ST.TERESA (AUTONOMOUS)HY3C04M (HISTORY, 3rd Semester, Core, Course, No 04, Master‟s Programme)....

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ST.TERESA’S COLLEGE ERNAKULAM

(AUTONOMOUS)

Affiliated To Mahatma Gandhi University

CURRICULUM FOR MASTER’S PROGRAMME IN HISTORY

Under Credit & Semester System

(2015 Admission Onwards)

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MEMBERS OF BOARD OF STUDIES

1. Dr. Sreekala S. (Chairman)

Head of the Department of History

Associate Professor, St. Teresa‟s College, Ernakulam

2. Dr. Muhammed Maheen A.

Associate Professor & Head,

Department of History,

Calicut University

3. Radhika P. ,

Assistant Professor,

School of Social Sciences,

M. G. University, Kottayam

4. Dr. G. Mohan,

Medical Officer,

Dept. of Palliative Medicine,

General Hospital, Ernakulam

5. Dr. Divya T.,



St. Joseph‟s College for Women, Alapuzha.

6. Midhuna C.K.,

Lecturer,


St. Teresa‟s College, Ernakulam

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7. Lisa M.J.

Lecturer,



8. Vinitha T Tharakan




9. Sr.Stancy




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FACULTY MEMBERS OF THE DEPARTMENT

1. Dr. Sreekala S.

Head of the Department of History

Associate Professor,


2. Midhuna C.K.,

Lecturer,



3. Lisa M.J.

Lecturer,



4. Vinitha T Tharakan




5. Sr.Stancy




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ACKNOWLEDGEMENT

I would like to extend my sincere and heartfelt gratitude towards all members of the Board of

Studies, Dr. Muhammed Maheen A. Associate Professor & Head Department of History, Calicut

University, Radhika P, Assistant Professor, School of Social Sciences, M. G. University,

Kottayam, Dr. G. Mohan, Medical Officer, Dept. of Palliative Medicine, General Hospital,

Ernakulam, Dr. Divya T. Assistant Professor, Department of History, St. Joseph‟s College for

Women, Alapuzha, who helped us in co-ordinating all activities leading to successful completion

of the Syllabus restructuring.

The guidance of Dr. Beena Job Associate Professor, Department of English

and IQAC Co-ordinator and Dr. Latha Nair, Associate Professor, Department of English and

member of the Governing Council helped give shape to the overall structure. I wish to express my

sincere thanks to Dr. N J Rao, Visiting Professor, International Institute of

Information Technology, Bangalore and Dr. Rajan Gurukal, Former Vice-Chancellor, M.G.

University, currently Visiting Professor, Centre for Contemporary Studies, Indian Institute of

Science, for their selfless and timely service and for giving us all the help and guidance we needed

. I also acknowledge my thanks to Dr. Achuthshankar S. Nair, Professor & Head, Department of

Computational Biology and Bio Informatics, University of Kerala, for his invaluable suggestions.

Dr. Sreekala S

Chairman, PG Board of Studies.

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FOREWORD

The Higher Education environment is changing rapidly in India and particularly so in the year

2014-15, when the Government of Kerala decided to give autonomy to13 educational institutions

in the state with the aim of improving quality. Quality in Higher education has been a matter of

high concern and priority in India especially after the National Policy on Education 1986 has very

categorically questioned the impact of education and suggested many measures for bringing

innovative practices in education.

The autonomous status asks for more responsibility and increased accountability to frame a

curriculum keeping in mind the ever changing academic environment and the plethora of demands

placed by the diversity of students who have a high literacy level when it comes to choosing their

course.

Keeping in mind that the purpose of Higher Education is the development of the people, society

and environment, special care has been taken by the IQAC team at St. Teresa‟s College to give the

necessary Orientation and to conduct Workshops related to curricula and scientific syllabus

design as part of the Faculty Development Programme. Curriculum relates to the total experience

of the student and it should contain knowledge that is essentially valid. The Graduate and Post

Graduate Departments have worked diligently to frame curricula and develop programmes that

foster analytical ability and critical thinking and enable the students to acquire the skills required

by employers. The pedagogy adopted within the context of curriculum is to facilitate valid

transmission of knowledge and proper evaluation of the same. The Courses designed at the

Graduate and Post Graduate Levels have defined the competencies to enable effective

teaching/learning of all the modules of the courses, both Core (compulsory) and Designate

(elective). The blueprint of the final assessment of every course guarantees that all modules are

taught and furthers integrity. The details of the course curriculum and structure are set in

accordance with the course specifications of the affiliating university.

With sincere gratitude I acknowledge the efforts of Dr. N. J. Rao and Dr. Rajan Gurukkal who

extended to us their academic expertise, astute guidance and unstinting support. I also thank Dr.

Achuthshankar S. Nair for his timely guidance. I specially thank all the faculty members and the

IQAC coordinator Dr. Beena Job for their diligence, commitment and exceptional contribution

towards this endeavor.

Dr. Sr. Celine E

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NO. CONTENTS

PAGE NO.

Members Board of studies

BOS signed certificate

List of teachers who contributed to BOS

Acknowledgement

Foreword

Preamble

Graduate Attributes

Objectives of the Proggramme

Course structure

Distribution of credits

Grading and Evaluation

Attendance Evaluation

Pattern Of Question Paper For Final Examination

Syllabi For Course

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13-17

18-124

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

PREAMBLE

Board of Studies in History has designed the curriculum for History with an aim to equip the

students with the capabilities to think comprehend and present issues in the proper perspectives , to

make students inquisitive and intellectually more sharp, to give thrust on studying History subject

as a process rather than an aggregate of finished state of affairs.

A balanced and effective History programme prepares students to be active and responsible

citizens. Students acquire perfect knowledge, understanding and skills of individual and group

inquiry and examine a broad range of peoples and cultures. Students from History also gain values

that enable them to be effective problem solvers good decision makers and wise planners. As a

result of an effective education in History they are prepared to deal with present recurring and

unforeseen problems at the local, state, national and global levels.

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GRADUATE ATTRIBUTES

The ability to conduct oneself with dignity in the workplace and in society reflecting ethical

and moral values.

The ability to engage in life learning in the discipline.

The ability to communicate effectively, and appropriately in all modes of communication-

written, oral, and electronic-in all settings-formal as well as informal and with different types

of people across profession, gender or nationality.

The ability to demonstrate knowledge of the discipline in professional situations and the

ability to use it in task fulfillment and problem solving.

A positive attitude towards criticism and the capacity for reflection and self assessment.

The ability to use conventional printed sources information and contemporary information

technology effectively and independently.

The ability to collect, organize and interpret data for surveys and investigation.

Sensitivity to the needs of peers.

.The willingness to share good qualities practice and values with other members in the

society.

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OBJECTIVES OF THE PROGRAMME

History is an inquiry into the human condition. Students of History learn to explore and

interpret the human experience by reading and evaluating documents, artifacts, and

the oral tradition other forms of evidence of a remembered past in their historical

context.

Students learn to ask questions, to challenge assumptions, and employ a variety of

sources to give an accurate account or articulate their insight into historical

experiences.

Students will be able to Define, explore, and explain major historical problems.

Students in History will learn historical facts, and be able to evaluate historical

interpretations.

Students will learn critical thinking and writing skills essential to thinking historically.

Students will identify and discuss the ethical dimensions of historical practice.

Students will explore how public historians preserve and present the past to the public, in

museums, archives, and historical sites.

By choosing a concentration track, a student will gain a deeper understanding of the history

of a particular area, people, region, or of an historical method.

Students will analyze the meaning and implications of the past for the present.

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COURSE STRUCTURE

GENARAL SCHEME OF THE PAPERS

There will be five papers in each semester, one project / dissertation during the entire course and a

comprehensive viva voce at the end of the last semester. The papers in the first three semesters will

constitute the core element, common to all students who undergo the same course and the papers in

the final semester will be the optional component, selection of the paper is in accordance to the

decision of the Department.

Notes:

1. Students must do 15 compulsory papers,5 elective paper , a Dissertation comprising an Evaluation

and a Viva-Voce.

2. Questions shall be set to assess knowledge acquired, standard application of knowledge,

application of knowledge in new situations, critical evaluation of knowledge and ability to

synthesize knowledge.

COURSE CODE

Every course in the programme is coded according to the following criteria.

a) The first two letters of the code indicate the name of the discipline i.e. HY(HISTORY).

b) One digit to indicate the semester. E.g., HY1 (HISTORY, 1st semester).

c) One letter to indicate the type of course - Core Course – C and Elective Course – E. E.g.,

HY1C (HISTORY, 1st semester, Core Course), HY 1E (HISTORY 1st semester, Elective

Course)

d) Two digits to indicate the number of the course. All the courses are to be numbered

continuously i.e., Core courses 01, 02, 03, etc., across the four Semesters. E.g. HY 3C04

(HISTORY, 3rd Semester, Core Course, No 04).

For Elective Papers, instead of two digits to represent the number of the course, there shall

be one letter (denoting the elective) and one digit denoting the number of the elective

course. E.g. HY 4E2 (HISTORY, 4th Semester, Elective, Course no. 2)

e) One letter to indicate the Programme, i.e. Master‟s – M.

HY 3C04M (HISTORY, 3rd Semester, Core Course, No 04, Master‟s Programme).

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Course Code: PG:-

Discipline Sem Core/Elective Course

No

Programme

2 letter 1 digit 1 letter 2 digit 1 letter

HY3C04M (HISTORY, 3rd Semester, Core, Course, No 04, Master‟s Programme).

semester Name of the course with course code Teaching

Hours

Credit Total

Hrs

/SEM

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HY1C01TM- Approaches to History 5 4 90

HY1C02TM- Transition from Pre-

State to State Societies in Indian

History

5 4 90

HY1C03TM- Social Formations in

Kerala Till the End of Perumal Rule

5 4 90

HY1C04TM- Revenue Administration

in India c. A.D.1000 to 1800

5 4 90

HY1C05TM- History of Social

Revolutions in the World

5 4 90

II

HY2C06TM- History of Social

Institutions and Structures of Early

India

5 4 90

HY2C07TM- Social Formations of

Kerala c. A.D.1200 - 1800

5 4 90

H21C08TM- Agriculture, Crafts

Production and Exchange in India

from AD l000 to 1800.

5 4 90

HY2C09TM Perspectives of Women‟s

History and the History of Gender in

India

5 4 90

HY2C10TM- Making of the Indian

Nation: Historical Antecedents.

5 4 90

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III

HY3C11TM- History and Social

Theory

5 4 90

HY3C12TM- History of Revolts and

Protest Movements in Colonial Kerala

5 4 90

HY3C13TM- State and Society in

India c.AD 1000 -1800

5 4 90

HY3C14TM- Methods or Techniques

of Research

5 4 90

HY3C15TM- Knowledge Systems in

Pre-modern India

5 4 90

IV

HY4E16TM- Ancient Society 5 3

90

HY4E17TM- History of Democratic

Institutions and Movements in

England.

5 3 90

HY4E18TM- Landmarks in

Environmental History of India.

5 3 90

HY4E19TM- Diplomatic History of

USA

5 3 90

HY4E20TM- Social History of Art

and Architecture: Select Regions And

Periods

5 3 90

HYCM21-Dissertation

- 3

HYCM22-VIVA - 2

TOTAL CREDITS 80

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Distribution of Credits

The total credit for the programme is fixed at 80.The distribution of credit points in each semester

and allocation of the number of credit for theory courses, project and viva is as follows. The credit

of theory courses is 4 per CORE course and 3 per Elective Courses, the project and viva voce will

have a credit of 2 each. The distribution of credit is shown below.

Semester Courses Hours Credit Total Credit

I CORE PAPERS 5 4 20

II CORE PAPERS 5 4 20

III CORE PAPERS 5 4 20

IV ELECTIVES 5

DISSERTATION CUM VIVA

GENERAL VIVA

3

3

2

15

3

2

Total Credit of the M.A Programme 80

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GRADING AND EVALUATION

EXAMINATIONS

The evaluation of each course shall contain two parts such as Sessional and Final. The ratio

between sessional and final shall be 1:3. The Sessional assessment will be made on Mark based

system while Final assessment shall be made using Mark based Grading system based on 7-point

scale.

SESSIONAL EVALUATION

Sessional evaluation is to be done by continuous assessments of the following components. The

components of the sessional for theory and their mark distributions are given in the table below.

The sessional assessment will be fair and transparent. Evaluation of the components shall be

published and acknowledged by students. All documents of sessional shall be made available for

verification. The responsibility of sessional evaluation is vested on the teacher(s) who teach the

course. The two test papers will be in the same model as the final question paper.

EVALUATION AND MARK DISTRIBUTION

a) Final : Sessional Ratio

The final sessional ratio shall be 75:25 - For all papers

(b) Distribution of marks:

The distribution of the sessional marks is as following

CORE AND ELECTIVE PAPERS

COMPONENT MARKS

ATTENDANCE 5

ASSIGNMENT 5

SEMINAR 5

TEST PAPERS (AVERAGE OF 2) 10

TOTAL 25

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ATTENDANCE EVALUATION

Monitoring of attendance is very important and teachers document attendance in each semester.

Distribution of marks for attendance

Students should have a minimum attendance of 75%

Attendance Assignments Seminar

% of Attendance Marks Components Marks Components Marks

≥ 90% 5

Punctuality 2 Content 3 ≥ 85% and < 90%

4

≥ 80% and < 85% 3

Content 3 Presentation 2 ≥ 75% and < 80% 2

< 75% 0

Table: split up of attendance marks and components of Seminar & Assignment

TEST PAPER

Two sessional examinations shall be conducted and average mark of two sessional

examinations shall be taken as the marks of the test paper.

FINAL EVALUATION

The finals of all semesters will be conducted by the institution on the close of each semester. There

will be no supplementary examinations.

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PATTERN OF QUESTION PAPER FOR FINAL EXAMINATION

The question paper for final assessment will be of three hours duration and will consist of three

parts

Part A: Questions from this part are of the very short answer type. Five questions have to be

answered from among seven questions. Each question will have 3 marks and Part A will have a

total of 15 marks.

Part B: Part B contains nine questions out of which six have to be answered. Each question has 5

marks making the Part B to have total marks of 30 marks.

Part C: Part C will have four questions. Two questions have to be answered out of four. Each

question will have 15 marks making the total marks 30 in Part C.

PART A

5 questions of 3marks each out of 7

Total (5x3=15)

PART B

6 questions of 5 marks each out of 9

Total (6x5=30)

PART C

2 questions of 15 marks each out of 4

Total (2x15=30)

The pass minimum for each paper will be 40 marks (out of 100) with a separate minimum of

30 marks out of 75 marks for final examinations and 10 out of 25 marks for sessional

examinations

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PROJECT EVALUATION

All students have to begin working on the project in the third semester and must submit it in the

fourth semester.

The ratio of sessional to final component of the project is 1:3. The mark distribution for sessional

assessment of the various components is shown below.

PROJECT AND VIVA VOCE EXAMINATIONS

Project Evaluation: The project is evaluated by one external and one internal examiner. The

dissertation of the project is examined along with the oral presentation of the project by the

candidate. The examiners should ascertain that the project and report are genuine. Innovative

projects or the results/findings of the project presented in national seminars may be given

maximum advantage. The different weight for assessment of different components is shown in

below.

