Appendix-31

AC – 11.08.2023

INDEX
DEPARTMENT OF HISTORY
Semester-VI
S. No. Contents Page No.

1 BA. (Hons.) HISTORY– DSC 2-24

1. History of India – VII: 1600 – 1750s
2. History of India – VIII: c. 1857 – 1950
3. History of Modern Europe – II

2 Pool of DSE for BA (Hons.)

1. Gender in Indian History, c. 1500-1950 25-43
2. Fundamentals of Historical Methodology
3. Select Themes in the History of Education in India
4. History of Latin America c. 1500 – 1960s
3 BA (Prog) with History as Major 44-53
1. History of India 1858 – 1947
2. History of Europe: 1870 – 1945

4 BA (Prog) with History as Non-Major 54-59

1. History of India 1858 – 1947

5 Pool of Discipline Specific Electives (DSE) for BA(Prog.) 60-72

1. Art, Society and Culture in India c. 300 BCE to

1000 CE
2. Fundamentals of Historical Methodology
3. Travel in History: Trade, Politics and Society
6 Common Pool of Generic Elective 73-84
1. Media and Cinema
2. Gender in Modern World
3. History of Textiles

1
SEMESTER – VI

DEPARTMENT OF HISTORY
COURSES OFFERED BY DEPARTMENT OF HISTORY
Category I
[UG Programme for Bachelor in History (Honours) degree in three years]

DISCIPLINE SPECIFIC CORE COURSE -1 (DSC-1) – : History of India – VII: 1600 – 1750s

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Code Credits Credit distribution of the course Eligibility Pre-requisite
Lecture Tutorial Practical/ criteria of the course
Practice (if any)
History of India – VII: 4 3 1 0 Class XII Should have
1600 – 1750s studies
History of
India I – VI

Learning Objectives

The course draws students into a discussion of the multiple historiographical narratives
available for the history of India in the period between the early seventeenth and the mid-
eighteenth centuries. It intends to familiarise them with challenges that the Mughal Empire
faced in the process of territorial expansion and regional contestations. Students also get
to explore state sponsored art and architecture as a visual expression of authority. They
would also be introduced to the nature of the pre-colonial agrarian society as well as Indian
participation in the international trade. In addition, the course aims to introduce students
to contrasting religious ideologies of the times and their effect on the contemporary
political dispensation.

Learning outcomes

On completion of this course, the students shall be able to:

• Critically evaluate the gamut of non-Persian contemporaneous literature available
in the form of personal accounts and vernacular tradition.
• Describe the major social, economic, political and cultural developments of the
times
• Explain the intellectual ferment of the seventeenth and eighteenth centuries and its
relation to state policies.
• Discern the larger motives behind the Imperial patronage of art and architecture
2
• Understand the complexities of medieval Indian rural society and appreciate the
resilience of the mercantile communities in furthering the maritime trade of India
with long term economic implications.

SYLLABUS OF DSC-1

Unit I. Sources
1. Sanskrit Sources
2. Travelogues- Bernier and Manucci
3. Vernacular Literary Traditions- Mangal Kavya

Unit II. Political Developments and State Formation

1. Rajput State Formation and Negotiations
2. Mughal State- Changes and Crises
3. Maratha State under Shivaji and Peshwas

Unit III. Religious Ideas and Visual Culture

1. Religious ideas of Dara Shikoh; Aurangzeb’s policy towards Jizya, Temples and
Music
2. Articulation of Imperial Ideology: Mughals and Nayakas
3. Art- Allegory and Symbolism in the Paintings of Rajput and Mughal Paintings
4. Architecture- Shahjahanabad

Unit IV. Economy and Society

1. Rural Society- Village Community; Role of Zamindars
2. Merchant Communities
3. Pattern of India’s Oceanic Trade and its impact on the Indian Economy

Practical component (if any) - NIL

Essential/recommended readings
Unit I: Introduces students to the historical source materials of the seventeenth and
the eighteenth centuries other than the official chronicles. Through reading non-
official, courtly and vernacular, public and personal accounts students shall be urged
to think through histories, genres, and sources and rethink the above categories. The
unit thus, contemplates a critical historiography. (Teaching Time: 9 hours Approx.)
• Truschke, Audrey (2016), Culture of Encounters: Sanskrit at the Mughal Court,
New Delhi: Penguin Allen Lane, (Introduction, Chapters 5 and 6)
• Tambiah, S.J. (1988). “What did Bernier Actually say? Profiling the Mughal
Empire”,
• Contribution to Indian Sociology, vol.31 no.2, pp. 361-86.
• Ray, A. (2005). “Francoise Bernier’s Idea of India” in I.Habib, (Ed.). India: Studies
in the History of an Idea, New Delhi: Munshiram Manoharlal

3
• Subrahmanyam, Sanjay. (2008). “Further thoughts on an Enigma: The tortuous
life of Niccolao Manucci 1638-c.1720” in Journal of the Economic and Social
History of the Orient, Vol. 45. No. 1, pp. 35-76.
• Curley, David L. (2008), Poetry and History. Bengali Mangal-Kabya and Social
Change in Pre-Colonial Bengal, New Delhi: Chronicle Books (Chaps. 1 and 5).
• Chatterjee, Kumkum (2013), “Goddess Encounters: Mughals, Monsters and the
Goddess in Bengal” in Modern Asian Studies, Vol. 47, Issue-5, pp. 1435-87

Unit II: Foregrounds issues in the formation and maintenance of political power and
its challenges in the Mughal, Rajput and Maratha states. It analyses events of alliances
and contestations to sketch an image of state formations in pre-colonial India.
(Teaching Time: 15 hours Approx.)
• Alam, Muzaffar. (2013), Crisis of the Empire in Mughal North India, Delhi:
Oxford University Press. (Introduction)
• Richards, J. F. (2007). The Mughal Empire: The New Cambridge History of India,
Volume 5, Cambridge: Cambridge University Press
• Richard Eaton (2019). India in the Persianate Age, 1000-1765, New Delhi,
Penguin Allen Lane (Introduction, Chapters 6 and 7)
• Moin, Afzar. (2012), The Millennial Sovereign: Sacred Kingship and Sainthood in
Islam, New York: Columbia University Press. (Introduction, Chapter 5)
• Lefèvre, Corinne (2007), “Recovering a Missing Voice from Mughal India: The
Imperial discourse of Jahangir (1605-27) in his Memoirs”, in Journal of
Economic and Social History of the Orient, Vol. 50, No. 4, pp. 452-89.
• Chandra, Satish (1993). Mughal Religious Policies, Rajputs and the Deccan, New
Delhi: Oxford University Press. (Chapters 1,2 and 4)
• Bhargava, Meena (Ed.,) (2014). The decline of the Mughal Empire, Delhi: OUP
(Introduction, Chapters 2 and 3)
• Sharma, G D. (1997). Rajput Polity: A Study of Politics and Administration of the
State of Marwar, Delhi: Manohar
• Ziegler, Norman P. (2010). “Evolution of the Rathor State of Marwar: Horses,
Structural Change and Warfare” in Meena Bhargava (ed.) Exploring Medieval
India. Sixteenth to Eighteenth Century, Vol. II, Delhi: Orient Black Swan
• Ziegler, Norman. P. (1998). “Some notes on Rajput Loyalties during the Mughal
Period” in J. F. Richards (Ed.) Kingship and Authority in Southeast Asia. Delhi:
Oxford University Press.
• Hallissey, Robert C. (1977). The Rajput Rebellion against Aurangzeb: A Study of
the Mughal Empire in Seventeenth-Century India, Columbia: University of
Missouri Press.
• Sreenivasan, Ramya (2004). “Honoring the family: Narratives & Politics of
Kingship in Pre-colonial Rajasthan, in Chatterjee, Indrani, ed., Unfamiliar
Relations: Family and History in South Asia. New Brunswick, NJ: Rutgers
University Press.
• Sreenivasan, Ramya (2014). “Rethinking Kingship and Authority in South Asia:
Amber (Rajasthan), Ca. 1560-1615.” Journal of the Economic and Social History
of the Orient 57, no. 4, pp 549–86
4
• Gordon, Stewart. (1998). The Marathas, 1600-1818, Cambridge: Cambridge
University Press.
• Chandra, Satish. (1982). Medieval India: Society, the Jagirdari Crisis and the
Village. Delhi: Macmillan (Chapters 8,9 and 10)
• Wink, Andre (1986), Land and Sovereignty in India: Agrarian Society and Politics
under Eighteenth Century Maratha Swarajya, Cambridge: Cambridge University
Press.

Unit III: Contends with state and doctrinal attitudes towards religious belief and
practice and their relation to state policy. In addition, the unit also highlights nuances
of the visual culture (art and architecture) as a mechanism to promote imperial
ideology. (Teaching Time: 12 hours Approx.)
• Faruqui, Munis (2014). “Dara Shukoh, Vedanta and Imperial Succession”, in
Vasudha Dalmia and MunisFaruqui, (Eds.). “Religious Interaction in Mughal
India. Delhi: Oxford University Press, pp.30-64.
• Gandhi, Supriya (2020), The Emperor Who Never Was. Dara Shukoh in Mughal
India, Harvard University Press. (Introduction, Chapters 6 and 7)
• Chandra, Satish. (1993). Mughal Religious Policies, the Rajputs and the Deccan.
Delhi: Vikas Publishing House. (Chapter 9 and 11)
• Husain, Azizuddin S M (2000), ‘Jizya- Its Reimposition During the Reign of
Aurangzeb’,
• Indian Historical Review, Vol 27, Issue 2, pp 87-121
• Brown Katherine B. (2007). “Did Aurangzeb Ban Music? Questions for the
Historiography of his Reign” Modern Asian Studies, Vol. 41, No. 1, pp. 77-120.
• Eaton, Richard M. (2003). Essays in Islam & Indian History 711-1750, Delhi: OUP.
(Introduction and Chapter 4).
• Asher, Catherine (1995). Architecture of Mughal India, The Cambridge History
of India: Vol. 1 Part 4. Cambridge: Cambridge University Press.
• Koch, Ebba. (2001). Mughal art and Imperial Ideology: Collected Essays, Delhi:
Oxford University Press.
• Koch, Ebba. (2013). Mughal Architecture: An outline of its History and
Development (1526- 1858). Delhi: Primus.
• Blake, Stephen. (1991). Shahjahanabad: The Sovereign City in Mughal India,
1639-1739.
• Cambridge: Cambridge University Press.
• Moin, Afzar. (2012), The Millennial Sovereign: Sacred Kingship and Sainthood in
Islam, New York: Columbia University Press (Chapter 6)
• Beach, M.C. (1992), Mughal and Rajput Painting, New Cambridge History of
India Vol.1. Part 3. Cambridge: Cambridge University Press.
• Desai, Vishakha N (1990), ‘Painting and Politics in Seventeenth-Century North
India: Mewar, Bikaner and the Mughal Court’, Art Journal, Vol 49, No 4, pp 370-
378

Unit IV: Acquaints students with core elements of the economy and society in pre-
Modern India. Alongside dealing with the complex rural society involving peasants and
5
Zamindars, this unit also highlights the often ignored mercantile communities and
their role in facilitating India’s overseas trade during the seventeenth and eighteenth
centuries. Besides it deals with the activities of the European trading companies in the
Indian Ocean trade network and its impact on the Indian economy. (Teaching Time: 3
weeks Approx.)
• Kulkarni, A R, (1991), The Indian Village with special Reference to Medieval
Deccan (Maratha Country), General Presidential Address, PIHC, Vol 52, pp 1-43
• Habib, Irfan (1999), The Agrarian System of Mughal India (1556-1707), OUP,
New Delhi (Chapter 4)
• Habib, Irfan (1996). “Peasant Differentiation and the Structure of Village
Community: 16th and 17th Century Evidence From Northern India” in V K
Thakur and A Anshuman (Eds.) Peasants in Indian History, Patna
• Chandra, Satish (1982), Medieval India: Society, The Jagirdari Crisis and The
Village,
• New Delhi, Macmillan India Limited. (Chapters 3,4 and 6)
• S Nurl Hasan, (2008), Religion, State and Society in Medieval India: Edited and
Introduced by Satish Chandra, OUP, New Delhi (Chapters 12 and 21)
• Chaudhuri, K. N.(1982), “European Trade with India” in Tapan Raychaudhuri
and Irfan Habib (eds.) The Cambridge Economic History of India, Vol. 1 (c.1200-
c. 1750). Delhi: Orient Longman
• Das Gupta, Ashin and M N Pearson (eds) (1987), India and the Indian Ocean
1500-1800, Calcutta, OUP
• Pearson, Michael N (1988), ‘Brokers in Western Indian Port Cities: their role in
servicing Foreign Merchants’, Modern Asian Studies, Vol 22, No 3, pp 455-472
• Das Gupta, Ashin (2001), The World of the Indian Ocean Merchant, 1500-1800,
OUP
• Gupta, Ashin Das (1998), “Trade and Politics in 18th Century India” in Alam,
Muzaffar and Subrahmanayam, Sanjay. (ed.) The Mughal State. Delhi: Oxford
University Press
• Om Prakash, J. (1998). European Commercial Enterprise in Pre-colonial India.
The Cambridge History of India II.5, Cambridge: Cambridge University Press
• Chaudhuri, Sushil. (2017). Trade, Politics and Society: The Indian Milieu in the
Early Modern Era, London: Routledge, (Chapter 1)

Suggestive readings
• Faruqui, Munis D (2012), The Princes of the Mughal Empire, 1504-1719, New
York, Cambridge University Press. (Introduction, Chapters 4,5 and 6)
• Alam, Muzaffar and S Subrahmanyam (2014). Writing the Mughal World:
Studies in Political Culture, Delhi: Permanent Black
• Habib, Irfan. (1995). Essays in Indian History: Towards a Marxist Perspective,
Delhi: Tulika.
• Taft Frances H. (1994). “Honour and Alliance: Reconsidering Mughal-Rajput
Marriages” in Karine Schomer, Joan L. Erdman, Deryck O. Lodrick and Lloyd I.
Rudolph, (Eds.). The Idea of Rajasthan, Delhi: Manohar, Vol. 1, pp. 217-41.

