HS525<\/p>\n<p>Marginality and Privilege in Early India\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS556\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS526<\/p>\n<p>Nature of Medieval Indian State\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS557\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS527<\/p>\n<p>Revolutionary Europe 1789-1848\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS558\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS528<\/p>\n<p>Art and Architecture in Ancient India up to AD 600 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS560\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS529<\/p>\n<p>Socio-economic History of Medieval India 1200-1500 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS561 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS530<\/p>\n<p>Urban History of Medieval India 1200-1750\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS562\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS531<\/p>\n<p>History of Peasant Movements in Modern India\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS563\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS532<\/p>\n<p>Art and Architecture in Medieval India\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS564\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS533<\/p>\n<p>Social Change in Modern India\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS565\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS534<\/p>\n<p>Visualizing Early Indian Culture\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS566\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS535<\/p>\n<p>Agrarian System in Medieval India\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0HS567\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS536<\/p>\n<p>Cartography in Medieval India\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS569\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS537 (2 credit course)<\/p>\n<p>Women History in India from the earliest times to 17<sup>th<\/sup> Century\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0HS571\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS539<\/p>\n<p>Environmental History\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0:\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0HS572\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS540<\/p>\n<p>Select Religious Traditions in Medieval Indian Himalayas<\/p>\n<p>Bon and Tibetan Buddhism\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0HS573\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS541(2 credit)<\/p>\n<p>Historical Roots of India\u2019s Economic Development-1700-1947\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0HS577\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0HS542<\/p>\n<p>Russian Revolution\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0HS543<\/p>\n<p>Interpreting India\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0:\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0HS600\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0HS595<\/p>\n<p>Science, Technology and Colonialism\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0HS544<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>M.A. IV SEMESTER\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 old Number\u00a0\u00a0\u00a0\u00a0 New Number\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Fortifications of Medieval Deccan\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS570\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS538 (2 credit)<\/p>\n<p>Socio-economic History of Medieval India 1500-1750\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS576\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS571<\/p>\n<p>Iron Age and Urbanization in Early India\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS577\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0HS572<\/p>\n<p>Indian National Movement, 1919-1947\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS578\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS573<\/p>\n<p>Indian Epigraphy\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS579\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS574<\/p>\n<p>History of Ideas in Modern India\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS580\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS575<\/p>\n<p>Religion, Society and Culture in Medieval Deccan\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS581\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS576<\/p>\n<p>Modern Andhra\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS582\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS577<\/p>\n<p>Science and Technology in Medieval India\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS583\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS578<\/p>\n<p>South Indian History: 600-1350 AD \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS584\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS579<\/p>\n<p>Religion &amp; Society in India up to c. AD 1200\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS585\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS580<\/p>\n<p>Socio-Economic History of Early Medieval India 600-1200 AD\u00a0\u00a0\u00a0\u00a0\u00a0 HS586\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS581<\/p>\n<p>Hierarchy and identity: caste in modern India\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS587\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS582<\/p>\n<p>Science, Technology and Modern World\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS588\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS583<\/p>\n<p>Cultural History of Modern India\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS589\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS584<\/p>\n<p>Law and Society in Colonial India\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS590\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS585<\/p>\n<p>History and Culture of Medieval Tibet\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS591\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS586<\/p>\n<p>Science and Human Past\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS592\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS587<\/p>\n<p>Reading Sources on Early Indian Society\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS593\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS588<\/p>\n<p>History of Architecture In Medieval India\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS594\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS589<\/p>\n<p>Women in Indian Civilization\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS595\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS590<\/p>\n<p>The World of Indian Ocean\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS596\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS591<\/p>\n<p>History and World Making: 1500 to present\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS597\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS592<\/p>\n<p>History of Indian Cinema [pre-1947]\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS598\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS537<\/p>\n<p>Women\u2019s History in India from18<sup>th<\/sup>&#8211; 20<sup>th<\/sup> Century\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0HS599\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS594<\/p>\n<p>Disease Medicine and Public Health in Colonial India\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0HS601\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS596<\/p>\n<p>Resistance Contestation and Insurgency in Colonial India\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0HS575\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS597<\/p>\n<p>Nature, Colonialism and Environment in Modern India<\/p>\n<p>(1800-1947)\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 : \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0HS598<\/p>\n<p>A study of Sources: Early India History to 13<sup>th<\/sup> Century\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0HS600<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>IMA Courses<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>Study of History I \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 IMA 101<\/p>\n<p>Introduction to History and Society in India \u2013I\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 IMA 301<\/p>\n<p>Introduction to History and Society in India \u2013II\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 IMA 251<\/p>\n<p>Introduction to History and Society in India-III\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 IMA201<\/p>\n<p>Approaches to World History\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 IMA302<\/p>\n<p>Religion and Society in Medieval World \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 IMA 351<\/p>\n<p>Contemporary History of India \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 IMA352<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Foundation Course: <\/strong><\/p>\n<p>The Making of the World: A Survey of Three Civilizations\u00a0\u00a0\u00a0\u00a0 FN127<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Semester I <\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences <\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course No.\u00a0\u00a0 401\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 M.A. 1st Semester<\/strong><\/p>\n<p><strong>Course title: History; Its Nature and purpose<\/strong><\/p>\n<p><strong>LT.P-1-0-0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Credits 4<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course Learning Outcomes: <\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>After completion of this course, the students will be able to:<\/p>\n<p>&nbsp;<\/p>\n<p>1 Estimate the multiple meanings of historical truth and contested nature of history, and identify the relation between history and society (<strong>understand<\/strong>).<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"2\">\n<li>Demonstrate historical concepts such as facts, causation, generalization, individual in history and the question of objectivity and subjectivity in history to understand various dimensions of human past. (<strong>apply)<\/strong><\/li>\n<li>Understand theory, explanation, verification, the making of historical evidence, the role of narrative and challenges and recent trends in history. (<strong>understand<\/strong>)<\/li>\n<li>Illustrate evolution of historical writing from the early historical period to present times and identity the various trajectories in historiography particularly in modern times. (<strong>Analyze and understand<\/strong>)<\/li>\n<li>Analyze various debates on world history in general and Indian history in particular and the question of validation in historical writing. (<strong>analyze<\/strong>)<\/li>\n<li>Demonstrate data collections skill, history writing methodological practices and tools, and develop history writing craft using interdisciplinary approaches with a strong sense of research ethics (<strong>apply and create<\/strong>)<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Mapping of Course Learning Outcomes (CLOs) with Program Learning Outcomes (PLOs) and Program specific Outcomes (PSOs<\/strong>):<\/p>\n<p>&nbsp;<\/p>\n<table>\n<tbody>\n<tr>\n<td><\/td>\n<td>PLO<\/p>\n<p>1<\/td>\n<td>PLO<\/p>\n<p>2<\/td>\n<td>PLO<\/p>\n<p>3<\/td>\n<td width=\"16\">PLO<\/p>\n<p>4<\/td>\n<td width=\"16\">PLO<\/p>\n<p>5<\/td>\n<td>PLO<\/p>\n<p>6<\/td>\n<td>PLO<\/p>\n<p>7<\/td>\n<td>PLO<\/p>\n<p>8<\/td>\n<td>PLO<\/p>\n<p>9<\/td>\n<td>PLO<\/p>\n<p>10<\/td>\n<td>PLO<\/p>\n<p>11<\/td>\n<\/tr>\n<tr>\n<td>CLO 1<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td><\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\"><\/td>\n<td><\/td>\n<td>1<\/td>\n<td><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>CLO2<\/td>\n<td>2<\/td>\n<td>3<\/td>\n<td>1<\/td>\n<td width=\"16\">3<\/td>\n<td width=\"16\"><\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>CLO3<\/td>\n<td>2<\/td>\n<td>3<\/td>\n<td>1<\/td>\n<td width=\"16\">3<\/td>\n<td width=\"16\"><\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>CLO4<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">3<\/td>\n<td width=\"16\"><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>CLO5<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\"><\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>CLO6<\/td>\n<td>1<\/td>\n<td><\/td>\n<td><\/td>\n<td width=\"16\"><\/td>\n<td width=\"16\">3<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td>3<\/td>\n<td>3<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course Description<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>This course is about the history of historiography. Although modern history writing began in the nineteenth century, the tradition of recording historical events was in practice from the beginning of civilization. Unlike other social sciences history is a concept, and it has always been contested owing to the nature of historical facts.The concept of subjectivity and objectivity thus has become central in historiographical debates, particularly with the development of modern science and enlightenment rationality. Manyphilosophers start from Immanuel Kant questioned the enlightenment rationality. This had produced different schools of thought in history writing. In recent times language sciences gave a new turn to human sciences, liberating them from the physical sciences. Over the period, history developed its methodological tools to analyse and explain the historical processes. The course discusses various trajectories in the development of different philosophies of history, and how history evolved as a professional craft. The focus would also be given on the history writing skills.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>Modules: <\/u><\/strong><\/p>\n<p><strong><u>\u00a0<\/u><\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Concepts of History: Purpose of History, history its necessity, nature and meaning, Is History a Science? Objectivity in History, Historical fact and its relation with historian, Causation,Individual and Generalization in History,History and the other human Sciences<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Historiography and Theory: Historical Writings in the Past, up to 17<sup>th<\/sup> century, Enlightenment and Romantic Historiography,Positivism in History,History and Theory, Is Theory Necessary?Historical Materialism, Historical Relativism,Total History and Annals school,People\u2019s History and History from Below,Postmodernism and History,PostcolonialTheory and History,Towards Women History, Recent Trends in Indian Historiography-Subaltern, dalit and adivasi historiography.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>III. Methods and Approaches:What is Historical Research? Qualitative &amp; Quantitative methods, Sources of Historian, Ethno- Historical method,Interdisciplinary Approaches to historical writings,The Mechanic of Historical Research,The Writing of History,TowardsCritical Histories.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Assessment: <\/strong><\/p>\n<p>Out of a total of 100, 60 marks are earmarked for the end-of-the semester examination. 40 marks are earmarked for three internal assessments. In all three internal assessments will be conducted and the marks of the best two will be considered. These assessments can be in the form of classroom tests, term papers and\/or Seminars.<\/p>\n<p>&nbsp;<\/p>\n<p>Students are expected to ask questions in the classroom and participate in thediscussion. Having own opinion and disagreement with the instructor is encouraged. Students are always welcome to share their problem concerning the course.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><em>\u00a0<\/em><\/strong><\/p>\n<p><strong><em>\u00a0<\/em><\/strong><\/p>\n<p><strong><em>\u00a0<\/em><\/strong><\/p>\n<p><strong><em>Reading list <\/em><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Beverley Southgate,<em>History: What and Why<\/em>, New York:Routledge2001<\/p>\n<p>Bloch, Marc. <em>The Historian\u2019s Craft<\/em>, reprint, Delhi: Aakar Books, 2017.<\/p>\n<p>Braudel, Fernand. <em>On History<\/em>, Chicago: University of\u00a0<em>Chicago<\/em>\u00a0Press 1980.<\/p>\n<p>Brain Fay, <em>Critical Social Science . Liberation and its Limits<\/em>, Cambridge:Cambridge University Press, 1987.<\/p>\n<p>Burke, Peter,<em>History and Social Theory<\/em>, Cambridge:Cambridge University Press, 1992.<\/p>\n<p>Burke, Peter. <em>New Perspectives on Historical Writing<\/em>, reprint,Pennsylvania:Pennsylvania State University Press,\u00a02001.<\/p>\n<p>Bhupendra Yadav<em>, Framing History. Context and Perspectives<\/em>, New Delhi: 2012.<\/p>\n<p>Carr, E.H. <em>What is History?<\/em> With New Introduction by Richard J. Evans.<\/p>\n<h1>Hampshire: Penguin, 2002.<\/h1>\n<p>Cohn, B. \u2018History and Anthropology: The State of Play\u2019, in B. Cohn, <em>AnAnthropologist Among the Historians and Other Essays<\/em>, Delhi: OUP, 1988.<\/p>\n<p>Collingwood, R.G<em>. The Idea of History<\/em>, Reprint Madras: 1985.<\/p>\n<p>Certeau de, Michel. <em>The Writing of History<\/em>, New York: Colombia University Press, reprint, 1992<\/p>\n<p>Dean, Mitchell. <em>Critical and effective Histories: Foucault\u2019s Methods and Historical sociology<\/em>. London: Routledge, 1994..<\/p>\n<p>Durant Will and Ariel, <em>The Lessons of History<\/em>, reprint Bombay: 1977.<\/p>\n<p>Evans, Richard J. <em>In Defence of History<\/em>, London:Granta Publication, (first published in 1997) 2018.<\/p>\n<p>Elton, G.R. <em>Political History, Principles and Practice<\/em>, London: 1970.<\/p>\n<p>Elton, G.R. <em>The Practice of History<\/em>, London: 1967. 2nded. 2002.<\/p>\n<p>Foucault Michel, <em>Archaeology of Knowledge, Indian reprint<\/em>, Routledge, 2002<\/p>\n<p>Guha, Ranajit, \u2018On Some Aspects of the Historiography of Colonial India\u2019, in GuhaRanajit (ed.), <em>SubalternStudiesI. Writings on South Asian History and Society<\/em>,New Delhi: Oxford University Press, 1994,, pp. 1-8.<\/p>\n<p>Gupta. D N, Changing <em>Modes of Production in India. An Historical Analysis<\/em>, Delhi: New Gyan Offset Press, 1995.<\/p>\n<p>Gramsci, Antonio, \u2018History of the Subaltern Classes: Methodological Criteria\u2019 in<em>Selections from the Prison Notebooks<\/em>, trans. and ed. Quintin Hoare and Geoffrey Nowell Smith, London: Lawrence and Wishart, 1991.<\/p>\n<p>Goldstein, Jan Ellen. <em>Foucault and the Writing of History<\/em>, London: Blackwell1994.<\/p>\n<p>Habib, Irfan, <em>Essays in Indian History. Towards a Marxist Perception<\/em>, New Delhi: Tulika, 1995.<\/p>\n<p>Jenkins, Keith. <em>On \u2018What is History?<\/em>London: 1995.<\/p>\n<p>Jenkins, Keith, <em>Why History?Ethics and Post Modernity<\/em>, London: 1999.<\/p>\n<p>Johnson, Richard.et.al. <em>Making Histories. Studies in History Writing and Politics<\/em>, London: 1982.<\/p>\n<p>Lemon. M.C.\u00a0 <em>Philosophy of History<\/em>, London: 2003.<\/p>\n<p>Lyudmila, Jordan ova, <em>History in Practices<\/em>, London: 2000<\/p>\n<p>Marwick, Arthur, <em>The Nature of History<\/em>, London: 1970.<\/p>\n<p>Marwick, Arthur<em>. The New Nature of History: Knowledge, Evidence, Language<\/em>, Hampshire: 2001.<\/p>\n<p>Marwick, Arthur. <em>What History is and why it is important<\/em>,Buckinghamshire: 1970.<\/p>\n<p>Sarkar Sumit, <em>Writing Social History<\/em>, New Delhi: 1997, Part I, pp. 1-108.<\/p>\n<p>Spengler, Oswald. <em>The Decline of the West.<\/em>\u00a0 London: 1961.<\/p>\n<p>Stern F. Ed.,<em>The Varieties of History<\/em>, New York: 1970.<\/p>\n<p>Stefan Berger, HeikoFeldner and Kevin Passmore eds.,<em>Writing History: Theory &amp; Practice<\/em>, London: 2003.<\/p>\n<p>Stone, Lawrence, \u201cHistory and the Social Sciences in the 20th Century\u201d,Charles Delzell, ed., The Future of History, Vanderbilt: University Press, 1977, pp. 3-42.<\/p>\n<p>Toynbee, A.J. <em>A Study of History<\/em>. 2 Volumes, New York: 1965.<\/p>\n<p>Webster, John C.B. An <em>Introduction to History<\/em>, 2nd ed., Delhi: 1981.<\/p>\n<p>Webster, John C.B. <em>Studying History<\/em>, Delhi: 1997.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course no. HS 501\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 MA I Semester<\/strong><\/p>\n<p><strong>Course: <\/strong><strong>ANCIENT SOCIETIES<\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 4<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course Learning Outcomes: <\/strong><\/p>\n<p>After completion of this course, the students will be able to:<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>To get a nuanced idea of the functioning of ancient societies in other parts of the world (understand)<\/li>\n<li>to have a more complex understanding of the earliest food-producing societiesof the earliest food-producing societies (understand)<\/li>\n<li>learn and understand the social structures that distinguish these societies (understand and analyze)<\/li>\n<li>make a comparative study of the early State Societies (assess)<\/li>\n<li>understand the growth of complex political economic structures and the evolution of specific social institutions (understand)<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Mapping of Course Learning Outcomes (CLOs) with Program Learning Outcomes (PLOs) and Program specific Outcomes (PSOs<\/strong>):<\/p>\n<p>&nbsp;<\/p>\n<table>\n<tbody>\n<tr>\n<td><\/td>\n<td>PLO<\/p>\n<p>1<\/td>\n<td>PLO<\/p>\n<p>2<\/td>\n<td>PLO<\/p>\n<p>3<\/td>\n<td width=\"16\">PLO<\/p>\n<p>4<\/td>\n<td width=\"16\">PLO<\/p>\n<p>5<\/td>\n<td>PLO<\/p>\n<p>6<\/td>\n<td>PLO<\/p>\n<p>7<\/td>\n<td>PLO<\/p>\n<p>8<\/td>\n<td>PLO<\/p>\n<p>9<\/td>\n<td>PLO<\/p>\n<p>10<\/td>\n<td>PLO<\/p>\n<p>11<\/td>\n<\/tr>\n<tr>\n<td>CLO 1<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\">1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td>CLO2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\">1<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td>CLO3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\">1<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td>CLO4<\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td width=\"16\">1<\/td>\n<td width=\"16\">1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td>CLO5<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\">1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td>CLO6<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td width=\"16\">1<\/td>\n<td width=\"16\">1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course Description<\/strong><\/p>\n<p>The course will introduce students to a variety of social formations in the ancient world. Different phases of the prehistoric period would be discussed. Theories propounded by earlier scholars and the revisionist views would also be discussed. Analysis of different developments in the ancient world would be made.Migration is an important theme of discussion. This course will also address categories like \u2018stone age\u2019, \u2018hunter and gatherer\u2019, \u2018savagery\u2019, \u2018civilization\u2019 etc and the context in which these were used.<\/p>\n<p><strong>Modules\u00a0<\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li><em>Hunting gathering societies<\/em>: early palaeolithic studies, the \u201coriginal affluent society\u201d, current sources and approaches, conceptual and methodological problems, issues related to contemporary hunter gatherers. Transition toe<em>arly agricultural and pastoral societies:<\/em>early studies and current approaches, an anthropological perspective on domestication, insights from genetics, linguistics and archaeology, gendered contexts and neolithic households.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>2.Rise of the earliest state societies\u00a0\u00a0<em>Mesopotamia<\/em>: Mesopotamian archaeology in history, scope and method of Mesopotamian archaeology, landscapes, civilization and writing, city life, the patrilinear household and the extended family, the Code of Hammurabi and law, representations of women. With Mesopotamia Harappa would also be discussed here for a comparative picture. From bronze age we would move on to iron age. Iron age and Nomads would be discussed with special thrust on the Scythian modelof nomadic civilization. Pastoral nomadism, culture of the nomads, Scythian royal graves and grave goods Scythians are important areas of study.<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"3\">\n<li>History of Greece<em>:<\/em>\u00a0historiographical issues, classical Athens as the fountainhead of Europeanness, Greek ideas about equality, democracy as an issue in cultural history, the excluded &#8211; women, slaves and metics, the creation of the distinctive culture of the classical city-state, Greek way of life and its impact on societies in the east.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Assessment<\/strong><\/p>\n<p>Out of a total of 100, 60 marks are earmarked for the end-of-the semester examination. 40 marks are earmarked for three internal assessments. In all three internal assessments will be conducted and the marks of the best two will be considered. These assessments can be in the form of classroom tests, term papers and\/or Seminars.<\/p>\n<p>&nbsp;<\/p>\n<p>Students are expected to ask questions in the classroom and participate in the discussion. Having own opinion and disagreement with the instructor is encouraged. Students are always welcome to share their problem concerning the course<\/p>\n<p><strong>Reading<\/strong><strong>\u00a0<\/strong><strong>list<\/strong><\/p>\n<p>Abetekov A. and H. Yusupov \u2018Ancient Iranian Nomads In Western Central Asia\u2019<em>, <\/em><em>History<\/em>\u00a0of Civilization of Central Asia,\u00a0<em>Vol<\/em>.\u00a0<em>II<\/em>. UNESCO Publishing, 1994.<\/p>\n<p>Andrewes,\u00a0\u00a0A.\u00a0<em>The Greek Society<\/em>,\u00a0\u00a0Penguin,\u00a0London, 1967 (rpt 1991).<\/p>\n<p>Bernal, Martin, <em>Black Athena: The Afroasiatic Roots of Classical Civilization<\/em>, vols. 1 and 2, Rutgers University Press, 1991<\/p>\n<p>Childe, V.G.\u00a0<em>What Happened in History<\/em>, Penguin, Harmondsworth, 1954.<\/p>\n<p>Childe, V.G.\u00a0<em>Man Makes Himself<\/em>, Moonraker Press &amp; Pitman Publishing, Wiltshire, 1956.<\/p>\n<p>Dennell, R. \u2018Hunter-Gatherer Societies\u2019, in G. Barker ed.,\u00a0<em>Companion Encyclopedia of Archaeology<\/em>, Vol. 2, Routledge, London &amp; New York, 1999<\/p>\n<p>Edens, Christopher, \u2018Dynamics of trade in the ancient Mesopotamian \u201cworld-system\u201d\u2019, <em>American Anthropologist<\/em>, 1992, 94:118-39<\/p>\n<p>Ellen, R. &#8216;Modes of Subsistence: Hunting and Gathering to Agriculture and Pastoralism&#8217;, in T. Ingolded.,<em>CompanionEncyclopedia of Anthropology<\/em>, Routledge,\u00a0London\u00a0&amp;\u00a0New York, 1994<\/p>\n<p>Frachetti, Michael D.\u00a0 \u2018Migration Concepts in Central Eurasian Archaeology,<em>\u2019 \u00a0Annual Review of Anthropology<\/em> , vol.40, October 2011, 195-213.<\/p>\n<p>Fitzhugh, Ben and Junko Habu (ed.), <em>Beyond Foraging and Collecting: Evolutionary Change in Hunter-Gatherer Settlement Systems<\/em>, Plenum Publishers, New York, 2002.<\/p>\n<p>Gero, J M &amp; M W Conkey eds.\u00a0<em>Engendering Archaeology-Women &amp; Prehistory<\/em>, Basil Blackwell, Oxford, 1991.<\/p>\n<p>Gilchrist, Roberta, <em>Gender and Archaeology: Contesting the Past<\/em>, London and New York, Routledge, 1999<\/p>\n<p>Hansen, M H.\u00a0<em>The<\/em>\u00a0<em>Athenian Democracy<\/em>,\u00a0\u00a0Blackwell,\u00a0Oxford\u00a0&amp;\u00a0Cambridge, 1991.<\/p>\n<p>Harris, D. R ed.\u00a0<em>The origins and spread of agriculture and pastoralism in Eurasia<\/em>, University College London Press,\u00a0\u00a0London, 1996.<\/p>\n<p>Hays-Gilpin, K &amp; D S Whitley, eds.\u00a0\u00a0<em>Reader in Gender Archaeology<\/em>, Routledge,\u00a0\u00a0\u00a0London\u00a0&amp;\u00a0New York, 1998.<\/p>\n<p>Khazanov Anatoly M., <em>Nomads and the Outside World, <\/em>The University of Wisconsin Press, Madison, 1994<\/p>\n<p>Lee, R. B.\u00a0<em>The !Kung San: Men, Women and Work in a Foraging Society<\/em>,\u00a0Cambridge\u00a0University\u00a0Press,Cambridge, 1979.<\/p>\n<p>Lerner, Gerda, \u2018The Origin of Prostitution in Ancient Mesopotamia\u2019, <em>Signs<\/em>, Vol. 11, No. 2 (Winter, 1986), pp. 236-254.<\/p>\n<p>Matthews, R,\u00a0<em>The Archaeology of Mesopotamia &#8211; Theories and Approaches<\/em>, Routledge,\u00a0London\u00a0&amp;\u00a0New York, 2003.<\/p>\n<p>Mauss, Marcel, <em>The Gift: Forms and Functions of Exchange in Archaic Societies<\/em>, 1925<\/p>\n<p>Morgan, Lewis Henry, <em>Ancient Society<\/em>, 1877, available on <a href=\"http:\/\/www.marxists.org\/reference\/archive\/morgan-lewis\/ancient-society\/index.htm\">www.marxists.org\/reference\/archive\/morgan-lewis\/ancient-society\/index.htm<\/a><\/p>\n<p>Morris, Jan, (ed), <em>Classical Greece: Ancient Histories and Modern Archaeologies<\/em>, Cambridge, Cambridge University Press, 1994.<\/p>\n<p>Pollock, Susan, <em>Ancient Mesopotamia: The Eden That Never Was,<\/em> Cambridge, Cambridge University Press, 1999<\/p>\n<p>Pomeroy, Sarah B., <em>et al<\/em>, <em>A Brief History of Ancient Greece: Politics, Society and Culture<\/em>, OUP, New York, 2004.<\/p>\n<p>Postgate, J. N.\u00a0<em>Early Mesoptamia<\/em>,\u00a0\u00a0Routledge,\u00a0London\u00a0&amp;\u00a0New York, 1992<\/p>\n<p>Ratnagar, Shireen, <em>The Other Indians: Essays on Pasatoralists and Prehistoric Tribal People<\/em>, Three Essays Collective, Delhi, 2004.<\/p>\n<p>Sahlins, M.\u00a0<em>Stone Age Economics<\/em>, Tavistock Publishers,\u00a0London, 1974.<\/p>\n<p>Szuchman, Jeffrey.,<em> Nomads, Tribes, and The State in The ancient Near East, Cross-disciplinary Perspectives, <\/em>The Oriental Institute Of the university of Chicago, Oriental institute seminars , number 5 Chicago\u00a0 Illinois, 2009.<\/p>\n<p>Wright, Rita P., <em>The Ancient Indus: Urbanism, Economy and Society<\/em>, CUP, New<\/p>\n<p>York, 2010<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course no. HS 403\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 MA I Semester<\/strong><\/p>\n<p><strong>Course: Medieval<\/strong><strong> SOCIETIES<\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 4<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Course Learning Outcomes:<\/p>\n<p>After completion of this course, the students will be able to:<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Demonstrate a coherent and systematic understanding of various fields of socio-economic patterns inthe medieval world. (Remembering and understanding)<\/li>\n<li>Employ the different methods of analyzing the structures of medieval societies. (Applying)<\/li>\n<li>Communicate their views and ideas with clarity of thought, lucidity of expression and logical rigour regarding a diverse set of sources literary and non-literary in the reconstruction of the medieval world. (Applying)<\/li>\n<li>Demonstrate critical and reflective thinking, by contextualizing the examples from cartography by situating the same in concrete historical situations like wars, science and technology. (Apply Analyse, and Evaluate)<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>5.Analyse problems, approach them from diverse points of view, offer multiple solutions and assess proposed solutions regarding the the medieval world led fostered many different ways of thinking. (Analyse, Evaluate and Create)<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"6\">\n<li>They would be able to display independent thinking, adopt positions of their own regarding the current issues in the history the medieval world and specifically apply with regard to questions of feudalism and religion and science in Europe, Arabia and China. (Creating)<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Mapping of Program Learning Outcomes (PLOs) <\/strong><\/p>\n<p><strong>With Course Learning Outcomes (CLO\u2019s)<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<table width=\"660\">\n<tbody>\n<tr>\n<td width=\"60\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>PLO-1<\/strong><\/td>\n<td width=\"54\"><strong>PLO-2<\/strong><\/td>\n<td width=\"54\"><strong>PLO-3<\/strong><\/td>\n<td width=\"54\"><strong>PLO-4<\/strong><\/td>\n<td width=\"54\"><strong>PLO-5<\/strong><\/td>\n<td width=\"54\"><strong>PLO-6<\/strong><\/td>\n<td width=\"54\"><strong>PLO-7<\/strong><\/td>\n<td width=\"54\"><strong>PLO-8<\/strong><\/td>\n<td width=\"54\"><strong>PLO-9<\/strong><\/td>\n<td width=\"61\"><strong>PLO-10<\/strong><\/td>\n<td width=\"60\"><strong>PLO-11<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-1<\/strong><\/td>\n<td width=\"46\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-2<\/strong><\/td>\n<td width=\"46\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-3<\/strong><\/td>\n<td width=\"46\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-4<\/strong><\/td>\n<td width=\"46\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-5<\/strong><\/td>\n<td width=\"46\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-6<\/strong><\/td>\n<td width=\"46\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"61\"><strong>\u00a0<\/strong><\/td>\n<td width=\"60\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>\u00a0<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><em>\u00a0<\/em><\/p>\n<p><em>Objective of the course: <\/em>\u00a0This course is designed to provide an opportunity to the students to acquire an understanding of the emergence of medieval world and its important features and their impact on society and economy.\u00a0 This course would focus on W. Europe to a large extent and W. Asia to some extent. Aspects such as, feudalism, urbanization, religion, Culture and Gender will be highlighted.<\/p>\n<p>&nbsp;<\/p>\n<p><em>Course Content: <\/em>\u00a0Transition from ancient to medieval, Socio- economic structures in W. Europe and W. Asia, Revival of Commerce, Urban life, Institutionalization of religion, Transition to the modern world.<\/p>\n<p><em>\u00a0<\/em><\/p>\n<p><em>Evaluation Procedure:<\/em> There will be three units of evaluation, each of these carrying a maximum of 20 marks and the best two of the three evaluations will be taken into consideration ie. Maximum of 40 marks for internal evaluation.\u00a0 The end semester evaluation will carry a maximum of 60 marks. The internal evaluation could comprise of any of the following modes of assessment, (informed to the students in advance, at the beginning of the course), such as, Tests, Term papers, Seminars, Project Reports, Book reviews, and Discussions.<\/p>\n<p><em>\u00a0<\/em><\/p>\n<p>&nbsp;<\/p>\n<p><em>List of topics for Lectures:<\/em><\/p>\n<p>&nbsp;<\/p>\n<p>Unit 1:<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Transition from ancient world to the medieval world.<\/li>\n<li>Introduction to Middle Ages<\/li>\n<li>The Germanic Invasions and emergence of Feudal Europe.<\/li>\n<li>Charlemagne and the birth of medieval Europe<\/li>\n<li>Theories and Methodology of Feudalism.<\/li>\n<li>Middle Ages in Europe- Life Styles<\/li>\n<li>Rural Structure\u00a0 and society in medieval Europe, Nobility, Serfs<\/li>\n<li>Urbanization and Urban Life in medieval World<\/li>\n<li>Religion in medieval Europe<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Unit 2:<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Islam and Islamic society<\/li>\n<li>The absolute state.<\/li>\n<li>Popular Culture , Art and Architecture in the Medieval world<\/li>\n<li>Family in Medieval world.<\/li>\n<li>Disintegration of Medieval world and transition to modern world.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Unit 3:<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>China and the Sinosphere \u2013 the question of medieval in China<\/li>\n<li>The Tang period- Debates on the golden age of China<\/li>\n<li>Yuan and the Ming empires- prosperity and the seeds of decline<\/li>\n<li>Chinese art and culture<\/li>\n<li>The problem of china and the borderlands<\/li>\n<li>Chinese contributions to Science and technology<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><em>Required reading:<\/em><\/p>\n<p><em>\u00a0<\/em><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Anderson, Perry,\u00a0 Passages from antiquity to Feudalism, London, 1981.<\/li>\n<li>Anderson, Perry, Lineages of the absolute state, Verso Edition, London, 1980.<\/li>\n<li>Brockelmann, Carl, History of Islamic people,Routledge and kegan Paul Ltd. London, 1952.<\/li>\n<li>Bloch, Marc, Feudal Society, Vol. II, Social Classes and political Organization, Red wood Burn Ltd. Gr. Britain, 1975.<\/li>\n<li>Bishop, Morris, The Penguin book of middle ages, Penguin books Ltd. Middlesex, U.K.<\/li>\n<li>Coulborn, Rushton, (ed), Feudalism in History, Princeton University Press, 1956.<\/li>\n<li>Dobb, Maurice, Studies in the development of Capitalism, Routledge and Kegan Paul, London, 1963.<\/li>\n<li>Engineer, Ashgar Ali, The origin and development of Islam, Orient Longmann, 1980.<\/li>\n<li>Hilton, Rodney, Class Conflict and the crisis of Feudalism, The Hambledon Press, 1985, reprint, Verso, London, 1990.<\/li>\n<li>Lawrence, C.H. Medieval Monasticism, Longman, 1984.<\/li>\n<li>Postan, M.M. Medieval economy and society, England, 1972<\/li>\n<li>Power, Eileen, Medieval Women, Cambridge University press, Gr. Britain, 1975, reprint, 1995.<\/li>\n<li>Pirenne, Henri, Economic and social History of Europe, Routledge and Kegan Paul Ltd. London, 1972.<\/li>\n<li>Southern, R.W. The making of middle ages, Hutchinson and co. Ltd. London, 1967.<\/li>\n<li>Cheng, Linsun. Berkshire Encyclopedia of China. Great Barrington, Mass. 2009<\/li>\n<li>Ebrey, Patricia Buckley . The Cambridge Illustrated History of China. Cambridge: Cambridge University Press.2010.<\/li>\n<li>Fairbank, John King and Goldman, Merle. China: A New History. 2nd ed. Harvard U. Press, 2006.<\/li>\n<li>Gernet, Jacques, J. R. Foster, and Charles Hartman. A History of Chinese Civilization 1996.<\/li>\n<li>Hsu, Cho-yun. China: A New Cultural History Columbia University Press; 2012<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><em>Recommended reading:<\/em><\/p>\n<p><em>\u00a0<\/em><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Braudel, Fernand, Civilization and Capitalism, 15<sup>th<\/sup> and 18<sup>th<\/sup> century, Vol. I, The structure of every day life, London, 1981.<\/li>\n<li>Braudel, Fernand, Civilization and Capitalism, 15<sup>th<\/sup> and 18<sup>th<\/sup> century, Vol II, The Wheels of Commerce, London, 1982.<\/li>\n<li>Braudel, Fernand, Civilization and Capitalism, 15<sup>th<\/sup> and 18<sup>th<\/sup> century, Vol III, The perspective of the world, London, 1984.<\/li>\n<li>Burns, R.I. Medieval Colonialism, Princeton University Press, New Jersey, 1975.<\/li>\n<li>Burke, Peter, Popular culture in early medieval Europe,<\/li>\n<li>Bloch, Marc, French rural history, Routlege and Kegan Paul Pub. London, 1966.<\/li>\n<li>C.M.Cipolla, Fontana Economic History of Europe: The middle ages, London, 1972.<\/li>\n<li>Clark Elizabeth and Herbert Richardson (ed), Women and religion, A feminist source book of Christian thought, Harper and Row London, 1977.<\/li>\n<li>Cook, R. William and HerzmanB.Ronald, The medieval World view- an Introduction, Oxford University Press, New York, 1983.<\/li>\n<li>Critchley, J.S. Feudalism, George Allen and Unwin, London, 1978.<\/li>\n<li>Durant, Will, The age of faith, Simon and Schuster, New York, 1950.<\/li>\n<li>Edith Ennen, (ed), The medieval town, North Holland publishing company, New York, 1979.<\/li>\n<li>Gurevich, A.J. Categories of medieval culture, Routledge and kegan Paul, London, 1985.<\/li>\n<li>Hilton, R.H. (ed), Transition from feudalism to capitalism, Verso Edition, N.L.P.Publication, New York, 1976.<\/li>\n<li>Keen, Maurice, The Pelican History of medieval Europe, Penguin Books, Middlesex, U.K.<\/li>\n<li>LerdaGerner, Creation of Patriarchy, Oxford University Press, London, 1986.<\/li>\n<li>Levy Reuben, The social Structure of Islam, University Press, Cambridge, 1968.<\/li>\n<li>Lucas, Angela, M. Women in middle ages, Religion, marriage and letters, Harvester Press, Gr. Britain, 1984.<\/li>\n<li>Lewis, Mumford, The culture of cities, Harcourt Brace, New York, 1938, reprt. 1970.<\/li>\n<li>Lewis, Mumford, The city in History, Harcourt Brace and world Inc. New York,<\/li>\n<li>Martin, John E. Feudalism to Capitalism, Macmillan Press, 1983, reprt. 1986.<\/li>\n<li>Muir, Richard, The English village, \u00a0Thames and Hudson, Gr. Britain, 1980, reprt. 1983.<\/li>\n<li>Musset, Lucien, \u00a0The Germanic Invasions, ( The making of Europe 400-600 A.D.), Paul Elek, London, 1975.<\/li>\n<li>Merewedge, Rosemarie Tee( ed), The role of women in Middle ages, Binghampton, 1975.<\/li>\n<li>Pierenne, Henri, Mohammad and Charlemagne, W.W.Norton and Co. New York, 1939.<\/li>\n<li>Pehrson, Justin Davis Randers, Barbarians and Romans, ( struggle for Europe 400-700 A.D.), University of Oklahoma Press, London.<\/li>\n<li>Reuter Timothy, The medieval nobility, North Holland Publishing company, Amsterdam, 1978.<\/li>\n<li>Saunders, J.J. A History of medieval Islam, Routledge and Kegan Paul, London, 1965.<\/li>\n<li>Stuard, Susan Mosher (ed), Women in Medieval Society, University of Pennsylvania Press, 1976.<\/li>\n<li>Stone, Lawrence, The family, sex and marriage in England( 1500- 1800) ,Penguin Books, 1979.<\/li>\n<li>Ullmann, Walter, Principles of Government and politics in middle ages, Methuen Co. Ltd. London, 1978.<\/li>\n<li>Wolley L, Hankes, History of mankind, UNESCO Series, Vo. IV and Vol. V, London 1963-73.<\/li>\n<li>Whitelock, Dorothy, The beginnings of English society, Penguin Books, England, 1982.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course no. HS 404\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 MA I Semester<\/strong><\/p>\n<p><strong>Course:<\/strong><strong>Modern Western World<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 4<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Course Learning Outcomes (CLOs) <\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>After completion of this course successfully, the students will be able to\u2026\u2026<\/p>\n<p>&nbsp;<\/p>\n<p>CLO-1absorb and use critical analytical skills to make sense of information across a wide spatial\/temporal bracket and they will be able to think analytically about socio-cultural and political parallels in these global connectivities.<\/p>\n<p>.<\/p>\n<p>&nbsp;<\/p>\n<p>CLO-2\u00a0\u00a0 understand the complexities of the Western historical processes where there aremajor overlaps and borrowings from other cultures, which positions the geographical region of Europe for its journey towards modernity.<\/p>\n<p>&nbsp;<\/p>\n<p>CLO-3grasp the emergence of secular mind-sets and secular public domains in Western societies and the positioning of human minds away from a world totally dominated by religion to one dominated by reason and rationality, and also to understand that there is no singlehistorical direction (telos) in Westernsocieties, nor is there any single-point emergence of a singular truth, though the dominant secular trends subordinate the premodern notions of the sacred, thus knowing the importance of keeping an academic distance from cultural positions which are part of personal every-day lives.<\/p>\n<p>&nbsp;<\/p>\n<p>CLO-4\u00a0 assess the importance of the emergence of a new Western mode of economic production and\u00a0 a drive towards the acquisition of new global markets in which different non Western geopolitical regions of the world are integrated directly or indirectly, and connect this development with contemporary trends of globalization.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>CLO-5 to distill the central story of the rise of modern West, and connect it to the larger global contexts that rule, influence and connect the contemporary world of today, confidently using conceptual tools like \u201cmodernity\u201d, \u201cprogress and development\u201d, representational \/parliamentarian democracy, \u201cliberty and freedom\u201d and learn the importance of beingcritical, analytical, open ended and non-judgemental about academic positions.<\/p>\n<p>&nbsp;<\/p>\n<p>CLO -6 will understand that there are interconnected histories and they will innovatively apply the above analytical categories to the histories of non-Western societies as they passed through the colonial phase.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Mapping of Course Learning Outcomes (CLOs) with Program Learning Outcomes (PLOs) and Program Specific Outcomes (PSOs)<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<table width=\"713\">\n<tbody>\n<tr>\n<td width=\"60\"><strong>\u00a0<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>1<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>2<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>3<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>4<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>5<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>6<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>7<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>8<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>9<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>10<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>11<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO1<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\"><\/td>\n<td width=\"64\">2<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">1<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO2<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\"><\/td>\n<td width=\"64\">2<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO3<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\"><\/td>\n<td width=\"64\">2<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO4<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\"><\/td>\n<td width=\"64\">2<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO5<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\"><\/td>\n<td width=\"64\">2<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO6<\/strong><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>\u2026..<\/strong><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p><strong>Detailed Syllabus:<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>The Course is divided into three units.<\/p>\n<p>Unit 1:<\/p>\n<p>The Historical Processes and Ideas which shaped Early Modern Europe, in a broad global context. The cross-cultural interactions that were fundamental to the production of a Europe which in the eighteenth century began to take over the rest of the world.<\/p>\n<p>The course is organized in a chronological framework to help students understand how political, social cultural and economic histories have influenced each other over time. It is important to see the interconnection among varieties of historical experience \u2013 between politics and cultures, between public events and private experiences, between epoch-changing discoveries and their slow integration into the fabric of knowledge production, between different technological innovations \u2013 especially print and their complex interface at political, economic, social, cultural and religious dimensions, between wars and diplomacy and everyday life.<\/p>\n<p>The Unifying forces of Ideas in the Arts, Humanities and the Sciences which create the region called \u201cEurope\u201d. The course addresses the sudden acceleration and efflorescence of literary culture, science and technology, a new spirit of adventure and explorations during the renaissance. The same period also saw the growth of Tensions, Conflicts and Contradictions that were produced as religious knowledge systems established and upheld by the church began to crumble under the onslaught of the many-faceted renaissance ferment in the domains of the arts and sciences. The theme of receding religions and the growth of secularism was preceded by Reformation which churned the medieval world of faith, and produced so many bloodbaths, so much violence and intolerance that the European cognoscenti engaged in powerful reflections on the necessity for religious tolerance and mutual recognition of the right to differ.<\/p>\n<p>This new politico-religious maturity was accompanied by stronger states which searched for order and centralized authority at multiple levels \u2013 a highly disciplined military, a centralized taxation system, a growing understanding of strong monarchical power which claimed complete \u201csovereignty \u201c within its own territory, sophisticated\u00a0 legal culture that gave merchants and traders teeth to compete in global theatres. The phase of the \u201cnation state\u201d begins from these processes coagulating and defining anew the nature of the state, of governance and the rights of the people. The slow economic build-up of the various nation-state, thanks to the activities and territorial and market acquisitions the merchants, traders and explorers brought to their nation states presented the economic lever of financial prosperity as a challenge to traditional power structures. Parliamentary democracy in England showed the future in 1688, with the Glorious Revolution and the Bill of Rights which chalked out a blueprint of the location of the political subject within the state.<\/p>\n<p>&nbsp;<\/p>\n<p>Unit 2: The second unit brings to the classroom the political language of rights and political representation, which arose out of the most explosive growth in ideas, debates and discussions \u2013 which European thinkers designated \u201cEnlightenment\u201d. This produced on the one hand the most liberal and inclusive language of political rights, and on the other, the same political language produced deep discontent with arbitrary political dominance. The American War of independence, the French Revolution and the European experience of the Napoleonic wave and the Revolutionary legacy produced a new sense of social, political and economic order. The highly patriarchal Western culture also began to experience a surge of women\u2019s voices which claimed for women political rights and economic and socio-cultural freedoms.<\/p>\n<p>&nbsp;<\/p>\n<p>Unit 3: The third unit links these developments to the growing competiton between the European Nation states for colonies and markets and Global wars in the 20<sup>th<\/sup> centuries which broke out as a result, which changed the political map of the world. These wars brought troubled legacies of national language, national borders, questions of ethnicities, totalitarian modern states and organized violence by the modern state on minorities.<\/p>\n<p><strong>Assessment and Pedagogy:<\/strong><\/p>\n<p>Assessment of the students is done through 3 mid semester tests each carrying a total of 20 marks and the scores of 2 best performances (40%) are then added to the end-semester examination (60 %), bringing the total to 100%.<\/p>\n<p>The tests are geared to test each student\u2019s grasp of the course.<\/p>\n<p>There is special attention paid to training the student\u2019s reading skills, and the course instructor illustrates how the essential readings should be read, in order to increase the student\u2019s grasp of the main ideas and arguments presented in the book.<\/p>\n<p>The course stresses the need to address questions in students\u2019 minds, and constantly underlines the key features of each lectures.<\/p>\n<p>The course instructor constantly recapitulates the key connections made in the course, so that the class can follow the course through the semester.<\/p>\n<p>The course instructor is particular that students participate in discussion and debate and question and answer sessions so that historical processes are analyzed and are connected to contemporary Indian situations and problems in students\u2019 minds.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Reference Books:<\/strong><\/p>\n<p>Cambridge University Press, Cambridge, 1979),2005.<\/p>\n<p>Eisenstein, Elizabeth L., The printing press as an Agent of change: Communication and cultural transformations in early \u2013modern Europe, Vols. I &amp; II,Eisenstein, Cambridge University Press, Cambridge, 1979),2005.<\/p>\n<p>-The printing Revolution in early Modern Europe Cambridge University press, Cambridge (1983) 2005<\/p>\n<p>Gow,Andrew Colin(ed.),Studies in Medieval and ReformationTraditions,Vol. 127,Brill: Leiden, Boston. 2007.<\/p>\n<p>Goodwin, Elliott H., The new Cambridge Modern History Series: The American and French Revolutions, 1763-93, Vol. VIII, Cambridge University press, Cambridge, 2008.<\/p>\n<p>Grafton, Anthony, and Ann Blair (ed.), the Transmission of Culture in Early Modern Europe, University of Pennsylvania press, Philadelphia, 1990.<\/p>\n<p>Hobsbawm, Eric. The Age of Revolution, 1789-1848.<\/p>\n<p>The Age of Capital, 1848 -1875.<\/p>\n<p>The Age of Empire, 1875 -1914<\/p>\n<p>The Age of Extremes: The short twentieth century, 1914-1991. Abacus, London, 1995.<\/p>\n<p>-Primitive Rebels: Banditry, mafia, Millenarians, anarchists, Sicilian Fasci, the City Mob, labour sects, Rituals, sermons &amp; Oaths, Manchester University press, Manchester, 1959.<\/p>\n<p>&#8211; Bandits, Pantheon, London, 1983.<\/p>\n<p>-Nations and nationalism, Cambridge University press, Cambridge, 1990.<\/p>\n<p>Hobsbawm, Eric, and David Forgacs (ed.), the Gramsci Reader: Selected Writings, 1916-1935, New York University press, New York, 2000.<\/p>\n<p>Hobsbawm, Eric, and Terence Ranger, The Invention of tradition, Cambridge University press, Cambridge, New York, 1983.<\/p>\n<p>Hobsbawm, Eric, and George Rud\u00e9, Captain Swing,<\/p>\n<p>&nbsp;<\/p>\n<p>Horn, Jeff, Leonard N. Rosenband and Merritt Roe Smith (ed).,Reconceptualizing the Industrial Revolution, The MIT Press, Cambridge Massachussets, London. 2010.<\/p>\n<p>Hunt, Lynn, Thomas R. martin, Barbara H. Rosenwein, R. Po-chia Hsia, Bonnie G. Smith, The making of the West: Peoples and Cultures, Bedford,\/St. martin\u2019s: Boston, New York, 2009.<\/p>\n<p>Kraye, Jill (ed.), The Cambridge Companion to Renaissance Humanism, Cambridge University press, Cambridge, 1996.<\/p>\n<p>Porter, Roy (ed.), Rewriting the Self: Histories from the Renaissance to the Present, Routledge, London, New York, 1997.<\/p>\n<p>Porter, Roy (ed.), The Cambridge History of Science, Vol 4, The Eighteenth Century, Cambridge University Press, Cambridge, 2008.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Semester II<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course no. HS 451\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0MA II Semester<\/strong><\/p>\n<p><strong>Course: <\/strong><strong>Ancient India <\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 4<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course Learning outcomes:<\/strong><\/p>\n<p>After completion of this course, the students will be able to<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Understand that early India was not a monolithic structure. While there was unbroken tradition, there were also changes in society. (understand)<\/li>\n<li>Apply the knowledge of the past to comprehend better the present (apply)<\/li>\n<li>Perceive and appreciate the changes in early Indian economic patterns (understand and analyze)<\/li>\n<li>Develop the skill of historiographical analysis by taking up multiplicity of interpretations on themes in relations to sets of source materials available to them(analyze)<\/li>\n<li>get an idea of the pluralistic past of our country and lessons on visual culture and material culture through field and museum visits would help them in their understanding and conserving our cultural heritage.(understand and apply)<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Mapping of Course Learning Outcomes (CLOs) with Program Learning Outcomes (PLOs) and Program specific Outcomes (PSOs<\/strong>):<\/p>\n<p>&nbsp;<\/p>\n<table>\n<tbody>\n<tr>\n<td><\/td>\n<td>PLO<\/p>\n<p>1<\/td>\n<td>PLO<\/p>\n<p>2<\/td>\n<td>PLO<\/p>\n<p>3<\/td>\n<td width=\"16\">PLO<\/p>\n<p>4<\/td>\n<td width=\"16\">PLO<\/p>\n<p>5<\/td>\n<td>PLO<\/p>\n<p>6<\/td>\n<td>PLO<\/p>\n<p>7<\/td>\n<td>PLO<\/p>\n<p>8<\/td>\n<td>PLO<\/p>\n<p>9<\/td>\n<td>PLO<\/p>\n<p>10<\/td>\n<td>PLO<\/p>\n<p>11<\/td>\n<\/tr>\n<tr>\n<td>CLO 1<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\"><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>CLO2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\"><\/td>\n<td>1<\/td>\n<td><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>CLO3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\"><\/td>\n<td><\/td>\n<td><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>CLO4<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\"><\/td>\n<td>1<\/td>\n<td><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>CLO5<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\"><\/td>\n<td>1<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>CLO6<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\">1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>Course Description<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>This survey course is basically an introduction to early Indian history. Historiographical issues would be taken up here.The broad contours of various themes would be touched upon and a few topics would be delved upon meticulously. Students would be introduced to the general trends in a theme and the change and continuity would be identified. Discussion of key economic, political, religious and social developments in India\u2019s ancient past would be situated within wider theoretical and methodological debates in the discipline as a whole. The bibliography is not exhaustive and indicates general readings.<\/p>\n<p><strong>Modules<\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>The study of Early Indian History \u2013<em>Itihasa-Purana<\/em> tradition&#8211;Changing approaches to Indian History;Sources \u2013 Variety &#8211; Changing nature of sources; Prelude to the Early Historic period-Society and culture in the Vedic and Post Vedic Period. Harappa would not be taught here to avoid overlap with the course on Ancient Societies.<\/li>\n<li>The Rise and fall of\u00a0Empires in Northern India and\u00a0Southern India, Rise of Regional powers in early medieval India, Study of state formation and state structures in early medieval India, with special reference to the state in peninsular India.<\/li>\n<li>A broad overview of Society, Economy, Art, Religion and Science (c.600 BCE-1300CE)to offer as wide a coverage as possible of the major themes of early Indian history.<\/li>\n<li><strong>Assessment: <\/strong><\/li>\n<li>Out of a total of 100, 60 marks are earmarked for the end-of-the semester examination. 40 marks are earmarked for three internal assessments. In all three internal assessments will be conducted and the marks of the best two will be considered. These assessments can be in the form of classroom tests, term papers and\/or Seminars.<\/li>\n<li>Students are expected to ask questions in the classroom and participate in the discussion. Having own opinion and disagreement with the instructor is encouraged. Students are always welcome to share their problem concerning the course<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>R<strong>eading list <\/strong><\/p>\n<p>Abraham, Meera., Two Medieval Merchant Guilds of South India, New Delhi, Manohar, 1988.<\/p>\n<p>Allchin, F.R. et al., <em>The Archaeology Early Historic South Asia<\/em>, Cambridge: Cambridge University Press, 1995.<\/p>\n<p>Anderson, Perry<em>., Lineages of the Absolutist State<\/em>, London, L.N.B., 1974<\/p>\n<p>Appadorai, Arjun, and Carol A. Breckenridge, \u2018The South Indian Temple: Authority, Honour and Redistribution\u2019, <em>Contributions to Indian Sociology<\/em> (CIS), 10, 2, 1976: 187-212.<\/p>\n<p>Basham, A.L., <em>The Wonder that was India<\/em>, 3<sup>rd<\/sup>\u00a0edition,\u00a0\u00a0London: Picador, 1987.<\/p>\n<p>Brancaccio, P. ed. <em>Livin g R o c k : B u d d his t , Hin d u a n d J ain c a v e t e m ple s in W e s t e r n D e c c a n<\/em> . Mumbai: Marg Publication. 2003<\/p>\n<p>Chakrabarti, D.K., <em>An Oxford Companion to Indian Archaeology, <\/em>New Delhi: Oxford University Press, 2006.<\/p>\n<p>Chakrabarti, Kunal, <em>Religious Process: The Puranas and the Making of a Religious Tradition<\/em>, New Delhi: Oxford University Press, 2006.<\/p>\n<p>Chakrabarti, Kunaland Kanad Sinha., <em>State, Power and Legitimacy: The Gupta Kingdom, <\/em>Delhi : Primus Books, 2018.<\/p>\n<p>Chakrabarti, Uma, <em>Everyday Lives<\/em>, <em>Everyday Histories: Beyond the King and Brahmanas of \u2018Ancient\u2019 India, <\/em>New Delhi: Tulika, 2006.<\/p>\n<p>Chakravarti, Ranabir., ed., <em>Trade in Early India<\/em>, New Delhi, Oxford University Press,\u00a0 2001<\/p>\n<p>&#8212;&#8212; <em>Trade and Traders in Early Indian Society<\/em>, New Delhi, Manohar, 2007 (second ed)<\/p>\n<p>&#8212;&#8212;-<em>Exploring Early India up to 1300<\/em>,\u00a0 New Delhi: Primus, 2016.<\/p>\n<p>Champakalakshmi, R., \u2018Peasant State and Society in Medieval South India\u2019, A Review Article, <em>The Indian Economic and Social History Review<\/em>, Vol. XVIII, Nos. 3 and 4, 1981: 411 \u2013 426.<\/p>\n<p>&#8212;&#8211;, \u2018Introduction\u2019, <em>Studies in History<\/em>, Vol. IV, No. 2, 1982.<\/p>\n<p>&#8212;&#8211;, \u2018Ideology and the State in South India\u2019, Mamidipudi Venkatarangaiya Memorial Lecture \u2013 1, A. P. History Congress, XIII Session, Srisailam, 1989.