Sessional Evaluation of Project

Component

Marks

Punctuality 5

Topic and content 5

Methodology 5

Presentation 5

Data sources and data collection 5

Total 25

Table : Components and marks of sessional evaluation of the project

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Final Evaluation of project

Component Marks

Quality of project under study 10

Theses /Presentation of the project 10

Theoretical setup/Data Collection 20

Result and Dissertation layout 10

Oral presentation and Viva on Project 25

Total 75

Table : Components and marks of final evaluation of the project .

Viva Voce Examination: Viva voce examination is conducted only by the internal and the

external examiner. The viva voce examination is given a credit two. The examination should be

conducted in the following format shown below.

Reappearance/Improvement: For reappearance / improvement as per university rules, students

can appear along with the next regular batch of students of their particular semester.

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COMPUTATION OF CCPA

Grade and Grade Point is given to each course based on the percentage of marks obtained as

follows:

Percentage of

Marks

Grade Grade

Point

90 and above A+ - Outstanding 10

80-89 A - Excellent 9

70-79 B - Very Good 8

60-69 C - Good 7

50-59 D - Satisfactory 6

40-49 E - Adequate 5

Below 40 F - Failure 4

Note: Decimals are to be rounded to the next whole number

CREDIT POINT AND CREDIT POINT AVERAGE

Credit Point (CP) of a course is calculated using the formula

CP = C x GP, where C = Credit for the course; GP = Grade point

Semester Credit Point Average (SCPA) is calculated as

SCPA= 𝑇𝑜𝑡𝑎𝑙𝐶𝑟𝑒𝑑𝑖𝑡𝑃𝑜𝑖𝑛𝑡𝑠 (𝑇𝐶𝑃)

𝑇𝑜𝑡𝑎𝑙𝐶𝑟𝑒𝑑𝑖𝑡𝑠 (𝑇𝐶)

where TCP = Total Credit Point; TC = Total Credit

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Grades for the different semesters / programme are given based on the corresponding SCPA on a

7-point scale as shown below:

SCPA Grade

Above 9 A+ - Outstanding

Above 8, but below or equal to 9 A - Excellent

Above 7, but below or equal to 8 B -Very Good

Above 6, but below or equal to 7 C - Good

Above 5, but below or equal to 6 D - Satisfactory

Above 4, but below or equal to 5 E - Adequate

4 or below F - Failure

Cumulative Credit Point Average for the programme is calculated as follows:

CCPA = 𝑇𝐶𝑃 1 + ……… + 𝑇𝐶𝑃 4

𝑇𝐶1+ ….+𝑇𝐶4

Where TCP1…... TCP4 are the Total Credit Points in each semester and TC1…... TC4 are the

Total Credits in each semester

Note: A separate minimum of 40% marks each for Sessionals and Finals (for both theory and

practical) is required for pass for a course. For a pass in a programme, a separate minimum of

Grade E is required for all the individual courses. If a candidate secures F Grade for any one of

the courses offered in a Semester/Programme only F grade will be awarded for that

Semester/Programme until he/she improves this to E grade or above within the permitted period.

Candidate who secures E grade and above will be eligible for higher studies.

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The Syllabus

MASTER OF ARTS (MA) in HISTORY

SEMESTER I

HY1CO1TM: Approaches to History

HY1CO2TM: Transition from Pre-State to State Societies in Indian History

HY1CO3TM: Social Formations in Kerala Till the End of Perumal Rule

HY1CO4TM: Revenue Administration in India c. A.D.1000 to 1800

HY1CO5TM : History of Social Revolutions in the World

SEMESTER II

HY2CO6TM: History of Social Institutions and Structures of Early India

HY2CO7TM: Social Formations of Kerala c. A.D.1200 - 1800

HY2CO8TM: Agriculture, Crafts Production and Exchange in India from.

AD l000 to 1800

HY2CO9TM: Perspectives of Women‟s History and the History of Gender in India

HY2C10TM: Making of the Indian Nation: Historical Antecedents.

SEMESTER III

HY3CO11TM : History and Social Theory

HY3CO12TM: History of Revolts and Protest Movements in Colonial Kerala

HY3CO13TM : State and Society in India c.AD 1000 -1800

HY3CO14TM: Methods or Techniques of Research

HY3CO15TM: Knowledge Systems in Pre-modern India

SEMESTER IV

HY4E16TM:Ancient Society

HY4E17TM:Landmarks in Environmental History of India.

HY4E18TM:Diplomatic History of USA

HY4E19 TM: Social History of Art and Architecture: Select Regions

And Periods

HYCM21: Dissertation

HYCM22: Viva Voce

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SEMESTER I

HY1CO1TM: Approaches to History

HY1CO2TM: Transition from Pre-State to State Societies in Indian History

HY1CO3TM: Social Formations in Kerala Till the End of Perumal Rule

HY1CO4TM: Revenue Administration in India c. A.D.1000 to 1800

HY1CO5TM : History of Social Revolutions in the World

ST. TERESA’S COLLEGE (AUTONOMOUS)

M A Programme in History

Syllabi for Core Courses

COURSE 1: Approaches to History

Course Code: HY1C01TM

Name of the Course: Approaches to History

Duration: One semester

Semester: 1

Credits: 4

Total Lecture Hours: 90

Aim of the Course:

The paper requires from the students concerted efforts to gain knowledge about the

perspectives of past that evolved and the student to grasp why history came to be rewritten

differently from time to time and under what conceptual presuppositions, The readings

appended are highly selective and devoid of articles as one can see. Both the teachers and the

students should augment the list to make it comprehensive.

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Syllabus Content:

Module-1 (22)

Concept of past in India: From Vedic Tests to Rajatarangini - From Tarikies to Fatehnamas –

from orient to critique of orientalism

Module-II (23)

Historical perceptions during Enlightenment – Vico, Hume and Herder Romanticism,– Legacy of

Hegel – Positivism and History as a Science – Rankean positivism – Critiques of Positivism:

Dilthey, Croce and Colling wood.

Module-III (22)

The Four Generations of Annales Historiographic Approaches: Marc Bloch and Lucien Febvre -

The Agenda of Total History - Braudelian Concepts of Structure, Conjuncture and Event -the

Return of the Narrative and the Explanatory Narrative Approach - Ladure, Chartier. Revell et.al. -

The History of Mentalities in History - History of Emotions and History of Everyday Life.

Module-IV (23)

The Collapse of positivist Empiricism- post positivist Critique, of Determinism –Anti-

foundationalism - Michel Foucault‟s notion of History as „Discourse‟ - History from Below - The

New History.


Course Overview and Context:

The course seeks to provide an outlook regarding the trends followed in historical writing. It

aims to orient students to new trends with a view to improve their understanding of historical

perspectives

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Competencies of the course:

study the Concept of past in India.

analyse the features of Enlightenment historiogaphy

Study about the importance of Annales school and the modern and post modern Trends

Learn about Post-Positivist Approaches.

Readings

R.G. Collingwood: The Idea of History, Oxford University Press, London.1994

Brockington, C.F., The Righteous Rama, Oxford University Press

Bulcke, Kamil, Ramakatha

Pargiter, F.E., Ancient Indian Historical Tradition, London,1974

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐., The Puranic Accounts of the Dynasties of the Kali Age, Delhi,1927

Pathak V.S., The Ancient Historians of India, Delhi,1966

Warder A.K., An Introduction to Indian Historiography

Philips C.H.,ed, Historians of India, Pakistan and Ceylon, London,1961

Sankalia H.D., Ramayana: Myth or Reality

Thapar, Romila., Exile and the Kingdom, Bangalore,1978

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐., Ancient Indian Social History: Some Interpretations, Delhi,1975

Romila Thapar, Cultural Pasts, Section I, Oxford University Press, New Delhi, 2000

Arthur Marwiek, Nature of History, London, rpt.1990

Alban Widgery, Interpretations of History, London

P. Rardiner, Theories of History, London

J. W. Thomson, A History of Historical Writing, 2 vols, New York, 1968

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H.E. Barnes, History of Historical Writing, New York, 1963

Louie Gottschalk, Generalization in the Writing of History, London

W.H. Wash, An Introduction to Philosophy of History, London

Perry Anderson, In the Tracks of Historical Materialism, London, 1983

C.A. Cohen, Karl Marx‟s Theory of History, London, 1983

Lynn Hunt, The New Cultural History, London, 1989

A. Momigliano, Essays in Ancient and Modern Historiography, Oxford, 1977

Paul Ricoeur, The Contribution of French Historiography to the Theory of History, Oxford

University Press, 1980

Fernand Braudel, Of History, Chicago University Press, 1980

lIya Prigocine and Isabelle Strangers, Order out of Chaos: Man‟s New Dialogue with Nature

(Aamingo, 1985)

Michel Foucault, Archaeology of Knowledge, Polity Press, London, 1972

Peter Burke ed, New Perspective of Historical Writing, Polity, London, 1991

Keith Jenkins, Rethinking History

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BLUE PRINT

Units Hours 5/7

3 marks

6/9

5 marks

2/4

15 marks

Total

I 22 2 2 1 31

II 23 2 2 1 31

III 22 2 3 1 36

IV 23 1 2 1 28

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MODEL QUESTION PAPER

FIRST SEMESTER

FACULTY OF SOCIAL SCIENCES

BRANCH- HISTORY

HY1CO1TM -APPROACHES TO HISTORY

Time : Three Hours Maximum Marks:75

I . Short Answer (One Paragraph Each)

Answer any five questions. Each question carries 3 marks.

1. Rajatarangini

2. Positivism

3. Total History

4. Ranke

5. Marc Bloch

6. Orientalism

7. Discourse

(5x3=15)

II. Short Essay. (Two pages each)

Answer any six questions. Each question carries 5 marks.

8. What is the concept of past in ancient India?

9. Examine the role of orientalists in historiography.

10. Examine the teleological speculations of Hegel.

11. Discuss the theory of discourse by Michael Foucault.

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12. Examine the importance of local history.

13. Analyse the nature and significance of Annales School.

14. What is the history of mentalities?

15. What is „History from below‟?

16. Compare the positivist approaches of Auguste Comte and Leopold Von Ranke

(6x5=30)

\III. Long Essay. (Five Pages Each)

Answer any two questions. Each question carries15 marks .

17. Examine the historical works of Post Modernism

18. Explain the dialectical materialism of KarlMarx

19. Examine the nature of history revealed in the Harshacharita of Bana and Akbar Nama of

Abul Fazl.

20. Discuss the Braudelian concept of history.

(2x15=30)

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COURSE II: Transition from Pre-state to State Societies In

Indian History


Name of the Course: Transition from Pre-state to State Societies In

Indian History


Semester: 1

Credits: 4


Aim of the Course:

The paper requires the students to be knowledgeable about the processes of social

transition from one formation to another and the characteristic features of each formation.

This necessitates acquaintance with the relevant social theories. The purport of the paper is to

provide the students conceptual insights into the transitional processes of early societies in

the Indian subcontinent. The readings appended are highly selective and devoid of articles as

one can see. Both the teachers and students should augment the list to make it comprehensive


The course seeks to make the study of the history of the early Indian society , a thought

provoking and enjoyable experience.

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Syllabus Content:

Module-I (23)

State and Society as represented in Colonial Writings -Oriental Despotism and Asiatic Society -

Asiatic Mode of Production Debate –Insights from Social sciences - Theoretical Preliminaries: a)

Pre-State and State Situations and b) Formation of the State.

Module-II (22)

Political Organization - the Harappan Society - Archaeological Evidences for the Harappan State -

The Unicorn: Lineage Organization and the Mode of Political Expansion - Characterization of the

Harappan State.

Module-III (23)

Political Processes in the Rig Veda- Pre-state situation in the Middle Ganga Valley - Lineage

Society- Processes of transition from Lineage to State -State and the Varna system - Political

structure of the Mahajanapadas - The Tribal confederacies-Emergence of Monarchy in the

Gangetic North India-Saptanga Theory of the State.- Influence of Buddhism and Jainism on Indian

Culture .

Module-IV (22)

The Formation of the Mauryan Empire - The Structure of the State under Asoka - The Form of the

state in the Arthasastra - The Recent Interpretations of the Mauryan State.


Understand the State and Society in Colonial Writings-Oriental Despotism and Asiatic

Mode Of Production

know more about the Harappan State & Societies

Analyze the Political Structure of Post-Harrappan Scenario.

understand the Structure of Mauryan State

35


Readings

Claessen, H.J.M. and P. Skalinik , The Early State, The Hague, 1978, Krader, L.The Formation

of the State, London, 1968

Shereen Ratnagar, Enquiries in to the Political Organization of Harappan Society, Ravish

Publishers, Pune, 1991

Kumkum Roy, Enquiries of Monarchy in North India, Oxford University Press, New Delhi, 1995

Romila Thaper, Asoka and the Decline of the Mauryas, Oxford University Press

Romila Thaper, From Lineage to State, Oxford University Press, 1984

Romila Thaper, The Mauryas Re-visited, K.P. Bagchi & Company, New Delhi, 1984

D.D. Kosambi, An Introduction to the Study of India History (Bombay, 1956)

R.S. Sharma, Material Culture and Social Formations in Ancient India, Mac Millan, New Delhi,

1983.

R.S. Sharma, The State and Varma Formation in the Mid-Ganga Plains, Manohar Publications,

New Delhi, 1996

R.S. Sharma, Aspects of Political Ideas and Institutions in Ancient India, Mac Millan, New Delhi,

rpt.1990

Mabbet , Truth, Myth, and Politics in Ancient India, Oxford University Press, New Delhi, 1980.

Fussman,Gerard, “Central and Provincial Administration under the Mauryas”,Indian

Historical Review,1978

36


BLUE PRINT

Units Hours 5/7

3 marks

6/9

5 marks

2/4

15 marks

Total

I 23 2 3 1 36

II 22 2 1 1 26

III 23 2 3 1 36

IV 22 1 2 1 28

37


M.A. DEGREE (CSS) EXAMINATION

FIRST SEMESTER


BRANCH – HISTORY

HY1CO2TM – TRANSITION FROM PRE-STATE SOCIETIES IN INDIAN HISTORY

Time : Three Hours Maximum Marks: 75

1. Answer (One paragraph each) Answer any five questions.

Each question carries3 marks

1. Orintal despotism.

2. R.S. Sharma on Indus Polity.

3. Lineage Society

4. Saptanga theory.

5. AMP.

6. Unicorn

7. Saba

(5X3=15)

II. Short Essay (Two Pages each) Answer any six questions

Each question carries 5 marks:

8. Critically examine the contributions of D. D . Kosambi.

9. Explain the features of Asiatic Society.

10. Write a note on the archaeological evidences for the Harappan State.

38


1. Why is the Rig Vedic Society called tribal and patriarchal?

2. Analyse the factors that led to the emergence of Monarchy in the Gangetic Valley.

3. Trace the history of the tribal confederacies.

4. Give an account of the structure of the state under Asoka.

5. Trace the expansion of the Magadhan empire.

6. Analyse the features of Oriental Despotism.

(6x5=30)

III. Long Essay (Five pages each) Answer any two question.

Each questions 15 marks:

7. Bring out the features of state and society as represented in colonial writing.

8. Describe the political organization of the Harappan Civilization.

9. Write an essay on political structure of the Mahajanapadas.

10. Throw light on the form of the state in the Arthasastra.

(2X15=30)

39





COURSE III: Social Formations in Kerala till the End of the Perumal Rule


Name of the Course: Social Formations in Kerala till the End of the Perumal Rule


Semester: 1

Credits: 4


Aim of the Course:

The paper requires the students to have already graduated in the methodological perspectives

enabling conceptualization of society in terms of formations or systems to study this paper.