6
• Dalmia Vasudha & Faruqui, Munis, (ed.) (2014). Religious Interactions in
Mughal India, Delhi: Oxford University Press, (Chap. 1-2)
• Koch, Ebba. (2001). “The Hierarchical Principles of Shah Jahani Painting” in Ebba
Koch,
• Mughal Art and Imperial Ideology. Delhi: Oxford University Press.
• Richards, J. F. (1998). “Formulation of Imperial Authority under Akbar and
Jahangir” in Muzaffar Alam and Sanjay Subrahmanyam ed. The Mughal State,
Delhi: Oxford University Press
• Mukhia, Harbans. (2009). The Mughals of India, Delhi: Blackwell Publishing.
• Alavi, Seema. (ed.) (2002). The eighteenth century in India. Delhi: Oxford
University Press
• Alam Muzaffar and Sanjay Subrahmanyam (1998). The Mughal state 1526 –
1750, Delhi: Oxford University Press
• Chenoy, ShamaMitra (1998), Shahjahanabad, Delhi: Munshiram Manoharlal
• Dutta, Rajat (2003) “Commercialization, Tribute and the transition from Late
Mughal to early Colonial in India” The Medieval History Journal , Vol:6 , No 2,
pp.259-91.
• Ehlers, Eckart and Krafft, Thomas (2003), Shahjahanabad / Old Delhi. Tradition
and Colonial Change, Delhi: Manohar
• Jha, Mridula (2017). “Mingling of the Oceans: A Journey through the Works of
Dara Shikuh”, in RaziuddinAquil& David L. Curley, (Ed..) Literary and Religious
Interactions in Medieval and Early Modern India, New Delhi: Routledge, pp. 62-
93.
• Mukherjee, Anisha Shekhar (2003). The Red Fort of Shahjahanabad, New Delhi:
Oxford University Press
• Tillotson, G.H.R (1990), Mughal India, New Delhi: Penguin Books. (Chapter on
Shahjahanabad and Red Fort)
• Bahuguna, R P (2017), ‘Religious Festivals as Political Rituals: Kingship and
Legitimation in Late Pre-Colonial Rajasthan’ in Suraj Bhan Bhardwaj, R P
Bahuguna and Mayank Kumar (eds) Revisiting the History of Medieval
Rajasthan. Essays for Professor Dilbagh Singh, Delhi,Primus Books
• Sreenivasan, Ramya. (2014). “Faith and Allegiance in the Mughal Era:
Perspectives from Rajasthan” in Vasudha Dalmia and Munis D. Faruqui (Ed.).
Religious Interactions in Mughal India, Delhi: Oxford University Press, pp. 159-
191.
• Talbot, Cynthia and Asher, Catherine B. (2006). India Before Europe,
Cambridge; Cambridge University Press.
• Kinra Rajeev. (2009). “Infantilizing Baba Dara: The Cultural Memory of Dara”, in
Journal of Persianate Studies, Vol. 2, pp. 165-93

Readings in Hindi Medium:

• Chandra, Satish (2018). Madhyakalin Bharat (Part II), Sultanat se Mughal Ka lTak,
NewDelhi: Jawahar Publishers & Distributors
• Habib, Irfan (Ed.).(2000). Madhyakalin Bharat, (Vols. 1-8, relevant articles), New

7
Delhi:Rajkamal Prakashan
• Habib, Irfan. (2017). Madhyakalin Bharat ka ArthikItihas: Ek Sarvekshan, New
Delhi:Rajkamal Prakashan
• Verma H C. (Ed.) (2017). Madhyakalin Bharat (Vol. II) 1540-1761, Hindi
MadhyamKaryanvan Nideshalaya, Delhi University

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

Branch, University of Delhi, from time to time.

8
DISCIPLINE SPECIFIC CORE COURSE (DSC-2): History of India – VIII: c. 1857 – 1950

Credit distribution, Eligibility and Prerequisites of the Course

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code Lecture Tutorial Practical/ criteria of the course
Practice (if any)
History of India – 4 3 1 0 Class XII Should have
VIII: c. 1857 – 1950 studies
History of
India I – VI

Learning Objectives

This paper introduces students to broad aspects of formation of identities and the manner
in which these identities unfolded themselves during the course of the Indian freedom
struggle. It provides an overview of socio-economic and political trends in colonial India
from the latter half of the 19th century. The paper critically analyses the various trends in
the national liberation movement and other aspects of politics which were foundational
for the modern Indian state. The aim is to develop interdisciplinary analytical skills at the
undergraduate level.

Learning outcomes

After successful completion of the course, the students will be able to:
• Identify how community, caste, and national identity developed in the late 19th,
and early 20th centuries.
• Outline the social and economic facets of colonial India and their influence on the
national movement.
• Explain the various trends of anti-colonial struggles in colonial India.
• Analyse the complex developments leading to partition and independence.
• Discuss the key debates on the making of the Indian Constitution, and need for
socio- economic restructuring after independence

SYLLABUS OF DSC- 2

Unit 1: Colonial Economy

1. Economic critique of colonial rule with special reference to Drain of Wealth
2. Rise of modern industry and capitalist class

Unit 2: Early Nationalism

1. Emergence of Indian National Congress (INC)
9
2. ‘Moderates’ and ‘Extremists’ Nationalist
3. Swadeshi and early Revolutionary Movements

Unit 3: Emergence and social base of Gandhian Nationalism

1. Foundations of Gandhian Nationalism
2. Gandhi and National Movements
a. Champaran, Kheda, Ahmedabad,
b. Rowlatt, Khilafat and Non-Cooperation Movements
c. Civil Disobedience Movement
d. d) Quit India Movement

Unit 4: Alternative trends in National Movement

1. Ambedkar and the Dalit Movement, Dravidian movements
2. Hindustan Socialist Republican Association (HSRA) and Revolutionary
Movements
3. Gadhar, Singh Sabha and the Akali Movement
4. Peasants, Workers and Tribal movements; Emergence of the Left
5. Subhas Chandra Bose and Indian National Army; Royal Indian Navy Mutiny

Unit 5: Towards Independence and after

1. Independence and Partition
2. The Making of the Constitution

Unit 6: Formation of Identities

1. Caste
2. Community
3. Nation

Practical component (if any) - NIL

Essential/recommended readings

Unit I: This unit studies aspects of the colonial economy and its critique particularly
with reference to the phenomenon of ‘Drain of Wealth. It develops an understanding
of the emergence of modern industry and capitalist class in colonial India. (Teaching
Time: 6 hours Approx.)
• Chandra, Bipan. (1966). The Rise and Growth of Economic Nationalism in India:
Economic Policies of Indian National Leadership, 1880–1905. New Delhi:
People’s Publishing House (Introduction).
• Bagchi, Amiya Kumar. (2002). “The Other Side of Foreign Investment by
Imperial Powers: Transfer of Surplus from Colonies”, Economic and Political
Weekly, Vol. 37 (23), pp. 2229 - 2238.
• Bagchi, Amiya Kumar. (1972). Private Investment in India, 1900-1939.
Cambridge: Cambridge Univer- sity Press, pp. 3-25

10
• Mukherjee, Aditya. (2002). Imperialism, Nationalism and the Making of the
Indian Capitalist Class, 1920-1947. New Delhi: Sage (Introduction).
• Ray, Rajat Kanta. (Ed.). (1994). Entrepreneurship and Industry in India, 1800 -
1947. New Delhi: Ox- ford University Press, pp.1-69.

Unit II: After the successful completion of this unit, students will be able to understand
various aspects of early nationalism and nationalist resistance. (Teaching Time: 6
hours Approx.)
• McLane, J.R. (1977). Indian Nationalism and the Early Congress. Princeton:
Princeton University Press, pp.3-21; 89-178
• Tripathi, Amales. (1967). The Extremist Challenge. India between 1890 and
1910. Bombay,Calcutta, Madras,New Delhi: Orient Longmans, Chapters 1-5
• Chandra, Bipan, Mridula Mukherjee, Aditya Mukherjee, Sucheta Mahajan, K N
Panikkar. (1989). India’s Struggle for Independence. Delhi: Penguin Books,
chapters 4 to 10.
• Seth, Sanjay. (2009). ‘Rewriting Histories of Nationalism: The Politics of
Moderate Nationalism in In- dia, 1870-1905’, in Sekhar Bandyopadhyay (Ed.),
Nationalist Movement in India : A Reader, New Delhi: Oxford University Press,
pp.30 - 48
• Sarkar, Sumit. (1973). Swadeshi Movement in Bengal, 1903 – 08. New Delhi,
People’s Publishing House. (also in Hindi:र् सुमतसरकार, बंगालमŐˢि◌◌ेशीआȽ◌
◌ोलन(1903-1908), Chapter 1 and 2.
• Sarkar, Sumit. (1983). Modern India: 1885—1947. Delhi: Macmillan. chapters III
& IV.

Unit III: This unit deals with Gandhian mass nationalism and Gandhi’s methods of mass
mobilization cutting across different social groups in the national movement.
(Teaching Time: 9 hours Approx.)
• Mohandas Karamchand Gandhi ‘Hind Swaraj’
• Hardiman, David. (2005). Gandhi in his time and ours. Delhi: Orient Blackswan,
pp.1-81; 109-184.
• Bandyopadhyay, Sekhar. (Ed.) (2009). Nationalist Movement in India: A Reader.
New Delhi: Oxford University Press, pp. 55-155.
• Pouchepadass, Jacques. (1974). “Local leaders and the intelligentsia in the
Champaran satyagraha (1917): a study in peasant mobilization”, Contributions
to Indian Sociology, Vol. 8 (1), Jan 1, pp. 67-87
• Kumar, Ravinder. (1971). Essays on Gandhian Politics, Rowlatt Satyagraha 1919.
Oxford: Clarendon Press, pp. 1-30
• Chandra, Bipan, Mridula Mukherjee, Aditya Mukherjee, Sucheta Mahajan, K N
Panikkar. (1989). India’s Struggle for Independence. Delhi: Penguin Books.
• Sarkar, Sumit. (1983). Modern India: 1885—1947. Delhi: Macmillan.
• Minault, Gail. (1982). The Khilafat Movement: Religious Symbolism and Political
Mobilisation in India. Delhi: Oxford University Press (Introduction, Chapters II,
III, IV).
11
• Amin, Shahid. (1996). Event, Metaphor, Memory: Chauri Chaura, 1922 – 1992.
Delhi: Penguin. Re- print, 2006, pp. 9-19, 45-56, 69-93.
• Sarkar, Sumit. (1983). Popular Movements and Middle Class Leadership in Late
Colonial India. S.G. Deuskar Lectures on Indian History. Centre for Studies in
Social Sciences, Calcutta.
• Pandey, Gyanendra. (1988). The Indian Nation in 1942. Calcutta: K.P. Bagchi and
Company (Chapters 1,2,3, 4, 8).