<\/p>\n<p>&#8212;&#8211;, \u2018State and Economy: South India, Circa A.D. 400 \u2013 1300\u2019, in Romila Thapar ed. <em>Recent Perspectives of Early Indian History<\/em>, Bombay, Popular Prakashan, 1995.<\/p>\n<p>&#8212;&#8211;, <em>Trade, Ideology and Urbanisation in South India (300 BC to AD 1300),<\/em> Delhi, Oxford University Press (OUP), 1996.<\/p>\n<p>Classen H. J. M. and P. Skalnik ed., <em>The Study of the State<\/em>, Berlin, 1981.<\/p>\n<p>Chattopadhyaya, B.D., <em>The Making of Early Medieval India,<\/em> New Delhi: Oxford University Press, 2012.<\/p>\n<p>Chattopadhyaya, B.D. ed., <em>A Social History of Early India<\/em>, New Delhi; Centre for the Study of Civilization, 2008.<\/p>\n<p>Eschmann, A., Hermann Kulke, and G. C. Tripathi, eds, <em>The Cult of Jagannath and the Regional Tradition of Orissa<\/em>, New Delhi, Manohar, 1978.<\/p>\n<p>Fogelin, L.\u00a0 <em>A r c h a e olo g y o f E a rly B u d d his m<\/em> . New York: Altamira Press, 2006.<\/p>\n<p>Hall, K.R., <em>Trade and Statecraft in the Age of the Colas,<\/em> New Delhi: Abhinav, 1980.<\/p>\n<p>Hazra, R.C.\u00a0,\u00a0\u00a0<em>Studies in Puranic Records\u00a0of Hindu Rites and Customs<\/em>\u00a0, Dhaka, University of Dhaka, 1944.<\/p>\n<p>Heitzman, James, <em>Gift of Power<\/em>, New Delhi: Oxford University Press, 1994<\/p>\n<p>Jaiswal, Suvira, <em>The Origin and Development of Vaishnavism<\/em>, New Delhi: Munshiram Manoharlal, 1981.<\/p>\n<p>Jha, D.N., ed.,<em> The Feudal Order,<\/em> New Delhi: Manohar, 2000.<\/p>\n<p>Karashima, Noburu, Y. Subbarayalu and Toro Matsui, <em>A Concordance of Names in Chola Inscriptions,<\/em> 3 Vols., Madurai: Sarvodaya Ilakkiya Pannai, 1978.<\/p>\n<p>Kosambi, D.D., <em>Combined Methods in Indology and Other Writings<\/em>, collected, edited and introduced by B.D. Chattopadhyaya, New Delhi: Oxford University Press, 2003.<\/p>\n<p>Lahiri, Nayanjyot, <em>The Archaeology of Ancient Indian Trade Route up to c. AD<\/em> 200: Oxford University Press, 1992.<\/p>\n<p>Lamotte, E., <em>History of Indian Buddhism<\/em> , (English tr. By Sara Webb-Boin), Louvian: Universite Catholique de Louvian, 1988.<\/p>\n<p>Minakshi,C.,\u00a0\u00a0Administration and Social Life under the Pallavas,\u00a0\u00a0Madras:Madras University, 1939<\/p>\n<p>Mahalakshmi, R., \u2018Canakam Literature as a Social Prism: An Interrogation\u2019, in <em>ASocial History of Early India,<\/em> ed. B.D. Chattopadhyay, 2008, pp. 29-42.<\/p>\n<p>Mukherjee, B.N., <em>Kushana Studies: New Perspectives<\/em>, Kolkata: Firma KLM, 2004.<\/p>\n<p>Nandi,R.N., Religious institutions and cults in the\u00a0Deccan,\u00a0\u00a0Delhi:Motilal Banarsidass 1973<\/p>\n<p><em>&#8212;&#8212;State Formation, Agrarian Growth and Social Change in Feudal South India c. AD 600-1200<\/em>, New Delhi : Manohar 2000.<\/p>\n<p>Olivelle Patrick, ed., <em>Between the Empires<\/em>, New York : Oxford University Press, 2006.<\/p>\n<p>Orr, Leslie, <em>Donors, Devotees, Daughters: Temple Women in Medieval Tamilnadu<\/em>, New York: Oxford University Press 2000.<\/p>\n<p>Parashar, Sen Aloka.,<em>Mlechhas in Early India: A Study in the Attitudes towards Outsiders up toAD 600<\/em>, New Delhi : Munshiram Manoharlal, 1991.<\/p>\n<p>&#8212;&#8212;<em>Social and Economic History of Early Deccan: Some Interpretations,<\/em>Delhi, Manohar, 1993.<\/p>\n<p>&#8212;&#8212;Subordinate and Marginal Groups in Early India (Themes in Indian History), Oxford University Press, 2004<\/p>\n<p>Ray, Niharranjan, Chattopadhyaya, B.D., Mani, V.R and Chakravarti, Ranabir, <em>A Sourcebook of Indian Civilization,<\/em> Hyderabad: Orient Longman 2000.<\/p>\n<p>Raychaudhuri, H.C., <em>Political History of Ancient India with a Commentary by <\/em>B.N. Mukherjee, New Delhi; Oxford University Press, 1996.<\/p>\n<p>Roy, Kumkum, <em>The Emergence of Monarchy in North India, Eighth-Fourth Centuries BC<\/em>, New Delhi, Oxford University Press, 1994.<\/p>\n<p>Roy, Kumkum, ed., <em>Women in Ancient Indian Societies<\/em>, New Delhi: Manohar, 1998<\/p>\n<p>Roy, Kumkum , <em>The Power of Gender and the Gender of Power, <\/em>New Delhi, Oxford University Press, 2011.<\/p>\n<p>Roy, Kumkum and Naina Dayal eds., <em>Questioning Paradigms, Constructing Histories, A Festschrift for Romila Thapar, <\/em>Aleph, 2019.<\/p>\n<p>Sastri, K.A.N.\u00a0, <em>A History of\u00a0South India<\/em>, Delhi: OUP, 1978<\/p>\n<p>Sahu, B.P., ed., <em>Iron and Social Change in Early India<\/em>, New Delhi: Oxford University Press, 2006.<\/p>\n<p>Sahu, Bhairabi Prasad and Hermann Kulke, eds. <em>Interrogating Political Systems Integrative Processes and States in Pre-modern India, <\/em>Delhi, Manohar, 2015.<\/p>\n<p>Sen, Tansen., <em>Buddhisim, Diplomacy and Trade : The Realignment of Sino-Indian Relation 600-1400<\/em>, New Delhi, Manohar, 2004.<\/p>\n<p>Sharma, R.S., <em>Indian Feudalism<\/em>,\u00a0Calcutta: Calcutta University Press,1966.<\/p>\n<p>&nbsp;<\/p>\n<p><em>&#8212;&#8212;&#8212;-Perspectives in the Social and Economic History of Early India<\/em>, New Delhi : Munshiram Manoharlal, 1983.<\/p>\n<p><em>&#8212;&#8212;&#8212;- Early Medieval Indian Society<\/em>, Calcutta: Orient Longman, 2001.<\/p>\n<p>Sharma, R.S. and K.M. Shrimali, eds <em>A Comprehensive History of India, Vol. IV<\/em>, pt 1, Bombay: People\u2019s Publishing House, 1992 ; pt New Delhi: Manohar, 2008.<\/p>\n<p>Shastri, Ajay Mitra, ed., <em>Early History of the Deccan: Problems and Perspectives<\/em>, New Delhi:Sundeep Prakashan, 1987.<\/p>\n<p>Singh Upinder, <em>A History of Ancient and Early Medieval India<\/em>, New Delhi: Pearson Longman, 2007.<\/p>\n<p>Singh Upinder ed., <em>Rethinking Early Medieval India,<\/em> New Delhi: Oxford University Press,2012.<\/p>\n<p>Stein, Burton, <em>Peasant and State and Society in Medieval South India<\/em>, New Delhi: Oxford University Press, 1980.<\/p>\n<p>Subbarao, B., <em>The Personality of India<\/em>, Baroda: M.S. University, 1956.<\/p>\n<p>Subbarayaly, Y., <em>South India under the Cholas<\/em>, New Delhi: Oxford University Press, 2011.<\/p>\n<p>Talbott, Cynthia, <em>Pre-Colonial India in Practice<\/em>, New York: Oxford University Press, 2001.<\/p>\n<p>Thapar Romlia, <em>From Lineage to State<\/em>, Bombay: Oxford University Press, 1981.<\/p>\n<p><em>&#8212;&#8212;&#8211;Early India from the Origin to C. AD 1300<\/em>, London: Allen Lane, 2002.<\/p>\n<p>&#8212;&#8212;&#8212;Cultural Pasts: Essays in Early Indian History, Delhi:Oxford University Press, 2004<\/p>\n<p>Veluthat, Kesavan, <em>Political Structure in Early Medieval South India,<\/em> Hyderabad: Orient Longman, 1994.<\/p>\n<p>&#8212;&#8212;&#8212;&#8212;-<em>The Early Medieval in South India,<\/em> New Delhi: Oxford University Press 2011.<\/p>\n<p>Yadava, B. N. S., <em>Society and Culture in Northern India in the Twelfth Century<\/em>, Allahabad: Cental Book Depot, 1973.<\/p>\n<p>Yazdani, G. <em>.\u00a0\u00a0\u00a0The Early History of the\u00a0Deccan<\/em>, Delhi: OUP, 1960<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course no. HS 452\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 MA I Semester<\/strong><\/p>\n<p><strong>Course: Medieval India <\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 4<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course Learning Outcomes: <\/strong><\/p>\n<p>After completion of this course, the students will be able to:<\/p>\n<p>1 Estimate the nature of medieval Indian history, and identify the relation between history and society (<strong>understand<\/strong>).<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"2\">\n<li>Demonstrate historical concepts such as Iqta, Urban Revolution, Mansabdari, Jagirdari, Zamindari, Dadni System, Jajmani System etc. to understand various dimensions of human past. (<strong>apply)<\/strong><\/li>\n<li>Understand theory, explanation, verification, the making of medieval India, the role of narrative and challenges and recent trends in medieval Indian history. (<strong>understand<\/strong>)<\/li>\n<li>Illustrate making of society and its relationship with the evolution of culture and its different forms. Relationship between past and present and bearing of medieval on the present. (<strong>Analyse and understand<\/strong>)<\/li>\n<li>Analyse various debates on disintegration of Mughal empire in general and Indian history in particular and question the method of history writing done over a period of time. (<strong>analyse<\/strong>)<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Mapping of Course Learning Outcomes (CLOs) with Program Learning Outcomes (PLOs) and Program specific Outcomes (PSOs<\/strong>):<\/p>\n<p>&nbsp;<\/p>\n<table>\n<tbody>\n<tr>\n<td><\/td>\n<td>PLO<\/p>\n<p>1<\/td>\n<td>PLO<\/p>\n<p>2<\/td>\n<td>PLO<\/p>\n<p>3<\/td>\n<td width=\"16\">PLO<\/p>\n<p>4<\/td>\n<td width=\"16\">PLO<\/p>\n<p>5<\/td>\n<td>PLO<\/p>\n<p>6<\/td>\n<td>PLO<\/p>\n<p>7<\/td>\n<td>PLO<\/p>\n<p>8<\/td>\n<td>PLO<\/p>\n<p>9<\/td>\n<td>PLO<\/p>\n<p>10<\/td>\n<td>PLO<\/p>\n<p>11<\/td>\n<\/tr>\n<tr>\n<td>CLO 1<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\"><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td><\/td>\n<td>1<\/td>\n<td><\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>CLO2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\"><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>CLO3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\"><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>CLO4<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\"><\/td>\n<td>1<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>CLO5<\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\">2<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>CLO6<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td width=\"16\"><\/td>\n<td width=\"16\"><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course Description<\/strong><\/p>\n<p>This is a survey course intended to familiarize students with the medieval period of Indian History. The course covers the period between 11<sup>th<\/sup> Century to 18<sup>th<\/sup> century of Indian History. It gives the students an understanding of Polity and the building of empires in this period. It also looks into social formation and making of cultures in the period. It explains the methods of production and the status of producers and their role and position in the society.<\/p>\n<p>&nbsp;<\/p>\n<p>Modules<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Characterising Medieval India, Problems of Transition and periodization. The Notion of Feudalism, Establishment of Turkish Rule in India. The<em>Iqta<\/em>\u00a0System and the Polity during the Sultanate Period.<strong>\u00a0<\/strong><\/li>\n<li>Mughals and the State in Medieval India. The<em>Mansabdari<\/em>system and the Mughal administration,\u00a0<em>Jagirdari<\/em>\u00a0and\u00a0<em>Zamindari<\/em>\u00a0system, The system of revenue assessment and collection under Mughals.Systems of Production. The position of peasantry&amp; Artisans, Peasants rights in land and stratification within the peasantry.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>3.Religion in Medieval India, Sufism, Bhakti movement Social Structure, Women in Medieval Society, Art and Architecture in Medieval India, A case study of medieval south\u00a0India\u00a0\u2013 society and economy.Urbanisation, Trade and commerce in Medieval India.Agrarian crisis, the disintegration of Mughal Empire and the nature of regional responses.<\/p>\n<p><strong>Assessment: <\/strong><\/p>\n<p>The assessment would be on the basis of three midterms and one End semester exam.\u00a0 The three. Midterm assessments can be in the form of classroom tests, term papers and\/or Seminars. End semester would be in the form of an exam and would consist of 60 marks. Midterms would be of 20 marks each and best two midterms would be considered for assessment. Students are expected to ask questions in the classroom and participate in the discussion. Having own opinion and disagreement with the instructor is encouraged. Students are always welcome to share their problem concerning the course.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Essential<\/strong><strong>\u00a0<\/strong><strong>Readings<\/strong><\/p>\n<p>Ahmad, Aziz.\u00a0<em>Political History and Institutions of the Early Turkish Empire of\u00a0Delhi\u00a0<\/em>(1206 \u2013 1290 AD), Munshiram Manohar Lal,\u00a0Delhi, 1992.<\/p>\n<p>Ali, Athar,\u00a0<em>Apparatus of the Empire<\/em>,\u00a0Oxford\u00a0University\u00a0Press, 1987.<\/p>\n<p>Anwar, Firdos.\u00a0<em>Nobility under the Mughals, 1628-1658,\u00a0<\/em>Manohar Publishers &amp; Distributors, 2001.<\/p>\n<p>Ashraf, K.M.\u00a0<em>Life and Condition of the people of Hindustan<\/em>, Munshiram Manohar lal,\u00a0New Delhi, 1970.<\/p>\n<p>Audre Trushke, <strong><em>Aurangzeb: The Man and the Myth<\/em><\/strong>, Delhi, 2017.<\/p>\n<p>Aziz, Abdul.\u00a0<em>The Mansabdari System and the Mughal Army<\/em>, Idarah-I-Adabyat-I-Delhi, 1972.<\/p>\n<p>Byres, T. &amp;Mukhia, Harbans,\u00a0<em>Feudalism and non-European Societies<\/em>, Francas and Co, 1986.<\/p>\n<p>Hindess Barry and Paul Hirst,\u00a0<em>Modes Of Production and Social Formation<\/em>, Macmillen,\u00a0London, 1978<\/p>\n<p>Hindess, B\u00a0<em>Pre capitalist modes of production,<\/em>R<em>o<\/em>utledge $ Kegan Paul, 1977<\/p>\n<p>Chandra, Satish,\u00a0<em>Historiography, Religion and State in Medieval\u00a0India<\/em>, Har-Anand Publications,\u00a0New Delhi, 1996.<\/p>\n<p>Chandra, Satish,\u00a0<em>Parties and Politics at the\u00a0Mughal Court<\/em>, 1980.<\/p>\n<p>Day, U.N.\u00a0<em>The Government of the Sultanate<\/em>, Kumar Brothers,\u00a0New Delhi, 1972.<\/p>\n<p>Day, U.N.\u00a0<em>Mughal Government A.D.1556-1707<\/em>, MunshiramManoharlal, 1969.<\/p>\n<p>Dobb, Maurice.\u00a0<em>Studies in the development of capitalism<\/em>, London Routledge &amp; Kegan Paul, 1978.<\/p>\n<p>Gupta, I.P.\u00a0<em>Urban Glimpses of Mughal India<\/em>;\u00a0Agra\u00a0\u2013 The Imperial capital, Discovery,\u00a0New Delhi, 1986.<\/p>\n<p>Habib, Irfan.\u00a0<em>The Agrarian System of Mughal\u00a0India<\/em>, Asia Publishing House,\u00a0Delhi, 1999.<\/p>\n<p>Habib, Muhammad.<em>\u00a0Introduction to the study of Elliot and Dawson\u2019s History of India as told by its own historians<\/em>, Vol.1. Kitab Mahal,\u00a0Allahabad\u00a0, 1975<\/p>\n<p>Habibullah, A.B.M.\u00a0<em>The Foundation of Muslim rule in India<\/em>, Central Book Depot, Allhabad, 1976.<\/p>\n<p>Hasan, Nural.\u00a0<em>Thoughts on agrarian relations in Mughal India<\/em>, Peoples publishing house 1990.<\/p>\n<p>Hussain, Yusuf, Indo<em>-Muslim Polity,\u00a0<\/em>I.A.D.1986.<\/p>\n<p>Husain Afzal,\u00a0<em>The Nobility Under Akbar and Jahangir: A Study of Family Groups<\/em>, Manohar Publishers,\u00a0Delhi, 1999<\/p>\n<p>Joshi, Rita,\u00a0<em>The Afghan Nobility and the Mughals : 1526-1707,<\/em>\u00a0Vikas Pub. House,\u00a0New Delhi, 1985<\/p>\n<p>Khan, A.R,\u00a0<em>Chieftains In Mughal Empire.<\/em>\u00a0Simla Indian Institute of Advanced Studies,\u00a0\u00a01977.<\/p>\n<p>Khosla, R.P.\u00a0<em>Mughal Kingship and Nobility<\/em>, Idarah-I-Adabyat-I-Delhi, 1976.<\/p>\n<p>Moreland, W.H.\u00a0<em>The Agrarian System of Muslim\u00a0India<\/em>, Munshiram Manohar Lal,\u00a0New Delhi, 1970.<\/p>\n<p>Moosvi, Shireen.\u00a0<em>Economy of the Mughal empire: a statistical study<\/em>, Oxford University Press, 1987.<\/p>\n<p>Nizami, K.A.\u00a0<em>Some Aspects of Religion and Politics in\u00a0India<\/em>, Idarah-I-Adabyat-I-Delhi, 1974.<\/p>\n<p>Qureshi, I.H,\u00a0<em>Administration of the Sultanate of\u00a0Delhi,\u00a0\u00a0<\/em>Sh. Muhammad Ashraf,\u00a0Lahore\u00a01944<\/p>\n<p>Qureshi, I.H,<em>\u00a0The Administration of the Mughal Empire<\/em>. Janaki Prakashan,\u00a0New Delhi, 1964<\/p>\n<p>Rashid, A., Society and culture in medieval\u00a0India\u00a0(1206-1556 A.D), Calcutta Firma K.L. Mukhopadhyay,\u00a0Calcutta, 1969<\/p>\n<p>Raychaudhuri, Tapan and Irfan Habib. (Eds)\u00a0<em>Cambridge\u00a0Economic History of\u00a0India<\/em>,\u00a0Vol.1,<\/p>\n<p>Hyderabad, Orient Longman 1982.<\/p>\n<p>Richards, J.F.\u00a0<em>The Mughal Empire<\/em>,\u00a0Cambridge\u00a0University\u00a0Press, 1993.<\/p>\n<p>Rizvi, S.A.A,\u00a0<em>History of Sufism in\u00a0India<\/em>, 2 Vols, Munshiram Manohar Lal,\u00a0New Delhi, 1978.<\/p>\n<p>Saran, P.\u00a0<em>Studies in Medieval Indian History<\/em>,\u00a0Delhi, 1952.<\/p>\n<p>Sarkar, J.N.\u00a0<em>Studies in the Economic life of Mughal\u00a0India<\/em>, Oriental Publishers,\u00a0Delhi, 1975.<\/p>\n<p>Satish Chandra, <strong><em>Medieval India<\/em><\/strong>, Part 1 &amp; 2, Delhi, 2004.<\/p>\n<p>Sharma ,R.S,\u00a0<em>Indian Feudalism<\/em>. Macmillan,\u00a0Delhi\u00a01980.<\/p>\n<p>Sharma,R.S\u00a0<em>How Feudal was Indian Feudalism?\u00a0<\/em>Social Scientist, 1984.<\/p>\n<p>Siddiqi, Noman Ahmad.\u00a0<em>Land revenue administration under the Mughals 1700-1750,<\/em><\/p>\n<p>Bombay\u00a0Aligarh\u00a0Muslim\u00a0University, 1970.<\/p>\n<p>Singh, Dilbagh.\u00a0<em>State, landlords and peasants: Rajasthan in the 18th century<\/em>, Manohar Publications, 1990.<\/p>\n<p>Sunil Kumar, <em>The Emergence of the Delhi Sultanate<\/em>, Delhi, 2007.<\/p>\n<p>&nbsp;<\/p>\n<p>Stein,\u00a0Burton,\u00a0<em>Peasant state and society in Medieval\u00a0South India<\/em>, Delhi Oxford University Press 1985.<\/p>\n<p>Tarachand.\u00a0<em>Influence of Islam on Indian Culture, Reprint,<\/em>\u00a0Nabu Press, 2011.<\/p>\n<p>Tripathi, R.P.\u00a0\u00a0<em>Rise and fall of the Mughal empire<\/em>, Allahabad Central Book Depot, 1963.<\/p>\n<p>Tripathi, R.P. S<em>ome Aspects of Muslim Administration<\/em>, General Book Depot,\u00a0Allahabad, 1978.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course no. HS 453\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 MA II Semester<\/strong><\/p>\n<p><strong>Course: Modern India<\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 4<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Course Learning Outcomes <\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>After completing the course, the student will be able to<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Understand the history of modern India in relation to the previous epochs of Indian history<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"2\">\n<li>Evaluate modern Indian history in a comparative world historical perspective<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"3\">\n<li>Assessthe important debates in the field of modern Indian history<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"4\">\n<li>Explain the process of modernization of Indian society<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"5\">\n<li>Interpret the evolution of new or modern identities in Indian society<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Mapping of Programme Learning Outcome <\/strong><\/p>\n<p>&nbsp;<\/p>\n<table>\n<tbody>\n<tr>\n<td width=\"50\"><\/td>\n<td width=\"50\">PLO1<\/td>\n<td width=\"50\">PLO2<\/td>\n<td width=\"50\">PLO3<\/td>\n<td width=\"50\">PLO4<\/td>\n<td width=\"50\">PLO5<\/td>\n<td width=\"50\">PLO6<\/td>\n<td width=\"50\">PLO7<\/td>\n<td width=\"50\">PLO8<\/td>\n<td width=\"50\">PLO9<\/td>\n<td width=\"50\">PLO10<\/td>\n<td width=\"50\">PLO11<\/td>\n<\/tr>\n<tr>\n<td width=\"50\">CLO1<\/td>\n<td width=\"50\">3<\/td>\n<td width=\"50\">2<\/td>\n<td width=\"50\">2<\/td>\n<td width=\"50\">2<\/td>\n<td width=\"50\">\u00a0\u00a0 1<\/td>\n<td width=\"50\">3<\/td>\n<td width=\"50\">\u00a02<\/td>\n<td width=\"50\">\u00a0\u00a0 1<\/td>\n<td width=\"50\">\u00a0\u00a0 3<\/td>\n<td width=\"50\">\u00a0 &#8211;<\/td>\n<td width=\"50\">\u00a0\u00a0 2<\/td>\n<\/tr>\n<tr>\n<td width=\"50\">CLO2<\/td>\n<td width=\"50\">3<\/td>\n<td width=\"50\">2<\/td>\n<td width=\"50\">2<\/td>\n<td width=\"50\">3<\/td>\n<td width=\"50\">\u00a0\u00a0 2<\/td>\n<td width=\"50\">2<\/td>\n<td width=\"50\">\u00a02<\/td>\n<td width=\"50\">\u00a0\u00a0 1<\/td>\n<td width=\"50\">\u00a0\u00a0 3<\/td>\n<td width=\"50\">\u00a0 &#8211;<\/td>\n<td width=\"50\">\u00a0\u00a0 2<\/td>\n<\/tr>\n<tr>\n<td width=\"50\">CLO3<\/td>\n<td width=\"50\">3<\/td>\n<td width=\"50\">2<\/td>\n<td width=\"50\">3<\/td>\n<td width=\"50\">2<\/td>\n<td width=\"50\">\u00a0\u00a0 3<\/td>\n<td width=\"50\">2<\/td>\n<td width=\"50\">\u00a02<\/td>\n<td width=\"50\">\u00a0\u00a0 1<\/td>\n<td width=\"50\">\u00a0\u00a0 3<\/td>\n<td width=\"50\">\u00a0 &#8211;<\/td>\n<td width=\"50\">\u00a0\u00a0 2<\/td>\n<\/tr>\n<tr>\n<td width=\"50\">CLO4<\/td>\n<td width=\"50\">2<\/td>\n<td width=\"50\">3<\/td>\n<td width=\"50\">2<\/td>\n<td width=\"50\">3<\/td>\n<td width=\"50\">\u00a0\u00a0 2<\/td>\n<td width=\"50\">2<\/td>\n<td width=\"50\">\u00a02<\/td>\n<td width=\"50\">\u00a0\u00a0 1<\/td>\n<td width=\"50\">\u00a0\u00a0 3<\/td>\n<td width=\"50\">\u00a0 &#8211;<\/td>\n<td width=\"50\">\u00a0\u00a0 2<\/td>\n<\/tr>\n<tr>\n<td width=\"50\">CLO5<\/td>\n<td width=\"50\">3<\/td>\n<td width=\"50\">2<\/td>\n<td width=\"50\">3<\/td>\n<td width=\"50\">2<\/td>\n<td width=\"50\">\u00a0\u00a0 2<\/td>\n<td width=\"50\">3<\/td>\n<td width=\"50\">\u00a02<\/td>\n<td width=\"50\">\u00a0\u00a0 1<\/td>\n<td width=\"50\">\u00a0\u00a0 3<\/td>\n<td width=\"50\">\u00a0 &#8211;<\/td>\n<td width=\"50\">\u00a0\u00a0 2<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course Outline<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Objectives<\/strong><\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>To give a broad overview of the historical developments between 1700 and 1947<\/li>\n<li>To introduce students to advanced-level readings<\/li>\n<li>To familiarize students with debates among professional historians about the interpretation of modern Indian history<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>The course with the above title is a compulsory course for all students in the second semester of the two-year Master\u2019s program in History. It is designed as a survey course, yet it strives to introduce to the students certain advanced themes and topics in the history of modern India. Introduction to modernity for India happened through the medium of British colonial rule, though some recent researches have pointed to modernist tendencies inherent and developing in the indigenous society that got aborted as a result of colonial intervention. India, a loose cultural and civilizational entity until the point of colonial intervention, had been put on a path of administrative, political and economic unification as a consequence of colonization, a new condition of social existence that eventually leads to the formation of a modern Indian nation. Colonial rule politically subjugated, culturally demeaned and economically exploited the people of India, and it is in the contestation of colonialism that the people of India managed to form a common cause that allowed them to form into a nation, though the cultural similarities and interactions during previous epochs of history clearly aided the process. This course carefully examines the multiple dimensions of the colonial rule, changes in the Indian society through the process of modernization, and the various aspects of the anti-colonial struggle that culminated in independence for India in circa 1947.<\/p>\n<p>&nbsp;<\/p>\n<p>Reading materials for the course will consist of journal articles and book chapters as relevant to the topic under discussion. They will be regularly emailed to the class group list as various topics are introduced and discussed.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Unit 1: Introductory and General Issues <\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>Mark Elvin, \u201cA Working Definition of Modernity?\u201d, <em>Past and Present<\/em>, No.113, November 1986.<\/p>\n<p>&nbsp;<\/p>\n<p>Irfan Habib, \u201cThe Formation of India: Notes on the History of an Idea\u201d, <em>Social Scientist<\/em>, Vol.25, Nos.7-8, July-August 1997.<\/p>\n<p>&nbsp;<\/p>\n<p>Karl Marx, \u201cThe British Rule in India\u201d, \u201cThe Future Results of British Rule in India\u201d, articles published in 1853, reprinted in, James Ledbetter (ed), <em>Dispatches for the New York Tribune: Selected Journalism of Karl Marx<\/em>, London, Penguin, 2007.<\/p>\n<p>&nbsp;<\/p>\n<p>SudiptaKaviraj, \u2018The Imaginary Institution of India\u2019 in<em>The Imaginary Institution of India: Politics and Ideas<\/em>, New York, Columbia University Press, 2010.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Unit 2: Historiographical Perspectives on Eighteenth-Century India and Nature of Early European Presence<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>D A Washbrook, \u2018Review: Eighteenth-Century Issues in South Asia\u2019, <em>Journal of the Economic and Social History of the Orient<\/em>, Vol.44, No.3, 2001.<\/p>\n<p>&nbsp;<\/p>\n<p>William A Green, John P Deasy, \u2018Unifying Themes in the History of British India, 1757-1857: An Historiographical Analysis\u2019, in <em>Albion: A Quarterly Journal Concerned with British Studies<\/em>, Vol.17, No.1 (Spring 1985).<\/p>\n<p>&nbsp;<\/p>\n<p>J Barrow and Douglas E Haynes, \u2018The Colonial Transition: South Asia, 1780-1840\u2019 in <em>Modern Asian Studies<\/em>, Vol.38, No.3 (July 2004).<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Unit 3: Early Phase of Company Rule, and the Policy of Minimal Intervention in Indian Society <\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>H V Bowen, \u2018British India, 1765-1813\u2019 in P J Marshall (ed), <em>The Oxford History of the British Empire: The Eighteenth Century<\/em> (Volume II), Oxford, OUP, 1998.<\/p>\n<p>&nbsp;<\/p>\n<p>RajatKanta Ray, \u2018Indian Society and the Establishment of British Supremacy\u2019, in P J Marshall (ed), <em>The Oxford History of the British Empire: The Eighteenth Century<\/em> (Volume II), Oxford, OUP, 1998.<\/p>\n<p>&nbsp;<\/p>\n<p>S N Mukherjee, \u2018Sir William Jones and the British Attitudes Towards India\u2019 in the <em>Journal ofthe Royal Asiatic Society of Great Britain and Ireland<\/em>, No.1\/2 (April 1964).<\/p>\n<p>&nbsp;<\/p>\n<p>Peter Robb, \u201cCompleting \u2018Our Stock of Geography\u2019 Or An Object \u2018Still More Sublime\u2019: Colin Mackenzie\u2019s Survey of Mysore\u201d in the <em>Journal of the Royal Asiatic Society<\/em>, Third Series, Vol.8, No.2 (July 1998).<\/p>\n<p>&nbsp;<\/p>\n<p>Peter Robb, \u2018Early Modern India II: Company Raj\u2019(chapter 5) in<em>A History of India<\/em>, Hampshire(UK), Palgrave, 2002.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Unit 4: Latter Phase of Company Rule, and the Policy of Active Intervention in the Indian Society<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>Anthony Webster, \u2018The Political Economy of Trade Liberalization: The East India Company Charter Act of 1813\u2019, <em>The Economic History Review<\/em>, New Series, Vol.43, No.3 (August 1990).<\/p>\n<p>&nbsp;<\/p>\n<p>George D Bearce Jr, \u2018Lord William Bentinck: The Application of Liberalism to India\u2019, <em>The Journal of Modern History<\/em>, Vol.28, No.3 (September 1956).<\/p>\n<p>&nbsp;<\/p>\n<p>Elmer H Cutts, \u2018The Background of Macaulay\u2019s Minute\u2019, <em>The American Historical Review<\/em>, Vol.58, No.4 (July 1953).<\/p>\n<p>&nbsp;<\/p>\n<p>RajatKanta Ray, \u2018Introduction\u2019, in V C Joshi(ed), <em>Rammohun Roy and the Process of Modernization in India<\/em>, New Delhi, Vikas, 1975.<\/p>\n<p>&nbsp;<\/p>\n<p>Gauri Viswanathan, \u2018Currying Favor: The Politics of British Educational and Cultural Policy in India, 1813-1854\u2019, <em>Social Text<\/em>, Nos.19\/20 (Autumn 1988).<\/p>\n<p>&nbsp;<\/p>\n<p>Ian Copland, \u2018Christianity As An Arm of Empire: The Ambiguous Case of India Under the Company, c.1813-1858\u2019, <em>The Historical Journal<\/em>, 49, 4 (2006).<\/p>\n<p>&nbsp;<\/p>\n<p>D A Washbrook, \u2018India 1818-1860: The Two Faces of Colonialism\u2019 in Andrew Porter (ed), <em>The Oxford History of the British Empire: The Nineteenth Century (Volume III),<\/em> Oxford, Oxford University Press, 1999.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Unit 5: Revolt of 1857 and Its Aftermath <\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>RanajitGuha, \u2018Introduction\u2019 in <em>Elementary Aspects of Peasant Insurgency in Colonial India<\/em>, Delhi, Oxford University Press,1983.<\/p>\n<p>&nbsp;<\/p>\n<p>Rudrangshu Mukherjee, <em>Awadh in Revolt, 1857-1858: A Study of Popular Resistance<\/em>, Delhi, Oxford University Press,1984.<\/p>\n<p>&nbsp;<\/p>\n<p>Karl Marx, \u2018The Revolt in the Indian Army\u2019, \u2018The Indian Question\u2019, \u2018The Indian Revolt\u2019 (all published in 1857), reprinted in, James Ledbetter (ed), <em>Dispatches for the New York Tribune: Selected Journalism of Karl Marx<\/em>, London, Penguin, 2007.<\/p>\n<p>&nbsp;<\/p>\n<p>Thomas R Metcalf, \u2018The Influence of the Mutiny of 1857 on Land Policy in India\u2019, <em>The Historical Journal<\/em>, Vol.4, No.2 (1961).<\/p>\n<p>&nbsp;<\/p>\n<p>Pradeep Barua, \u2018Inventing Race: The British and India\u2019s Martial Races\u2019 in <em>The Historian<\/em>, Vol.58, No.1 (Autumn 1995).<\/p>\n<p>&nbsp;<\/p>\n<p>Crispin Bates, \u2018Race, Caste and Tribe in Central India: The Early Origins of Indian Anthropometry\u2019, <em>Edinburgh Papers in South Asian Studies<\/em>, No.3 (1995).<\/p>\n<p>&nbsp;<\/p>\n<p>Thomas R Metcalf, \u2018The British and the Moneylender in Nineteenth-Century India\u2019, <em>The Journal of Modern History<\/em>, Vol.34, No.4 (December 1962).<\/p>\n<p>&nbsp;<\/p>\n<p>Sabyasachi Bhattacharya, \u2018Laissez Faire in India\u2019, <em>The Indian Economic and Social History Review<\/em>, Vol.2, No.1 (January 1965).<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Unit 6: Rise of Modern (political, social,religious, linguistic) Identities <\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>Sanjay Seth, \u201cRewriting Histories of Nationalism: The Politics of \u2018Moderate Nationalism\u2019 in India, 1870-1905\u201d, <em>The American Historical Review<\/em>, Vol.104, No.1 (February 1999).<\/p>\n<p>&nbsp;<\/p>\n<p>David N Lorenzen, \u2018Who Invented Hinduism?\u2019, <em>Comparative Studies in Society and History<\/em>, Vol.41, No.4 (October 1999).<\/p>\n<p>&nbsp;<\/p>\n<p>RomilaThapar, \u2018Imagined Religious Communities? Ancient History and the Modern Search for a Hindu Identity\u2019, <em>Modern Asian Studies<\/em>, Vol.23, No.2 (1989).<\/p>\n<p>&nbsp;<\/p>\n<p>Hafeez Malik, \u2018Sir Sayyid Ahmad Khan\u2019s Contribution to the Development of Muslim Nationalism in India\u2019, <em>Modern Asian Studies<\/em>, Vol.4, No.2 (1970).<\/p>\n<p>&nbsp;<\/p>\n<p>Francis Robinson, \u2018The British Empire and Muslim Identity in South Asia\u2019, <em>Transactions of the Royal Historical Society<\/em>, Sixth Series, Vol.8 (1998).<\/p>\n<p>&nbsp;<\/p>\n<p>Charles H Heimsath, \u2018The Origin and Enactment of the Indian Age of Consent Bill, 1891\u2019, <em>The Journal of Asian Studies<\/em>, Vol.21, No.4 (August 1962).<\/p>\n<p>&nbsp;<\/p>\n<p>Partha Chatterjee, \u2018The Nation and Its Women\u2019 in<em>The Nation and ItsFragments: Colonial and Postcolonial Histories<\/em>, Princeton, Princeton University Press, 1993.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>David Lelyveld, \u2018Colonial Knowledge and the Fate of Hindustani\u2019, <em>Comparative Studies in Society and History,<\/em> Vol.35, No.4 (October 1993).<\/p>\n<p>&nbsp;<\/p>\n<p>Nicholas B Dirks, \u2018Castes of Mind\u2019, <em>Representations<\/em>, No.37 (Winter, 1992).<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Unit 7: Perspectives on the Economic Impact of Colonial Rule <\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>K N Chaudhuri, \u2018India\u2019s International Economy in the Nineteenth Century: An Historical Survey\u2019, <em>Modern Asian Studies<\/em>, Vol.2, No.1 (1968).<\/p>\n<p>&nbsp;<\/p>\n<p>B N Ganguli, \u2018DadabhaiNaoroji and the Mechanism of External Drain\u2019, <em>The IndianEconomic and Social History Review<\/em>, Vol.2, No.2 (April 1965).<\/p>\n<p>&nbsp;<\/p>\n<p>John McLane, \u2018The Drain of Wealth and Indian Nationalism at the Turn of the Century\u2019 in G Balachandran (ed), <em>India and the World Economy 1850-1950<\/em>, New Delhi, Oxford University Press, 2003.<\/p>\n<p>&nbsp;<\/p>\n<p>Irfan Habib, \u2018Studying a Colonial Economy \u2013 Without Perceiving Colonialism\u2019, <em>ModernAsian Studies<\/em>, 19, 3 (1985).<\/p>\n<p>&nbsp;<\/p>\n<p>Peter Robb, \u2018 British Rule and Indian \u201cImprovement\u201d \u2019, <em>The Economic History Review<\/em>, New Series, Vol.34, No.4 (November 1981).<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Reading Materials &#8211; General<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Metcalf, Barbara and Metcalf, Thomas. <em>A Concise History of Modern India<\/em>, Cambridge, Cambridge University Press, 2006.<\/p>\n<p>&nbsp;<\/p>\n<p>(There are other textbooks such as the one mentioned above written by other authors such as Bipan Chandra, Sugata Bose &amp; Ayesha Jalal, Sekhar Bandyopadhyay, Burton Stein, Peter Robb, and Ishita Banerjee-Dube \u2013 all of which are competent synoptic surveys, and may be consulted with much benefit.)<\/p>\n<p>&nbsp;<\/p>\n<p>Carol A Breckenridge, Peter van der Veer (ed), <em>Orientalism and Postcolonial Predicament: Perspectives on South Asia<\/em>, Philadelphia, University of Pennsylvania Press, 1993.<\/p>\n<p>&nbsp;<\/p>\n<p>ParthaChatterjee, <em>The Nation and Its Fragments: Colonial and Postcolonial Histories<\/em>, Princeton, Princeton University Press, 1993.<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"1965\">\n<li>Gopal,<em>British Policy in India 1858-1905<\/em>, Cambridge, Cambridge University Press, 1965.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Jawaharlal Nehru, <em>An Autobiography<\/em>, New Delhi, Penguin, 2004. (first published 1936).<\/p>\n<p>&nbsp;<\/p>\n<p>TirthankarRoy, <em>Economic History of India 1857-1947<\/em>, New Delhi, Oxford University Press, 2011.<\/p>\n<p>&nbsp;<\/p>\n<p>Sumit Sarkar, <em>Modern India 1885-1947<\/em>, Delhi, Pearson, 2014.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Evaluation <\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>Three internal mid-term examinations of 20 marks each will be conducted consisting of either test or term paper or another appropriate format out of which the best two scores will be taken, and a final examination (end-of-term) for 60 marks will be conducted.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course no. HS 454\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 MA II Semester<\/strong><\/p>\n<p><strong>Course: Modern Asia<\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 4<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course Learning Outcomes (CLOs) <\/strong><\/p>\n<p>After completion of this course successfully, the students will be able to\u2026\u2026<\/p>\n<p>&nbsp;<\/p>\n<p>CLO-1: Distinguish modernity in non-Western contexts from Western modernity with its overlaps and distinctions.<\/p>\n<p>CLO-2: Compare the path of modernization and the historical conditions that shape them, as experienced in China and Japan.<\/p>\n<p>CLO-3: Interpret how the experience of direct colonialism molded the modernity and nationalist imagination of Southeast Asian countries.<\/p>\n<p>CLO-4: Contrast the conditions that spawned trans-colonial migrations from that of post-colonial migrations in Asia.<\/p>\n<p>CLO-5: Construct a term paper by broadly following the protocols of research writing like citing, referencing and summarizing.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Mapping of Course Learning Outcomes (CLOs) with Program Learning Outcomes (PLOs) and Program Specific Outcomes (PSOs)<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<table width=\"713\">\n<tbody>\n<tr>\n<td width=\"60\"><strong>\u00a0<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>1<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>2<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>3<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>4<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>5<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>6<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>7<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>8<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>9<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>10<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>11<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO1<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\">2<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">2<\/td>\n<td width=\"64\"><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO2<\/strong><\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\">2<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">2<\/td>\n<td width=\"64\"><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO3<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\">2<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">2<\/td>\n<td width=\"64\"><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO4<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\">2<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">2<\/td>\n<td width=\"64\"><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO5<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"64\">2<\/td>\n<td width=\"64\">2<\/td>\n<td width=\"64\">2<\/td>\n<td width=\"64\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>End Semester Examination: 60% (descriptive questions)<\/p>\n<p>&nbsp;<\/p>\n<p><strong><em>Unit-1- Thinking Modernity in Non-Western Settings<\/em><\/strong><\/p>\n<p>Modern, Modernism and Modernity; Modernity in non-Western contexts: Derivative or distinctive?; Nation as a collective subject of modernity; What modernity leaves for non-Western nationalisms to imagine? Pluralising nation, internal other and competing languages of modernity; Debunking convergence: the idea of Multiple modernities and its limits<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong><em>Unit-2: Mediations and Contestations of Modernity: China and Japan <\/em><\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Encounter with the Western world and modern China; From Empire to the Republic; Emergence of Modern Chinese National Identity; Revolution and People\u2019s Republic of China; from Social revolution to peaceful rise; China in the contemporary world \u2013 politics, economy and global diaspora<\/li>\n<li>Being modern and Japanese: Meiji restoration and modernization; Westernization, preservation and transformation of tradition; Nationalism, emergence of a new political order and its paradoxes; Japan\u2019s encounters with the West and neighbours; Japan as an imperial power, discontents and rapid transformation; Post-World War Japan, cold war, economic miracles and postmodernity.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong><em>Unit-3: Colonialism and nationalism in Southeast Asia and Trans-colonial and postcolonial migrations in Asia<\/em><\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Colonialism, integration into the global economy and economic transformation of Southeast Asia; Modernities and contending Southeast Asian nationalisms; Rebellion, revolution and diverse paths to independence; Decolonisation and economic development<\/li>\n<li>Trans-colonial migrations and Asian migrants in Southeast Asia; Oil boom, migrations and transformation of the Middle-east.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Evaluation:<\/strong><\/p>\n<p>Internal Evaluation: 40% (Best two performances out of the three below will be taken for final scores)<\/p>\n<p>Class Test-1 (20 Marks)<\/p>\n<p>Surprise test \u2013 Multiple Choice questions Term Paper (20 Marks)<\/p>\n<p>Term Paper \u2013 An introduction to research writing. Students will be encouraged write a term paper on a theme of their choice related to Modern Asia, following the protocols of research writing such as citations, references, abstract and keywords. A workshop of three hour duration will be conducted to introduce the students into this, apart from regular one-to-one discussions.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Readings:<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Amrith, Sunil. 2011. Migration and Diaspora in Modern Asia. Cambridge: Cambridge University Press.<\/p>\n<p>&nbsp;<\/p>\n<p>Anderson, Benedict. 1998. <em>The Spectre of Comparisons: Nationalism, Southeast Asia and the World<\/em>, London: Verso.<\/p>\n<p>&nbsp;<\/p>\n<p>Beasley, W.G. 2000. <em>Rise of Modern Japan: Political, Economic and Social Change since 1850<\/em>, New York: Weidenfeld&amp; Nicolson.<\/p>\n<p>&nbsp;<\/p>\n<p>Chatterjee, Partha. 1993. \u201cWhose Imagined Community?\u201d in\u00a0<em>The Nation and Its Fragments: Colonial and Postcolonial Histories<\/em>, New Jersey: Princeton University Pres: 3\u201313.<\/p>\n<p>&nbsp;<\/p>\n<p>Chatterjee, Partha. 1997. <em>Our Modernity<\/em>, Rotterdam: SEPHIS.<\/p>\n<p>&nbsp;<\/p>\n<p>Comparative Literature Studies. 2015. Special issue on \u2018Global Maoism and Cultural Revolution in the Global Context\u2019 <em>Comparative Literature Studies<\/em>, 52(1).<\/p>\n<p>&nbsp;<\/p>\n<p>Duara, Prasenjit. 1996. \u201cHistoricising National Identity, or Who Imagines What and When,\u201d in Geoff Eley and Ronald GrigorSuny (eds), <em>Becoming National: A Reader<\/em>, London: Oxford University Press: 151-177.<\/p>\n<p>&nbsp;<\/p>\n<p>Duus, Peter (ed). 2008. <em>The Cambridge History of Japan, Vol-6: Twentieth Century<\/em>, Cambridge: Cambridge University Press.<\/p>\n<p>&nbsp;<\/p>\n<p>Eisenstadt, S.N. 1999. \u201cMultiple Modernities in the Age of Globalisation,\u201d <em>The Canadian Journal of Sociology<\/em>, 24(2): 283-95.<\/p>\n<p>&nbsp;<\/p>\n<p>Gardner, Andrew. 2010. <em>City of strangers: Gulf migration and the Indian community in Bahrain<\/em>, Ithaca: Cornell University Press.<\/p>\n<p>&nbsp;<\/p>\n<p>Goto-Jones, Christopher. 2009. <em>Modern Japan: A Very Short Introduction<\/em>, New York: Oxford University Press.<\/p>\n<p>&nbsp;<\/p>\n<p>Jansen, Marius B. 2002. <em>The Making of Modern Japan<\/em>. Cambridge: Harvard University Press.<\/p>\n<p>&nbsp;<\/p>\n<p>Kamrava, Mehran. and Zahra Babar (Eds). 2012. <em>Migrant Labor in the Persian Gulf<\/em>. Columbia University Press.<\/p>\n<p>&nbsp;<\/p>\n<p>Kapiszewski, Andrzej. 2001. <em>Nationals and expatriates<\/em>. Reading: Ithaca Press<\/p>\n<p>&nbsp;<\/p>\n<p>Louie, Kam (ed). 2008. <em>Cambridge Companion to Modern Chinese Culture<\/em>, Cambridge: Cambridge University Press<\/p>\n<p>&nbsp;<\/p>\n<p>Mitter, Rana. 2008. <em>Modern China: A Very Short Introduction<\/em>, New York: Oxford University Press.<\/p>\n<p>&nbsp;<\/p>\n<p>Osborne, Milton. 2003. <em>Southeast Asia: An Introductory History<\/em>, Sydney: Allen &amp; Unwin,.<\/p>\n<p>&nbsp;<\/p>\n<p>Pandian, M S S. 2002. \u201cNation Impossible,\u201d <em>Economic and Political Weekly<\/em>, 44(10): 65-69.<\/p>\n<p>&nbsp;<\/p>\n<p>Pandian, M S S. 2002. \u201cOne Step Outside Modernity: Caste, Identity Politics and Public Sphere,\u201d <em>Economic and Political Weekly<\/em>, 37(18): 1735-41.<\/p>\n<p>&nbsp;<\/p>\n<p>Rieu, Alain-Marc. 2014. \u201cThe syndrome of \u201covercoming modernity\u201d: Learning from Japan about ultra-nationalism,\u201d <em>Transtext(e)s Transcultures: Journal of Global Cultural Studies<\/em>, 9: 1-23.<\/p>\n<p>&nbsp;<\/p>\n<p>Schmidt, Volker H. 2011. \u201cHow Unique is East Asian Modernity?\u201d <em>Asian Journal of Social Science<\/em>, 39(3): 304-31.<\/p>\n<p>&nbsp;<\/p>\n<p>Scott, James C. 1977. <em>The Moral Economy of the Peasant: Rebellion and Subsistence in Southeast Asia<\/em>, New Haven: Yale University Press.<\/p>\n<p>&nbsp;<\/p>\n<p>Tanner, Harold Miles. 2010. <em>China: From the Great Qing Empire through the People&#8217;s Republic of China<\/em>, Cambridge: Hackett Publishing Company.<\/p>\n<p>&nbsp;<\/p>\n<p>Tarling, Nicholas (ed). 1992. <em>The Cambridge History of Southeast Asia, Vol-2<\/em>, Cambridge: Cambridge University Press.<\/p>\n<p>&nbsp;<\/p>\n<p>Wasserstrom, Jeffrey and Maura Elizabeth Cunningham. 2010. <em>China in the 21st Century: What Everyone Needs to Know<\/em>, New York: Oxford University Press.<\/p>\n<p>&nbsp;<\/p>\n<p>Zhao, Gang. 2006. \u201cImperial Qing Ideology and the Rise of Modern Chinese National Identity in Early Twentieth Century,\u201d <em>Modern China<\/em>, 32(1): 3-30.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Semester III<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course no. HS 522\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 MA III Semester<\/strong><\/p>\n<p><strong>Course:<\/strong> <strong>Indian Prehistory and Protohistory<\/strong> <strong>\u00a0<\/strong><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 4<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course Learning Outcomes\u00a0 (CLOs)<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>After Completion of this Course Successfully, the students will be able to \u2026\u2026..<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Understand the pre and protohistoric cultures of India;<\/li>\n<li>Understand the material culture in different cultural periods;<\/li>\n<li>The subsistence strategies adopted by the prehistoric communities;<\/li>\n<li>Understand the socio, economic and religious aspects of the ancient communities;<\/li>\n<li>Understand the overall cultural transformation of human communities.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Mapping of Course Learning Outcomes (CLOs) with Program Learning Outcomes<\/strong><\/p>\n<p><strong>(PLOs) and Program Specific Outcomes (PSOs)<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<table>\n<tbody>\n<tr>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>PLO 1<\/strong><\/td>\n<td width=\"46\"><strong>PLO<\/strong><\/p>\n<p><strong>2<\/strong><\/p>\n<p>&nbsp;<\/td>\n<td width=\"46\"><strong>PLO<\/strong><\/p>\n<p><strong>3<\/strong><\/td>\n<td width=\"46\"><strong>PLO<\/strong><\/p>\n<p><strong>4<\/strong><\/td>\n<td width=\"46\"><strong>PLO<\/strong><\/p>\n<p><strong>5<\/strong><\/td>\n<td width=\"46\"><strong>PLO<\/strong><\/p>\n<p><strong>6<\/strong><\/td>\n<td width=\"46\"><strong>PLO<\/strong><\/p>\n<p><strong>7<\/strong><\/td>\n<td width=\"46\"><strong>PLO<\/strong><\/p>\n<p><strong>8<\/strong><\/td>\n<td width=\"46\"><strong>PLO<\/strong><\/p>\n<p><strong>9<\/strong><\/td>\n<td width=\"46\"><strong>PLO<\/strong><\/p>\n<p><strong>10<\/strong><\/td>\n<td width=\"46\"><strong>PLO<\/strong><\/p>\n<p><strong>11<\/strong><\/td>\n<td width=\"46\"><strong>PLO<\/strong><\/p>\n<p><strong>12<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"46\"><strong>CLO1<\/strong><\/td>\n<td width=\"46\">1<\/td>\n<td width=\"46\">1<\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\">1<\/td>\n<td width=\"46\">1<\/td>\n<td width=\"46\"><\/td>\n<td width=\"46\"><\/td>\n<td width=\"46\"><\/td>\n<td width=\"46\">1<\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"46\"><strong>CLO2<\/strong><\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\">1<\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\">1<\/td>\n<td width=\"46\"><\/td>\n<td width=\"46\"><\/td>\n<td width=\"46\">1<\/td>\n<td width=\"46\"><\/td>\n<td width=\"46\">1<\/td>\n<td width=\"46\"><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"46\"><strong>CLO3<\/strong><\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\">1<\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\">1<\/td>\n<td width=\"46\">1<\/td>\n<td width=\"46\"><\/td>\n<td width=\"46\">1<\/td>\n<td width=\"46\"><\/td>\n<td width=\"46\">1<\/td>\n<td width=\"46\">1<\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"46\"><strong>CLO4<\/strong><\/td>\n<td width=\"46\">3<\/td>\n<td width=\"46\">1<\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\">3<\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\">1<\/td>\n<td width=\"46\">1<\/td>\n<td width=\"46\"><\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"46\"><strong>CLO5<\/strong><\/td>\n<td width=\"46\">3<\/td>\n<td width=\"46\">1<\/td>\n<td width=\"46\">3<\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\">1<\/td>\n<td width=\"46\">1<\/td>\n<td width=\"46\"><\/td>\n<td width=\"46\">1<\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"46\"><strong>CLO6<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>\u00a0<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>\u00a0<\/u><\/strong><\/p>\n<p><strong>INDIAN PRE-HISTORY AND PROTO-HISOTORY<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><u>\u00a0<\/u><\/p>\n<p><strong><u>Course Description<\/u><\/strong><u>:<\/u><\/p>\n<p><u>\u00a0<\/u><\/p>\n<p><strong>\u00a0\u00a0\u00a0\u00a0 <\/strong>The pre and proto-historic cultures of India represent the earliest history of the humans.\u00a0 In fact, more than 99 percent of human history lasted in the prehistoric period.\u00a0 The prehistoric period having different stages was characterized by the stone ages.\u00a0\u00a0 The period lasted for about 2.5 million years.\u00a0 The foundation for the later cultures and civilizations was laid in this period, and hence very important in human history.\u00a0 The protohistoric period represents the earliest metal ages,\u00a0 and some of the important civilizations developed during this period.\u00a0 The course is designed to provide basic understanding of the pre-historic and proto-historic periods of India.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>MODULE-1<\/strong><\/p>\n<p>Lower Palaeolithic culture \u2013 Tools, techniques and raw material \u2013 Sohan Industry and Madras Hand axe industry.<\/p>\n<p>&nbsp;<\/p>\n<p>Middle Palaeolithic culture \u2013 the discovery &#8211; Tools, techniques and raw material \u2013 Subsistence.<\/p>\n<p>&nbsp;<\/p>\n<p>Upper Palaeolithic culture \u2013 The discovery &#8211; Tools, techniques and raw material \u2013 subsistence.<\/p>\n<p>&nbsp;<\/p>\n<p>Mesolithic culture &#8211; Tools, techniques and raw material \u2013 Sedentism and domestication of plants and animals \u2013 art and subsistence.<\/p>\n<p><strong>MODULE -2<\/strong><\/p>\n<p>Neolithic culture \u2013 Tools, techniques and raw material \u2013 Cultural zones \u2013 Settlement pattern and subsistence.<\/p>\n<p>&nbsp;<\/p>\n<p>Chalcolithic Cultures \u2013 General features \u2013 Regional variations \u2013 Settlements and Subsistence.<\/p>\n<p><strong>MODULE -3<\/strong><\/p>\n<p>Indus Valley Civilization \u2013 Cultural features \u2013 Art, religious features, script \u2013 Decline of Indus civilization.<\/p>\n<p>&nbsp;<\/p>\n<p>Iron Age and Megalithic culture \u2013 Origin of Iron \u2013 Types of Megaliths and Cultural features &#8211; Iron and urbanization.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Assessment<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>Three internal tests of 20 marks each would be conducted, and two best out of these three would be taken for final ranking.\u00a0 The End semester examination will consist of 60 marks.\u00a0 The final ranking will be decided on the combined ranking obtained in the internal as well as the end semester examination.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>BIBLIOGRAPHY<\/u><\/strong><\/p>\n<p><strong><u>\u00a0<\/u><\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"1965\">\n<li>Wooley J. Hawkes History of Mankind, George Allen and Unwin, London, 1965.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>B.B. Lal &amp; S.P. Gunpta (Ed.)\u00a0 Frontiers\u00a0 of Indus civilization, Books and Books, New Delhi, 1984.<\/p>\n<p>Gregory Possehl,\u00a0 Indus Civilization A Contemporary Perspective, Vistar Publication, New Delhi, 2002.<\/p>\n<p>Sankalia H.D.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Pre-history and Proto-history of India and Pakistan, Deccan College, Pune, 1974.<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Subbar Rao Personality of India.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>K.N. Dikshi, Archaeological Perspectives of\u00a0 India Since Independence, Books and Books, New Delhi, 1985.<\/p>\n<p>&nbsp;<\/p>\n<p>D.P. Agrawal, Dilip K. Chakrabarti,\u00a0 Essays in Indian Protohistory, B.R. Publishing, New Delhi, 1975.<\/p>\n<p>Walter Fairservis\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Roots of Ancient India: Archaeology of early Indian Civilization, Macmillan,1971.<\/p>\n<p>N.R. Banerjee\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The Iron Age in India, Munshiram Manoharlal, 1965.<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"1989\">\n<li>Gosh, An Encyclopaedia of Indian Archaeology, Vol.I, Munshiram Manoharlal, 1989.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Brian M. Fagan\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 World Prehistory:\u00a0 A Brief Introduction, Pearson Printice Hall, 2005.<\/p>\n<p>Wheeler, r.e.m.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Indus Civilization, Cambridge University Press, 1968.<\/p>\n<p>Erwin Numayer\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Prehistoric Rock Art of\u00a0 India, Oxford University Press, 2013.<\/p>\n<p>Dilip K. Chakrabarti\u00a0\u00a0 India, an archaeological history : Palaeolithic beginnings to \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 early historic foundations, Oxford University Press, 1999.<\/p>\n<p>S.A. Sali\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Stone Age India, Shankar Publishers, 1990.<\/p>\n<p>Dilip K. Chakrabarti\u00a0\u00a0 The Archaeology of Ancient Indian Cities, Oxford University Press, 1995.<\/p>\n<p>Dilip K. Chakrabart\u00a0\u00a0\u00a0\u00a0 The Early use of Iron In Indiai.1992. New Delhi<\/p>\n<h1><strong>Yashodhar Mathpal..\u00a0 Prehistoric Rock Paintings of Bhimbetka Central India, Abhinav Publications, New Delhi, 1984. <\/strong><\/h1>\n<p>Dilip K.Chakrabarti\u00a0\u00a0\u00a0\u00a0\u00a0 The External Trade of Indus Civilization, Munshiram Manoharlal, New Delhi, 1990.<\/p>\n<p>Nayanjoti LahriThe\u00a0\u00a0\u00a0\u00a0\u00a0 Decline and fall of the Indus Civilization, Sangam Books, 2002.<\/p>\n<p>Braidwood R.J.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The Near East and the Foundation of\u00a0 Civilization, \u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Chicago, 1952.<\/p>\n<p>Bray, Warwick &amp; \u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0The Penguin Dictionary of archaeology, Harmondswroth, \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a01970.<\/p>\n<p>Bridget and Raymon\u00a0 Allchin\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <em>The Birth of Indian Civilization, <\/em>Penguin Books, 1968.<\/p>\n<p>V.G. Childe\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <em>What Happened in History<\/em>, Aakar Books, 2016.<\/p>\n<p>R.E.M. Wheeler\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0 <em>Archaeology from the Earth, <\/em>Munshiram Manorharlal, New Delhi, <em>\u00a0<\/em>2004.<\/p>\n<p>K.M.Srivatsava\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0 New Era of Indian Archaeology, Cosmo Publications, New Delhi, 2003.<\/p>\n<p>F.R. Allchin\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0 <em>Neolithic Cattle Keepers of South India<\/em>, University of Cambridege, 1963.<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"1988\">\n<li>P. Rao :\u00a0 <em>Deccan Megaliths, Sundeep Prakashan, 1988.<\/em><\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course no. HS 523\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 MA III Semester<\/strong><\/p>\n<p><strong>Course: <\/strong><strong>Economic History of Modern India, 1700-1947<\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 4<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Course Learning Outcomes (CLOs) <\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>After completion of this course successfully, the students will be able to\u2026\u2026<\/p>\n<p>&nbsp;<\/p>\n<p>CLO-1: Distinguish different theories of development and historiographical debates on economic history of modern India with their ideological underpinnings.<\/p>\n<p>&nbsp;<\/p>\n<p>CLO-2: Examine the purported crisis in the study of Indian economic history and ways to re-relevance the subject.<\/p>\n<p>&nbsp;<\/p>\n<p>CLO-3: Assess critically structural (in)capabilities of Indian economy before colonialism to situate the divergence ensued since then.<\/p>\n<p>&nbsp;<\/p>\n<p>CLO-4: Interpret the nuances of how the institutional changes brought by colonialism transformed agriculture, industry, capital formation and business in India<\/p>\n<p>&nbsp;<\/p>\n<p>CLO-5: Analyze how colonialism and its politics engendered demographic change, new migration regimes and transformation of nature.<\/p>\n<p>&nbsp;<\/p>\n<p>CLO-6: Analyze a book or an article in terms of its content and argument, situated significance, scholarly departures and limitations by writing a review paper.<\/p>\n<p>&nbsp;<\/p>\n<p>CLO-7: Construct a term paper by broadly following the protocols of research writing like citing, referencing and summarizing.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Mapping of Course Learning Outcomes (CLOs) with Program Learning Outcomes (PLOs) and Program Specific Outcomes (PSOs)<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<table width=\"713\">\n<tbody>\n<tr>\n<td width=\"60\"><strong>\u00a0<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>1<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>2<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>3<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>4<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>5<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>6<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>7<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>8<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>9<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>10<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>11<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO1<\/strong><\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\">2<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO2<\/strong><\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\">2<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO3<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO4<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO5<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO6<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\">1<\/td>\n<td width=\"57\"><\/td>\n<td width=\"64\">1<\/td>\n<td width=\"64\">2<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO7<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"64\">2<\/td>\n<td width=\"64\">2<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>\u00a0<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Detailed Syllabus:<\/strong><\/p>\n<p><strong>Unit-1<\/strong><\/p>\n<p>Necessity of Economic history and Economic development as a contested terrain<\/p>\n<p>Ideological battle around India\u2019s economic development during the colonial times- from colonial to nationalists to the Aligarh school to Cambridge school to the Clio-metric Neo-Classicals \/Neo-Cambridge school.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Unit-2<\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Transitions during the Mughals: Eighteenth and early nineteenth centuries<\/li>\n<\/ol>\n<\/li>\n<li style=\"list-style-type: none;\">\n<ol start=\"2\">\n<li>Indian\u2019s (in)-capabilities and the impact of colonialism on the development trajectory of India- the Divergence debate.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Unit-3<\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Commercialisation of agriculture and de-industrialisation; business and entrepreneurship in colonial India.<\/li>\n<li>Institutional changes and development in colonial India: land tenure, legal and labour reforms<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Unit-4<\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>People in development: demographic transition, health and population mobility in colonial India<\/li>\n<li>Space and gender in Indian development- environment &amp; ecology; urbanisation and engendering of labour, development and well-being<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Evaluation:<\/strong><\/p>\n<p>Internal Evaluation: 40% (Best two performances out of the three below will be taken for final scores)<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Mid-term test (20 Marks)<\/li>\n<li>Book \/ Article Review \u2013 Students will be given a two hour session on how to read and write a review of a book or an important research article (20 Marks)<\/li>\n<li>Term Paper \u2013 An introduction to research writing. Students will be encouraged write a term paper on a theme of their choice related to the economic history of modern India, following the protocols of research writing such as citations, references, abstract and keywords. A workshop of three hour duration will be conducted to orient the students into this, apart from regular one-to-one discussions.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>End Semester Examination: 60% (descriptive questions)<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Readings:<\/strong><\/p>\n<p>Alborn, Timothy L. 1999. \u201cAge and Empire in the Indian Census, 1871-1931,\u201d <em>The Journal of Interdisciplinary History<\/em>, 30(1): 61-89.<\/p>\n<p>&nbsp;<\/p>\n<p>Ali, Imran. 1987. \u201cMalign Growth? Agricultural Colonization and the Roots of Backwardness in the Punjab,\u201d <em>Past and Present<\/em>, 114(1): 110-32.<\/p>\n<p>Anderson, Michael. 2004. \u201cIndia, 1858-1930: The Illusion of Free Labour,\u201d in Douglas Hay and Paul Craven (eds), <em>Masters, Servants and Magistrates in Britain and the Empire, 1562-1955<\/em>, Chapel Hill, NC: University of North Carolina Press: 422-455.