They are expected to acquire knowledge about the ancient and early social formations of

Kerala. The purport of paper is to enable the students to grasp the interconnectedness of

social aspects and develop holistic perspective

Course Overview and Context:The course seeks to an outline of the Cultural History of the

land and people with in the Geographical limits of Kerala State.

40


Syllabus Content:

Module1 (22)

Geographical and Environmental Features of Kerala -Archaeology of the Landscape - History of

Human Adaptation to the Environment - Pre -historic Evidences -The Stone Ages - The Iron age

societies and their Remains –Typology and Extent - The Nature of the Social formation.

Module-II (23)

Eco-systems, Clans and Means of subsistence - Material Cultures - Forms of Exchange and

Transmarine Contacts – The Structure of the Chiefdom Polity - The Power Structure Cera

chiefdom - The Features of the Social Formation.

Module-III (22)

The changing Processes - Indications of a Dissolution Crisis - Shift in the Dominant Economy -

Emergence of Paddy Fields and the Expansion of Organized Agriculture – The Transformation of

clans into Hereditary Occupation Groups and jati-s- The Emerging Social Form of Labour

Appropriation of a New Political Structure - Towards the Making of a New Social Formation.

Module-IV (22)

Consolidation of Brahman Settlements - The Thirty -two settlements and their Landscape Eco-

system- Paddy Production as the Dominant Economy - The Pulayas and the atimai form of Labour

Appropriation - The Institution of the karanmai system - The Urala Land control as brahmasvam

and devasvam – The Temple‟s Pivotal Position in Socio-economic Processes - The Temple

movement and the Alvars and Nayanars - Social Implications of the bhakti cult - Trade, Trading

corporations and Forms of Exchange - Structure of Land Relations- The Character of the Social

Formation: Conceptual consideration.

41



understand the Geographical Features and Iron Age Cultures of Kerala

learn about the Social Formation of Clans and Chiefdoms

Understand the Transformation of clans into Hereditary Occupation Groups and jati-s

focus on Brahman Settlements and the Temple‟s Pivotal Position in Socio-economic

Processes

Readings

Rajan Gurukkal & Raghava Varier eds: Cultural History of Kerala, vol.I (Cultural

Publications, Govt. of Kerala)

Elamkulam P.N. KunJan Pillai, Studies in Kerala History Kesavan Veluthat , Brahmin

Settlements in Kerala

Kesavan Veluthat, Brahmin Settlements in Kerala

Kesavan Veluthat, The Early Medieval in South India

Rajan Gurukkal, Kerala Temple and the Medieval Agrarian System.

Raghava Varier & Rajan Gurukkal , Kerala Charitram .

P.J. Cheriyan (ed), Perspectives of Kerala History (Gazetteers, Govt. of Kerala)

M.G.S. Narayanan, Perumals of Kerala

M.G.S. Narayanan, Cultural Symbiosis of Kerala

M.G.S. Narayanan, Kerala Charitrathinte Atisthana Silakal

M.G.S. Narayanan & Kesavan Veluthat, „Bhakti Movement in South India‟

S.C. Malik ed. Dissent and Protest in Early Indian Traditions, Shimla

Aju.K.Narayanan, Kerelathile Budhamatha Paramparyam Naatarivilude (SPCS, NBS.2012)

42


BLUE PRINT

Units Hours 5/7

3 marks

6/9

5 marks

2/4

15 marks

Total

I 22 2 2 1 31

II 22 2 2 1 31

III 23 1 2 1 28

IV 23 2 3 1 36

43



FIRST SEMESTER


BRANCH –HISTORY

HY1CO3TM - SOCIAL FORMATIONS IN KERALA TILL THE END OF THE

PERUMAL RULE

Time: Three hours Maximum Marks : 75

I. Short Answer (One paragraph each)

Answer any five (5) questions; each question carries 3 marks

1. Periyar

2. Chiefdom polity

3. jati

4. Ventar

5. Backwaters of Kerala

6. Anchuvannam

7. Atimai system

(5x3=15)

II. Short essay (Two paragraph each)

Answer any six questions; each question carries 5 marks

8. Trace the role of rivers in the geography of Kerala

9. Bringout the role of R.B. Foote in the archaeological excavations of pre-historic

relics in Kerla .

10. Trace the role of Vaishnava saints in the growth of classical Hinduism

44

11. BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

12. Discuss the forms of exchange in clan economy

13. Whether „Kerala was a Kurinji dominated area‟?

14. How did Kerala society get stratified with the emergence of jati hierarchy?

15. Analyse the social crisis indicated in the Kilkkanakku text.

16. Explain the development of Karanmai system

17. Give a brief note on Brahmin settlements.

(6x5=30)

III. Long Essay (Five paragraph each)

Answer any two questions; each question carries 15 marks

18. How does the geography of Kerala create an ideal environment for human

habitation?

19. Explain the structure of chiefdom polity

20. Examine how clans transformed in to hereditary occupational groups and jati

21. Trace the role of temple movements in the revival of classical Hinduism.

(2x15=30)

45



MA Programme in History


COURSE IV: Revenue Administration in India from c. A.D. 1000 to 1800


Name of the Course: Revenue Administration in India from c. A.D. 1000 to 1800


Semester: 1

Credits: 4



Aim of the Course:

The Paper seeks to provide specific focus on Revenue Administration with a view to

enabling the students to learn the nature of resources and modes of their management in

enabling the students to learn the nature of resource and the past. It is intended to be an „in-

depth study of the various aspects of theme. Though it is a routine theme the readings

appended will not be enough for they do not include articles.


The course seeks to help the students develop insights in to the art of management of resource

and their allocative efficiency in historical perspective

46


Syllabus Content:

Module-I (18)

Methods of Land classification and Assessment of Agriculture - Types of Agricultural Revenue

under the Sultans - Rates and Modes of Revenue Exaction - Land Relations and Dues - Ijara

system and Hereditary Jagir - The Iqta System.

Module-I1(18)

The Agriculture in the Cola Kingdom -Land Relations and Land Revenue System - Puravuvari

Tinaikkalam - Kinds and Forms of land Dues - Taxation under the Cola Kings.

Module-III (18)

Sher Shah‟s Revenue System – His system of Land classification and Assessment - Batai, Kankut

and Zabhat - Akbar‟s Adoption of the system and changes - The Mughal system of Land

assessment – The taxation system under the Mughals - Mansabdari System.

Module-IV (18)

Extent of Agriculture in the Vijayanagara Kingdom - The Land classification under the Rays - The

system of Revenue Assessment- The Tenurial Relations and the nature of due - The Nayankara

System.

Module- V (18)

East India Company‟s Acquisition of Dewani; - The Cornwallis System of the Permanent

Settlement – The company Official‟s Understanding of the Zamindars as the Indian Counterpart of

the Landlords in England - The changing Character of the Zamindari system- The Ryotwari

System - The Mahalwari System.

47



understand the Types of Agricultural Revenue under the Sultans

Study about the Land classification and Assessment of Mughal Empire.

understand the Agricultural Revenue in the Vijayanagara Kingdom

focus on the Beginning of European Land control and Appropriation

Readings

Lallanji Gopal, Economic Life of Northern India, A.D. 700-1200 Delhi. 1965 John s.

Deyell,Living without Silver, Oxford University Press New Delhi, 1999 Nilakanta Sastri, The

Colas, Madras University Publications.

P. Shanmughan , Revenue System of the Cholas 850-1279 (New Era Publications, Madras)

Y.Subbarayulu, South India under the Cholas,(2012,Oxford University Press)

Irfan Habib, An Atlas of the Mughal Empire (Oxford University Press)

lrfan Habib, Agrarian System of Mughal India (Oxford University Press New Delhi)

Moreland. W. Agrarian System of Moslem India (D.K. Publishers, New Delhi)

Tapan Raychaudhari and Irfan Habib (eds) The Cambridge

Economic History of India volume 1 (Orient Longman and Cambridge University Press)

Shireen Moosvi, The Mughal Economy (Oxford University Press)

J.F. Richards, The Mughal Empire 1-5 (The New Cambridge History of India, Cambridge

University Press)

Burton Stein, Vijayanagara 1-2 (The New Cambridge History of India)

Burton Stein, Peasant state and Society in Medieval South India (Oxford University Press, New

Delhi)

Bipan Chandra, Rise and Growth of Economic Nationalism (Peoples Publications, New Delhi)

Karashima,Noburu, South Indian History and Society (Oxford University Press)

48


BLUE PRINT

Units Hours 5/7

3 marks

6/9

5 marks

2/4

15 marks

Total

I 18 2 2 1 31

II 18 1 1 - 8

III 18 2 2 1 31

IV 18 1 1 1 23

V 18 1 3 1 33

49



FIRST SEMESTER


BRANCH -HISTORY

HY1CO4TM - REVENUE ADMINSTRATION IN INDIA FROM C.A.D 1000 TO

1800

Time: Three Hours Maximum Mark: 75

I. Short Answer (one paragraph each) Answer any five questions

Each question carries 3 marks

1. Ijra System

2. Batai and Bhaoli

3. Puravuvari Tinaikkalam

4. The Ayagar system

5. Mansabdari system

6. Iqta system

7. Mahalwari system

(5x3=15)

II Short Essay (Two Pages each) Answer any six questions


8. How did Alauddin Khalji excel himself in the field of revenue

administration?

9. Explain the revenue system under Sher Shah

10. Review the importance of Ain-i-Akbari as a source to the study of Mughal sources

of revenue

11. What were the different types of land revenue collected by Delhi

sultanate

50


12. Examine the nature of Melvaram taxes.

13. Trace the important features of the Nayankara system

14. Sketch the role of Sir Thomas Munro in the administration of the Ryotwari

system

15. What were the causes for the decline of Zamindari system?

16. Explain the Cornwallis System of Permanent Settlement

(6x5=30)

II. Long Essay (Five pages each) Answer ant two questions.

17. Explain the revenue administration of the early Sultan rulers of Delhi

18. Explain the aspects of revenue administration in the Mughal Empire under

Akbar with special reference to the services of Raja Todar Mal

19. Examine the origin and nature of Nayankara system in the Vijayanagara kingdom. How

did this system affect the central government?

20. How did the English East India Company obtain land control in India?

Highlight their mechanism of appropriating land revenue.

(3x5=15)

51





COURSE V: History of Social Revolutions in the World


Name of the Course: History of Social Revolutions in the World


Semester: 1

Credits: 4


Aim of the Course:

This is a survey paper that seeks to provide good awareness about the major social

revolutions of the modern world. The focus is on the linkage between the socio-economic

revolutions of the modern world.. The paper does not require the students to depend on

articles


The course seeks to provide the students insights into the factors that make a revolution

possible in time and space.

52


Syllabus Content:

Module-I (18)

Scientific revolutions as paradigm shifts - Copernican revolution in astronomy and the replacement

of the geocentric theory -Bacon and the methodological revolution - Newton and the “laws of

nature” – Leibniz and Calculus - the Cartesian position - the impact of Scientific revolution in the

perception of nature and society .

Module-II (18)

The inventions and discoveries - the factory system replaces the guild system of production -

changes in the means and, relations of production -impact of society and economy- the intellectual

impact - economics, political theory and sociology - literature.

Module-III (18)

The ancient regime - economic, social and political issues – the warming of the aristocracy and the

self- assertion of the bourgeoisie - the ideological role of the philosophers- the „crowd‟ in the

French Revolution - the effect in the country side -principles of the revolution and their fulfillment

plan- the continental impact - reactions.

Module-IV (18)

The Tzarist despotism in Russia- Westernization and its problems - contradictions in Russian

society- Marx and Russia - Mensheviks and Bolsheviks - the Leninist coup- Rationalization- NEP

and Five Year Plans - the Soviet Union and its fortunes - Communism in East Europe.

Module-V (18)

Basic Features of Mao Zedong Thought- Redirecting the Revolution: The Reform Ideology of

Deng Xiaoping- „One nation, Many people‟s: Han and Non-Han in the making of the PRC,

China‟s relation with ,the Soviet Union, and the United States - Greater China: The PRC, Hong

Kong and Taiwan – Interpreting China‟s Revolution: Impact and Consequences.

53



study in detail the Scientific Revolutions.

Focus on the events leading the French Revolution

Learn about the The Tzarist despotism in Russia.

Study in detail the Chinese Revolution.

Readings

A.J. Stavrianos, World since 1500, New York, 1981

Rodney Hilton Ed. The Transition from Feudalism to Capitalism London, 1982, Verso Editions „

Maurice Dobb, Studies in the Development of Capitalism, Routledge & Kegan Paul, London,1972

Crane Briton, Anatomy of Revolutions

Alfred Cobban, Aspects of the French Revolution

Albert Soboul, French Revolution

G. Lefebvre, French Revolution, 2 Vols.

E.J.Hobsbawm, Industry and Empire, Penguin Publishers, Sphere Books Ltd. 1989

E.J.Hobsbawm, Age of Extremes, Viking Publishers, Indian Edn. Rupa Co.

E.J. Hobsbawm, Age of Revolution, Penguin, Sphere Books Ltd. 1989

R.R. Plamer, A History of Modern World, Macmillan, London, 1976

L. Huberman, Man‟s Worldly Goods, Peoples Publishing House, Delhi

E.H. Carr, A History of Soviet Russia, 3 vols.

E.H. Carr, Russian Revolution, 1917-1921

W.H. Charmberilin, The Russian Revolution, 1917-1921

Harry Magdoff, Imperialism, Rout age & keg an Paul, London

I. Wallerstein, Historical Capitalism Verso, London 1984

54


Andre Gunther Frank, Latin America and Underdevelopment,Monthly Review Press, New York,

1969

Suyin Han, Thee Morning Deluge: Mao Tse -Dung and the Chinese Revolution, 1893-1952

London : Jonathan Cape, 1972

Immanuel C.Y. Hsu, The Rise Modern China (2d ed) New York: Oxford University Press, 1975

Jerome Chen, Mao and the Chinese Revolution,

Andre Gunther Frank, Latin America: Under Development of Resolution, Monthly Review Press,

New York, 1978

T.K. Hopkins & I. Wallerstein, World Systems analysis: Theory and Mythodology, Sage

Publishers, New Delhi 1982.