Unit IV: It enables students to understand the way in which the national movement
gave a new meaning to social and political movements and to diverse range of
struggles. (Teaching Time: 12 hours Approx.)
• Zelliot, Eleanor. (1996). From Untouchable to Dalit: Essays on the Ambedkar
Movement. New Delhi: Manohar Publications, pp. 53 - 177
• Grewal, J.S. (1990) The New Cambridge history. II.3. The Sikhs of the Punjab,
Chapter 8, pp.157-180
• Habib, S.Irfan. (2007). To Make the Deaf Hear: Ideology and Programme of
Bhagat Singh and his Com- rades, New Delhi: Three Essays Collective, pp. 29 -
141
• Bandyopadhyay, Sekhar. (2017). From Plassey to Partition and After: A History
of Modern India, New Delhi: Orient Blackswan, 2nd edition (Chapter 7, “Many
Voices of a Nation”).
• Nagaraj, D.R. (2011). Flaming Feet, Delhi, Seagull Books. (Chapter 1).
• Sarkar, Sumit. (1983). Popular Movements and Middle Class Leadership in Late
Colonial India. S.G. Deuskar Lectures on Indian History. Centre for Studies in
Social Sciences, Calcutta.
• Habib, Irfan. (1998). “The Left and the National Movement”, Social Scientist,
Vol. 26 (5/6), May-June, pp. 3-33.
• Chandra, Bipan. (1983) The Indian Left: Critical Appraisal. New Delhi: Vikas.
• Chandra, Bipan, Mridula Mukherjee, Aditya Mukherjee, Sucheta Mahajan, K N
Panikkar. (1989). India’s Struggle for Independence. Delhi: Penguin Books.
• Dhanagare, D.N. (1991). in Peasant Movements India 1920-1950.
• Amin, Shahid. (1988). “Agrarian Bases of Nationalist Agitation in India: An
Historiographical Survey,” in D.A. Low (Ed.), The Indian National Congress:
Centenary Highlights, New Delhi: OUP, pp. 54-97.
• Pandey, Gyan. (1982). ‘Peasant Revolt and Indian Nationalism: The Peasant
Movement in Awadh, 1919- 1922’ in Ranajit Guha ed. Subaltern Studies I.
Writings on South Asian History and Society. Delhi: Oxford University Press, pp.
143 – 197.
• Arnold, David. (1982). ‘Rebellious Hillmen: the Gudem-Rampa Risings, 1839-
1924’, in Ranajit Guha (Ed.), Subaltern Studies I. Writings on South Asian History
and Society. Delhi: Oxford University Press, pp. 88 – 142
• Mohapatra, Prabhu P. (2005). ‘Regulated Informality: Legal Construction of
Labour Relations in Colonial India, 1814-1926’, in Sabyasachi Bhattacharya and
Jan Lucassen (Ed.), Workers in the Informal Sector: Studies in Labour History,
1800-2000. Delhi: Macmillan India Ltd.
12
• Sarkar, Sumit. (1983). Modern India 1885-1947. Delhi: Macmillan, pp. 153-155,
198-203, 239-243,266-278, 339-342.

Unit V: This unit will enable students to analyse the complex developments leading to
communal vio- lence, independence and partition. Students will be introduced to the
key debates on the making of the constitution of India. (Teaching Time: 6 hours
Approx.)
• Pandey, Gyanendra. (1992). The Construction of Communalism in Colonial
North India. Delhi: Oxford University Press (Chapters 1, 2&7).
• Chandra, Bipan. (2008). Communalism in Modern India. New Delhi: Har-Anand
Publications.
• Peter Hardy, The Muslims of British India, Cambridge University Press,
Cambridge, 1972
• Jaffrelot, Christophe. (1996). The Hindu Nationalist Movement and Indian
Politics: 1925 to the 1990s. London: C. Hurst & Company Publishers, pp. 1-45
• Chatterjee, Joya. (1995). Bengal Divided: Hindu Communalism and Partition
1932 - 1947.
• Cambridge, Cambridge University Press (Introduction and Chapters 3,5 & 6)
• Jalal, Ayesha. (1985). The Sole Spokesman: Jinnah, the Muslim League and the
Demand for Pakistan. Cambridge, Cambridge University Press (Introduction,
Chapters 1, 2& 5).
• Lelyveld, David. (2005). ‘The Colonial Context of Muslim Separatism: from
Sayyid Ahmad Barelvi to Sayyid Ahmad Khan,’ in Mushirul Hasan and AsimRoy
(Ed.). Living Together Separately: Cultural India in History and Politics. Delhi,
Oxford University Press.
• Metcalf, Barbara D. (2017). ‘Maulana Ahmad Madani and the Jami‘at ‘Ulama-i-
Hind: Against Pakistan, against the Muslim League’ in Qasmi, Ali
Usman,(Ed.),Muslims against the Muslim League: Critiques of the Idea of
Pakistan, Cambridge, Cambridge University Press, pp. 1-34 and pp. 220-254.
• Arbab, Safoora. (2017). ‘Nonviolence, Pukhtunwali and Decolonization: Abdul
Ghaffar Khan and the Khuda’iKhidmatgar Politics of Friendship’, in Qasmi, Ali
Usman. ed., Muslims against the Muslim League: Critiques of the Idea of
Pakistan, Cambridge, Cambridge University Press, pp. 220-254.
• Brown, Judith. (1984). Modern India. The Origins of an Asian Democracy.
Oxford: Oxford University Press, pp. 307 - 350
• Mukherjee, Rudrangshu. (2015). Nehru and Bose: Parallel Lives. Delhi, Penguin.
• Sucheta Mahajan, Independence and Partition: The Erosion of Colonial Power
in India, Sage Publications, New Delhi
• Menon, V.P. (2014). Integration of the Indian States. New Delhi: Orient
Blackswan. Chapter III,IV,V
• Kamtekar, Indivar. (2002). “A Different War Dance: State and Class in India
1939-1945,”
• Past & Present, Vol. 176, pp. 187-221.
• Chandra, Bipan, Mridula Mukherjee, Aditya Mukherjee. (2000).
India Since Independence. New Delhi: Penguin books, chapters 3, 4 and 5
13
• Granville, Austin. (1966). The Indian Constitution: Cornerstone of a Nation.
Oxford: Clarendon Press.
• Chaube, S.K. (2009). The Making and Working of the Indian Constitution, Delhi,
National Book Trust.

Unit VI: Caste, Community and Nation: The unit seeks to identify the developments in
post-1857 India in terms of the shaping of caste, religious/community and national
identities in the late 19th and early 20th centuries and the role of reform and debates
in this. (Teaching Time: 6 hours Approx.)
• Dirks, Nicholas B, (1997), “The invention of caste: civil society in colonial India”
in. H L Seneviratne (Ed.), Identity, Consciousness and the Past; Forging of Caste
and Community in India and Sri Lanka. Delhi: Oxford University Press.
• Sarkar, Sumit and Tanika Sarkar. (Eds.). (2013). Caste in Modern India, Vols. 1 &
2. Delhi: Permanent Black (Vol. I-Chapters 2 & 3, pp. 24-87; Vol. 2-Chapter 8,
pp. 200-233).
• O’Hanlon, Rosalind. (2002). Caste, Conflict and Ideology: Mahatma Jyotirao
Phule and Low Caste Protest in 19th Century Western India. Ranikhet:
Permanent Black, pp. 3-11
• Bandyopadhyay, Sekhar. (1997). Caste, Protest and Identity in Colonial India:
the Namasudras of Bengal, 1872-1947. London: Curzon Press.
• Jalal, Ayesha. (2000). Self and Sovereignty: Individual and Community in South
Asian Islam since 1850. London: Routledge.
• Rai, Santosh Kumar. (2021). Weaving Hierarchies: Handloom Weavers in Early
Twentieth Century United Provinces. Delhi: Primus Books.
• Hatcher, Brian A. (2020). Hinduism Before Reform. Massachusetts: Harvard
University Press.
• Anderson, Benedict. (1994) “Imagined Communities” in J. Hutchinson and A.D.
Smith (Eds.) Nationalism Oxford: Oxford University Press, pp. 225-231
• Hardgrove, Anne. (2004). Community and Public Culture: the Marwaris in
Calcutta. New York: Oxford University Press, chapter 1.
• Prakash, Gyan. (2002) ‘Civil society, community, and the nation in Colonial
India’ Etnografica, Vol. 6 (1), pp.27-40.
• Jones, Kenneth. (1994). Socio-Religious Reform Movements in British India.
New Delhi: Cambridge University Press, pp.73-101.
• Oberoi, Harjot. (1994). The Construction of Religious Boundaries: Culture,
Identity and Diversity, in the Sikh Tradition. Chicago: University of Chicago
Press, Chapter 4,5,6
• Hardgrave, R.L. (1968). “The Breast-Cloth Controversy: Caste consciousness and
Social Change in Southern Travancore”, Indian Economic and Social History
Review (IESHR), June 1, Vol. 5 (2), pp. 171-87.

Suggestive readings (if any)

• Bagchi, Amiya Kumar. (2002.) Capital and Labour Redefined: India and the Third
World. New Delhi: Tulika.

14
• Bandyopadhyay, Sekhar. (2017). From Plassey to Partition and After: A History
of Modern India, New Delhi: Orient Blackswan, 2nd edition
• Banerjee-Dube, I. (2015). A History of Modern India. Delhi: Cambridge
University Press.
• Banerji, A.K. (1982). Aspects of Indo-British Economic Relations 1858 – 1898.
Bombay: Oxford Univer- sity Press.
• Basra, Amrit Kaur. (2015). Communal Riots in the Punjab, 1923 – 28. Delhi:
Shree Kala Prakashan.
• Bhargava, Rajeev (ed). (2008). Politics and Ethics of the Indian Constitution.
New Delhi, Oxford Uni- versity Press.
• Brown, Judith. (1977). Gandhi and Civil Disobedience. The Mahatma in Indian
Politics 1928-34. Cam- bridge: Cambridge University Press.
• Chandra, Bipan, Mridula Mukherjee, Aditya Mukherjee, Sucheta Mahajan, K N
Panikkar. (1989). India’s Struggle for Independence. Delhi: Penguin Books.
• Chatterjee, Partha. (1986). Nationalist Thought and the Colonial World. A
Derivative Discourse?. Delhi: Oxford University Press.
• Deshpande, Anirudh. (2009). “Sailors and the Crowd: Popular Protest in Karachi,
1946”, in Sekhar Bandyopadhyay, Nationalist Movement in India: A Reader.
New Delhi: Oxford University Press, pp.336 -- 358.
• Dutta, Vishwa Nath. (2000). Gandhi and Bhagat Singh. New Delhi: Rupa and
Company.
• Gandhi, Rajmohan. (2017). Modern South India: A History from the 17th
Century to our Times, Delhi, Aleph Press
• Gilmartin, David. (1988). Empire and Islam: Punjab and the Making of Pakistan.
California: University of California.
• Guha, Amalendu. (2019). Freedom Struggle & Electoral Politics in Assam From
Planter Raj to Swara.
• Delhi, Tulika Books (Chapters 5 & 6).
• Guha, Ramachandra. (2018). Gandhi: The Years That Changed the World: 1914-
1948. New Delhi: Pen- guin.
• Guha, Ranajit. (2000). A Subaltern Studies Reader, 1986-1995. Delhi: Oxford
University.
• Gupta, Amit (1997). “Defying Death: Nationalist Revolutionism in India, 1897-
1938”,
• Social Scientist, Vol. 25 (9/10), pp. 3-27.
• O’Hanlon Rosalind (2017). Caste and its Histories in Colonial India: A
Reappraisal,’
• Modern Asian Studies 51, 2 pp. 432–461
• Hasan, Mushirul and Asim Roy (Eds.). (2005). Living Together Separately:
Cultural India in History and Politics. New Delhi: Oxford University Press.
• Hasan, Mushirul ed. (1993). India’s Partition: Process, Strategy and
Mobilization. (Themes in Indian History. Oxford india Readings. Delhi: Oxford
University Press.