<\/p>\n<p>&nbsp;<\/p>\n<p>Arnold, David. 1980. \u201cIndustrial Violence in Colonial India,\u201d <em>Comparative Studies in Society and History<\/em>, 22: 234-55.<\/p>\n<p>&nbsp;<\/p>\n<p>Arnold, David. 1994. \u201cThe Discovery of Malnutrition and Diet in Colonial India,\u201d Indian Economic and Social History Review, 31(1): 1-22.<\/p>\n<p>&nbsp;<\/p>\n<p>Bagchi, A.K. 1988. \u201cColonialism and the Nature of \u2018Capitalist\u2019 Enterprise in India,\u201d <em>Economic and Political Weekly<\/em>, 23(31): PE38-PE50.<\/p>\n<p>&nbsp;<\/p>\n<p>Bagchi, A.K. 2010. <em>Colonialism and Indian Economy<\/em>, New Delhi: Oxford University Press.<\/p>\n<p>Banerjee, Arindam, Chirashree Das Gupta and SurajitMazumdar. 2015. \u201cHistoriography sans History: A Response to Tirthankar Roy,\u201d <em>Economic and Political Weekly,<\/em> August 29: 124-32.<\/p>\n<p>&nbsp;<\/p>\n<p>Bhattacharya, Neeladri. 1995. \u201cPastoralists in a Colonial World,\u201d in David Arnold and Ramachandra Guha (eds), Nature, Culture and Imperialism: Essays on the Environmental History of South Asia, New Delhi: Oxford University Press: 77-84.<\/p>\n<p>Bhattacharya, Neeladri. 2018. <em>The Great Agrarian Conquest: The Colonial Reshaping of a Rural World<\/em>, New Delhi: Permanent Black.<\/p>\n<p>&nbsp;<\/p>\n<p>Broadberry S. and B. Gupta. 2006. \u201cThe Early Modern Great Divergence: Wages, Prices and Economic Development in Europe and Asia, 1500-1800,\u201d <em>Economic History Review<\/em>, 59(1): 2-31.<\/p>\n<p>&nbsp;<\/p>\n<p>Chandavarkar, Rajnarayan. 1994. <em>The Origins of Industrial Capitalism in India: Business Strategies and the Working Classes in Bombay, 1900-1940<\/em>, Cambridge: Cambridge University Press.<\/p>\n<p>&nbsp;<\/p>\n<p>Cohn, Bernard S. 1984. \u201cLaw and the Colonial State in India,\u201d in June Starr and Jane Fishburne Collier (eds.) <em>History and Power in the Study of Law: New Directions in Legal Anthropology<\/em>, Ithaca, NY: Cornell University Press: 131-53.<\/p>\n<p>&nbsp;<\/p>\n<p>David Clingingsmith and Jeffrey G. Williamson, \u2018Deindustrialization in 18th and 19<sup>th<\/sup> Century India: Mughal decline, climate shocks and British industrial ascent\u2019 <em>Explorations in Economic History<\/em>, 45(3), 2008, pp. 209-234.<\/p>\n<p>Ellis, Frank W. 2005. \u201cIn What Way, and to What Degree, Did the Mughal State Inhibit Smithian Growth in India in the Seventeenth Century?,\u201d London School of Economics Working Paper,\u00a0 <a href=\"http:\/\/eprints.lse.ac.uk\/22477\/1\/wp14.pdf\">http:\/\/eprints.lse.ac.uk\/22477\/1\/wp14.pdf<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>Escobar, Arturo. 1995. <em>Encountering Development: The Making and Unmaking of the Third World<\/em>. Princeton: Princeton University Press.<\/p>\n<p>&nbsp;<\/p>\n<p>Fine, Ben. 1999. \u201cThe Development State is Dead: Long Live Social Capital,\u201d <em>Development and Change<\/em>, 30(1): 1-19.<\/p>\n<p>Gadgil, Madhav and Ramachandra Guha. 1992. <em>This Fissured Land: An Ecological History of India<\/em>, Berkeley: University of California Press,<\/p>\n<p>Gopinath, Ravindran. 2005. \u201cSouth Indian Fertility in Past Times: The Colonial Period,\u201d in Christophe Guilmoto and S. IrudayaRajan, (eds.), <em>Fertility Transition in South India<\/em>, New Delhi: Sage: 53-90.<\/p>\n<p>&nbsp;<\/p>\n<p>Guha, Sumit. 1989. \u201cThe Handloom Industry of Central India, 1825-1950,\u201d <em>Indian Economic and Social History Review<\/em>, 26(3): 297-330.<\/p>\n<p>Guha, Sumit. 2001. <em>Health and Population in South Asia from the Earliest Times to the Present<\/em>, New Delhi: Orient Blackswan.<\/p>\n<p>&nbsp;<\/p>\n<p>Guha, Sumit. 2003. \u201cThe Politics of Identity and Enumeration in India, c.1600-1990,\u201d <em>Comparative Studies in Society and History<\/em>, 45(1): 148-67.<\/p>\n<p>&nbsp;<\/p>\n<p>Gunder Frank, Andre. 1966. The Development of Underdevelopment, <em>Monthly Review<\/em>, September.<\/p>\n<p>Gunder Frank, Andre. 2004. \u201cStructuring a New Economic History,\u201d <em>Economic and Political Weekly,<\/em> August 21.<\/p>\n<p>&nbsp;<\/p>\n<p>Gupta, Ashin Das. 1982. \u201cIndian Merchants and the Trade in the Indian Ocean\u201d in TapanRaychaudhuri and Irfan Habib (eds.), The Cambridge Economic History of India, Volume I: c. 1200-c. 1750, Cambridge: Cambridge University Press: 407-33.<\/p>\n<p>&nbsp;<\/p>\n<p>Habib, Irfan. 1969. \u201cPotentialities of Capitalistic Development in the Economy of Mughal India,\u201d <em>The Journal of Economic History<\/em>, 29: 32-78.<\/p>\n<p>&nbsp;<\/p>\n<p>Habib, Irfan. 1995. \u201cColonisation of the Indian Economy 1757-1900,\u201d in Irfan Habib, <em>Essays in Indian History: Towards a Marxist Perception<\/em>, New Delhi: Tulika: 296-335.<\/p>\n<p>Haynes, Douglas. 2001. \u201cArtisan Cloth-Producers and the Emergence of Powerloom Manufacture in Western India, 1920-1950,\u201d <em>Past and Present<\/em>, 172(1): 170-98.<\/p>\n<p>Heitzman, James. 2008. <em>The City in South Asia<\/em>, London: Routledge.<\/p>\n<p>Hohenberg, Paul M. 2008. \u201cToward a More Useful Economic History,\u201d <em>The Journal of Economic History<\/em>, 68(2): 339-54.<\/p>\n<p>&nbsp;<\/p>\n<p>Ludden, David (ed.). 1994. <em>Agricultural Production in Indian History<\/em>, Delhi: Oxford University Press.<\/p>\n<p>Madhavan, M.C. 1985. \u201cIndian Emigrants: Numbers, Characteristics, and Economic Impact,\u201d <em>Population and Development Review<\/em>, 11(3): 457-81.<\/p>\n<p>&nbsp;<\/p>\n<p>Metcalf, Thomas R. 2002. \u201cHard Hands and Sound Healthy Bodies: Recruiting \u201cCoolies\u201d for Natal, 1860-1911,\u201d <em>Journal of Imperial and Commonwealth History<\/em>, 30(3): 1-26.<\/p>\n<p>&nbsp;<\/p>\n<p>Metcalf, Thomas R. 2007. <em>Imperial Connections: India in the Indian Ocean Arena, 1860-1920<\/em>, Berekely: University of California Press.<\/p>\n<p>Morris, D. Morris. 1979. \u201cSouth Asian Entrepreneurship and the Rashomon Effect, 1800-1947,\u201d <em>Explorations in Economic History<\/em>, 16(3): 341-361.<\/p>\n<p>Omvedt, Gail. 1980. \u201cMigration in colonial India: The articulation of feudalism and capitalism by the Colonial State,\u201d <em>Journal of Peasant Studies<\/em>, 7(2):\u00a0 185-212.<\/p>\n<p>&nbsp;<\/p>\n<p>Pomeranz, Kenneth. 2000. <em>The Great Divergence: China, Europe, and the Making of the Modern World Economy<\/em>, Chicago: Princeton University Press.<\/p>\n<p>&nbsp;<\/p>\n<p>Rammohan, K.T. 2005. \u201cEconomic History as a Human Science,\u201d<em> Economic and Political Weekly, <\/em>June 25.<\/p>\n<p>Ray, Rajat K (ed). 1992. <em>Entrepreneurship and Industry in India 1800-1947<\/em>, Delhi: Oxford University Press.<\/p>\n<p>&nbsp;<\/p>\n<p>Roy, Tirthankar and Anand V. Swamy. 2016<em>. Law and the Economy in Colonial India<\/em>, Chicago:\u00a0 University of Chicago Press.<\/p>\n<p>&nbsp;<\/p>\n<p>Roy, Tirthankar. 2000. <em>The Economic History of India<\/em>, New Delhi: Oxford University Press.<\/p>\n<p>Roy, Tirthankar. 2003. \u201cEconomic History and Postmodern Theory,\u201d <em>Economic and Political Weekly<\/em>, May 10, 1874-78.<\/p>\n<p>&nbsp;<\/p>\n<p>Roy, Tirthankar. 2004. \u201cEconomic History of India: An Endangered Discipline,\u201d <em>Economic and Political Weekly<\/em>, 39, 2004, 3238-43.<\/p>\n<p>&nbsp;<\/p>\n<p>Roy, Tirthankar. 2005. <em>Rethinking Economic Change in India: Labour and Livelihood<\/em>, London: Routledge.<\/p>\n<p>Roy, Tirthankar. 2010. \u201cEconomic Conditions in Early Modern Bengal: A Contribution to the Divergence Debate,\u201d <em>Journal of Economic History<\/em>, 70(1): 179-194.<\/p>\n<p>&nbsp;<\/p>\n<p>Roy, Tirthankar. 2011. \u201cLaw and Economic Change in India, 1600-1900,\u201d in Debin Ma and Jan Luiten van Zanden (eds.), <em>Law and Long-Term Economic Change: Eurasian Perspective<\/em>, Stanford, CA: Stanford University Press: 115-38.<\/p>\n<p>&nbsp;<\/p>\n<p>Roy, Tirthankar. 2015. \u201cThe Economic Legacies of Colonial Rule in India,\u201d <em>Economic &amp; Political Weekly<\/em>, 50(15): 51\u201359.<\/p>\n<p>&nbsp;<\/p>\n<p>Sen, Arup Kumar. 2002. \u201cMode of Labour Control in Colonial India<em>,\u201d Economic and Political Weekly<\/em>, 37(38): 3956-3966.<\/p>\n<p>Sen, Samita. 2004. \u201c\u2018Without His Consent?: Marriage and Women\u2019s Migration in Colonial India,\u201d <em>International Labor and Working Class History<\/em>, No. 65: 77-104.<\/p>\n<p>&nbsp;<\/p>\n<p>Spodek, Howard. 1980. \u201cStudying the History of Urbanization in India,\u201d <em>Journal of Urban History<\/em>, 6: 251-97.<\/p>\n<p>Subrahmanyam, Sanjay. 1990. \u201cRural Industry and Commercial Agriculture in Late Seventeenth Century South-Eastern India,\u201d <em>Past and Present,<\/em> 126(1): 76-114.<\/p>\n<p>&nbsp;<\/p>\n<p>Visaria, Leela and Pravin Visaria. 1983. \u201cPopulation (1757-1947,\u201d in Cambridge Economic History of India, Vol II: 463-533.<\/p>\n<p>&nbsp;<\/p>\n<p>Washbrook, David. 1981. \u201cLaw, State and Agrarian Society in Colonial India,\u201d <em>Modern Asian Studies<\/em>, 15(3): 649-721.<\/p>\n<p>&nbsp;<\/p>\n<p>Washbrook, David. 1994. \u201cThe Commercialisation of Agriculture in Colonial India: Production, Subsistence and Reproduction in the \u2018Dry\u2019 South 1870-1930,\u201d <em>Modern Asian Studies<\/em>, 28(1): 129-64.<\/p>\n<p>Washbrook, David. 2007. \u201cIndia in the Early Modern World Economy: Modes of Production, Reproduction and Exchange,\u201d <em>Journal of Global History<\/em>, 2: 87-111.<\/p>\n<p>&nbsp;<\/p>\n<p>Zachariah, Benjamin. 2005. <em>Developing India: An Intellectual and Social History<\/em>, New Delhi: Oxford University Press.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course no. HS 524\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 MA III Semester<\/strong><\/p>\n<p><strong>Course: <\/strong><strong>Indian National Movement 1885-1919<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 4<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course Learning Outcomes (CLOs) <\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>After completion of this course successfully, the students will be able to\u2026\u2026<\/p>\n<p>CLO-1: Distinguish the making of Indian nationalism from its Western \u2018original\u2019, with its philosophical and ideological origins.<\/p>\n<p>CLO-2: Compare the different historiographies of Indian nationalism with their underlying political thoughts and visions.<\/p>\n<p>CLO-3: Anlaysehow the British rule created conditions for the emergence of middle-class and nationalist feelings in India.<\/p>\n<p>CLO-4: Discuss the debates on various forms of burgeoning anti-colonial resistances from the margins.<\/p>\n<p>CLO-5: Assess how the social reform movements provided the inner domain \/ sovereign essence of Indian nationalism to mark its distinction.<\/p>\n<p>CLO-6: Describe how social and cultural identities emerged through social reform initiatives intersected with the making of Indian nationalism and its character.<\/p>\n<p>CLO-7: Distinguish between the moderate and extremist phase of Indian nationalism, with their strategies, issues and political vision.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Mapping of Course Learning Outcomes (CLOs) with Program Learning Outcomes (PLOs) and Program Specific Outcomes (PSOs)<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<table width=\"713\">\n<tbody>\n<tr>\n<td width=\"60\"><strong>\u00a0<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>1<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>2<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>3<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>4<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>5<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>6<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>7<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>8<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>9<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>10<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>11<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO1<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">2<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO2<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">2<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO3<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">2<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO4<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"64\">1<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">2<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO5<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"64\">1<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">2<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO6<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"64\">1<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">2<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO7<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"64\">1<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">2<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p><strong>Detailed Syllabus:<\/strong><\/p>\n<p>This course involves a detailed study of the complex historical context of the latter nineteenth century that led to the making of Indian nationalism and the early phase of Indian national movement. It will start with a theoretical discussion on nationalism with special reference to the Indian case, goes on to discuss the important shifts in the British policy in the aftermath of the Revolt of 1857, the role of the rise and gradual spread of Western liberal ideas and their part in the spread of a \u2018middle class\u2019 nationalism in India, the role of social reform movement in producing nationalist consciousness and ends with the moderate phase of Indian national movement, its strategies and contributions.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>1) Theoretical discussion on Indian nationalism <\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>Nationalism and modernity &#8211; Nationalism as a Western Import; Derivation and Innovation; Claims of Nationalist ideology- the primordiality and ancient origin for the nation; Nation as a construction and an \u2018imagined\u2019 community \u2013 nationalist writings; Historiography of Indian nationalism.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>2) Consolidation of the British power and Emergence of Middle Class <\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Policy shifts aimed at enlisting collaborators for colonialism in the native princes and large landowners, invention of \u2018martial\u2019 races and their utilization for the military, consolidation of the empire and its more efficient control by means of telegraph, railways and elaborate bureaucratic procedures. Spread of English education, new employment opportunities and the emergence of middle class. Emergence of early voluntary nationalist associations and the founding of the Indian National Congress. Resistance from the margins \u2013 peasants, rural groups and tribals.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>3) Discourse of \u2018social reform,\u2019 formation of modern religious identities <\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Social reform and Indian renaissance and its implications to Indian nationalism; Challenges of colonialism and Christianity and the refashioning of identity of Indian religions; the reciprocities between the new religious and and the emerging Indian national identity; the spiritual domain of Indian nationalism and its discontents.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>4) From Moderate to Extremist Phase of Indian nationalism, Economic critique of Colonialism and Swadeshi movement and the Aftermath<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Moderate phase of Indian nationalism \u2013petition and prayer; the role of the Indian professional groups, their interest in representative democracy; problems of working with Muslims; challenges to draw ordinary Indians to nationalism; Formulation of a coherent economic critique to colonialism \u2013 writings of early nationalists; the extremist phase, Swadeshi movement and the coming Gandhi;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong><em>Evaluation Procedure:<\/em><\/strong> There will be three units in the internal evaluation, each of these carrying a maximum of 20 marks and the best two of the three evaluations will be taken into consideration. The components of the internal evaluation consists of mid-term tests, quiz, term paper, book review and seminar presentation.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Readings: <\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Anderson, Benedict.<em>Imagined Communities: Reflections on the Origin and Spread of Nationalism,<\/em>London: Verso, (1983) 2006.<\/p>\n<p>&nbsp;<\/p>\n<p>Arnold, David. \u2018Touching the Body: Perspectives on the Indian Plague, 1896-1900,\u2019 in RanajitGuha, ed, <em>Subaltern Studies<\/em>, Volume V, Delhi: Oxford University Press, 1987: 55-90.<\/p>\n<p>&nbsp;<\/p>\n<p>Catanach, I J. \u2018Agrarian Disturbances in Nineteenth-Century India,\u2019 <em>Indian Economic and Social History Review<\/em>, 3(1), 1966: 65-84.<\/p>\n<p>&nbsp;<\/p>\n<p>Chandra,Bipan. \u2018Nationalist Historians\u2019 Interpretations of the Indian National Movement,\u2019 in RomilaThapar and S. Bhattacharya (eds), <em>Situating Indian History<\/em>, Delhi: Oxford University Press, 1986.<\/p>\n<p>&nbsp;<\/p>\n<p>Chandra, Bipan. <em>The Rise and Growth of Economic Nationalism in India: Economic Policies of Indian National Leadership, 1880-1905<\/em>, New Delhi: Hindustan Publishing Corporation, \u00a01966.<\/p>\n<p>&nbsp;<\/p>\n<p>Charlesworth, Neil. \u2018Myth of the Deccan Riots of 1875,\u2019 <em>Modern Asian Studies<\/em>, 6(4), 1972: 401-21.<\/p>\n<p>&nbsp;<\/p>\n<p>Chatterjee, Partha. \u201cWhose Imagined Community?\u201d in <em>The Nation and Its Fragments: Colonial and Postcolonial Histories,\u00a0<\/em>New Jersey: Princeton University Press, 1993.<\/p>\n<p>&nbsp;<\/p>\n<p>Chatterjee, Partha. \u201c<a href=\"https:\/\/quod.lib.umich.edu\/cgi\/t\/text\/pageviewer-idx?c=acls;cc=acls;rgn=full%20text;idno=heb02425.0001.001;didno=heb02425.0001.001;view=image;seq=00000062;node=heb02425.0001.001%3A5\">The Moment of Departure: Culture and Power in the Thought of Bankimchandra<\/a>,\u201d in\u00a0<em>Nationalist Thought and the Colonial World: A Derivative Discourse<\/em>, New Delhi: Oxford University Press, 1993.<\/p>\n<p>&nbsp;<\/p>\n<p>Desai, A R.<em>Social Background of Indian Nationalism<\/em>, Bombay: Popular Prakasshan,(1948) 2016.<\/p>\n<p>&nbsp;<\/p>\n<p>Ganguli, B N. \u2018DadabhaiNaoroji and the Mechanism of External Drain,\u2019 <em>Indian Economic and Social History Review,<\/em>2(2), 1964: 85-102.<\/p>\n<p>&nbsp;<\/p>\n<p>Gopal, S. <em>British Policy in India: 1858-1905<\/em>, Cambridge: Cambridge University Press, 1965.<\/p>\n<p>&nbsp;<\/p>\n<p>Goswami, Manu. \u2018From Swadeshi to Swaraj: Nation, Economy, Territory in Colonial South Asia, 1870-1907,\u2019 <em>Comparative Studies in Society and History<\/em>, 40(4), 1998: 609-636.<\/p>\n<p>&nbsp;<\/p>\n<p>Hafeez Malik, \u2018Sir Sayyid Ahmed Khan\u2019s Contribution to the Development of Muslim Nationalism in India,\u2019 <em>Modern Asian Studies<\/em>, 4(2): 1970: 129-47.<\/p>\n<p>&nbsp;<\/p>\n<p>Heimsath, Charles H. \u2018The Origin and Enactment of the Indian Age of Consent Bill, 1891,\u2019 <em>Journal of Asian Studies<\/em>, 21(4), 1962: 491-504.<\/p>\n<p>&nbsp;<\/p>\n<p>Jones, Kenneth W. \u2018Ham Hindu Nahin: Arya-Sikh Relations, 1877-1905,\u2019 <em>The Journal of Asian Studies<\/em>, 32(3), 1973: 457-75.<\/p>\n<p>&nbsp;<\/p>\n<p>Jones,\u00a0Kenneth W. <em>Socio-Religious Movements in British India<\/em>, Cambridge: Cambridge University Press.<\/p>\n<p>&nbsp;<\/p>\n<p>Joshi, Sanjay (ed), <em>The Middle Class in Colonial India<\/em>, New Delhi: Oxford University Press, 2010.<\/p>\n<p>&nbsp;<\/p>\n<p>Kosambi, Meera. \u201cIndian Response to Christianity, Church and Colonialism: Case of PanditaRamabai,\u201d\u00a0<em>Economic and Political Weekly<\/em>, 27(43-44), 1992: WS63+WS65-WS71<\/p>\n<p>&nbsp;<\/p>\n<p>Martin, Briton Jr., <em>New India, 1885: British Official Policy and the Emergence of the Indian National Congress,<\/em> Bombay: Oxford University Press, 1970.<\/p>\n<p>&nbsp;<\/p>\n<p>Marx,<em>\u2018<\/em>Karl.The British Rule in India\u2019 June 10, 1853, \u2018The Future Results of the British Rule in India\u2019\u00a0\u00a0 July 22, 1853, articles first published in \u201cNew York Herald Tribune,\u201d reprinted in Karl Marx and Frederick Engels, <em>On Colonialism<\/em>, Moscow, 1960.<\/p>\n<p>&nbsp;<\/p>\n<p>McLane, John R. <em>Indian Nationalism and the Early Congress<\/em>, Princeton: Princeton University Press, 1977.<\/p>\n<p>&nbsp;<\/p>\n<p>Mehrotra, S R.<em>The Emergence of the Indian National Congress<\/em>, New Delhi: Rupa, 2004.<\/p>\n<p>&nbsp;<\/p>\n<p>Metcalf, Thomas R. <em>The Aftermath of Revolt: India, 1857-1870<\/em>, New Jersey: Princeton University Press, 1964.<\/p>\n<p>&nbsp;<\/p>\n<p>Panikkar,\u00a0 K N.<em>Culture, Ideology, Hegemony: Intellectuals and Social Consciousness in Colonial India<\/em>, London: Anthem Press, 2002.<\/p>\n<p>&nbsp;<\/p>\n<p>Rag, Pankaj.\u2018Indian Nationalism 1885-1905: An Overview\u2019<em>Social Scientist<\/em>, 23( 4\/6), 1995:\u00a0 69-97.<\/p>\n<p>Rande, M G.<em>Essays on Indian Economics<\/em>, New Delhi, 1982.<\/p>\n<p>&nbsp;<\/p>\n<p>Sarkar, Tanika. \u201cDomesticity and Middle-class Nationalism in Nineteenth Century Bengal\u201d in Sanjay Joshi (ed), <em>The Middle Class in Colonial India<\/em>, New Delhi: Oxford University Press: 157-177.<\/p>\n<p>&nbsp;<\/p>\n<p>Sen, Sunanda. \u2018Trade as a Handmaiden of Colonialism: India between the Late Nineteenth Century and First World War,\u2019 <em>Studies in History<\/em>, IV(1), 1982:<\/p>\n<p>&nbsp;<\/p>\n<p>Seth. Sanjay. \u2018Rewriting Histories of Nationalism: The Politics of \u2018Moderate Nationalism\u2019 in India, 1870-1905,\u2019 <em>The American Historical Review<\/em>, 104(1), 1999: 95-116.<\/p>\n<p>&nbsp;<\/p>\n<p>SudiptaKaviraj. \u2018The Imaginary Institution of India,\u2019 in Partha Chatterjee, Gyanendra Pandey(eds), <em>Subaltern StudiesVII<\/em>, New Delhi: Oxford University Press, 1992: 1-39.<\/p>\n<p>&nbsp;<\/p>\n<p>Tripathi, Amitava. <em>Indian national Congress and the struggle for freedom, 1885-1947<\/em>, New Delhi: Oxford University Press, 2014.<\/p>\n<p>Tucker, Richard. \u2018Hindu Traditionalism and Nationalist Ideologies in Nineteenth-Century,\u2019 <em>Modern Asian Studies<\/em>, 10(3), 1976: 321-48.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course no. HS 528\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 MA III Semester<\/strong><\/p>\n<p><strong>Course: <\/strong><strong>Revolutionary Europe 1789-1848<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 4<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Learning outcomes:<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>After the completion of the course, the students will be able to:<\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Develop abilities to think critically, and assess and evaluate the subject of the French Revolution. <strong>(analyse<\/strong>)<\/li>\n<li>Understand the major themes and topics related to the significant developments in western European history since 14<sup>th<\/sup> Century to mid-19<sup>th<\/sup> <strong>(understand)<\/strong><\/li>\n<li>Utilise scholarly articles and books, primary and secondary sources, thereby expressing their historical knowledge, both in speech and in writing, with clarity and understanding. <strong>(apply, create)<\/strong><\/li>\n<li>Debate and discuss course topics like what is\u2018age of enlightenment\u2019 (i.e., age of reason) and renaissance movement in Europe, why industrial revolution occurred in England, and why did European nations undertake the process of colonizing the world, if not for the better, and how mercantilism, capitalism, colonialism and imperialism came to manifest in world history between 17<sup>th<\/sup> and early 20<sup>th<\/sup> <strong>(apply, analyze)<\/strong><\/li>\n<li>Discuss theoretical and methodological understanding of the French Revolution of 1789, various historiographical debates and schools of thought, the French society, including the old regime, nobles, ecclesiastical order, bourgeoisie, and commoners; declaration of the rights of man and citizen; ideas of liberty, equality and fraternity; republicanism; Maximillian Robespierre and his intellectual and political philosophy; the reign of terror in France, Sancullotes, Jacobin political thinkers and their revolutionary ideas, reforms and changes in France, and why France was revolutionary throughout later 18<sup>th<\/sup> and early 19<sup>th<\/sup> centuries and why not other parts of Europe. How far the ideas of Rousseau, Voltaire, Montesquieu, and other enlightenment intellectuals and political philosophers influenced the course of revolution in France and elsewhere. (<strong>understand, apply, analyse<\/strong>).<\/li>\n<li>Distinguish the difference between Rural France in relation to Paris\u2019 France during the revolutionary epochs. <strong>(analyse)<\/strong><\/li>\n<li>Explain what they have learned from classroom discussion and debate on each day\u2019s lecture and gather and synthesize information from a wide variety of sources, think critically and present their ideas in a lucid and coherent written format. <strong>(evaluate, create)<\/strong><\/li>\n<li>Summarise their course knowledge through referencing style, knowledge between primary sources and secondary sources, and writing about a historical topic. <strong>(create)<\/strong><\/li>\n<li>Organize their schedule, and work independently. <strong>(apply)<\/strong><\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Mapping of Course Learning Outcomes (CLOs) with Program Learning Outcomes (PLOs) and Program Specific Outcomes (PSOs<\/strong>):<\/p>\n<table>\n<tbody>\n<tr>\n<td><\/td>\n<td>PLO<\/p>\n<p>1<\/td>\n<td>PLO<\/p>\n<p>2<\/td>\n<td>PLO<\/p>\n<p>3<\/td>\n<td width=\"45\">PLO<\/p>\n<p>4<\/td>\n<td width=\"45\">PLO<\/p>\n<p>5<\/td>\n<td>PLO<\/p>\n<p>6<\/td>\n<td>PLO<\/p>\n<p>7<\/td>\n<td>PLO<\/p>\n<p>8<\/td>\n<td>PLO<\/p>\n<p>9<\/td>\n<td>PLO<\/p>\n<p>10<\/td>\n<td>PLO<\/p>\n<p>11<\/td>\n<\/tr>\n<tr>\n<td>CLO 1<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"45\">1<\/td>\n<td width=\"45\"><\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>CLO2<\/td>\n<td>2<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\">1<\/td>\n<td><\/td>\n<td>1<\/td>\n<td><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>CLO3<\/td>\n<td>2<\/td>\n<td>3<\/td>\n<td>1<\/td>\n<td width=\"45\">3<\/td>\n<td width=\"45\"><\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>CLO4<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"45\">3<\/td>\n<td width=\"45\"><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>CLO5<\/td>\n<td>2<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\">2<\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>CLO6<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\"><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td>CLO7<\/td>\n<td>2<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\">2<\/td>\n<td>2<\/td>\n<td>3<\/td>\n<td><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td>CLO8<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\"><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td>2<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>CLO9<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td width=\"45\"><\/td>\n<td width=\"45\"><\/td>\n<td>2<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td>3<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course outline:<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Unit I:\u00a0 Prelude to Revolutionary Europe <\/strong><\/p>\n<p>Clarity and discussion on some key terms in modern European history: Renaissance, Reformation, Counter Reformation, Enlightenment, Absolutism, Mercantilism, Industrial Revolution, Colonialism, Capitalism and Imperialism.Early philosophical critiques of economic, social and political system in Europe, popularly known as the \u201cearly economic critiques and agrarian reformers.\u201d Gracchus Babeuf (1760-1797), Thomas Spence (1750-1814), Charles Hall (1740-1820), Louis August Blanqui (1805-1881), Adam Smith (1723-1790), Thomas Paine (1737-1809), Henri De Saint-Simon (1760-1825), Charles Fourier (1772-1837), Victor-Prosper Considerant (1809-1893), Simon De Sismondi (1773-1842), William Godwin (1756-1836), William Thomson (1783-1837), Piercy Revenstone (d. 1830), Thomas Hodgskin (1783-1869), William Cobbett (1762-1835), John Gray (1799-1850), John F. Bray (1809-1895), Minter Morgan (1789-1854).<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Unit I:\u00a0 The Age of Revolutions\/The French Revolution of 1789: social, political, philosophical, intellectual, ecclesiastical, cultural and economic history of France in the later 18<sup>th<\/sup> Century.<\/strong><\/p>\n<p>Europe in 1780s: the economic conditions and the new ideas that interrogated the political system.Historiography on French Revolution: a study of writers from Edmund Burke to George Rude and Francois Furet. Conservative, Liberal-conservative, Liberal, Social and Marxist historiographical traditions: Edmund Burke, Abbe Barruel, Hippolyte Taine, Augustin Cochin, J.L. Talmon, A. Thiers, F.A.M. Mignet, Germaine de Stael, Jules Michelet, Alexis de Tocqueville, Guizot, Alphonse Aulard, Jean Jaures, Albert Mathiez, Georges Lefebvre, Albert Soboul, Daniel Guerin, Alfred Cobban, Georges Rude, Francois Furet, Peter M. Jones, etc.The French Revolution of 1789: causes and consequences; from revolution to restoration will be discussed and debated with the help of the aforementioned historians works.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Unit III:\u00a0 1830 and 1848 Revolutions in France and Crowd in History<\/strong><\/p>\n<p>The Revolutions of 1830 and 1848 &#8211; causes and consequences, provincial revolutions; A comparative study of 1789, 1830 and 1848 revolutions and their influences; Crowd in History; Luddites in 19<sup>th<\/sup> Century England, Chartist Movement in Britain, Class and Hierarchy in France and Britain.\u00a0 Origin and development of new ideological\/philosophical traditions in France, Great Britain and Germany \u2013 basically those like Rousseau, Hobbs, Lock, Bentham, etc., whose ideas had a bearing on the history of revolutionary Europe. Ideas on Class and Gender; From Bourgeoisie feminism to Marxist discourse on Gender:<\/p>\n<p><strong>A)<\/strong>Detailed study of writings of Mary Wollstonecraft, <em>A Vindication of Rights of Women<\/em> (English in 1791, in French 1792); Olympe de Gouges, <em>the Declaration of Rights of Women<\/em> (1791); Etta Palm van Aelder and Marquis de Condorcet.<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li><strong>B)<\/strong> William Blake, William Longson, William Thompson, Richard Carlyle and Romanticists<\/li>\n<li><strong>C)<\/strong> From 1840s to 1870s: Marx and Engels ideas on Class and GenderCharacterization of this era as \u2018Revolutionary\u2019: is this characterization valid?<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Evaluation methods:<\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Three internal assessments will be conducted, each for 20 marks. Best of the two are taken for final evaluation, which constitutes total 40 marks.<\/li>\n<li>The internal evaluation would comprise of any of the following modes of assessment: (informed to the students in advance, at the beginning of the course), such as, Tests, Term papers, Seminars, Project Reports, Book reviews, and Discussions.<\/li>\n<li>The end semester exam is for 60 marks, for the duration of 3 hours. Students are required to write three essay type answers out of six questions, which would test a student\u2019s critical thinking skills, analytical ability, knowledge of the subject, and an ability to synthesize overall information within a stipulated time period.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Bibliography<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>Aftalion, Florin, <em>The French Revolution: An Economic Interpretation<\/em>. Cambridge: Cambridge University Press, 1990.<\/p>\n<p>Baker, Keith Michael, <em>Inventing the French Revolution: Essays on French Political Culture in the Eighteenth Century<\/em>, Cambridge: Cambridge University Press, 1990.<\/p>\n<p>Behrens, Betty, \u201cNobles, Privileges and Taxes in France at the end of the Ancien Regime\u201d, <em>Economic History Review<\/em> XV (1962-3): 451-75.<\/p>\n<p>Berenson, Edward, \u201cA Permanent Revolution: The Historiography of 1789.\u201d <em>Modern China<\/em> IV (January 1995): 77-104.<\/p>\n<p>Bien, David D. \u201cFrancois Furet, the Terror, and 1789<em>.<\/em>\u201d<em>French Historical Studies<\/em> 16, no. 4 (Fall 1990): 777-783.<\/p>\n<p>Blackburn, Robin.<em>The Overthrow of Colonial Slavery, 1776-1848<\/em>. London: Verso, 1988.<\/p>\n<p>&nbsp;<\/p>\n<p>Blanning, T. C. W. ed,.<em>The Rise and Fall of the French Revolution<\/em>. Chicago: 1996.<\/p>\n<p>&nbsp;<\/p>\n<p>Breunig, Charles, <em>The Age of Revolution and Reaction, 1789-1850<\/em>.New York: Norton, 1977.<\/p>\n<p>&nbsp;<\/p>\n<p>Brose, Eric Dorn.<em>German History, 1789-1871: From the Holy Roman Empire tothe Bismarckian Reich<\/em>. Oxford: Berghahn Books, Providence, 1997.<\/p>\n<p>&nbsp;<\/p>\n<p>Cavanaugh, Gerald J. \u201cThe Present State of French Revolutionary Historiography: Alfred Cobban and beyond.\u201d <em>French Historical Studies<\/em> 7, no.4 (Autumn 1972): 587-606.<\/p>\n<p>&nbsp;<\/p>\n<p>Chartier, Roger.<em>The Cultural Origins of the French Revolution: (Bicentennial Reflections on the French Revolution)<\/em>. NC: Duke University Press, 1991.<\/p>\n<p>&nbsp;<\/p>\n<p>Cobban, Alfred.<em>The Social Interpretation of the French Revolution<\/em>. Cambridge: CUP, 1964.<\/p>\n<p>&nbsp;<\/p>\n<p>Cobban, Alfred.<em>Aspects of the French Revolution<\/em>. London: Jonathan Cape, Paladin, 1971.<\/p>\n<p>&nbsp;<\/p>\n<p>Comninel, George C.<em>Rethinking the French Revolution: Marxism and the Revisionist Challenge<\/em>. London: Verso, 1897.<\/p>\n<p>&nbsp;<\/p>\n<p>Dann, O and Dinwiddy, ed.<em>Nationalism in the French Revolution<\/em>. London: Collins, 1988.<\/p>\n<p>&nbsp;<\/p>\n<p>Doyle, William. <em>Origins of the French Revolution<\/em>. Oxford: Oxford University Press, 1980.<\/p>\n<p>&nbsp;<\/p>\n<p>Doyle, William.<em>The Oxford History of the French Revolution<\/em>, Oxford: OUP, 1989.<\/p>\n<p>&nbsp;<\/p>\n<p>Doyle, William. \u201cWas there an Aristocratic Reaction in Pre-Revolutionary France?\u201d <em>Past &amp; Present<\/em> 57, no.1 (Winter 1972):97\u2013122.<\/p>\n<p>&nbsp;<\/p>\n<p>Droz, Jacques.<em>Europe between Revolutions, 1815-1848<\/em>, London: Fontana\/Collins, 1967.<\/p>\n<p>&nbsp;<\/p>\n<p>Ellis, Geoffrey. \u201cThe \u2018Marxist Interpretation\u2019 of the French Revolution\u201d, <em>English Historical Review<\/em>, XCIII (1978): 353-76.<\/p>\n<p>&nbsp;<\/p>\n<p>Fasel, George. \u201cThe Wrong Revolution: French Republicanism in 1848.\u201d <em>French Historical Studies<\/em> 8, no.4 (Autumn 1974): 654-677.<\/p>\n<p>&nbsp;<\/p>\n<p>Friguglietti, James. \u201cAlbert Mathiez, an Historian at War.\u201d<em>French Historical Studies<\/em> 7, no.4, (Autumn 1972): 570-86.<\/p>\n<p>&nbsp;<\/p>\n<p>Furet, Francois.<em>Interpreting the French Revolution<\/em>, Cambridge: CUP, 1981.<\/p>\n<p>&nbsp;<\/p>\n<p>Furet, Francois.<em>Marx and the French Revolution, <\/em>edited by Lucien Calvie and translated by Deborah Furet, with selections from Karl Marx.Chicago: The University of Chicago Press, 1988.<\/p>\n<p>&nbsp;<\/p>\n<p>Gershoy, Leo. \u201cThree French Historians and the Revolution of 1848.\u201d <em>Journal of the History of Ideas<\/em> 12, no.1 (January 1951): 131-146.<\/p>\n<p>&nbsp;<\/p>\n<p>Hammen, O.J.<em>The Red 48 Years: Karl Marx and Friedrich Engels<\/em>. New York: 1969.<\/p>\n<p>&nbsp;<\/p>\n<p>Higonnet, Patrick L. R. \u201cClass, Corruption and Politics in the French Chamber of Deputies, 1846-1848.\u201d<em>French Historical Studies<\/em> 5, No.2 (Autumn 1967): 204-224.<\/p>\n<p>&nbsp;<\/p>\n<p>Hobsbawm, Eric J.\u00a0 <em>The Age of Revolution: Europe, 1789-1848<\/em>, first pub. 1962, London: Abacus, 1977.<\/p>\n<p>&nbsp;<\/p>\n<p>Hobsbawm, Eric J. <em>Nations and Nationalism since 1780: Program, Myth and Reality<\/em>. Cambridge: CUP, 1990<\/p>\n<p>&nbsp;<\/p>\n<p>Hormann, Raphael.<em>Writing the Revolution &#8211; German and English Radical Literature, 1819 to 1848-49<\/em>.Berlin: LIT Verlag, 2011.<\/p>\n<p>&nbsp;<\/p>\n<p>Hufton, Olwen. \u201cWomen in Revolution 1789-1796.\u201d<em>Past and Present<\/em> 53 (November 1971): 90-108.<\/p>\n<p>&nbsp;<\/p>\n<p>Hunt, D. \u201cPeasant Politics in the French Revolution.\u201d <em>Social History<\/em> 9 (1984): 277-97.<\/p>\n<p>&nbsp;<\/p>\n<p>Hunt, Lynn.<em>Politics, Culture, and Class in the French Revolution<\/em>. California: University of California Press: 1986.<\/p>\n<p>&nbsp;<\/p>\n<p>Hyslop, Beatrice F.\u201cRecent Work on the French Revolution.\u201d <em>The American Historical Review <\/em>47, no.3 (April 1942): 488-517.<\/p>\n<p>&nbsp;<\/p>\n<p>Hyslop, Beatrice F. \u201cGeorges Lefebvre, Historian.\u201d <em>French Historical Studies<\/em> 1, no.3 (Spring 1960): 265-282.<\/p>\n<p>&nbsp;<\/p>\n<p>Israel, Jonathan. <em>Revolutionary Ideas &#8211; An Intellectual History of the French Revolution from the Rights of Man to Robespierre<\/em>. Princeton: Princeton University Press, 2014.<\/p>\n<p>&nbsp;<\/p>\n<p>Jones, Peter M. \u201cGeorges Lefebvre and the Peasant Revolution: Fifty Years on.\u201d <em>French Historical Studies<\/em> 16, no.3 (Spring 1990): 645-63.<\/p>\n<p>&nbsp;<\/p>\n<p>Jones, Peter.<em>The 1848 Revolutions<\/em>, second edition, London: Routledge, 2013.<\/p>\n<p><em>\u00a0<\/em><\/p>\n<p>Jones, P.M.<em>The Peasantry in the French Revolution<\/em>. Cambridge: CUP, 1988.<\/p>\n<p>&nbsp;<\/p>\n<p>Kafker, Frank A., James M. Laux, and Darline Gay Levy, <em>The French Revolution: Conflicting Interpretations<\/em>, 2<sup>nd<\/sup> edition. New York: Random House, 1976.<\/p>\n<p>&nbsp;<\/p>\n<p>Kaiser, Thomas E. \u201cThis Strange Offspring of Philosophie: Recent Historiographical Problems in Relating the Enlightenment to the French Revolution.\u201d <em>French Historical Studies<\/em> 15, no.3 (Spring 1988): 549-562.<\/p>\n<p>&nbsp;<\/p>\n<p>Kennedy, E.<em>A Cultural History of the French Revolution<\/em>. Yale: Yale University Press, 1989.<\/p>\n<p>&nbsp;<\/p>\n<p>Lefebvre, Georges. <em>French Revolution, Vol.1, from its origins to 1793 and Vol.2 From 1793 to 1799<\/em>.New York: Columbia University Press, 1965-7.<\/p>\n<p>&nbsp;<\/p>\n<p>Lefebvre, Georges,<em>The French Revolution: From its Origins to 1793<\/em>. New York: Columbia University Press, 1962; reprintLondon: Routledge, 2001.<\/p>\n<p>&nbsp;<\/p>\n<p>Lefebvre, Georges.<em>The Great Fear of 1789: Rural Panic in Revolutionary France<\/em>.London: NLB, 1973.<\/p>\n<p>&nbsp;<\/p>\n<p>Lefebvre, Georges.<em>The Coming of the French Revolution<\/em>. Princeton: Princeton University Press, Princeton, 1967.<\/p>\n<p>&nbsp;<\/p>\n<p>Lewis, Gwynne.<em>The French Revolution: rethinking the debate<\/em><em>, Historical Connections<\/em>.London: Routledge, 1993.<\/p>\n<p>&nbsp;<\/p>\n<p>Lock, F.P. <em>Burke\u2019s Reflections on the Revolution in France<\/em>, London: Routledge Library Editions, 2009.<\/p>\n<p>&nbsp;<\/p>\n<p>Lucas, Colin. \u201cNobles, Bourgeois and the Origins of the French Revolution.\u201d <em>Past &amp; Present<\/em> 60 (1973): 84-126.<\/p>\n<p>&nbsp;<\/p>\n<p>Marx, Karl. <em>The Revolution of 1848<\/em>, edited by D. Fernbach. Harmondsworth: Penguin, 1973.<\/p>\n<p>&nbsp;<\/p>\n<p>Philip, Mark. Reforming Ideas in Britain Politics and Language in the Shadow of the French Revolution, 1789-1815, Cambridge: CUP, 2014<\/p>\n<p>&nbsp;<\/p>\n<p>Porter, Roy and M. Teich, ed.<em>Revolution in History<\/em>, Cambridge: CUP, 1986.<\/p>\n<p>&nbsp;<\/p>\n<p>Price, Roger, ed.<em>1848 in France<\/em>. London: Thames and Hudson, 1975.<\/p>\n<p>&nbsp;<\/p>\n<p>Price, Roger.<em>The Revolutions of 1848<\/em>. Humanities Press, 1989.<\/p>\n<p>&nbsp;<\/p>\n<p>Robertson, Priscilla.<em>Revolutions of 1848: a Social History<\/em>. Princeton: Princeton University Press, 1952.<\/p>\n<p>&nbsp;<\/p>\n<p>Robinson, James Harvey. \u201cRecent Tendencies in the Study of French Revolution.\u201d<em>The American Historical Review<\/em> 11, no.3 (April 1906): 529-547.<\/p>\n<p>&nbsp;<\/p>\n<p>Rosenthal, Jean-Laurent. \u201cThe Fruits of Revolution: Property Rights, Litigation and French Agriculture, 1700-1860.\u201d<em>The Journal of Economic History<\/em> 50, no.2 (June 1990): 438-440.<\/p>\n<p>&nbsp;<\/p>\n<p>Rude, George. <em>The French Revolution<\/em>. London: Weidenfeld and Nicolson, 1988.<\/p>\n<p>&nbsp;<\/p>\n<p>Rude, George. <em>Revolutionary Europe, 1783-1858<\/em>.London: Fontana\/Collins, 1964.<\/p>\n<p>&nbsp;<\/p>\n<p>Saville, John.<em>1848: The British State and the Chartist Movement<\/em>. Cambridge: CUP, 1987.<\/p>\n<p>&nbsp;<\/p>\n<p>Scott, William. \u201cFrancois Furet and Democracy in France.\u201d<em>The Historical Journal <\/em>34, no.1 (March 1991): 147-171.<\/p>\n<p>&nbsp;<\/p>\n<p>Sewell, William H. Jr.<em>Work &amp; Revolution in France: The Language of Labor from the Old Regime to 1848<\/em>. Cambridge: CUP, 1980.<\/p>\n<p>&nbsp;<\/p>\n<p>Soboul, Albert.<em>A Short History of the French Revolution<\/em>. California: California University Press, 1965.<\/p>\n<p>&nbsp;<\/p>\n<p>Sperber, Jonathan.<em>The European Revolutions, 1848-1851<\/em>. Cambridge: CUP, 1984.<\/p>\n<p>&nbsp;<\/p>\n<p>Stone, Bailey.<em>The Genesis of The French Revolution: A Global-Historical Interpretation<\/em>. Cambridge: CUP, 1994.<\/p>\n<p>&nbsp;<\/p>\n<p>Stromberg, Roland N. \u201cReevaluating the French Revolution.\u201d <em>The History Teacher<\/em> 20, no.1 (November 1986): 87-107.<\/p>\n<p>&nbsp;<\/p>\n<p>Sutherland, D. M. G.<em>France, 1789-1815: Revolution and Counterrevolution<\/em>. Oxford:OUP, 1986.<\/p>\n<p>&nbsp;<\/p>\n<p>Tocqueville, Alexis de.<em>The Old Regime and the French Revolution<\/em>. New York: Doubleday, 1955.<\/p>\n<p>&nbsp;<\/p>\n<p>Vovelle, Michel, Timothy Tackett and Elisabeth Tuttle. \u201cReflections on the Revisionist Interpretation of the French Revolution.\u201d <em>French Historical Studies<\/em> 16, no.4 (Autumn 1990): 747-755.<\/p>\n<p>&nbsp;<\/p>\n<p>Wahnich, Sophie and Slavoj Zizek.<em>In Defence of the Terror &#8211; Liberty or Death in the French Revolution<\/em>. London: Verso, 2012.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course no. HS 530\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 MA III Semester<\/strong><\/p>\n<p><strong>Course: <\/strong><strong>Socio Economic History of Medieval<\/strong><strong>\u00a0<\/strong><strong>India 1200-1750<\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 4<\/strong><\/p>\n<p><strong>Course Learning Outcomes: <\/strong><\/p>\n<p>After completion of this course, the students will be able to:<\/p>\n<p>1 Estimate the nature of medieval Indian history, and identify the relation between history and society (<strong>understand<\/strong>).<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"2\">\n<li>Demonstrate historical concepts such as Antyajas, Urban Revolution, Jagirdari, Zamindari, Dadni System, Jajmani System etc. to understand various dimensions of human past.\u00a0 (<strong>apply)<\/strong><\/li>\n<li>Understand theory, explanation, verification, the making of medieval India, the role of narrative and challenges and recent trends in medieval Indian history. (<strong>understand<\/strong>)<\/li>\n<li>Illustrate making of society and its relationship with the evolution of culture and its different forms. Relationship between past and present and bearing of medieval on the present. (<strong>Analyse and understand<\/strong>)<\/li>\n<li>Analyse the social structure and inter relationship in the medieval period and question the method of history writing done over a period of time. (<strong>analyse<\/strong>)<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Mapping of Course Learning Outcomes (CLOs) with Program Learning Outcomes (PLOs) and Program specific Outcomes (PSOs<\/strong>):<\/p>\n<p>&nbsp;<\/p>\n<table>\n<tbody>\n<tr>\n<td><\/td>\n<td>PLO<\/p>\n<p>1<\/td>\n<td>PLO<\/p>\n<p>2<\/td>\n<td>PLO<\/p>\n<p>3<\/td>\n<td width=\"45\">PLO<\/p>\n<p>4<\/td>\n<td width=\"45\">PLO<\/p>\n<p>5<\/td>\n<td>PLO<\/p>\n<p>6<\/td>\n<td>PLO<\/p>\n<p>7<\/td>\n<td>PLO<\/p>\n<p>8<\/td>\n<td>PLO<\/p>\n<p>9<\/td>\n<td>PLO<\/p>\n<p>10<\/td>\n<td>PLO<\/p>\n<p>11<\/td>\n<\/tr>\n<tr>\n<td>CLO 1<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\"><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td><\/td>\n<td><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>CLO2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\"><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>CLO3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\"><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>CLO4<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\">1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>CLO5<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\">1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p><strong>Course Description<\/strong><\/p>\n<p>This course is intended to familiarize students with the medieval period of Indian History. The course covers the period between 13<sup>th<\/sup> Century to 18<sup>th<\/sup> century of Indian History. It gives the students an understanding of society and economy in this period. It also looks into social formation and making of cultures in the period. It explains the methods of production and the status of producers and their role and position in the society.It also focuses on various processes which were\u00a0involved in the making of society and social structure and the economic life of people in Medieval India.<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Social Structure, Nobility and Women. Bhakti and Sufi movements<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Education and Learning<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"2\">\n<li>System of Agricultural and non-Agricultural Production<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Condition of Peasants, Artisans and Industry<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"3\">\n<li>Currency and Banking System<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Trade and Commerce<\/p>\n<p><strong><u>Evaluation<\/u><\/strong>: Students will be evaluated on the basis of a written test (20 marks), seminar paper (20 marks) and a term paper (20 marks) as is the practice for all four credit lecture courses. Of these three, the best two will be considered for the tabulation of the final grade. There will be an end-semester examination (60 marks) which will test the student on the total course content.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>GENERAL READING LIST<\/strong><\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Abraham Eraly,<strong><em>The Last Spring, <\/em><\/strong>Delhi, 2000.<\/li>\n<li>Rashid<strong><em>, Society and Culture in Medieval<\/em><\/strong><strong><em>India, <\/em><\/strong>Calcutta, 1969.<\/li>\n<li>Firdos Anwar,<strong><em>Nobility Under the Mughals, <\/em><\/strong>Delhi, 2001.<\/li>\n<li>Irfan Habib,<strong><em>The Agrarian System of Mughal<\/em><\/strong><strong><em>\u00a0<\/em><\/strong><strong><em>India, <\/em><\/strong>Delhi, 1999.<\/li>\n<li>Irfan Habib &amp; Tapan Raychaudhary<strong><em>,<\/em><\/strong><strong><em>Cambridge<\/em><\/strong><strong><em>\u00a0<\/em><\/strong><strong><em>Economic History of<\/em><\/strong><strong><em>\u00a0<\/em><\/strong><strong><em>India<\/em><\/strong><strong><em>\u00a0<\/em><\/strong><strong><em>1<\/em><\/strong>, Hyderabad, 1982.<\/li>\n<li>M. Ashraf,<strong><em>Life and Conditions of the People of<\/em><\/strong><strong><em>\u00a0<\/em><\/strong><strong><em>Hindustan, <\/em><\/strong>New Delhi, 1970.<\/li>\n<li>Rekha Misra,<strong><em>Women in Mughal<\/em><\/strong><strong><em>\u00a0<\/em><\/strong><strong><em>India,<\/em><\/strong> Delhi, 1967.<\/li>\n<li>A.A. Rizvi,<strong><em>History of Sufism 2 vols<\/em><\/strong>. Delhi, 1992-94.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course no. HS 533\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 MA III Semester<\/strong><\/p>\n<p><strong>Course: <\/strong><strong>Art and architecture in Medieval India<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 4<\/strong><\/p>\n<p><strong>Course Learning Outcomes: <\/strong><\/p>\n<p>After completion of this course, the students will be able to:<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>1. Demonstrate a coherent and systematic understanding of various fields of art and architecture in India. (Remembering and understanding)<\/li>\n<li>2. Employ the different methods of analyzing the schools and forms of art and architecture. (Applying)<\/li>\n<li>Communicate their views and ideas with clarity of thought, lucidity of expression and logical rigour. (Applying)<\/li>\n<li>Demonstrate critical and reflective thinking, by contextualizing the examples from art and architecture in the larger socio-economic and political contexts. (Apply Analyse, and Evaluate)<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>5.Analyse problems, approach them from diverse points of view, offer multiple solutions and assess proposed solutions regarding the spread of art and architecture. (Analyse, Evaluate and Create)<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"6\">\n<li>They would be able to display independent thinking, adopt positions of their own regarding the current issues in the history of art and create ideas that respond to issues of art. (Creating)<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Mapping of Program Learning Outcomes (PLOs) <\/strong><\/p>\n<p><strong>With Course Learning Outcomes (CLO\u2019s)<\/strong><\/p>\n<table width=\"660\">\n<tbody>\n<tr>\n<td width=\"60\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>PLO-1<\/strong><\/td>\n<td width=\"54\"><strong>PLO-2<\/strong><\/td>\n<td width=\"54\"><strong>PLO-3<\/strong><\/td>\n<td width=\"54\"><strong>PLO-4<\/strong><\/td>\n<td width=\"54\"><strong>PLO-5<\/strong><\/td>\n<td width=\"54\"><strong>PLO-6<\/strong><\/td>\n<td width=\"54\"><strong>PLO-7<\/strong><\/td>\n<td width=\"54\"><strong>PLO-8<\/strong><\/td>\n<td width=\"54\"><strong>PLO-9<\/strong><\/td>\n<td width=\"61\"><strong>PLO-10<\/strong><\/td>\n<td width=\"60\"><strong>PLO-11<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-1<\/strong><\/td>\n<td width=\"46\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-2<\/strong><\/td>\n<td width=\"46\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-3<\/strong><\/td>\n<td width=\"46\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-4<\/strong><\/td>\n<td width=\"46\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-5<\/strong><\/td>\n<td width=\"46\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-6<\/strong><\/td>\n<td width=\"46\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"61\"><strong>\u00a0<\/strong><\/td>\n<td width=\"60\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course Description: <\/strong><\/p>\n<p>The aim of this course is to acquaint students with the major traditions and the forms of architecture, iconography and painting in Medieval India. Beginning with an introduction to Buddhist architecture the course would move on explore the Hindu temple and Indo-Islamic architecture along with defence architecture. Buddhist and Hindu iconography will then be explored taking some of the main examples that have been the staple of discussion in art history. The course would end with a survey of select examples in the Buddhist tradition and the regional traditions of medieval India. In the section on painting the focus would be on Mughal painting with an introduction to the earlier traditions. The transition to\u00a0 the painting tradition of the successor states to the Mughals, viz the Rajput and the Pahari traditions would be examined. The course would end by exploring the painting traditions of the Deccani sultanates and the Nayakas of South India.<\/p>\n<p>There are three units for internal evaluation of 20 marks each: one examination, a term paper and a report on a field visit along with a final examination of 60 marks.<\/p>\n<p>Themes<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Buddhist architecture, stupa, chaitya and Vihara- introduction to the evolution of Buddhist architecture in the early period from funerary practices and it institutionalization in north India and its spread all over the subcontinent. Transformation of the vihara to the mahavihara during the Gupta period and the spread of mahavaiharas in eastern India. This unit will also map the social processes that inform these changes.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"2\">\n<li>Buddhist architecture of the Tibetan culture Area in India \u2013 introduction to the Tibetan culture Areas and specifically the Tibetan culture areas of India in a historical perspective. The contact between Tibet and the mahaviharas of eastern India and the spread of Buddhism to Tibet. Bon,Tantra and the evolution of a hybrid Buddhism and the rise of the Gompas of western Hiamalays. The continuity of monastic tradition in the western Himalayas, Tabo and Alchi.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"3\">\n<li>Temple architecture-origins,Nagara and Dravidastyles- the origin of the Hindu temple and the various theories associated with the same. Transition to the typical temple building styles of the Guptas and the evolution of the Nagara School and its parameters. The evolution of regional styles among the nagara and the rise of Dravida architecture. Cave, rock-cut and structural temples. The rise of large temple complexes and agrarian expansion under the Cholas and the Vijayanagara. Patronage, royal and lay and the reorganization of society and the role of temple. Temples of Gujarat, Rajasthan and eastern India and the role of the bhakti movement.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"4\">\n<li>Indo-Islamic architecture- rise of Islam in west Asia and the transmission of Islam to India and the rise of Islamic architecture and its interaction with Indian forms leading to a new idiom- the character of Indo-Islamic architecture- a survey through the early period and the establishment of the Delhi sultanate<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"5\">\n<li>Architecture during the Sultanate period- the rise of the Mamluks and the importance of architecture as a legitimizing symbol-the Khiljis and the Thugluqs and the spread of the Sultanate architecture beyond Delhi. Tombs, gardens and the changed character of architecture under the Lodhis.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"6\">\n<li>Mughal architecture \u2013 inauguration of a new idiom blending foreign and Indian elements. The period of Akbar and the beginnings of defense and palatial architecture- Jahangir and the rise of opulence in arts and the emphasis on the palatial and profusion of Mughal architecture- Shah Jahan and the high point of Mughal splendor. Forts, huntingpavilions, tombs and mosques.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"7\">\n<li>Forts and defense architecture \u2013 fortification and the rise of polities in early medieval India- rise of forts as part of empire building, a survey of north India and Deccan. Transformation of forts after the impact of gunpowder-Siddis and coastal forts and the rise of an African nobility.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>II- iconography<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"8\">\n<li>Canons of iconography- Buddhist iconography- early Indian iconography of the Brahmanical religious traditions- Mudras,asanas,vahanas,alidhas and the context and the texts associated with iconography.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"9\">\n<li>Temple sculptures and the religious process- rise of aniconic Buddhist imagery and its transformation to an iconic tradition and the emergence of iconography with the Puranic tradition- the bhakti movement and the rise of a sacred geography and profusion of imagery- regional variations and the pantheons of images, north, north-western India,Deccan and south India and eastern India. Iconography of the temple complexes of south and eastern India.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>III- painting<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"10\">\n<li>Early Indian paining and the Ajanta legacy- the emergence of the Ajanta tradition- the transformation to the regional traditions modelled on the Ajanta, Alchi,Sittanavasal and eastern Indian pata-citra tradition. Subject matter and social base of early Indian painting<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"11\">\n<li>Paintings of the western Himalayas and the emergence of illustrations in medieval India- Buddhist paintings of the Gompas of western Himalayas, Tabo and Alchi-. Transformation of the monastic paintings after the Mongol interlude. Subject matter of the tantric paintings.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"12\">\n<li>Mughal painting- the role of humayun and the transmission from Persia-Akbar and the indianization of Mughal painting and the production of a royal atelier and the rise in production of Mughal paintings- Jahangir and the high point of Mughal art, ornamentation, technical advances and the rise of European themes. Shah Jahan and the continuation of Jahangiri style and its movement to court art-Aurangzeb and the decline of Mughal painting tradition and the brief revival under Muhammad Shah.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"13\">\n<li>Successor schools of the hills- Rajput and Pahari painting- Rajput paintings and the region, blend of indigenous and Mughal tradition, the four schools of Rajput painting-Bhakti and love themes. Paharicentres and the commonalities with Rajput painting- the four centers of Pahari painting. Rasamanjari, Gita Govinda and Ragamala as illustrated paintings.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"14\">\n<li>Deccani and Nayaka Painting- Bijapur and the patronage of paintings-rise of the DeccaniRagamala under Ibrahim Adil Shah II, the illustrated paintings and the syncretic themes blending Persian and Deccani bhakti religious imagery. Temple paintings of south India- performative aspects of a mural tradition, temple complexes of Tamilagam and Karnataka under the nayakas and other regional rulers.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Reference Books :<\/strong><\/p>\n<p>Anand Krishna. Malwa Painting. Banaras: Banaras Hindu University, 1963.<\/p>\n<p>&nbsp;<\/p>\n<p>Archer, W.G. Indian Miniatures. New York: New York Graphic Society, 1960.<\/p>\n<p>&nbsp;<\/p>\n<p>Barrett, D. &amp; B Gray. Indian Painting. Geneva: d\u2019art Albert Skira, 1978.<\/p>\n<p>&nbsp;<\/p>\n<p>Beach, M.C. Early Mughal Painting. Boston: HarvardUniversity Press, 1987.<\/p>\n<p>&nbsp;<\/p>\n<p>Beach, M.C. Rajput Painting in Bundi and Kotah. Ascona: ArtibusAsiae Publishers, 1974.23<\/p>\n<p>&nbsp;<\/p>\n<p>Chakravarty, Anjan. Indian Miniature Painting, Delhi: Roli Books, 2005<\/p>\n<p>&nbsp;<\/p>\n<p>Chandra, P. The Tuti-nama of the Cleveland Museum of Art and the Origins of Mughal Painting.<\/p>\n<p>Graz: AkademischeDruck-u Verlagsanstalt, 1976.<\/p>\n<p>&nbsp;<\/p>\n<p>Das, A.K. Mughal Painting during Jahangir\u2019s Time. Calcutta: The Asiatic Society, 1978.<\/p>\n<p>&nbsp;<\/p>\n<p>Doshi, S. Masterpieces of Jain Painting. Bombay: Marg Publications, 1985.<\/p>\n<p>&nbsp;<\/p>\n<p>Ebeling, K. Ragamala Painting. Basel: Ravi Kumar Lila Kala Basilius Press AG, 1973.<\/p>\n<p>&nbsp;<\/p>\n<p>Goswamy, B.N. The Word is Sacred, Sacred is the Word: The Indian Manuscript Tradition. New<\/p>\n<p>Delhi: Niyogi Books, 2007.<\/p>\n<p>&nbsp;<\/p>\n<p>Khandalawala, K. Pahari Miniature Painting. Bombay: The New Book Company, 1958.<\/p>\n<p>Leach, L.Y. Mughal and other paintings from the Chester Beatty Library. London: Scorpion<\/p>\n<p>Cavendish, 1995.<\/p>\n<p>&nbsp;<\/p>\n<p>Nawab, S.M. The Oldest Rajasthani Paintings from Jain Bhandars. Ahemadabad: Sarabhai Manilal<\/p>\n<p>Nawab Publication, 1959.24<\/p>\n<p>&nbsp;<\/p>\n<p>Okada, Amina. Indian Miniatures of the Mughal Court. New York: H.N. Abrams Inc., 1992.<\/p>\n<p>&nbsp;<\/p>\n<p>Randhawa, M.S. Basohli Painting. New Delhi: Publications Divisions, Government of India, 1959.<\/p>\n<p>&nbsp;<\/p>\n<p>Seth, Mira. Indian Painting: The Great Mural Tradition. USA: Hary N Abrams Publication, 2006.<\/p>\n<p>&nbsp;<\/p>\n<p>Welch, S.C. Imperial Mughal Painting. New York: George Braziller, 1977.<\/p>\n<p>&nbsp;<\/p>\n<p>Asthana, S.P. Mathura Kala. New Delhi: NationalMuseum Publication, 1999.<\/p>\n<p>&nbsp;<\/p>\n<p>Barua, B.M. Bharhut(Parts 1-3). New Delhi: Indo-logical Book Corporation, 1979.<\/p>\n<p>&nbsp;<\/p>\n<p>Buswell, R.E. Encyclopedia of Buddhism Vol. 1-2. USA: Macmillan Reference, 2004.<\/p>\n<p>&nbsp;<\/p>\n<p>Mitra, D. Buddhist Monuments. Kolkata: Sahitya Sansad,1980.<\/p>\n<p>&nbsp;<\/p>\n<p>Nagach, B.L., K.M. Suresh, D.P. Sharma and Dulari Qureshi, Encyclopedia of Indian Architecture<\/p>\n<p>(Vol I- IV). New Delhi:Bhartiye Kala Prakashan, 2008.