55


BLUE PRINT

Units Hours 5/7

3 marks

6/9

5 marks

2/4

15 marks

Total

I 18 2 3 1 36

II 18 2 1 1 26

III 18 1 2 1 28

IV 18 1 2 1 28

V 18 1 1 - 8

56



FIRST SEMESTER

FACULTY OF SOCIAL SCIENCE

BRANCH - HISTORY

HY1CO5TM - HISTORY OF SOCIAL REVOLUTIONS IN THE WORLD

Time: Three Hours Maximum Marks: 75

I. Short Answer (One paragraph each) Answer any five questions.

Each question carries 3 Marks.

1. Sir Francis Bacon

2. Johannes Kepler

3. Flying shuttle loom

4. Intellectual Revolution

5. Guild System

6. Paris Commune

7. Deng Xioaping

(5x3=15)

II. Short Essay (Two pages each). Answer any five questions


8. Examine the major aspects of the Cartesian philosophy.

9. what was the impact of Scientific evolution?

10. What part did the intellectuals play in bringing about French Revolution?

11. Explain the development of radical political philosophy in Russia in the beginning of the

20th century.

12. Why the Industrial revolution began in Britain during the 18th

century?

13. Evaluate the changes which were brought about by the French Revolution in political

thinking.

14. Discuss the aims of the NEP and its impact in the USSR.

15. Examine the establishment of scientific societies in Europe

16. What were the basic features of Mao Zedong thought?

(6x5=30)

57


III. Long Essays (five pages each). Answer any three questions.


17. Explain the social implication of Scientific Revolution in the 16th

and 17th

centuries.

18. Critically narrate the major inventions and discoveries of Industrial Revolution.

19. Revolutions happen when the existing system becomes unbearable to vast majority of

people. Justify with the example of the French Revolution.

20. How far royal absolutism was a cause for the Russian revolution of 1917?

.

(2x15=30)

58


SEMESTER II

HY2CO6TM: History of Social Institutions and Structures of Early India

HY2CO7TM: Social Formations of Kerala c. A.D.1200 - 1800

HY2CO8TM: Agriculture, Crafts Production and Exchange in India from.

AD l000 to 1800

HY2CO9TM: Perspectives of Women‟s History and the History of Gender in India

HY2C10TM: Making of the Indian Nation: Historical Antecedents

59





COURSE VI: History of Social Institution and Structures of Early India

Course Code HY2C06TM

Name of the Course : History of Social Institution and Structures of Early India


Semester: 1

Credits: 4


Aim of the Course:

The paper intended to provide the students with knowledge about what the institutions

mean and how they evolved and worked in the past societies. The idea is to enable the

students to gain insights into the historical roots of social institutions and structures that

persist in our times. Articles should enrich the reading


The course seeks to have a specific focus on the history of institutions and structures of early

societies in the subcontinent

60


Syllabus Content:

Module-I(18)

Historical context of their merged state and inseparability into social, economic, political and

religious Institutions - Gotra and Pravara, Varna and Kula - dasya- vidatha, Gana, Gopa and

Samiti - Yajna, Dana, Dakshina and Sulka - The Pastoral tribal social structure with slave labour.

Module-I1(18)

The brahmana-Sramana dichotomy -The Jain, Ajivika, and Budhist Religious Orders - The

institution -of Sangha, Samaja and Puga - The Sartha- The Grama; Janapada, Narga and Pattina

The stratified Varna society with slave labour.

Module-III (18)

The historical process of the information of jati-s - The System of hereditary occupation and

endogamy - The System of periodic exaction or taxation in the age of Mauryas - Variety of taxes -

The Parishad- The institutional nature of administration and bureaucracy - The continuity .and

change in the stratified Varna society based of slave labour.

Module-IV (18)

The Institution of land grants – The mahadana-s such as hiranyagarbha, gosahasra and tulabhara

- The proliferation of Jati-s or the phenomenon of sakirnajati - The institutional character of

kingship- Chakravarthy model of kingship and the consecration - High Sounding royal titles- The

institution of land dues - The Institution of service tenure - The bhakti cull under the bhagauatha

movement - The formation of tenurial hierarchy- Hierarchically stratified jati society based of

forced labour (vishti).

Module- V (18)

Aintinai and Social grouping-Economic, Social, Political Structures and Institutions - Ventan,

Velir, Kizhar levels of the chiefdom- The politics of raids and redistribution- The Institution of

Kotai - Pana-s and the pattu tradition - the flowers Symbolism - untattu- Vatakkiruttal -Velan

Veriyattu- Karauaikuttu -the Kalauu and Karpu.

61



know about the social, economic, political and religious Institutions of the Vedic Societies.

understand the character of the Vedic religious Institutions

understand the historical process of the information of jati-s

Learn about the Hierarchically stratified Jati Society

Study about the Early Historic Society in Tamizhakam

Readings

D.R. Chanana, Slavery in Ancient India, Delhi 1960

S. Chattopadhyaya , Social Life in Ancient India, Calcutta, 1965

Romilla Thapar, From Lineage to State (Oxford University Press)

Uma Chakravarthy, Social Dimensions of Early Buddhism, (Motilal Benarsidas, Delhi, 1984)

D.D. Kosambi, An Introduction to the Study of Indian History (Bombay, 1956)

R.S. Sharma, Material Culture and Social Formations in Ancient India (Oxford University Press,

1983)

R.S. Sharma, Sudras in Ancient India (Motilal Banarsidas, New Delhi, 1980)

H.S. Sharma, Aspects political ideas and Institutions in Ancient India (Motilal Banarsidas, New

Delhi, 1959)

H.S. Sharma, Indian feudalism (Motilal Banarsidas, New Delhi, 1980)

K.K. Plllai, Social History of the Tamils, Madras University Publication

Rajan Gurukkal & Raghava Varier eds. Cultural History of Kerala, vol. I, Department of

Cultural Publication, Trivandrum.31

62


BLUE PRINT

Units Hours 5/7

3 marks

6/9

5 marks

2/4

15 marks

Total

I 18 2 2 1 31

II 18 2 2 1 31

III 18 1 2 1 28

IV 18 1 1 - 8

V 18 1 2 1 28

63


M.A. DEGREE (CSS) EXAMINATION, MARCH/APRIL 2015

SECOND SEMESTER

FACULTY OF SOCIAL SCEINCE, BRANCH: HISTORY

HY2C06TM - HISTORY OF SOCIAL INSTITUTIONS AND STRUCTURES OF

EARLY INDIA


I .Short Answer (one paragraph each).Answer any five questions:


1. Gotra

2. Varna

3. Janapada

4. Nagara and Pattina

5. Parishad

6. Tulabara

7. Karpu (5x3=15)

II. Short Essay (Two pages each) Answer any six questions.

Each question carries 5 marks.

8. Give an account of the Vedic Assemblies

9. Explain about the Brahmana- Sramana dichotomy

10. Assess the features of the Varna Society

11. Write a note on the Raids and Redistribution of the Chiefs

12. Discuss the features of the Tribal polity of Rig Vedic age

13. Analyse the contribution of Bhagavata Movement

14. How did the Jati effect the economic life of the individual?

15. Evaluate the Taxation system of Mauryas

16. Explain the status of Women during the Sangam age on the basis of Kalavu and Karpu

(6x5=30)

64


III. Long Essay (five pages each). Answer any two questions.

Each question carries 15marks.

17. Describe the main teaching of Jainism and its impact on Indian society .

18. Explain the features of Polity and Bureaucracy under the Mauryas .

19. Discuss the political structure and social organization of the Vedic age.

20. Explain the political institutions of early Tamilakam.

(2x15=30)

65





COURSE VII: Social Formations of Kerala from c. A.D.1200 to 1800


Name of the Course : Social Formations of Kerala from c. A.D.1200 to 1800


Semester: 1

Credits: 4


Aim of the Course:

The paper requires the students to have already graduated in the methodological

perspectives enabling conceptualization of society in terms of formations or systems to study

this paper. The purport of the paper is to enable the students to grasp the interconnectedness

of social aspects and develop holistic perspective


The course expected to acquire knowledge about the social formation of Kerala under the

Naduvazhi-s and of the eve of the colonial rule.

66


Syllabus Content:

Module-I-(30)

Historical Antecedents - Further Expansion of Agrarian settlements - Growth of the Upagrama-s-

Changes in the Property relations- proliferation of temples - New Institutions, Groups and relations

- The Nadus and the consolidation of the Naduvazhi Swarupam-s.

Module-II- (30)

Expansion of the Parambu/Purayitam economy- Expansion of Commercial Crops, Crafts

Production and Towns - Monetization and Trade - The Political Growth of orri and panayam -

Money lending and the Beginning of the Alienation of the Kanam lands - The Emerging Overseas

Links.

Module-III – (30)

Learning and Knowledge Systems - AgrarianTechnology and Forms of Labour Obligations - The

Jati system - The Structure of Land Relations - Difference and Uniformities of Land system in

Venad, Ernad and Kolattunad -The Changes in the in Roles and Functions of the Temple - The

Temple and Brahmin Land Control- The Nature of Land control and Structure of Political Power

of Venad - The Nature of Samutiri- s Revenues and Political Power - The Ambalappatis,

Desappatisand the diffused nature political power in Kolattunad - The Overall Features of Land

System and Appropriation- The Juridico- political Structure- Ideology and Religious Life- Worlds.


understand the Agrarian Expansion in Kerala

learn about the Economic Growth of the Nadu-s

Focus on the Nature of Social Formation

67


Readings

M.H. Raghava Varier, Keraleeyata: Charitramanangal (Vidyapeetham)

M.H. Raghava Varier, Madhyakala Keralam- Charitram, Samooham.

(Chintha Publications, Trivandrum)

KR. Ganesh, Keralathinte Innalekal

M.G.S. Narayan ed. Vanneri Granthavari, Calicut University

M.R. Raghava Varier, ed. Keralololpatti, Calicut University

32

K.K.N. Kurup ed., Kootali Granthavari, Calicut University

Unnikrishnan Nair ed. Tiruvalla Granthavari,Nos. 1 & 2 Mahatma Gandhi University.

K. V. Krishna lyer, Zamorins of Calicut, Calicut University

P.K.S. Raja, Medieval Kerala, Navakerala Co-operative Publishing House, Calicut

P.K. Balakrishnan, Jativyavasthayum Keralacharitravum

N.M. Namboodirl, Smootiriyute Kanappurangal (Vidyapeetham)

P.J. Cheriyan (ed) Perspectives of Kerala History (State Gazetteers Department,

Govt. of Kerala)

Kesavan Veluthat, The Early Medieval in South India

68


BLUE PRINT

Units Hours 5/7

3 marks

6/9

5 marks

2/4

15 marks

Total

I 30 2 3 1 36

II 30 2 3 1 36

III 30 3 3 2 54

69



SECOND SEMESTER


HY2C07TM - SOCIAL FORMATIONS IN KERALA C.A.D.1200 TO 1800


I .Short Answer (one paragraph each).Answer any five questions:


1. Upagrama

2. Kanam Tenure

3. Parambu and Purayidam economy

4. Manigramam

5. Venad

6. Naduvazhi

7. Ambalappati

(5x3=15)

II. Short Essay (Two pages each) Answer any six questions.


8. Describe the features of agrarian settlements in Kerala.

9. Write a note on Jati system.

10. How did the commercial expansion led to the rise of towns in Kerala?.

11. Analyse the importance of Swarupams in the Kerala society.

12. Discuss the growth of craft production and trade in Kerala.

13. Describe the structure of land relations in under the Swarupams.

14. Review the nature of land system in Venad.

15. Write a note on monetization and trade in Kerala.

16. Describe the expansion of Nadus and consolidation of Naduvazhi Swarupams.

(6x5=30)

70


III. Long Essay (five pages each).Answer any two questions.


17. Give an account of proliferation of temples in Kerala and what were the different

functions of temples?

18. What were the differences and uniformities of land system in Venad , Eranad and

Kolathunadu?

19. Explain the nature of Samutiri‟s revenue and political administration

20. What were the major overseas links of medieval Kerala?

(2x15=30)

71





COURSE VIII: Agriculture, Crafts Production and Exchange in India from

c. A.D. 1000 to 1800


Name of the Course : Agriculture, Crafts Production and

Exchange in India from c. A.D. 1000 to 1800


Semester: 1

Credits: 4


Aim of the Course:

The paper requires from the students an in depth study of the major economic

processes of the Indian subcontinent in the 11 th to 19th centuries. It involves study of

coinage and currency in the context of means of payment and measure of value. The purport

of the paper is to provide the students insights into the interconnectedness of agriculture,

crafts production, exchange and urban growth. The readings have to be supplemented by

articles


The course focus is of the nexus of agriculture, the various other industries, and trade and the

process of urbanization.

72


Syllabus Content:

Module 1 (18)

Technology of Agriculture – Aspects of irrigation - Agrarian Relations _ Growth of Crafts,

Commerce and Towns - Trade, Traders and Trade - routes in the Sultanate - Monetization and

Coins.

Module-II(18)

Agrarian Technology - Tank Irrigation- Agrarian Relations _ Crafts Production and Trade in the

Deccan and Southern India _ Long distance trade and Nagaram-s- Temples and Merchant

Corporations like Ticcai - ayirattainnurruvar, Manigamam, Nanadesi etc. Monetization and

Commercialization - Coins and Currency.

Module-III (18)

Irrigation Technology - The Persian Wheel- Agrarian Relations - Crafts, Trade and Urban growth

- Local Exchange and Credit - Foreign Trade and Traders- Trade - routes, Gany-s and Serai-s -

Commercialization of Agriculture Coins and Currency.

Module-IV (18)

Aspects of Agrarian Technology -Agrarian Relations - Crafts, Commerce and Towns -Coins of

Vijayanagar - Inland and Transmarine Trade - Overseas trade and the growth of „Indian Ocean‟

trade network - Merchant Capital and the Role of Indian Merchant in the Asian Trade System‟

(13th-17th

centuries)

Module-V (18)

The Beginnings of European Trade and Commerce in the subcontinent Growth of Crafts

Production – The Textile industry in western India- Expansion of Export Trade.

73



learn about the Extent of Agriculture in the Sultanate of Delhi

Focus on the Agrarian Expansion in the Godavari, Krishna, Kaveri and Periyar banks

study the Extent of Agriculture in the Mughal and Vijayanagara Empire

Understand the Beginnings of European Trade and Commerce in the subcontinent Growth

of Crafts Production

Readings·

Lallanji Gopal, Economic Life of Northern India A.D. 700-1200 Delhi. 1965

Nilakanta Sastrl, The Colas, Madras University Publications Kenneth Hall, Trade and Statecraft

in the Age of the Colas (Abhinav Publications, New Delhi)

Mohammad Habib, Politics and Society in Medieval South India.

B.D. Chattopadhyaya, Coins and Currency in Medieval South India (Munshiram Manoharlal

New Delhi)

Burton Stein, Peasant State and Society in Medieval South India (Oxford University Press, New

Delhi)

Burton Stein, Vijayanagara 1-2 (The New Cambridge History of India)

lrfan Habib, The Economic History of Medieval India (Tulika Publications, New Delhi, 2001)

lrfan Habib, Agrarian System of Mughal India, (Oxford University Press)

Moreland, W., Agrarian System of Moslem India (D.K. Publishers Delhi)

Tapan Raychaudharl and Irjan Habib (eds.) The Cambridge Economic History of India

Volume 1 (Orient Longman and Cambridge University Press)

lrfan Habib, Essays in Indian History, Tulika Publications, New Delhi

74


Satish Chandra, Medieval India, New Delhi

Musaffar Atam, The Crisis of Mughal Empire (Oxford University Press)

Musaifar Alam & Sanjay Subrahmaniean (ed) , Mughal North lndi (Oxford University Press) .