15
• Hasan, Mushirual, Gupta, Narayani. (1993). India’s Colonial Encounter. Essays
in Memory of Eric Stokes. Delhi: Manohar, pp. 183-199; 325-362.
• Kumar, Dharma. (1983) The Cambridge Economic History of India. Vol. 2: c.
1757-1970.
• Delhi: Orient Longman in association with Cambridge University Press.
• Kumar, Ravinder. (1969). ‘Class, Community or Nation? Gandhi’s Quest for a
Popular Consensus in In- dia’ Modern Asian Studies, Vol. 3, Issue. 4, pp. 357-
376.
• Metcalfe, Barbara. (2014). Islamic Revival in British India: Deoband, 1860-1900.
Princeton: Princeton University Press
• Mishra, Yuthika. (2004). “The Indian National Movement and Women’s Issues:
1850- 1950”, in The En- cyclopaedia of Women’s Studies, Vol. I. Women’s
Movements, ed. Subhadra Channa, New Delhi: Cosmo Publications.
• Mukhopadhyay, Amitabh. (1995). Militant Nationalism in India: 1876 – 1947.
Calcutta: Institute of His- torical Studies.
• Naik, J.V. (2001). “Forerunners of Dadabhai Naoroji's Drain Theory”, Economic
and Political Weekly,Vol. 36 (46), pp. 4428-32.
• Pandey, Gyanendra. (2001). Remembering Partition: Violence, Nationalism and
History of India. Cam- bridge: Cambridge University Press
• Pandey, Gyanendra. (2002). The Ascendancy of the Congress in Uttar Pradesh
1926-34: A Study in Im- perfect Mobilization. Second edition. New Delhi:
Anthem Press (Introduction and Chapter 4).
• Parekh, Bhikhu. (2001). Gandhi a Very Short Introduction. Oxford: Oxford
University Press, e-book.
• Pati, Biswamoy. (Ed.). (2000). Issues in Modern Indian History: For Sumit Sarkar.
Mumbai: Popular Prakshan (Chapter 8).
• Robinson, Francis. (1994). Separatism Amongst Indian Muslims: The Politics of
the United Provinces' Muslims, 1860-1923. New Delhi: Oxford University Press.
• Roy, Tirthankar. (2000). The Economic History of India 1857-1947. New Delhi:
Oxford University Press.
• Sarkar, Sumit. (2014). Modern Times: 1880s-1950s, Environment, Economy and
Culture. Ranikhet: Per- manent Black.
• Sarkar, Sumit. (1998). Writing Social History. Delhi: Oxford University Press.
• Singh, Kumar Suresh. (2002). Birsa Munda and His Movement, 1872 – 1901: A
Study of a Millenarian Movement in Chotanagpur. Chotanagpur: Seagull Books.
• Tomlinson, B.R. (1979). The Political Economy of the Raj: 1914-1947, The
Economics of Decolonisa- tion in India. London: Macmillan Press.
• Panikkar, K.N. (Ed.). (1980). National and Left Movements in India. Delhi: Vikas.
• Sen, Amartya.(1981). Poverty and Famines. An Essay on Entitlement and
Deprivation. Oxford: Oxford University Press, pp. 52 – 85
• Srimanjari. (1998). ‘Denial, Dissent and Hunger: Wartime Bengal, 1942-44’, in
B. Pati ed.,
• Turbulent Times: India 1940-44. Mumbai: PPH, 1998, pp. 39-66

16
• Suhrud, Tridip. (2011). The Cambridge Companion to Gandhi. Cambridge: CUP,
pp. 71- 92.
Note: Examination scheme and mode shall be as prescribed by the
Examination Branch, University of Delhi, from time to time.

17
DISCIPLINE SPECIFIC CORE COURSE (DSC-3): History of Modern Europe – II

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Code Credits Credit distribution of the course Eligibility Pre-requisite
Lecture Tutorial Practical/ criteria of the course
Practice (if any)
History of Modern 4 3 1 0 Class XII Should have
Europe – II studies
History of
India I – VI

Learning Objectives

This paper offers a historical overview of the development of nationalities and nation-
states in the 19th and 20th centuries. Among the various case studies discussed, the
paper traces the build-up to a revolution in the disintegrating Russian empire. It also
introduces students to the concept of imperialism. In this light, the paper discusses
the varied historical writings on World War One and on the nature of developments
during the inter-war period. It familiarises students with the intellectual and art
movements that were linked to the changes in the socio-economic and political milieu
of 19th and early 20th century Europe.

Learning outcomes

Upon completion of this course the student shall be able to:

• Trace varieties of nationalists and the processes by which new nation-states
were carved out.
• Discuss the peculiarities of the disintegration of large empires and remaking of
Europe’s map.
• Deliberate on the meaning of imperialism and the manifestations of imperialist
rivalry and expansion in the 19th and early 20th century.
• Analyse the conflict between radical and conservative forces, and the gradual
consolidation of ultra-nationalist and authoritarian regimes in Europe.
• Contextualise major currents in the intellectual sphere and arts.

SYLLABUS OF DSC-3

Unit I: Nations and Nationalism in the nineteenth century

1. Theories of Nationalism

18
2. Nationalist aspirations in Germany, Italy and the Austro-Hungarian Empire /
Ottoman Empire
3. State and Politics in post-unification Germany / Italy

Unit II: The First World War and Revolutions

1. Theories of Imperialism
2. Causes and Impact of the War: Historiographical debates
3. Revolutions: Russia 1905 and 1917

Unit III: Europe Between the World Wars

1. Fascism: Historiographical debates
2. Nature of the State in Fascist Italy / Nazi Germany
3. Origins of the Second World War

Unit IV: Cultural Transformation of Europe (1850-1939)

Choose any two sub themes for study (1) or (2) or (3)
• Trends in Painting, Architecture and National Art Galleries
• [Emerging Forms of Expression: Photography, Radio and Cinema
• Institutions of Knowledge: Exhibitions, Museums / Archives and History as a
discipline

Practical component (if any) - NIL

Essential/recommended readings
Unit I: At the end of this rubric the student will be expected to comprehend the
important theories on nationalism, which are crucial for recognising the nature of
different nationalist aspirations that emerged in nineteenth century Europe. The
student would also be able to demonstrate an understanding of the complex political
and economic interplay associated with the unification of Germany and Italy. Students
will be able to trace these complexities into the politics of state formation post
unification. (Teaching time: 12 hours Approx.)
• Beals, Derek and Eugenio F. Biagini. (2002). The Risorgimento and the
Unification of Italy. London and New York: Routledge (Chapters 5 to 9)
• Blackbourn, David. (2002). History of Germany 1780-1918: The Long
Nineteenth Century. Oxford: Oxford University Press. (Chapters 5-9)
• Waller, Bruce (ed.) (1990) Themes in Modern European History 1830-90,
London: Routledge. (Chapters 5 & 8)
• Eley, Geoff. (1986). From Unification to Nazism: Reinterpreting the German
Past. London and New York: Routledge. (PLEASE INDICATE CHAPTERS…I DO
NOT HAVE THIS BOOK)
• Hutchinson, John and Anthony Smith (eds.). (1994). Nationalism. Oxford:
Oxford University Press. (Chapters 9 to 12, 14, 16, 25 & 27)
• Mazower, Mark. (2002). The Balkans: A Short History, The Modern Library: New
York

19
• Waller, Bruce (ed.), (1990) Themes in Modern European History 1830-90,
Routledge: London
• Riall, Lucy. (1994). The Italian Risorgimento: State, Society and National
Unification. London and New York: Routledge. (Chapters 5 & 6)
• Sarnoff, Daniella. (2017). “Nationalism: Triumphs and Challenges in the Long
Nineteenth Century and Beyond. In Revisiting Modern European History: 1789–
1945, edited by Vandana Joshi. Pearson.
• लाल बहाि◌र वमाि◌। यरोपू का इतर्हास: फ् ◌ासीसं ◌ी क्रात� से र्ि◌तीय �वर्
युद्ध तक।
• पा�थसारथी गप्ु ता (संपाि◌क)। यरू ◌ोप का इतर्हास। Hindi Madhyam Karyanvaya
Nideshalaya, DU.
• र्ि◌वेश वर्जय, मीना भा�राज, वंि◌ना चौधर� (संपाि◌क)। आधर्◌ु नक यरू ◌ोप का
इतर्हास: आयाम और र्ि◌शाएं। Hindi Madhyam Karyanvaya Nideshalaya, DU

Unit-II: At the end of this rubric the student will be familiar with the key theories on
imperialism which are important for understanding the outbreak of the World Wars
and the complex post-War scenarios. The student will also be familiarized with a range
of historiographical issues reflected in historical analyses of the First World War. The
student will also learn of how revolutionary possibilities emerged during the First
World War. In this regard, the economic, social and political issues that led to the fall
of the Tsarist regime in Russia and emergence of a socialist state by October 1917 will
be explained. (Teaching time: 12 hours Approx.)
• Brewer, Anthony. (2001). Marxist Theories of Imperialism. A Critical Survey.
London and New York: Routledge. (Chapters 4, 5, 6 & 7)
• Fitzpatrick, Sheila. (1994). The Russian Revolution. Oxford: Oxford University
Press. (Chapters 1 & 2)
• Gleason, Abbot (Ed.). (2009). A Companion to Russian History. Sussex: Wily-
Blackwell. (Chapters 12, 13, 14, & 16)
• Henig, Ruth. (2003). The Origins of the First World War. London and New York:
Routledge.
• Jones, Heather. (2013). “Historiographical Review As The Centenary
Approaches: The Regeneration Of First World War Historiography.” In The
Historical Journal Vol. 56 (3): 857-78.
• Kiernan, V.G. (1974). “The Marxist Theory of Imperialism and its Historical
Formation.” In Marxism and Imperialism. London: Edward Arnold.
• Martel, Gordon (ed). (2006). A Companion to Europe 1900-1945. (Chapter 15,
16, 17 & 18). Malden, Oxford, Victoria: Blackwell Publishing.
• Porter, A. (1994). European Imperialism 1860-1914. Hampshire: Palgrave
Macmillan. (Chapters 2,4 & 5)
• Wood, Alan. (2003). The Origins of the Russian Revolution 1861-1917. London
and New York: Routledge.

20
• लाल बहाि◌र वमाि◌। यरू ◌ोप का इतर्हास: फ् ◌ासीसं ◌ी क्रात� से र्ि◌तीय �वर्
युद्ध तक।
• पा�थसारथी गुप्ता (संपाि◌क)। यरू ◌ोप का इतर्हास। Hindi Madhyam Karyanvaya
Nideshalaya, DU.
• र्ि◌वेश वर्जय, मीना भा�राज, वंि◌ना चौधर� (संपाि◌क)। आधर्◌ु नक यरू ◌ोप का
इतर्हास: आयाम और र्ि◌शाएं। Hindi Madhyam Karyanvaya Nideshalaya, DU

Unit- III: The student will be expected to develop an understanding of European

politics of the inter-war period. She/he will examine the emergence of international
institutions and the impact of war on European society and economy. This would also
be essential to the students’ understanding of the emergence of right wing
movements in Europe. The student will be expected to demonstrate a familiarity with
the historiographical debates and discussion associated with the rise and development
of the fascist/Nazi state in Italy and Germany, eventually leading to the outbreak of
the Second World War. (Teaching time: 9 hours Approx.)

• Thurlow, Richard. (1999. Fascism. Cambridge: Cambridge University Press.