<\/p>\n<p>&nbsp;<\/p>\n<p>Asher, Catherine. Architecture of Mughal India. Cambridge: Cambridge University Press,1992.<\/p>\n<p>&nbsp;<\/p>\n<p>Bianca, Maria Alfieri. Islamic Architecture of the Indian Subcontinent. London: Laurence King Pub.,<\/p>\n<p>2000.<\/p>\n<p>&nbsp;<\/p>\n<p>Brown, Percy. Indian Architecture: Islamic Period. Bombay: DbTaraporevala Sons &amp; Company Pvt<\/p>\n<p>Ltd, 1958.<\/p>\n<p>&nbsp;<\/p>\n<p>Ettinghausen, R.and O. Grabar. The Art and Architecture of Islam: 650 \u2013 1250.New Haven and<\/p>\n<p>London: RobertHillenbrandUniversity, 1994.<\/p>\n<p>&nbsp;<\/p>\n<p>Grabar, O. The Formation of Islamic Art. New Haven, and London: Yale University Press,1978.<\/p>\n<p>&nbsp;<\/p>\n<p>Juneja, Monica. Architecture in Medieval India: Forms, Contexts, Histories. Delhi: Permanent Black<\/p>\n<p>,2001.<\/p>\n<p>&nbsp;<\/p>\n<p>Koch, Ebba. Mughal Architecture: An Outline of Its History and Development (1526-1858).<\/p>\n<p>M\u00fcnchen, Federal Republic of Germany : Prestel ,1991.<\/p>\n<p>&nbsp;<\/p>\n<p>Koch, Ebba. Mughal Art and Imperial Ideology: Collected Essays. New Delhi: OxfordUniversity<\/p>\n<p>Press, 2001.<\/p>\n<p>&nbsp;<\/p>\n<p>Kumar, Sunil. The Emergence of the Delhi Sultanate 1192- 1286. Delhi: Permanent Black, 2007.<\/p>\n<p>&nbsp;<\/p>\n<p>Merklinger, Elizabeth Schotten. Sultanate architecture of Pre Mughal India. Delhi:<\/p>\n<p>MunshiramManoharlal Publishers Pvt. Ltd, 2005.<\/p>\n<p>&nbsp;<\/p>\n<p>Michell, George and Zebrowski. Mark. Architecture and Art of the Deccan Sultanates. Cambridge:<\/p>\n<p>CambridgeUniversity Press, 1999.<\/p>\n<p>&nbsp;<\/p>\n<p>Michell, George (ed.) Vijayanagara: Splendour in Ruin. Ahmedabad: Mapin Publishing, 2008.<\/p>\n<p>&nbsp;<\/p>\n<p>Nath, R. History of Sultanate Architecture. Delhi: Abhinav Publications, 1978.<\/p>\n<p>&nbsp;<\/p>\n<p>Schimmel, Annemarie. Islam in India and Pakistan. Leiden: E.J.Brill, 1982.<\/p>\n<p>&nbsp;<\/p>\n<p>Sharma, P. K. Indo \u2013 Islamic architecture Delhi and Agra. Delhi: Creative Offset, 2003.<\/p>\n<p>Shokoohy, Mehrdad. Bhadresvar: The Oldest Islamic Monuments in India. Leiden&amp;New York: Brill<\/p>\n<p>Academic Publishers, 1988.<\/p>\n<p>&nbsp;<\/p>\n<p>Tillotson,G.H.R.The Tradition of Indian Architecture: Continuity, Change, and the Politics of Style<\/p>\n<p>since 1850. New Haven: YaleUniversity Press, 1989.<\/p>\n<p>&nbsp;<\/p>\n<p>Tillotson,G.H.R&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;. Mughal India. Delhi: 1991.<\/p>\n<p>&nbsp;<\/p>\n<p>Dhar, Parul Pandya ed., (2011). Indian Art Historiography: Issues, Methods and Trends, New Delhi:<\/p>\n<p>D.K. Printworld and National Museum Institute.<\/p>\n<p>&nbsp;<\/p>\n<p>Agrawal, V.S. Indian Art. Varanasi: Prithvi Prakashan,1965.<\/p>\n<p>&nbsp;<\/p>\n<p>Dehejia, V. (ed.) The Unseen Presence: Buddha and Sanchi. Mumbai: Marg Publications, 1996.<\/p>\n<p>&nbsp;<\/p>\n<p>Kramrisch, S. The Art of India through the ages. London: Phaidon Press, 1954.<\/p>\n<p>&nbsp;<\/p>\n<p>Agrawal, Rashmi Kala. Early Indian Miniature Paintings: C. 1000- 1550. Delhi: SundeepPrakashan,<\/p>\n<p>2006.<\/p>\n<p>&nbsp;<\/p>\n<p>Coomaraswamy, Ananda K. Introduction to Indian Art. New Delhi:MunshiramManoharlal<\/p>\n<p>Publishers, 1996.<\/p>\n<p>&nbsp;<\/p>\n<p>Gupte, R.S. 1972. Iconography of the Hindus, Buddhists and Jains, Bombay: D.B. Traporevala Sons and<\/p>\n<p>Co.<\/p>\n<p>&nbsp;<\/p>\n<p>Huntington, Susan L. 1985. The Art of Ancient India: Buddhist, Hindu, Jain, New York: Weatherhill.<\/p>\n<p>&nbsp;<\/p>\n<p>Miller, Barbara Stoler ed., 1992. The Powers of Art: Patronage in Indian Culture, Oxford University<\/p>\n<p>Press.<\/p>\n<p>&nbsp;<\/p>\n<p>Misra, R.N., 1975. Ancient Indian Artists and Art Activity, Simla: Indian Institute of Advanced Study.<\/p>\n<p>&nbsp;<\/p>\n<p>Mitter, Partha, 1977. Much Maligned Monsters: A History of European Reactions to Indian Art, Oxford:<\/p>\n<p>Clarendon Press.<\/p>\n<p>&nbsp;<\/p>\n<p>Ray, Niharranjan, 1974. An Approach to Indian Art, Chandigarh: Panjab University Publication Bureau.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course no. HS 534\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 MA III Semester<\/strong><\/p>\n<p><strong>Course:<\/strong><strong> Social Change in Modern India<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 4<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Course Learning Outcomes (CLOs) <\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>After completion of this course successfully, the students will be able to\u2026\u2026<\/p>\n<p>&nbsp;<\/p>\n<p>CLO-1<strong>The students will be able to absorb and make sense of information across a wide spatial\/temporal bracket and they will be able to think analytically about socio-cultural and political parallels in these global connectivities.<\/strong><\/p>\n<p>CLO-2<strong>They will be able to understand that history itself is debated and constantly revised across cultural divides.<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>CLO-3<strong>The students will be able to confidently use conceptual tools like \u201cmodernity\u201d, \u201cprogress and development\u201d, \u201cSocial equality\u201d, \u201cmodern education and Women\u2019s empowerment\u201d, print culture and modern redefinitions of private, personal and public spheres.<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>CLO-4<strong>The students are able to make connections to important modern structures of education, literacy, and knowledge systems\u00a0 as they developed in the west and were subsequently imported to non-Western societies via colonialism.<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>CLO-5<strong>They will understand that there is no one history, but interconnected histories yet with the rise of a dominant region, there is a projection of a single dominant historical narrative \u2013 the rise of modern West as the Western intellectuals wove it through the centuries.<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>CLO 6<strong>They will innovatively apply the above analytical categories to the histories of non-Western societies as they passed through the colonial phase. <\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Mapping of Course Learning Outcomes (CLOs) with Program Learning Outcomes (PLOs) and Program Specific Outcomes (PSOs)<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<table width=\"713\">\n<tbody>\n<tr>\n<td width=\"60\"><strong>\u00a0<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>1<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>2<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>3<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>4<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>5<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>6<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>7<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>8<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>9<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>10<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>11<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO1<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\"><\/td>\n<td width=\"64\">3<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO2<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\"><\/td>\n<td width=\"64\">3<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO3<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\"><\/td>\n<td width=\"64\">3<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO4<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\"><\/td>\n<td width=\"64\">3<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO5<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\"><\/td>\n<td width=\"64\">3<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">3<\/td>\n<td width=\"64\">3<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO6<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\"><\/td>\n<td width=\"64\">3<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">3<\/td>\n<td width=\"64\">3<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>\u2026..<\/strong><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p><strong>Detailed Syllabus:<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Unit 1: A Pre-colonial location of Self, Society, and Understanding of Change. What are some templates of change as understood in this context of the pre-colonial. Pre-modern or Pre-colonial as an analytical\u00a0 category? How does this undergo a sharp shift in the colonial phase? Some general introductory remarks on shifts. What is modernity and tradition in the social-political context of the colonial phase? How would one place an Empire-oriented understanding of change (aka Cohn) vis-\u00e0-vis a more nuanced reading of social change, through a multiplicity of indigenous regional experiences? The politics of identities based on Occidental scholarship \u2013 both Indological and Imperialistic.<\/p>\n<p>The emergence of different spaces, which are conditioned by the new dynamics of print, and a new stress on the emerging vernacular languages as the literary carriers of modern meaning. The journals, newspapers, committees and samitis and associations which mimic the Western public spaces. What is the public sphere? Bengal, Bombay, Madras and the North western Provinces have their own pre-colonial dynamics which provide different filters for understanding the emergence of community\/regional identities. The questions of socio-political changes are influenced by these larger historical contexts.<\/p>\n<p>Bengal had a long pre-colonial history of Muslim rulers, and this shaped the perception of the Bengali service communities, upper caste and the service castes \u2013 nine in number with strong literate traditions. The colonial criticism, pitched at two levels- missionary and imperialistic \u2013 shaped literate Bengal\u2019s response to the identification of socio-religious \u2018evils\u2019. Roy, Vidyasagar, BrahmoSamaj all located religion and the position of women within it as issues that needed to be addressed.<\/p>\n<p>Western India had an established Peshwa-dominated Brahminical polity. In western India, the double-handed missionary and imperialistic criticism unleashed a reappraisal of Brahminical domination first from within the upper-caste perspective, and then through a lower caste experiential world-view. DadojiPandurang and JyotiraoPhule<\/p>\n<p>Southern India first underwent a Brahminical re-examination of socio-religious tenets, again stung by missionary and imperialistic criticism, but its long-powerful non-Brahminical communities connected to governance, state power and authority\u00a0 in the pre-colonial past, used the structures of Indological and imperialistic scholarship to claim for itself a new socio-political domain \u2013 thus ensuring its regional political dominance. Periyar (E.V. RamaswamyNaickar) and Narayan Guru came from this trajectory.<\/p>\n<p>North India and the Hindi\/Urdu belt had its own dynamics, based on the historical reality of being the heartland of Mughal India. Here the socio political dynamics were very different.<\/p>\n<p>&nbsp;<\/p>\n<p>Unit 2: Caste as a concept in Western historiography and a new technology of control. How was caste viewed in colonial India, and its placement in the emerging Indian polity. The new dynamics of caste on the basis of emergent identities.<\/p>\n<p>&nbsp;<\/p>\n<p>Unit 3: Gender and the emergence of a new socio-political women\u2019s consciousness. Theoretical understanding of gender. The new world of print and the arrival of women in the public sphere.<\/p>\n<p><strong>Assessment and Pedagogy:<\/strong><\/p>\n<p>Assessment of the students is done through 3 mid semester tests each carrying a total of 20 marks and the scores of 2 best performances (40%) are then added to the end-semester examination (60 %), bringing the total to 100%.<\/p>\n<p>The tests are geared to test each student\u2019s grasp of the course.<\/p>\n<p>There is special attention paid to training the student\u2019s reading skills, and the course instructor illustrates how the essential readings should be read, in order to increase the student\u2019s grasp of the main ideas and arguments presented in the book.<\/p>\n<p>The course stresses the need to address questions in students\u2019 minds, and constantly underlines the key features of each lectures.<\/p>\n<p>The course instructor constantly recapitulates the key connections made in the course, so that the class can follow the course through the semester.<\/p>\n<p>The course instructor is particular that students participate in discussion and debate and question and answer sessions so that historical processes are analyzed and are connected to contemporary Indian situations and problems in students\u2019 minds.<\/p>\n<p>Out of particular historical contexts, general trends \u2013like modernity, new cultural identity, new spatial locations, new positions on gendered stereotypes \u2013 are highlighted, as these trends can be used to understand different contexts in everyday lives.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Reference Books:<\/strong><\/p>\n<p><strong>Select Readings <\/strong><\/p>\n<p>Amin, Sonia Nishat, The World of Muslim Women in Colonial Bengal, 1876-1939, Liden, Brill Academic publishers, 1996.<\/p>\n<p>Appadurai, Arjun. \u201cRight and Left hand Castes in South India\u201d. Indian Economic and Social History Review 11, nos. 2,3 (June \u2013September 1974): pp.216-59.<\/p>\n<p>Bose, Pradip Kumar, \u2018Reconstituting Private Life: the Making of the Modern Family in Bengal\u2019 in Ghanashyam Shah (ed.), social Transfomation in India, vol 2, essays in Honour of Professor I.P. Desai, Rawat Publications, 1997.<\/p>\n<p>-\u2018Sons of the Nation: Child Rearing in the New Family\u2019 in Partha Chatterjee (ed.) Texts of Power, Minneapolis\/Lonodn, University of Minnesota press, 1995.<\/p>\n<p>Broomfield, J.h., Elite Conflict in Plural Society, OUP, Bombay, 1968.<\/p>\n<p>Chakrabarty, Dipesh, Provincializing Europe: Postcolonial Thought and Colonial difference, Princeton University press, Princeton NJ, 2000.<\/p>\n<p>Chakravarti, Uma, Rewriting History: the Life and Times of PanditaRamabai, Kali for Women, New Delhi; V.S. Kadam, \u2018The Institution of marriage and Position of Women in Eighteenth Century Maharashtra\u2019, India Economic and Social history Review, 25-3-1988, New Delhi, pp. 347-370.<\/p>\n<p>Fukazawa, Hiroshi, \u201cState and Caste System 9jati) in the Eighteenth Century Maratha Kingdom\u2019, Hitotusubashi Journal of Economics, 9-1-1968, pp. 32-44.<\/p>\n<p>Irschick, Eugene, Politics and Social Conflict in South india, Berkeley, University of California press, 1969.<\/p>\n<p>Joshi, sanjay, Fractured Modernity: making of a Middle Class in Colonial North India , OUP, New Delhi, 2001.<\/p>\n<p>Kumar Nita (ed.) women as Subjects, Stree, Calcutta, 1994.<\/p>\n<p>Kumar, Ravinder, Western ndia in the Nineteenth Century: A Study in the Social History of Maharashtra, Routledge and Kegal Paul, London, 1968.<\/p>\n<p>Malhotra, Anshu, Gender, Caste and Religious Identities: Restructuring Class in Colonial Punjub, OUP, New Delhi, 2002.<\/p>\n<p>O\u2019Hanlon, Rosalind, Caste, Conflict, and Ideology: mahatma JotiraoPhule and Low Caste Protest in Nineteenth Century Western India, Cambridge University Press, Cambridge, 1985.<\/p>\n<p>Omvedt, Gail, Cultural Revolt in a Colonial Society: The Non-Brahman Movement in Western India, 1873-1930, Scientific Socialist Education Trust, Bombay, 1976.<\/p>\n<p>Phule, Jotiba, Collected Works of JotibaPhule, Bombay, 1991.<\/p>\n<p>Ray, Bharati, From the Seams of History<\/p>\n<p>Ray, Rajat. K., (ed.) Mind. Body and Society: Life and Mentality in Colonial Bengal, OUP, Calcutta, 1995.<\/p>\n<p>Sangari, Kumkum and Suresh Vaid, Recasting Women: Essays in Indian Colonial istory, New Brusnwick, NJ:Rutgers University Press, 1990.<\/p>\n<p>Sarkar, Sumit, Writing Social History, OUP, Delhi, 1997.<\/p>\n<p>Sarkar, Tanika, Hindu Wife, Hindu nation: Community, Religion and Cultural nationalism Indiana University Press, Bloomington, 2002.<\/p>\n<p>-Words to win: The Making of Amar Jeeban, A Modern Autobiography, New Delhi, kali for women, 1999.<\/p>\n<p>-Rhetoric against Age of Consent Resisting Colonial Reason and Death of a Child Wife\u2019 in EPW, 4 Sept. Issue 36 (1993)pp 1869-78.<\/p>\n<p>Krishnamurty, J., (ed.) Women in Colonial India, new Delhi, OUP, 1989.<\/p>\n<p>Shinde, Tarabai, Stri- PurushaTulana, Pune 1882, from Rosalind O\u2019Hanlon (ed.) OUP.<\/p>\n<p>Tucker Richard, The Early Setting of the Non-Brahman Movement in Maharashtra\u2019, The Indian Historical Review, Vol 7, numbers 1-2, July 1980-Jan. 1981, New Delhi, pp. 134-159.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/p>\n<p><strong>Course no. HS 537\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 MA III Semester<\/strong><\/p>\n<p><strong>Course: Cartography in Medieval India <\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 2<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course Learning Outcomes: <\/strong><\/p>\n<p>After completion of this course, the students will be able to:<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Demonstrate a coherent and systematic understanding of various fields of mapping in pre-modern India. (Remembering and understanding)<\/li>\n<li>Employ the different methods of analyzing the typology of maps. (Applying)<\/li>\n<li>Communicate their views and ideas with clarity of thought, lucidity of expression and logical rigour regarding a diverse set of sources. (Applying)<\/li>\n<li>Demonstrate critical and reflective thinking, by contextualizing the examples from cartography by situating the same in concrete historical situations like wars. (Apply Analyse, and Evaluate)<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>5.Analyse problems, approach them from diverse points of view, offer multiple solutions and assess proposed solutions regarding the creation of maps and how space was represented. (Analyse, Evaluate and Create)<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"6\">\n<li>They would be able to display independent thinking, adopt positions of their own regarding the current issues in the history of cartography and create ideas that respond to issues regarding representation of space in pre-modern India. (Creating)<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Mapping of Program Learning Outcomes (PLOs) <\/strong><\/p>\n<p><strong>With Course Learning Outcomes (CLO\u2019s)<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<table width=\"660\">\n<tbody>\n<tr>\n<td width=\"60\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>PLO-1<\/strong><\/td>\n<td width=\"54\"><strong>PLO-2<\/strong><\/td>\n<td width=\"54\"><strong>PLO-3<\/strong><\/td>\n<td width=\"54\"><strong>PLO-4<\/strong><\/td>\n<td width=\"54\"><strong>PLO-5<\/strong><\/td>\n<td width=\"54\"><strong>PLO-6<\/strong><\/td>\n<td width=\"54\"><strong>PLO-7<\/strong><\/td>\n<td width=\"54\"><strong>PLO-8<\/strong><\/td>\n<td width=\"54\"><strong>PLO-9<\/strong><\/td>\n<td width=\"61\"><strong>PLO-10<\/strong><\/td>\n<td width=\"60\"><strong>PLO-11<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-1<\/strong><\/td>\n<td width=\"46\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-2<\/strong><\/td>\n<td width=\"46\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-3<\/strong><\/td>\n<td width=\"46\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-4<\/strong><\/td>\n<td width=\"46\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-5<\/strong><\/td>\n<td width=\"46\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-6<\/strong><\/td>\n<td width=\"46\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>&#8211;<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"61\"><strong>\u00a0<\/strong><\/td>\n<td width=\"60\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Course Description <\/strong><\/p>\n<p>Objectives : the main objective of this course is to introduce students to the indigenous Mapping traditions of India by exposing them to a variety of maps. The other objective also be to familiarise them with the diverse cartographic practices in the premodern world before the advent of modern cartography.<\/p>\n<p>&nbsp;<\/p>\n<p>Course description: in this course, a brief survey of the nature of cartography in premodern societies would be discussed. Proceeding from this, the course would talk about the different type of maps Medieval India and also deal with the question of whether such artefacts can be called as maps. In the second unit the course would then focus on maps from the different regional traditions of India and described the nature of mapping techniques, including pilgrim age maps, religious maps, maps of forts, siege maps. In the third unit, there would be a more detailed study of the Mughal and Maratha Mapping traditions along with maps from Kashmir and other regions. In this unit the importance of maps and their relationship with military engagements would also be analysed. The course would end with a study of some of the other cartographic devices used by the indigenous communities.<\/p>\n<p>&nbsp;<\/p>\n<p>Course outcomes: at the end of the course, the students would be able to understand the prevalence of non-European mapping and cartographic techniques in India. The other outcome would also be the familiarity with using maps as the source material for the reconstruction of history.<\/p>\n<p>&nbsp;<\/p>\n<p>Unit one<\/p>\n<p>Cartography in premodern societies<\/p>\n<p>Different types of maps in premodern India<\/p>\n<p>Theproblem of employing paintings and other descriptive devices as maps<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>Unit two<\/p>\n<p>Sacred geography, pilgrim age and religious maps<\/p>\n<p>Town maps, regional maps and maps of certain locations<\/p>\n<p>Forts and military maps<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>Unit three<\/p>\n<p>Maps of the Mogul Empire and the Marathas and other polities<\/p>\n<p>Regional maps and revenue maps from Kashmir<\/p>\n<p>Maps and military formations study of the city of Delhi<\/p>\n<p>Globes, orbs and other cartographic devices used by the indigenous communities.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Reference Books :<\/strong><\/p>\n<p>Chandra, Satish. 1987. <em>The Indian Ocean: Explorations in History, Commerce, and Politics<\/em>. Sage Publications.<\/p>\n<p>Dikshit, Kamal Ramprit. 1986. <em>Maharashtra in Maps<\/em>. Maharashtra State Board for Literature and Culture.<\/p>\n<p>Eck, Diana L. 2012. <em>India: A Sacred Geography<\/em>. Potter\/Ten Speed\/Harmony\/Rodale.<\/p>\n<p>Gole, Susan. 1511. <em>A Series of Early Printed Maps of India in Facsimile<\/em>. Jayaprints.<\/p>\n<p>Gole, Susan. 1976. <em>Early Maps of India<\/em>. Sanskriti.<\/p>\n<p>Gole, Susan. 1989. <em>Indian Maps and Plans: From Earliest Times to the Advent of European Surveys<\/em>. Manohar Publications.<\/p>\n<p>Habib, Irfan. 1974. \u201cCARTOGRAPHY IN MUGHAL INDIA.\u201d <em>Proceedings of the Indian History Congress<\/em> 35: 150\u201362.<\/p>\n<p>Harley, J. B., David Woodward, and G. Malcolm Lewis. 2015. <em>The History of Cartography<\/em>. University of Chicago Press.<\/p>\n<p>Hasan, Javed. 1990. \u201cMapping the Mughal City of Agra.\u201d <em>Proceedings of the Indian History Congress<\/em> 51: 241\u201345.<\/p>\n<p>India), Kalakriti Archives (Hyderabad. 2015. <em>Cosmology to Cartography: A Cultural Journey of Indian Maps\u202f: From the Collections of Kalakriti Archives, Hyderabad and National Museum<\/em>. National Museum.<\/p>\n<p>India), Kalakriti Archives (Hyderabad. 2015. <em>Cosmology to Cartography: A Cultural Journey of Indian Maps\u202f: From the Collections of Kalakriti Archives, Hyderabad and National Museum<\/em>. National Museum.<\/p>\n<p>Ramaswamy, Sumathi. 2007. \u201cConceit of the Globe in Mughal Visual Practice.\u201d <em>Comparative Studies in Society and History<\/em> 49 (4): 751\u201382.<\/p>\n<p>Singh, Rana. 2009. <em>Geographical Thoughts in India: Snapshots and Visions for the 21st Century<\/em>. Cambridge Scholars Publishing.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course no. HS 539\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 MA III Semester<\/strong><\/p>\n<p><strong>Course: Women\u2019s History in India\u00a0\u00a0 from the earliest times to 17<sup>th<\/sup> century <\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 4<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Course Learning Outcomes (CLOs) <\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>After completion of this course successfully, the students will be able to\u2026\u2026<\/p>\n<p>&nbsp;<\/p>\n<p>CLO-1: Locate the issues related to women in the past in its multifarious dimensions and contexts.<\/p>\n<p>CLO-2: Analyze the historical debates related to the growth of various institutions related to women in ancient and medieval India.<\/p>\n<p>CLO-3: Interpret how the experience of patriarchy and the pre modern world moulded the modernity of Indian women<\/p>\n<p>CLO-4: Contrast the conditions of the women in ancient and medieval times, from that of modern times with continuities and changes involved.<\/p>\n<p>CLO-5: Analyse datasets and information regarding the status of women pertaining to diverse spheres of activity in ancient and mediaeval India.<\/p>\n<p>CLO-6: Use digital media and relevant ICT tools to enhance learning and research capabilities related to women in ancient and medieval India.<\/p>\n<p>CLO-7: Write a term paper by broadly following the protocols of research writing like citing, referencing and summarizing.\u00a0 and nationalist imagination of an empowered women.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Mapping of Course Learning Outcomes (CLOs) with Program Learning Outcomes (PLOs) and Program Specific Outcomes (PSOs)<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<table width=\"713\">\n<tbody>\n<tr>\n<td width=\"60\"><strong>\u00a0<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>1<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>2<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>3<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>4<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>5<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>6<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>7<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>8<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>9<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>10<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>11<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO1<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"64\">2<\/td>\n<td width=\"64\">1<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">2<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO2<\/strong><\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"64\">2<\/td>\n<td width=\"64\">2<\/td>\n<td width=\"64\">1<\/td>\n<td width=\"64\">2<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO3<\/strong><\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\"><\/td>\n<td width=\"64\">2<\/td>\n<td width=\"64\">1<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">1<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO4<\/strong><\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"57\"><\/td>\n<td width=\"64\">2<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">1<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO5<\/strong><\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\"><\/td>\n<td width=\"64\">2<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">2<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO6<\/strong><\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"57\"><\/td>\n<td width=\"64\">3<\/td>\n<td width=\"64\">1<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">2<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO7<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"64\">3<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">2<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong><em>Course Content: <\/em><\/strong>\u00a0Women\u2019s History, patriarchy, women in ancient period, medieval India, women in public and private realms, ritual and legal status of women.<\/p>\n<p><strong>Unit 1.<\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>What is Women\u2019s History? Its sources and reconstruction.<\/li>\n<li>Creation of Patriarchy- A Historical Background.<\/li>\n<li>Discussions on Women\u2019s Status in Early India.<\/li>\n<li>Buddhism and women.<\/li>\n<li>Women in the family, Motherhood in ancient India<\/li>\n<li>Rituals and samskaras.<\/li>\n<li>Early age marriages<\/li>\n<li>Legal Status of Women.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Required readings: <\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>Altekar, A.S. 1962,<em>Position of women in Hindu Civilization From pre- historic times to present day,<\/em>New Delhi,MotilalBenarsi Das.<\/p>\n<p>&nbsp;<\/p>\n<p>BhattacharjiSukumari , 1990, Motherhood in Ancient India: <em>Economic and Political Weekly,<\/em> Vol. 25, No. 42\/43 (Oct. 20-27, pp. WS50-WS57 .<\/p>\n<p>&nbsp;<\/p>\n<p>BhattacharjiSukumari ,1987, Prostitution in Ancient India <em>Social Scientist<\/em><strong>,<\/strong> Vol. 15, No. 2 , Published by: Social Scientist, pp. 32-61.<\/p>\n<p>&nbsp;<\/p>\n<p>Chakravarti, Uma, 1987, <em>Social dimension of early Buddhism,<\/em>New Delhi, Oxford University Press.<\/p>\n<p>&nbsp;<\/p>\n<p>Chakravarti,\u00a0 Uma and Kumkum Roy, 1988,\u00a0 In Search of Our Past: A Review of the Limitations and Possibilities of the Historiography of Women in Early India: <em>Economic and Political Weekly,<\/em> Vol. 23, No. 18 (Apr. 30, 1988), pp. WS2-WS10<\/p>\n<p>&nbsp;<\/p>\n<p>Chakravarti, Uma. &#8220;Whatever Happened to the Vedic Dasi? Orientalism, Nationalism and Script for the Past.&#8221; <em>InRecasting women: Essays in Colonial History,<\/em>New Delhi. Kali for Women.<\/p>\n<p>&nbsp;<\/p>\n<p>Pande, Rekha, 2013, Early Age marriages in India- a historical perspective\u201d, in <em>Journal of New aspects of History of Orissa,<\/em>Vol. XV, pp. 19-31.<\/p>\n<p>&nbsp;<\/p>\n<p>Poonacha, Veena,\u00a0 2005, \u2018Negotiating Historical Spaces: Reclaiming Women\u2019s Agency in the Writing of History\u2019, in Kirit K. Shah (ed.): History and Gender: Some Explorations, pp. 15-33, New Delhi, \u00a0Publications.<\/p>\n<p>&nbsp;<\/p>\n<p>Tharu, Susie and K. Lalita, 1991, <em>Women writing in India,<\/em>Vol. 1<strong>, <\/strong>New Delhi, Oxford \u00a0University Press.<\/p>\n<p>&nbsp;<\/p>\n<p>Wadley , Susan S. 1977,\u00a0 Women and the Hindu Tradition <em>Signs,<\/em> Vol. 3, No. 1, Women and National Development: The Complexities of Change (Autumn, 1977), pp. 113-125 Published by: The University of Chicago Press<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Unit 11<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"9\">\n<li>Bhakti Movement, its background.<\/li>\n<li>Male attitudes and women<\/li>\n<li>Women in Bhakti- North and\u00a0 Western<\/li>\n<li>Women in Bhakti- South India.<\/li>\n<li>Sufi movement and women<\/li>\n<li>Devadasis<\/li>\n<li>Impact of Islam on Indian society with reference to women.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Required readings: <\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Findly, Ellison B, 1988,\u00a0 The Capture of Maryam-uz-Zam\u0101n\u012b&#8217;s Ship: Mughal Women and European Traders , <em>Journal of the American Oriental Society,<\/em> Vol. 108, No. 2 , Apr. &#8211; Jun.,\u00a0 pp. 227- 238.<\/p>\n<p>&nbsp;<\/p>\n<p>Gulati, Saroj, 1985, <em>Women and Society, Northern India in 11<sup>th<\/sup> and 12<sup>th<\/sup> centuries,<\/em>New Delhi, Chankya Publications.<\/p>\n<p>&nbsp;<\/p>\n<p>Gupta, Kamala, 2003, <em>Women in Hindu social system, 1206-1707 A.D<\/em><strong>. <\/strong>New Delhi,Inter India publications.<\/p>\n<p>&nbsp;<\/p>\n<p>Jeevanandam S. and Pande, Rekha, ,2017,\u00a0 Devdasis in South India \u2013 a Journey from sacred to profane spaces, New Delhi, Kalpaz Publications , Gyan Books.<\/p>\n<p>&nbsp;<\/p>\n<p>Manushi, 1989, <em>Women bhakti poets,<\/em>No.50, 51,52, New Delhi, Manushi Trust.<\/p>\n<p>&nbsp;<\/p>\n<p>Misra, Rekha, 1967, <em>Women in Mughal India,<\/em>New Delhi,Munshi Ram Manohar Lal.<\/p>\n<p>&nbsp;<\/p>\n<p>Pande, Rekha, 2013, \u201cWhen devotion opened gendered spaces: Journey through the terrain of Bhakti, 13th to 17th Centuries, <em>Hieron, Studies in Comparative Religion<\/em><strong>, <\/strong>special issue on, Indian Religions across time and space, Vol. 2, No. XI, Department of Comparative Religion, Comenius University, Brastislava, pp.33-47.<\/p>\n<p>&nbsp;<\/p>\n<p>Pande, Rekha<strong>, <\/strong>2010, <em>Divine Sounds from the Heart, Singing unfettered in their own voices-The Bhakti Movement and its Women saints (12<sup>th<\/sup> to 17<sup>th<\/sup> century),<\/em>U.K<strong>. <\/strong>Cambridge Scholars Publishing.<\/p>\n<p>&nbsp;<\/p>\n<p>Pande, Rekha, 2006, Devadasis, in J.S. Grewal ( ed), Religious Movements and Institutions in Medieval India, Vol. VII, Part, 2. in\u00a0 D.P. Chattopadhyay ( general editor), <em>History of Science,Philosophy and Culture in Indian Civilization<\/em><strong>, <\/strong>New Delhi, Oxford University Press, pp.493-504.<\/p>\n<p>&nbsp;<\/p>\n<p>Pande, Rekha,2005, Religious Movements in Medieval India,New Delhi, Gyan Publishing House.<\/p>\n<p>&nbsp;<\/p>\n<p>Pande, Rekha, 2004, At the service of the Lord- Temple girls in Medieval Deccan( 11<sup>th<\/sup> to 17<sup>th<\/sup> centuries), in Deccan Studies,Vol.II, No.2, July-December-pp.25-43.<\/p>\n<p>&nbsp;<\/p>\n<p>Pandey, S. M. and Zide, Norman; 1965,\u00a0 <em>M\u012br\u0101b\u0101\u012b and Her Contributions to the Bhakti Movement, <\/em>History of Religions, Vol. 5, No. 1 , The University of Chicago Press.<\/p>\n<p>&nbsp;<\/p>\n<p>ParitaMukta, 1994, <em>Upholding the\u00a0 common life: The community of Mira bai,<\/em> Oxford University Press.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Unit 111: <\/strong><\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"16\">\n<li><\/li>\n<li><\/li>\n<li>Prostitution in early India.<\/li>\n<li><\/li>\n<li>Representation of women in art and Sculptures<\/li>\n<li>Women in Miniature paintings in Deccan.<\/li>\n<li>Women in paintings in Vijayanagar period.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Required readings: <\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Dash, Bhagwan&amp;Basu, R.N;\u00a0 1968, Methods for Sterilization and Contraception in Ancient and Medieval India, <em>Planning Commission,<\/em><em>NirmanBhavan<\/em>, New Delhi, Vol 3, No 1, pp 9-24.<\/p>\n<p>&nbsp;<\/p>\n<p>Kozlowski, Gregory C. 1998,\u00a0 &#8220;Private Lives and Public Piety: Women and the Practice of Islam in Mughal India.&#8221; In <em>Women in Medieval Islamic World<\/em><em>.<\/em> Edited by Gavin Hambly. Palgrave Macmillan.<\/p>\n<p>&nbsp;<\/p>\n<p>Lal, Ruby, 2003, Rethinking Mughal India: Challenge of a Princess&#8217; Memoir,<em>Economic and Political Weekly<\/em><em>(special article) January 4.\u00a0 <\/em><\/p>\n<p>&nbsp;<\/p>\n<p>Meenal Tula and Pande, Rekha,\u00a0 2014, Re-Inscribing the Indian Courtesan: A Genealogical Approach\u201d,<em>Journal of International<\/em><em> Women&#8217;s Studies<\/em><strong>\u201d <\/strong>USA, Volume 15, Issue 1, pp. 67-82.<\/p>\n<p>&nbsp;<\/p>\n<p>Musallam, B. F. 1983, <em>Sex and Society in Islam: Birth Control before the Nineteenth Century<\/em><strong><em>.<\/em><\/strong> New York, NY: Cambridge University Press,<\/p>\n<p>&nbsp;<\/p>\n<p>Pande, Rekha, 2018, Writing the history of women in the margins: The courtesans in India\u201d, Mizoram University Journalof Humanities and Social Sciences,\u00a0 Vol. IV, Issue 2, pp.1-24.<\/p>\n<p>&nbsp;<\/p>\n<p>Pande, Rekha, B.Lavanya, 2004, Miniature paintings in Golconda and the representation of women( 16<sup>th<\/sup> to 17<sup>th<\/sup> centuries), in Journal Of Interdisciplinary studies in History and Archeology,Vol. 1, No.1, pp73-86.<\/p>\n<p>&nbsp;<\/p>\n<p>Saxena,\u00a0 Monika, 2006, Ganikas in early India: its genesis and dimensions, <em>Social Scientist<\/em>, Vol. 34, No.11\/12, pp.2-17.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><em>Evaluation Procedure:<\/em><\/strong> There will be three units of evaluation, each of these carrying a maximum of 20 marks and the best two of the three evaluations will be taken into consideration i.e. Maximum of 40 marks for internal evaluation.\u00a0 The end semester evaluation will carry a maximum of 60 marks.<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>The internal evaluation could comprise of any of the following modes of assessment, (informed to the students in advance, at the beginning of the course), such as, Tests.<\/li>\n<li>Term papers<\/li>\n<li>Seminars<\/li>\n<li>Project Reports<\/li>\n<li>Book reviews<\/li>\n<li>Debates and Discussions.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course no. HS 541\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 MA III Semester<\/strong><\/p>\n<p><strong>Course: Select Religious Traditions in Medieval Indian Himalayas : Bon and Tibetan Buddhism<\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 2<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Course Learning Outcomes: <\/strong><\/p>\n<p>After completion of this course, the students will be able to:<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Demonstrate a coherent and systematic understanding of various religious traditions in India. (Remembering and understanding)<\/li>\n<li>Employ the different methods of analyzing the schools and forms of religious expression. (Applying)<\/li>\n<li>Communicate the views and ideas of the religious traditions with clarity of thought, lucidity of expression and logical rigour. (Applying)<\/li>\n<li>Demonstrate critical and reflective thinking, by contextualizing the examples from Bon and Tibetan Buddhism in the larger socio-economic and political contexts. (Apply Analyse, and Evaluate)<\/li>\n<li>Analyse problems, approach them from diverse points of view, offer multiple solutions and assess proposed solutions regarding the spread of art and architecture. (Analyse, Evaluate and Create)<\/li>\n<li>They would be able to display independent thinking, adopt positions of their own regarding the current issues in the history of art and create ideas that respond to issues of religious diversity in the borderlands of India. (Creating)<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Mapping of Program Learning Outcomes (PLOs) <\/strong><\/p>\n<p><strong>With Course Learning Outcomes (CLO\u2019s)<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<table width=\"660\">\n<tbody>\n<tr>\n<td width=\"60\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>PLO-1<\/strong><\/td>\n<td width=\"54\"><strong>PLO-2<\/strong><\/td>\n<td width=\"54\"><strong>PLO-3<\/strong><\/td>\n<td width=\"54\"><strong>PLO-4<\/strong><\/td>\n<td width=\"54\"><strong>PLO-5<\/strong><\/td>\n<td width=\"54\"><strong>PLO-6<\/strong><\/td>\n<td width=\"54\"><strong>PLO-7<\/strong><\/td>\n<td width=\"54\"><strong>PLO-8<\/strong><\/td>\n<td width=\"54\"><strong>PLO-9<\/strong><\/td>\n<td width=\"61\"><strong>PLO-10<\/strong><\/td>\n<td width=\"60\"><strong>PLO-11<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-1<\/strong><\/td>\n<td width=\"46\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-2<\/strong><\/td>\n<td width=\"46\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-3<\/strong><\/td>\n<td width=\"46\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-4<\/strong><\/td>\n<td width=\"46\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-5<\/strong><\/td>\n<td width=\"46\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-6<\/strong><\/td>\n<td width=\"46\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>&#8211;<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"61\"><strong>\u00a0<\/strong><\/td>\n<td width=\"60\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p><strong>Course Description<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>The aim of this course is to acquaint students with two of the important religious traditions that have shaped the socio-cultural profile of the Himalayas and were also the state religions of Tibet.\u00a0 It is divided into three units beginning with an introduction to the region and proceeds to trace the role of Bon and Tibetan Buddhism that have defined this region to a great extent.<\/p>\n<p><strong>UNIT I<\/strong>Tibetan Culture Area : Ladakh ,Lahaul,Spiti ,Kinnaur, Sikkim, Darjeeling , Tawang in India and ther connections with the Tibetan culture areas of Nepal,Bhutan,China,Tibet,Mongolia and Russia.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>UNIT II <\/strong>Bon- The rise and fall of a tradition. OlmoTazig and the kingdom of Zhang Zhung rise of a state society and transformation of animistic Bon to yungdrung Bon in Western Himalayas- Emergence of a nomadic Empire in Tibet (7<sup>th<\/sup> c AD) and the elevation of Bon as the state Religion and spread of Bon in the eastern Himalayas. Bonpo-Buddhist Conflict and the collapse of the unified tibetan Empire under Lang Darma (842 A.D). Persecution and survival of Bon- Bonpo practices as residual elements in Tibetan buddhiam and Himalayan culture.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Unit III<\/strong> Tibetan Buddhism :Padmasambhava and the first transmission of Buddhism to Tibet-Collapse of the Tibetan Empire and Buddhist revival from Guge- <em>phyi-dar<\/em> (second transmission) Atisa, Rinchenzangpo and the establishment of a monastic network in Western himalayas- Mongol conquest and the changed nature of monasteries- the rise of the institution of the Dalai Lamas and the elevation of TsangyangGyatso from Tawang as the VIth Dalai Lama.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Reference Books :<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>Balikci, Anna, \u201c The Apparent Diversity between Bon and Buddhism\u201d in.Balikci, Anna <em>Lamas, Shamans and Ancestors: Village Religion in Sikkim<\/em>. BRILL, 2008.<\/p>\n<p>Handa, O. C. <em>Buddhist Monasteries of Himachal<\/em>. Indus Publishing, 2004.<\/p>\n<p>International Association for Tibetan StudiesSeminar. <em>Discoveries in Western Tibet and the Western Himalayas: Essays on History, Literature, Archaeology and Art\u202f: PIATS 2003, Tibetan Studies, Proceedings of the Tenth Seminar of the International Association for Tibetan Studies, Oxford, 2003<\/em>. BRILL, 2007.<\/p>\n<p>Khosla, Romi. <em>Buddhist Monasteries in Western Himalaya<\/em>. RatnaPustakBhandar, 1979.<\/p>\n<p>Kv\u00e6rne, Per. <em>The Bon Religion of Tibet: The Iconography of a Living Tradition<\/em>. Serindia Pub., 1995.<\/p>\n<p>Laird, Thomas. <em>The Story of Tibet: Conversations with the Dalai Lama<\/em>. Grove Press, 2007.<\/p>\n<p>Norbu, ChogyalNamkhai. <em>A History of Zhang Zhung and Tibet, Volume One: The Early Period<\/em>. North Atlantic Books, 2013.<\/p>\n<p>Norbu, Namkhai. \u201cBon and Bonpos: in\u00a0 Norbu, Namkhai,<em> The Necklace of GZi: A Cultural History of Tibet<\/em>. Narthang, 1989.<\/p>\n<p>Petech, Luciano. <em>The Kingdom of Ladakh: C. 950-1842 A.D.<\/em>Istitutoitaliano per ilMedioedEstremoOriente, 1977.<\/p>\n<p>Powers, John. <em>Introduction to Tibetan Buddhism<\/em>. Snow Lion Publications, 2007.<\/p>\n<p>Rahul, Ram. <em>Central Asia: An Outline History<\/em>. Concept Publishing Company, 1997.<\/p>\n<p>Renqing, Long, and Mei Duo. <em>TsangyangGyatso: Geographical Poetry<\/em>. Strategic Book Publishing &amp; Rights Agency (SBPRA), 2013.<\/p>\n<p>School, Matthew T. Kapstein Associate Professor in the Department of South Asian Languages and Civilizations University of Chicago Divinity. <em>The Tibetan Assimilation of Buddhism\u202f: Conversion, Contestation, and Memory: Conversion, Contestation, and Memory<\/em>. Oxford University Press, 2000.<\/p>\n<p>Shakabpa, Tsepon W. D. <em>TIBET: A Political History<\/em>. Paljor Publications Pvt. Limited, 2010.<\/p>\n<p>Snellgrove, David L., and Hugh Richardson. <em>A Cultural History of Tibet<\/em>. Orchid Press, 2003.<\/p>\n<p>Subba, J. R. <em>History, Culture and Customs of Sikkim<\/em>. Gyan Publishing House, 2008.<\/p>\n<p>Thakur, Laxman S. <em>Buddhism in the Western Himalaya: A Study of the Tabo Monastery<\/em>. Oxford University Press, 2001.<\/p>\n<p>Thakur, Laxman.S, \u201c Archaeology of an Extinct Religious Tradition : Bonpos of Western Himalaya\u201d in Singh, Chetan ed. <em>Recognizing Diversity: Society and Culture in the Himalaya<\/em>. Oxford University Press, 2011.<\/p>\n<p>Tuttle, Gray, and Kurtis R. Schaeffer. <em>The Tibetan History Reader<\/em>. Columbia University Press, 2013.<\/p>\n<p>Verma, V. <em>Spiti: A Buddhist Land in Western Himalaya<\/em>. B.R. Pub. Corp., 1997.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course no. HS 543\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 MA III Semester<\/strong><\/p>\n<p><strong>Course: Russian Revolution <\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 4<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course Learning Outcomes <\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>After completing the course, the student will be able to<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Distinguish the processes of continuity and change in society<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"2\">\n<li>Appraise the operation of structure and agency in social evolution<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"3\">\n<li>Compare and contrast modern classical revolutions<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"4\">\n<li>Explain the impact of ideas in projects of social transformation<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"5\">\n<li>Demonstrate the methods of studying histories of societies other than India<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>Mapping of Programme Learning Outcome<\/p>\n<p>&nbsp;<\/p>\n<table>\n<tbody>\n<tr>\n<td width=\"50\"><\/td>\n<td width=\"50\">PLO1<\/td>\n<td width=\"50\">PLO2<\/td>\n<td width=\"50\">PLO3<\/td>\n<td width=\"50\">PLO4<\/td>\n<td width=\"50\">PLO5<\/td>\n<td width=\"50\">PLO6<\/td>\n<td width=\"50\">PLO7<\/td>\n<td width=\"50\">PLO8<\/td>\n<td width=\"50\">PLO9<\/td>\n<td width=\"50\">PLO10<\/td>\n<td width=\"50\">PLO11<\/td>\n<\/tr>\n<tr>\n<td width=\"50\">CLO1<\/td>\n<td width=\"50\">2<\/td>\n<td width=\"50\">2<\/td>\n<td width=\"50\">2<\/td>\n<td width=\"50\">2<\/td>\n<td width=\"50\">\u00a0\u00a0 1<\/td>\n<td width=\"50\">2<\/td>\n<td width=\"50\">\u00a02<\/td>\n<td width=\"50\">\u00a0\u00a0 1<\/td>\n<td width=\"50\">\u00a0\u00a0 3<\/td>\n<td width=\"50\">\u00a0 &#8211;<\/td>\n<td width=\"50\">\u00a0\u00a0 2<\/td>\n<\/tr>\n<tr>\n<td width=\"50\">CLO2<\/td>\n<td width=\"50\">2<\/td>\n<td width=\"50\">3<\/td>\n<td width=\"50\">2<\/td>\n<td width=\"50\">3<\/td>\n<td width=\"50\">\u00a0\u00a0 2<\/td>\n<td width=\"50\">2<\/td>\n<td width=\"50\">\u00a02<\/td>\n<td width=\"50\">\u00a0\u00a0 1<\/td>\n<td width=\"50\">\u00a0\u00a0 3<\/td>\n<td width=\"50\">\u00a0 &#8211;<\/td>\n<td width=\"50\">\u00a0\u00a0 2<\/td>\n<\/tr>\n<tr>\n<td width=\"50\">CLO3<\/td>\n<td width=\"50\">3<\/td>\n<td width=\"50\">2<\/td>\n<td width=\"50\">2<\/td>\n<td width=\"50\">2<\/td>\n<td width=\"50\">\u00a0\u00a0 3<\/td>\n<td width=\"50\">2<\/td>\n<td width=\"50\">\u00a02<\/td>\n<td width=\"50\">\u00a0\u00a0 1<\/td>\n<td width=\"50\">\u00a0\u00a0 3<\/td>\n<td width=\"50\">\u00a0 &#8211;<\/td>\n<td width=\"50\">\u00a0\u00a0 2<\/td>\n<\/tr>\n<tr>\n<td width=\"50\">CLO4<\/td>\n<td width=\"50\">2<\/td>\n<td width=\"50\">3<\/td>\n<td width=\"50\">2<\/td>\n<td width=\"50\">3<\/td>\n<td width=\"50\">\u00a0\u00a0 2<\/td>\n<td width=\"50\">2<\/td>\n<td width=\"50\">\u00a02<\/td>\n<td width=\"50\">\u00a0\u00a0 1<\/td>\n<td width=\"50\">\u00a0\u00a0 3<\/td>\n<td width=\"50\">\u00a0 &#8211;<\/td>\n<td width=\"50\">\u00a0\u00a0 2<\/td>\n<\/tr>\n<tr>\n<td width=\"50\">CLO5<\/td>\n<td width=\"50\">3<\/td>\n<td width=\"50\">2<\/td>\n<td width=\"50\">3<\/td>\n<td width=\"50\">2<\/td>\n<td width=\"50\">\u00a0\u00a0 3<\/td>\n<td width=\"50\">3<\/td>\n<td width=\"50\">\u00a02<\/td>\n<td width=\"50\">\u00a0\u00a0 1<\/td>\n<td width=\"50\">\u00a0\u00a0 3<\/td>\n<td width=\"50\">\u00a0 &#8211;<\/td>\n<td width=\"50\">\u00a0\u00a0 2<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course Outline <\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>Objectives<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>To locate the Russian Revolution in the comparative study of major revolutions<\/li>\n<li>To locate the Russian Revolution in the wider context of Russian history<\/li>\n<li>To study the structural features of the Russian society that pushed it in the direction of major political upheaval<\/li>\n<li>To study the processes of voluntary political mobilization that led to the revolution<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>The Russian Revolution of 1917 is ranked among the classical revolutions that took place in modern world history. A socialist revolution, it occurred in a part of the world marked by backward capitalism in contravention of previous predictions that the break with capitalism would first occur in and from the most advanced capitalist societies. The regime that came into being in the wake of the revolution, and the ideas inspired by it have had a major influence on world politics of the twentieth century and beyond. This course examines the background and context of the revolution, by taking into account the developments in Russian history of the nineteenth century, continuity and change in the nature of the Tsarist regime in the same century, intellectual influences that shaped the rise of popularity of socialist ideas even before Marxism made its dent, growth of the working class in the big cities of Russia that created a favourable climate for the dissemination of the message of Marxism. We closely study the three revolutions \u2013 namely the 1905 Revolution, February Revolution of 1917, and the climactic event of October Revolution of 1917. We introduce a wide variety of new research that has become available after the Soviet archives were opened up in the wake of the fall of the Soviet regime.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Unit 1: Background and Introductory<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Victor G Kiernan, \u2018Revolution\u2019, in Peter Burke (ed), <em>The New Cambridge Modern History XIII (Companion Volume)<\/em>, Cambridge (UK), Cambridge University Press, 1979.<\/p>\n<p>&nbsp;<\/p>\n<p>Martin Malia, <em>History\u2019s Locomotives: Revolutions and the Making of the Modern World<\/em>, New Haven, Yale University Press, 2006.<\/p>\n<p>&nbsp;<\/p>\n<p>Marshall T Poe, <em>The Russian Moment in World History<\/em>, Princeton, Princeton University Press, 2003.<\/p>\n<p>&nbsp;<\/p>\n<p>Abraham Ascher, <em>The Russian Revolution: A Beginner\u2019s Guide<\/em>, London(UK), Oneworld Publications, 2014.<\/p>\n<p>&nbsp;<\/p>\n<p>Alan Wood, <em>The Origins of the Russian Revolution (1861-1917)<\/em>, London, Routledge, 2003.<\/p>\n<p>&nbsp;<\/p>\n<p>Sheila Fitzpatrick, <em>The Russian Revolution<\/em>, New York, Oxford University Press, 2008.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Unit 2: Intellectual Influences of the Nineteenth Century <\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>Andrej Walicki, <em>The Flow of Ideas: Russian Thought from the Enlightenment to the Religious-Philosophical Renaissance<\/em>, Frankfurt, Peter Lang, 2015 (Especially forChapters on Slavophilism, Westernizers, Origins of Russian Socialism, Populism and Marxism).<\/p>\n<p>&nbsp;<\/p>\n<p>Franco Venturi, <em>Roots of Revolution: A History of the Populist and Socialist Movements in Nineteenth Century Russia<\/em>, New York, Alfred A Knoff, 1960.<\/p>\n<p>&nbsp;<\/p>\n<p>Leonard Schapiro, \u2018Marxism in Russia\u2019, in ShlomoAvineri, (ed), <em>Varieties of Marxism<\/em>, The Hague, MartinusNijhoff, 1977.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Unit 3: Social and Political Developments, 1860-1905<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>Daniel Field, \u2018The Great Reforms of the 1860s\u2019, in Abbott Gleason (ed), <em>A Companion to Russian History,<\/em>Chichester(UK), Wiley-Blackwell, 2009.<\/p>\n<p>&nbsp;<\/p>\n<p>Thomas C Owen, \u2018Industrialization and Capitalism\u2019, in Abbott Gleason (ed), <em>A Companion to Russian History<\/em>, Chichester(UK), Wiley-Blackwell, 2009.<\/p>\n<p>&nbsp;<\/p>\n<p>Olga Crisp, \u2018Labour and Industrialization in Russia\u2019 in Peter Mathias (ed), <em>The Cambridge Economic History of Europe Volume VII<\/em>, Cambridge, Cambridge University Press, 1978.<\/p>\n<p>&nbsp;<\/p>\n<p>E J Hobsbawm, \u2018The Politics of Democracy\u2019 and \u2018Workers of the World\u2019 in <em>The Age ofEmpire 1875-1914<\/em>, New York, Vintage Books, 1989.<\/p>\n<p>&nbsp;<\/p>\n<p>\u2018Bolsheviks and Mensheviks\u2019 in E H Carr, <em>The Bolshevik Revolution 1917-1923<\/em>, Vol.1, New York, WW Norton, 1985.<\/p>\n<p>&nbsp;<\/p>\n<p>\u2018What Is To Be Done?\u2019 in V I Lenin, <em>Collected Works Volume 5<\/em>, Moscow, Foreign Languages Publishing House, 1961.<\/p>\n<p>&nbsp;<\/p>\n<p>\u2018Introduction\u2019, in Lars T Lih, <em>Lenin Rediscovered: What Is To Be Done? In Context<\/em>, Chicago, Haymarket Books, 2008.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Unit 4: 1905 Revolution <\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>Sidney Harcave, <em>The Russian Revolution of 1905<\/em>, London, Collier-Macmillan, 1970.<\/p>\n<p>&nbsp;<\/p>\n<p>Abraham Ascher, <em>The Revolution of 1905: A Short History<\/em>, Stanford (USA), Stanford University Press, 2004.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Unit 5: Social and Political Developments, 1905-1917<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>Robert Geraci, \u2018Russia: Minorities and Empire\u2019, in Abbott Gleason (ed), <em>A Companion to Russian History<\/em>, Chichester(UK), Wiley-Blackwell, 2009.<\/p>\n<p>&nbsp;<\/p>\n<p>Mark D. Steinberg, \u2018Russia\u2019s fin de si\u00e8cle, 1900-1914\u2019, in Ronald GrigorSuny (ed), <em>The Cambridge History of Russia Volume III: The Twentieth Century<\/em>, Cambridge, Cambridge University Press, 2006.<\/p>\n<p>&nbsp;<\/p>\n<p>\u2018Revolutionary Russia,1894-1917\u2019 in Abraham Ascher, <em>Russia: A Short History<\/em>, Oxford (UK), Oneworld Publications, 2002.<\/p>\n<p>&nbsp;<\/p>\n<p>\u2018From Reform to War, 1906-1917\u2019 in S A Smith, <em>Russia in Revolution: An Empire in Crisis, 1890-1928<\/em>, Oxford, Oxford University Press, 2017.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Unit 6: 1917 Revolutions <\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>Marc Ferro, <em>The Russian Revolution of February 1917<\/em>, Englewood Cliffs, Prentice-Hall, 1972.<\/p>\n<p>&nbsp;<\/p>\n<p>Tsuyoshi Hasegawa, <em>The February Revolution, Petrograd, 1917<\/em>, Leiden, Brill, 2018<\/p>\n<p>&nbsp;<\/p>\n<p>\u2018From February to October 1917\u2019, in S A Smith, <em>Russia in Revolution: An Empire in Crisis, 1890-1928<\/em>, Oxford, Oxford University Press, 2017.<\/p>\n<p>&nbsp;<\/p>\n<p>Melissa Stockdale, \u2018The Russian Experience of the First World War\u2019, in Abbott Gleason, (ed), <em>A Companion to Russian History<\/em>, Chichester, Blackwell, 2009.<\/p>\n<p>&nbsp;<\/p>\n<p>Steve A Smith, \u2018Petrograd in 1917: The View from Below\u2019 in Rex A Wade (ed), <em>Revolutionary Russia: New Approaches<\/em>, New York, Routledge, 2004.<\/p>\n<p>&nbsp;<\/p>\n<p>Marc Ferro, <em>The Bolshevik Revolution: A Social History of the Russian Revolution<\/em>, London, Routledge &amp; Kegan Paul, 1980.<\/p>\n<p>&nbsp;<\/p>\n<p>China Mieville, <em>October: The Story of the Russian Revolution<\/em>, London, Verso, 2017.<\/p>\n<p>&nbsp;<\/p>\n<p>Selections from Diane P Koenker, William G Rosenberg, <em>Strikes and Revolution in Russia, 1917<\/em>, Princeton, Princeton University Press, 1989.<\/p>\n<p>&nbsp;<\/p>\n<p>\u2018Red October: The Revolution to End All Revolutions\u2019, in Martin Malia, <em>History\u2019s Locomotives: Revolutions and the Making of the Modern World<\/em>, New Haven, Yale University Press, 2006.<\/p>\n<p>&nbsp;<\/p>\n<p>Rex A Wade, \u2018The Revolution at One Hundred: Issues and Trends in the English Language Historiography of the Russian Revolution of 1917\u2019 in <em>Journal of Modern Russian History and Historiography<\/em> 9 (2016).<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>General and Other Books<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>Richard Pipes, <em>A Concise History of the Russian Revolution<\/em>, New York, Vintage, 1996.<\/p>\n<p>&nbsp;<\/p>\n<p>Orlando Figes, <em>A People\u2019s Tragedy: A History of the Russian Revolution<\/em>, New York, Viking, 1996.<\/p>\n<p>&nbsp;<\/p>\n<p>Michael Kort, <em>A Brief History of Russia<\/em>, New York, Facts on File, 2008.<\/p>\n<p>&nbsp;<\/p>\n<p>Hugh Seton-Watson, <em>The Russian Empire 1801-1917<\/em>, Oxford, Oxford University Press, 1967.<\/p>\n<p>&nbsp;<\/p>\n<p>Nicholas V Riasanovsky, <em>A History of Russia<\/em>, New York, Oxford University Press, 2005.<\/p>\n<p>&nbsp;<\/p>\n<p>Lars T Lih, <em>Lenin<\/em>, London, Reaktion Books, 2011.<\/p>\n<p>&nbsp;<\/p>\n<p>Paul Dukes, <em>October and the World: Perspectives on the Russian Revolution<\/em>, London, Macmillan, 1979.<\/p>\n<p>&nbsp;<\/p>\n<p>John Reed, <em>Ten Days That Shook the World<\/em>, New York, St Martin\u2019s Press, 1997.<\/p>\n<p>&nbsp;<\/p>\n<p>E H Carr, <em>The Bolshevik Revolution: 1917-1923<\/em>, London, Macmillan, 1950-53 (in three volumes).<\/p>\n<p><u>\u00a0<\/u><\/p>\n<p>Leon Trotsky, <em>The History of the Russian Revolution,<\/em> Chicago, Haymarket Books, 2008.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Evaluation <\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>Three internal mid-term examinations of 20 marks each will be conducted consisting of either test or term paper or another appropriate format out of which the best two scores will be taken, and a final examination (end-of-term) for 60 marks will be conducted.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course no. HS 582\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 MA III Semester<\/strong><\/p>\n<p><strong>Course: <\/strong><strong>Hierarchy and Identity: Caste in Modern India<\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 4<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Course Learning Outcomes:<\/strong><\/p>\n<p>After completion of this course successfully, the students will be able to:<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Discuss the remaking of caste-based hierarchy and status with the introduction of colonial revenue, educational and social policies.<\/li>\n<li>Analyse the ways in which the colonial ethnology, anthropology and census reinvented caste in modern India.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>3 Illustrate how the caste-Hindus used national movement to reinforce their cultural hegemony in newer ways.<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"4\">\n<li>Analyse how Gandhian Harijan movement was programmed to not only woo lower castes in national movement but also to cut their new aspiration.<\/li>\n<li>Discuss how the lower castes reimagined their caste identities to negotiate a space in the modern state.<\/li>\n<li>Explain how caste-based identity politics are instrumental in socialising democracy and nationalism but not divisive politics as often argued.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Mapping of Course Learning Outcomes (CLOs) with Program Learning Outcomes (PLOs) and Program Specific Outcomes (PSOs)<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<table width=\"713\">\n<tbody>\n<tr>\n<td width=\"60\"><strong>\u00a0<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>1<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>2<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>3<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>4<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>5<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>6<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>7<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>8<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>9<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>10<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>11<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO1<\/strong><\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"64\">1<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">2<\/td>\n<td width=\"64\">2<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO2<\/strong><\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"64\">1<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">2<\/td>\n<td width=\"64\">2<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO3<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"64\">1<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">2<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO4<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"64\">1<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">2<\/td>\n<td width=\"64\">2<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO5<\/strong><\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"64\">1<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">2<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO6<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"64\">1<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">2<\/td>\n<td width=\"64\">2<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>\u00a0<\/strong><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Course Outline<\/strong>:<\/p>\n<p>Social hierarchy and Identity in India are primarily rooted in the caste system, which is unique to the Indian subcontinent. Domination, subordination, status, humiliation, untouchability, violence, deprivation and hunger are important cultural forms that deeply associated with caste system historically. The advent of colonial rule had reshaped many of the forms of caste. What is caste today was primarily made under colonial rule.Colonial modernity not only disturbed existing hierarchies but also produced them in newer ways through its revenue, education, and social policies. Mainly colonial ethnography had ceased mobility of caste. But, thecaste groupsreconfigured the fixedness of caste through a program of identity politics to carve out space in the colonial establishment as well as in post-colonial India. The dominant Caste-Hindus embraced nationalism to reinforce their cultural hegemony. In contrast, the lower castes reimagined their historically built identities to disturb not only the caste hierarchy but also negotiate a space in the modern public.