H.K. Nagvi, Urbanization Urban Centres under the Great Mughals (Oxford University Press) ,

34

Burton Stein. Vijayanaqara 1-2 (The New Cambridge History of India)

S. Gordon, The Marathas 11-4 (The New Cambridge History of India)

K. Polanyi, H.Pearson (ed) Trade and Market in Early Empires.

K.N. Chaudhari, Asia before Europe: Economy and Civilization of the Indian Ocean from the

Rise of Islam to 1750

Ashin Dasguptha & M.N. Pearson (ed.) The Indian Ocean -Political Economy of Commerce

SanJay Subrahmaniyan, Political Economy of Commerce

S. Arasarahnan, Merchants, Companies and Commerce in the Coromandel Coast.

Ashln dasguptha, Indian Merchants and tli.e Decline of Surat

Kanakalatha Mukund, The World of Tamil Merchant.

A. Appadorai, Economic Conditions in Southern India (100-1500), Madras University

Publications.

N. Venkataramanayya, Studies in the History of the Third Dynasty of Vijayanagara

A.I.Chicherov, India: Economic Development in 16th - 18th Centuries.

Shireen Moosavi, Economy of the Mughal Empire, (Oxford University Press)

75


BLUE PRINT

Units Hours 5/7

3 marks

6/9

5 marks

2/4

15 marks

Total

I 18 1 2 1 28

II 18 2 2 - 16

III 18 2 2 1 31

IV 18 1 2 1 28

V 18 1 1 1 23

76



SECOND SEMESTER


HY2C08TM - AGRICULTURE, CRAFTS PRODUCTION AND EXCHANGE IN INDIA

FROM C.A.D.1000 TO 1800


I. Short Answer. (One paragraph each). Answer any five questions.


1. Nagaram

2. Sahus & Mahajans

3. Ain-i-Akbari

4. Persian Wheel

5. Manigramam

6. Indian Ocean

7. European Trade

(5x3=15)

II. Short Essay. (Two pages each).Answer any six questions .


8. Describe the agrarian system of the Mughal India.

9. Explain the growth of Crafts and Commerce during Sultanate period.

10. Examine the Tank irrigation system in South India.

11. Trace out the Overseas Trade and Indian Ocean Trade network of Vijayanagara.

12. Briefly describe the important merchant corporations in South India.

13. Discuss about the Textile Industries in Western India.

14. What were the major technologies adopted in the agriculture during the period of

Sultanate?

77

15. BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

16. How the irrigation technologies help to develop the agriculture during the Mughal

period

17. Evaluate the Monitory system of Vijayanagara.

(6x5=30)

III. Long Essay ( Five pages each) Answer any two questions .

Each carries 15 marks.

18. Explain the growth of non- agricultural production and trade during the period of

Sultanate.

19. Elucidate the agrarian technology and relations of the Vijayanagara .

20. Make a debate on „Commercial Capitalism‟ in Pre-colonial India.

21. Attempt a comparative study between Inland and Overseas trade of Mughals.

(2x15=30)

78





COURSE IX: Perspectives of Women’s History and the History of Gender

in India


Name of the Course: Perspectives of Women’s History and the History of Gender

in India


Semester: 1

Credits: 4


Aim of the Course:

The Paper seeks to familiarize the students with the conceptual and methodological

innovations brought into the discipline of history by Women‟s History, and expansion and

reframing of the issues at its core, that this intervention has entailed. The intervention of

feminist history has been uneven. This makes it difficult to envisage a paper entitled „The

History of Gender in India‟, because it seems rather premature at present. There has been a

concentration of feminist historical scholarship upon the colonial-modern period, and upon

certain religions like Bengal. So the workable option to present the existing scholarship may

be to divide it into specific topics around which some feminist scholarship has accumulated.

All the topics need not be discussed in class; some can be discussed in tutorial sessions. The

idea is to convey the fact that Gender History raises a whole set of new questions that enter

into the conceptual and political domains of the mainstream historical scholarship

79

Syllabus Content:

Module-I (30)

Feminism and the Critique of Knowledge - History as Male-centered Knowledge- the challenge of

Women‟s History- major debates over the Agenda of Women‟s History- Main Themes -

Methodological Innovations - International Scenario of Women History - Towards Gender

History.

Module-II (30)

Indian Women in the Writings of Colonial Historians- National Historians and the „Womens

Question‟ - Marxist History and Sexual Inequality - The Coming of Women‟s History into the

Indian Scene- Critique of the Dominant Ways of Understanding - Creation of Alternate Histories -

Female Subalternity

Module-III (30)

Emerging Themes of Gender Studies in Indian Historiography - Issues and Innovations: Reform

and Women‟s Emancipation - A Critical Reading of the concept of Reform and Women‟s

liberation- The Socio legal Development - Women and Political Struggle- Women and the

Economy .


understand the Feminism and major debates over the Agenda of Women‟s History

Learn about the Indian Women in the Writings of Colonial Historians- National Historians

focus on Emerging Themes of Gender Studies in Indian Historiography - Issues and

Innovations:



The course seeks to familiarize the students with the conceptual and methodological

innovations brought into the discipline of history by Women‟s History.

80


Readings

Mary S. Hatmmann and Lois W. Banner (eds) Clio‟s Consciousness Raised: New Perspectives.

on the History of Women, New York: Harper & Row, 1974

Renate Bridenthal and Claudia Koonz, Becoming Visible: Women in European History, Boston:

Houghton Mifflin, 1976

Berenice A. Carroll (ed), Liberatinq Women‟s History: Theoretical and Critical Essays, Urbana:

University of Illinois Press, 1977.

Joan Kelley, Women, History and Theory, Chicago: University of Chicago Press, 1984

K.Offen et.al (ed.s), Writing Women‟s History: Internation Perspectives, London, acmillan,1992

Uma Chakravarti, „Whatever happened to the Vedic Dasi‟ in K Sangari, S. Vaid (cols) Recasting

Women, New Delhi: Kali for Women 1989 .

Uma Chakravarti, „Beyond the Altekarian Paradigm: Towards a New Understanding of Gender

Relations in Early India, Social Scientist 16 (183), 1988.

U. Chakravarti and K. Roy, „ In search of our Past: A Review of the limitations and Possibilities

„of the Historiography of Women in Early India,‟ EPW 23(18) , 30 April 1988

A.S. Altekar, The Position of Women in Hindu Civilization, „New Delhi : Motilal Banarasi

Das,1962.

M. Talinn, Women in Early Buddhism, Bombay: Bombay University, 1972

U.Chakravartl, Conceptualizing BrahmanicaI Patricarchy in Early India: Gender, Caste, Class and

State, EPW 28 (14)

Kumkum Ray, „King‟s Household: Structure / Space in the Sastraic Tradition‟, EPW 27 (43-44)

24-31 October‟ 92 .

Malavlka Karlekar, Kadambini and the Bhadralok : Early Debates over Women‟s Education in

Bengal‟ EPW 21 (17), 1986

81


Geraldine H. Forbes „In Search of „Pure Heathen‟ : Missionary Women in 19th Century India‟

EPW, 21 (17) 26, April, 26 1986

M. Kosambi, Women Emancipation & Equality: Pandita Ramabai‟s Contribution to the

Women‟s Cause , EPW 23(44) 29 October 1988 ........................ .‟ Anandibai Joshie : Retrieving a

fragmented feminist image‟, EPW 31(49), 7 December ‟96

Nlta Kumar, „Windows Education and Social change in 20th Century Benaras‟, EPW 26(17) , 27

April ‟91

Bharati (ed), From the Seams of History, New Delhi : OUP, 1995

Robin Reifrery, Politics, Women‟s and Well Being, New Delhi: OUP 1992

Meera Velayudhan, „Growth of Political consciousness Among Women in Modern Kerala‟ , In

perspectives on Kerala History : The Second Millennium, Kerala State Gazetteer Vol. 2, Part 2,

Thiruvananthapuram, 1999 .

Madhu Kishar, „Arya Samaj and Women‟s Eucation : Manya Mahavidyalaya, Jalandhar , EPW

27(17), 26 Apnl 96

Amrlt Srinivasan, „Reform and Revival: The Devadasi and her dance‟, EPW 20(44), 2

November „85 „ .

P. Uberoi (ed), Social „Reform, Sexuality and the State, New Delhi: Sage, 1996

K.Sangahari, S.Vaid (eds) Recasting Women, New Delhi: Kali for women, 1989

P. Chatergee, P. Jegannathan (ed.s) Subaltern Studies XI New Delhi, Permanent Black 2000

Janaki Nair, Women and Law in Colonial India, New Delhi: Kali for Women, 1996.

Archana Parasher, Women and Family law Reform in India, New Delhi, Sage 1992 „

Peter Custers, Women‟s role in the Tebhaga Movement‟ ,EPW 21(43), 25 October‟ 96.

Tanika Sarkar, „Polities Women in Bengal - The Conditions and Meanings of Participation‟,

IESHR 21(1),1984.

82


Indra Munshi Saldanha, „Tribal women in the Warli Revolt 1945-47 : Class and Gender in the

Left Perspective‟, EPW 21 (17) April 26, 1986

Apama Basu, „Gujarathi Women‟s Response to Gandhi‟ ,Samya Shakti 1(2) 1984

Tanika Sarkar, „The Hindu Wife and the Hindu Nation : Domesticity and Nationalism il119th

Century Bengali Literature‟, EPW 22(47) 21 November „87

Vijaya Ramaswamy , „Aspects of Women and work in early South India‟ IESHR 26(1), 1989

Gregory.C. Kozlowski „Muslim Women and Control Property in North India‟, IESHR 24(2), 1987

Radha Kumar, „Family and Factory : Women Workers in Bombay Cotton Textiles Industry 1919-

1939; IESHR 20(1), 1983

Ranajit Guha, „Chandra‟s Death, Subaltern Studies V, Delhi: OUP, 1987

Zoya Hasan (ed) , Forging Identities: Gender, Communities and The State, New Delhi: Kali for

Women, 1994

Joan Wallach Scott, Gender and the Po,tics of History, New York Columbia University Press,

1988 Subaltern Studies IX, New Delhi: OUP, 1989

83


BLUE PRINT

Units Hours 5/7

3 marks

6/9

5 marks

2/4

15 marks

Total

I 30 3 3 2 54

II 30 2 3 1 36

III 30 2 3 1 36

84



SECOND SEMESTER


HY2C09TM - PERSPECTIVES OF WOMEN’S HISTORY AND THE HISTORY OF

GENDER IN INDIA




1. Feminism

2. UWO

3. Saradha Act

4. Black Feminism

5. Annie Besant

6. Dowry Prohibition Act

7. Role of Media

(5x3=15)

II. Short Essay. (Two pages each). Answer any six questions .


8. Illustrate the major Women personalities in Indian Freedom Struggle.

9. What were the contributions of Marx to Women‟s History?

10. Briefly explain the Women Liberation Movement.

11. What is Feminism? Explain different types of Feminism.

12. Explain Women and Economy.

13. Point out the role of Women in the Nationalist Historians writings.

14. Describe the All India Women Conference.

15. Assess the role of James Mill in Women‟s History.

16. Trace the importance and status of women in the contemporary society.

(6x5=30)

85


III. Long Essay( Five pages each)Answer any two questions .

Each carries 15 marks:

17. Explain the major debates over the Agenda of Women‟s history.

18. Elucidate the major peasants movements participated by women.

19. Examine the major educational programmes for women empowerment

20. Examine critically the different theories of feminist movements

.

(2x15=30)

86





COURSE X: Making of the Indian Nation: Historical Antecedents


Name of the Course: Making of the Indian Nation: Historical Antecedents


Semester: 1

Credits: 4


Aim of the Course:

The paper seeks to put emphasis on the study of the historical process of the nation building,

As the title presupposes, the purport is to gain knowledge about the Historical process of the

making of the Indian Nation. This necessitates access to recent studies that are eminently

noted for their representational riches and level of conceptualization, The teachers have to

initiate students in the relevant theories through seminars. The readings have to be augmented

and supplemented ,by learned articles from time to time.


The course seeks to provide an in depth study of Indian National movement. It provides an

account of the constitutional developments throughout the British period ending with the

independence Act. It also seeks to give the students an awareness about India as a nation in

the making

87


Syllabus Content:

Module-I (12)

The Colonial Sneer - India as a „geographical expression‟ – The Nationalist Reaction - The

Immemorial Nationhood- Understanding the nations and nationalism-The modern character of the

Indian Nation -The theory of „nation‟ as Imagined Community.

Module-II (12)

Orientalism and the „discovery‟ of India _ The Reaction to the Evangelical and the Utilitarian

Bashing -The Socio- Religious Movements and their Character – English education- Press-

Theories of the Indian Modernity - Emergence of Public Sphere.

Module-III (11)

Contradictions in colonialism and Their Exposure - The Economic Critique of Colonialism - The

drain theory _ The Expression of moderate nationalism.

Module-IV (11)

Political programmes of Indian Nationalism _ The Constitutional Methods - Stances of Protest and

Confrontation - Revolutionary Terrorism - Indian Nationalist Activities Abroad -Gandhian

Techniques.

Module-V (11)

Secondary Contradictions - Autonomous or hegemonic-Peasants Movements - Workers‟

Movements Tribal Uprisings-caste and gender Associations - Theorising the Subaltern

Movements.

Module-VI (11)

Detractors of Nationalism - Communalism as „Back-door‟ _ The two-nation Theory -

Regionalism.