(Chapters 1- 4)
• McDonough, Frank. (1999). Hitler and Nazi Germany. Cambridge: Cambridge
University Press.
• Passamore, K. (2002). Fascism: A Very Short Introduction. Oxford: Oxford
University Press. (Chapters 1 to 5; Chapters 8 to 10)
• Kershaw, Ian. (1985). The Nazi Dictatorship: Problems and perspectives of
Interpretation. London: Edward Arnold. (Chapters 1 and 2)
• McDonough, Frank . (1997). The Origins of the First and the Second World War.
Cambridge: Cambridge University Press. (Chapters 4, 6, 7, 11, 13, 15, 17, 24, 26
& 29)
• लाल बहाि◌र वमाि◌। यरू ◌ोप का इतर्हास: फ् ◌ासीसं ◌ी क्रात� से र्ि◌तीय �वर्
युद्ध तक।
• पा�थसारथी गप्ु ता (संपाि◌क)। यरू ◌ोप का इतर्हास। Hindi Madhyam Karyanvaya
Nideshalaya, DU.
• र्ि◌वेश वर्जय, मीना भा�राज, वंि◌ना चौधर� (संपाि◌क)। आधर्◌ु नक यरू ◌ोप का
इतर्हास: आयाम और र्ि◌शाएं। Hindi Madhyam Karyanvaya Nideshalaya, DU

Unit-IV: At the end of the rubric the student will be expected to build on her/his
understanding of European history to understand the cultural and intellectual
transformations experienced in late nineteenth and early twentieth century Europe.
The student will develop familiarity with how mass education, print culture, changes
in artistic styles, emergence of photography and the academic institutionalization of
disciplines shaped the modern European worldview. (Teaching time: 9 hours Approx.)
Winders, James A. (2001). European Culture Since 1848. New York: Palgrave

21
• Whitehead, Christopher, (2005) The Public Art Museum in Nineteenth Century
Britain: The Development of the National gallery, Routledge: London. (Chapters
1,5 and 7)
• Aronsson, Peter and Elgenius, Gabriella, (2015), National Museums and Nation
Building in Europe 1750-2010: Mobilisation and legitimacy, continuity and
change, Routledge: London (Chapters 1, 3, 6 and 7)
• Vincent, David. (2000).The Rise of Mass Literacy: Reading and Writing in
Modern Europe. New Jersey: Wiley.
• Brettell, Richard. (1999). Modern Art, 1851-1929: Capitalism and
Representation. Oxford: Oxford University Press
• Colquhoun, Alan. (2002). Modern Architecture. Oxford: Oxford University
Press, pp. 13- 35 & 87-109.
• Clarke, Graham. (1997). The Photograph. Oxford University Press, Oxford, 1997
(p. 11- 54)
• Thompson, Kenneth. (1976). August Comte: the Foundation of Sociology. New
Jersey: Wiley.
• Kuper, Adam. (1975). Anthropology and Anthropologists. London: Penguin
Books.
• Eriksen, T.H. and F.S. Nielsen. (2013). A History of Anthropology. London: Pluto
Press.

Suggested Readings:
• Bayly, C. A. (2004). The Birth of the Modern World, 1780-1914. Oxford:
Blackwell Publishing, pp.199-242.
• Berger, Stefan (Ed.). (2004). A Companion to Nineteenth Century Europe 1789-
1914.
• Oxford: Blackwell Publishing.
• Berger, Stefan. (Ed.). (2004) .A Companion to Nineteenth Century Europe 1789-
1914.
• Oxford: Blackwell Publishing, pp. 178-192
• Gooch, John. (2001). The Unification of Italy. London: Routledge.
• Gorman, Michael. (1989). The Unification of Germany. Cambridge: Cambridge
University Press (Introduction).
• Henig, Ruth. (2003). Origins of the First World War. London and New York:
Routledge.
• Hobsbawm, E.J. (1990). Nations and Nationalism: Programme, Myth, Reality.
Cambridge: Cambridge University Press.
• Hopkins, A.G. (2000). “Overseas Expansion, Imperialism, and Europe” in T.C.W.
Blanning, (Ed.). The Nineteenth Century: Europe 1789-1914. Oxford: OUP, pp.
210-24.
• Hunt, Lynn, Tomas R. Martin, Barbara H, Rosenwein, Bonnie G. Smith. (2010).
The Making of the West: Peoples and Cultures, A Concise History. Boston and
New York: Bedford / St. Marti.
• Joll, James. (1999). Europe since 1870. London: Penguin Books, pp. 78-112
22
• Kohn, David. (1985). The Darwinian Heritage. Princeton: Princeton University
Press.
• McMaster, Neil. (2001). Racism in Europe.UK: Macmillan Education.
• Merriman, John. (2002). A History of Modern Europe: From the Renaissance to
the Present. London. New York: W.W. Norton.
• Merriman, John. (2002). A History of Modern Europe: From the Renaissance to
the Present. London, New York: W.W. Norton. pp. 1056-1111
• Merriman, John. Open Yale Course Lectures [audio].
• Perry, Marvin and George W. Bock. (1993). An Intellectual History of Modern
Europe. Princeton: Houghton Mifflin Company.
• Perry, Marvin et.al. (2008). Western Civilization: Ideas, Politics and Society,
Vol.2. Boston and New York: Houghton Mifflin Harcourt Publishing Company
• Perry, Marvin et.al. (2008). Western Civilization: Ideas, Politics and Society, Vol.
2.
• Boston and New York: Houghton Mifflin Harcourt Publishing Company, pp. 708-
745
• Rapport, Michael. (2005). Nineteenth Century Europe. Hampshire: Palgrave
Macmillan
• Rapport, Michael. (2005). Nineteenth Century Europe. New York: Palgrave
Macmillan.
• Said, Edward. (1978). Orientalism; Western Conception of the Orient. New
York: Pantheon Books.
• Sheehan, James J. (2000). “Culture”, in T.C.W. Blanning )Ed.) The Nineteenth
Century: Europe 1789-1914. Oxford: Oxford University Press.
• Simonton, Deborah. (1998). A History of European Women's Work: 1700 to the
Present. London and New York: Routledge.
• Teich, Mikulas and Roy Porter. (Eds.). (1993).The National Question in Europe
in Historical Context. Cambridge: Cambridge University Press, pp. 181 - 194
• Thompson, David. (1990). Europe Since Napoleon. London: Penguin Books.
• Todd, Allan. (2002). The European Dictatorships: Hitler, Stalin, Mussolini.
Cambridge: Cambridge University Press.
• Wade, Rex A. (2000). The Russian Revolution, 1917. Cambridge: Cambridge
University Press.
• Wagner, Kim A., and Roque, Ricardo, (2012) Engaging Colonial Knowledge:
Reading European Archives in World History, Palgrave Macmillan: London.
• Waller, Bruce (ed.). (2002). Themes in Modern European History 1830-1890.
London and N.Y.: Routledge. (Chapter: Germany: Independence and Unification
with Power, pp. 99- 122.)
• स्नेह महाजन। यरू ोप का इतर्हास:1870-1914 । प्रगतर् प्रकाशन ।
• ए.के. �मर्ल । आधुनक
र् यूरोप का इतर्हास: 1789 से 1945 तक । साहर्त्य भवन प्रकाशन
• एररक हॉब्सबॉम, साम्राज्य का यग
ु : १८७५ - १९१४ , अनव
ु ाि◌क प्रकाश ि◌◌ी�र्त, संवाि◌
प्रकाशन, मेरठ, २००९

23
• एररक हॉब्सबॉम, अतर्रेक� का युग: १९१४-१९९१ , अनुवाि◌क प्रकाश ि◌◌ी�र्त, संवाि◌
प्रकाशन, मेरठ, २००९
• आधर्◌ु नक यूरोप का इतर्हास: आयाम एवं र्ि◌शाएं, (संपार्ि◌त) ि◌◌ेवेश वर्जय, मीना
भा�राज एवं वंि◌ना चौधर�, हर्न ्ि◌◌ी माध्यम कायाि◌न्वय �न�शालय, र्ि◌ल्ल�
�वर्वध
र् ालय, 2010 ।
• यरू ोप का इतर्हास, भाग 1 एवं भाग 2, प्रकाशन संस्थान, 1998।
• आधर्◌ु नक �वर् का इतर्हास, लाल बहाि◌र वमाि◌, �ह� ◌ी माध्यम कायाि◌न्वय �न�शालय
र्ि◌ल्ल� �वर्वध
र् ालय, 2013।
• सांस्कृ तर्क इतर्हास एक तुलनात्मक सवे�ण, ि◌◌ेवेश वर्जय, हर्न ्ि◌◌ी माध्यम
कायाि◌न्वय �न�शालय र्ि◌ल्ल� �वर्वध
र् ालय, 2009।
• प्रारं भक
र् आधर्◌ु नक यरू ◌ोप म� सांस्कृ तर्क पररव�तन, संपार्ि◌त ि◌◌ेवेश वर्जय,
हर्न ्ि◌◌ी माध्यम कायाि◌न्वय �न�शालय र्ि◌ल्ल� �वर्वध
र् ालय, 2006।
• यरू ◌ोप का इतर्हास, पा�थ सारथर् गुप्ता, हर्न ्ि◌◌ी माध्यम कायाि◌न्वय �न�शालय
र्ि◌ल्ल� �वर्वध
र् ालय
• यरू ◌ोप 1870 से जेम्स जॉल, स्नेह महाजन (अनुवाि◌क) हर्न ्ि◌◌ी माध्यम कायाि◌न्वय
�न�शालय र्ि◌ल्ल� �वर्वर्धालय
• बीसवीं शताब ्ि◌◌ी का �वर् इतर्हास : एक झलक भाग 1 स्नेह महाजन हर्न ्ि◌◌ी माध्यम
कायाि◌न्वय �न�शालय र्ि◌ल्ल� �वर्वध
र् ालय
• �वर् इतर्हास 1500 1950 , जैन एवं माथरु , जैन प्रकाशन मंरि् ◌र, 2016
• मास्टररं ग मॉड�न विल्ड हर्स्री आधुनर्क �वर् इतर्हास नॉ�मन लो, (अनुवाि◌क) अरुणा गुप्ता
एवं िइं ◌ु खन्ना, ि◌◌ेव पब्लर्श�स, 2020।

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

Branch, University of Delhi, from time to time.

24
DISCIPLINE SPECIFIC ELECTIVE COURSE (DSE): Gender in Indian History, c.1500-
1950

Credit distribution, Eligibility and Prerequisites of the Course

Course title & Credits Credit distribution of the course Eligibility Pre-requisite of
Code Lecture Tutorial Practical/ criteria the course
Practice (if any)
Gender in Indian 4 3 1 0 Class XII
History, c.1500-1950

Learning Objectives
The module will delineate gendered constructs in Early Modern and Modern India. It
contextualizes the participation and contribution of women in courtly culture and domestic
spaces. While examining questions and debates on law, education, social differentiation and
partition, it questions patriarchy and the nuances of historical gender dynamics. The course
tries to historicize and analyse institutions of family and norms of manhood. The course also
tries to give students a critical overview of the tangled paradigms that labels women as
victims and agents, and objects and subjects.

Learning outcomes
Upon completion of this course the student shall be able to:
• Critically assess popularly held notions about women in Islamic empires.
• Examine critical issues of gender and power in the context of Early Modern and
Modern Indian history.
• Examine the issues around the ‘women’s question’ in the modern period of Indian
history.
• Discuss issues of gender in the context of partition and the post-partition period of
the construction of the independent state.

SYLLABUS OF DSE – 1
Unit I: Women in Early Modern India: 1500 to 1750’s
Rethinking Courtly and Domestic Spaces: Power, Household and Family
Constructing Gender Identities: Behaviour and Practices

Unit II: Women, Colonialism and Modernity: 1750’s to 1950’s

The Women’s Question: Social Reform, Law and Education
Women, Work and Social Differentiation
Gender and Print Culture

Unit III: Partition and Women: Family, Community and State

25
Practical component (if any) - NIL

Essential/recommended readings
Unit I: Women in Early Modern India: 1500 to 1750’s
The learning outcome of this unit is to question gender stereotypes about women in Early
Modern India. It provides for a more contextual and nuanced understanding of how historical
and gendered constructions of spaces, institutions and norms helped create sensibilities in
Early Modern India. (Teaching time: 18 hours)
• Joshi, Varsha, Polygamy and Purdah: Women and Society among Rajputs. Jaipur:
Rawat Publications, 1995.
• Lal, Ruby, Domesticity and Power in the Early Mughal World. Cambridge: Cambridge
Studies in Islamic Civilization, 2005, pp. 1-49, 212-226.
• O'Hanlon, Rosalind, “Kingdom, Household and Body: History, Gender and Imperial
Service under Akbar”, Modern Asian Studies, 2007, vol. 41/5, pp. 889-923.
• Peirce, Leslie, Women and Sovereignty in the Ottoman Empire. New York: Oxford
University of Press, 1993. (Preface, Introduction, Chapter 1, pp vi-27 Conclusion, pp
267-285).
• Sarkar, Nilanjan, “Forbidden Privileges and History-Writing in Medieval India”. The
Medieval History Journal, 2013, 16 (1), pp. 21-62.
• Sreenivasan, Ramya, “Honouring the Family: Narratives and Politics of Kinship in Pre-
Colonial Rajasthan” in Indrani Chatterjee, ed., Unfamiliar Relations: Family and
History in South Asia. Delhi: Permanent Black, 2004, pp. 46-72.