<\/p>\n<p><strong>Units: <\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li><strong>I<\/strong>. Colonial state interventions and caste: revenue, education and social policies and change in caste status; colonial ethnology, anthropology and census and invention of modern caste.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Caste-Hindus response to colonial state intervention: caste and social reform; caste in national movement; Gandhian Harijan movement and assimilation of dalits in the national movement.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>III. New imagination of caste and identity politics: Anti-caste movements and lower caste mobilisation;the particular role ofJyotiraoPhule, B. R. Ambedkar, PeriyarRamaswamy Narayana Guru,IyotheeThass and Bhagya Reddy Varma; Role of anti-caste movement in socialising democracy and nationalism.<\/p>\n<p><strong><em>\u00a0<\/em><\/strong><\/p>\n<p><strong><em>Evaluation Procedure:<\/em><\/strong> There will be three units in the internal evaluation, each of these carrying a maximum of 20 marks and the best two of the three evaluations will be taken into consideration. The components of the internal evaluation consists of mid-term tests, term paper, book review, seminar presentation, etc. (specific components will be announced in the class when the course commence).<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>References: <\/strong><\/p>\n<p>Aloysius, G., <em>Nationalism without a nation in India<\/em>, Delhi: OUP, 1997.<\/p>\n<p>&nbsp;<\/p>\n<p>&#8212;<em>Ambedkar on Nation and Nationalism<\/em>, New Delhi: Critical Quest, 2009.<\/p>\n<p>Anderson, Perry. <em>The Indian Ideology<\/em>, Gurgaon: Three Essays Collective, 2012.<\/p>\n<p>&nbsp;<\/p>\n<p>Bayly, Susan, Caste, Society and Politics in India, Cambridge: Cambridge University Press, 1999.<\/p>\n<p>&nbsp;<\/p>\n<p>Ambedkar, B. R. <em>Annihilation of Caste. The Annotated Critical Edition<\/em>. An Introduction by Arundati Roy, New Delhi:Navayana, 2013.<\/p>\n<p>&nbsp;<\/p>\n<p>Bhattacharya, Sabyasachi, and Y. Chinna Rao, <em>The Past of the OutCaste. Reading in Dalit History<\/em>, New Delhi: Orient Blackswan, 2017.<\/p>\n<p>&nbsp;<\/p>\n<p>Bhukya Bhangya, <em>Being Dalit, Being Modern: Caste and Culture in Hyderabad State<\/em>, NMML, Occasional Paper, New Delhi, 2014<\/p>\n<p>Basu, Rajsekhar. Nandanar\u2019s Children: The Paraiyans\u2019 Tryst with Destiny, Tamil Nadu 1850\u20131956,<\/p>\n<p>New Delhi, 2011<\/p>\n<p>Chatterjee, Partha<em>,The Nation and its Fragments. Colonial and Postcolonial Histories,<\/em> New Delhi: Oxford University Press, 1995.<\/p>\n<p>&nbsp;<\/p>\n<p>&#8212;-<em>Nationalist Thought and the Colonial World<\/em>, New Delhi: OUP, 1986.<\/p>\n<p>&nbsp;<\/p>\n<p>Dumont, Louis, <em>Homo Hierarchicus<\/em>, Chicago: University of Chicago, 1980.<\/p>\n<p>Dirks, Nicholas. B. <em>Castes of Mind. Colonialism and the Making of Modern India<\/em>, New Delhi: Permanent Black, 2002.<\/p>\n<p>&nbsp;<\/p>\n<p>Kumar, Dharma.<em>Land and Caste in South India: Agricultural Labour in the Madras Presidency During the Nineteenth Century<\/em>, Cambridge: Cambridge University Press, 1995.<\/p>\n<p>&nbsp;<\/p>\n<p>Ghurye. G. S<em>, Caste and Race in India<\/em>, Bombay: Sage, 2000.<\/p>\n<p>&nbsp;<\/p>\n<p>Geetha. V. And S. V. Rajadurai, <em>Towards a Non-Brahmin Millennium. From IyotheeThass to Periyar<\/em>, Calcutta: Popular Prakashan, 1998.<\/p>\n<p>&nbsp;<\/p>\n<p>Gupta,Dipankar<em>, Interrogating Caste. Understanding Hierarchy &amp; Differences in Indian Society,<\/em> New Delhi: Penguin, 2000.<\/p>\n<p>&nbsp;<\/p>\n<p>Hutton, J.H, <em>Caste in India<\/em>, Cambridge: Cambridge University Press, 1946.<\/p>\n<p>&nbsp;<\/p>\n<p>Inden, Roland B, <em>Imagining India<\/em><strong>, <\/strong>London: Hurst &amp; Company, 2000.<\/p>\n<p>&nbsp;<\/p>\n<p>Jangam, Chinnaiah, Dalits and the Making of Modern India, OUP, New Delhi, 2017.<\/p>\n<p>&nbsp;<\/p>\n<p>Jaffrelot, Christophe, <em>Analysing and Fighting Caste: Dr. Ambedkar and Untouchability<\/em>, New Delhi: C. Hurst &amp; Co. Publishers, 2005.<\/p>\n<p>&nbsp;<\/p>\n<p>Mani, Brajranjan, <em>De-Brahminising History<\/em>, Delhi: Manohar, 2006.<\/p>\n<p>&nbsp;<\/p>\n<p>Menon, Dilip, Caste, nationalism and communism in south India: Malabar, 1900-1948 Cambridge University Press, 1994.<\/p>\n<p>&#8212;&#8211;The blindness of insight: Essays on caste in modern India (Chennai: Navayana, 2006.<\/p>\n<p>Nagaraj, D.R., Self-Purification Vs Self Respect:On the Roots of the Dalit Movement, in Sumit Sarkar &amp;Tanika Sarkar (ed.), Caste in Modern India, A Reader, Permanent black, New Delhi, 2014, pp. 330-361.<\/p>\n<p>O\u2019Hanlon, Rosalind, The Creation of Lower Caste Idetity in History\u00a0 and Popular Culture, 1869-1873, in Sumit Sarkar &amp;Tanika Sarkar (ed.), Caste in Modern India, A Reader, Permanent black, New Delhi, 2014, pp.382-401.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&#8212;-\u2018The Original Caste: Power, History and Hierarchy in South Asia\u2019, <em>Contributions to Indian Sociology<\/em>, 23 (1), 1989: 59-77.<\/p>\n<p>&nbsp;<\/p>\n<p>Omvedt, Gail<em>, Dalits and Democratic Revolution, <\/em>New Delhi: Sage, 1994.<\/p>\n<p>&nbsp;<\/p>\n<p><em>&#8212;&#8211; Dalit Visions<\/em>, Hyderabad: Orient Blackswan, 2010.<\/p>\n<p>&nbsp;<\/p>\n<p>&#8212;&#8212;<em>Ambedkar: Towards an Enlightened India<\/em>, New Delhi: Penguin, 2008.<\/p>\n<p>&nbsp;<\/p>\n<p>Pandian. M. S.S<em>, Brahmin &amp; Non-Brahmin. Genealogies of the Tamil Political Present<\/em>, New Delhi: Permanent Black, 2007.<\/p>\n<p>&nbsp;<\/p>\n<p>&#8212;&#8211;, <em>One Step Outside Modernity: Caste, Identity Politics and Public Sphere<\/em>, Amesterdam\/Dakar, SEPHIS, 2002.<\/p>\n<p>&nbsp;<\/p>\n<p>Rao, ChinnaYagati, Dalit s\u2019 Struggle for Identity: Andhra and Hyderabad, 1900\u20131950, New Delhi, 2003<\/p>\n<p>Rawat, Ramnarayan, Reconsidering Untouchability: Chamars and Dalit History in North India (Ranikhet: Permanent Black, 2012<\/p>\n<p>Srinivas M.N., <em>Caste in Modern India and Other Essays<\/em>, Bombay, 1962.<\/p>\n<p>Viswanath, Rupa, The Pariah Problem Caste, Religion, and the Social in Modern India<\/p>\n<p>Columbia University Press, 2014.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course NO. 595\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 MA III Semester <\/strong><\/p>\n<p><strong>Course Title:\u00a0 <u>Interpreting India1<\/u><\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>L.T.P. 1-0-0Credits: 4<\/strong><\/p>\n<p><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/p>\n<p><strong>Course Learning Outcomes: <\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>After completion of this course, the students will be able to:<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Estimate the coherently held visions of India, the macro-reality both at the descriptive and normative levels. (<strong>Understand)<\/strong><\/li>\n<li>Distinguish the opinions and constructions held by orientalist, imperialist, India\u2019s dominants and subordinates. (<strong>Understand) <\/strong><\/li>\n<li>Demonstrate the implications of reproduction of indological perspective of India in the post-colonial period. <strong>(Apply)<\/strong><\/li>\n<li>Analyse the political meanings of dominant paradigms of the Indian history (<strong>Analyse)<\/strong><\/li>\n<li>Demonstrate the sectional perception of India and its place in the making of modern India (<strong>Applay)<\/strong>.<\/li>\n<li>Formulate a critical understanding of Indian political, religious and philosophical history and ask related and relevant questions both in academics and in their everyday lives.<strong>(Create)<\/strong><\/li>\n<li>Construct a term paper by broadly following the protocols of research writing like citing, referencing and summarizing (<strong>Create)<\/strong>.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Mapping of Course Learning Outcomes (CLOs) with Program Learning Outcomes (PLOs) and Program specific Outcomes (PSOs<\/strong>):<\/p>\n<p>&nbsp;<\/p>\n<table>\n<tbody>\n<tr>\n<td><\/td>\n<td>PLO<\/p>\n<p>1<\/td>\n<td>PLO<\/p>\n<p>2<\/td>\n<td>PLO<\/p>\n<p>3<\/td>\n<td width=\"16\">PLO<\/p>\n<p>4<\/td>\n<td width=\"16\">PLO<\/p>\n<p>5<\/td>\n<td>PLO<\/p>\n<p>6<\/td>\n<td>PLO<\/p>\n<p>7<\/td>\n<td>PLO<\/p>\n<p>8<\/td>\n<td>PLO<\/p>\n<p>9<\/td>\n<td>PLO<\/p>\n<p>10<\/td>\n<td>PLO<\/p>\n<p>11<\/td>\n<\/tr>\n<tr>\n<td>CLO 1<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\"><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td><\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>CLO2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\"><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td><\/td>\n<td><\/td>\n<td>2<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>CLO3<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\"><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td>2<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>CLO4<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\"><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>CLO5<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\"><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td>2<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>CLO6<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\">2<\/td>\n<td>3<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>CLO7<\/td>\n<td><\/td>\n<td><\/td>\n<td>2<\/td>\n<td width=\"16\"><\/td>\n<td width=\"16\">3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Description:<\/strong>The present course is an introductory attempt to uncover and interpret the macro and the long-term of India as they tend to sediment themselves as the taken-for-granted and influence our concrete debates. The problem is sought to be tackled from three inter-related vantage points. First, is the attempt to delineate the more or less systematically and comprehensively articulated Indologist and Orientalist visions of India. The second, is to analyse the dominant Indian versions and discourses of India. The third, is to view the totality from a sectional and sometimes even sectarian points of view. As this perspective is increasingly becoming influential it is necessary to examine them.The concern all through would be to critically introduce and interpret the macro and the totality of India in contrast to the micro, concrete and fragmented.<\/p>\n<p>&nbsp;<\/p>\n<p>The course is interdisciplinary in nature and the effort all through would however be to introduce and interpret what has come to be conducted as India in the modern times. Selected texts by the personalities mentioned in the module would be taken up for discussion.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Modules: <\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li><strong>Indologist and Orientalist interpretation of India;<\/strong>India of Albiruni, William Jones, Max Miller, James Mill, Hegel, and Karal Marx.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li><strong>Dominant Version of India<\/strong>: India of M.K Gandhi, Jawaharlal NehruRabindranathTagore, MS Golwalkar.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>III. <strong>Sectional interpretation of India<\/strong>: India of JotibaPhule, BR Ambedkar, PeriyarRamaswamy, Jaipal Singh Munda,Muhammad Ali Jinnah andPanditaRamabai.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Assessment: <\/strong><\/p>\n<p>Out of a total of 100, 60 marks are earmarked for the end-of-the semester examination. 40 marks are earmarked for three internal assessments. In all three internal assessments will be conducted and the marks of the best two will be considered. These assessments can be in the form of classroom tests, term papers and\/or Seminars.<\/p>\n<p>&nbsp;<\/p>\n<p>Students are expected to ask questions in the classroom and participate in the discussion. Having own opinion and disagreement with the instructor is encouraged. Students are always welcome to share their problem concerning the course.<\/p>\n<p><u>\u00a0<\/u><\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>Compulsory Readings: <\/u><\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>Aakash Singh Rathore and RimihaMohapatra eds., <em>Hegel\u2019s India. A Reinterpretation with texts<\/em>, New Delhi: Oxford University Press, 2017.<\/p>\n<p>Aloysius, G., Nationalism without a nation in India, Delhi, OUP, 1997.<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>R. Ambedkar, Annihilation of Caste. The Annotated Critical Edition. An Introduction by Arundati Roy, New Delhi:Navayana, 2013<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Chakravarty, Dipesh, <em>Provincialising Europe<\/em>, Princeton: Princeton University Press, 2001.<\/p>\n<p>Dumont, Louis, <em>Homo Hierarchicus<\/em>, Chicago: University of Chicago, 1980.<\/p>\n<p>Golwalkar, MS, <em>We or our Nationhood Defined<\/em>, Nagpur: Bharat Publications, 1939.<\/p>\n<p>Ghurye, G.S., <em>The Scheduled Tribes<\/em>, Bombay: Popular Prakashan, 1943.<\/p>\n<p>Iqbal Hussain, (Introduction by Irfan Habib), <em>Karal Marx on India<\/em>, New Delhi:Tulika Books, 2008.<\/p>\n<p>Inden, Roland B,\u00a0 <em>Imagining India<\/em><strong>, <\/strong>London: Hurst &amp; Company, 2000<\/p>\n<p>Jewaharlal\u00a0 Nehru, <em>The Discovery of India<\/em> (centenary edition), Delhi: Oxford University Press, 1985.<\/p>\n<p>Perry Anderson, <em>The Indian Ideology<\/em> , Gurgaon: Three Essays Collective, 2012.<\/p>\n<p>Phule, Jotiba, <em>Slavery<\/em>, New Delhi: Critical Quest, 2008.<\/p>\n<p>Pooja Parmar, \u2018Undoing Historical Wrongs: Law and Indigeneity in India\u2019, <em>Osgoode Hall Law Journal<\/em>, Vol.49:3, 2012, pp. 491-525.<\/p>\n<p>PanditaRamabai, <em>The High-Caste Hindu woman<\/em>, Philadelphia: 1887.<\/p>\n<p>Rabindranath Tagore, &#8216;Nationalism&#8217;, in Sisir Kumar Das (ed.), <em>The English Writings of Rabindranath Tagore<\/em>, Volume Two, New Delhi: SahityaAkademi, 1917, pp. 417-65.<\/p>\n<p>Sachau, E C, ed., <em>Alberuni\u2019s India<\/em>, London: Kegan Paul, 1914.<\/p>\n<p>Said, Edward, <em>Orientalism<\/em>, London: Routledge Kegan Paul, 979.<\/p>\n<p>Suresh Sharma and TridipSuhrud, eds., 2010, M.K. Gandhi\u2019s Hind Swaraj. A Critical Edition, New Delhi: Orient BlackSwan.<\/p>\n<p>Sanjay Subrahmanyam, <em>Europe\u2019s India. Words, People Empires-1500-1800<\/em>, Massachusetts: Harvard University Press, 2017.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>References: <\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>A<\/strong>hmad, S Maqbul, ,<em>Arabic Classical Accounts of India and China<\/em>, Shimla: Indian Institute of Advanced Study, 1989.<\/p>\n<p>Aloysius, G., TheBrahminical Inscribed in Bodypolitic, New Delhi: Critical Quest, 2010<\/p>\n<p>Aloysius, G., Ambedkar on Nation and Nationalism, New Delhi: Critical Quest, 2009.<\/p>\n<p>Bhangya Bhukya, The Mapping of Adivasi Social: Colonial Anthropology and Adivasis\u2019, in <em>Economic and Political Weekly<\/em>, vol. XLIII, NO. 39, September 27,2008, pp.103-109<\/p>\n<p>Bhukya Bhangya, <em>The Roots of the Periphery.\u00a0 A History of the Gonds of Deccan India<\/em>, New Delhi: Oxford University Press, 2017.<\/p>\n<p>Boehmer E &amp;Rosinka, Chaudhuri ed., The Indian Postcolonial: A Critical Reader<\/p>\n<p>Chatterjee, Partha, <em>Nationalist Thought and the Colonial World, New Delhi:<\/em> OUP, 1986.<\/p>\n<p>Frykenberg, Robert E, <em>Constructions of Hinduism<\/em>, New Delhi: Critical Quest, 2009.<\/p>\n<p>&nbsp;<\/p>\n<p>JavedMajeed, <em>Ungoverned Imaginings . James Mills the History of British India and Orientalism<\/em>, New York: Oxford University Press, 1992.<\/p>\n<p>King, Richard, 2008, <em>Orientalism &amp; the Myth of Modern Hinduism<\/em>, New Delhi: Critical<\/p>\n<p>Quest, 2008.<\/p>\n<p>Khilnani, Sunil,\u00a0 <em>The Idea of India<\/em>, London: Hamilton, 1997.<\/p>\n<p>McCrindle, J W,\u00a0 <em>Ancient India as Described by Megasthenes and Arrian<\/em>, Calcutta: Chatterjee and Co, 1960.<\/p>\n<p>Mukherjee, S. N. \u2018Sir William Jones and the British Attitude Towards India\u2019 ,<em>Journal of royal Asiatic society<\/em>, vol. 96: 1, January 1964. Pp. 37-47<\/p>\n<p>Mariott, McKim, ed., India Through Hindu Categories, New Delhi: Sage, 1990<\/p>\n<p>Mani, Brajranjan, <em>De-Brahminising History<\/em>, Delhi: Manohar, 2006.<\/p>\n<p>Nicholas. B. Dirks, <em>Castes of Mind. Colonialism and the Making of Modern India<\/em>, New Delhi: Permanent Black, 2002.<\/p>\n<p>Omvedt, Gail, <em>Dalits and Democratic Revolution<\/em>, New Delhi: Sage, 1994.<\/p>\n<p>Omvedt, Gail, Dalit Visions, Hyderabad: Black Swan, 2010<\/p>\n<p>Philips, C.H., ed., <em>Historian of India, Pakistan and Ceylon,\u00a0 London:<\/em>\u00a0 Oxford University Press, 1961.<\/p>\n<p>Patankar, B &amp; Gail Omvedt,\u00a0 <em>Dalit Liberation Movement<\/em>, New Delhi: Critical Quest, 2004.<\/p>\n<p>Periyar EV Ramaswami,\u00a0 <em>Women Enslaved<\/em>, New Delhi: Critical Quest, 2009<\/p>\n<p>Prakash, Gyan, \u2018Writing Post-Orientalist Histories of the Third World: Perspectives from Indian Historiography\u2019,\u00a0 <em>Comparative Studies in Society and History<\/em>, Vol. 32:2, 1990.<\/p>\n<p>Prakash, Gyan, Postcolonial Criticism and Indian Historiography, <em>Social Text<\/em>, No. 31\/32, 1992.<\/p>\n<p>Parekh, Bhikku, <em>Colonialism, Tradition and Reform<\/em>, Delhi: Sage, 1989.<\/p>\n<p>Sarkar, Tanika, Imagining a Hindu Nation: Hindus and Muslims in Bankim Chandra\u2019s later writings, <em>EPW<\/em>, Vol 29, No 39, 1994.<\/p>\n<p>Skaria, Ajay, <em>Hybrid History: Forest, Frontiers and Wildness in Western India<\/em>, Delhi: OUP, 1999.<\/p>\n<p>Thapar, Romila,<em>Imagined Religious Communities<\/em>, New Delhi: Critical Quest, 2004.<\/p>\n<p>Talbot Cynthia, ed. 2011, <em>Knowing India. Colonial and Modern Constructions of the Past<\/em>,\u00a0 New Delhi: Yoda Press,2011.<\/p>\n<p>Teltscher, Kate, 1995, <em>India Inscribed: European and British Writing on India 1600-1800<\/em>, Delhi: OUP, 1995.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course no. HS 544\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 MA III Semester<\/strong><\/p>\n<p><strong>Course: Science, Technology and Colonialism<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 4<\/strong><\/p>\n<p><strong>Course Learning Outcomes: <\/strong><\/p>\n<p>After completion of this course, the students will be able to:<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Identify the relationship between science and colonialism<\/li>\n<li>Understand the debates on history of science and technology with special reference to modern India.<\/li>\n<li>Explain the origin, development and institutionalisation of scientific disciplines in colonial India.<\/li>\n<\/ol>\n<\/li>\n<li style=\"list-style-type: none;\">\n<ol start=\"4\">\n<li>Develop skills in the analysingthe secondary historical sources pertaining to science and technology in modern India.<\/li>\n<li>Identify a range of techniques for writing about the history of science and technology.<\/li>\n<li>Analyse the encounters of local knowledge and unravel people responses to western knowledge systems.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Mapping of Course Learning Outcomes (CLOs) with Program Learning Outcomes (PLOs) and Program specific Outcomes (PSOs<\/strong>):<\/p>\n<table>\n<tbody>\n<tr>\n<td><\/td>\n<td>PLO<\/p>\n<p>1<\/td>\n<td>PLO<\/p>\n<p>2<\/td>\n<td>PLO<\/p>\n<p>3<\/td>\n<td width=\"45\">PLO<\/p>\n<p>4<\/td>\n<td width=\"45\">PLO<\/p>\n<p>5<\/td>\n<td>PLO<\/p>\n<p>6<\/td>\n<td>PLO<\/p>\n<p>7<\/td>\n<td>PLO<\/p>\n<p>8<\/td>\n<td>PLO<\/p>\n<p>9<\/td>\n<td>PLO<\/p>\n<p>10<\/td>\n<td>PLO<\/p>\n<p>11<\/td>\n<\/tr>\n<tr>\n<td>CLO 1<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td>3<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\">1<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>&#8211;<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>CLO2<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td>3<\/td>\n<td width=\"45\">3<\/td>\n<td width=\"45\">1<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>&#8211;<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>CLO3<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td>3<\/td>\n<td width=\"45\">3<\/td>\n<td width=\"45\">2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>&#8211;<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>CLO4<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\">2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>&#8211;<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>CLO5<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td>3<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\">1<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>&#8211;<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>CLO6<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td>3<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\">2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>&#8211;<\/td>\n<td>2<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>\u00a0<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Objective of the course:<\/p>\n<p>&nbsp;<\/p>\n<p>Studies so far on the history of science and technology opened up new domains of historical knowledge that reflected mostly on science and technology connection with colonialism.<\/p>\n<p>Modern science while entering into the Indian domains through their policies outlined the power which also offered a claim as legitimate knowledge and in return defined social and political relations. The introduction of modern science and technology in colonial India was by the contested process with the contradictions and tensions between colonializes and their subjects. Given all these, this course will be exposed to a range of issues in the history of science and technology in India.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Module-1<\/strong>: Scientific solution for colonial problems: institutionalisation of scientific disciplines: geology, geography, cartography, mathematics, chemistry and botany in India<\/p>\n<p><strong>Module-II<\/strong>: Science Practice in the Colony: Methods, scientific research and links with metropolitan science<\/p>\n<p><strong>Module-III<\/strong>: Science in the age of nationalism and role of Indian scientific community; the local knowledge, and its challenges to western paradigms.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Assessments: <\/strong><\/p>\n<p>This course is for 100 marks and out of it 60 marks allotted for final exam and 40 marks for internal assessments. Three internal assignments will be conducted and out of three, best two only will be counted for 40 marks. These assessments are in the form of internal tests, term papers and seminar presentations.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Recommended Readings:<\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Arnold,\u00a0David,<em>Science,<\/em><em>Technology<\/em>\u00a0<em>and<\/em>\u00a0<em>Medicine<\/em>\u00a0<em>in<\/em>\u00a0<em>Colonial<\/em>\u00a0<em>India<\/em>, Cambridge University Press, Cambridge, 2004.<\/li>\n<li>,<em>Everyday Technology \u2013 Machines and the Making of India\u2032s Modernity<\/em>, University of Chicago Press, 2015<\/li>\n<li>Adas, Michael, Machine is Measure of Men: Science, Technology and Ideologies of Western Dominance, OUP, 1990.<\/li>\n<li>Alvares, Claude, Decolonizing History: Technology and Culture in India, China and the West 1492 to the Present Day, Apex Press, New York, 1993.<\/li>\n<li>Baber,\u00a0Zaheer,<em>The<\/em><em>Science<\/em>\u00a0<em>of<\/em>\u00a0<em>Empire:<\/em>\u00a0<em>Scientific<\/em>\u00a0<em>Knowledge,<\/em>\u00a0<em>Civilization<\/em>\u00a0<em>and<\/em>\u00a0<em>Colonial<\/em>\u00a0<em>Rule<\/em>\u00a0<em>in<\/em>\u00a0<em>India<\/em>, Oxford University Press, New Delhi, 1998.<\/li>\n<li>Dharmapal, <em>Indian Science and Technology in the 19<sup>th<\/sup> Century: Some ContemporaryEuropean Accounts<\/em>, Impex India, New Delhi, 1983.<\/li>\n<li>Habib, S. Irfan and Dhruv Raina (eds).,\u00a0<em>Social<\/em><em>History<\/em>\u00a0<em>of<\/em>\u00a0<em>Science<\/em>\u00a0<em>in<\/em>\u00a0<em>Colonial<\/em>\u00a0<em>India<\/em>, Oxford University Press, New Delhi, 2007.<\/li>\n<li>Kumar, Deepak,<em>Science and the Raj: A Study of British India,<\/em> Delhi: OUP, 2006.<\/li>\n<li>Nanda,\u00a0Meera,<em>Prophets<\/em><em>Facing<\/em>\u00a0<em>Backward:<\/em>\u00a0<em>Postmodernism,<\/em>\u00a0<em>Science<\/em>\u00a0<em>and<\/em>\u00a0<em>Hindu<\/em>\u00a0<em>Nationalism<\/em>, Permanent Black, New Delhi, 2004.<\/li>\n<li>Nandy, Assis, <em>Alternative sciences: Creativity and authenticity in two Indianscientists.<\/em> Delhi: Oxford University Press, 1995.<\/li>\n<li>Raina, Dhurvand S. Irfan, <em>Domesticating Modern Science<\/em>: <em>Social History of Science and Culture in Colonial India<\/em>, Tulika Books, New Delhi, 2004.<\/li>\n<li>Raj, Kapil,<em>Relocating Modern Science: Circulation and the Construction of Knowledge in South Asia and Europe, 1650-1900<\/em>, Palgrave Macmillan, 2010.<\/li>\n<li>Visvanathan,\u00a0Shiv,<em>Organizing<\/em><em>for<\/em>\u00a0<em>Science:<\/em>\u00a0<em>The<\/em>\u00a0<em>Making<\/em>\u00a0<em>of<\/em>\u00a0<em>an<\/em>\u00a0<em>Industrial<\/em>\u00a0<em>Research<\/em>\u00a0<em>Laboratory<\/em>, OxfordUniversity Press, New Delhi, 1985.<\/li>\n<li>Kanigel,\u00a0Robert,<em>The<\/em><em>Man<\/em>\u00a0<em>Who<\/em>\u00a0<em>Knew<\/em>\u00a0<em>Infinity:<\/em>\u00a0<em>A<\/em>\u00a0<em>Life<\/em>\u00a0<em>of<\/em>\u00a0<em>the<\/em>\u00a0<em>Genius<\/em>\u00a0<em>Ramanujan<\/em>, Abacus, 1991.<\/li>\n<li>MacLeod, Roy, <em>Tools of the Empire<\/em>: <em>Technology and European Imperialism in the Nineteenth Century<\/em>,Oxford University Press, 1981.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong><u>Additional Readings:<\/u><\/strong><\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Roy MacLeod, \u201cIntroduction,\u201d <em>Osiris <\/em>15 (2000): 1-13.<\/li>\n<li>Roy MacLeod, \u201cOn Visiting the \u2018Moving Metropolis\u2019: Reflections on the Architecture of Imperial Science,\u201d in Scientific Colonialism: A Cross-Cultural Comparison, ed. by Nathan Reingold and Marc Rothenberg (Washington, D.C.: Smithsonian, 1987), 217-49.<\/li>\n<li>David Wade Chambers and Richard Gillespie, \u201cLocality in the History of Science: Colonial Science, Technoscience, and Indigenous Knowledge,\u201d <em>Osiris<\/em> 15 (2000): 221-40.<\/li>\n<li>Pyenson, \u201cPure Learning and Political Economy: Science and European Expansion in the Age of Imperialism,\u201d in <em>New Trends in the History of Science<\/em>, ed. by R.P. W. Visser, et al. (Amsterdam: Rodopi, 1989), 209-78.<\/li>\n<li>Paolo Palladino and Michael Worboys, \u201cScience and Imperialism,\u201d and Lewis Pyenson, \u201cCultural Imperialism and Exact Sciences Revisited,\u201d <em>Isis<\/em> 84 (1993): 91-108<\/li>\n<li>Bernard S. Cohn, \u201cIntroduction\u201d and \u201cThe Transformation of Objects,\u201d in <em>Colonialism and Its Forms of Knowledge: The British in India <\/em>,Princeton: Princeton University Press, 1995), 3-15 and 76-105.<\/li>\n<li>Deepak Kumar, \u201cProblems in Science Administration: A Study of the Scientific Surveys in British India, 1757-1900,\u201d in <em>Science and Empires<\/em>: Historical Studies about Scientific Development and European Expansion, ed. by Patrick Petitjean, Catherine Jami, and Anne-Marie Moulin (Boston: Kluwer, 1992), 269-280.<\/li>\n<li>SatpalSangwan, \u201cNatural History in Colonial Context: Profit or Pursuit? British Botanical Enterprise in India, 1778-1820,\u201d in <em>Science and Empires<\/em>, 281-298<\/li>\n<li>Gyan Prakash, Another Reason: Science and the Imagination of Modern India.<\/li>\n<li>Kapil Raj, \u201cColonial Encounters and the Forging of New Knowledge and NationalIdentities: Great Britain and India, 1760-1850,\u201d Osiris 15 (2000): 119-34.<\/li>\n<li>Deepak Kumar, \u201cReconstructing India: Disunity in the Science and Technology for<\/li>\n<li>Development Discourse, 1900-1947,\u201d <em>Osiris<\/em> 15 (2000): 241-57.<\/li>\n<li>Clifford Geertz, \u201cCommon Sense as a Cultural System,\u201d in <em>Local Knowledge: Further Essays in Interpretive Anthropology<\/em> (New York: Basic Books.<\/li>\n<li>Nandy, Assis, <em>Science, Hegemony and Violence: Requiem for Modernity<\/em>, OUP, New Delhi, 1988.<\/li>\n<li>Rahman, A (ed.), <em>Science and Technology in Indian Culture: A Historical Perspective<\/em>, NISTADS, New Delhi, 1984.<\/li>\n<li>Leo Marx and Merritt Roe Smith, <em>Does Technology Drive History? The Dilemma ofTechnological Determinism<\/em>, MIT Press,<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Semester IV <\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course no. HS 538\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 MA I Semester<\/strong><\/p>\n<p><strong>Course:<\/strong><strong>Fortifications in Medieval Deccan<\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 2<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course Learning Outcomes: <\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>After completion of this course, the students will be able to:<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Demonstrate a coherent and systematic understanding of various types of defence architecture in India. (Remembering and understanding)<\/li>\n<li>Employ the different methods of analyzing the typology of forts. (Applying)<\/li>\n<li>Communicate their views and ideas with clarity of thought, lucidity of expression and logical rigour regarding the process of fortification in Medieval Deccan. (Applying)<\/li>\n<li>Demonstrate critical and reflective thinking, by contextualizing the examples from defence architecture in the larger military and political contexts. (Apply Analyse, and Evaluate)<\/li>\n<li>Analyse problems, approach them from diverse points of view, offer multiple solutions and assess proposed solutions regarding the spread of forts in medieval Deccan. (Analyse, Evaluate and Create)<\/li>\n<li>They would be able to display independent thinking, adopt positions of their own regarding the current issues in the history of warfare and political history. (Creating)<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Mapping of Program Learning Outcomes (PLOs) <\/strong><\/p>\n<p><strong>With Course Learning Outcomes (CLO\u2019s)<\/strong><\/p>\n<table width=\"660\">\n<tbody>\n<tr>\n<td width=\"60\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>PLO-1<\/strong><\/td>\n<td width=\"54\"><strong>PLO-2<\/strong><\/td>\n<td width=\"54\"><strong>PLO-3<\/strong><\/td>\n<td width=\"54\"><strong>PLO-4<\/strong><\/td>\n<td width=\"54\"><strong>PLO-5<\/strong><\/td>\n<td width=\"54\"><strong>PLO-6<\/strong><\/td>\n<td width=\"54\"><strong>PLO-7<\/strong><\/td>\n<td width=\"54\"><strong>PLO-8<\/strong><\/td>\n<td width=\"54\"><strong>PLO-9<\/strong><\/td>\n<td width=\"61\"><strong>PLO-10<\/strong><\/td>\n<td width=\"60\"><strong>PLO-11<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-1<\/strong><\/td>\n<td width=\"46\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-2<\/strong><\/td>\n<td width=\"46\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-3<\/strong><\/td>\n<td width=\"46\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-4<\/strong><\/td>\n<td width=\"46\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-5<\/strong><\/td>\n<td width=\"46\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-6<\/strong><\/td>\n<td width=\"46\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>&#8211;<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"61\"><strong>\u00a0<\/strong><\/td>\n<td width=\"60\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course description:<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>The objective of this course to familiarize students with aspects of fortification in Medieval Deccan. The students would also be familiarised with a typology of forts and the political context of food building in India. They would also understand the connection between military technology, war and fortification and the larger processes of polity in medieval India.<\/p>\n<p>The course would begin with an introduction of fortification in India offering a synoptic view of the main trends in fortification from the earliest period. In the second part, the focus would be on the typology of forts in India, and particularly in Deccan with the study on the forms and different features of the forts in the architectural context. The third unit of the course would elaborate on select forts and given overview of the system of organisation, including the military organisation, the defence structures and the water management systems in the forts of Deccan. This unit would also comprise of a study of some of the text associated with the forts.<\/p>\n<p>Outcome : At the end of the course the students would be able to understand the typology of forts and also the spread of fortification in medieval Deccan.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Unit one<\/strong><\/p>\n<p>Fortification in India From the earliest period to the mediaeval period<\/p>\n<p>Historiography of fortification in India<\/p>\n<p>Importance of fortification and the transition to Medieval India<\/p>\n<p>Large-scale spread of fortification in mediaeval India.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Unit two<\/strong><\/p>\n<p>Typology of fortification and select examples<\/p>\n<p>Forts of Deccan and examples of the different typology, including the forest forts, hill forts, etc<\/p>\n<p>The features of the forts in Deccan-Gates, walls, Moats, Barbican&#8217;s and other different structures.<\/p>\n<p>The method of construction and the architectural features , including mud forts<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Unit three<\/strong><\/p>\n<p>Forts and military organization<\/p>\n<p>Forts and social organisation and their relation to the political process<\/p>\n<p>Imperial and sub imperial patronage of forts<\/p>\n<p>Water management and other defence aspects<\/p>\n<p>Kaifiyats and other literary sources.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Reference Books :<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>ASHER, CATHERINE, Catherine Blanshard Asher, Catherine Ella Blanshard Asher, and Catherine B. Asher. 1992. <em>Architecture of Mughal India<\/em>. Cambridge University Press.<\/p>\n<p>Chilka, Amit. 2014. <em>Sea Forts of India<\/em>. Osmora Incorporated.<\/p>\n<p>Deloche, Jean. 2007. <em>Studies on Fortification in India<\/em>. Institut Fran\u00e7ais de Pondich\u00e9ry.<\/p>\n<p>Fass, Virginia. 1986. <em>The Forts of India<\/em>. Rupa in association with Oberoi Hotels International.<\/p>\n<p>Fass, Virginia. 1986. <em>The Forts of India<\/em>. Rupa in association with Oberoi Hotels International.<\/p>\n<p>Gordon, Stewart. 1979. \u201cForts and Social Control in the Maratha State.\u201d <em>Modern Asian Studies<\/em> 13 (1): 1\u201317.<\/p>\n<p>Michell, George, and Mark Zebrowski. 1999. <em>Architecture and Art of the Deccan Sultanates<\/em>. Cambridge University Press.<\/p>\n<p>Murthy, N. S. Ramachandra. 1996. <em>Forts of \u0100ndhra Pradesh: From the Earliest Times Upto 16th C. A.D.<\/em> Bharatiya Kala Prakashan.<\/p>\n<p>Naravane, M. S. 1995. <em>Forts of Maharashtra<\/em>. APH Publishing Corporation.<\/p>\n<p>Naravane, M. S. 1998. <em>The Maritime and Coastal Forts of India<\/em>. APH Publishing.<\/p>\n<p><em>The Forts of Telangana<\/em>. 2019. Bharath Cultural Academy.<\/p>\n<p>Verma, Amrit. 1985. <em>Forts of India<\/em>. Publications Division, Ministry of Information and Broadcasting, Government of India.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course no. HS 573\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 MA IV Semester<\/strong><\/p>\n<p><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Course: <\/strong><strong>Indian National Movement 1919-947<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 4<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course Learning Outcomes <\/strong><\/p>\n<p>After completion of this course successfully, the students will be able to..<\/p>\n<p>CLO-1: Discuss the historical circumstances that led to the making of Gandhi as a political leader byfocusing on his political philosophies and early political activities in India.<\/p>\n<p>&nbsp;<\/p>\n<p>CLO-2: Examine how Congress was re-organized under the Gandhian leadership, alongside bringing different Indian groups into the fold of the nationalist struggle.<\/p>\n<p>&nbsp;<\/p>\n<p>CLO-3: Anlayse how the economic adversity unleashed by colonialism affected different groups and mobilized them towards the mainstream nationalist struggle.<\/p>\n<p>&nbsp;<\/p>\n<p>CLO-4: Distinguish the parallel mobilizations of groups against colonialism from that of the mainstream nationalist mobilization with their strategies, politics and problems.<\/p>\n<p>&nbsp;<\/p>\n<p>CLO-5: Show how Gandhian mass movement was low in momentum during 1937-1945, leading to violent and spontaneous rebellions by the people.<\/p>\n<p>&nbsp;<\/p>\n<p>CLO-6: Explain how communal politics have grown in India as a parallel to the nationalist struggle and has become a lingering problem for independent India.<\/p>\n<p>&nbsp;<\/p>\n<p>CLO-7: Describe the complex political and historical circumstances that led to independence eventually and partition of India.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Mapping of Course Learning Outcomes (CLOs) with Program Learning Outcomes (PLOs) and Program Specific Outcomes (PSOs)<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<table width=\"713\">\n<tbody>\n<tr>\n<td width=\"60\"><strong>\u00a0<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>1<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>2<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>3<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>4<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>5<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>6<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>7<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>8<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>9<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>10<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>11<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO1<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"64\">1<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">2<\/td>\n<td width=\"64\">2<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO2<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"64\">1<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">2<\/td>\n<td width=\"64\">2<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO3<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"64\">1<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">2<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO4<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"64\">1<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">2<\/td>\n<td width=\"64\">2<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO5<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"64\">1<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">2<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO6<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"64\">1<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">2<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO7<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"64\">1<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">2<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p><strong>Course Outlines: <\/strong><\/p>\n<p>This is a sequel to the course on the first phase of the Indian national movement and deals with the \u2018Extremist\u2019 and the \u2018Gandhian\u2019 phases of the movement. While the popular participation of the masses undoubtedly contributed to an increasing effectiveness of nationalism, it also introduced elements of contention in the nature of interaction between the so-called \u2018primary\u2019 contradiction (between the colonial rule and Indians as a whole) and the \u2018secondary\u2019 contradictions (oppositions between different Indian groups). The complexities of that interaction and debates concerning it have taken centre stage in the discussions about Indian nationalism in recent decades\/years. A thorough discussion of those issues will be provided in the course, in addition to an analysis of the roles played by important nationalist leaders such as Gandhi, Jawaharlal Nehru and Subhas Chandra Bose whose contribution however will not be considered in isolation but as representative of larger ideological strands within nationalist politics.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Detailed Syllabus:<\/strong><\/p>\n<p><strong>Unit-1: <\/strong><\/p>\n<p><strong>Gandhi\u2019s rise to leadership, and the emergence of the national movement as mass movement (1919- 1927)<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>Gandhi\u2019s initial reputation as a leader who would take up specific issues and find solutions to them, role of rumour during Gandhi\u2019s early career, his elevation to the leadership of all-India politics, creation of a strong organizational structure for the Congress, Gandhi\u2019s success in forging unity between different Indian groups.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Unit-2: <\/strong><\/p>\n<p><strong>The Great Depression, Civil Disobedience Movement and the deepening of the anti-colonial struggle (1927- 1937)<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>Economic adversity for several Indian groups as a result of incorporation to the web of the global economy, role of the impoverishment in propelling the Indian masses towards nationalist agitation, intensification of both breadth and depth of nationalist politics, much firmer organizational control over popular participation, willingness of the business groups and Indian capitalists to identify closely with nationalist politics, and the emergence of the \u2018Right\u2019 and \u2018Left\u2019 wings in nationalist politics.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Unit-3: <\/strong><\/p>\n<p><strong>World War II, the Quit India Movement and Towards Freedom (1937-1947)<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>Decline of the politics of Gandhian mass movement, temptation and willingness of Congress leaders to participate in electoral politics and provincial government formation after 1937, decisive changes in the international and domestic political scenarios in the wake of the beginning of the World War II, \u2018Quit India\u2019 politics, violent and spontaneous rebellions by the people, Left\u2019s marginalization from nationalist political mainstream after controversial position on the war, etc..\u00a0 Increasing recognition of the unsustainability of the Empire in the changed context post-World War II, heightened anti-colonial awareness among people as witnessed during the RIN Mutiny and the trial of INA prisoners, developments that eventually led to the Partition of the subcontinent, protracted negotiations on the transfer of power.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong><em>Evaluation Procedure:<\/em><\/strong> There will be three units in the internal evaluation, each of these carrying a maximum of 20 marks and the best two of the three evaluations will be taken into consideration. The components of the internal evaluation consists of mid-term tests, quiz, term paper, book review, seminar presentation, etc. (specific components will be announced in the class when the course commence).<\/p>\n<p><strong><em>\u00a0<\/em><\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Readings:<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Alpes, Maybritt Jill. \u2018The Congress and the INA Trials, 1945-50: A Contest over the Perception of \u2018Nationalist\u2019 Politics,\u2019 <em>Studies in History<\/em>, 23(1), 2007: 135-58.<\/p>\n<p>&nbsp;<\/p>\n<p>Azad, MaulanaAbulKalam.<em>India Wins Freedom<\/em>, Bombay: Orient Blackswan, 1959\/1988.<\/p>\n<p>&nbsp;<\/p>\n<p>Bhattacharya, Sanjoy. \u2018The Colonial State and the Communist Party of India, 1942-45: A Reappraisal,\u2019 <em>South Asia Research<\/em>, 15(1), 1995: 48-77.<\/p>\n<p>&nbsp;<\/p>\n<p>Hutchins, Francis G. <em>Spontaneous Revolution<\/em>, Delhi: Manohar Books 1971.<\/p>\n<p>&nbsp;<\/p>\n<p>Krishna, Gopal. \u2018The Development of the Indian National Congress as a Mass Organization, 1918-1923,\u2019 <em>Journal of Asian Studies<\/em>, 25(3), 1966: 413-430.<\/p>\n<p>&nbsp;<\/p>\n<p>Kumar, Ravinder. \u2018Class, Community or Nation? Gandhi\u2019s Quest for a Popular Consensus in India,\u2019 <em>Modern Asian Studies<\/em>, III(4), 1969: 357-376.<\/p>\n<p>&nbsp;<\/p>\n<p>Low, D A.\u2018The Government of India and the First Non-Cooperation Movement: 1920-1922\u2019, <em>Journal of Asian Studies<\/em>, 25(2), 1966: 241-259.<\/p>\n<p>&nbsp;<\/p>\n<p>Mahajan, Sucheta.<em>Independence and Partition: The Erosion of Colonial Power in India<\/em>, New Delhi: Sage, 2000.<\/p>\n<p>&nbsp;<\/p>\n<p>Markovits, Claude. \u2018Indian Business and the Congress Provincial Governments 1937-39,\u2019 <em>Modern Asian Studies<\/em>, 15(3), 1981: 487-526.<\/p>\n<p>&nbsp;<\/p>\n<p>Nehru, Jawaharlal.<em>An Autobiography<\/em>, New Delhi: Penguin, 1997.<\/p>\n<p>&nbsp;<\/p>\n<p>Pandey, Gyan. \u2018Mobilization in a Mass Movement: Congress Propaganda in the United Provinces, 1930-34,\u2019 <em>Modern Asian Studies<\/em>, 9(2), 1975: 205-226.<\/p>\n<p>&nbsp;<\/p>\n<p>Pandey, Gyan.\u2018Peasant Revolt and Indian Nationalism: The Peasant Movement in Awadh, 1919-1922\u2019, <em>Subaltern Studies I<\/em>, New Delhi: Oxford University Press, 1982: 143-197.<\/p>\n<p>&nbsp;<\/p>\n<p>Pandey, Gyanendra(ed,).<em>The Indian Nation in 1942: Writings on the Quit India Movement,<\/em> Calcutta: K.P. Bagchi&amp; Sons, 1988.<\/p>\n<p>&nbsp;<\/p>\n<p>Pouchepadass, Jacques. \u2018Local Leaders and the Intelligentsia in the Champaran Satyagraha (1917): A Study in Peasant Mobilization,\u2019 <em>Contributions to Indian Sociology (NS)<\/em>, No.8, 1974: 67-87.<\/p>\n<p>&nbsp;<\/p>\n<p>Sarkar, Jayabrata. \u2018Power, Hegemony and Politics: Leadership Struggle in Congress in the 1930s,\u2019 <em>Modern Asian Studies<\/em>, 40(2), 2006: 333-70.<\/p>\n<p>&nbsp;<\/p>\n<p>Sarkar, Sumit. <em>Modern India<\/em>, Noida: Pearson India Education Services, 1982\/2014.<\/p>\n<p>&nbsp;<\/p>\n<p>Shankardass, Rani Dhavan. \u2018Spokesman for the Peasantry: The Case of Vallabhbhai Patel and Bardoli,\u2019 <em>Studies in History<\/em>, 2(1) (New Series), 1986: 47-69.<\/p>\n<p>&nbsp;<\/p>\n<p>Vasudevan, Ravi Shankar. \u2018Why the Congress Accepted Office in 1937,\u2019 <em>Studies inHistory, <\/em>4(2), 1988: 37-84.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences <\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course No. HS 574\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 M.A. IV Semester<\/strong><\/p>\n<p><strong>Course Title: Indian Epigraphy<\/strong><\/p>\n<p><strong>LT.P-1-0-0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Credits 4<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course Learning outcomes:<\/strong><\/p>\n<p>After completion of this course, the students will be able to<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Learn the different genres of epigraphy in South Asia along with the chronological development of Brahmi, the script in which these inscriptions were written. (understand)<\/li>\n<li>Enable them to use the wonderful resource of inscriptions in their research.(analyze and apply)<\/li>\n<li>Have some idea of the ancient scripts. The palaeography of the selected inscriptions or in some cases similar inscriptions would also be practiced simultaneously. (understand)<\/li>\n<li>Understand the use of epigraphy for construction\/reconstruction of our past.(apply)<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Mapping of Course Learning Outcomes (CLOs) with Program Learning Outcomes (PLOs) and Program specific Outcomes (PSOs<\/strong>):<\/p>\n<p>&nbsp;<\/p>\n<table>\n<tbody>\n<tr>\n<td><\/td>\n<td>PLO<\/p>\n<p>1<\/td>\n<td>PLO<\/p>\n<p>2<\/td>\n<td>PLO<\/p>\n<p>3<\/td>\n<td width=\"16\">PLO<\/p>\n<p>4<\/td>\n<td width=\"16\">PLO<\/p>\n<p>5<\/td>\n<td>PLO<\/p>\n<p>6<\/td>\n<td>PLO<\/p>\n<p>7<\/td>\n<td>PLO<\/p>\n<p>8<\/td>\n<td>PLO<\/p>\n<p>9<\/td>\n<td>PLO<\/p>\n<p>10<\/td>\n<td>PLO<\/p>\n<p>11<\/td>\n<\/tr>\n<tr>\n<td>CLO 1<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\">1<\/td>\n<td><\/td>\n<td><\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>CLO2<\/td>\n<td>2<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\">1<\/td>\n<td><\/td>\n<td><\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>CLO3<\/td>\n<td>2<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\">1<\/td>\n<td><\/td>\n<td><\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>CLO4<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\">3<\/td>\n<td>3<\/td>\n<td><\/td>\n<td>3<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>CLO5<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td width=\"16\"><\/td>\n<td width=\"16\"><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td>CLO6<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td width=\"16\"><\/td>\n<td width=\"16\"><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Course Description<\/strong><\/p>\n<p>Huge number of inscriptions in South Asia suggests the presence of literacy in a traditional society largely known for its sustained orality. Inseparably associated with it are the crucial issues of authorship and the intended audience of these inscriptions. Epigraphy offers a tool to explore and explain the past. This course provides a full treatment of the epigraphy as a historical discipline and besides the introduction to it, includes also an insightful look into South Asian history. Though inscriptions are commonly read as texts, it is essential that we consider their material context. The time frame chosen here hopes to cover the introduction of inscriptions in the subcontinent till the emergence of regional powers throughout the subcontinent.<\/p>\n<p>.<\/p>\n<p><strong>Modules<\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Introduction&#8211;An overview of epigraphic studies in South Asia-Introducing the different genres of inscriptions and languages used -Overview of Tamil Brahmi; Asokan Edicts-<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>a general understanding of the contents of Asokan inscriptions\u2014Looking at Asokan inscriptions as an anthology- two examples from the corpus of Asokan inscriptions for thorough interpretative study.<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"2\">\n<li>Donative records, Image inscriptions and Memorial Inscriptions from different regions (200BCE- 600 CE)-Introduction to different types of donative and image inscriptions;<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Select donative records including Kharoshti inscriptions from different sites; Select image inscriptions; Select Memorial inscriptions<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"3\">\n<li>Land Grant Charters and Prashastis -Early charters\u2014400-600 CE, Case studies; Prasastis as a genre of Epigraphy&#8211;Variations in Format in the early period-Representative examples of Prasastis<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Assessment: <\/strong><\/p>\n<p>Out of a total of 100, 60 marks are earmarked for the end-of-the semester examination. 40 marks are earmarked for three internal assessments. In all three internal assessments will be conducted and the marks of the best two will be considered. These assessments can be in the form of classroom tests, term papers and\/or Seminars, practical tests for paleography.<\/p>\n<p>Students are expected to ask questions in the classroom and participate in the discussion. Having own opinion and disagreement with the instructor is encouraged. Students are always welcome to share their problem concerning the course.<\/p>\n<p><strong>Reading List<\/strong><\/p>\n<p><em>Corpus Inscriptionum Indicarum<\/em>, vol.1, Inscriptions of Asoka \u2013 A. Cunningham. Reprint, Varanasi.1961<\/p>\n<p><em>Corpus Inscriptionum Indicarum<\/em>, vol.1, Inscriptions of Asoka. New Edition \u2013 E. Hultzsch. Reprint, Delhi, 1969<\/p>\n<p><em>Corpus Inscriptionum Indicarum<\/em>,Vol.2, Part I, Kharo\u1e63\u1e6dh\u012b Inscriptions with the Exception of those of A\u015boka. Reprint, Varanasi.1969<\/p>\n<p><em>Corpus Inscriptionum Indicarum<\/em>,Vol.II, Part II, Bharhut Inscriptions, Revised by E. Waldschimidt and M.A. Mehendale. Ootacamund.1963<\/p>\n<p><em>Corpus Inscriptionum Indicarum,<\/em>Vol.III, Inscriptions of the Early Gupta Kings and their Successors- J.F. Fleet Reprint, Varanasi, 1963, 1970<\/p>\n<p><em>Corpus Inscriptionum Indicarum,<\/em> vol.IV, Inscriptions of the Kalacur\u012b-Ced\u012b Era- V.V. Mirashi, Ootacamund.1955<\/p>\n<p><em>Corpus Inscriptionum Indicarum<\/em>, vol.VI, Inscriptions of the V\u0101k\u0101\u1e6dakas. Ootacamund, 1963.<\/p>\n<p><em>Epigraphia Indica<\/em>. All published volumes. Archaeological Survey of India<\/p>\n<p>Bajpayee. K.D. <em>Early Inscriptions of Mathura \u2013 A Study<\/em>. Calcutta.1980<\/p>\n<p>Basak, R.G. <em>A<\/em><em>\u015bokan Inscriptions<\/em>, Calcutta, 1959<\/p>\n<p>Gai, G.S. <em>Inscriptions of the Early Kadambas<\/em>. New Delhi.1996<\/p>\n<p>Gokhale, S. L. <em>Kanheri Inscriptions<\/em>. Pune.1991<\/p>\n<p>Mahadevan Iravatham, Early Tamil Epigraphy. Harvard Oriental Series,Vol. 62, Harvard University Department of Sanskrit and Indian Studies, 2003.<\/p>\n<p>Mirashi, V.V. <em>The History and the Inscriptions of the S<\/em><em>\u0101tav<\/em><em>\u0101hanas and the Western K<\/em><em>\u1e63atrapas<\/em>. Bombay, 1981<\/p>\n<p>Mukherji, B.N. <em>Studies in the Aramaic Inscriptions of A<\/em><em>\u015boka,<\/em> Calcutta, 1984<\/p>\n<p>Salomon, R. <em>Indian Epigraphy<\/em>, New York.1998<\/p>\n<p>Sircar, D.C. <em>Indian Epigraphy<\/em>, Delhi.1965<\/p>\n<p>&#8212;&#8212;- <em>Indian Epigraphical Glossary<\/em>, Delhi.1966<\/p>\n<p>&#8212;&#8212;- <em>Select Inscriptions Bearing on Indian History &amp; Civilization<\/em>, vol.1. Calcutta, 1942, Vol.2, Delhi, 1983<\/p>\n<p>All relevant volumes related to inscriptions of different regions of India.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course no. HS 584\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 MA IV Semester<\/strong><\/p>\n<p><strong>Course:<\/strong><strong> Cultural History of Modern India.<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 4<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course Learning Outcomes (CLOs) <\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>After completion of this course successfully, the students will be able to\u2026\u2026<\/p>\n<p>&nbsp;<\/p>\n<p><strong>CLO-1<\/strong>Understand the complexities of the historical processes where different sets of indigenous cultures encounter the values and the material reality of the alien but also dominant culture with strong cultural homogeneity that had evolved over time, and divergent historical trajectories through this encounter tell different stories.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>CLO-2<\/strong>analyze that societies have many approaches to truth as there are many layers and differences in world views of the constituent communities in indigenous cultures and thus critical analytical skills are imparted to students as they are encouraged to examine their every-day cultural attitudes through the critical prism of the course.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>CLO-3<\/strong>discuss and summarise how pre-colonial religious and social identities in indigenous contexts are shifting under the pressure of the emerging secular fields of new professions and public domains shaped by Western values of individuality and personal freedoms to food, movement, speech and expression.<\/p>\n<p>CLO-4demonstrate analytically, using evidence from the past, how such new cultural trajectories have been transferred to the present day socio-cultural contexts in India.<\/p>\n<p>&nbsp;<\/p>\n<p>CLO-5 develop academic open endedness and dialogic skills, and understand\u00a0 the importance of keeping an academic distance from cultural positions which are part of personal every-day lives, thus developing a critical and logical personality that can weigh rationally contradictory evidence and reach balanced and unprejudiced conclusions.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Mapping of Course Learning Outcomes (CLOs) with Program Learning Outcomes (PLOs) and Program Specific Outcomes (PSOs)<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<table width=\"713\">\n<tbody>\n<tr>\n<td width=\"60\"><strong>\u00a0<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>1<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>2<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>3<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>4<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>5<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>6<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>7<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>8<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>9<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>10<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>11<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO1<\/strong><\/td>\n<td width=\"57\"><strong>3<\/strong><\/td>\n<td width=\"57\"><strong>3<\/strong><\/td>\n<td width=\"57\"><strong>3<\/strong><\/td>\n<td width=\"57\"><strong>3<\/strong><\/td>\n<td width=\"57\"><strong>3<\/strong><\/td>\n<td width=\"57\"><strong>3<\/strong><\/td>\n<td width=\"57\"><strong>\u00a0<\/strong><\/td>\n<td width=\"64\"><strong>3<\/strong><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO2<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\"><\/td>\n<td width=\"64\">3<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO3<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\"><\/td>\n<td width=\"64\">3<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO4<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\"><\/td>\n<td width=\"64\">3<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">3<\/td>\n<td width=\"64\">3<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO5<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\"><\/td>\n<td width=\"64\">3<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">3<\/td>\n<td width=\"64\">3<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>\u2026..<\/strong><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>\u2026..<\/strong><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p><strong>Detailed Syllabus:<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>A key feature for laying out a course outline for Cultural History in colonial India is the paradigm shift in the perceptions of the literate communities in India as to what constituted Indian \u2018culture.\u2019 Across all linguistic regions, within communities with strong literate traditions, there was an abrupt turn in the understanding of a cultural self -location as all spheres of life that was constitutive of and constituted by \u2018the lived\u2019, that is the material, social and symbolic practices of everyday life, underwent shifts, some sharp, some graded, some barely perceptible, when the colonial cultural encounter derailed indigenous knowledge systems. The rapidity and totality of this encounter, which left no material aspect of life untouched, came through print culture, a new Western technology that made the circulation of ideas , debates, and discussions, both western and Indian, very rapid.<\/p>\n<p>&nbsp;<\/p>\n<p>Unit 1: This course maps these cultural shifts in three units.<\/p>\n<p>The first unit traces the impact of print on the literary forms in the British Presidencies \u2013 Bengal, Bombay and Madras. The emergence of a new vernacular and a new print culture, parallel to the cultivation of English, the language of the ruling race, transformed the cultural landscapes in these regions. The sudden burgeoning of new forms of literary forms, influenced by Western literary traditions, galvanized new ways of thinking. However, there were also important elements of cultural resistance in these new frames of culture.