88


Module-VII (11)

The legacy of Indian Nationalism - The Indian constitution - Foreign Policy- The

Socialist Hopes - Secularism - The Civil / Political Society- contemporary Debates:

Module-VIII (11)

Theorising Indian Nationalism - The idea of Nation - in-the Making- Nation as a Process and not a

Product: Contemporary Debates.


study the different approaches in Indian National Movement.

understand The Socio- Religious Movements and their Character in India

analyse the Socio-economic impact of British rule in India

know more about the Contradictions in colonialism and Their Exposure

Learn about Political programmes of Indian Nationalism

Study about the Autonomous or hegemonic-Peasants Movements

understand the The legacy of Indian Nationalism

study the different theories of Indian Nationalism

Readings:

C.H. Philips, Historians of India, Pakistan and Ceylon, (Oxford 1961)

O.P. Kejariwal, The Asiatic Society of India and the Discovery of India‟s Past 1784-1838 (Oxford

1988)

John Keay, India Discovered (Rupa, 1989)

Thomas R. Trautmann, Aryans and British India (Vistaar Sage, 1996)

David Kopf, British Orientalism and the Indian Renaissance, 1773- 1835 (California, 1969)

Kenneth Jones, Socio-Religions Reform Movements in British India, (Cambridge ,1994)

89


Arabinda Poddar, Renaissance in Bengal Quests and Conformations, (Simla, Indian Institute of

Advanced Studies, 1970)

K.N. Panikkar, Culture Ideology, Hegemony: Intellectuals and Social Consciousness in Colonial

India (Tulika, New Delhi 1995)

Sumit Sarkar, A Critique of Colonial India, (Oapyrus, Calcutta, 1985)

Sumit Sarkar, Modern India (1885 - 1947) (Macmillan, 1996)

Sumit Sarkar, Writing Social History, (Oxford India, .1982)

Bipan Chandra, et.al., India‟s Struggle For Independence, (Penguin India, 1989)

Bipan Chandra, The Rise and Growth of Economic Nationalism in India, (People‟s

PublishingHouse New Delhi, 1982)

Bipan Chandra, Nationalisms and Colonialism in Modern India (Orient Longman, New Delhi

1979)

Bipan Chandra, Communalism in India, Vani Educational Books-Vikas, New Delhi, 1984

R.C. Majumdar, British Paramountcy and the Indian Renaissance, Pts. I & II (Bharatiya Vidya

Bhavan)

R.C. Majumdar, Struggle for Freedom (Bharatiya Vidya Bhavan)

A.R. Desai, Social Background of Indian Nationalism (Popular , Prakashan Bombay, 1959)

A.R. Desai (led) Peasant Struggles in India (Oxford, 1979)

S. Wolpert, Tilak and Gokhale (California, 1962. Also Oxford Indio 1990)

Peter Hardy, The Muslims of British India (Cambridge Universiiy Press1998)

Aijas Ahamad, Lineages of the Present, Tulika Publications

Eugene Irschik, Politics and Social Conflict in Sou/h India; Non Brahamin Movement and Tamil

Separations (1916.29) (California, Also Oxford)

90


Gail Omvedt, Culture and Revolt in a Colonial Socie;y ; Non Brahamin Movement in Western

India (1873,1930), (Bombay, 1976)

Ranajith Guha, Elementary Aspects of Peasant Insurgency in India (Oxford 1982)

Subaltern Studies, Vol I to XI

Janaki Nair, Miller and Miners, Oxford University Press, New DeIhi

G. Alosiuss, Nationalism Without a Nation in India, Oxford University New Delhi.

Partha Chattergee, Wages of Freedom, Oxford University Press, New Delhi

91


BLUE PRINT

Units Hours 5/7

3 marks

6/9

5 marks

2/4

15 marks

Total

I 12 1 1 1 23

II 12 1 2 1 28

III 11 1 1 1 23

IV 11 1 1 - 8

V 11 1 1 - 8

VI 11 1 1 - 8

VII 11 1 1 1 23

VIII 11 - 1 - 5

92



SECOND SEMESTER


HY2C10TM- MAKING OF THE INDIAN NATION: HISTORICAL ANTECEDENTS




1. Nationalist Historiography

2. Minto-morely Reforms

3. Extremists

4. Regionalism

5. Indigo Revolt

6. Communalism

7. Orientalism

(5x3=15)

II. Short Essay. (Two pages each) .Answer any six questions .


8. Discuss the contribution of Moderates to the Indian Movement.

9. What were the major ideologies & Programmes of Indian National Congress?

10. Examine the Two-Nation Theory.

11. Narrate the causes & phases of Tribal Movements in India.

12. Examine the basic principles of India‟s Foreign Policy

13. What was the legacy of Indian Nationalism?

14. Account the Quit India Movement of 1942.

15. Examine the role of English Education and Press in Indian History.

16. What was the colonial sneer of the Whiteman‟s burden?

(6x5=30)

93


II. Long Essay( Five pages each)Answer any two questions .

Each carries 15 marks:

17. Explain Gandhism . What were the Methods and Techniques of Gandhiji .

18. Discuss the theory of Nation as a „imagined Society‟ put forward by Benedict Anderson

in the context of India.

19. “The Congress was established as „Safety Valve „ for the British rule in India” How far

do you agree with this view.

20. Describe the Socio-religious Movements of the 19th

c and their character.

(2x15=30)

94


SEMESTER III

HY3CO11TM : History and Social Theory

HY3CO12TM: History of Revolts and Protest Movements in Colonial Kerala

HY3CO13TM : State and Society in India c.AD 1000 -1800

HY3CO14TM: Methods or Techniques of Research

HY3CO15TM: Knowledge Systems in Pre-modern India

95





COURSE XI: History and Social Theory


Name of the Course : History and Social Theory


Semester: 1

Credits: 4


Aim of the Course:

The paper seeks to emphasise the fact that theory is indispensable for reading history

seriously .It requires the students to learn the major contributions in social theory that enables

appreciation of history with intellectual depth. The purport is to develop and encourage

critical consciousness among the students


The course requires the students to learn the major contributions in social theory

96


Syllabus Content:

Module-I (18)

Marxist social theory: Historical Materialism - modes of production and socio economic

system - Theory of social change - critique of Evolutionism.

Module-II (18)

Contemporary Social theory: Emile Durkhiern‟s social theory - Max Weber‟s Sociological

Materialism.

Module-III (18)

Antonio Gramsci and G. Lukacs - Structuralist Marxism - Critical Theory- Habermas‟s

Social Theory.

Module-IV (18)

Post structuralism - critique of Grand theory - Deconstruction – Post Modernism -Feminism -

Michel Foucault and Discourse Analysis - Edward Said‟s Orientalism -„Crisis of Representation‟

Module-V (18)

Science of the Construction and Validation of Knowledge Methodological Debates :Structure and

Agency - Explanation and Understanding - Methodological Individualism

and Methodological Holism - Pierre Bourdieu and Reflexive Sociology.

97



understand the Marxist social theory

learn about the Contemporary Social theory

know the Structuralist Theories

focus on Post structuralism- Post Modernism

Study about the Science of the Construction and Validation of Knowledge Methodological

Debates

Readings

Perry Anderson, In the Tracks of Historical Materialism, London 1983

G.A. Cohen, Karl Marx‟s Theory of History London 1978

G. Lukacs, History and Class Consciousness, London Merlin Press, 1971

A. V. Cicourel eds. Advances in Social Theory and Methodology (Routledge & Kegan

Paul,London, 1981)

Pierre Bourdieu, Outline of a Theory of Practice (Cambridge University 1977)

Anthony Giddens, Central Problems in Social Theory (Hutchinson, London, 1977)

Michael Foucault, The Order of Things. (Vintage Books, New York 1973)

Jean-Francois Lyotard, The Post modern Condition: A Report on Knowledge (The Manchester


Keith Lehrer, Theory of Knowledge (Routledge, London, 1990)

Thomas S. Kuhn, The Structure of Scientific Revolulions (University of Chicago Press,1970)

Paul Feyerabend, Against Method (Verso Edition, London, 1984)

Willinam J. Goods & Paul K. Hatt, Methods in Social Research, (Mcgraw-HilI Book

Company,1981)

98


Royce A. Singleton, Approaches to Social Research Oxford et.al.University Press (New York,

1993)

Raymond Aron, Main Currents in Sociological Thought, vol. 2, Pelican Book

C. Wright Mills, Sociological Imagination, Pelican book

J. Habermas, The Theory of Communicative ACtion 2 vols. Heinemann, London

J. Habermas, Philosophical Discourse of Modernity, Polity Press, London

99


BLUE PRINT

Units Hours 5/7

3 marks

6/9

5 marks

2/4

15 marks

Total

I 18 1 2 1 28

II 18 1 2 1 28

III 18 2 2 1 31

IV 18 2 2 1 31

V 18 1 1 - 8

100





COURSE XII: History of Revolts and Protest Movements in Colonial Kerala


Name of the Course : History of Revolts and Protest Movements in Colonial Kerala


Semester: 1

Credits: 4


Aim of the Course

This is a paper of indepth study that seeks to keep the student knowledgeable in the history of

the major Social revolts of modern Kerala. The focus is on the linkage between the Socio

Economic and Political milieu of the colonial period that engendered revolts and protests. The

paper requires the students to depend on articles and be up to date in their readings.


The course seeks to provide the students insights into the condition that makes dissents,

101


Syllabus Content:

Module-I (19)

The British Land Revenue Administration in Malabar-Modification of the Janmi System, Tenurial

Alteration and Peasant Exploitation- The Tenurial Reforms of Travancore - The situation in the

Cochin state- Evangelical Activism-English Education - Features of Colonial modernisation.

Module-II (15)

The Pazhassi Revolt- The Veluthambi Revolt- the Kurichiya Revolt- The Nattukuttam Revolts.

Module-III (16)

The Background of Tenurial Contradiction and Peasant Exploitation- The peasant Uprising In

nineteenth Century- The uprising of 1921.

Module-IV (20)

Caste System in Colonial Kerala- Caste based Hereditary Occupations and caste structure- The

practices of Savarna domination-Subjection, Immobility and sale of the atiyalar - Untouchability-

Anti Caste Movements -Chattampi Swamikal - Sri Narayana Guru - Caste based Reform

Movements - SNDP Yogam - Nayar Samajam - Yogakshemasabha – Ayyankali and

Sadhujanaparipalana Movement - Pandit Karuppan and the Vala Caste Movement- Poikayil

Yohannan‟s Socio - religious Movement- Sahodaran Ayyappan – Caste Organizations and Women

- Rise of Women Organization- Vaikom Satyagraha- Guruvayur Satyagraha- The Temple Entry

Movement.

Module-V (20)

Nationalist Movement and State Congress- Memorials - Abstention Movement - Spread of the

Communist Ideology and the Formation of Radical Group - The Origins of the Communist Party -

Growth of Trade Union Movement- Kochi Prajamandalam and the Communists - Communist

protest and reforms Possible.

102

Movement in Malabar – Karshaka Prasthanam - The Kayyur and Karivallur Riots- Movements of

the School Teachers, Youth and Students - The Communist Upsurges in Punnapra and Vayalar.



understand the Colonial Context in Malabar

Know about the Political Revolts and Protests in Kerala

learn about the Peasant Uprisings in Malabar

focus on The Anti Caste and Reform Movements in Colonial Kerala

Study about the Nationalist Movement in Kerala

Readings

William Logan, Malabar Manual, Vols. I & II new Edn. Kerala Gazetteer Department 2001.

Perspectives on Kerala History (Unit 3, Kerala Gazetteer Department, 1999)

Nagam Aiya, Travancore State Manual, vols

T.K. Velu Pillai, Travancore State Manual, vol. III

Dick Kooiman, Conversion and Social Equality in India: The London Missionary Society in South

Travancore in 19th Century, Delhi, 1989

A. Ayyappan, Social Revolution in a Kerala Village: A study in Cultural Change, Bombay, 1965

K.N. Panlkkar, Against Lord and State, Oxford University Press 1989

K.N. Ganesh, Keralathinte Innalekal, Thiruvananthapuram, 1990

P.K. Michael Tharakan, “Socio-religious Reform Movements and- Demand for indications of

Development” Alok Bhalla & Peter Bunke eds. Images of Rural India, Sterling Publishers, New

Delhi, 1992

T.K. Raveendran, Asan and Social Revolution in Kerala

T.K. Raveendran, Vaikkom Satyagraha and Gandhi

A.K. Poduval, Keralathile Karshaka praasthanam, Thiruvananthapuram 1976

103

C. Kesavan, Jeevitha Samaram

Robin Jeffry, The Decline of Na~ Dominance, New Delhi, 1976


Robin Jeffry, Politics, Women and Welbeing, Oxford University Press,. 1992

George Mathew, Communal Road to Secular Kerala, Delhi, 1989

T.C. Varghese, Agrarian Change and Economic Consequences, Bombay, 1970

R.K.K. Menon, The History 01 Freedom Struggle in Kerala, Thiruvananthapuram, 1972

T.J. Nossiter, Communism in Kerala, A study in Political Adaptation, Oxford University

Press,New Delhi 1982

K.P. Kannan, Of Rural Proletarian Struggles, Mobilization and Organization of Rural Workers in

South West India, Delhi, 1988

104


BLUE PRINT

Units Hours 5/7

3 marks

6/9

5 marks

2/4

15 marks

Total

I 19 1 1 1 23

II 15 1 2 - 13

III 16 1 1 1 23

IV 20 2 3 1 36

V 20 2 2 1 31

105





COURSE XIII: State and Society in India C. A.D. 1000 -1800


Name of the Course : State and Society in India C. A.D. 1000 -1800


Semester: 1

Credits: 4


Aim of the Course

The paper requires an in-depth study of the structure, composition and pattern of power

relations that the state under the Sultanate of Delhi and Mughal Empire presented. The idea is

to enable the students to learn the correspondence as well as interface between the social

relations of Power and the state‟s power structure. The paper emphasises a holistic

appreciation of political Power against its social milieu in contra- distinction from the

106

Syllabus Content:

Module-I (15)

Institutions and Practices of Administration - Nature and Working of the Government - The

Influence of Religion, Trade and Urbanism of the State - Characterization of the State.

Module-II (15)

Pallava, Pandya, Chera and Chola States - Theories of Characterization: Centralized and

Bureaucratic Model- The Feudal Model- The Segmentary Model - The Debates - The Influence of

the Temple and the Landed on the

Structure of the state.

Module-III (14)

The Structure and Combination - The Form of the Rajput Government - The Nature of Institutions

- The Working of the State.

Module-IV (16)

Forces of Centralization and Decentralization- Institutions and Organizations - Bureaucracy and

the Nobles - The Changing Character and Nature of working of the State- The Influence of Race;

Religion, Trade and Agriculture on the State- Characterization of the State : Conceptual

Consideration.

conventional treatment of polity as an autonomous facet. It underlines the social process

behind state power.



The course seeks to provide an in depth study State and Societies in India. It provides an

account of the Political Power under the Sultanate of Delhi and Mughal Empire presented.

107

Module-V (15)

The Structure and Composition of the Vijayanagara State - The Institutions and Organizations of

the State -The Influence of Agriculture and trade- Characterization of the State.


Module-VI (15)

The Structure and Composition of the Maratha State – The Institutions and Organizations - The

Influence of Agriculture and trade - Theories of the Characterization of the Maratha State.


Discover the Structure and Composition of State under the Sultan of Delhi

know more about the State in Southern India- Pallava, Pandya, Chera and Chola States.

understand the Structure and Combination of Rajput State

understand the Institutions and Organizations of Mughal State

Learn about the Structure and Composition of the Maratha State

Readings

Andre Wink, AI Hind: The Making of the Indo Islamic World, 2 vols (vol 17th -11th centuries

Vol II. 11th -13th centuries) Oxford University Press, New Delhi, 1999

Nilakanta Sastri, The Colas, Madras University Publications Burton Stein (ed), Essays on

South India, Vikas Publishing House, New Delhi

Burton Stein, Peasant State and Society in Medieval South India, Oxford University Press, New

Delhi

Kesavan Veluthat, Political Structures in Early Medieval South India, Orient Longmann, New

Delhi

C. Minakshi, Society and Administration Under the Pallavas, Madras University Publication.

N. Karashima, State and Society in South India, Oxford University Press, New Delhi

108

N. Karashima, Towards New Formations, Oxford University Press

H. Kulka (ed) The State in India, Oxford University Press, New Delhi


Mohd. Habib, Politics and Society in Medieval India .