Unit II: Women, Colonialism and Modernity: 1750’s to 1950’s

This segment enquires into questions of law and education in terms of the women’s question.
It explores the linkages of gender with various social identities. It further investigates gender
histories of print and popular culture. (Teaching time: 21 hours)
• Anandi, S. “Women’s Question in the Dravidian Movement c. 1925-1948”, Social
Scientist, 1991, vol. 19/5, pp. 24-41.
• Carroll, Lucy, “Law, Custom and Statutory Social Reform: The Widows’ Remarriage
Act of 1856” in Tanika Sarkar & Sumit Sarkar, ed., Women and Social Reform
movement in Modern India, Ranikhet: Permanent Black, 2007, pp. 113-144.
• Forbes, Geraldine, Women in Modern India, Cambridge: Cambridge University Press,
1998, pp. 32-63.
• Gupta, Charu, “Introduction”, in Gendering Colonial India, ed., Charu Gupta, New
Delhi: Orient Blackswan, 2012, pp.1-36.
• Orsini, Francesca, The Hindi Public Sphere, 1920-1940, Delhi: Oxford University
Press, 2002. (Chapter 4, pp.241-308).
• Warrier, Shobhana, “Women and Workplace”, Shakti Kak and Biswamoy Pati, ed.,
Exploring Gender Equations. Colonial and Post-Colonial India. New Delhi: Nehru
Memorial Museum and Library, 2005, pp. 231-265.

Unit III: Partition and Women: State, Community and Family

This section explores and reflects on the relationship between women and partition, and the
role of state, community and family. (Teaching time: 9 hours)
• Butalia, Urvashi, The Other Side of Silence: Voices from the Partition of India. Delhi:
Penguin, 2003. (Chapter 4, pp.109-71).
• Menon, Ritu, Borders and Boundaries: Women in India’s Partition. New Brunswick:

26
Rutgers University Press, 1998, pp.3-29.

Suggestive readings (if any)

• Anooshahr, Ali, “The King Who Would Be Man: The Gender Roles of the Warrior King
in Early Mughal History”. Journal of the Royal Asiatic Society Third Series, 2008, vol.
18/3, pp. 327-340.
• Faruqui, Munis D., Princes of the Mughal Empire. New York: Cambridge University
Press, 2012. (Chapter 3 – The Princely Household)
• Flavia, Agnes, Law and Gender Inequality: The Politics of Women’s rights in India,
New Delhi: Oxford University Press, 2001. (Chapter 4, 5 & 6, pp. 41-90).
• Gupta, Charu, Streetva se Hindutva Tak, Delhi: Rajkamal Prakashan, 2012. (Chapters
4, 7, 10 & 11).
• Gupta, Charu, ed., Gendering Colonial India: Reforms, Print, Caste and
Communalism, Delhi: Orient Blackswan, 2012.
• Hambly, Gavin R.G., (ed). Women in Medieval Islamic Empires. New York: St. Martin’s
Press, 1998. (Introduction, Chapters 10, 16, 19, 20).
• Kumar, Radha, The History of Doing. An Illustrated Account of Movements for
Women’s Rights and Feminism in India 1800-1960, New Delhi: Kali for Women, 1993,
pp. 7-26. (Available in Hindi)
• O’Hanlon, Rosalind, “Manliness and Imperial Service in Mughal North India”, Journal
of the Economic and Social History of the Orient, 1999, vol. 42/1, pp. 47-93.
• Malhotra, Anshu, “The Pativrata and Domestic Ideologies in Early Twentieth Century
Punjab”, Shakti Kak & Biswamoy Pati, ed., Exploring Gender Equations. Colonial and
Post-Colonial India, New Delhi: Nehru Memorial Museum and Library, 2005, pp.1-27.
• Mishra, Yuthika, Hindu Woman and Legislative Reforms: A Discourse on Marriage,
Delhi: Indu Prakashan, 2016.
• Mukhia, Harbans, Bhartiya Mughal, Oxford: Blackwell, 2004. (Chapter 3).
• Nair, Janaki, Women and Law in Colonial India: A Social History, New Delhi: Kali for
Women, 1996. (Chapters 3 & 6).
• Petievich, Carla, “Gender Politics and the Urdu Ghazal”, Indian Economic and Social
History Review, 2001, vol.38, (3), pp. 223-248.
• Ruggles, D. Fairchild, (ed). Women, Patronage and Self-Representation in Islamic
Societies, New York: State University of New York Press, 2000. (Introduction &
Chapter 6).
• Sangari, Kumkum and Sudesh Vaid, Recasting Women: Essays in Colonial History,
New Delhi: Kali for Women, 1989.
• Singh, Dilbagh. “Regulating the Domestic: Notes in the Pre-colonial States and the
Family”, Studies in History, 2003, vol.19/1, pp. 69-86.

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

University of Delhi, from time to time.

27
DISCIPLINE SPECIFIC ELECTIVE COURSE : Fundamentals of Historical
Methodology

NOTE: ‘Fundamentals of Historical Methodology’ is offered as one of the DSE courses

in VI and VII Semesters. Students of the History Honors Program can opt for it either in
the VI semester or VII semester.

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course �tle & Credits Credit distribu�on of the course Eligibility Pre-requisite of
Code criteria the course
Lecture Tutorial Prac�cal/
(if any)
Prac�ce

Fundamentals of 4 3 1 - NA NA
Historical
Methodology

DSE – No.#

Learning Objectives
This course aims to prepare the students with elementary techniques of conducting historical
research within the larger social science framework. It does so by familiarising them with the
theoretical frameworks and procedures/techniques of research that historians deploy in
order to construct a meaningful narrative about the past. The course proceeds to equip
students with the preliminary research steps like identifying research questions, theoretical
context, survey of the literature; locating reliable sources; framing a research paper, etc.; as
well acquainting them with research ethics.

Learning Outcomes
Having finished the course, the students would have learnt:
• The distinctiveness of historical research
• The issues and problems in writing history
• How to carefully choose interpretative techniques when reading sources
• How to choose a historical "field" and within that field a specific research question
• The skills and protocols related to academic writing and research in history
• The essentials of research ethics.

28
SYLLABUS OF DSE
Unit I: Distinctiveness of historical inquiry
1. The nature of history
2. The scope of historical research

Unit II: Issues and problems in historical research

1. Facts and inference
2. Explanation and historical research
3. Objectivity and history writing
4. History writing and relations of power

Unit III: Sources and interpretation

1. Types of historical sources: their use and limitations
2. Analytical frames in historical research
3. Varieties of approaches to sources and methods

Unit IV: Conducting historical research

1. Selecting a topic and preliminary work
2. Protocols of academic writing and avoiding plagiarism

Practical component (if any) - NIL

Essential/recommended readings:
Unit I: This introductory Unit seeks to enable students to i) distinguish the historical from the
past, memory and myth; ii) comprehend the relationship of history with social science
theories and concepts; iii) distinguish aspects of history (social, political, economic, religious,
cultural, ecological). (Teaching Time: 9 hours)
• Hobsbawm, Eric J. (1998). On History, UK: Abacus (Ch.2, “A Sense of the Past”, and
Ch.3, “What Can History Tell Us About Contemporary Society”).
• Bloch, Marc. (1992). The Historian’s Craft, Manchester University Press. Reprint
(“Introduction,” pp. 1-19).
• Schlabach, Gerald. A Sense of History: Some Components
http://www.geraldschlabach.net/about/relationships/benedictine/courses/handout
s/sense-of-history/
• Marwick, Arthur. (1989). The Nature of History. Third edition, Hampshire and London:
MacMillan (pp. 14-25 - “The Necessity of History” and “Stories and Dialogues”).
• Stephens, Lester D. (1977), Probing the Past: A Guide to the Study and Teaching of
History, Boston, London & Sydney: Allyn and Bacon Inc. (Ch.1, “The Nature of History,”
and Ch.6, “History and Related Studies”).
• Sreedharan, E. (2007). A Manual of Historical Research Methodology, Trivandrum:
Centre for South Indian Studies. (Ch.1: pp. 14-20).

29
• Tosh, J. (2002). In Pursuit of History. Revised third edition. London, N.Y., New Delhi:
Longman (Ch.8, “History and Social Theory”: pp. 214-225, and Ch.3, “Mapping the
Field”).

Unit-II: This unit will deal with some important issues such as identifying historical facts,
context, causal explanations, generalizations, objectivity; and configurations of power and
history writing. (Teaching Time: 12 hours)
• Carr, E.H. (1991). What is History. Penguin. Reprint. (Ch.1, “The Historian and His
Facts”, Ch.3, “History, Science and Morality”, and Ch.4, “Causation in History”).
• Marwick, Arthur (1989). The Nature of History. Third edition, Hampshire and London:
MacMillan. (Ch.6, “The Historian at Work: The Writing of History,” pp. 242-254).
• Tucker, Aviezer (ed.) (2009), A Companion to the Philosophy of History and
Historiography, Chichester: Wiley Blackwell Publishing (Ch.7, “Causation in History”).
• Sreedharan, E. (2007). A Manual of Historical Research Methodology, Trivandrum:
Centre for South Indian Studies. (Ch.3, “The Critical Philosophy of History-Part I” and
Ch.4, “The Critical Philosophy of History-Part II”).
• Stephens, Lester D. (1977), Probing the Past: A Guide to the Study and Teaching of
History, Boston, London & Sydney: Allyn and Bacon Inc. (Ch.3, “The Historian and His
Work,” and Ch.4, “Explanation and History”).
• Michel-Rolph Trouillot (1995), Silencing the Past: Power and the Production of History.
Boston: Beacon Press. (Ch.1, Ch.3 and Ch.5).
• Hobsbawm, Eric J. (1998). On History, UK: Abacus (Ch.10, “Partisanship”).

Unit-III: This unit looks at (i) Different sources and analytical frameworks; (ii) types of history
and their connection to sources (global, national, regional, micro, oral, visual, archival,
textual-official and private). (Teaching Time: 12 hours)
• Jordonova, Ludmilla. (2000). History in Practice, London/New York: Arnold and Oxford
University Press Inc. (Ch.2, “Mapping the Discipline of History”, Ch.4, “The Status of
Historical Knowledge”, and Ch.7, “Historians’ Skills”).
• Brundage. Anthony (2018). Going to the Sources: A Guide to Historical Research and
Writing, Sixth edition, Wiley Blackwell. (Ch. 2, “The Nature and Variety of Historical
Sources”, Ch.5, “Beyond Textual Sources”, and Ch.7, “Engaging with Primary
Sources”).
• Tosh, J. (2002). In Pursuit of History. Revised third edition. London, N.Y., New Delhi:
Longman. (Ch.4, “The Raw Materials” and Ch.5, “Using the Sources”).
• Black, J., MacRaild, D.M. (1997). Studying History. How to Study. Palgrave, London.
(Ch.4, “Approaches to History: Sources, Methods and Historians”).
• Howell, Martha and Walter Prevenier (2001). From Reliable Sources: An Introduction
to Historical Methods. Ithaca: Cornell University Press. (Ch.2, “Technical Analysis of
Sources,” Ch.3, “Historical Interpretation: The Traditional Basics,” and Ch.4, “New
Interpretative Approaches”).

30
Unit IV: This unit will familiarize students with i) framing a research question and building an
argument, (ii) literature review and scope of research, iii) research ethics, dangers of
plagiarism and styles of referencing/citation. (Teaching Time: 12 hours)
• Booth, Wayne C. and Gregory G. Colomb (Contributor), Joseph M. Williams, William
C. Booth. The Craft of Research : From Planning to Reporting. University of Chicago
Press.
• Brundage, Anthony (2018). Going to the Sources: A Guide to Historical Research and
Writing. Sixth edition, Wiley Blackwell. (Ch.3, “Finding Your Sources”, Ch.4, “Getting
the Most out of History Books”, Ch.6, “Exploring Changing Interpretations” and Ch.7,
“Engaging with Primary Sources”).
• Sorenson, Sharron (1995), How to Write a Research Paper, MacMillan
• Nayak, Dhanwanti (2011), 'Karaoked Plagiarism in the Classroom', Economic and
Political Weekly, vol. 46, no. 9 (pp. 49-53).
• Katju, Manjari (2011), “Plagiarism and Social Sciences,” Economic and Political
Weekly, vol. 46, no. 9 (pp. 45-48).
• Chicago Manual of Style. 15th edition, Chicago: Chicago University Press, 2003.
• MLA Handbook for Writers of Research Papers 5th edition, New York: Modern
Language Association of America, 1999.