<\/p>\n<p>Unit 2: The second unit examines the impact of education on perceptions of time and space, as also the notion of the body. This in turn gave rise to new sartorial styles, new perceptions of food and behaviourial patterns \u2013 especially within masculine perceptions of modernity.<\/p>\n<p>Unit 3: The third unit addresses the sea-change that print culture brought to traditional gender relations, family, the political economy of childhood and master\/mistress-servant relations<strong>.<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Assessment and Pedagogy<\/strong><\/p>\n<p>Assessment of the students is done through 3 mid semester tests each carrying a total of 20 marks and the scores of 2 best performances (40%) are then added to the end-semester examination, (60 %), bringing the total to 100%.<\/p>\n<p>The tests are geared to test each student\u2019s grasp of the course.<\/p>\n<p>There is special attention paid to training the student\u2019s reading skills, and the course instructor illustrates how the essential readings should be read, in order to increase the student\u2019s grasp of the main ideas and arguments presented in the book.<\/p>\n<p>The course stresses the need to address questions in students\u2019 minds, and constantly underlines the key features of each lectures.<\/p>\n<p>The course instructor constantly recapitulates the key connections made in the course, so that the class can follow the course through the semester.<\/p>\n<p>The course instructor is particular that students participate in discussion and debate and question and answer sessions so that historical processes are analyzed and are connected to contemporary Indian situations and problems in students\u2019 minds.<\/p>\n<p>Out of particular historical contexts, general trends \u2013like modernity, new cultural identity, new spatial locations, new positions on gendered stereotypes \u2013 are highlighted, as these trends can be used to understand different contexts in everyday lives.<\/p>\n<p><strong>Reference Books:<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>Amin, Shahid, \u201cGandhi as Mahatma\u201d . In selected Subaltern Studies. Edited by RanajitGuha and GayatriChakravortySpivak, OUP, New York, 1988.<\/p>\n<p>Appadurai, Arjun, \u201cRight and Left Hand Castes in South India\u201d. Indian Economic and Social History Review 11, nos. 2,3 (June \u2013 September 1974), pp. 216-59.<\/p>\n<p>Bakhtin, M.M., The Dialogic Imagination: Four essays. Translated by Carylemerson and Michael Holquist, edited by martin Holquist, University of Texas press, Austin, 1981.<\/p>\n<p>Basham, A.L. Basham., The Wonder that was India, London, Sidwick and Jackson, 1954.<\/p>\n<p>David Chaney, Scene \u2013setting Essays on Contemporary Cultural History, London, New York, Routledge, 1994.<\/p>\n<p>Gallagher, Catherine. The Industrial Reformation of English Fiction: Social discourse and the Narrative Form, 1832-67, Chicago: University of Chicago press, 1985.<\/p>\n<p>Goffman, Erving, \u201cThe Nature of Deference and Demeanor\u201d in Interaction Ritual, New York, Pantheon Books 1987.<\/p>\n<p>The Body Versus the Social Body in the Works of Thomas Malthus and Henry Mayhew\u201d. In \u2018The making of the Modern Body: Sexuality and Society in the Nineteenth Century. Ed. By Thomas Laquer and Catherine Gallgher, Berkeley: University of California Press, 1987.<\/p>\n<p>Hobsbawm, Eric and Terrance Ranger, eds., The Invention of Tradition, Cambridge, Cambridge University press, 1983.<\/p>\n<p>Khanduri, RituGairola. Caricaturing Culture in India: Cartoons and History in the Modern World, Cambridge, Cambridge University press, 2014.<\/p>\n<p>Marshall, Peter. The British Discovery of Hinduism in the eighteenth Century. Cambridge, Cambridge UniversityPress, 1970.<\/p>\n<p>Mennell, Stephen. Norbert Elias: Civilization and the Human Self Image, London, Basil Blackwell, 1989.<\/p>\n<p>Mines, Mattison, and VijaylakshmiGourishankar. \u201cLeadership and Individuality in South Asia: The Case of the South Indian Big Man\u201d. Journal of Asian Studies, 49, no. 4 (November 1990), pp. 761-86.<\/p>\n<p>Mitchell, Lisa. Language, Emotion and Politics in South India. The Making of a Mother tongue, Indiana University Press, Bloomington and Indianapolis, 2009.<\/p>\n<p>Moffat, Michael. An Untouchable Community in south India: Structure and Consensus. Princeton: Princeton University press, 1979.<\/p>\n<p>Nandy, Ashis.The Intimate Enemy: Loss and Recovery of Self Under Colonialism., OUP, New Delhi, 1983.<\/p>\n<p>Ram Ganga. The Maharashtra Purana: An Eighteenth \u2013Century Bengali Historical text. Translated and edited by Edward dimock and P. C. Gupta. Honolulu: East-west Center Press, 1965.<\/p>\n<p>Ramanujan, A.K., The Interior Landscape. Bloomington, Indiana University Press, 1975.<\/p>\n<p>Said, Edward, Orientalism. New York, Vintage Books, 1978.<\/p>\n<p>Selby, Martha, Ann. (ed.) Tamil Geographies; Cultural Constructions of Space and place in South India. State University of New York Press, Albany, 2008<\/p>\n<p>Todorov, Tzvetan. The Conquest of America: The Question of the Other. New York: harper and Row, 1982.<\/p>\n<p>Visvanathan, Gauri. Masks of Power; Literary Study and British Rule in India. New York: Columbia University press, 1989.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course no. HS 585\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 MA IV Semester<\/strong><\/p>\n<p><strong>Course: <\/strong><strong>Law and Society in Colonial India<\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 4<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course Learning Outcomes (CLOs) (5 to 8)<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>After completion of this course successfully, the students will be able to\u2026\u2026<\/p>\n<p>&nbsp;<\/p>\n<p>CLO-1<strong>absorb and make sense of information across a wide spatial\/temporal bracket and they will be able to think analytically about socio-cultural and political parallels in these global connectivities.<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>CLO-2<strong>They will be able to understand that history itself is debated and constantly revised across cultural divides.<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>CLO-3<strong>The students will be able to distill the central story of the rise of modern Western juristic principles, and connect it to the larger colonial contexts that rule, influence and connect the contemporary world of today, confidently using conceptual tools like \u201cequality\u201d, \u201cprogress and development\u201d, representational \/parliamentarian democracy, \u201cliberty and freedom\u201d.<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>CLO-4<strong>The students are able to make connections to important modern structures of governance, and state apparatus, knowledge systems\u00a0 as they developed in the west and were subsequently imported to non-Western societies via colonialism.<\/strong><\/p>\n<p>CLO-5<strong>They will understand that there is no one history, but interconnected histories yet with the rise of a dominant region, there is a projection of a single dominant historical narrative \u2013 the rise of modern West as the Western intellectuals wove it through the centuries in the realms of law and governance.<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>CLO-6<strong>They will innovatively apply the above analytical categories to the histories of non-Western societies as they passed through the colonial phase. <\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Mapping of Course Learning Outcomes (CLOs) with Program Learning Outcomes (PLOs) and Program Specific Outcomes (PSOs)<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<table width=\"713\">\n<tbody>\n<tr>\n<td width=\"60\"><strong>\u00a0<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>1<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>2<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>3<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>4<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>5<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>6<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>7<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>8<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>9<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>10<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>11<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO1<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\"><\/td>\n<td width=\"64\">3<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">3<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO2<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\"><\/td>\n<td width=\"64\">3<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">3<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO3<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\"><\/td>\n<td width=\"64\">3<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">3<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO4<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\"><\/td>\n<td width=\"64\">3<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">3<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO5<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\"><\/td>\n<td width=\"64\">3<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">3<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO6<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\"><\/td>\n<td width=\"64\">3<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">3<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>\u2026..<\/strong><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"57\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p><strong>Objectives of the Course <\/strong>is to show how a new legal language permeated the indigenous literate consciousness through the colonial interface, while at the same time major shifts happened at the level of socio-political structures, most importantly that of land and the notion of property<strong>. <\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Detailed Syllabus:<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>Unit 1:<strong>The Early Phase of Indian Familiarity with Western Judicial Processes and The Intellectual Origins of the Rule of Law.<\/strong><\/p>\n<p>The overlap of trust-oriented commercial practices by Indian merchants with the new concept of the legal contract and courts based on the European model.\u00a0 The Indian merchants\u2019 familiarity and participation with the European legal contact and its legal enforcement in European courts and European trading practices.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>The Separation of trade and commerce via secular laws, branching out from the canonical laws of the Church, Common European theme underlying the understanding of legality in secular and spiritual domains \u2013 based on \u201cWRITING\u201d. Fundamental differences between written and oral cultures \u2013 the culture of law therefore based on a different key \u2013 elitist, retrievable from the archive with a linear understanding of \u201cTime\u201d. Therefore legal cases also formed histories that could be reclaimed<\/p>\n<p>The inter-relationship of private property and the concept of governance in England. The clearly discernible patterns of parliamentary law historicized in the seventeenth century and eighteenth century.\u00a0 Intellectual debates in England over good governance in the light of the \u201cEnlightened\u201d Eighteenth century Europe. Debates over the efficiency of good laws, as opposed to bad laws.<\/p>\n<p>Jeremy Bentham, Edmund Burke, David Hume, different intellectual weightage of these intellectuals. Bentham stood for a utilitarian understanding of universal laws with no reference to custom \u2013 the greatest happiness of the greatest number. Burke understood the validity of custom and continuity. Burke\u2019s vision of imperial but universally uniform moral values that held the imperial notion of the Rule of Law together across continents \u2013 a new legalistic principle that could hold the different cultures and a variegated subject peoples together.<\/p>\n<p>The Myth of the Impartiality of the Rule of Law \u2013 the fiction of the principle of Justice. The strategies of governance. The mentalities of the governed. The state\u2019s construction of legal categories of the \u201cgovernable\u201d and the \u201cnon-governable\u201d which draws from the state\u2019s (and the ruling class\u2019s) understanding of \u201ccrime\u201d and \u201ccriminality\u201d, together with the State\u2019s power to punish.<\/p>\n<p>Surely these are \u201cvalid\u201d categories of governance for all societies across time and space? How then did the Enlightened West (working in India through the colonial rule) differ from the indigenous context in this most important plank that upheld \u201csovereignty\u201d?<\/p>\n<p>The Reordering of Indian politico-economic structures around land and land ownership through a new induction of legality, title deeds and a market-based transfer of land.<\/p>\n<p>&nbsp;<\/p>\n<p>Unit 2: <strong>The Language of Western Law, Justice and Equity and the Indian Narrative of Freedom<\/strong><\/p>\n<p>The Indian Engagement with the western legal language.<\/p>\n<p>Trial of Nand Kumar and the Mughal Emperor, Bahadur Shah Zafar.<\/p>\n<p>The Political Trials of Indian nationalists where<strong> t<\/strong>he Centrality of the Legal principle, and the Colonial State. The new Legal mentalities: Class and Elite Consciousness around the creation of the New Legal Subject.<\/p>\n<p>Language of law and the empowerment of the marginalized communities. Ambedkar\u2019s position on law and social change.<\/p>\n<p>&nbsp;<\/p>\n<p>Unit 3: <strong>Patriarchy and the colonial state. <\/strong><\/p>\n<p>Gender and colonial Law. Colonial Law, with its patriarchal language clearly designating women to the domestic sphere, has major overlaps with indigenous ideologies of patriarchy. The death of PhulmoniDasi and the following trial, and Rukmabai\u2019s case are important windows to this commonality patriarchy shares across cultures.<\/p>\n<p><strong>Assessment and Pedagogy:<\/strong><\/p>\n<p>Assessment of the students is done through 3 mid semester tests each carrying a total of 20 marks and the scores of 2 best performances (40%) are then added to the end-semester examination (60 %), bringing the total to 100%.<\/p>\n<p>The tests are geared to test each student\u2019s grasp of the course.<\/p>\n<p>There is special attention paid to training the student\u2019s reading skills, and the course instructor illustrates how the essential readings should be read, in order to increase the student\u2019s grasp of the main ideas and arguments presented in the book.<\/p>\n<p>The course stresses the need to address questions in students\u2019 minds, and constantly underlines the key features of each lectures.<\/p>\n<p>The course instructor constantly recapitulates the key connections made in the course, so that the class can follow the course through the semester.<\/p>\n<p>The course instructor is particular that students participate in discussion and debate and question and answer sessions so that historical processes are analyzed and are connected to contemporary Indian situations and problems in students\u2019 minds.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Reference Books:<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>Baden-Powell, B.H., The Land System of British India, 3 vols., Oxford, 1892.<\/p>\n<p>Breckenbridge, Carol, \u201cFrom protector to litigant \u2013 changing relations between Hindu temples and the Raja of Ramanad\u201d, in South India temples. Edited by Burton Stein, New Delhi, Vikas publishing House, 1978.<\/p>\n<p>Brennig, Joseph J., \u201cchief merchants and the European enclaves of Seventeenth Century Coromandel\u201d Modern Asian Studies 11, (1977): 321 -41, pp. 321 -40.<\/p>\n<p>Colebrooke, H.T., A Digest of Hindoo Laws, Calcutta, 1801<\/p>\n<p>Colebrooke, Sir J.E., A Digest of the Regulations and Laws, 3 Vols, Calcutta, 1807.<\/p>\n<p>Dow, Alexander, <em>The History of Indostan, From the Earliest Account of Time to the Death of Akbar; Translated from the Persian of MahummudCasimFerishtah<\/em>\u2026 (vols 1&amp;2). <em>The History of Hindostan from the death of Akbar to the \u2026Settlement of the Empire under Aurangzebe\u2026 A Dissertation on the origin and nature of Despotism in Hindostan\u2026an Enquiry into the State of Bengal<\/em>, 3 vols, London, 1768-72.<\/p>\n<p>Grant, J., An Enquiry into the Nature of Zamindary Tenures and the landed Property of Bengal, London, 1790.<\/p>\n<p>Halhed, N.B., A Code of Gentoo Laws. Or Ordinations of the Pundits , London, 1776.<\/p>\n<p>Hay, Douglas, \u201cProperty, Authority\u00a0 and the Criminal Law\u201d, in Albion\u2019s Fatal Tree: Crime and Society in eighteenth Century England. Edited by Douglas Hay et.al. Hammondsworth, Penguin books, 1975.<\/p>\n<p>Derrett, J.D. M., \u2018The Anonymous Svatva \u2013 Vicara: A legal Study by Seventeenth century Logician\u2019, Essays on Classical and Modern Hindu Law, Leiden, 1976.<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Religion, Law ad State in India, London, 1968.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Dirks, Nicholas B., The Scandal of Empire: India and the Creation of Imperial Britain. Harvard University press, Cambridge Massachusetts, London, 2006.<\/p>\n<p>Frykenberg, R.E., land Control and Social Structure in Indian history, Madison, 1969.<\/p>\n<p>Kapur, Ratna and Brenda Crossman, Subversive Sites: Feminist Engagements\u00a0 with law in India, Sage Publications, New Delhi, 1996.<\/p>\n<p>Kolski, Elizabeth. Colonial Justice in British India. Cambridge University press, New Delhi, Cambridge, 2010.<\/p>\n<p>Mani, Lata, \u2018Contentious Traditions: The Debate on Sati in Colonial India\u2019 in Sangari, Kumkum and Suresh Vaid, Recasting Women: Essays in Indian Colonial History, New Brusnwick, NJ:Rutgers University Press, 1990.<\/p>\n<p>Menon, Nivedita, Rights, Law and Feminist Politics: Rethinking our practice\u2019 in Mukhopadhyay, S. (ed.), in the name of justice: Women and Law in Society, Manohar Publishers and Distributers, ISST, N.Delhi, 1998.<\/p>\n<p>Mines, mattison. The Merchant Warriors: textiles, Trade and Territory n South India. Cambridge, Cambridge University Press, 1984.<\/p>\n<p>Panda, Chitta, The Decline of Bengal Zamindars, Delhi, 1996.<\/p>\n<p>Ray, Ratnalekha, Changes in Bengal agrarian Society, Delhi, 1979.<\/p>\n<p>Stokes, Eric, English Utilitarians and India, Oxford, Clarendon Press, 1959.<\/p>\n<p>Washbrook, David, Law, State and Agrarian Society in Colonial India, Modern Asian Studies, 15(3), 1981.<\/p>\n<p>Wink, Andre. Land and Sovereignty in India. Cambridge, Cambridge University Press, 1986.<\/p>\n<p>Yang, Anand. The Limited Raj: Agrarian Relations in Colonial India, Saran District, 1793-1920, Berkeley; University of California Press, 1990.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course no. HS 586\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 MA IV Semester<\/strong><\/p>\n<p><strong>Course:<\/strong><strong> History and Culture of Medieval Tibet<\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 4<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course Learning Outcomes: <\/strong><\/p>\n<p>After completion of this course, the students will be able to:<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>1. Demonstrate a coherent and systematic understanding of various regions and borderlands in India and Tibet. (Remembering and understanding)<\/li>\n<li>2. Employ the different methods of analyzing the role of Inner Asia in world history. (Applying)<\/li>\n<li>3. Communicate their views and ideas with clarity of thought, lucidity of expression and logical rigour. (Applying)<\/li>\n<li>4. Demonstrate critical and reflective thinking, by contextualizing the examples from Tibetan history in larger socio-economic and political contexts. (Apply Analyse, and Evaluate)<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>5.Analyse problems, approach them from diverse points of view, offer multiple solutions and assess proposed solutions regarding the spread of and formation of the Tibetan Culture Areas in transnational spaces. (Analyse, Evaluate and Create)<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"6\">\n<li>6. They would be able to display independent thinking, adopt positions of their own regarding the current issues in the history of Tibet that respond to issues of Indian history and its linkages with inner Asia. (Creating)<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"7\">\n<li>Develop an overall-view of art and architecture by learning Indian and Tibetan historical traditions and identifying the commonalities and differences in their approach.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"8\">\n<li>Relate to original historical texts by eminent historians belonging to diverse ages, traditions and systems and would acquire necessary hermeneutic competence to interpret them.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Mapping of Program Learning Outcomes (PLOs) <\/strong><\/p>\n<p><strong>With Course Learning Outcomes (CLO\u2019s)<\/strong><\/p>\n<table width=\"660\">\n<tbody>\n<tr>\n<td width=\"60\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>PLO-1<\/strong><\/td>\n<td width=\"54\"><strong>PLO-2<\/strong><\/td>\n<td width=\"54\"><strong>PLO-3<\/strong><\/td>\n<td width=\"54\"><strong>PLO-4<\/strong><\/td>\n<td width=\"54\"><strong>PLO-5<\/strong><\/td>\n<td width=\"54\"><strong>PLO-6<\/strong><\/td>\n<td width=\"54\"><strong>PLO-7<\/strong><\/td>\n<td width=\"54\"><strong>PLO-8<\/strong><\/td>\n<td width=\"54\"><strong>PLO-9<\/strong><\/td>\n<td width=\"61\"><strong>PLO-10<\/strong><\/td>\n<td width=\"60\"><strong>PLO-11<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-1<\/strong><\/td>\n<td width=\"46\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-2<\/strong><\/td>\n<td width=\"46\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-3<\/strong><\/td>\n<td width=\"46\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-4<\/strong><\/td>\n<td width=\"46\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-5<\/strong><\/td>\n<td width=\"46\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-6<\/strong><\/td>\n<td width=\"46\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-7<\/strong><\/td>\n<td width=\"46\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>&#8211;<\/strong><\/td>\n<td width=\"61\"><strong>&#8211;<\/strong><\/td>\n<td width=\"60\"><strong>&#8211;<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-8<\/strong><\/td>\n<td width=\"46\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>&#8211;<\/strong><\/td>\n<td width=\"54\"><strong>&#8211;<\/strong><\/td>\n<td width=\"54\"><strong>&#8211;<\/strong><\/td>\n<td width=\"54\"><strong>&#8211;<\/strong><\/td>\n<td width=\"61\"><strong>&#8211;<\/strong><\/td>\n<td width=\"60\"><strong>&#8211;<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>1<\/p>\n<p><strong>C1ourse description:<\/strong>This course is in the intended to serve as an introduction to the history and culture of the Himalayan region, with special reference to Tibet and Tibetan culture areas within and beyond India. The other broad objectives of the course are to familiarise students with the diverse cultural patterns of Himalayan societies and distinct features of Tibetan Buddhism.<\/p>\n<p>In this course, the central focus is on the history of Tibet, beginning with an introduction to the Tibetan landscape that serves as a geographical preface to the high-altitude regions of inner Asia. Proceeding from this, of course, would start with the theories of the true genesis of the Tibetans and the debates and state formation along with the rise of the Bon religion. The next autofocus on the rise, fall and the rise of Tibetan Buddhists and the emergence of the Tibetan Buddhist state. The remainder of the course would concentrate on the period of post-imperial Tibet and the Mongol interregnum.<\/p>\n<p>The formation of distinct religious orders in Tibet and the rise of the institution of the Dalai Lama, along with a system of reincarnation and Sino Tibetan relations would be another area. The emergence of distinct cultural patterns, focusing on Tibetan medicine, Tibetan art and architecture that evolved in the context of relative isolation and gave rise to the emergence of a regional particularity in Tibet would also be discussed in detail. The course would end with the debates on the fall of old Tibet and the large-scale encounter with modernity.<\/p>\n<p>By \u00a0the end of the course, students will be able to understand the emergence of Tibet and its role in history as a distinct narrative that did not conform to many patterns of world history. Further, there would also be able to appreciate the diversities of Indian history and the transnational connections of the border regions of India to regions as far as Russia and Mongolia.<\/p>\n<p>&nbsp;<\/p>\n<p>Unit one<\/p>\n<p>a geographical preface to the Tibetan landscape and a description of the Tibetan culture area<\/p>\n<p>Central Asia, inner Asia or inner Eurasia-debates on geographical determinism vs geographical, possiblism<\/p>\n<p>Ethnogenesis of the Tibetans and their relations with early Medieval India and China<\/p>\n<p>Bon religion and the transition to a state society<\/p>\n<p>The Dharma kings and the emergence of the Tibetan Empire and its decline in the context of the nomadic empires of Inner Asia<\/p>\n<p>The rise, fall and rise of Tibetan Buddhist religion-the first and second transmissions<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>Unit two<\/p>\n<p>The end of monarchy and the beginnings of monastic rule<\/p>\n<p>Atisa, the Indian Masters and the second transmission of Buddhism<\/p>\n<p>Emergence of the Tibetan Buddhist state<\/p>\n<p>Mongol interregnum and the rise of the Sakyapas<\/p>\n<p>The origin and evolution of the <em>cho-yon <\/em>(priest-patron) relationship<\/p>\n<p>Karmapas and the relationship with the Ming dynasty and the system of reincarnations<\/p>\n<p>The Fourth Dalai Lama and Mongolian leadership<\/p>\n<p>The Great Fifth the Dalai Lama-monastic patronage and systematisation of cultural patterns<\/p>\n<p>The Sixth Dalai Lama and the Indian connection<\/p>\n<p>&nbsp;<\/p>\n<p>Unit Three<\/p>\n<p>Gelugpas, new Mongol patrons and the changed situation in 16 the century Inner Asia<\/p>\n<p>Nurachi- The empire builder and the transition from Jurchens to Manchu and their relations with Tibet<\/p>\n<p>Russian Tsars and the Buddhization of Kalmykia,Buryatiya and Tuva<\/p>\n<p>Gorkha invasion of 1799 and the rise of Chinese influence<\/p>\n<p>Tibetan Isolation and the beginnings of the decline of Tibet<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Reference Books :<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>Bell, Charles, and Sir Charles Alfred Bell. 1992. <em>The Religion of Tibet<\/em>. MotilalBanarsidass Publ.<\/p>\n<p>Bell, Sir Charles Alfred. 1992. <em>The People of Tibet<\/em>. MotilalBanarsidassPublishe.<\/p>\n<p>Chandra, Lokesh. 2008. <em>Tibetan Art<\/em>. Niyogi Books.<\/p>\n<p>Das, Sarat Chandra. 1999. <em>Indian Pandits in the Land of Snow<\/em>. Adegi Graphics LLC.<\/p>\n<p>DIEMBERGER, HILDEGARD. 2002. \u201cIntroduction: Mongols and Tibetans&#8230;\u201d <em>Inner Asia<\/em> 4 (2): 171\u201380.<\/p>\n<p>DIEMBERGER, HILDEGARD. 2002. \u201cIntroduction: Mongols and Tibetans&#8230;\u201d <em>Inner Asia<\/em> 4 (2): 171\u201380.<\/p>\n<p>Handa, O. C. 2004. <em>Buddhist Monasteries of Himachal<\/em>. Indus Publishing.<\/p>\n<p>Laird, Thomas. 2007. <em>The Story of Tibet: Conversations with the Dalai Lama<\/em>. Open Road + Grove\/Atlantic.<\/p>\n<p>Lopez, Donald S. 1999. <em>Prisoners of Shangri-La: Tibetan Buddhism and the West<\/em>. University of Chicago Press.<\/p>\n<p>Miller, Daniel, and Dennis Sheehy. 2008. \u201cTHE RELEVANCE OF OWEN LATTIMORE\u2019S WRITINGS FOR NOMADIC PASTORALISM RESEARCH AND DEVELOPMENT IN INNER ASIA.\u201d <em>Nomadic Peoples<\/em> 12 (2): 103\u201315.<\/p>\n<p>Mullin, Glenn H. 2008. <em>The Fourteen Dalai Lamas: A Sacred Legacy of Reincarnation<\/em>. Clear Light Publishers.<\/p>\n<p>Norbu, Dawa. 1987. <em>Red Star over Tibet<\/em>. Sterling Publishers.<\/p>\n<p>Norbu, Namkhai. 1989. <em>The Necklace of GZi: A Cultural History of Tibet<\/em>. Narthang.<\/p>\n<p>Pan, Yihong. 1992. \u201cThe Sino-Tibetan Treaties in the Tang Dynasty.\u201d <em>T\u2019oungPao<\/em> 78 (1\/3): 116\u201361.<\/p>\n<p>Rizvi, Janet. 1999. <em>Ladakh: Crossroads of High Asia<\/em>. OUP India.<\/p>\n<p>Sinha, Nirmal Chandra. 1989. <em>Tales the Thankas Tell: An Introduction to Tibetan Scroll Portraits<\/em>. Sikkim Research Institute of Tibetology.<\/p>\n<p>Sinor, Denis. 1972. \u201cHorse and Pasture in Inner Asian History.\u201d <em>OriensExtremus<\/em> 19 (1\/2): 171\u201383.<\/p>\n<p>Smith, Warren. 2019. <em>Tibetan Nation: A History Of Tibetan Nationalism And Sino-Tibetan Relations<\/em>. Taylor &amp; Francis Limited.<\/p>\n<p>Sneath, David, and Christopher Kaplonski. 2010. <em>The History of Mongolia (3 Vols.)<\/em>. Global Oriental.<\/p>\n<p>Sneath, David, and Christopher Kaplonski. 2010. <em>The History of Mongolia (3 Vols.)<\/em>. Global Oriental.<\/p>\n<p>T\u0101r\u0101n\u0101tha. 1970. <em>T\u0101ran\u0101tha\u2019s History of Buddhism in India<\/em>. Indian Inst. of Advanced Study.<\/p>\n<p>Tsha\u1e45s-dbya\u1e45s-rgya-mtsho, Dalai Lama VI. 2004. <em>Songs of Love, Poems of Sadness: The Erotic Verse of the Sixth Dalai Lama<\/em>. I. B. Tauris.<\/p>\n<p>Twitchett, Denis C., Herbert Franke, and John King Fairbank. 1978. <em>The Cambridge History of China: Volume 6, Alien Regimes and Border States, 907-1368<\/em>. Cambridge University Press.<\/p>\n<p>YIHONG, PAN. 1992. \u201cEarly Chinese Settlement Policies towards the Nomads.\u201d <em>Asia Major<\/em> 5 (2): 41\u201377.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course no. HS 587\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 MA IV Semester<\/strong><\/p>\n<p><strong>Course:<\/strong> <strong>Science and Human Past<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 4<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course Learning Outcomes\u00a0 (CLOs)<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>After Completion of this Course Successfully, the students will be able to \u2026\u2026..<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Learn the methods of discovering ancient sites;<\/li>\n<li>Learn the methods of studying archaeological sites;<\/li>\n<li>Work out chronology for the ancient sites and material;<\/li>\n<li>Understand the past climate and its influence on cultures;<\/li>\n<li>Understand the usefulness of scientific methods in analysing the ancient material.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Mapping of Course Learning Outcomes (CLOs) with Program Learning Outcomes<\/strong><\/p>\n<p><strong>(PLOs) and Program Specific Outcomes (PSOs)<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<table>\n<tbody>\n<tr>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>PLO 1<\/strong><\/td>\n<td width=\"46\"><strong>PLO<\/strong><\/p>\n<p><strong>2<\/strong><\/p>\n<p>&nbsp;<\/td>\n<td width=\"46\"><strong>PLO<\/strong><\/p>\n<p><strong>3<\/strong><\/td>\n<td width=\"46\"><strong>PLO<\/strong><\/p>\n<p><strong>4<\/strong><\/td>\n<td width=\"46\"><strong>PLO<\/strong><\/p>\n<p><strong>5<\/strong><\/td>\n<td width=\"46\"><strong>PLO<\/strong><\/p>\n<p><strong>6<\/strong><\/td>\n<td width=\"46\"><strong>PLO<\/strong><\/p>\n<p><strong>7<\/strong><\/td>\n<td width=\"46\"><strong>PLO<\/strong><\/p>\n<p><strong>8<\/strong><\/td>\n<td width=\"46\"><strong>PLO<\/strong><\/p>\n<p><strong>9<\/strong><\/td>\n<td width=\"46\"><strong>PLO<\/strong><\/p>\n<p><strong>10<\/strong><\/td>\n<td width=\"46\"><strong>PLO<\/strong><\/p>\n<p><strong>11<\/strong><\/td>\n<td width=\"46\"><strong>PLO<\/strong><\/p>\n<p><strong>12<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"46\"><strong>CLO1<\/strong><\/td>\n<td width=\"46\">3<\/td>\n<td width=\"46\"><\/td>\n<td width=\"46\">1<\/td>\n<td width=\"46\">1<\/td>\n<td width=\"46\">3<\/td>\n<td width=\"46\">3<\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\">3<\/td>\n<td width=\"46\">3<\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\"><\/td>\n<\/tr>\n<tr>\n<td width=\"46\"><strong>CLO2<\/strong><\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\"><\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\">1<\/td>\n<td width=\"46\">3<\/td>\n<td width=\"46\">3<\/td>\n<td width=\"46\">3<\/td>\n<td width=\"46\">3<\/td>\n<td width=\"46\">3<\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\"><\/td>\n<\/tr>\n<tr>\n<td width=\"46\"><strong>CLO3<\/strong><\/td>\n<td width=\"46\">1<\/td>\n<td width=\"46\">1<\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\">3<\/td>\n<td width=\"46\">3<\/td>\n<td width=\"46\"><\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\">3<\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\"><\/td>\n<\/tr>\n<tr>\n<td width=\"46\"><strong>CLO4<\/strong><\/td>\n<td width=\"46\">1<\/td>\n<td width=\"46\"><\/td>\n<td width=\"46\">3<\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\">3<\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\">1<\/td>\n<td width=\"46\">1<\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\"><\/td>\n<\/tr>\n<tr>\n<td width=\"46\"><strong>CLO5<\/strong><\/td>\n<td width=\"46\">1<\/td>\n<td width=\"46\">1<\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\">1<\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\">3<\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\">1<\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\">2<\/td>\n<td width=\"46\"><\/td>\n<\/tr>\n<tr>\n<td width=\"46\"><strong>CLO6<\/strong><\/td>\n<td width=\"46\"><\/td>\n<td width=\"46\"><\/td>\n<td width=\"46\"><\/td>\n<td width=\"46\"><\/td>\n<td width=\"46\"><\/td>\n<td width=\"46\"><\/td>\n<td width=\"46\"><\/td>\n<td width=\"46\"><\/td>\n<td width=\"46\"><\/td>\n<td width=\"46\"><\/td>\n<td width=\"46\"><\/td>\n<td width=\"46\"><\/td>\n<\/tr>\n<tr>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>\u00a0<\/strong><\/p>\n<p>&nbsp;<\/p>\n<h1><\/h1>\n<p>&nbsp;<\/p>\n<p><strong><u>SCIENCE AND HUMAN PAST<\/u><\/strong><\/p>\n<p><u>\u00a0<\/u><\/p>\n<p><u>\u00a0<\/u><\/p>\n<p><u>\u00a0<\/u><\/p>\n<p><strong><u>Course Description<\/u><\/strong><u>:<\/u><\/p>\n<p><u>\u00a0<\/u><\/p>\n<p>The course is designed to provide understanding of the methods used in collecting data for understanding the ancient cultures and civilizations.\u00a0 The reconstruction of human history requires application of various methods.\u00a0 The traditional methods used for historical period are the study of ancient literature, inscriptions, coins, etc.\u00a0 These methods have some limitations, and they can be used only for the past about 4000 years of history.\u00a0 Beyond this period, we have to depend on material remains.\u00a0 Study of the material remains\u00a0 require application of modern techniques \u00a0to piece together the meager evidence that survives.\u00a0 The aim of the Course is to\u00a0 study \u00a0the role of\u00a0 sciences\u00a0 in the reconstruction of\u00a0 the human past from the material remains.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>MODULE-1<\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Detection of ancient sites \u2013 nature of ancient habitations \u2013 Exploration methods \u2013 Electrical Resistivity Method, Remote sensing, Aerial Survey, Magnetic Survey, Sound Wave Survey.<\/li>\n<li>Study of ancient sites \u2013 Vertical and Horizontal Excavation \u2013 Excavation of Burials \u2013\u00a0 Retrieval of data from submerged sites &#8211; Scientific Recording of data.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>MODULE-2<\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"3\">\n<li>Chronology \u2013 scientific methods of dating \u2013Carbon 14 dating, Thermoluminiscence dating &#8211; Potassium argon dating \u2013 Fission Track dating \u2013 Archaeo-magnetic dating \u2013 Dendro chronology \u2013 Fluorine dating, etc.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>MODULE-3<\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"4\">\n<li>Man and Environment \u2013 Geological periods \u2013 Reconstruction of past environment \u2013 Pollen analysis \u2013 Palaeontology \u2013 Subsistence and natural sciences.<\/li>\n<li>Reconstructing the past \u2013 Scientific analysis of antique material \u2013 Elemental analysis &#8211; X-ray diffraction technique, Neutron activation analysis &#8211;\u00a0 Contacts \u2013 Cultural change.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Assessment:<\/strong><\/p>\n<p><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>Assessment would be carried out in the following method:<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Two internal tests for 20 marks each.<\/li>\n<li>One practical test on the field methods for 20 marks.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Best two of the above tests would be taken for final Assessment.<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"3\">\n<li>End Semester Examination consisting of 60 marks.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>The final assessment would be based on the combined performance in the in \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 the internal tests and the end semester examination.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>BIBLIOGRAPHY<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>Jim Grant, et al\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The Archaeology Course Book, Routledge, 2005.<\/p>\n<p>&nbsp;<\/p>\n<p>Keith Braningan\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Archaeology Explained, Duckworth, London, 1988.<\/p>\n<p>Keving Green and Tom Moore<\/p>\n<p>Archaeology and Introduction, Routledge, 2010<\/p>\n<p>Nancy White\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Introduction to Archaeology, University of South Florida, \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 2012<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>Binford L.R. \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Working at Archaeology, Orlando, FL: Academic Press, \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 1983.<\/p>\n<p>Butzer, K.W. \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Environment and Archaeology, Hawthron, NY: 1974.<\/p>\n<p>Champion, S.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Dictionary of Terms and Techniques in Archaeology, Oxford, \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 1980.<\/p>\n<p>Clarke, D.L. \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Analytical Archaeology, London: Methuen, 1968.<\/p>\n<p>Evans, J.D., \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 An Introduction to Environmental Archaeology,\u00a0 London: \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Paul \u00a0 Elek, 1978.<\/p>\n<p>Clive Gamble\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Archaeology the Basics, Routledge, 2003.<\/p>\n<p>Fleming, S.J. \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Dating in Archaeology, New York: Martin\u2019s Press, 1976.<\/p>\n<p>Renfrew, A.C. \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Archaeology: Theories, Methods, and Practice.\u00a0 New<\/p>\n<p>And P. Bahn\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 York: Thames and Hudson, 1991.<\/p>\n<p>Riley, D.N. \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Air Photography and Archaeology, London: Duckworth, \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 1987.<\/p>\n<p>Schiffer, M.B. \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Behavioural Archaeology, Orlando, FL: Academic Press, \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 1976.<\/p>\n<p>Sever, T. and J. Wiseman,\u00a0 Remote Sensing and Archaeology: Potential for the \u00a0\u00a0\u00a0 Future, Picayune, MS: NASA Earth Sciences Laboratory.<\/p>\n<p>Shackley, M.L. \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Environmental Archaeology, London: Batsford, 1985.<\/p>\n<p>&nbsp;<\/p>\n<p>Childe, V.G.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Piecing\u00a0 Together the Past. London: Raoutledge\u00a0 and Kegan \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Paul, \u00a0 1956.<\/p>\n<p>Binford, L.R.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 In Pursuit of the past. New York: Thames and Hudson, 1983.<\/p>\n<p>R.E.M. Wheeler\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <em>Archaeology from the Earth.<\/em><\/p>\n<p>H.D. Sankalia\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <em>Introduction to Archaeology.<\/em><\/p>\n<p>Rajan, K.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Archaeology, Principles and Methods, Thanjavur, Manoo \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Pathippakam, 2002.<\/p>\n<p>Srivatsava\u00a0 K. M.\u00a0\u00a0\u00a0\u00a0 New era of Indian Archaeology, New Delhi,<\/p>\n<p>Bass, G.F. \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Archaeology underwater, London: Thames and Hudson, \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 1966.<\/p>\n<p>Michels, J.W. \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Dating\u00a0 Methods in Archaeology.\u00a0 Orlando, FL: Academic Presss.<\/p>\n<p>Graham Clark\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <em>Archaeology and Society.\u00a0\u00a0 <\/em><\/p>\n<p>Bray, Warwick &amp; \u00a0\u00a0\u00a0\u00a0 The Penguin Dictionary of archaeology, Harmondswroth, \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 1970.<\/p>\n<p>Childe, V.G.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Man Makes Himself, Menter Books, 1955.<\/p>\n<p>Whitehouse, David\u00a0 Archaeological Atlas, Thames and Hudson, London, 1979.<\/p>\n<p>and Ruth<\/p>\n<p>Brian M. Fagan\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 In the Beginning, HarperCollinsCollege Publishers.<\/p>\n<p>_______\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Archaeological Site Manual, Museum of London, London, \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 1994.<\/p>\n<p>Brothwell, D.R., \u00a0\u00a0\u00a0\u00a0\u00a0 Digging up Bones, Cornell University Press, Ithaca, New \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 York, London, 1982.<\/p>\n<p>Dillon, B.D., (Ed.)\u00a0\u00a0\u00a0 Practical Archaeology: Field and Laboratory Techniques and \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Archaeological\u00a0 Logistics,\u00a0 Institute of Archaeology, \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 University of California, Los Angeles, USA, 1989.<\/p>\n<p>Fladmark, K.R., \u00a0\u00a0\u00a0\u00a0\u00a0 A Guide to Basic Archaeological Field Procedures, \u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Department of Anthropology, Simon Fraser University, \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Burnaby, British Columbia, 1978.<\/p>\n<p>Aitken, M.J.\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Physics in Archaeology, Intersceince, New York, 1961.<\/p>\n<p>Shepard, Anna O., Ceramics for the Archaeologist, \u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Carnegie Institution of Washington Publication, No.609, \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Washington, 1956.<\/p>\n<p>Kang-tsung Chang\u00a0 Introduction to Geographic Inforrmation Systems, Tata \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 McGraw-Hill, 2002.<\/p>\n<p>&#8212;&#8212;&#8211;\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Current Archaeololgy, Lamb House, \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <a href=\"http:\/\/www.archaeology.cko.uk\">www.archaeology.cko.uk<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>*\u00a0\u00a0 \u00a0\u00a0*\u00a0\u00a0\u00a0\u00a0 *<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course no. HS 589\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 MA IV Semester<\/strong><\/p>\n<p><strong>Course: <\/strong><strong>History of Architecture in Medieval<\/strong><strong>\u00a0<\/strong><strong>India<\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 4<\/strong><\/p>\n<p><strong>Course Learning Outcomes: <\/strong><\/p>\n<p>After completion of this course, the students will be able to:<\/p>\n<p>1 Estimate the nature of medieval Indian architecture and identify the relation between society and construction. (<strong>understand<\/strong>).<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"2\">\n<li>Demonstrate historical concepts such as Trabeate, Arcuate, Aiwans, Gumbad, Mihrab, Cupola, Chahar Bagh, Serai, Kos Minar etc. and to understand various dimensions of constructions in the human past. (<strong>apply)<\/strong><\/li>\n<li>Understand theory, explanation, verification, the making of a building in medieval India, the role of state and contemporary knowledge and recent trends in historiography of medieval Indian architecture. (<strong>understand<\/strong>)<\/li>\n<li>Illustrate making of a structure and its relationship with the evolution of culture and the knowledge in built in it. Relationship between past and present and evolution and growth of architecture. (<strong>Analyse and understand<\/strong>)<\/li>\n<li>Analyse various principles of science in the construction and question the functioning of a historical structure. (<strong>analyse<\/strong>)<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Mapping of Course Learning Outcomes (CLOs) with Program Learning Outcomes (PLOs) and Program specific Outcomes (PSOs<\/strong>):<\/p>\n<table>\n<tbody>\n<tr>\n<td><\/td>\n<td>PLO<\/p>\n<p>1<\/td>\n<td>PLO<\/p>\n<p>2<\/td>\n<td>PLO<\/p>\n<p>3<\/td>\n<td width=\"45\">PLO<\/p>\n<p>4<\/td>\n<td width=\"45\">PLO<\/p>\n<p>5<\/td>\n<td>PLO<\/p>\n<p>6<\/td>\n<td>PLO<\/p>\n<p>7<\/td>\n<td>PLO<\/p>\n<p>8<\/td>\n<td>PLO<\/p>\n<p>9<\/td>\n<td>PLO<\/p>\n<p>10<\/td>\n<td>PLO<\/p>\n<p>11<\/td>\n<\/tr>\n<tr>\n<td>CLO 1<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\"><\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td><\/td>\n<td><\/td>\n<td>2<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>CLO2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\"><\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>CLO3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\"><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>CLO4<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\">1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>CLO5<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\">1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course Description\u00a0\u00a0\u00a0\u00a0 <\/strong><\/p>\n<p><u>\u00a0<\/u><\/p>\n<p>This is a <strong>lecture course of four credits<\/strong> for those students who have an interest in Architecture. In the realm of historical understanding, architecture has generally been understood in the sense of beauty. However, lately construction aspects and functioning of the structure too have become a part of study. The paper aims to familiarize students with the changing pattern of architecture throughout the medieval period, taking into account the construction technology as well. It would benefit those people too who are involved in the conservation and preservation of monuments.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>UNIT ONE<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>Architecture in Pre- Mughal India: Trabeate, Corbelled and Arcuate Techniques Building and Binding Material.<\/p>\n<p>The understanding of this unit will include introduction of new style of architecture with the coming of the Turks and broadening of the areas of architecture. It will also focus on the introduction of binding material and techniques of construction including use of Hydrology and Rain water harvesting techniques.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>UNIT TWO<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>Emergence and Evolution of Mughal Architecture<\/p>\n<p>Development of Decorative Patterns and Designs under the Mughals<\/p>\n<p>This unit will explain the change in the architectural style with the coming of Mughals. This change would also explain usage of space, hydrology, acoustics and air dynamics inbuilt in the architecture<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>UNIT THREE<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>Regional Architectural Styles: Vijaynagar, Jaunpur, Rajputana, Gujarat and Deccan<\/p>\n<p>Third Unit will focus on different regional styles and influence of external factors on their architecture<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>Evaluation<\/u><\/strong>: Students will be evaluated on each of the three units through a written test (20 marks), seminar paper (20 marks) and a term paper (20 marks) as is the practice for all four credit lecture courses. Of these three, the best two will be considered for the tabulation of the final grade. There will be an end-semester examination (60 marks) which will test the student on all four units.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>GENERAL READING LIST<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"1994\">\n<li>Fuhrer, <strong><em>The Sharqi Architecture of Jaunpur, <\/em><\/strong>Delhi, 1994.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>A.J.Qaisar, <strong><em>Building Construction in Mughal India, <\/em><\/strong>Delhi, 1989<\/p>\n<p>Bianca Maria Alfieri, <strong><em>Islamic Architecture of the Indian Subcontinent, <\/em><\/strong>London, 2000<\/p>\n<p>Catherine B. Asher, <strong><em>Architecture of Mughal India, <\/em><\/strong>Cambridge, 1992<strong><em>.<\/em><\/strong><\/p>\n<p>Ebba Koch, <strong><em>Mughal Architecture<\/em><\/strong>, Delhi, 2013<strong><em>.<\/em><\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"1986\">\n<li>Michell, <strong><em>Islamic Heritage of the Deccan<\/em><\/strong>, Bombay, 1986<strong><em>.<\/em><\/strong><\/li>\n<li>Cousens, <strong><em>The Architectural Antiquities of Western India, <\/em><\/strong>London, 1926.<\/li>\n<li>Fasih ud-Din, <strong><em>The Sharqi Monuments of Jaunpur, <\/em><\/strong>Allahabad, 1922<strong><em>.<\/em><\/strong><\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Percy Brown, <strong><em>Indian Architecture, <\/em><\/strong>Delhi, 2005<strong><em>.<\/em><\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"1978\">\n<li>Nath, <strong><em>History of Sultanate Architecture, <\/em><\/strong>Delhi, 1978<strong><em>.<\/em><\/strong><\/li>\n<li>Nath, <strong><em>History of Mughal Architecture, <\/em><\/strong>Delhi, 2004<strong><em>.<\/em><\/strong><\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Subhash Parihar, <strong><em>Some Aspects of Indo-Islamic Architecture, <\/em><\/strong>Delhi, 1999<strong><em>.<\/em><\/strong><\/p>\n<p>Syed Ali Nadeem Rezavi, <strong><em>Fatehpur Sikri<\/em><\/strong> <strong><em>Revisited<\/em><\/strong>, New Delhi, 2013<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences <\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course No. HS 591\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 M.A. 4<sup>th<\/sup> Semester<\/strong><\/p>\n<p><strong>Course Title: THE WORLD OF THE INDIAN OCEAN<\/strong><\/p>\n<p><strong>LT.P-1-0-0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Credits 4<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course Learning Outcomes: <\/strong><\/p>\n<p>After completion of this course, the students will be able to:<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Evaluate the importance of India in the Indian Ocean world from historical time until 1800.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>(<strong>Analyse and understand<\/strong>).<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"2\">\n<li>Demonstrate how history can be studied from outside the terra-centric frames. (<strong>apply)<\/strong><\/li>\n<li>Grasp specific maritime tropes and apply them to understand an alternative history. (<strong>Understand and apply)<\/strong><\/li>\n<li>Comprehend the roles of coastal polities and littoral societies in shaping India\u2019s history. (<strong>understand<\/strong>)<\/li>\n<li>Assess how climate and physical conditions have shaped Indian Ocean history. (<strong>Analyze and understand<\/strong>)<\/li>\n<li>Develop the skill of critical thinking, which will enable the students to pursue their interests in strategic affairs and maritime policy. The critical mind developed in this course can create career opportunities for those who wish to join think tanks. (<strong>apply and create<\/strong>)<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Mapping of Course Learning Outcomes (CLOs) with Program Learning Outcomes (PLOs) and Program specific Outcomes (PSOs<\/strong>):<\/p>\n<p>&nbsp;<\/p>\n<table width=\"550\">\n<tbody>\n<tr>\n<td width=\"58\"><\/td>\n<td width=\"45\">PLO<\/p>\n<p>1<\/td>\n<td width=\"45\">PLO<\/p>\n<p>2<\/td>\n<td width=\"45\">PLO<\/p>\n<p>3<\/td>\n<td width=\"45\">PLO<\/p>\n<p>4<\/td>\n<td width=\"45\">PLO<\/p>\n<p>5<\/td>\n<td width=\"45\">PLO<\/p>\n<p>6<\/td>\n<td width=\"45\">PLO<\/p>\n<p>7<\/td>\n<td width=\"45\">PLO<\/p>\n<p>8<\/td>\n<td width=\"45\">PLO<\/p>\n<p>9<\/td>\n<td width=\"45\">PLO<\/p>\n<p>10<\/td>\n<td width=\"45\">PLO<\/p>\n<p>11<\/td>\n<\/tr>\n<tr>\n<td width=\"58\">CLO 1<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\">1<\/td>\n<td width=\"45\">1<\/td>\n<td width=\"45\">1<\/td>\n<td width=\"45\">1<\/td>\n<td width=\"45\">1<\/td>\n<td width=\"45\">1<\/td>\n<td width=\"45\">1<\/td>\n<\/tr>\n<tr>\n<td width=\"58\">CLO2<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\"><\/td>\n<td width=\"45\"><\/td>\n<td width=\"45\"><\/td>\n<td width=\"45\">1<\/td>\n<td width=\"45\">1<\/td>\n<td width=\"45\">1<\/td>\n<td width=\"45\"><\/td>\n<\/tr>\n<tr>\n<td width=\"58\">CLO3<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\"><\/td>\n<td width=\"45\"><\/td>\n<td width=\"45\">1<\/td>\n<td width=\"45\">1<\/td>\n<td width=\"45\">1<\/td>\n<td width=\"45\">1<\/td>\n<td width=\"45\">1<\/td>\n<\/tr>\n<tr>\n<td width=\"58\">CLO4<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\"><\/td>\n<td width=\"45\"><\/td>\n<td width=\"45\"><\/td>\n<td width=\"45\">1<\/td>\n<td width=\"45\">1<\/td>\n<td width=\"45\">1<\/td>\n<td width=\"45\">1<\/td>\n<\/tr>\n<tr>\n<td width=\"58\">CLO5<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\"><\/td>\n<td width=\"45\"><\/td>\n<td width=\"45\"><\/td>\n<td width=\"45\">1<\/td>\n<td width=\"45\">1<\/td>\n<td width=\"45\">1<\/td>\n<td width=\"45\">1<\/td>\n<\/tr>\n<tr>\n<td width=\"58\">CLO6<\/td>\n<td width=\"45\">1<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\">1<\/td>\n<td width=\"45\">1<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\">3<\/td>\n<td width=\"45\">2<\/td>\n<td width=\"45\">1<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course Description:<\/strong><\/p>\n<p>This course familiarises students with India\u2019s maritime history. While maps and atlases show the centrality of India in the Indian Ocean world, India\u2019s history is usually studied from within terra-centric frames. This continental perspective is now challenged by what historians call a \u2018pull toward the coast\u2019 that became visible from the late ancient period. The course will introduce students to the importance of India in the Indian Ocean world in historical time until 1800 and help students assess the impact of trade flows, the relative weights of economic and cultural evolution and the roles of coastal polities and communities in India\u2019s history.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Modules: <\/strong><\/p>\n<p>This course is organised around specific themes and sub-themes to enable an easy understanding of India\u2019s history in the Indian Ocean. These are elaborated on in the three units below.<\/p>\n<p><strong>Unit 1:<\/strong><\/p>\n<p>Unit 1 consists of three themes. It looks at the importance of maritime history. It explains how oceans and seas have been perceived and studied by scholars, and it illustrates how a study of the Indian Ocean differs from approaches adopted toward other oceanic spaces.<\/p>\n<p>Second, evaluating the differential weight of continental versus maritime influences in the writing of India\u2019s history, it introduces to students the importance of a maritime optic.<br \/>\nThird, by suggesting specific maritime tropes through which such an alternative history can be discerned and understood, it familiarises students with themes in maritime history.<\/p>\n<p><strong>Unit 2:<\/strong><\/p>\n<p>Unit 2 introduces the Indian Ocean world and its multiple sectors. It interrogates the physical, environmental, cultural and networked limits of the Indian Ocean. It explains how climate and physical conditions have shaped Indian Ocean history and conditioned material culture, economic systems and political philosophy, and how humans have interacted with natural hazards in history.<\/p>\n<p><strong>Unit 3:<\/strong><\/p>\n<p>The last unit will survey Indian Ocean history from the early historical period up until 1800. It will emphasise influences from Europe, West Asia and China and show these regions have interacted with India\u2019s maritime world.<\/p>\n<p><strong>Assessment: <\/strong><\/p>\n<p>Since this is an optional course, I expect class sizes to be small. Evaluation will be based on<\/p>\n<p>1) presentations, 2) critical evaluation of selected readings and 3) a term paper. There will be a written examination for the finals.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>\u00a0<\/u><\/strong><\/p>\n<p><strong>Reading list:<\/strong><\/p>\n<p>1) Edward A. Alpers, 2013. <em>The Indian Ocean in World History<\/em>, New Oxford World History Series, OUP New York. ISBN 978-0-19-533787-7.<\/p>\n<p>2) Marc Jason Gilbert, 2017. <em>South Asia in World History<\/em>, New Oxford World History Series, OUP New York. ISBN: 9780195176537.<\/p>\n<p>3) Michael N. Pearson, 2005. <em>The world of the Indian Ocean 1500-1800<\/em>: <em>Studies in Economic, Social and Cultural History<\/em>, Burlington: Ashgate. ISBN 978-0-86078-962-8.<\/p>\n<p>4) Michael N. Pearson, 2003. <em>The Indian Ocean<\/em>, London\/NY: Routledge, Series Seas in History, ISBN 0-415-21489-0.<\/p>\n<p>5) K N Chaudhuri, 1985. <em>Trade and Civilisation in the Indian Ocean: An Economic History from the Rise of Islam to 1750<\/em>, Cambridge University Press, ISBN 978-0521285421.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences <\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course No. HS 594\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 M.A. IV Semester<\/strong><\/p>\n<p><strong>Course Title: Women\u2019s History in India from 18th century to 20<sup>th <\/sup>century<\/strong><\/p>\n<p><strong>LT.P-1-0-0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Credits 4<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Course Learning Outcomes (CLOs) <\/strong><\/p>\n<p>After completion of this course successfully, the students will be able to\u2026\u2026<\/p>\n<p>&nbsp;<\/p>\n<p>CLO-1: Discuss the historical making of modern woman in India, as different from her position in the pre-modern times.<\/p>\n<p>CLO-2: Interpret how the experience of patriarchy and the colonialism moulded <em>our<\/em> modernity and nationalist imagination of an empowered woman.<\/p>\n<p>CLO-3: Examine how modernity created spaces for women\u2019s mobility and empowerment, as much as engendering them in novel ways.<\/p>\n<p>CLO-4: Contrast the changes brought by post-coloniality and globalisation into the conditions of women.<\/p>\n<p>CLO-5: Demonstrate their historical training\/knowledge in the interdisciplinary domains of knowledge to unravel everyday forms of gendering and patriarchy.<\/p>\n<p>CLO-6: Use the new digital media and other ICT tools in order to enhance learning and research capabilities in the area of women\u2019s history.<\/p>\n<p>CLO-7: Write a term paper by broadly following the protocols of research writing like citing, referencing and summarizing.