I.H. Quereshl, Administration 01 the Mugho! EmPire

M. Alathar Ali. Mugho! Nobility under Aau”,ngazeb, Oxford Univetsily Press, New Delhi

John F. Richard, Mughal Empire., Oxlmd Unive”ity 17ess, New Delhi

Musalfar Alom & Sanjay Subrahmanlyan, The Mughal State, Oxford University Press

Irian Habib, An Atlas of the Mugho! Empire, Oxford University Press

Allhar Ali, Apparatus of the Empire, Oxford University Press

Satish Chandra, Parties and Politics of the Mugho! Court, Oxford University Press

Stewart Gordon, The Marattas, Oxford University Press

Richard Fox, Kin, Clan, Raja and Rule, Oxford University Press

Nicholas B. Dirks, The Hollow Crown, Oxford University Press

Rao, Shulman & Sanjay Subrahmanyan, Symbols of Substances, Oxford University Press

109


BLUE PRINT

Units Hours 5/7

3 marks

6/9

5 marks

2/4

15 marks

Total

I 15 1 2 1 28

II 15 1 2 1 28

III 14 1 1 - 8

IV 16 2 2 1 31

V 15 1 1 1 23

VI 15 1 1 - 8

110





COURSE XIV: Methods or Techniques of Research


Name of the Course : Methods or Techniques of Research


Semester: 1

Credits: 4


Aim of the Course

The Paper seeks to provide the students the methods of research ie, the basic tools and

techniques of research as distinguished from methodology ie, science of the construction of

knowledge. It is primarily a Practice Oriented paper directly linked to research. However, it is

not altogether devoid of theory, for it requires the students to gain considerable theoretical

knowledge in textual analysis and Source criticism.


111

The course seeks to provide an outlook regarding the Methods , basic tools and techniques of

research.


Syllabus Content:

Module-I (22)

Primary Sources: Archaeological and Archive Sources-Secondary Sources : Later literary

Accounts, the contemporary Studies and publications.

Module-II (23)

Textual Analysis - Texts, Hyper Texts and Contexts – Contextualisation of Texts. Oral Texts -

Features of Oral Compositions - Structural Methods of Oral Textual Analysis - Formalist

Methods.

Module-III (24)

Authority, Credibility and Veracity of the Source material- The Problem of Representation -

Methods of Authentication-Internal and External Criticisms -Data Production - Conceptualization

of Evidences- Causation and Generalization-

Hypothesis and Theory.

Module-IV (21)

Footnoting or End-noting, Preparation of Bibliography, Indexing.


understand the different kinds of Sources

Know about the Analysis of Sources

learn about the Criticism of Sources

Study about the techniques of Exposition

112

Readings

Jan Vansina, The Oral Tradition, London, 1965

V. Propp, Morphology of the Folktale, New York, 1979


C.M. Brouira, Heroic Poetry, Cambridge University Press, London, 1966

Romila Thapar, Exile and the Kingdom, Mythic Society, Bangalore 1978

Marc Bloch, Historian‟s Craft, Manchester University Press, London

E.H. Carr, What is History?, London

G. Elton, The Practice of History, London

J. Tosh, The Pursuit of History, London, 1984

Louis Gottschalk, Generalization in the Writing of History, London

C. Wright Mills, Sociological Imagination, Pelican book

Jacques Barzum and Graft, The Modern Researcher Boston: Houghton Mifflin, 1992

Kate Turabian, A Manual for Writers of Term Papers, Theses and Dissertations.

Chicago:University of Chicago Press, 1987

Kitson Clark, The Critical Historian

Joseph Gibaldi, MLA Handbook for Writers of Research Papers, New York: Modern Language

Association of America, 1984

113


BLUE PRINT

Units Hours 5/7

3 marks

6/9

5 marks

2/4

15 marks

Total

I 22 2 2 1 31

II 23 2 2 1 31

III 24 2 3 1 36

IV 21 1 2 1 28

114





COURSE XV: Knowledge Systems in Pre-modern India


Name of the Course : Knowledge Systems in Pre-modern India


Semester: 1

Credits: 4


Aim of the Course

The Paper requires the teacher to handle the topics with epistemological insights. The purport

is to acquaint the students with the traditional knowledge form of Indian subcontinent in the

most demystified manner. The secondary readings are very few for most of the topics and

115

none of them is comprehensive enough to facilitate proper understanding of the subject

matter. So it is essential to arrange seminars and special lectures on topics that are largely

inaccessible through English.



The course seeks to enable the students to gain preliminary access to the indigenous

knowledge systems of India.

Syllabus Content:

Module-I ( 18)

Technology and Science out of Harappan Relics - Pottery Technology- Copper/bronze Metallurgy

-Post-Harappan Metallurgy- Iron Technology- Megaliths - Iron Age Ceramics – Polished Ware

Technology: RCPW, PGW, NBPW - The Brahmi Script and Its System.

Module-II (20)

Vedanga-s and specialized knowledge systems: Siksha, Kalpa, Nirukta, Chhandas Jyotisha,

Vyakarana - Sulba Sukta and the Vedic Geometry - Pali Canons and Knowledge forrns - Features

of the theoretical Traditions in Sanskrit and Pali Texts - The Buddhist Logic - Hetuvidya-

Sunyavada.

Module-III (18)

Astronomy and Mathematics - Bhaskara- Aryabhata-Varahamihira - Treatises on Statecraft: The

Arthasastra Texts- The Various Knowledge forms in the Arthasastra- Knowledge in Health care

Systems: Ayurueda: Vrksha, Hasti and Asva - Samhita-s of Charaka, Susruta and Bhela -

Lexicography: Amara and Hemachandra - Histrionics : Bharata and Natyasastra - Samarankana

Sutradhara.

116


Module-IV(17)

Bhartruharai‟s Semantic Philosophy- Sphota vada – The Anumana Siddhanta - Apoha Siddhanta -

Anandavarma and the Dhvani Siddhanta - Mahimabhatta and the Vyaktiviveka - Kuntaka‟s

Vakrokti - The Pancasandhi Sidhanta.

Module-V (17)

Persian and Arab contributions - Science and Technology in the Age of the Mughals- Raja Jai

Singh and Contemporary Astronomy -The Knowledge of Sea Voyage: The Lakshadweep Tradition

of Rahmani – Kerala Mathematics: The Colonial Phase and Cognitive Encounters.


learn about the archaeology and ancient Knowledge system of the Indian Sub continent

Know about the Ancient Literary Works and Knowledge attained from those Works

Recognise the Classical Knowledge System

Understand the theoretical discourses of Knowledge System

Contribution and impact of West Asian Knowledge on the Indian Science

Readings:

Shereen Ratnagar, Encounters: The Westerly Trade of Harappan Civilization, Oxford

University Press, New Delhi

G.L. Possehl, Urban Civilization, Oxford University Press, New Delhi

D.P- Agarwal, The Copper Bronze Age in India. Munshiram Manoharalal, New Delhi

D.B. Chakrabarti and Nayanjyothi Lahiri. Copper and Its Alloy in Ancient India. Munshiram

Manoharalal, New Delhi

117

A.K. Bag , Science and Civilization in India vol. 1. Navarang Publishers

A.K. Bag, History of Mathernalics in Ancient and Medievai India,Chaukhamba Orientalia, Delhi .

A.K. Bag, History of Technology in India. 4 vols, Indian National Science Academy, New Delhi


A.K. Bag, India and Central Asia , Science and Technology. 2 vols, Indian National Science

Academy, New Delhi

D.M. Bose, Sen & Subbarappa : A Concise History of Sciences in India, Indian National Science

Academy

Rehman ed, History of Science and Technology in India. vol. II

George Joseph Geevarughese : Crest of the Peacock, Penguin,London

D.P. Sighal, India and World Civilization. Rupa & Co. New Delhi (The Chapter on Science)

118


BLUE PRINT

Units Hours 5/7

3 marks

6/9

5 marks

2/4

15 marks

Total

I 18 1 2 1 28

II 20 2 2 1 31

III 18 2 2 1 31

IV 17 1 2 1 28

V 17 1 1 - 8

119


SEMESTER IV

HY4E16TM:Ancient Society

HY4E17TM:Landmarks in Environmental History of India.

HY4E18TM:Diplomatic History of USA

HY4E19 TM: Social History of Art and Architecture: Select Regions

And Periods

HYCM21: Dissertation

HYCM22: Viva Voce

120





COURSE XVI: Ancient Society

Course Code: HY4E16TM

Name of the Course : Ancient Society


Semester: 1

Credits: 3


Aim of the Course

The Paper is intended to enable the students to gain in-depth knowledge about very ancient

societies in terms of their formations.. The readings have to be augmented with additions

121


The course seeks to have a special focus on the institutional and organizational features of

ancient Societies.


Syllabus Content:

Module-I (22)

The West Asian Neolithic Societies - Expansion of the Neolithic- Chalcolithic Societies.

Module-II (25)

Ancient Slave Society of Bronze Age Egypt- The Nature of Egyptian Political power -

Mesopotamian Bronze Age - The Sumerian Urban Society- Bronze Age Society in the Indus

Valley - The Bronze Age Urban Societies.

Module-III (25)

Agro -pastoral iron Age Societies in the Western and Peninsular India- Dasa Using Societies of

the Iron Age Gangetic Valley - Slave Using Societies of Iron Age Greece and Rome- The

Similarities and contrasts between the Dasya System and Helotage.


Identify the Origins of Food Production

Understand Socio-Political relations during the Bronze Age.

focus on Iron Age and the Concept of Social Formations.

Readings

B.G. Trigger et al, Ancient Egypt, A Social History, Cambridge University Press, 1983N. Grlmal,

A History of Ancient Egypt, Blackwen, 1002

B.Bender, Farming in Pre History, London, 1977

C.Reed, Origins of Agriculture, The Hague, 1977

122

D.Rlndos,The Origins of Agriculture, New York, 1984

J.N. Postgate, Ancient Mesopotamia, Society and Economy at the Dawn of History, London,1991

Shereen Ratnagar, An Enquiry into the Political Organization of Harappan Society, Ravish

Publishers, Pune 1991

Shereen Ratnagar, Understanding Harappa, Tulika New Delhi, 2001

Shereen Ratnagar, The End of Great Harappa, Tradition, New Delhi, 2000


Devraj Chanana, Slavery in Ancient India, New Delhi, 1960

C.G. Starr, The Economic and Social Growth of Early Greece, New York,1977

M.I. Finely, The Ancient Greek, Harmondsworth, 1977

M.l. Finely, Ancient Slavery and Modern Ideology, London, 1980

G. Alfoldy, The Social History of Roman Empire, London 1982

P.A. Brunt, Social Conflicts in the Roman Empire, London, 1982

K. Hopkins, Conquerors and Slaves: Sociological Studies in Roman History, Cambridge, 1978

R.S. Sharma, Material Culture and Social Formations in Ancient India, New Delhi, 1983

Gururaja Rao, Megalithic Culture of South India Mysore, 1972

A. Sundar, Early Chamber Tombs of South India, Delhi, 1975

123


BLUE PRINT

Units Hours 5/7

3 marks

6/9

5 marks

2/4

15 marks

Total

I 22 2 3 1 36

II 25 3 3 2 54

III 25 2 3 1 36

124





COURSE XVII: History of Democratic Institutions and Movements in England


Name of the Course : History of Democratic Institutions and Movements in England


Semester: 1

Credits: 3


Aim of the Course

This is a survey paper that seeks to provide good knowledge about the history of the rise of

democratic institutions and the major social movements in England. The focus is on the

history of the(This is a survey paper that seeks to provide good knowledge about the history

of the rise of democratic institutions and the major social movements in England. The focus

125


Syllabus Content:

Module-I (20)

The Great Charter - The Writs of Right : Evolution of the Writ of Habeas Corpus - Judicial

Reforms : Administrative Tribunals - Origins of the Parliament - Establishment of the

Parliamentary Monarchy- Puritan Ideas of Democracy in State and Church - Successful

Implementation of Puritan Ideas in America - Lock‟s Political Ideas.

Module-II (18)

Emergence of the Political Parties-Tendencies towards the Cabinet Dictatorship - The Common

Control over the Cabinet - The Need for a Second Chamber: Reform of the House of Lords - The

End of the Age of Aristocracy.

Module-III (18)

Impact of the French Revolution of the English Working Class - Robert Owen and the Owenist

Impact - Labour Movement and Labour Reforms in Britain- The Chartists and Chartism - The

formation of the Working class - Working class Radicalism - The Politics of Industrial Britain.

Module-IV (16)

Women Action in Victorian and Edwardian - England – Women Suffrage Movement - Anti

Suffragist Movement - The Debates.


Learn about the Antecedents of Democratic Governance

Understand the Beginning of the Cabinet System.

is on the history of the democratization process.


The course seeks to provide the students insights into the factors that facilitated and

controlled the making of democratic institutions.

126

Know about the chartist movement

Study about the Women‟s Movement


Readings

David Kinsay Keir, The Constitutional History of Modern Britain Since 1485, English

Languages Book Society and Adam Charles Black, London

Sir Ivor Jennings, The British Constitutions, The English Language Book Society and

Cambridge University

Reed Browning, Political and Constitutional Ideas of the Court Whigs, London

John Carswell, The Descent on England ,A Study of the English Revolution of 1688, London

William B. Willcox and Walter L. Arnstein, The age of Aristocracy, 1688-1830.

Lexington,MA.D.C. Heath, 1996, Seventh Edition.

Wolter L. Arnstein, Britain Yesterday and Today 1830 to the Present Lexington, MA: D.C.Heath,

1996 Seventh Edition

Frank Hordie, The Political Influence of the British Monarchy, London, 1970

Keith Middlemas , Politics in Industrial Society: The Experience of the British System Since 1911,

London 1979

Walter Bagehot, The English Constitution, London 1963

J .F.C. Harrison, Robert Owen and the ()wenites in Britain and America (1969)

D. Thompson, The Chartists (1984)

M. Hovell, M.The Chartist Movement (1918)

Paul Pickerling, Chartisrn and the Chartista in Manchester and Salford (1995)

127

E.P. Thompson, The Making of the English Working Class (1968)

T. Tholfsen, Working Class Radicalism in Mid-Victorian England (1976)

I. Prothero, Artisans & Politics in Early 19th Century London (1979)

R. Dennis, English Industrial Cities of the 19th Century-A Geography (1984)


John T. Ward, The Factory Movement 1830-1855 (1963)

D. Fraser, The Evolution of the British Welfare State (1973)

D. Bytheil, The Handloom Weavers. A Study in the English Cotton Industry During Industrial

Revolution (1969)

Purvis J. (ed) Women‟s History in Britain, 1850-1945, UCL Press (1995)

Lewis J., Women and Social Action in Victorian Edwardian England.

Murphy C. The Women‟s Suffrage Movement and Irish Society in the Early Twentieth Century.