Suggested Readings:
• Arnold, J.H. (2000). History: A Very Short Introduction. Oxford: Oxford University Press
(Ch.3. & Ch.7).
• Black, J., MacRaild, D.M. (1997). Studying History. How to Study. Palgrave, London.
(Ch.6, “Studying History”).
• Elton, G.R., The Practice of History, London: Fontana Press, 1987.
• Gardiner, P. (1973). The Varieties of History: From Voltaire to Present. Second edition,
Vintage Books.
• Hobsbawm, Eric J. (1998). On History. UK: Abacus.
• Jordonova, Ludmilla. (2000). History in Practice. London/New York: Arnold and Oxford
University Press Inc., pp. 163-171 and 173-183 (Ch.6, “Public History”).
• Munslow, Alun (2000), The Routledge Companion to Historical Studies, Second
edition, London: Routledge [Relevant entries – concepts & names of historians are
listed alphabetically just like a dictionary / encyclopedia].
• Munslow, Alun (2012), A History of History, London and New York: Routledge. (Ch.1,
“The Emergence of Modern Historical Thinking,” Ch.1, “History and/as Science,” and
Ch.3, “Forms of History”).
• Postan, M.M. (1971). Facts and Relevance: Essays on Historical Method. Cambridge:
Cambridge University Press (“Fact and Relevance, History and the Social Sciences in
Historical Study”).
• Sarkar, Sumit (1997), “The Many Worlds of Indian History”, Writing Social History, New
Delhi: OUP.

31
• Sreedharan, E. (2007). A Manual of Historical Research Methodology, Trivandrum:
Centre for South Indian Studies. (Ch.6, “Historical Research Methodology”).
• Topolski, Jerzy. (1976). Methodology of History, translated by OlgierdWojtasiewicz, D.
Reidel Publishing Company (Ch.10, “Historical Facts”, Ch.11, “The Process of History”
– the section on Causality and Determinism, Ch.18, “The Authenticity of Sources and
the Reliability of Informants”, Ch.19, “Methods of Establishing Historical Facts.”)
• Tosh, John. (2002). In Pursuit of History. Revised third edition. London, N.Y., New
Delhi: Longman. (Ch.1, “Historical Awareness” and Ch.6, “Writing and
Interpretation”).
• Tucker, Aviezer (ed.) (2009), A Companion to the Philosophy of History and
Historiography, Chichester: Wiley Blackwell Publishing (Ch.6, “Historiographic
Evidence and Confirmation”, Ch.10, “Explanation in Historiography” and Ch.14,
“Historiographic Objectivity”).

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

University of Delhi, from time to time.

32
DISCIPLINE SPECIFIC CORE COURSE (DSE-3) – : Select Themes in the History of
Education in India
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Code Credits Credit distribution of the course Eligibility Pre-requisite
Lecture Tutorial Practical/ criteria of the course
Practice (if any)
Select Themes in the 4 3 1 0
History of Education
in India

[Eligibility criteria are the minimum requirement of academic level for opting for the course,
such as Class XII pass or Class XII pass with Mathematics as one of the papers in Class XII and
so on.
Pre-requisite of a course is the prior knowledge or skill which are primarily required to be
acquired before joining the course. For example, the pre-requisite for studying ‘Perspectives
on Public Administration’ course (offered in the VIth Semester) is that he/she should have
studied ‘Public Administration in India’ (offered in the 1st Semester).

Learning Objectives

This course will provide students with a critical understanding of different historical
traditions of education in India from ancient to colonial periods and their socio-political
aspects. It is a thematic course, which seeks to focus on various aspects of formal and
informal systems of education in India from the earliest times to the modern period. The
course takes up some aspects of the rich and varied epistemological traditions, practices
and pedagogies that emerged, evolved, adopted or adapted in the Indian subcontinent.

Learning outcomes

• The course will enhance learners’ comprehension of the complex historical

trajectories of the expansion as well as limitations of educational opportunities in
India;
• It will allow them to understand the diverse manner in which production and
reproduction of knowledge took place through formal and informal socio-cultural
networks.
• It will make them aware about the rich educational legacy of India and enable them
to make a critical appraisal of the same.
• The course will create a greater understanding of the linkage between education
and power, the role of the state, the elite and different social categories in deciding
what construes as ‘knowledge’, its transmission, the strategies of inclusion and
exclusion in knowledge dissemination in different regions and in varied
chronological frameworks.
33
• It will provide them historical insights to engage with the issues of contemporary
education.

SYLLABUS OF DSE-3
Unit 1. Knowledge Traditions, Pedagogy and Centres of Learning in Ancient
India.
Unit 2. Educational Institutions and Knowledge Formation in India from 11th to
18th century.
Unit 3. History of Education during Colonial Period.
Unit 4. Educational Discourse of Freedom Struggle.

Practical component (if any) - NIL

Essential/recommended readings
Unit 1. This unit will trace the emergence of diverse knowledge traditions and
the methods adopted for their transmission and dissemination. Students will
be introduced to the key epistemological concepts and the philosophical
traditions, and how what was construed as knowledge and education was
constantly being debated, contested and modified. The unit will explore the
varied pedagogic practices prevalent in ancient India - from the early Vedic
śākhās to centres of learnings like Taxila and Nalanda; along with others. This
unit will also familiarise the students with diverse knowledge systems from the
Vedic and post-Vedic corpus, Buddhist and Jain scriptures, Carvaka and Tantric
philosophy, early numerical systems, along with practices and traditions of
healing, such as Ayurveda and Yoga. Knowledge traditions, concepts and
educational practices will be critically interpreted in the context of their
linkages with socio-political and religious structures of power and social
stratifications and the question of their accessibility to caste, gender and other
marginalised categories. (eleven hours)

Essential Readings:
• Divakaran, P.P. (2019), The Mathematics of India: Concepts, Methods,
Connections, Springer, Singapore. Introduction. pp. 1-21.
• Lowe, Roy, Yasuhara, Yoshihito. (2016), The Origins of Higher Learning:
Knowledge Networks and the Early Development of Universities, Routledge.
Chapter Two ‘From the Indus to the Ganges, Spread of Higher Learning in India’.
• Scharfe, Hartmut. (2002), Education in Ancient India. Brill, Lieden.
• Shrimali, Krishna Mohan. (2011), “Knowledge Transmission: Processes,
Contents and Apparatus in Early India,” Social Scientist, Vol. 39, No. 5/6: 3–22.
• Witzel. M. (1987), On the Localisation of Vedic Texts and Schools, India and the
Ancient World: History, Trade and Culture before A.D. 650. P.H.L. Eggermont
Jubilee Volume, edited by G. Pollet, Orientalia Lovaniensia Analecta 25, Leuven,
pp. 173-213.

34
Unit 2. This unit engages with different kinds of institutional, communitarian
and individual arrangements of learning and structures of patronage that
existed in India from 11th to 18th century. It explores how these arrangements
promoted the development of different knowledge traditions in different trans-
local linguistic idioms, such as Sanskrit, Arabic and Persian alongside with a wide
range of literature and genres within regional languages and translation
projects in different fields like Philosophy, Philology, Aesthetics, Astrology, Law,
Mathematics, Physical Sciences, Medicine, Music, Hermeneutics, Grammar,
Lexicography and Doxography. It will also deal with the questions of what were
the forces of educational expansion as well as control over it, and what does
this history of education tell us about social relations in the period under study.
(eleven hours)

Essential Readings:
• Alam, Muzaffar. (2003), ‘The Culture and Politics of Persian in Pre-colonial
Hindustan,’ in Sheldon Pollock (ed.), Literary Cultures in History:
Reconstructions from South Asia, University of California Press, 2003, pp. 131-
198.
• Ali, Daud. (2006), ‘The culture of court’ (Chapter 2, pp. 69-96) and ‘The
education of Disposition’, (Chapter 5 pp. 183-201) in his Courtly Culture and
Political Life in Early Medieval India. Delhi: Cambridge University Press.
• Bor, Joep. Françoise ‘Nalini’delvoye, Jane Harvey and Emmie Te Nijenhuis
(eds.). (2010), Hindustani Music: Thirteenth to Twentieth Centuries. New Delhi:
Manohar Publishers.
• George, Gheverghese Joseph. (2009), A Passage to Infinity: Medieval Indian
Mathematics from Kerala and its Impact, Delhi: SAGE Publications India Pvt Ltd,
(Chapter-7, pp. 142-156 and 8, 156-178).
• Ghosh, Suresh Chandra. (2001), History of Education in Medieval India, 1192
A.D.-1757 A.D. India Originals.
• Hussain, SM Azizuddin (ed.). (2005), Madrasa Education in India: Eleventh to
Twenty First Century. New Delhi: Kanishka Publishers.
• Jafri, Saiyid Zaheer Husain. (2021), ‘Education and the Transmission of
Knowledge in India’s Medieval Past: Contents, Processes and implications’ in
Cristiano Casalini, Edward Choi and Ayenachew A. Woldegiyorgis (Eds.),
Education beyond Europe: Models and Traditions before Modernities. Brill, pp.
129-151.
• Makdisi, Goerge. (1981), The Rise of Colleges, Institutions of Learning in Islam,
Edinburg University Press, Edinburg. Chapters 1, 2, and 3.
• Nizami, K.A. (1996), ‘Development of the Muslim Educational System in
Medieval India’, in Islamic Culture, October.
• Pollock, Sheldon (ed.). (2011), Forms of Knowledge in Early Modern Asia:
Explorations in the Intellectual History of India and Tibet 1500-1800, Manohar,
Delhi.
• Ray, Krishnalal. (1984), Education in Medieval India, Delhi: B.R. Publishing,
(Chapter 4, pp. 34-57 and 5 pp-57-66).
35
• Rezavi, Syed Ali Nadeem. (2007), ‘The Organization of Education in Mughal
India’.” Proceedings of the Indian History Congress, 68, pp. 389-97.
http://www.jstor.org/stable/44147851.
• Robinson, Francis. (2001), ‘Perso-Islamic Culture in India from the 17th to the
Early 20th Century’, pp. 9-40 (chapter 1); and ‘Atamans, Safavids, Moghuls:
Shared Knowledge and Connective Systems’, pp. 211-251 (chapter 8), in his The
‘Ulama of Farangi Mahal and Islamic Culture in South Asia. Permanent Black,
Delhi.
• Venkatasubramanian, T. K. (2010, Music as History in Tamilnadu. New Delhi:
Primus Books. (Chapters 4, 5 and 8, pp. 45-75 and 100-107).

Unit 3. This unit deals with the emergence of colonial education and
marginalization of indigenous education from 18th century onwards. How the
two systems, indigenous and the colonial, impacted each other during this
period. How this transition was shaped by the interventions of the colonial
state, Christian missionaries, dominant castes and classes and the social
reformers?? It will engage with how the nature of education during this period
was shaped by the colonial state and dominant sections of Indian society, and
what were the implications of this alliance in general and particularly for
marginalised sections. It will also explore how the colonial education
transformed language hierarchies and knowledge traditions in India. (twelve
hours)
Essential Readings:
• Acharya, Poromesh. (2000), Desaj Siksha, Aupniveshik Virasat and Jatiya Vikalp,
(translated in Hindi by Anil Rajimwale), Granth Shilpi, New Delhi.
• Allender, Tim. (2016), Learning Femininity in Colonial India, 1820–1932,
Manchester: Manchester University Press.
• Babu, Senthil. (2022), Mathematics and Society: Numbers and Measures in
Early Modern South India. Oxford University Press.
• Bhattacharya, Sabyasachi. (ed.) (2002), Education and the Dis-privileged:
Nineteenth and Twentieth Century India, Orient Longman Private Limited, New
Delhi.
• Chavan, Dilip. (2013), Language politics under colonialism: Caste, class and
language pedagogy in western India. Cambridge Scholars Publishing.
• Crook, Nigel (ed.). (1996), The Transmission of Knowledge in South Asia: Essays
on Education, Religion, History, and Politics, Delhi, Oxford University Press.
• Dharampal (ed.), (1983) The Beautiful Tree: Indigenous Education in the
Eighteenth Century, New Delhi, Biblia Impex, (Specially Introduction)
• Gupta, Vikas. Agnihotri, Rama Kant. and Panda Minati (ed.). (2021), Education
and Inequality: Historical and Contemporary Trajectories, Orient Blackswan,
Hyderabad.
• Kumar, Arun. (2019),’The “Untouchable School”: American Missionaries, Hindu
Social Reformers and the Educational Dreams of Labouring Dalits in Colonial
North India’, South Asia: Journal of South Asian Studies, 42(5): 823-844.