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Mapping of Course Learning Outcomes (CLOs) with Program Learning Outcomes (PLOs) and Program Specific Outcomes (PSOs)<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<table width=\"713\">\n<tbody>\n<tr>\n<td width=\"60\"><strong>\u00a0<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>1<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>2<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>3<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>4<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>5<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>6<\/strong><\/td>\n<td width=\"57\"><strong>PLO<\/strong><\/p>\n<p><strong>7<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>8<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>9<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>10<\/strong><\/td>\n<td width=\"64\"><strong>PLO<\/strong><\/p>\n<p><strong>11<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO1<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"64\">3<\/td>\n<td width=\"64\">1<\/td>\n<td width=\"64\">1<\/td>\n<td width=\"64\">2<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO2<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"64\">3<\/td>\n<td width=\"64\">1<\/td>\n<td width=\"64\">1<\/td>\n<td width=\"64\">2<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO3<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"64\">3<\/td>\n<td width=\"64\">1<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">1<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO4<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"64\">3<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">2<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO5<\/strong><\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\"><\/td>\n<td width=\"64\">3<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">2<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO6<\/strong><\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">1<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\"><\/td>\n<td width=\"64\">3<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\">2<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO7<\/strong><\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">3<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"57\">2<\/td>\n<td width=\"64\">3<\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<td width=\"64\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong><em>\u00a0<\/em><\/strong><\/p>\n<p><strong><em>Course Content: <\/em><\/strong>\u00a0women in colonial India, Public and private spaces, education for women, emergence of women\u2019s organizations, freedom struggle and partition. post Independence India. Women\u2019s movement, Globalization and women.<\/p>\n<p><strong><em>\u00a0<\/em><\/strong><\/p>\n<p><strong><em>\u00a0<\/em><\/strong><\/p>\n<p><strong><em>Unit 1:<\/em><\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>What is Women\u2019s History?\u00a0 The need for women\u2019s history and its reconstruction.<\/li>\n<li>Creation of Patriarchy- A Historical Background. And debates.<\/li>\n<li>Gender in Pre-Colonial India<\/li>\n<li>18<sup>th<\/sup>cen and Eurasian women<\/li>\n<li>Reforms in the 19<sup>th<\/sup> century.<\/li>\n<li>Education and Women.<\/li>\n<li>Emergence of Women\u2019s Organizations- The Women\u2019s Indian Association ( WAI), National Council of women in India ( NCWI) and All India Women\u2019s Conference ( AIWC)<\/li>\n<li>Movement for Women\u2019s rights.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Required readings: <\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Allender, Tim;2008,Educational Futures: Creating a Female Education Space in Colonial India, 1854-1934<strong>, <\/strong><em>Seminar paper<\/em><em>presented to the <\/em>17thBiennial Conference of the Asian Studies Association of Australia in Melbourne<em> 1-3 July 2008.<\/em><\/p>\n<p>&nbsp;<\/p>\n<p>Allender, Tim;\u00a0 2006, Instructing the Women: Changing State Agendas in Colonial India,\u00a0\u00a0\u00a0\u00a0 1854-1924 ,<em>seminar paper presented to the 16th Biennial Conference of the Asian Studies Association of Australia in Wollongong26 June- 29 June 2006.<\/em><\/p>\n<p>&nbsp;<\/p>\n<p>Burton, Antoinette, 1966,\u00a0 Contesting the Zenana: The Mission to make \u201c Lady Doctors for India\u201d 1874-1885, <em>Journal of British Studies<\/em><strong>,<\/strong><em> 35 (July 1996),<\/em> The North American Conference on British Studies.<\/p>\n<p>&nbsp;<\/p>\n<p>Chakravarti,\u00a0 Uma and Kumkum Roy, 1988,\u00a0 In Search of Our Past: A Review of the Limitations and Possibilities of the Historiography of Women in Early India: <em>Economicand Political Weekly, <\/em>Vol. 23, No. 18 (Apr. 30, 1988), pp. WS2-WS10<\/p>\n<p>&nbsp;<\/p>\n<p>Chakravarti, Uma. &#8220;Whatever Happened to the Vedic Dasi? Orientalism, Nationalism and Script for the Past.&#8221; <em>InRecasting women: Essays in Colonial History<\/em><strong>, <\/strong>New Delhi,Kali for Women.<\/p>\n<p>&nbsp;<\/p>\n<p>Chawla Singh, Maina, 2006,\u00a0 Gender, Thrift and Indigenous Adaptations: money and missionary medicine in colonial India, <em>Women&#8217;s History Review<\/em><strong>, <\/strong><em>Vol. 15, No. 5, November,\u00a0 pp. 701\u2013717<\/em>,Routledge.<\/p>\n<p>&nbsp;<\/p>\n<p>Hancock, Mary, 2001,\u00a0 Home Science and the Nationalization of Domesticity in Colonial India<strong>, <\/strong><em>Modern Asian Studies<\/em><em> 35, 4, pp. 871-903. <\/em>Cambridge University Press Printed in the United Kingdom<\/p>\n<p>&nbsp;<\/p>\n<p>Minault, Gail. 1998,\u00a0 &#8220;Schools for Wives.&#8221; In <em>Secluded Scholars: Women&#8217;s Education and Muslim Social Reform in Colonial India<\/em>. New York, NY: Oxford University Press, pp. 215-266<\/p>\n<p>&nbsp;<\/p>\n<p>Moles, David, 2000, <em>Mothers<\/em>, <em>Memsahib\u2019s<\/em>, Goddesses and Whores: debates over women\u2019s education in late nineteenth-century India, <em>Course Essay,Gender and Colonialism, Lincoln College,24 February.<\/em><\/p>\n<p>&nbsp;<\/p>\n<p>Pande Rekha,2010,\u00a0 <em>Divine Sounds from the Heart, Singing unfettered in their own voices, Women Bhaktas from 12<sup>th<\/sup> to 17<sup>th<\/sup> centuries,<\/em> Newcastle upon Tyne, Cambridge Scholars Publishing, U.K.<\/p>\n<p>&nbsp;<\/p>\n<p>Tharu, Susie and K. Lalita, 1991, <em>Women writing in India, <\/em>Vol. 11,New Delhi,Oxford University Press.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Unit II<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Widows. The issue of Sati and debates about Sati.<\/li>\n<li>Devadasis, the anti nauch movement and the self respect movement.<\/li>\n<li>Women\u2019s Journals.<\/li>\n<li>Gandhi , Nehru, Ambedkar on\u00a0 women<\/li>\n<li>Women in the Nationalist Movement.<\/li>\n<li>Gender and Violence during partition.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Required readings: <\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Butalia, Urvashi, 1995,\u00a0 &#8220;Muslims and Hindus, Men and Women: Communal Stereotypes and the Partition of India.&#8221; In<em>Women and the Hindu Right<\/em><em>.<\/em>Edited by Tanika Sarkar and Urvashi Butalia. New Delhi, India: Kali for Women., pp. 58-81.<\/p>\n<p>&nbsp;<\/p>\n<p>Chatterjee, Partha,\u00a0 1989,\u00a0 Colonialism, Nationalism and Colonized women: The contest in India, <em>American Ethnologist,<\/em> Vol. 16, No. 4pp. 622-633.<\/p>\n<p>&nbsp;<\/p>\n<p>Chatterjee, Partha. &#8220;The Nationalist Resolution of the Women&#8217;s Question.&#8221; <em>InRecasting women: Essays in Colonial History,<\/em>New Delhi, Kali for Women,.<em> pp. 233-53.<\/em><\/p>\n<p>&nbsp;<\/p>\n<p>Forbes, Geraldine, 1998, <em>Women in modern India<\/em><strong>, <\/strong>U.K<strong>.<\/strong>CambridgeUniversity Press.<\/p>\n<p>&nbsp;<\/p>\n<p>Hills, Carol and Silverman, Daniel C, 1993,\u00a0 Nationalism and Feminism in Late Colonial India: The Rani of Jhansi Regiment, 1943-1945,<em>Modern Asian Studies<\/em>, Vol. 27, No. 4 (Oct., ),Cambridge University Press.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>Jeevanandam S. and Pande, Rekha, ,2017,\u00a0 Devdasis in South India \u2013 a Journey from sacred to profane spaces, New Delhi,\u00a0 Kalpaz Publications , Gyan Books.<\/p>\n<p>&nbsp;<\/p>\n<p>Joshi, Rama and Liddle, Joanna, 1986, <em>Daughters of Independence- Gender, Caste and Class in India,<\/em>New Delhi,Kali for Women,<\/p>\n<p>&nbsp;<\/p>\n<p>Kaur, Manmohan, 1985, <em>Women in India\u2019s freedom struggle,New Delhi,<\/em>Sterling Publications, New Delhi.<\/p>\n<p>&nbsp;<\/p>\n<p>Kishwar, Madhu, 1985,\u00a0 &#8220;Women and Gandhi.&#8221; <em>Economic and Political Weekly<\/em> 5 and 12\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 (October 1985): 1691-1702 and 1753-1758.<\/p>\n<p>&nbsp;<\/p>\n<p>Krishna murthy, J. ( ed), 1989, Women in Colonial India: Essays on survival, work and the State, New Delhi, Oxford University Press.<\/p>\n<p>&nbsp;<\/p>\n<p>Kunal M. Parker; 1998,\u00a0 &#8216;A Corporation of Superior Prostitutes&#8217; Anglo-Indian Legal Conceptions of Temple Dancing Girls, 1800-1914, <em>Modern Asian Studies,<\/em> Vol. 32, No. 3 (Jul.,\u00a0 Cambridge University Press.<\/p>\n<p>&nbsp;<\/p>\n<p>Liddle, Joana&amp;Rai Shrin, 1998,\u00a0 Feminism, Imperialism and Orientalism:<\/p>\n<p>the challenge of the \u2018Indian woman\u2019,<em>Women\u2019s History Review<\/em><strong>,<\/strong><em> Vol. 7, No. 4.<\/em><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>Mani, Lata. 1989, &#8220;Contentious Traditions: The Debate on Sati in Colonial India.&#8221;<em>Recasting women: Essays in Colonial History,<\/em>New Delhi ,Kali for Women,\u00a0 pp. 88-126.<\/p>\n<p>&nbsp;<\/p>\n<p>Minault, Gail. 1998,\u00a0 &#8220;Schools for Wives.&#8221; In <em>Secluded Scholars: Women&#8217;s Education and Muslim Social Reform in Colonial India<\/em>. New York, NY: Oxford University Press, pp. 215-266.<\/p>\n<p>&nbsp;<\/p>\n<p>Menon, Ritu&amp;BashinKamla, 1993, \u00a0Recovery, Rupture, Resistance: Indian State and Abduction of Women during Partition, <em>Economic and Political Weekly<\/em><strong>,<\/strong><em> Vol. 28, No. 17 (Apr. 24).<\/em><\/p>\n<p>&nbsp;<\/p>\n<p>Pande, Rekha, 2006, Devdasis, in J.S. Grewal ( ed), Religious Movements and Institutions in Medieval India, Vol. VII, Part, 2. in\u00a0 D.P. Chattopadhyay ( general editor), <em>History of Science, Philosophy and Culture in Indian Civilization,<\/em>Oxford University Press, New Delhi, pp.493-504.<\/p>\n<p>&nbsp;<\/p>\n<p>Pande, Rekha, 2004, At the service of the Lord- Temple girls in Medieval Deccan( 11<sup>th<\/sup> to 17<sup>th<\/sup> centuries), in Deccan Studies,Vol.II, No.2, July-December-pp.25-43.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>Pande, Rekha ( with K. C. Bindu and ViqarAtiya) 2007, \u201c Remade womanhoods, Refashioned Modernities: The construction of Good woman hood in Annisa an Early 20<sup>th<\/sup>Century\u00a0 Women\u2019s Magazine in Urdu,\u00a0 in <em>New Readings in the Literature of British India- C.1780-1947,<\/em>ed, ShafquatTowheed,\u00a0 Ibedem- Verlag, Stuttgart, Germany, pp.147-172.<\/p>\n<ul>\n<li style=\"list-style-type: none;\"><\/li>\n<\/ul>\n<p>Sangari, Kumkum and Vaid Sudesh, 1989, Recasting women: Essays in Colonial History,New Delhi, Kali for Women.<\/p>\n<p>&nbsp;<\/p>\n<p>Sharma, Radha Krishna, 1981, <em>Nationalism, social reform and Indian women,<\/em>New Delhi,Janaki Prakashan.<\/p>\n<p>&nbsp;<\/p>\n<p>Shinde, Tarabai. 2000,\u00a0 <em>A Comparison Between Women and Men: TarabaiShinde and the Critique of Gender Relations in Colonial India<\/em><em>.<\/em> OUP India; New Ed edition<\/p>\n<p>&nbsp;<\/p>\n<p>Sarkar, Tanika. 1993,\u00a0 &#8220;Rhetoric Against the Age of Consent. 1869-1878,\u00a0 <em>Economic and Political Weekly,<\/em>September 4.<\/p>\n<p>&nbsp;<\/p>\n<p>Sharma, Karuna; 2006, The Social World of Prostitutes and <em>Devadasis<\/em>: A Study of the Social Structure and Its Politics in Early Modern India, presented at the <em>3rd Global Conference- Sex and Sexuality: Exploring Critical Issues<strong>,<\/strong><\/em>Krakow, Poland,<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Unit III<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Women\u2019s History in Contemporary India<\/li>\n<li>Women and social movements in post independent India- The Anti Arrack, Chipko Movement and Movement against violence.<\/li>\n<li>Globalization\u00a0 History and South Asia<\/li>\n<li>Women,\u00a0 Globalisation and\u00a0 Information technology<\/li>\n<li>Women,\u00a0 Globalisation,\u00a0 and issues of Trafficking.<\/li>\n<li>\u00a0Women,\u00a0 Globalisation, Organised and Unorganised sectors<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Required readings: <\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\u00a0Dorothy Stein , 1988, Burning Widows, Burning Brides: The Perils of Daughterhood in India<\/ul>\n<\/li>\n<\/ul>\n<p><em>PacificAffairs,<\/em><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>Vol. 61, No. 3 (Autumn, 1988), pp. 465-485 Published by: Pacific Affairs, University of British Columbia Stable.<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Leonard, Karen;, 1976, Women and Social Change in Modern India, Feminist Studies<strong>,<\/strong><em> Vol. 3, No \u00be , Spring-Summer.<\/em><\/p>\n<ul>\n<li style=\"list-style-type: none;\"><\/li>\n<\/ul>\n<p>Pande, Rekha,2001, The Social costs of Globalization : Restructuring Developing World Economies, Journal of Asian Women\u2019s Studies,Vol. 10, December, Kitakyushu Forum, Japan. pp.1-14.<\/p>\n<p>&nbsp;<\/p>\n<p>Pande, Rekha,2002, The public face of a private domestic violence, International Feminist Journal of Politics, Rutledge, U.K. Vol. 4, No. 3, pp.342-367.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>Pande Rekha, 2005, Solidarity, Patriarchy and empowerment- Women\u2019s struggle against arrack in India,\u00a0 in Luciana Ricciutelli, Angela Miles, Margaret M.Mcfadden( ed) Feminist Politics, Activism\u00a0 and Vision,- Local and Global Challenges, ed. Zed Publications, New York,pp.212-226.<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\u00a0Pande, Rekha, 2007,\u201d Local and Global Encounters-Gender, poverty and Globalization in India\u201d,<\/ul>\n<\/li>\n<\/ul>\n<p><em>Journal of Society for International Development,<\/em><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>Volume, 50, No. 2, Palgrave Macmillan Ltd., Houndmills, Basingstoke, Hampshire, England, pp. 134-140.<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Pande, Rekha, 2008, \u201c Shaping of Muslim women\u2019s education- Issues and agendas: A historical survey\u201d in A.V. Yadappanavar and Gyanmudra ( eds), <em>Gender issues in Education,<\/em>Hyderabad. National Institute of Rural development, pp. 223-239.<\/p>\n<p>&nbsp;<\/p>\n<p>Pande, Rekha, 2009,\u00a0 \u201cFeminism and the Women\u2019s Movement in India- a historical perspective\u201d, Journal of Women\u2019s Studies,Vol. 1, No. 1, Bangalore,pp.22- 39.<\/p>\n<p>&nbsp;<\/p>\n<p>Pande, Rekha , 2014, Human Security, Globalization, and Trafficking of Women and Children\u201din South Asia\u201d, \u00a0in,<em>Globalization, Development and Security in Asia,<\/em> ( ed) Zhquin Zhu,\u00a0 Foreign Policy and Security in an Asian Century: Threats, strategies and Policy choices, Vol 1, ( ed), Benny The Cheng Guan,\u00a0 World Scientific.Hackensack, N.J. U.S.A.\u00a0 Pp.277-296.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<h4><\/h4>\n<h4>Pande, Rekha, 2015, \u201cFeminism and Women\u2019s movement in India: Historical Context\u201d, Pande, Rekha ( ed), 2015,Gender Lens: Women\u2019s issues and Perspectives,New Delhi, RawatPublication.pp. 3-18.<\/h4>\n<p>&nbsp;<\/p>\n<p>Pande, Rekha, 2015, Globalizing India: The sunshine Sector and its shadows- The Call\u00a0\u00a0\u00a0\u00a0 Centre Industry: A case Study, in <em>Empowering women in Developing Countries ICT Application and Benefits ,<\/em>FinaryaLegoh , Suman Kapur ( eds), Centre for Science and Technology of the Non Aligned and other developing countries .New Delhi, ( NAM S and T Centre) and Daya Publishing House, pp. 241-260.<\/p>\n<p>&nbsp;<\/p>\n<p>Patel, Ila, 1998,\u00a0 The Contemporary Women&#8217;s Movement and Women&#8217;s Education in India, <em>International Review of Education ,<\/em> Vol. 44, No. 2\/3, Social Movements and Education , Published by: Springer , pp. 155-175<\/p>\n<p>&nbsp;<\/p>\n<p>Srinivas , M. N.\u00a0 1977, The Changing Position of Indian Women, <em>Man, <\/em>New Series, Vol. 12, No. 2 Published by: Royal Anthropological Institute of Great Britain and Ireland. pp. 221-238<\/p>\n<p>&nbsp;<\/p>\n<p>Sen Samita, 2000,\u00a0 Towards a Feminist Politics? The Indian Women\u2019s Movement in historical Perspective, <em>Policy research report on gender and development<\/em><strong>,<\/strong>Working Paper Series No.9 April 2000 The World Bank Development Research Group\/ Poverty Reduction and Economic Management Network<\/p>\n<p>&nbsp;<\/p>\n<p>Tharakan M, Sophie M. and Tharakan, Michael, 1975,\u00a0 Status of Women in India: A Historical Perspective, <em>Social Scientist<\/em><strong>, <\/strong><em>Vol. 4, No. 4\/5, Special Number on Women (Nov. &#8211; Dec. <\/em><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong><em>Evaluation Procedure:<\/em><\/strong> There will be three units of evaluation, each of these carrying a maximum of 20 marks and the best two of the three evaluations will be taken into consideration i.e. Maximum of 40 marks for internal evaluation.\u00a0 The end semester evaluation will carry a maximum of 60 marks.<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>The internal evaluation could comprise of any of the following modes of assessment, (informed to the students in advance, at the beginning of the course), such as, Tests.<\/li>\n<li>Term papers<\/li>\n<li>Seminars<\/li>\n<li>Project Reports<\/li>\n<li>Book reviews<\/li>\n<li>Debates and<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences <\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course No. HS 596\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 M.A. IV Semester<\/strong><\/p>\n<p><strong>Course Title: <\/strong><strong>Health and Medicine in Modern India<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>LT.P-1-0-0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Credits 4<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Course Learning Outcomes:<\/strong><\/p>\n<p>After completing this course, students will be able to:<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Describe key themes in the history of medicine and public health<\/li>\n<li>Develop skills in analysing the secondary literature.<\/li>\n<li>Identify a range of technique on writingson the history of medicine.<\/li>\n<li>Summarize arguments debates about how colonialism fashioned a new medical discourse.<\/li>\n<li>Analyse the impact of western medicine in India.<\/li>\n<li>Write a term paper broadly following protocols of research writing like citing, reference and summarising.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Mapping of Course Learning Outcomes (CLOs) with Program Learning Outcomes (PLOs) and Program Specific Outcomes (PSOs<\/strong>):<\/p>\n<table>\n<tbody>\n<tr>\n<td><\/td>\n<td>PLO<\/p>\n<p>1<\/td>\n<td>PLO<\/p>\n<p>2<\/td>\n<td>PLO<\/p>\n<p>3<\/td>\n<td width=\"40\">PLO<\/p>\n<p>4<\/td>\n<td width=\"40\">PLO<\/p>\n<p>5<\/td>\n<td>PLO<\/p>\n<p>6<\/td>\n<td>PLO<\/p>\n<p>7<\/td>\n<td>PLO<\/p>\n<p>8<\/td>\n<td>PLO<\/p>\n<p>9<\/td>\n<td width=\"38\">PLO<\/p>\n<p>10<\/td>\n<td width=\"47\">PLO<\/p>\n<p>11<\/td>\n<\/tr>\n<tr>\n<td>CLO 1<\/td>\n<td>3<\/td>\n<td>3<\/td>\n<td>3<\/td>\n<td width=\"40\">2<\/td>\n<td width=\"40\">1<\/td>\n<td>&#8211;<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td width=\"38\">&#8211;<\/td>\n<td width=\"47\">2<\/td>\n<\/tr>\n<tr>\n<td>CLO2<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td>3<\/td>\n<td width=\"40\">3<\/td>\n<td width=\"40\">2<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td width=\"38\">&#8211;<\/td>\n<td width=\"47\">2<\/td>\n<\/tr>\n<tr>\n<td>CLO3<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"40\">2<\/td>\n<td width=\"40\">2<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td width=\"38\">&#8211;<\/td>\n<td width=\"47\">1<\/td>\n<\/tr>\n<tr>\n<td>CLO4<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"40\">2<\/td>\n<td width=\"40\">2<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td width=\"38\">&#8211;<\/td>\n<td width=\"47\">2<\/td>\n<\/tr>\n<tr>\n<td>CLO5<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"40\">2<\/td>\n<td width=\"40\">1<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td width=\"38\">&#8211;<\/td>\n<td width=\"47\">2<\/td>\n<\/tr>\n<tr>\n<td>CLO6<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"40\">2<\/td>\n<td width=\"40\">2<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td width=\"38\">&#8211;<\/td>\n<td width=\"47\">2<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Objective of the Course:<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>The course introduces the major debates in the medical history particularly relationship between colonialism and medicine in modern India. Medicine have ability to demarcate power that can define the social and political relations.Western medicine in India through the various public health and sanitary policies of the colonial state interfered in the everyday affairs of people. These policies were also rooted their claims as legitimate and rational advanced modern medical science into India. This course alsocritically examine how medicine and its practitioners have produced and adapted different spaces and facilitated to circulation and validation of particular forms of medical knowledge and therapeutic practice. Therefore, spaces such as the clinic, the hospital, sanatorium and the asylum has been central to operate the medical practice in colonial India.\u00a0 At the same time, the course will reflect on the one hand, the changing basis of other \u2018local\u2019 traditions like Ayurveda, Yunani and siddha medical theory and practice and their complex interactions with Indian systems of knowledge and the contradictions and tensions between colonialize and colonized with the strong social implications.<\/p>\n<p><strong>Content:<\/strong><\/p>\n<p><strong>Module-1: <\/strong>Introduction to the field of medical History;Colonial medicine and its role in colonial India:<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Marks, Shula. What is Colonial about Colonial Medicine? andwhat has happened to imperialism and health? <em>Social History of Medicine<\/em>, Vol. 10, No. 21997, pp.205-219.<\/li>\n<li>Frantz Fanon, \u201cMedicine and Colonialism,\u201d in A Dying Colonialism, trans. by Haakon Chevalier (New York: Grove, 1965), 121-45<strong>.<\/strong><\/li>\n<li>David Arnold, \u2018Medical Priorities and Practice in Nineteenth-Century British India\u2019,\u00a0<em>South Asia Research<\/em>, 5 (1985), 167-83<\/li>\n<li>Bala, Poonam. <em>Imperialism and Medicine in Bengal: A Socio-Historical Perspective<\/em>, Sage, New Delhi, 1991.<\/li>\n<li>James A. Paul. Medicine and Imperialism, in John Ehrenreich (ed.), <em>The Cultural Crisis of Modern Medicine<\/em>, Monthly Review Press, New York, 1978, pp.271-286.<\/li>\n<li>Anil Kumar,\u00a0<em>Medicine and the Raj: British Medical Policy 1835-1911<\/em>(New Delhi, 1998).<\/li>\n<li>____________,\u00a0<em>Public Health in British India: Anglo-Indian Preventive Medicine 1859-1914<\/em>(Cambridge, 1994)<\/li>\n<li>Cook, Harold J. Matters of Exchange: Commerce, Medicine and Science in the Dutch Golden Age. Yale University Press, 2007.<\/li>\n<li>Arnold, David, The rise of western medicine in India, The Lancet, Vol 348, October 19, 1996.<\/li>\n<li>Radhika Ramasubban, \u2018Imperial Health in British India, 1857-1900\u2019, in R. MacLeod and M. Lewis (eds.),\u00a0<em>Disease, Medicine, and Empire: Perspectives on Western India and the Experience of European Expansion<\/em>(London, 1988), 38-60.<\/li>\n<li>Mark Harrison, \u2018Towards a Sanitary Utopia? Professional Visions and Public Health in India, 1880-1914\u2019,\u00a0<em>South Asia Research<\/em>, 10 (1990),19-41.<\/li>\n<li>Arnold, David(ed.) <em>Imperial Medicine and Indigenous Societies<\/em>, Manchester University Press, Manchester, 1988.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Module-II: <\/strong>Medical practices, Policies and medical confinement:<\/p>\n<p>Spread of epidemics and other diseases \u2013plague, smallpox, cholera, malaria, venereal diseases, leprosy, fevers etc. Role ofmissionaries, Medical theories\u2019 and\u2013 race, class\/ caste and gender<\/p>\n<p>Public Health and sanitary policies and Acts; vaccination policy; quarantine; spaces of healing, leprosy and lunatic asylums&amp;lock hospitals, women\u2019s health- gender, and the body, conception and birth control.<\/p>\n<p>.<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Arnold, David(ed.) <em>Imperial Medicine and Indigenous Societies<\/em>, Manchester University Press, Manchester, 1988.<\/li>\n<li>David Arnold, \u2018Medical Priorities and Practice in Nineteenth-Century British India\u2019,\u00a0<em>South Asia Research<\/em>, 5 (1985), 167-83<\/li>\n<li>\u2015\u2015.<em>Colonizing Body: State Medicine and Epidemic Disease in Nineteenth Century India<\/em>, University of California Press, Berkeley, 1993.<\/li>\n<li>Sanchari Dutta, \u2018Plague, Quarantine and Empire: British-Indian Sanitary Strategies in Central Asia, 1897-1907\u2019, in Pati and Harrison (eds.),\u00a0<em>The Social History of Health and Medicine in Colonial India\u00a0<\/em>(London, 2009), pp. 93-112.<\/li>\n<li>Jane Buckingham, <em>Leprosy in Colonial South India: Medicine and Confinement<\/em>,Basingstoke: Palgrave, 2002.<\/li>\n<li>Muneesh, Lal. The Politics of Gender and Medicine in Colonial India: the counters of Duffrine\u2019s Fund, <em>Bulletin of the History of Medicine<\/em>, Vol. 68, 1994, pp.29-36.<\/li>\n<li>Ballhatchet, Kenneth. <em>Race, Sex and Class under the Raj, Imperial Attitudes and Policiesand their Critics, 1793-1905<\/em>, Weidenfelf and Nicolson, London, 1980.<\/li>\n<li><a href=\"http:\/\/www.ashgate.com\/isbn\/9780754638094\"><em>Contraception, Colonialism and Commerce: Birth Control in South India, 1920-1940\u00a0<\/em><\/a>(Aldershot: Ashgate, 2008).<\/li>\n<li><a href=\"http:\/\/www.orientblackswan.com\/display.asp?isbn=978-81-250-2939-7\"><em>Reproductive Health in India: History, Politics, Controversies,\u00a0<\/em><\/a>Editor (Delhi: Orient Longman, 2006).<\/li>\n<li>Sujata Mukherjee, Gender, Medicine and Society in Colonial India: Women\u2019s Health Care in Nineteenth and Early Twentieth Century Bengal, 2017, Oxford University Press, New Delhi<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Module-III: Contradictions and and complex interactions<\/p>\n<p>Indigenous resistance- Pluralism &#8211; Unani and Ayurvedic medical systems, and other medical systems- the Adivasi.<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Pannikkar, K.N. Indigenous Medicine and Cultural Hegemony: A Study of the Revitalization Movement in Kerala, <em>Studies in History<\/em>, Vol.8, No.2, 1992, pp. 283-308.<\/li>\n<li>Kumar, Deepak. Unequal Contenders, Uneven Ground: Medical Encounters in British India, 1820-1920, in A. Cunningham and A. Birdie, (ed.,) <em>Western Medicine as Contested Knowledge<\/em>, Manchester University Press, Manchester, 1997, pp.172-211.<\/li>\n<li>Guy Attewell, <em>Refiguring Unani Tibb: Plural Healing in Late Colonial India<\/em>, New Delhi: Orient Longman, 2007.<\/li>\n<li>B. Mukharji, <em>Nationalizing the Body: The Medical Market, Print and Daktari Medicine<\/em>, London: Anthem 2009.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Additional Reading List:<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Arnold, David(ed.) <em>Imperial Medicine and Indigenous Societies<\/em>, Manchester University Press, Manchester, 1988.<\/li>\n<li>David Arnold, \u2018Medical Priorities and Practice in Nineteenth-Century British India\u2019,\u00a0<em>South Asia Research<\/em>, 5 (1985), 167-83<\/li>\n<li>\u2015\u2015. <em>The New Cambridge History of India. Science, Technology, and Medicine in Colonial India<\/em>, Cambridge University Press, Cambridge, 1999.<\/li>\n<li>David Arnol, \u2018Cholera and Colonialism in British India\u2019,\u00a0<em>Past and Present<\/em>, 113 (1986), 118-51.<\/li>\n<li>____________, \u2018The Indian Ocean as a Disease Zone, 1500-1950\u2019,\u00a0<em>South Asia: Journal of South Asian Studies<\/em>, 14 (1991), 1-22.<\/li>\n<li>MridulaRamanna,. Indian Attitudes towards Western Medicine: Bombay, A Case Study, <em>Indian Historical Review<\/em>(<em>IHR<\/em>), Vol. XXVII, No.1, January 200, pp.44-55.<\/li>\n<li>Muneesh, Lal. The Politics of Gender and Medicine in Colonial India: the counters of Duffrine\u2019s Fund, <em>Bulletin of the History of Medicine<\/em>, Vol. 68, 1994, pp.29-36.<\/li>\n<li>Marks, Shula. What is Colonial about Colonial Medicine? and What has Happened to Imperialism and Health? <em>Social History of Medicine<\/em>, Vol. 10, No. 21997, pp.205-219.<\/li>\n<li>Kumar, Deepak. Unequal Contenders, Uneven Ground: Medical Encounters in British India, 1820-1920, in A. Cunningham and A. Birdie, (ed.,) <em>Western Medicine as Contested Knowledge<\/em>, Manchester University Press, Manchester, 1997, pp.172-211.<\/li>\n<li>Klein, Ira. Death in India, 1871-1921, <em>Journal of Asian Studies<\/em>, Vol.XXXII, No.4, 1973, pp.639-59.<\/li>\n<li>James A. Paul. Medicine and Imperialism, in John Ehrenreich (ed.), <em>The Cultural Crisis of Modern Medicine<\/em>, Monthly Review Press, New York, 1978, pp.271-286.<\/li>\n<li>MacLeod, Roy. and Lewis, Milton. (eds.), <em>Disease, Medicine and Empire: Perspectives on Western Medicine and the Experience of European Expansion<\/em>, London, Routledge, 1988.<\/li>\n<li>BiswamoyPati and Mark Harrison (eds.),\u00a0<em>Health, Medicine and Empire: Perspectives on Colonial India<\/em>(Hyderabad, 2001).<\/li>\n<li>BiswamoyPati and Mark Harrison (eds.),\u00a0<em>The Social History of Health and Medicine in Colonial India<\/em>(London, 200<\/li>\n<li>Biswamoy Pati. Situating Social History: Orissa 1800-1997, Orient Longman, Hyderabad, 2001.<\/li>\n<li>Foucault, Michael, <em>The Birth of the Clinic: An Archaeology of Medical Perception<\/em>, Tavisock, London, 1973.<\/li>\n<li>Alan Bewell,\u00a0<em>Romanticism and Colonial Disease<\/em>(Baltimore, 1999), \u2018Ch.7: Cholera, Sanitation and Colonial Representations of India,\u2019 pp. 242-276<\/li>\n<li>Niels Brimnes, \u2018Variolation, Vaccination and Popular Resistance in Early Colonial South India,\u2019\u00a0<em>Medical History<\/em>48 (2004), 199-228.<\/li>\n<li>Pratik Chakrabarti, \u2018\u201cNeither of meat nor drink, but what the Doctor alloweth\u201d: Medicine amidst War and Commerce in Eighteenth-Century Madras\u2019,\u00a0<em>Bulletin of the History of Medicine<\/em>, 80 (2006), 1-38<\/li>\n<li>Mark Harrison, \u2018Towards a Sanitary Utopia? Professional Visions and Public Health in India, 1880-1914\u2019,\u00a0<em>South Asia Research<\/em>, 10 (1990),19-41<\/li>\n<li>____________,\u00a0<em>Climates and Constitutions: Health, Race, Environment and British Imperialism in India, 1600-1850<\/em>(Oxford, 1999)<\/li>\n<li>C. Hume, \u2018Colonialism and Sanitary Medicine: The Development of Preventive Health Policy in the Punjab, 1860-1900\u2019,\u00a0<em>Modern Asian Studies,<\/em>20 (1986), 703-24.<\/li>\n<li>Anil Kumar,\u00a0<em>Medicine and the Raj: British Medical Policy 1835-1911<\/em>(New Delhi, 1998)<\/li>\n<li>Radhika Ramasubban, \u2018Imperial Health in British India, 1857-1900\u2019, in R. MacLeod and M. Lewis (eds.),\u00a0<em>Disease, Medicine, and Empire: Perspectives on Western India and the Experience of European Expansion<\/em>(London, 1988), 38-60.<\/li>\n<li>Kumar,Deepak, Developing a History of Science and Technology in South Asia, EPW, Vol. 38, Issue No. 23, 07 Jun, 2003<\/li>\n<li>Adams, Annmarie. Medicine by Design: The Architect and the Modern Hospital, 1893-1943. Minneapolis: University of Minnesota Press, 2008, Chapter 1, \u201c1893\u201d, 1-32.<\/li>\n<li>Gesler, Wilbert M. 1992. \u201cTherapeutic Landscapes: Medical Issues in Light of the New Cultural Geography.\u201d Social Science &amp; Medicine 34, no. 7:735\u2013746.<\/li>\n<li>Frantz Fanon, \u201cMedicine and Colonialism,\u201d in A Dying Colonialism, trans. by Haakon Chevalier (New York: Grove, 1965), 121-45.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Assessments:<\/strong><\/p>\n<p>Internal Evaluation: 40 marks<\/p>\n<p>Mid-term test-20 Marks.<\/p>\n<p>Book \/ Article Review\/ Term Paper \u2013 20 Marks.<\/p>\n<p>End Semester Examination: 60% (descriptive questions)<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course no. HS 597\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 MA IV Semester<\/strong><\/p>\n<p><strong>Course: Contestation, Resistance and Insurgency in Colonial India<\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 4<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course Learning Outcomes: <\/strong><\/p>\n<p>After completion of this course, the students will be able to:<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Distinguish colonial and postcolonial construction of adivasi social and politics and how such constructions constitute power relations<strong>. (Understand) <\/strong><\/li>\n<li>Demonstrate expansion of colonial state power in the hills and forest areas of India through revenue, forest and social policies, and how this project badly effected the adivasis<strong>.(Apply).<\/strong><\/li>\n<li>Analyse the emergence of adivasi consciousness from within, not from outside, and demonstrate the role of adivasi intellectual history in providing agency for the new consciousness, which is often treated as folklore, rumour and irrational. <strong>(Analyse)<\/strong><\/li>\n<li>Distinguish the difference between adivasi modernity and colonial modernity and the tension between the two, and analyse what was colonial modernity to adivasis. <strong>(Understand and analyse)<\/strong><\/li>\n<li>Demonstrate the notion of autonomy was central in adivasi political and cultural movements, not really poverty and development issues. <strong>(Apply)<\/strong><\/li>\n<li>Demonstrates contestation, resistance and insurgency not only as political, but also as agent of change, and use political movements as social transformer not as anti-establishment. <strong>(Apply)<\/strong><\/li>\n<li>Construct a term paper by broadly following the protocols of research writing like citing, referencing and summarizing. (<strong>Create)<\/strong><\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Mapping of Course Learning Outcomes (CLOs) with Program Learning Outcomes (PLOs) and Program specific Outcomes (PSOs<\/strong>):<\/p>\n<p>&nbsp;<\/p>\n<table>\n<tbody>\n<tr>\n<td><\/td>\n<td>PLO<\/p>\n<p>1<\/td>\n<td>PLO<\/p>\n<p>2<\/td>\n<td>PLO<\/p>\n<p>3<\/td>\n<td width=\"16\">PLO<\/p>\n<p>4<\/td>\n<td width=\"16\">PLO<\/p>\n<p>5<\/td>\n<td>PLO<\/p>\n<p>6<\/td>\n<td>PLO<\/p>\n<p>7<\/td>\n<td>PLO<\/p>\n<p>8<\/td>\n<td>PLO<\/p>\n<p>9<\/td>\n<td>PLO<\/p>\n<p>10<\/td>\n<td>PLO<\/p>\n<p>11<\/td>\n<\/tr>\n<tr>\n<td>CLO 1<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\"><\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td><\/td>\n<td><\/td>\n<td>2<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>CLO2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\"><\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td><\/td>\n<td><\/td>\n<td>2<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>CLO3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\"><\/td>\n<td><\/td>\n<td>1<\/td>\n<td><\/td>\n<td><\/td>\n<td>2<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>CLO4<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\"><\/td>\n<td><\/td>\n<td>1<\/td>\n<td><\/td>\n<td><\/td>\n<td>2<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>CLO5<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\"><\/td>\n<td><\/td>\n<td>1<\/td>\n<td><\/td>\n<td><\/td>\n<td>2<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>CLO6<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\"><\/td>\n<td><\/td>\n<td>1<\/td>\n<td><\/td>\n<td><\/td>\n<td>2<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>CLO7<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td width=\"16\">1<\/td>\n<td width=\"16\">3<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p><strong>Course description<\/strong>:<\/p>\n<p>Under the colonial rule a range of forest dwellers who survived largely practising hunting and gathering or Slash-and-burn agriculture till recent times were came to be imagined as a singular and distinct social group, and they are called as tribe or Adivasi. The advent of the British rule in India opened forest and hill areas substantially by force and agreement with Adivasi chiefs. In general, Adivasis \u2013 whether living in the plains or in the forests \u2013 suffered increasing marginalisation throughout India under colonial rule. However, the expansion of British rule into forests and hills witnessed contestation, resistance and insurgency. These may be sporadic revolts, raids, dacoity, rebellions, resistances and cultural assertions grounded in Adivasi autonomy; land and forest question and cultural assertion. Colonial administration documented and opened a discourse on these insurgencies with an aim to criminalise adivasi politics. The same has been reproduced in postcolonial literature.<\/p>\n<p><strong>Modules:<\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>History of Adivasi communities and their social-cultural and economic systems; Construction of their social in colonial and postcolonial historiography<\/li>\n<li>History of colonial forest policies; administrative and juridical interventions; Adivasi\u2019s perception of colonial state, interventions in their life-world, both from the state and private agencies\/groups<\/li>\n<li>History of Adivasi contestation, resistance and insurgency; Historiographical and methodological issues of Adivasi political movements.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Assessment: <\/strong><\/p>\n<p>Out of a total of 100, 60 marks are earmarked for the end-of-the semester examination. 40 marks are earmarked for three internal assessments. In all three internal assessments will be conducted and the marks of the best two will be considered. These assessments can be in the form of classroom tests, term papers and\/or Seminars.<\/p>\n<p>Students are expected to ask questions in the classroom and participate in the discussion. Having own opinion and disagreement with the instructor is encouraged. Students are always welcome to share their problem concerning the course.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Compulsory Readings: <\/strong><\/p>\n<p>Arnold David \u2018Rebellious Hillmen: the Gudem-Rampa Risings 1839-1094\u2019, in Ranajit, Guha (ed), <em>Subaltern Studies I. Writings on South Asian History and Society, <\/em>Delhi: Oxford University Press, 1982, pp. 88-142.<\/p>\n<p>Atluri Murali, \u2018Alluri Sitarama Raju and the Manyam Rebellion of 1922-24\u2019 <em>Social Scientist<\/em>, Vol. 12, No. 4, April, 1984, pp. 3-33.<\/p>\n<p>Bates Crispin, \u2018Human Sacrifice in Colonial Central India: Myth, Agency and Representation\u2019 in Crispin Bates ed., <em>Beyond Representation: Colonial and Postcolonial Construction of Indian Identity,<\/em>New Delhi: Oxford University Press, 2006,, pp. 19-54.<\/p>\n<p>Bhukya Bhangya, \u2018The Mapping of Adivasi Social: Colonial Anthropology and Adivasis\u2019, in <em>Economic and Political Weekly<\/em>, vol. XLIII, NO. 39, September 27,2008, pp.103-109.<\/p>\n<p>&#8212;- \u2018The Subordination of the Soveriegns: Colonialism and its Gond Rajas 1853 -1948\u2019 <em>Modern Asian Studies<\/em>, Vol. 47.1, January 2013, pp 288-317.<\/p>\n<p>&#8212;&#8212;\u2018Delinquent Subjects\u2019: Dacoity and the Creation of a Surveillance Society in Hyderabad State\u2019, in <em>Indian Economic and Social History Review<\/em>, XLIV, no.2, April-June 2007, pp.179-212.<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"35\">\n<li>N. Dhanagare , \u2018Subaltern Consciousness and Populism: Two Approaches in the study of Social Movement in India\u2019 Social Scientist, Vol. 16: 11, November 1988, pp. 18-35.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Guha Ranajit, \u2018Introduction\u2019 in <em>Elementary Aspects of peasant Insurgency in Colonial India,<\/em> Delhi: OUP, 1983, pp. 1-17.<\/p>\n<p>Guha Ramachandra, Forestry and Social Protest in British Kumaun, c. 1893-1921\u2019, Ranajit Guha, ed., <em>Subaltern Studies IV. Writings on South Asian History and Society, <\/em>New Delhi: Oxford University Press, 1985,\u00a0 pp. 54-101<\/p>\n<p>Hardiman David, \u2018Origins and Transformations of the Devi, in Ranajit Guha ed. <em>A Subaltern Studies Reader 1986-1995, <\/em>New Delhi: OUP, 1997, pp. 140-178.<\/p>\n<p>Kela Shashank, \u2018The Alirajpur Rebellion\u2019, in <em>A Rogue and Peasant Slave. Adivasi Resistance,<\/em> New Delhi: Navayana, 2012, pp.197-225<\/p>\n<p>Prasad Archana, \u2018Unravelling the Forms of Adivasi Organisation and Resistance in Colonial India\u2019 in Biswamoy Pati, ed., <em>Adivasis in Colonial India. Survival, Resistance and Negotiation<\/em>, Delhi: Orient BlackSwan, 2011, pp. 216-36<\/p>\n<p>Pati Biswamoy, \u2018Survival as Resistance: Tribals in Colonial Orissa in Biswamoy Pati, ed., <em>Adivasis in Colonial India. Survival, Resistance and Negotiation, <\/em>Delhi: Orient BlackSwan, 2011, pp.237-268.<\/p>\n<p>Skaria Ajay, \u2018Shades of Wildness Tribe, Caste, and Gender in Western India\u2019, <em>The Journal of Asian Studies, <\/em>Vol. 56, No. 3, Aug., 1997, pp. 726-745.<\/p>\n<p>Shah Alpa, \u2018Religion and the secular left: subaltern studies, Birsa Munda and Maoists\u2019. <a href=\"http:\/\/aotecpress.com\/author\/alpa-shah\/\"><em>http:\/\/aotecpress.com\/author\/alpa-shah\/<\/em><\/a><\/p>\n<p><strong>References : <\/strong><\/p>\n<p>Amin, Shahid, <em>Event Metaphor Memory. Chauri Chaura 1922-1992<\/em>, Berkeley: University of California\u00a0\u00a0 Press, 1995.<\/p>\n<p>Arnold, David, \u2018Dacoity and Rural Crime in Madras, 1860-1940\u2019, <em>The Journal of Peasant Studies,<\/em> vol. 6:2, January, 1979, 140-167.<\/p>\n<p>&#8212;&#8211; Gramsci and peasant sublternity in India\u2019 <em>Journal of Peasant Studies<\/em>, Vol. 11: 4, 1984, pp. 155-77.<\/p>\n<p>Bates Crispin and Alpa Shah, ed., <em>Savage Attack. Tribal Insurgency in India, <\/em>New Delhi: Social Science Press, 2014.<\/p>\n<p>Bhukya Bhangya,<em> The Roots of the Periphery. A History of the Gonds of Deccan India, <\/em>New Delhi: Oxford University Press, 2017.<\/p>\n<p><em>&#8212;&#8212;Subjugated Nomads: The Lambadas Under the Rule of Nizams. <\/em>New Delhi:\u00a0 Orient BlackSwan, 2010.<\/p>\n<p>&nbsp;<\/p>\n<p>&#8212;&#8211; \u2018Enclosing Land, Enclosing <em>Adivasis<\/em>: Colonial Agriculture and Adivasis in Central India, 1853-1948\u2019 <em>Indian Historical Review<\/em>, Vol. 40.1, June, 2013.<\/p>\n<p>&#8212;-\u2018Unmasking Nationalist and Marxist Constructions of Adivasi Uprising: An Exercise in Historical Reassembling\u2019, <strong><em>Journal of Tribal Intellectual Collective India<\/em><\/strong>, vol. 2:6, February, 2015, pp. 61-73. <a href=\"http:\/\/www.daltrijournals.org\/jtici\/V2I3No6.php\">http:\/\/www.daltrijournals.org\/jtici\/V2I3No6.php<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>Bhattacharya, Neeladri \u2018Pastoralists in a Colonial World\u2019 in David Arnold and Ramachandra Guha (eds.), <em>Nature, Culture, Imperialism<\/em>.<em> Essays on\u00a0\u00a0\u00a0 the Environmental History of South Asia<\/em>, Delhi: Oxford University Press, 1995, pp. 49-85.<\/p>\n<p>Chaube S.K, <em>Hill Politics in Northeast India<\/em>, Hyderabad: Orient Longman, 1973.<\/p>\n<p>Das Gupta Sanjukta, <em>Adivasis and the Raj. Socio-economic transition of the Hos, 1820-1932<\/em> New Delhi: Orient Blackswan, 2012.<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"1983\">\n<li>N. Dhanagare, <em>Peasant Movements in India 1920-1950<\/em>, Delhi: Oxford University Press, 1983.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Furer-Haimendorf Ch. V., <em>Tribes of India. The struggle for survival, <\/em>New Delhi: Oxford University Press, 1989.<\/p>\n<p>Gramsci, Antonio, <em>Selections from the Prison Notebooks<\/em>, trans. and ed. Quintin Hoare and Geoffrey Nowell Smith, London: Lawrence and Wishart, 1991.<\/p>\n<p>Guha Ranajit, <em>Elementary Aspects<\/em> <em>of Peasant Insurgency in Colonial India<\/em>, Delhi: Oxford University Press, 1983.<\/p>\n<p>&#8212;&#8211;\u2018On Some Aspects of the Historiography of Colonial India\u2019, in Guha Ranajit (ed.), <em>Subaltern<\/em><em> Studies I.<\/em><em> Writings on South Asian History and Society<\/em>, New Delhi: Oxford University Press, 1994, pp. 1-8.<\/p>\n<p>Guha, Ramachandra,\u00a0 \u2018Savaging the Civilised; Verrier Elwin and the Tribal Question in late Colonial India\u2019, in <em>Economic and Political Weekly, <\/em>XXXI: 35 (1996).<\/p>\n<p><em>&#8212;&#8211;The Unquiet Wood: Ecological Change and Peasant Resistance in the Himalaya<\/em>, New Delhi: Oxford University Press, 1989.<\/p>\n<p>Hardiman, David, <em>The Coming of the Devi. Adivasi Assertion in Western India<\/em>, Delhi: Oxford University Press, 1987.<\/p>\n<p>&#8212;\u2018Community Patriarchy Honour: Raghu Bhanagre\u2019s Revolt\u2019, <em>The Journal of Peasant Studies, <\/em>vol. 23:1, London, October 1995, pp.88-130.<\/p>\n<p>&#8212;- \u2018Dalit and Adivasi Assertion\u2019 in his <em>Gandhi in his time and ours<\/em>, New Delhi, Permanent Black, 2003. Pp.123-155.<\/p>\n<p>Hobsbwam, E. J., <em>Bandits<\/em>, London: Ebenezer Baylis and Son Limited, 1969.<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"1966\">\n<li>N. Srinivas,<em> Social Change in Modern India<\/em>, repr. New Delhi: Oriental Longman, 2001, of orig. edn, 1966.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Mayaram, Shail, <em>Against History, Against State. Counterperspectives from the Margins<\/em> Delhi: Permanent Black, 2003.<\/p>\n<p>Nandini Sundar, <em>Subalterns and Sovereigns. An Anthropological History of Bastar (1858-1996)<\/em>, New Delhi: Oxford University Press, 1997.<\/p>\n<p>Pati, Biswamoy, <em>Adivasis in Colonial India. Survival, resistance and negotiation<\/em>, New Delhi: Orient BlackSwan, 2011.<\/p>\n<p>Prathama Banerjee, \u2018Writing the Adivasi:\u00a0 Some historiographical notes\u2019, <em>The Indian Economic and Social History Review,<\/em> 53: 1, 2016, pp. 131\u2013153.<\/p>\n<p>Radhakrishna Meena<em>, Dishonoured by History; Criminal Tribes and British Colonial Policy,<\/em> Hyderabad: Oriental Longman, 2001.<\/p>\n<p>Skaria, Ajay, H<em>ybrid Histories. Forests, Frontiers and Wildness in Western India<\/em>, New Delhi: Oxford University Press, 1999.<\/p>\n<p>Singh K. Suresh, <em>Tribal Movements in India<\/em>, Vol. I &amp; II, New Delhi: Manohar Publication, 1982.<\/p>\n<p>&#8212;&#8211; <em>Birsa Munda and His Movement 1874-1901: A Study of a Millenarian Movement in Chotanagpur<\/em>, Calcutta: Oxford university Press, 1983.<\/p>\n<p>Srivastava A.R.N., <em>Tribal Freedom Fighters of India<\/em>, New Delhi: Publications Division, Government of Indi, 1986.<\/p>\n<p>Scott James C., <em>Weapons of the Weak. Everyday Forms of peasant Resistance<\/em>, Delhi: Oxford University Press, 1990.<\/p>\n<p>Sajal Nag, Beleaguered Nation: The making and unmaking of the Assamese Nationality, New Delhi: Manohar, 2017.<\/p>\n<p>Sajal Nag, Contesting Marginality: Ethnicity, Insurgency and Subnationalism in North-East India, New Delhi: Manohar, 2002.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course no. HS 598\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 MA IV Semester<\/strong><\/p>\n<p><strong>Course: <\/strong><strong>Nature, Colonialism and Environment in Modern India (1800-1947)<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 4<\/strong><\/p>\n<p><strong>Learning outcomes:<\/strong><\/p>\n<p><strong>After the completion of the course, students will be able to:<\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"10\">\n<li>Give examples on environmental history of India and the history of human-animal relations. <strong>(understand)<\/strong><\/li>\n<li>Develop abilities to think carefully, and assess and evaluate the subject of a given topic. <strong>(apply, analyse, evaluate)<\/strong><\/li>\n<li>Analyse scholarly articles and books related to major debates of each lecture theme, and develop their individual point of view. <strong>(analyse) <\/strong><\/li>\n<li>Apply and evaluate their thinking in theoretical and methodological understanding of the state versus environment, colonialism and its forms of oppression, Indian resistance movements in the sphere of environmental and wildlife history, understanding the difference between ecological discourses, conservation histories, and tribal histories of environment, and animal bio-diversity spheres. <strong>(understand, apply, analyse, evaluate)<\/strong><\/li>\n<li>Apply their readings to sseminars, tutorials, tests and term papers and able to gather and synthesize information from a wide variety of sources, think critically and present their ideas in a lucid written format. <strong>(analyse, create)<\/strong><\/li>\n<li>Organize their schedules and work independently. <strong>(apply, create)<\/strong><\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Mapping of Course Learning Outcomes (CLOs) with Program Learning Outcomes (PLOs) and Program Specific Outcomes (PSOs<\/strong>):<\/p>\n<table>\n<tbody>\n<tr>\n<td><\/td>\n<td>PLO<\/p>\n<p>1<\/td>\n<td>PLO<\/p>\n<p>2<\/td>\n<td>PLO<\/p>\n<p>3<\/td>\n<td width=\"16\">PLO<\/p>\n<p>4<\/td>\n<td width=\"16\">PLO<\/p>\n<p>5<\/td>\n<td>PLO<\/p>\n<p>6<\/td>\n<td>PLO<\/p>\n<p>7<\/td>\n<td>PLO<\/p>\n<p>8<\/td>\n<td>PLO<\/p>\n<p>9<\/td>\n<td>PLO<\/p>\n<p>10<\/td>\n<td>PLO<\/p>\n<p>11<\/td>\n<\/tr>\n<tr>\n<td>CLO 1<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\">2<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td><\/td>\n<td>3<\/td>\n<\/tr>\n<tr>\n<td>CLO2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\"><\/td>\n<td width=\"16\"><\/td>\n<td><\/td>\n<td>2<\/td>\n<td><\/td>\n<td>2<\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td>CLO3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td width=\"16\">3<\/td>\n<td width=\"16\">1<\/td>\n<td>2<\/td>\n<td><\/td>\n<td>2<\/td>\n<td><\/td>\n<td><\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>CLO4<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td width=\"16\"><\/td>\n<td width=\"16\"><\/td>\n<td>2<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td>3<\/td>\n<\/tr>\n<tr>\n<td>CLO5<\/td>\n<td>2<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td width=\"16\">1<\/td>\n<td width=\"16\">2<\/td>\n<td><\/td>\n<td><\/td>\n<td>2<\/td>\n<td><\/td>\n<td><\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>CLO6<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td width=\"16\"><\/td>\n<td width=\"16\">3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>3<\/td>\n<td>3<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course outline: <\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Unit I<\/strong> <strong>\u2013 State, society and environment in ancient India<\/strong><\/p>\n<p>First module offers an introductory summary of what is the discipline of environmental history? Methodological and historical approaches to understanding environment history across global history spectrum; History of environment in ancient India; The institution of kingship and the institution of war elephants in early India (1<sup>st<\/sup> millennium BCE); The forest and field in ancient India; The Buddhist Jataka stories, Indian environment and animal studies; Tribes and forest inhabitants in ancient India.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Unit II \u2013 Ecological spheres and predatory sovereignty in medieval India<\/strong><\/p>\n<p>Second module will examine the silent frontier of South Asia in relation to mapping out cultural geographies of India and the emergence of new kingdoms and empires in the second millennium CE in the Indian subcontinent. Animal histories and environmental geographies are crucial part of the state making process in medieval India too. Finally, the second unit uncovers a brief history of Mughal hunting mores in relation to theory of predation and predatory sovereignty.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Unit III \u2013 Environmental history of modern India<\/strong><\/p>\n<p>Third module will examine the history of British forest policies; how those policies evolved a discourse of exclusion of traditional rights of indigenous communities, and the history of contestation between the local communities and the colonial state in the 19th and 20th centuries in India. The module also would discuss how far the commercialization of forest resources unsettled the life-world of indigenous communities (Adivasi as well as rural peasant communities) and dramatically altered their traditional modes of living will. Some case studies will be discussed around each issue. The module also covers the contemporary historiography on colonial forest policies, peasant and tribal struggles and the colonial state response to those indigenous communities\u2019 contestations on traditional rights, customs and access to commons. How some of these struggles turned into nationalist resistance movements will be of importance. The history of hunting mores in colonial India, Indian princes and shikar \u2013 contestation between the British colonizers and Indian princes in the realm of environmental history will be discussed. The indigenous systems of knowledge on Indian ecology and wildlife, agrarian and tribal histories of environment will also be elucidated. Cotton imperialism and ethics of nature in colonial environmental history will be debated at length and breadth.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Evaluation methods:<\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Three internal assessments will be conducted, each for 20 marks. Best of the two are taken for final evaluation, which constitutes total 40 marks.<\/li>\n<li>The internal evaluation would comprise of any of the following modes for assessment: (informed to the students in advance, at the beginning of the course), such as, Tests, Term papers, Seminars, Project Reports, Book reviews, and Discussions.<\/li>\n<li>The end semester exam is for 60 marks for the duration of 3 hours. Three essay type answers are expected to be written, out of six questions, which would test a student\u2019s critical thinking skills, analytical ability, knowledge of the subject, and an ability to synthesize overall information within a stipulated time period.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Bibliography<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Arnold, David and Ramchandra Guha, eds. <em>Nature &amp; Culture <\/em>&amp; Imperialism. New Delhi: Oxford University Press, 1995.<\/p>\n<p>&nbsp;<\/p>\n<p>Barton, Gregory. \u201cEmpire Forestry and the Origins of Environmentalism.\u201d <em>Journal of Historical Geography <\/em>27, no. 4 (2001): 529 \u2013 552.<\/p>\n<p>&nbsp;<\/p>\n<p>Beinart, William and Hughes, Lotte, eds. <em>Environment and Empire<\/em>, New York: Oxford University Press, 2007.<\/p>\n<p>&nbsp;<\/p>\n<p>Divyabhanusinh, \u201cJunagadh State and its Lions: Conservation in Princely India, 1879-1947.\u201d <em>Conservation and Society<\/em> 4, no. 4 (2006): 520-540.<\/p>\n<p>Gadgil, Madhav and Ramachandra Guha, eds. <em>This Fissured Land: An Ecological History of India<\/em>. New Delhi: Oxford University Press, 1992.<\/p>\n<p>Gommans, Jos. The Eurasian frontier after the first millennium AD: reflections along the fringe of time and space, <em>The Medieval History Journal<\/em> 1, no.1 (1998): 125-145.<\/p>\n<p>Gommans, Jos. \u201cThe Silent Frontier of South Asia, c. 1100-1800 AD.\u201d <em>Journal of World History<\/em> 9, no. 1 (1998): 1-25.<\/p>\n<p>Grove, Richard H. \u201cConserving Eden: The (European) East India Companies and their Environmental Policies on St. Helena, Mauritius and in Western India, 1660-1854.\u201d <em>Comparative Studies in Society and History<\/em> 35 (1993): 318-351.<\/p>\n<p>&nbsp;<\/p>\n<p>Grove, Richard H. <em>Green Imperialism: Colonial Expansion, Tropical Island Edens and the Origins of Environmentalism, 1600-1860<\/em>. Cambridge: Cambridge University Press, 1995.<\/p>\n<p>&nbsp;<\/p>\n<p>Grove, Richard, Vinita Damodaran, and Satpal Sangwan, eds., <em>Nature and the Orient: The Environmental History of South and Southeast Asia, Studies in Social Ecology and Environmental History<\/em>. New Delhi: Oxford University Press, 1998.<\/p>\n<p>&nbsp;<\/p>\n<p>Guha, Ramachandra and Madhav Gadgil. \u201cState Forestry and Social Conflict in British India.\u201d<em> Past and Present <\/em>123 (1989): 141-177.<\/p>\n<p>&nbsp;<\/p>\n<p>Guha, Ramachandra. <em>The Unquiet Woods, Ecological Change and Peasant Resistance in the Western Himalaya, <\/em>New Delhi: Oxford University Press, 1989.<\/p>\n<p>&nbsp;<\/p>\n<p>Guha, Ramachandra. \u201cWriting Environmental History in India\u201d <em>Studies in History<\/em> 9, no.1, 1993: 119-129.<\/p>\n<p>&nbsp;<\/p>\n<p>Guha, Sumit. <em>Environment and Ethnicity in India 1200-<\/em>1991, Cambridge: Cambridge University Press, 1999.<\/p>\n<p>&nbsp;<\/p>\n<p>Hardiman, David. \u201cPower in the Forests: The Dangs, 1820-1940.\u201d in<em> Subaltern Studies Vol. 8,<\/em> edited by David Arnold and David Hardiman, 89-147. New Delhi: Oxford University Press, 1994.<\/p>\n<p>&nbsp;<\/p>\n<p>Hazareesingh,\u00a0 Sandip. \u201cCotton, climate and colonialism in Dharwar, western India, 1840\u20131880.\u201d <em>Journal of Historical Geography<\/em> 38, no. 1 (2012): 1-17.<\/p>\n<p>&nbsp;<\/p>\n<p>Jalais, Annu. <em>Forest of Tigers: People, Politics and Environment in the Sundarbans<\/em>. London: Routledge, 2009.<\/p>\n<p>Kapur, Nandini Sinha. <em>Environmental History of Early India: A Reader<\/em>. New Delhi: Oxford University Press, 2011.<\/p>\n<p>Kau\u1e6dalya, Olivelle Patrick. <em>King, Governance, and Law in Ancient India: Kautilya\u2019s Arthasastra<\/em>. New Delhi: Oxford University Press, 2016.<\/p>\n<p>Kistler, John M. <em>War Elephants<\/em>. Lincoln, NE: University of Nebraska Press, 2007.<\/p>\n<p>Mandala, Vijaya Ramadas<em>. Shooting a Tiger: Big Game Hunting and Conservation in Colonial India, <\/em>New Delhi: Oxford University Press, 2018.<\/p>\n<p>Mandala, Vijaya Ramadas. \u201cThe Raj and the Paradoxes of Wildlife Conservation: British Attitudes and Expediencies.\u201d <em>The Historical Journal<\/em> 58 (2015): 75-110.<\/p>\n<p>Manning, Charlotte. <em>Life in Ancient India<\/em>. London: Smith &amp; Elder, 1856.<\/p>\n<p>Mosley, Stephen. <em>The Environment in World History. <\/em>London &amp; New York: Routledge, 2010.<\/p>\n<p>Murali, Atluri. \u201cWhose Trees? Forest Practices and Local Communities in Andhra 1600-1922.\u201d in <em>Nature, Culture, Imperialism<\/em> edited by David Arnold and Ramachandra Guha. New Delhi: OUP 1995.<\/p>\n<p>Pandian, Anand S. \u2018Predatory Care: The Imperial Hunt in Mughal and British India\u2019, <em>Journal of Historical Sociology<\/em> 14, no. 1 (March 2001):<\/p>\n<p>Rangarajan, Mahesh. <em>Environmental Issues in India: A Reader<\/em>. New Delhi: Pearson Publications, 2009.<\/p>\n<p>Rangarajan, Mahesh. <em>Fencing the Forest: Conservation and Ecological Change in India&#8217;s Central Provinces, 1860-1914, <\/em>Delhi: Oxford University Press, 1996.<\/p>\n<p>&nbsp;<\/p>\n<p>Rangarajan, Mahesh. \u201cImperial agendas and India\u2019s Forests: The Early History of Indian Forestry, 1800-1878.\u201d <em>Indian Economic Social History Review,<\/em> 31, no. 147 (1994): 147-167.<\/p>\n<p>Rangarajan, Mahesh. <em>India&#8217;s Wildlife History<\/em>. Delhi, India: Permanent Black, 2001; Reprint, 2006.<\/p>\n<p>Rashkow, Ezra D. \u201cResistance to Hunting in Pre-independence India: Religious environmentalism, ecological nationalism or cultural conservation?\u201d <em>Modern Asian Studies<\/em><a href=\"https:\/\/www.cambridge.org\/core\/journals\/modern-asian-studies\/volume\/E070611B22D68C336CAE13386603B945\"> 49<\/a>, <a href=\"https:\/\/www.cambridge.org\/core\/journals\/modern-asian-studies\/issue\/31B78F917D25877369192D7CBF4F7D57\">no. 2 <\/a>(March 2015): 270-301.<\/p>\n<p>Saravan, V. \u201cCommercialisation of forests, environmental negligence and alienation of tribal rights in Madras Presidency, 1792-1881,\u201d <em>Indian Economic and Social History Review<\/em> 35, no. 2 (1998): 125-146.<\/p>\n<p>Sarkar S. \u201cPrimitive Rebellion and Modern Nationalism: A Note on Forest Satyagraha in the Non-cooperation and Civil Disobedience Movements.\u201d in<em> National and Left Movements in India,<\/em> edited by K.N. Pannikar. New Delhi: 1980.<\/p>\n<p>&nbsp;<\/p>\n<p>Sivaramakrishnan K., <em>Modern Forests: State Making and Environmental Change in Colonial Eastern India. <\/em>Stanford: Stanford University Press, 1999.<\/p>\n<p>&nbsp;<\/p>\n<p>Sivasundaram, Sujit. \u201cTrading Knowledge; The East India Company\u2019s Elephants in India and Britain.\u201d <em>The Historical Journal <\/em>48, no.1 (2005): 27-63.<\/p>\n<p>&nbsp;<\/p>\n<p>Sramek, Joseph. \u201c&#8221;Face Him like a Briton&#8221;: Tiger Hunting, Imperialism, and British Masculinity in Colonial India, 1800-1875\u201d, <em>Victorian Studies<\/em> 48, no. 4 (2006): 659-680.<\/p>\n<p>&nbsp;<\/p>\n<p>Storey, William K. \u201cBig Cats and Imperialism: Lion and Tiger Hunting in Kenya and Northern India, 1898-1930\u201d, <em>Journal of World History<\/em> 2, no. 2 (1991): 135-173.<\/p>\n<p>&nbsp;<\/p>\n<p>Strahorn, Eric A. <em>An Environmental History of Postcolonial North India<\/em>. New York: Peter Lane, 2009.<\/p>\n<p>&nbsp;<\/p>\n<p>Thapar, Romila. <em>Sakuntala: Texts, Readings, Histories<\/em>. New York: Columbia University Press, 2011.<\/p>\n<p>Trautmann, Thomas R. <em>Elephants and Kings: An Environmental History<\/em>. Chicago: University of Chicago Press, 2015.<\/p>\n<p>Weil, Benjamin. \u201cConservation, Exploitation, and Cultural Change in the Indian Forest Service, 1875-1927.\u201d\u00a0 <em>Environmental History<\/em> 11 (2006): 319-343.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>IMA Syllabus \u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course no. HS 101\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 IMA I Semester<\/strong><\/p>\n<p><strong>Course: Study of History I <\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 4<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course Learning Outcomes: <\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>After completion of this course, the students will be able to:<\/p>\n<p>&nbsp;<\/p>\n<p>1 Estimate the multiple meanings of historical truth and contested nature of history, and identify the relation between history and society (<strong>understand<\/strong>).