Harvester Press, London (1989)

Pugh M. Wornen and Women‟s Movement in Britain 1915.1959 Macmillan London (1992)

128


BLUE PRINT

Units Hours 5/7

3 marks

6/9

5 marks

2/4

15 marks

Total

I 20 2 2 1 31

II 18 2 2 1 31

III 18 2 3 1 36

IV 16 1 2 1 28

129





COURSE XVIII: Landmarks in Environmental History of India


Name of the Course : Landmarks in Environmental History of India


Semester: 1

Credits: 3


Aim of the Course

It tries to address various Issues related to the theme. It is necessary for the teachers to initiate

issue-based discussions in the seminars rather than delivering exhaustive lectures in the

classrooms. The readings have to be augmented and supplemented from time to time


130


Syllabus Content:

Module-I (12)

What is environmental history? Varieties and questions of Environmental history-

Historiography-Global and Indian trends-Scope-Sources

Module-II (13)

Environmental approach to pre-historic studies-Perceptions of environment in Precolonial India-

Habitat and livelihood patterns-modes of production and modes of resource use-hunter gatherer-

pastoralism-agriculture-cultural ecology- sacred grovesconservation from above –conservation

from below

Module-III (16)

Colonialism and Environment-Ecological Imperialism-Forest history as the growth area of

environmental history-Historiography-colonial, neo- colonial and Indian environmental historians-

Guha-Grove debate-Reservation of forests and colonial legislations- Monoculture plantations-

Forest Acts-Colonialism as a watershed-Railways-World Wars and forest destruction–Agrarian

and tribal resistance-wildlife history and hunting

Module-IV(16)

Post colonial scenario-Industrialisation Drive-Hydro electric projects, dams-mines deforestation

and pollution- urban agglomerations-Contesting development- Interpretations of Environment –

Conflicting perspectives-Ecological Nationalisms-Issue

of Sustainable Development

This course attempts to investigate and make the student to look into the historical

perspective of environmentalism and its influence in the global and Indian scenario

131

Module-V (15)

Emergence of environmental movements-Ideological dimensions and strategies-Critique of

development and creation of alternatives-Chipko-Silent Valley-Narmada Bachao Andolan-Role of

women in Indian environmental movements



Understand the environmental history of India

Leran about the environmental approach to pre-historic studies.

Know about colonial, neo- colonial and Indian environmental History

Describe the Pre Colonial Scenario of Environmental Studies

Recognise the Emergence of environmental movements

Readings

Arnold, David and Ramachandra Guha, eds.1995, Nature, Culture and Imperialism: Essays on

the Environmental History of South Asia. Delhi: Oxford University Press.

Baviskar, Amita, 1995, In the Belly of the River: Tribal Conflicts over Development in Narmada

Valley. Delhi: Oxford University Press.

Baviskar, Amita, ed.2008, Contested Waterscapes: Delhi, Oxford University Press.

Brandis,Dietrich, 1897, Indian Forestry, Woking.

Cederlof, Gunnel and K.Sivaramakrishnan, ed.2005, Ecological Nationalisms: Nature,

Livelihoods and Identities in South Asia, Delhi: Permanent Black.

Crosby, Alfred.W, 1986, Ecological Imperialism: The Biological Expansion of Europe,900-

1900,New York.

Gadgil, Madhav, 1995, Ecology and Equity: The Use and Abuse of Nature in Contemporary India,

Delhi. --------------------,„Towards an Ecological History of India‟, EPW, vol.XX, 1985.

132

Gadgil, M. and R.Guha, 1992, This Fissured Land: An Ecological History of India. Delhi: Oxford

University Press.

Gadgil, M.and V.D Vartak, 1975, “Sacred Groves of India: A Plea for Continued Conservation”.

Bombay Natural History Society Journal, vol.72, pp.312-20.


Grove, Richard, 1995, Green Imperialism: Colonial Expansion, Tropical Island Edens and the

Origins of Environmentalism, 1600-1860.Cambridge: Cambridge University Press.-------------------

-,1997 Ecology, Climate and Empire: Colonialism and Global Environmental History, 1400-1940,

Cambridge.

Grove, Richard, Vinita Damodaran and Satpal Sangwan, eds.1998, Nature and the Orient: The

Environmental History of South and South East Asia. Delhi: Oxford University Press.

Guha, Ramachandra, 1989, The Unquiet Woods: Ecological Change and Peasant Resistance in

the Himalaya. Delhi: Oxford University Press.

Habib, Irfan, 2010, Man and Environment:The Ecological History of India,Aligarh:Tulika

Rangarajan, Mahesh and K.Sivaramakrishnan, eds, 2011, India‟s Environmental History:

Volumes 1 and 2.Delhi: Permanent Black.

Rangarajan, Mahesh, 2001, India‟s Wildlife History: An Introduction. Delhi: Permanent Black.

Ribbentrop, Berthold, 1900, Forestry in British India, Calcutta.

Skaria, Ajay, 1999, Hybrid Histories: Forests, Frontiers and Wildness in Western India, New

Delhi.

Stebbing E.P, 1921, The Forests of India, vol.I, London.

Worster, D, ed, 1988, The Ends of the Earth: Perspectives on Modern Environmental History.

New York: Cambridge University Press.

133


BLUE PRINT

Units Hours 5/7

3 marks

6/9

5 marks

2/4

15 marks

Total

I 12 1 1 - 8

II 13 2 2 1 31

III 16 2 2 1 31

IV 16 1 2 1 28

V 15 1 2 1 28

134





COURSE XIX: Diplomatic History of the USA Since 1914


Name of the Course : Diplomatic History of the USA Since 1914


Semester: 1

Credits: 3


Aim of the Course

This is a survey paper seeking to keep the students knowledge about the diplomatic history

of USA since the First World War. The purport of the paper is to equip the students to be

insightful in today‟s World Order Politics


It enables the students to learn the history of USA‟s Capitalist World Diplomacy.

135


Syllabus Content:

Module-I (13)

Historical Backdrops of US Diplomacy- Wilsonian Statecraft - The Evolution of the New

Diplomacy _ The policy of Intervention and the Open Door - Woodrow Wilson and the World

War - The World Peace Movement – The Politics of Morality:

Module-II (15)

The Policy of Isolationism and Conservatism _ The Depression and the Dollar Diplomacy -

Features of the Foreign Policy of Hoover - ED. Roosevelt and the Good Neighbor Policy _ The

Inter War Situations: The Open Door Diplomacy – The Battle Against intervension - Roosevelt

and the isolationists- The illusion of Neutrality - FDR‟s Undeclared Wars - The Munich Drama -

Pearl Harbour and Its Aftermath.

Module-III (16)

From War to Cold War - Beginning of Intervention –The Russo Phobia - The Rise of ClA - The

years of Diplomacy Dilemma - Roosevelt > Litvinov Agreements - Features of the Soviet

>Amencan Diplomacy - Cold War Alliance With France- The Diplomacy of Detente - Anglo > US

Relations - The Western Alliance : US > European Relations - The US > Cuban Relations : From

Confrontation to Negotiations.

Module-IV (16)

The Korean War - Sino > American Policy - US and Japan : The Troubled Partnership - American

Involvement in Vietnam - Vietnam War and Aftermath - American Military System – American

136

Diplomacy in the Oil Countries - The Origins of the US > Israeli Alliance - US and Saudi Arabia -

US > Iranian Relations - US Diplomacy with Iraq - US and Latin America: Diplomacy and Reality

- Latin American Policy of the US - US Penetration of Brazil – US and the Mexican Revolution.


Module-V (12)

The CIA in Transition - Trade Diplomacy in the Multi-polar world - The Military Intervention in

West Asia - The Big Power Policing - The CTBT Strategy.


Learn about the World War Diplomacy

Understand the Post War Situation.

Know about the Cold War Diplomacy

Study about the Relations with the Far East, West Asia and Latin America

Focus on the Post Cold War World Order

Readings

Carridu Ronald, 20th Century American Foreign Policy: Security and Self-Interest, Englewood

Cliffs, NJ, 1974

Combs, Jerald, American Diplomatic History: Two Centuries of Changing Interpretations

Berkeley, 1983

Ekrich, Arthur, Ideas, Ideals, and American Diplomacy: A History of their Growth and

Interaction, NY, 1966

Hunt, Michael, Crises in U.S. Foreign Policy: An International History Reader, New Haven,1995

137

Bartlett, Ruhl J., Power and Policy: Two Centuries of American Foreign Relations, New

York,1963

Boll, Michael, National Security Planning: Roosevelt through Reagan, Lexington, 1988

Buckley, Thomas and Edwin Strong, American Foreign and National Security Policies, 1914-

1945, Knoxville, 1987

Calleo, David and Benjamin Rowland, America and the World Economy: Atlantic Dreams and

National Realities, Bloomington, IN, 197


Blum, William, The CIA : A Forgotten History: US Global Interventions Since War 2, Atlantic

Highlands, NJ, 1986

Shwadran, Benjamin, The Middle East, Oil and the Great Powers, 3rd ed., NY, 1973

Bromley Simon, American Hegemony and World Oil : The Industry, the State System and the

World Economy, Cambridge, England, 1991

Sick, Gray, All Fall Down: America‟s Tragic Encounter with Iran, NY, 1985

Rubin, Barry, The Great Powers in the Middle East, 1941-1947: The Road to the Cold War,

Totowa, NJ, 1980

138


BLUE PRINT

Units Hours 5/7

3 marks

6/9

5 marks

2/4

15 marks

Total

I 13 1 2 - 13

II 15 2 2 1 31

III 16 2 2 1 31

IV 16 1 2 1 28

V 12 1 1 1 23

139





COURSE XX: Social History of Art and Architecture in India: Select Regions and

Periods


Name of the Course : Social History of Art and Architecture in India: Select

Regions and Periods


Semester: 1

Credits: 3


Aim of the Course:

140


Syllabus Content:

Module-I (19)

Social History of Art and Architecture of India Till the Mughals Art and Architecture: Social

Perspective – Societies are socio-economically uneven and their art and architecture reflect the

level of material culture and power relations – Social power relations are carried forward to art and

architecture – Hence nature, structure, composition, themes, styles and magnitude of art and

architecture signify the nature of society and social relations of power

Module-II (19)

Features of Political Power Relations in the Ancient social formation – Classical Mauryan Art and

Architecture: The Sanchi, Sarnatha and Barhut sites – Socioeconomic and political aspects of the

Jain and Buddhist Monuments – Royal Patronage of Art and Architecture – Political implications –

Wooden Architecture carried forward to Rock

Module-III (18)

Early Medieval Social Formation and the features of Art and Architecture: the Gupta and Post-

Gupta Art and Architecture – Socio-economic and political aspects of the Jain, Buddhist and

This is a specialized course that seeks in-depth knowledge in a select area or theme under

social history of art and architecture. It is concerned with the relation between the structure of

society and the nature of art and architecture, highlighting the latter‟s functions, values and

assumptions inseparable from the former. The general theoretical readings with a content

outline for India till the Mughals are given below. Focusing on selected regional examples

and themes, the teacher can prepare the content of the course as well as the


This course offers a critical introduction to art and architecture against the background of

social structural developments and power relations.

141

Hindu Art and Architecture – Chaityas, Viharas and Temples – Ajanta, Ellora, Bhaja, Karle,

Kanheri, Aurangabad Caves – Wooden Styles as Facsimiles in Stone

Module-IV (18)

Medieval Social formation and the features of the Art and Architecture under the Delhi Sultans and

the Mughals – Kutab Minar: Socio-economic Purposes and Political implications – Maqbaras

(Tombs) – Nature of Monarchy and state power – Mughal Monuments: Forts, Mosques, and

Mausoleums – Royal Monuments as Statements of Political Power



Study about the general features of Art and Architecture in India

Understand the Mauryan Art And Architecture

Know about Art and Architecture during Gupta and Post Gupta Period

Focus on Art and Architecture under the Delhi Sultans and The Mughals

Readings

a) Theoretical Readings:

Arnold Hauser, Social History of Art (4 vols), Routledge & Kegan Paul, London, 1999

Peter Stewart, The Social History of Roman Art, Court auld Institute of Art,

London, 2008 b) Period Specific Readings in Indian Art and Architecture

James Fergusson, History of Indian and Eastern Architecture (3rd ed.). New Delhi:

Low Price Publications, 1997.

Percy Brown, Indian Architecture, D.B. Taraporevala Sons, Bombay, 1965

Ananda K. Coomaraswamy, History of Indian and Indonesian Art, rpt. Kessinger

Publishing, Delhi, 2003

142

Heinrich Zimmer, The Art of Indian Asia, 2 vols. Princeton University Press, London,

1960

Ernest Binfield Havell, The Ideals of Indian Art, J. Murray Publishers, London, 1920

Niharranjan Ray, Idea and Image in Indian Art, Munshiram Manoharlal, New Delhi,

1973.

Niharranjan Ray, An Approach to Indian Art, Publication Bureau, Punjab University,

1974


K. Sundaram, Monumental Art and Architecture of India, D.B. Taraporevala Sons,

Bombay, 1974

A. L. Basham, The Wonder that was India, 2nd ed., Sidgwick & Jackson, London,

1967

Basil Gray (ed.), The Arts of India, Cornell Univ. Press,1981

J.C. Harle, The Art & Architecture of the Indian Subcontinent, The Yale University

Press Pelican History of Art Series, 1994

B. Stoler Miller, (ed.) The Powers of Art: Patronage in Indian Culture, Harman

Publishing, New Delhi, 1992

Christopher Tadgell, The History of Architecture in India, Publisher: Phaidon Press

Ltd., London, 1990

Giles Tillotson, (ed.) Paradigms of Indian Architecture: Space and Time in

Representation and Design, Oxford University Press, 1998

Catherine Asher, Architecture of Mughal India, Cambridge University Press, 1992

143

Shiela S.Blair & Jonathan M.Bloom, The Art and Architecture of Islam 1250-1800,

New Haven and London: Yale University Press, 1994

Shiela S.Blair & Jonathan M.Bloom, Islamic Arts, Phaidon Press Ltd., London, 1997

Barbara Brend, Islamic Art, British Museum Press, 1991

Robert Hillenbrand, Islamic Architecture: Form, Function and Meaning, Columbia


M.C. Beach, Mughal & Rajput Painting, Cambridge University Press, 1992 Robert Skelton, (ed.)

The Indian Heritage: Court Life & Arts under Mughal Rule, Oxford University Press, 1982


Niharranjan Ray, Mughal Court Painting: A Study in Social and Formal Analysis ,

Munshiram Manoharlal, New Delhi, 1974

Niharranjan Ray, The Sikh Gurus and the Sikh Society, Munshiram Manoharlal, New

Delhi, 1975

Niharranjan Ray, Eastern Indian Bronzes, Lalit Kala Academy, New Delhi, 1986

R. Nagaswamy, Facets of South Indian Art and Architecture, 2 vols. Aryan Books

International, Delhi, 2009

144


BLUE PRINT

Units Hours 5/7

3 marks

6/9

5 marks

2/4

15 marks

Total

I 17 1 1 1

II 19 2 2 1

III 18 2 3 1

IV 18 2 2 1

145


COURSE XXI : Dissertation (For Regular Students)

COURSE XXII : Viva Voce

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