<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"2\">\n<li>Demonstratehistorical concepts such as facts, causation, generalization, individual in history and the question of objectivity and subjectivity in history to understand various dimensions of human past. (<strong>apply)<\/strong><\/li>\n<li>Understand theory, explanation, verification, the making of historical evidence, the role of narrative and challenges and recent trends in history. (<strong>understand<\/strong>)<\/li>\n<li>Illustrate evolution of historical writing from the early historical period to present times and identity the various trajectories in historiography particularly in modern times. (<strong>Analyze and understand<\/strong>)<\/li>\n<li>Analyze various debates on world history in general and Indian history in particular and question the validation in historical writing. (<strong>analyze<\/strong>)<\/li>\n<li>Demonstrate data collections skill, history writing methodological practices and tools and develop history writing craft using interdisciplinary approaches with a strong sense of research ethics (<strong>apply and create<\/strong>)<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Mapping of Course Learning Outcomes (CLOs) with Program Learning Outcomes (PLOs) and Program specific Outcomes (PSOs<\/strong>):<\/p>\n<p>&nbsp;<\/p>\n<table>\n<tbody>\n<tr>\n<td><\/td>\n<td>PLO<\/p>\n<p>1<\/td>\n<td>PLO<\/p>\n<p>2<\/td>\n<td>PLO<\/p>\n<p>3<\/td>\n<td width=\"16\">PLO<\/p>\n<p>4<\/td>\n<td width=\"16\">PLO<\/p>\n<p>5<\/td>\n<td>PLO<\/p>\n<p>6<\/td>\n<td>PLO<\/p>\n<p>7<\/td>\n<td>PLO<\/p>\n<p>8<\/td>\n<td>PLO<\/p>\n<p>9<\/td>\n<td>PLO<\/p>\n<p>10<\/td>\n<td>PLO<\/p>\n<p>11<\/td>\n<\/tr>\n<tr>\n<td>CLO 1<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\"><\/td>\n<td><\/td>\n<td>1<\/td>\n<td><\/td>\n<td><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>CLO2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\"><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>CLO3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\"><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>CLO4<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\"><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>CLO5<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\"><\/td>\n<td><\/td>\n<td>1<\/td>\n<td><\/td>\n<td><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>CLO6<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\"><\/td>\n<td><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course Description<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>This course is about the methodologyof history writing. It teaches what are the raw materials of history writing and how history is written with the help of evidences. It also discusses the role of historian in the writing of history and what are the limitations on the part of the historian and how does the historian write history within those limitations.<\/p>\n<p><strong><u>Modules: <\/u><\/strong><\/p>\n<p><strong><u>\u00a0<\/u><\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>What is History? Nature, Scope and Purpose of History.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Facts in History. History and Historian. Causation in History.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>III. Acts and Events in History. Bias and Objectivity in History. History and Ancillary Sciences Forms of Historiography. .<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Assessment: <\/strong><\/p>\n<p>The assessment would be on the basis of three midterms and one End semester exam.\u00a0 The three. Midterm assessments can be in the form of classroom tests, term papers and\/or Seminars. End semester would be in the form of an exam and would consist of 60 marks. Midterms would be of 20 marks each and best two midterms would be considered for assessment. Students are expected to ask questions in the classroom and participate in thediscussion. Having own opinion and disagreement with the instructor is encouraged. Students are always welcome to share their problem concerning the course.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><em>\u00a0<\/em><\/strong><\/p>\n<p><strong><em>Reading list <\/em><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Bloch, Marc. <em>The Historian\u2019s Craft<\/em>, New York, 1953.<\/p>\n<p>Braudel, Fernand. <em>On History<\/em>, Chicago, 1980.<\/p>\n<p>Burke, Peter. <em>New Perspectives on Historical Writing<\/em>, Cambridge, 2001.<\/p>\n<p>Bhupendra Yadav<em>, Framing History. Context and Perspectives<\/em>, New Delhi, 2012.<\/p>\n<p>Carr, E.H. <em>What is History?<\/em> With New Introduction by Richard J. Evans.<\/p>\n<p>Hampshire, 2002.<\/p>\n<p>Collingwood, R.G<em>. The Idea of History<\/em>, Reprint Madras, 1985.<\/p>\n<p>Certeau de, Michel. <em>The Writing of History<\/em>, New York: Colombia University Press, reprint, 1992<\/p>\n<p>Elton, G.R. <em>The Practice of History<\/em>, London, 1967. 2nded. 2002.<\/p>\n<p>Toynbee, A.J. <em>A Study of History<\/em>. 2 Volumes, New York: 1965.<\/p>\n<p>Webster, John C.B. An <em>Introduction to History<\/em>, 2nd ed., Delhi: 1981.<\/p>\n<p>Webster, John C.B. <em>Studying History<\/em>, Delhi: 1997.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course no. HS 301\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 IMA III Semester<\/strong><\/p>\n<p><strong>Course:Approaches to World History<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 4<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Course Learning Outcomes:<\/strong><\/p>\n<p>After completing this course, students will be able to:<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"7\">\n<li>Summarize debates about world history writing.<\/li>\n<li>Understand the historical processes of the world and interactions of different geographical spaces and peoples of different societies.<\/li>\n<li>Analyse key historical events in the world history.<\/li>\n<li>Examine the impact of cross cultural trade in the world.<\/li>\n<li>Write a term paper broadly following protocols of research writing like citing, reference and summarising.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Mapping of Course Learning Outcomes (CLOs) with Program Learning Outcomes (PLOs) and Program Specific Outcomes (PSOs<\/strong>):<\/p>\n<table>\n<tbody>\n<tr>\n<td><\/td>\n<td>PLO<\/p>\n<p>1<\/td>\n<td>PLO<\/p>\n<p>2<\/td>\n<td>PLO<\/p>\n<p>2<\/td>\n<td width=\"40\">PLO<\/p>\n<p>4<\/td>\n<td width=\"40\">PLO<\/p>\n<p>5<\/td>\n<td>PLO<\/p>\n<p>6<\/td>\n<td>PLO<\/p>\n<p>7<\/td>\n<td>PLO<\/p>\n<p>8<\/td>\n<td>PLO<\/p>\n<p>9<\/td>\n<td width=\"38\">PLO<\/p>\n<p>10<\/td>\n<td width=\"47\">PLO<\/p>\n<p>11<\/td>\n<\/tr>\n<tr>\n<td>CLO 1<\/td>\n<td>3<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td width=\"40\">2<\/td>\n<td width=\"40\">1<\/td>\n<td>&#8211;<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td width=\"38\">&#8211;<\/td>\n<td width=\"47\">2<\/td>\n<\/tr>\n<tr>\n<td>CLO2<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"40\">3<\/td>\n<td width=\"40\">2<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td width=\"38\">&#8211;<\/td>\n<td width=\"47\">2<\/td>\n<\/tr>\n<tr>\n<td>CLO3<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"40\">2<\/td>\n<td width=\"40\">2<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td width=\"38\">&#8211;<\/td>\n<td width=\"47\">1<\/td>\n<\/tr>\n<tr>\n<td>CLO4<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"40\">2<\/td>\n<td width=\"40\">2<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td width=\"38\">&#8211;<\/td>\n<td width=\"47\">2<\/td>\n<\/tr>\n<tr>\n<td>CLO5<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"40\">2<\/td>\n<td width=\"40\">1<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td width=\"38\">&#8211;<\/td>\n<td width=\"47\">2<\/td>\n<\/tr>\n<tr>\n<td>CLO6<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"40\">2<\/td>\n<td width=\"40\">2<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td width=\"38\">&#8211;<\/td>\n<td width=\"47\">2<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Course Objective: <\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>This courseintroduces the large-scale historical processes of the world and interactions between peoples of different societiesin trans regional or national, continental, hemispheric, and global scales.\u00a0 It focuses a wide spatial lens, though which the entire world taken as unit of analysis. It questions history writing that encapsulated within national frames and challenges the hegemony of conventional theworld historyin narrow temporal framework that examines the developments around the world in a single decade or even a single year.<\/p>\n<p><strong>Moule-1<\/strong>: Zones of Interaction\/Contact\u2013 geographical spaces in which people, ideas and materials have moved and encountered one another. These spaces include oceans, deserts, highland regions and borderlands.<\/p>\n<p><strong>Module-II<\/strong>: Exchanges-Cross-cultural trade and movement of things\/Goods.<\/p>\n<p><strong>Module-III:<\/strong>Mobility\/Movements \u2013biological diffusions,the movement of peopleplants, and diseases.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Readings:<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>Will include the following, or selections from, the following among others:<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Balalachandran,G., Claiming histories beyond nations: Situating global history, The Indian Economic &amp; Social History Review, 2012, vol. 49, issue 2, 247-272.<\/li>\n<li>Bentley, H. \u00a0Jerry&amp;sanjay Subrahmanyam , The construction of a global world, 1400\u20131800 CE, CUP, 2015.<\/li>\n<\/ul>\n<\/li>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Braudel, Fernand, The Perspective of the World, V.3 of Civilization and Capitalism 15th-18th Centuries, California Press 1992.<\/li>\n<\/ul>\n<\/li>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Chaudhuri, K.N.,<em>Asia Before Europe: Economy and Civilsation of the Indian Ocean from the Rise of Islam to AD 1750<\/em>, CUP, 1990.<\/li>\n<li>Christian, David,World History in Context,Journal of World History, Vol. 14, No. 4 (Dec., 2003), pp. 437-458.<\/li>\n<li>Christopher Schmidt- Nowara (2002): Big questions and answers: Three histories of slavery, the slave trade and the Atlantic world, Social History, 27:2, 210-217.<\/li>\n<li>Janel Abu-Lughod<em>, Before European Hegemony: The World System AD 1250-1350<\/em>, N.Y, OUP, 1989,<\/li>\n<li>Frank, A.G. <em>Reorient: Global Economy in the Asian Age<\/em>, California Press and Sage\/Vistaar, 1998,<\/li>\n<li>Frank,A.G and Barry Gills eds. <em>The World System: Five Hundred Years or Five Thousand<\/em>? London and N.Y., Routledge, 1993,<\/li>\n<li>Wallerstein, Immanuel,<em>The Modern World System<\/em>, 3 vols (1974-89), New York, Academic Press.<\/li>\n<li>Lucassen, Leo, Migration and World History: Reaching a New Frontier,IRSH 52 ,2007, pp. 89\u201396.<\/li>\n<li>Nunn, Nathan and Nancy Qian, The Columbian Exchange: A History of Disease, Food, and Ideas The Journal of Economic Perspectives, Vol. 24, No. 2 (Spring 2010), pp. 163-188.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Assessments: <\/strong><\/p>\n<p>Internal Evaluation: 40 marks<\/p>\n<p>Mid-term test-20 Marks.<\/p>\n<p>Book or Article Review\/ Term Paper and Presentation \u2013 20 Marks.<\/p>\n<p>End Semester Examination: 60% (descriptive questions)<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course no. HS 352\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 IMA VI Semester<\/strong><\/p>\n<p><strong>Course:<\/strong><strong>Contemporary India: 1947 to 1990<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 4<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Course Learning Outcomes:<\/strong><\/p>\n<p>After completing this course, students will be able to:<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"12\">\n<li>Describe key themes in the contemporary history of India(<strong>Understand<\/strong>)<\/li>\n<li>Examine the important social, and political developments of India after Independence (<strong>Analyze<\/strong><strong>).<\/strong><\/li>\n<li>Analyse the Challenges to Indian Democracy (<strong>Analyze<\/strong>).<\/li>\n<li>Assess the Economic Development of India after Independence to till 1990s (<strong>Evaluate<\/strong>).<\/li>\n<li>Explain the new social movements-Anti-caste, Feminist and Environmental movements (Understand)<\/li>\n<li>Write a term paper broadly following protocols of research writing like citing, reference and summarising (<strong>Create<\/strong>).<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Mapping of Course Learning Outcomes (CLOs) with Program Learning Outcomes (PLOs) and Program Specific Outcomes (PSOs<\/strong>):<\/p>\n<table>\n<tbody>\n<tr>\n<td><\/td>\n<td>PLO<\/p>\n<p>1<\/td>\n<td>PLO<\/p>\n<p>2<\/td>\n<td>PLO<\/p>\n<p>3<\/td>\n<td width=\"40\">PLO<\/p>\n<p>4<\/td>\n<td width=\"40\">PLO<\/p>\n<p>5<\/td>\n<td>PLO<\/p>\n<p>6<\/td>\n<td>PLO<\/p>\n<p>7<\/td>\n<td>PLO<\/p>\n<p>8<\/td>\n<td>PLO<\/p>\n<p>9<\/td>\n<td width=\"38\">PLO<\/p>\n<p>10<\/td>\n<td width=\"47\">PLO<\/p>\n<p>11<\/td>\n<\/tr>\n<tr>\n<td>CLO 1<\/td>\n<td>3<\/td>\n<td>3<\/td>\n<td>3<\/td>\n<td width=\"40\">2<\/td>\n<td width=\"40\">1<\/td>\n<td>&#8211;<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td width=\"38\">&#8211;<\/td>\n<td width=\"47\">2<\/td>\n<\/tr>\n<tr>\n<td>CLO2<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td>3<\/td>\n<td width=\"40\">3<\/td>\n<td width=\"40\">2<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td width=\"38\">&#8211;<\/td>\n<td width=\"47\">2<\/td>\n<\/tr>\n<tr>\n<td>CLO3<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"40\">2<\/td>\n<td width=\"40\">2<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td width=\"38\">&#8211;<\/td>\n<td width=\"47\">1<\/td>\n<\/tr>\n<tr>\n<td>CLO4<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"40\">2<\/td>\n<td width=\"40\">2<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td width=\"38\">&#8211;<\/td>\n<td width=\"47\">2<\/td>\n<\/tr>\n<tr>\n<td>CLO5<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"40\">2<\/td>\n<td width=\"40\">1<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td width=\"38\">&#8211;<\/td>\n<td width=\"47\">2<\/td>\n<\/tr>\n<tr>\n<td>CLO6<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"40\">2<\/td>\n<td width=\"40\">2<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td width=\"38\">&#8211;<\/td>\n<td width=\"47\">2<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Objective of the Course:<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>This course examines the important political, social and economic developments of India during the last sixty years by employing both historical and interdisciplinary perspectives. It will address the phenomenon of increasing democratic participation in the Indian political society and its contradiction with a state policy that has tended to favor the political elites.\u00a0 It will seek to spell out both the achievements and the shortcomings of independent India and assess their relative significance from an objective historical vantage point, so far as it is possible.<\/p>\n<p>Course Outline:<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Colonial Rule and Linkages with Contemporary India<\/li>\n<li>Challenges to Indian Democracy-Communalism, regionalism<\/li>\n<li>Role of Regional Elites in the Political Society<\/li>\n<li>Mixed Economy and the Role of State in Economic Development<\/li>\n<li>Impact of Economic Liberalization Policies and Uneven Sectoral Growth, New capitalist class<\/li>\n<li>New Social Movements-Anti-caste, Feminist and Environmental movements<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>Unit-1:<\/u>Introduction to Contemporary Indian History<\/strong><\/p>\n<p><em>Readings<\/em><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Ramachandra Guha, &#8220;Prologue: Unnatural Nation.&#8221;<\/li>\n<li>Ramachandra Guha, The Challenge of Contemporary History, <strong><em>Economic and Political Weekly,<\/em><\/strong> 43, No. 26\/27 (Jun. 28 &#8211; Jul. 11, 2008), pp. 192-200<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong><u>\u00a0<\/u><\/strong><\/p>\n<p><strong><u>Unit-2: <\/u>India on the Eve of Independence: Idea of India,colonial and nationalist legacies, partition.<\/strong><\/p>\n<p>Readings<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Ramachandra Guha, Chapters 1 and 2<\/li>\n<li>Bipin Chandra, India since Independence, Chapter -2 and 3<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h1>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Movie-GaramHawa (Hindi) 1974<\/h1>\n<h1>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Screening BBC Documentary on Partition<\/h1>\n<p><strong>Unit-3: Indian Republic and Constitution<\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Ramachandra Guha, India after Gandhi, Chapter-6<\/li>\n<li>Bipin Chandra- India since Independence, Chapter -4<\/li>\n<li>Arvind Elangovan, Making of the Indian Constitution: A Case for a Non-nationalist Approach (article)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Unit-3: New Nation: Desires and Discontents<\/strong><\/p>\n<p><strong>Indian Political Structure<\/strong>,<strong> National Integration and Princely states <\/strong><\/p>\n<p><strong>Issue of language and formation of Linguistic states<\/strong><\/p>\n<p>Readings<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Ramachandra Guha, Chapters &#8211; 3, 4, &amp; 5.<\/li>\n<li>Bipin Chandra- India since Independence, Chpater-7 &amp;8<\/li>\n<li>Paul Brass, Routledge Handbook of South Asian Politics<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Unit-4: Ruling the Republic-Nehru Era<\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Ramachandra Guha, Chapters-7-13.<\/li>\n<li><em>Screening of <\/em>a documentary \u201cDynasty: The Nehru-Gandhi Story\u201d <a href=\"https:\/\/www.youtube.com\/watch?v=tshyh8DnJzI&amp;t=3503s\">https:\/\/www.youtube.com\/watch?v=tshyh8DnJzI&amp;t=3503s<\/a><\/li>\n<li>John Harris in Routledge Handbook of South Asian Politics by Paul Brass Chapter-4,<\/li>\n<li>Sunil Khilani\u2019s Idea of India- chapter on Democracy<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Unit-5 INDIA AFTER NEHRU: POPULISM AND ITS DANGERS<\/strong><\/p>\n<p><em>Readings<\/em><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Ramachandra Guha, Chapters 18-20.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Unit-6: <\/strong><strong>Economy: planned economy debates, green revolution, liberalization and Globalisation<\/strong><\/p>\n<p>Readings:<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Bipin Chandra-India After Gandhi, Chapter -25,26,27&amp;39.<\/li>\n<li>Benjamin Zachariah, Developing India: An Intellectual and Social History C.1930-50, OUP, New Delhi, 2005, Chapter-4-5.<\/li>\n<li>Rothermund, Dietmar. An economic history of India, chapter-10,11<\/li>\n<li>Sugata Bose and Ayesha\u00a0 Jalal, Modern South Asia:\u00a0 History, Culture Political Economy, OUP, Delhi, 2004 Lloyd and Susanne Hober Rudolph, In Pursuit of Lakshmi: The Political Economy of the Indian State, Chicago University Press, Chicago, 1987.<\/li>\n<li>Francine R. Frankel, India\u2019s Political Economy 1947-2004: The Gradual Revolution, New Delhi, 2005.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Unit-6: Critical Themes -Class, Caste question and Gender inequalities, Ecology and environmentalism, Popular Culture <\/strong><\/p>\n<p>Readings<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Age of Inequality, P.Sainath in India Another Millennium?, (Ed.) RomilaThapar, Penguin Books, 2000, pp.152-168.<\/li>\n<li>Annihilation of Caste by B.R. Ambedkar<\/li>\n<li>Amartya Sen, \u201cClass in India.\u201d Argumentative Indian (Penguin, 2005), pp 204-209<\/li>\n<li>Urvashi Butalia, \u201cWomen\u2019s Movement in India: Action and Reflection.\u201d<\/li>\n<li>Ecological Conflicts and the Environmental Movement in India by MadhavGadgil and\u00a0 Ramachandra Guha<\/li>\n<li>Perry Anderson, The Indian Ideology, Three Essays Press, 2012<\/li>\n<li>RamchandraGuha, India after Gandhi, Chapter-30<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Assessments: <\/strong><\/p>\n<p>Internal Evaluation: 40 marks<\/p>\n<p>Mid-term test-20 Marks.<\/p>\n<p>Book \/ Article Review\/ Term Paper \u2013 20 Marks.<\/p>\n<p>End Semester Examination: 60% (descriptive questions)<\/p>\n<p>&nbsp;<\/p>\n<p>* Note: Individual teachers may recommend, in addition, supplementary and other readings for the course.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course no. HS 251\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 IMA II Semester<\/strong><\/p>\n<p><strong>Course:<\/strong><strong>Introduction to History and Society in India-II<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 4<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course Learning Outcomes: <\/strong><\/p>\n<p>After completion of this course, the students will be able to:<\/p>\n<p>1 Estimate the nature of medieval Indian history, and identify the relation between history and society (<strong>understand<\/strong>).<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"2\">\n<li>Demonstrate historical concepts such as Iqta, Urban Revolution, Mansabdari, Jagirdari, Zamindari, Dadni System, Jajmani System etc. to understand various dimensions of human past. (<strong>apply)<\/strong><\/li>\n<li>Understand theory, explanation, verification, the making of medieval India, the role of narrative and challenges and recent trends in medieval Indian history. (<strong>understand<\/strong>)<\/li>\n<li>Illustrate making of society and its relationship with the evolution of culture and its different forms. Relationship between past and present and bearing of medieval on the present. (<strong>Analyse and understand<\/strong>)<\/li>\n<li>Analyse various debates on disintegration of Mughal empire in general and Indian history in particular and question the method of history writing done over a period of time. (<strong>analyse<\/strong>)<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Mapping of Course Learning Outcomes (CLOs) with Program Learning Outcomes (PLOs) and Program Specific Outcomes (PSOs<\/strong>):<\/p>\n<table>\n<tbody>\n<tr>\n<td><\/td>\n<td>PLO<\/p>\n<p>1<\/td>\n<td>PLO<\/p>\n<p>2<\/td>\n<td>PLO<\/p>\n<p>2<\/td>\n<td width=\"40\">PLO<\/p>\n<p>4<\/td>\n<td width=\"40\">PLO<\/p>\n<p>5<\/td>\n<td>PLO<\/p>\n<p>6<\/td>\n<td>PLO<\/p>\n<p>7<\/td>\n<td>PLO<\/p>\n<p>8<\/td>\n<td>PLO<\/p>\n<p>9<\/td>\n<td width=\"38\">PLO<\/p>\n<p>10<\/td>\n<td width=\"47\">PLO<\/p>\n<p>11<\/td>\n<\/tr>\n<tr>\n<td>CLO 1<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"40\">2<\/td>\n<td width=\"40\"><\/td>\n<td>&#8211;<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td width=\"38\">1<\/td>\n<td width=\"47\">1<\/td>\n<\/tr>\n<tr>\n<td>CLO2<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"40\">3<\/td>\n<td width=\"40\"><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td width=\"38\">1<\/td>\n<td width=\"47\">1<\/td>\n<\/tr>\n<tr>\n<td>CLO3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"40\">2<\/td>\n<td width=\"40\"><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td width=\"38\">&#8211;<\/td>\n<td width=\"47\">1<\/td>\n<\/tr>\n<tr>\n<td>CLO4<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"40\">2<\/td>\n<td width=\"40\"><\/td>\n<td><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td width=\"38\">&#8211;<\/td>\n<td width=\"47\">1<\/td>\n<\/tr>\n<tr>\n<td>CLO5<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"40\">2<\/td>\n<td width=\"40\"><\/td>\n<td>1<\/td>\n<td><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td width=\"38\">&#8211;<\/td>\n<td width=\"47\">1<\/td>\n<\/tr>\n<tr>\n<td>CLO6<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"40\">2<\/td>\n<td width=\"40\"><\/td>\n<td>1<\/td>\n<td><\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td width=\"38\">&#8211;<\/td>\n<td width=\"47\">1<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course Description<\/strong><\/p>\n<p>This is a survey course intended to familiarize students with the medieval period of Indian History. The course covers the period between 11<sup>th<\/sup> Century to 18<sup>th<\/sup> century of Indian History. It gives the students an understanding of Polity and the building of empires in this period. It also looks into social formation and making of cultures in the period. It explains the methods of production and the status of producers and their role and position in the society.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Unit1<\/strong><\/p>\n<p>Establishment of Delhi Sultanate, Alauddin Khilji\u2019s Reforms, Muhammad bin Tughlaq\u2019s Schemes, Firuz Shah Tughlaq\u2019s measures, System of Administration<\/p>\n<p><strong>Unit 2<\/strong><\/p>\n<p>Coming of Mughals- Mughal State- Mansabdari, Jagirdari, Zamindari, Land Revenue Administration.\u00a0 Regional Empires- Malik Ambar\u2019s Revenue Administration<\/p>\n<p>Mughal Administration.<\/p>\n<p><strong>Unit 3<\/strong><\/p>\n<p>Medieval Indian Economy- System of Production a) Agricultural b) Non Agricultural<\/p>\n<p>Banking System, Process of Urbanization.<\/p>\n<p><strong>Unit 4<\/strong><\/p>\n<p>Social Structure, Art &amp; Architecture, Sufi &amp; Bhakti Movement<\/p>\n<p><strong>Assessment: <\/strong><\/p>\n<p>The assessment would be on the basis of three midterms and one End semester exam.\u00a0 The three. Midterm assessments can be in the form of classroom tests, term papers and\/or Seminars. End semester would be in the form of an exam and would consist of 60 marks. Midterms would be of 20 marks each and best two midterms would be considered for assessment. Students are expected to ask questions in the classroom and participate in the discussion. Having own opinion and disagreement with the instructor is encouraged. Students are always welcome to share their problem concerning the course.<\/p>\n<p><strong>Suggested Readings<\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Satish Chandra, <strong><em>Medieval India<\/em><\/strong>, Part 1 &amp; 2, Delhi, 2004.<\/li>\n<li>Mohammad Habib &amp; K A Nizami, <strong><em>Comprehensive History of India<\/em><\/strong> v, Delhi, 1970.<\/li>\n<li>Sunil Kumar, <strong><em>The Emergence of the Delhi Sultanate<\/em><\/strong>, Delhi, 2007.<\/li>\n<li>J F Richards, <strong><em>The New Cambridge History of India: The Mughal Empire<\/em><\/strong>, Cambridge, 1996.<\/li>\n<li>Audre Trushke, <strong><em>Aurangzeb: The Man and the Myth<\/em><\/strong>, Delhi, 2017.<\/li>\n<li>Irfan Habib, <strong><em>The Agrarian System of Mughal India<\/em><\/strong>, Delhi, 1999.<\/li>\n<li>Tapan Raychaudhari &amp; Irfan Habib (ed), <strong><em>The Cambridge Economic History of India<\/em><\/strong>, vol.1, Delhi, 1982.<\/li>\n<li>S Nurul Hasan, <strong><em>Religion, State and Society in Medieval India<\/em><\/strong>, Delhi, 2008.<\/li>\n<li>K M Ashraf, <strong><em>Life and conditions of People of Hindustan<\/em><\/strong>, Delhi, 1970.<\/li>\n<li>S A A Rizvi, <strong><em>A History of Sufism in India<\/em><\/strong>, vol.1, Delhi, 1997.<\/li>\n<li>S A A Rizvi, <strong><em>The Wonder that was India<\/em><\/strong>, vol.2, Delhi, 1987.<\/li>\n<li>Percy Brown, <strong><em>Indian Architecture<\/em><\/strong>, Bombay, 1981.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course no. HS 301\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 MA V Semester<\/strong><\/p>\n<p><strong>Course: <\/strong><strong>Introduction to History and Society in India-III<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 4<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>After the completion of the course, the students will be able to:<\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"16\">\n<li>Understand colonial and modern history of India since the East India Company period to until 1947. <strong>(Understand)<\/strong><\/li>\n<li>Able to develop abilities to think critically, and assess and evaluate the subject of a given topic. <strong>(apply, analyse)<\/strong><\/li>\n<li>Analyse and utilise scholarly articles and books related to major debates of each lecture theme, and develop their understanding and individual point of view. <strong>(analyse)<\/strong><\/li>\n<li>Acquaint themselves with understanding certain new themes related to colonial modern Indian history, but will know how to write a book review. <strong>(understand, apply, create)<\/strong><\/li>\n<li>Follow history referencing style, knowledge between primary sources and secondary sources, understanding different historiographical positions, and conducting research and writing about a historical topic. Able to gather and synthesize information from a wide variety of sources, think critically and present their ideas in a lucid written format. <strong>(apply, analyse, create)<\/strong><\/li>\n<li>Students will be able to organize their schedule, and work independently. <strong>(apply)<\/strong><\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Mapping of Course Learning Outcomes (CLOs) with Program Learning Outcomes (PLOs) and Program Specific Outcomes (PSOs<\/strong>):<\/p>\n<table>\n<tbody>\n<tr>\n<td><\/td>\n<td>PLO<\/p>\n<p>1<\/td>\n<td>PLO<\/p>\n<p>2<\/td>\n<td>PLO<\/p>\n<p>3<\/td>\n<td width=\"16\">PLO<\/p>\n<p>4<\/td>\n<td width=\"16\">PLO<\/p>\n<p>5<\/td>\n<td>PLO<\/p>\n<p>6<\/td>\n<td>PLO<\/p>\n<p>7<\/td>\n<td>PLO<\/p>\n<p>8<\/td>\n<td>PLO<\/p>\n<p>9<\/td>\n<td>PLO<\/p>\n<p>10<\/td>\n<td>PLO<\/p>\n<p>11<\/td>\n<\/tr>\n<tr>\n<td>CLO 1<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\">2<\/td>\n<td>3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td><\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>CLO2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>3<\/td>\n<td width=\"16\"><\/td>\n<td width=\"16\"><\/td>\n<td><\/td>\n<td>2<\/td>\n<td><\/td>\n<td>2<\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td>CLO3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>3<\/td>\n<td width=\"16\">3<\/td>\n<td width=\"16\">1<\/td>\n<td>2<\/td>\n<td><\/td>\n<td>2<\/td>\n<td><\/td>\n<td><\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>CLO4<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td width=\"16\"><\/td>\n<td width=\"16\"><\/td>\n<td>2<\/td>\n<td><\/td>\n<td><\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>CLO5<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"16\">2<\/td>\n<td width=\"16\">2<\/td>\n<td><\/td>\n<td><\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>CLO6<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td width=\"16\"><\/td>\n<td width=\"16\"><\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course outline: <\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Unit I<\/strong> <strong>\u2013 18<sup>th<\/sup> Century India and the East India Company Period<\/strong><\/p>\n<p>First module offers an introductory outline of what is debates on 18<sup>th<\/sup> Century India \u2013 was it a dark period or a period of transition towards modernity (i.e., change and continuity thesis) as argued by different schools of historical thought? The economic, maritime and mercantilist phase of the East Indian Company in colonial India will be discussed.\u00a0 The unit covers themes like how did the East India Company (EIC) rise to commercial and political prominence? What is private trade and Company trade during the early phase of colonialism? What is the history of port cities in the age of colonialism and maritime &amp; trade expansion, for example, the emergence of Madras, Bombay and Calcutta as port cities during the 17th and 18th Centuries? Understanding the historical and ideological trajectory of British rule Indi: Is it based on an \u201cofficial ideology\u201d or \u201clocal realities\u201d? The current debates in the historiography, with the case studies of Cornwallis\u2019 Permanent Settlement and Thomas Munro\u2019s Ryotwari system will be explained.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Unit II \u2013 History of Socio-Cultural Reform movements in Colonial India, introduction of book reviews, the history of Thuggee, the Kanpur Massacres in the Indian Revolt of 1857<\/strong><\/p>\n<p>Second module will introduce the debates on Sati in colonial India based on Anand Yang\u2019s and Lata Mani\u2019s writings regarding the contentious religious and cultural practices in 18<sup>th<\/sup> and early 19<sup>th<\/sup> century India, and how the British colonizers took advantage of these towards consolidating their rule. \u201cEmpire and Information: Intelligence Gathering and Social Communication in India, 1780-1870\u201d &#8211; A review of Christopher Bayly\u2019s book will be told to the students regarding how to write a book review, but also understand history beneath this process. Likewise, David Hardiman\u2019s book \u201cHistories for the Subordinated\u201d will be introduced to the IMAs to understand an alternative reading of history, moving beyond the mainstream genre.\u00a0 \u201cThe Deconstructed Stranglers: A Reassessment of Thuggee\u201d will be analyzed to understand colonial policing and ideological construction of the Raj on Indian law and order problems. The Kanpur Massacres in India in the Revolt of 1857 will be debated and discussed.<\/p>\n<p>The history of social, religious and cultural reform movements in nineteenth century India will be taught. The life, intellectual and social contributions of Raja Rammohun Roy, Iswarchandra Vidyasagar, and Brahmo Samaj in colonial Bengal will be analyzed. Kandukuri Viresalingam and the socio-cultural reform in colonial Andhra, a transformative movement among<\/p>\n<p>the Hindu untouchables &#8211; Nadars and Christianity in colonial southern India, the life and social reform under the leadership of Mahatma Jyotirao Phule and Savitribai Phule in Maharashtra, Theosophical society in southern India, Swami Dayanand\u2019s Arya Samaj in north-western India will be illuminated.<\/p>\n<p><strong>Unit III \u2013 Maharaja Ranjitsinhji\u2019s Politics of Race and Gender, Economic Consequences of British Colonialism,<\/strong> <strong>Colonial Architecture, Education and the Spatial Dimension of Play in Modern India (1860-1910), Indian National Movement (1885-1947).<\/strong><\/p>\n<p>Third unit will introduce a new theme of the history of Maharaja Ranjitsinhji\u2019s politics of race and gender in understanding princely politics of India in relation to British Raj. \u00a0The history of education\/debates during the East India Company period in India (1780-1850), the cult of athleticism, masculinity and education in the Victorian Public Schools in Britain, colonial architecture, education and the spatial dimension of play in modern India (1860-1910). The economic critique of British colonialism and the drain theory of Dadabhai Naoroji. The formation of early Indian intellectuals, the foundation of Indian National Congress, the moderate, extremist, and swadeshi boycott movements. The Gandhian phase of Indian national movement, \u00a0Jallianwala Bagh of 1919, the Champaran Satyagraha of 1917, the Non-Cooperation and Khilafat movements of the 1920s, the Civil Disobedience Movement of 1930, Quit-India movement of 1942 and Cripps India mission. Other tribal, rural, and regional struggles against the British colonial rule during early 20<sup>th<\/sup> Century.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Evaluation methods:<\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol start=\"4\">\n<li>Three internal assessments will be conducted, each for 20 marks. Best of the two are taken for final evaluation, which constitutes total 40 marks.<\/li>\n<li>The internal evaluation would comprise of any of the following modes for assessment: (informed to the students in advance, at the beginning of the course), such as, Tests, Term papers, Seminars, Project Reports, Book reviews, and Discussions.<\/li>\n<li>The end semester exam is for 60 marks for the duration of 3 hours. Three essay type answers are expected to be written, out of six questions, which would test a student\u2019s critical thinking skills, analytical ability, knowledge of the subject, and an ability to synthesize overall information within a stipulated time period.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Learning outcomes:<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Bibliography<\/strong><\/p>\n<p>Argov, Daniel. <em>Moderates and Extremist in the Indian Nationalist Movement 1883-1920<\/em>. Bombay: Asia Publishing House, 1967.<\/p>\n<p>Bandyopadhyay, Sekhar. <em>From Plassey to Partition: A History of Modern India<\/em>. Hyderabad: Orient Longman, 2004.<\/p>\n<p>Bayly, Christopher. <em>Empire and Information: Intelligence Gathering and Social Communication in India, 1780-1870<\/em>. Cambridge, CUP, 1996.<\/p>\n<p>Chandra, Bipan. <em>History of Modern India<\/em>. Hyderabad: Orient BlackSwan, 2009.<\/p>\n<p>Chandra, Bipan, <em>India\u2019s Struggle for Independence. <\/em>Delhi: Penguin, 1989.<\/p>\n<p>Desai, A.R. <em>Social Background of Indian Nationalism<\/em>. Bombay: Popular Prakashan, reprint 2010.<\/p>\n<p>Dutt, Romesh. <em>The Economic History of India under British Rule. <\/em>Great Britain: Kegan Paul, Trench, Trubner, 1902.<\/p>\n<p>Elam, Daniel, J. \u201cCommonplace Anti-Colonialism: Bhagat Singh\u2019s Jail, Notebook and the Politics of Reading,\u201d <em>Journal of South Asian Studies<\/em>, DOI: 10.1080\/00856401.2016.1193796<\/p>\n<p>English, Barbara. \u201cDebate: the Kanpur massacres in India in the revolt of 1857.\u201d <em>Past &amp; Present<\/em> 142, no.1 (1994): 169-178.<\/p>\n<p>Erikson, Emily. Between Monopoly and Free Trade: The English East India Company, 1600-1757. Princeton: Princeton University Press, 2014.<\/p>\n<p>Gupta, P. C. <em>Nana Sahib and the Rising at Cavmpore<\/em>. Oxford: Oxford University Press, 1963.<\/p>\n<p>Hardiman, David. <em>Histories for the Subordinated<\/em>. London; New York: Seagull Books, 2007.<\/p>\n<p>Jones, Kenneth W. <em>Arya Dharm: Hindu Consciousness in 19<sup>th<\/sup> Century Punjab<\/em>. Berkeley: University of California Press, 1976.<\/p>\n<p>Jones, Kenneth W. <em>The New Cambridge History of India 3-1: Socio-Religious Reform Movements in British India<\/em>. Cambridge: CUP, 1989, reprint 2006.<\/p>\n<p>Mandala, Vijaya Ramadas. \u201cColonialism, Education, and the Spatial Dimension of Play \u2013 the Creation of Middle Class Space at Schools and Colleges in Modern India (1790\u20131910).\u201d <em>The Historian<\/em> 80, no.1 (2018): 34-85, DOI: 10.1111\/hisn.12753<\/p>\n<p>Mani, Lata. \u201cContentious Traditions: The Debate on Sati in Colonial India.\u201d <em>Cultural Critique<\/em> 7, The Nature and Context of Minority Discourse II (Autumn, 1987): 119-156.<\/p>\n<p>Mukherjee, Rudrangshu. \u201c\u2018Satan Let Loose upon Earth\u2019: The Kanpur Massacres in India in the Revolt of 1857.\u201d <em>Past &amp; Present<\/em> 128 (August, 1990): 92-116.<\/p>\n<p>Panikkar, K.N. \u201cCulture and Consciousness in Modern India: A Historical Perspective.\u201d <em>Social Scientist<\/em> 18, no. 4 (April, 1990): 3-32<\/p>\n<p>Ray, Rajat Kanta. <em>Entrepreneurship and Industry in India, 1800-1947<\/em>. Delhi: Oxford University Press, 1992.<\/p>\n<p>Roy, Tirthankar. \u201cTrading Firms in Colonial India.\u201d <em>Business History Review<\/em> 88 (Spring 2014): 9\u201342.<\/p>\n<p>Sarkar, Sumit, <em>Modern India<\/em>. Delhi: Macmillan, 1989.<\/p>\n<p>Sajid, Nida. <em>Myth, Language, Empire: The East India Company and the Construction of British India, 1757-1857<\/em> (2011). Electronic Thesis and Dissertation Repository 153. <a href=\"https:\/\/ir.lib.uwo.ca\/etd\/153\">https:\/\/ir.lib.uwo.ca\/etd\/153<\/a><\/p>\n<p>Sen, Satadru. \u201cChameleon Games: Ranjitsinhji&#8217;s Politics of Race and Gender.\u201d <em>Journal of Colonialism and Colonial History<\/em> 2, no. 3 (2001): 1-42. doi:10.1353\/cch.2001.0049.<\/p>\n<p>Stokes, E.T. \u201cBureaucracy and Ideology: Britain and India in the Nineteenth Century.\u201d <em>Transactions of the Royal Historical Society<\/em> 30 (1980): 131-156.<\/p>\n<p>Tripathi, Amales and Amitava Tripathi. <em>Indian National Congress and the Struggle for Freedom: 1885-1947<\/em>. New Delhi: OUP, 2014.<\/p>\n<p>Tripathi, Amales. <em>The Extremist Challenge<\/em>. Calcutta: Orient Longman, 1967.<\/p>\n<p>Viswanathan, Gauri. <em>Masks of Conquest<\/em>. Columbia: Columbia University Press, 2015.<\/p>\n<p>Wagner, Kim A. \u201cThe Deconstructed Stranglers: A Reassessment of Thuggee.\u201d <em>Modern Asian Studies<\/em> 38 (October 2004): 931-963.<\/p>\n<p>Yang, Anand A. \u201cWhose Sati?: Widow Burning in Early 19<sup>th<\/sup> Century India.\u201d <em>Journal of Women&#8217;s History<\/em> 1, no. 2 (Fall 1989): 8-33.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course no. HS 201\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 IMA IV Semester<\/strong><\/p>\n<p><strong>Course: <\/strong><strong>Introduction to History and Society in India &#8211; 1<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 4<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Course Learning Outcomes: <\/strong><\/p>\n<p>After completion of this course, the students will be able to: The students will be able to<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Demonstrate a coherent and systematic understanding of various issues related to ancient India. (Remembering and understanding)<\/li>\n<li>Have an overview of how historians employ the different methods of analyzing the different facets of Ancient India based on types of sources like literature,epigraphy and archaeology. (Applying)<\/li>\n<li>Communicate the major elements of the ancient Indian civilization and their views and ideas with clarity of thought, lucidity of expression and logical rigour. (Applying)<\/li>\n<li>Demonstrate critical and reflective thinking, by contextualizing the examples from ancient India as found in the secondary readings. (Apply Analyse, and Evaluate)<\/li>\n<li>Familiarize oneself with examples of how historians analyze problems, approach them from diverse points of view, offer multiple solutions and assess proposed solutions regarding the development of economy and society in ancient India. (Analyse, Evaluate and Create)<\/li>\n<li>They would be able to display independent thinking, adopt positions of their own regarding the current issues in the history of ancient India based on secondary works and understand how each of them respond to questions in ancient India. (Creating)<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Mapping of Course Learning Outcomes (CLOs) with Program Learning Outcomes (PLOs) and Program Specific Outcomes (PSOs<\/strong>):<\/p>\n<table width=\"660\">\n<tbody>\n<tr>\n<td width=\"60\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>PLO-1<\/strong><\/td>\n<td width=\"54\"><strong>PLO-2<\/strong><\/td>\n<td width=\"54\"><strong>PLO-3<\/strong><\/td>\n<td width=\"54\"><strong>PLO-4<\/strong><\/td>\n<td width=\"54\"><strong>PLO-5<\/strong><\/td>\n<td width=\"54\"><strong>PLO-6<\/strong><\/td>\n<td width=\"54\"><strong>PLO-7<\/strong><\/td>\n<td width=\"54\"><strong>PLO-8<\/strong><\/td>\n<td width=\"54\"><strong>PLO-9<\/strong><\/td>\n<td width=\"61\"><strong>PLO-10<\/strong><\/td>\n<td width=\"60\"><strong>PLO-11<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-1<\/strong><\/td>\n<td width=\"46\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-2<\/strong><\/td>\n<td width=\"46\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-3<\/strong><\/td>\n<td width=\"46\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-4<\/strong><\/td>\n<td width=\"46\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-5<\/strong><\/td>\n<td width=\"46\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-6<\/strong><\/td>\n<td width=\"46\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"61\"><strong>\u00a0<\/strong><\/td>\n<td width=\"60\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Course Objective<\/strong>:<\/p>\n<p>&nbsp;<\/p>\n<p>This introductory course on Indian History and Society essentially aims at grounding the students in the beginnings of Indian civilization. The maturing of pre and proto historic cultures into the Indus Valley civilization spanning the entire South Asia, followed by the vedic culture will be introduced to the students.\u00a0 The study of Mauryan period helps the student to understand the first all India Empire and the Gupta age shows the high water mark of Indian civilization.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Course Outline<\/strong>:<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Pre and Proto Historic Cultures of India<\/li>\n<li>Indus Valley Civilization<\/li>\n<li>Vedic and Later Vedic Society<\/li>\n<li>Mauryan Period<\/li>\n<li>Society and Culture During the Post-Mauryan Period<\/li>\n<li>Gupta Age<\/li>\n<li>Rise of Regional Kingdoms<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Selected Readings*:<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>A.L. Basham\u00a0\u00a0\u00a0\u00a0 : <em>The wonder that was India<\/em>, New Delhi 1996.<\/li>\n<li>R.C. MajumdarAncient India, New Delhi, 1977.<\/li>\n<li>RomilaThapar\u00a0\u00a0 : A History of India Vol1,Delhi,1966.<\/li>\n<li>D.D. Kosambi:\u00a0 <em>Introduction to Indian History<\/em>, Bombay, 1966.<\/li>\n<li>UpinderSingh :A History of Ancient and Early Medieval India: From the Stone Age to the 12<sup>th<\/sup> century, New Delhi, 2008.<\/li>\n<li>K.A NilakantaSastri :A history of South India from prehistoric times to the fall of Vijayanagar, Madras, 1958.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>* Note: Individual teachers may recommend, in addition, supplementary and other readings for the course.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course no. HS 351\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 IMA V Semester<\/strong><\/p>\n<p><strong>Course: <\/strong><strong>Religion and Society in the Medieval World<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 4<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course Learning Outcomes: <\/strong><\/p>\n<p>After completion of this course, the students will be able to:<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Demonstrate a coherent and systematic understanding of various religious traditions in the medieval world. (Remembering and understanding)<\/li>\n<li>Employ the different methods of analyzing the schools and forms of religious expression in the world . (Applying)<\/li>\n<li>Communicate the views and ideas of the religious traditions with clarity of thought, lucidity of expression and logical rigour. (Applying)<\/li>\n<li>Demonstrate critical and reflective thinking, by contextualizing the examples from major and minor religions. (Apply Analyse, and Evaluate)<\/li>\n<li>Analyse problems, approach them from diverse points of view, offer multiple solutions and assess proposed solutions regarding the spread of religions in medieval world and the conflicts that arose. (Analyse, Evaluate and Create)<\/li>\n<li>They would be able to display independent thinking, adopt positions of their own regarding the current issues in the history of feudalism and the definitive ideas of the links between society and religion in the medieval world. (Creating)<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Mapping of Course Learning Outcomes (CLOs) with Program Learning Outcomes (PLOs) and Program Specific Outcomes (PSOs<\/strong>):<\/p>\n<table>\n<tbody>\n<tr>\n<td><\/td>\n<td>PLO<\/p>\n<p>1<\/td>\n<td>PLO<\/p>\n<p>2<\/td>\n<td>PLO<\/p>\n<p>3<\/td>\n<td width=\"40\">PLO<\/p>\n<p>4<\/td>\n<td width=\"40\">PLO<\/p>\n<p>5<\/td>\n<td>PLO<\/p>\n<p>6<\/td>\n<td>PLO<\/p>\n<p>7<\/td>\n<td>PLO<\/p>\n<p>8<\/td>\n<td>PLO<\/p>\n<p>9<\/td>\n<td width=\"38\">PLO<\/p>\n<p>10<\/td>\n<td width=\"47\">PLO<\/p>\n<p>11<\/td>\n<\/tr>\n<tr>\n<td>CLO 1<\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td width=\"40\">1<\/td>\n<td width=\"40\">1<\/td>\n<td>2<\/td>\n<td><\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td width=\"38\">&#8211;<\/td>\n<td width=\"47\">2<\/td>\n<\/tr>\n<tr>\n<td>CLO2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td width=\"40\">1<\/td>\n<td width=\"40\">2<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td width=\"38\">&#8211;<\/td>\n<td width=\"47\">2<\/td>\n<\/tr>\n<tr>\n<td>CLO3<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"40\">2<\/td>\n<td width=\"40\">2<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td width=\"38\">&#8211;<\/td>\n<td width=\"47\">1<\/td>\n<\/tr>\n<tr>\n<td>CLO4<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"40\">2<\/td>\n<td width=\"40\">2<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td width=\"38\">&#8211;<\/td>\n<td width=\"47\">2<\/td>\n<\/tr>\n<tr>\n<td>CLO5<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"40\">2<\/td>\n<td width=\"40\">1<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td width=\"38\">&#8211;<\/td>\n<td width=\"47\">2<\/td>\n<\/tr>\n<tr>\n<td>CLO6<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td width=\"40\">2<\/td>\n<td width=\"40\">2<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td width=\"38\">&#8211;<\/td>\n<td width=\"47\">2<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong><u>\u00a0<\/u><\/strong><\/p>\n<p><strong><u>Course Objective<\/u><\/strong><u>:<\/u><\/p>\n<p>This course seeks to familiarize students with the broad developments in religion and the socio-economic process during the medieval period in different parts of the World.\u00a0 Concentrating primarily on Europe and East Asia, the course would begin by defining the term \u2018medieval\u2019.\u00a0 From here it would proceed to give an overview of feudalism in different societies and the emergence of diverse religious traditions.\u00a0 The themes given below for discussion are as follows:<\/p>\n<p><strong><u>Course Outline:<\/u><\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Feudalism and Christianity in Medieval Europe<\/li>\n<li>Islam and State formation<\/li>\n<li>Medieval Asia<\/li>\n<li>(a) India (b) China (c) Persia\u00a0 (d) Japan<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong><u>\u00a0<\/u><\/strong><\/p>\n<p><strong><u>Selected Readings*:<\/u><\/strong><\/p>\n<p><strong><u>\u00a0<\/u><\/strong><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>Hitti, P.K. \u2013 <em>History of Arabs<\/em>, London,1970.<\/li>\n<li>Hourani, Albert, A History of the Arab Peoples, London 2012.<\/li>\n<li>Rosenwein, Barbara, A short History of the Middle Ages, Toronto, 2018.<\/li>\n<li>Richard Bonney, The European Dynastic States, 1494-1660, London, 1991.<\/li>\n<li>Euan Cameron, The European Reformation, London, 2012.<\/li>\n<li>John Bossy, Christianity in the West, 1400-1700, London, 1985.<\/li>\n<li>Peter Burke, Popular Culture in Early Modern Europe, Surrey, 1988.<\/li>\n<li>Lopez, Robert, The Commercial Revolution of the Middle Ages, 950-1350, Cambridge , 1976.<\/li>\n<li>Braudel, Fernand, The wheels of Commerce, Los Angeles, 1985.<\/li>\n<li>L Butler, emperor and Aristocracy in Japan, 1467-1680: Resilience and Renewal, New York,2002<\/li>\n<li>Adshead, SAM, China in World History, Canterbury, 2000.<\/li>\n<li>Bonavia, David, The Chinese, London,1982<\/li>\n<li>The Cambridge History of China: Alien Regimes and Border States, 710-1368, Cambridge,1994.<\/li>\n<li>The Cambridge History of Iran,Cambridge,1968.<\/li>\n<li>The Cambridge History of China:\u00a0 The Ming Dynasty, 1368-1644,Cambridge,1994.<\/li>\n<li>Lapidus, Ira, <em>A History of Islamic Societies<\/em>, Berkeley,1988<\/li>\n<\/ul>\n<\/li>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>K. Asakawa, <em>Land and Society in Medieval Japan<\/em>, Tokyo,1965<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>* Note: Individual teachers may recommend, in addition, supplementary and other readings for the course.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Foundation Course: <\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Department of History<\/strong><\/p>\n<p><strong>School of Social Sciences<\/strong><\/p>\n<p><strong>University of Hyderabad<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Course no. FN 127\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 MA I Semester<\/strong><\/p>\n<p><strong>Course: <\/strong><strong>The Making of the World: A Survey of Three Civilizations<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>L.T.P. 1-0-0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Credits: 3<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Course Learning Outcomes: <\/strong><\/p>\n<p>After completion of this course, the students will be able to: The students will be able to<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ol>\n<li>Demonstrate a coherent and systematic understanding of various civilizations in the ancient world. (Remembering and understanding)<\/li>\n<li>Employ the different methods of analyzing the different civilizations. (Applying)<\/li>\n<li>Communicate the major elements of the ancient civilizations and their views and ideas with clarity of thought, lucidity of expression and logical rigour. (Applying)<\/li>\n<li>Demonstrate critical and reflective thinking, by contextualizing the examples from ancient civilizations. (Apply Analyse, and Evaluate)<\/li>\n<li>Analyse problems, approach them from diverse points of view, offer multiple solutions and assess proposed solutions regarding the spread of civilizations. (Analyse, Evaluate and Create)<\/li>\n<li>They would be able to display independent thinking, adopt positions of their own regarding the current issues in the history of civilizations and create ideas that respond to issues of civilizations. (Creating)<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Mapping of Program Learning Outcomes (PLOs) <\/strong><\/p>\n<p><strong>With Course Learning Outcomes (CLO\u2019s)<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<table width=\"660\">\n<tbody>\n<tr>\n<td width=\"60\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>PLO-1<\/strong><\/td>\n<td width=\"54\"><strong>PLO-2<\/strong><\/td>\n<td width=\"54\"><strong>PLO-3<\/strong><\/td>\n<td width=\"54\"><strong>PLO-4<\/strong><\/td>\n<td width=\"54\"><strong>PLO-5<\/strong><\/td>\n<td width=\"54\"><strong>PLO-6<\/strong><\/td>\n<td width=\"54\"><strong>PLO-7<\/strong><\/td>\n<td width=\"54\"><strong>PLO-8<\/strong><\/td>\n<td width=\"54\"><strong>PLO-9<\/strong><\/td>\n<td width=\"61\"><strong>PLO-10<\/strong><\/td>\n<td width=\"60\"><strong>PLO-11<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-1<\/strong><\/td>\n<td width=\"46\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-2<\/strong><\/td>\n<td width=\"46\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-3<\/strong><\/td>\n<td width=\"46\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-4<\/strong><\/td>\n<td width=\"46\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-5<\/strong><\/td>\n<td width=\"46\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>CLO-6<\/strong><\/td>\n<td width=\"46\"><strong>2<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"54\"><strong>1<\/strong><\/td>\n<td width=\"61\"><strong>1<\/strong><\/td>\n<td width=\"60\"><strong>1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>\u00a0<\/strong><\/td>\n<td width=\"46\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"54\"><strong>\u00a0<\/strong><\/td>\n<td width=\"61\"><strong>\u00a0<\/strong><\/td>\n<td width=\"60\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p><strong>Course description<\/strong>: This is a survey course aimed at students who have had some knowledge of history at the secondary school level.<\/p>\n<p>As the title suggests the emphasis is on three civilizations and is divided into three units beginning with a description of the meanings of civilization and focusing on the three main civilizations: Mesopotamia, Egypt and Indus Valley civilizations.<\/p>\n<p>Beginning with a geographical introduction and origins, the course will cover the main achievements in society, religion, economy and art of the three civilizations and explain the decline.<\/p>\n<p>At the end of the course the students will be able to understand the rise of civilizations, beginnings of agriculture and the rise of cities and the beginnings of writing and religion evolution of kingship and social and economic patterns and finally understand how these civilizations declined.<\/p>\n<p>Unit I:Mesopotamia<\/p>\n<p>The meaning of civilization and origins of Human civilization<\/p>\n<p>The Fertile Crescent \u2013 Cradle of civilizations<\/p>\n<p>Geographical settingof Mesopotamia<\/p>\n<p>People settle down and start farming- the origins of agriculture<\/p>\n<p>Firsts- Firstcities, FirstEmpires of the World 7 First writing system-<\/p>\n<p>Sumerian priest-kingsand Ziggurats<\/p>\n<p>City gods-religions-<\/p>\n<p>Achievements \u2013 Hammurabi\u2019s Code-Epic of Gilgamesh&amp; the Hanging gardens of Babylon<\/p>\n<p>Mesopotamian inventions Wheel, Plough &amp; Sailboat<\/p>\n<p>Rise of new powers and the end of Mesopotamian civilization<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>Unit II:Egypt<\/p>\n<p>Geography- Egypt the Gift of the Nile<\/p>\n<p>How Egypt began -The rise of Egypt-Annual flooding and agriculture<\/p>\n<p>Age of Kings Early monarchy- King Narmer and the unification of Egypt-The secret of 3000 years of continuity<\/p>\n<p>Classical Age- Belief in afterlife and religion -Mummies and the Age of the Pyramids<\/p>\n<p>Writing and art &#8211; hieroglyphs and papyrus, wall paintings, the sphinx and other statues<\/p>\n<p>Architecture- The great Pyramid of Giza- the lighthouse of Alexandria, temple of Karnak, etc.<\/p>\n<p>Everyday life in Egyptian society- Pharaohs, merchants, peasants, scribes and slaves<\/p>\n<p>Science and technology in ancient Egypt<\/p>\n<p>Foreign invasions and the collapse of Egypt<\/p>\n<p>&nbsp;<\/p>\n<p>Unit III:Indus Valley civilization<\/p>\n<p>&nbsp;<\/p>\n<p>The discovery of the Indus Valley civilization<\/p>\n<p>Early Indus The rise and the extent of the Induscivilization<\/p>\n<p>Town planning \u2013 the greatest achievement of the Indus<\/p>\n<p>Beads, Seals and the undeciphered Indus script<\/p>\n<p>Drainage, houses, granaries and citadels<\/p>\n<p>Religion in the Indus<\/p>\n<p>Trade, networks and commodities<\/p>\n<p>Famous Indus sites, Mohenjodaro, Harappa, Kalibangan, Lothal<\/p>\n<p>Decline of Indus Valley civilization- multiple causes<\/p>\n<p>&nbsp;<\/p>\n<p>Books<\/p>\n<p>Allen, J. Michael, Robert E. Lerner, Philip Lee Ralph, and Standish Meacham, World Civilizations (W. W. Norton, Incorporated, 1997)<\/p>\n<p>Habib, Irfan, The Indus Civilization (Tulika Books, 2015)<\/p>\n<p>Ikram, Salima, Ancient Egypt: An Introduction (Cambridge University Press, 2009)<\/p>\n<p>McLaughlin, John L., The Ancient Near East (Abingdon Press, 2012)<\/p>\n<p>Prentice Hall History of Our World: The Early Ages. Teacher\u2019s Edition (Pearson Prentice Hall, 2008)<\/p>\n<p>Ratnagar, Shereen, Understanding Harappa: Civilization in the Greater Indus Valley (Tulika, 2001)<\/p>\n<p>Sharma, Sehdev, and Damanjit Kaur Pahuja, Five Great Civilizations of Ancient World (Educreation Publishing, 2017)<\/p>\n<p>Snell, Daniel C., Ancient Near East: The Basics (Routledge, 2013)<\/p>\n<p>Thapar, Romila, The Penguin History of Early India: From the Origins to AD 1300 (Penguin UK, 2015)<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li style=\"list-style-type: none;\"><\/li>\n<\/ul>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"<p>UNIVERSITY OF HYDERABAD DEPARTMENT OF HISTORY SCHOOL OF SOCIAL SCIENCES List of Courses: \u00a0 &nbsp; M.A. I SEMESTER :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 old Number\u00a0\u00a0\u00a0\u00a0 New Number History, its nature and purpose\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS500\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0HS401 Ancient Societies\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0 HS501\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS402 Medieval Societies\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS502\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 HS403 Modern Western World\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0 \u00a0 :\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0 \u00a0 \u00a0\u00a0 [&hellip;]<\/p>\n","protected":false},"author":3,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"_links":{"self":[{"href":"https:\/\/socialsciences.uohyd.ac.in\/history\/wp-json\/wp\/v2\/pages\/430"}],"collection":[{"href":"https:\/\/socialsciences.uohyd.ac.in\/history\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/socialsciences.uohyd.ac.in\/history\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/socialsciences.uohyd.ac.in\/history\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/socialsciences.uohyd.ac.in\/history\/wp-json\/wp\/v2\/comments?post=430"}],"version-history":[{"count":9,"href":"https:\/\/socialsciences.uohyd.ac.in\/history\/wp-json\/wp\/v2\/pages\/430\/revisions"}],"predecessor-version":[{"id":453,"href":"https:\/\/socialsciences.uohyd.ac.in\/history\/wp-json\/wp\/v2\/pages\/430\/revisions\/453"}],"wp:attachment":[{"href":"https:\/\/socialsciences.uohyd.ac.in\/history\/wp-json\/wp\/v2\/media?parent=430"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}