36
• Paik, Shailaja. (2014), Dalit Women’s Education in Modern India, New York:
Routledge.
• Rao, Parimala V. (2020), Beyond Macaulay: Education in India, 1780-1860, New
York, Routledge.
• Sarangapani, Padma M. and Rekha Pappu. (2021), Handbook of Education
Systems in South Asia, Spinger Nature, Singapore. (Volume 1).
• Tschurenev, Jana. (2019), Empire, civil society, and the beginnings of colonial
education in India, Delhi: Cambridge University Press.

Unit 4. This unit explores the alternative demands that were articulated within
the educational discourse of the freedom struggle. It also engages with the fate
of the national education movement as may be seen in the examples of
Swadeshi and Nai Talim; along with the struggle for compulsory elementary
education in colonial India. (eleven hours)
Essential Readings:
• Bhattacharya, Sabyasachi (ed.). (1998), The Contested Terrain: Perspectives on
Education in India, Orient Longman, New Delhi.
• Bhattacharya, Sabyasachi. Bara, Joseph. and Yagati, Chinna Rao. (eds). (2003),
Educating the Nation: Documents on the Discourse of National Education in
India (1880-1920), Kanishka Publishers Distributors.
• Chatterji, Basudev (ed.). (1999), ‘Towards Freedom (1938 Watershed)’ Oxford
University Press for ICHR, (Vol. I. chapter 8).
• Rao, Parimala V. (2013), ‘Compulsory Education and the Political Leadership in
Colonial India, 1840-1947’ in Parimala V. Rao. (ed.), New Perspectives in the
History of Indian Education, Orient BlackSwan, New Delhi, pp. 151-175
• Sadgopal, Anil. (2017), ‘Macaulay Banam Phule, Gandhi-Ambedkar ka Muktidai
Shaikshik Vimarsh’ in Hariday Kant Dewan, Rama Kant Agnihotri, Chaturvedi,
Arun. Sudhir, Ved Dan. and Rajni Dwivedi (eds.), Macaulay, Elphinstone Aur
Bhartiya Shiksha, Vani Prakashan, New Delhi, pp. 82-95.
• Sarkar, Sumit. (1973), Swadeshi Movement in Bengal (1903-1908), People’s
Publishing House, (Chapter 4, pp. 149-181).

Suggestive readings
• Acharya, Poromesh. (1997), “Educational Ideals of Tagore and Gandhi: A
Comparative Study” Economic & Political Weekly, 32, pp 601-06.
• Alavi, Seema. (2007), ‘Indo-Muslim Medicine: Unani in Pre-Modern India’, in
her Islam and Healing: Loss and Recovery of and Indo-Muslim Medical Tradition
1600-1900. New Delhi: Permanent Black, pp. 18-43.
• Altekar, A. S. (1944). Education in Ancient India. Benares: Nand Kishore & Bros.
• Bandyopadhyay, D. (2002), ‘Madrasa Education and the Condition of Indian
Muslims’, Economic and Political Weekly, Vol. 37, No. 16, pp. 1481-1484.
• Bhattacharya, Sabyasachi (ed.), Development of Women’s Education in India
1850-1920 (A collection of Documents), Kanishka Publications, New Delhi,
2001. (Introduction)

37
• Bronkhorst, Johannes. (2013), Buddhist Teaching in India. Boston: Wisdom
Publications.
• Bryant, Edwin. (2009). The Yoga Sutras of Patanjali: A New Edition, Translation,
and Commentary, North Point Press, New York.
• Charney, Michael W. (2011), 'Literary Culture on the Burma–Manipur Frontier
in the Eighteenth and Nineteenth Centuries'. The Medieval History Journal, (14)
2, pp 159-181.
• Chatterji, Basudev. (ed.) (1999), “Towards Freedom (1938 Watershed)”, Oxford
University Press for ICHR, (Vol. I. chapter 8.)
• Constable, Philip. (2000), “Sitting on the School Verandah: The ideology and
Practice of ‘Untouchable’ Educational protest in late Nineteenth-Century
Western India”, IESHR, Vol. 37, No. 4, pp. 383-422.
• Deshpande, Madhav. (2020), “Language and Testimony in Classical Indian
Philosophy”, in Edward N. Zalta (ed.), The Stanford Encyclopedia of Philosophy.
• Frykenberg, R. E. (1986), ‘Modern Education in South India, 1784-1854: Its
Roots and Role as a Vehicle of Integration under Company Raj’, American
Historical Review, Vol. 91, No. 1, February, pp. 37-65.
• Gandhi, Mahatma. (1938), Educational Reconstruction, Hindustani Talimi
Sangh, Wardha.
• George L. Hart (1975), The Poems of Ancient Tamil, Their Milieu and Their
Sanskrit Counterparts, Issue 21 of Center for South and Southeast Asia Studies,
UC Berkeley Publications of the Center for South and Southeast Asia studies.
• Ghosh, S. C. (2007), History of Education in India, Rawat Publications.
• Gupta, Vikas. (2017) “Macaulay se Pare”, in Hariday Kant Dewan, Rama Kant
Agnihotri, Arun Chaturvedi, Ved Dan Sudhir, and Rajni Dwivedi, eds., Macaulay,
Elphinstone Aur Bhartiya Shiksha, New Delhi: Vani Prakashan
• Gupta, Vikas. (2018), “Bhaurao Patil's Educational Work and Social Integration”,
Inclusive, Vol. 1, Issue 12.
• Gupta, Vikas. (2022) ‘Educational Inequities in Colonial India and the Agency of
Teacher: Lens of Molvi Zaka Ullah’, Social Scientist, Vol. 50, Nos. 9-10
(September-October), pp. 21-41.
• Habib, Irfan. Technology in Medieval India: C. 650-1750. India: Tulika Books,
2013.
• Habib, S Irfan and Raina Dhruv (Ed. (2007), Social History of Science in Colonial
India. India: Oxford University Press.
• Hardy, Peter. (1972), Muslims of British India, Cambridge: Cambridge University
Press.
• Hariday Kant Dewan, Rama Kant Agnihotri, Chaturvedi, Arun. Sudhir, Ved Dan.
and Rajni Dwivedi. (eds.), Macaulay, Elphinstone Aur Bhartiya Shiksha, Vani
Prakashan, New Delhi.
• Jafar, S.M. (1936), Education in Muslim India, S. Muhammad Sadiq Khan,
Peshawar.
• Jafri, Saiyid Zaheer Husain. (2012). ‘Education and transmission of knowledge
in medieval India’, Intellectual Discourse, 20 (1), 79-102.

38
• Jafri, Saiyid Zaheer Husain. (2020), ‘Making of the Indo-Islamic Intellectual
Tradition in the Upper Gangetic Valley: Migrations, Settlements, Adaptations
and ‘Crises’’, The Historian, Vol 18 (Summer): 16-39.
• Kamal, MM. (1998), The Epistemology of the Carvaka Philosophy, Journal of
Indian and Buddhist Studies, 46(2), pp. 13–16.
• Kumar, Krishna. (2009), “Listening to Gandhi” in his What is Worth Teaching?,
Orient Longman, (Third Edition), Ch. 9, pp. 111-128.
• Kumar, Krishna. (2014), Politics of Education in Colonial India, New Delhi,
Routledge.
• Kumar, Krishna. and Oesterheld, Joachem. (eds.). (2007), Education and Social
Change in South Asia, New Delhi, Orient Longman (Essays by Sanjay Seth, Heike
Liebau, Sonia Nishat Amin, and Margret Frenz).
• Lahiri, Latika. (1986), Chinese Monks in India: Biography of Eminent Monks Who
Went to the Western World in Search of the Law During the Great T’ang
Dynasty. Motilal Banarsidass, Delhi.
• Mondal, Ajit and Mete, Jayanta. (2016), Right to Education in India (two
volumes), Gyan Publishing House, Delhi.
• Mondal, Ajit. (2017), “Free and Compulsory Primary Education in India under
the British Raj” SAGE Open, SAGE Publications.
• Naik, J.P. & Nurullah, Syed. (2004) A Students’ History of Education in India,
(1800-1973), Delhi, Macmillan India Ltd, First Published 1945, Sixth Revised
Edition 1974, Reprinted 2004. (Also available in Hindi).
• Naik, J.P. (1941), “Compulsory Primary Education in Baroda State: Retrospect
and Prospect”, (First published in the Progress of Education, Poona, and
thereafter published in book form).
• Nambissan, Geetha B. (1996), “Equity in Education? Schooling of Dalit Children
in India” Economic & Political Weekly, Vol. 31, pp. 1011-24.
• Oesterheld, Joachim. (2009), “National Education as a Community Issue: The
Muslim Response to the Wardha Scheme” in Krishna Kumar and Joachem
Oesterheld (eds.), Education and Social Change in South Asia, Orient Longman,
New Delhi, pp. 166-195.
• Hartung, Jan-Peter and Reifeld, Helmut (Ed.). (2006), Islamic Education,
Diversity and National Identity,Sage.
• Rai, Lajpat. (1966), The Problem of National Education in India, Publications
Division, New Delhi.
• Rao, Parimala V. (ed.). (2014), New Perspectives in the History of Indian
Education, Orient BlackSwan, New Delhi.
• Salgado, Nirmala, S. (1996), “Ways of Knowing and Transmitting Religious
Knowledge: Case Studies of Theravada Buddhist Nun”, Journal of the
International Association of Buddhist Studies, Volume 19, Number 1, pp. 61-80.
• Sangwan, Satpal. (1990), ‘Science Education in India under Colonial Constraints,
1792-1857’, Oxford Review of Education, Vol. 16, No. 1.
• Shetty, Parinita. (2008), ‘Missionary pedagogy and Christianization of the
heathens: The educational institutions introduced by the Basel Mission in
Mangalore’, Indian Economic Social History Review, Vol. 45, pp. 509-51.
39
• Shukla, Suresh Chandra. (1959), Elementary Education in British India during
Later Nineteenth Century, New Delhi: Central institute of Education.
• Sikand, Y. (2005), Bastions of the Believers: Madrasas and Islamic Education in
India. New Delhi: Penguin.
• Soni, Jayandra (2000), “Basic Jaina Epistemology”, Philosophy East and West,
Vol. 50, Issue 3, pp. 367–377.
• Suman, Amit K. (2020), “Colonial State and Indigenous Islamic Learning: A Case
Study of Calcutta Madrasa”, Paedagogica Historica: International Journal of the
History of Education, Routledge: Taylor & Francis, pp. 1-18.
• Suman, Amit K. (2014), “Indigenous Educational Institutions in Upper Gangetic
Valley: Curriculum, Structure and Patronage”, Social Scientist, Vol.42, No.3-4,
March-April.
• Suman, Amit K. (2018), “The Quest for Education: An Insight into the
Educational Theories and Practices of the Colonial Government in Bengal
Presidency”, in the Indian Historical Review, Vol. 45, Issue 2, SAGE Publications,
pp. 1-16.
• Venkatanarayanan, S. (2013), “Tracing the Genealogy of Elementary Education
Policy in India Till Independence”, SAGE Open, Sage Publications.
• Wujastyk, Dominik. (2003) The Roots of Ayurveda (Penguin Classics). Penguin.
Introduction p.1-38.
• Zelliot, Eleanor. (2014), ‘Dalit Initiatives in Education, 1880-1992’, in Parimala
V. Rao, (Ed.), New Perspectives in the History of Indian Education, New Delhi,
Orient BlackSwan, pp. 45-67.

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

Branch, University of Delhi, from time to time.

40
DISCIPLINE SPECIFIC ELECTIVE COURSE (DSE-4): History of Latin America c. 1500 –
1960s

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Code Credits Credit distribution of the course Eligibility Pre-requisite
Lecture Tutorial Practical/ criteria of the course
Practice (if any)
History of Latin 4 3 1 0
America c. 1500 –
1960s

Learning Objectives

This paper offers a historical overview of Latin America. It traces major long- term
continuities and changes in Latin America’s socio-economic structures, cultural life and
political formations from the 16th century to the mid-twentieth century. The paper closely
examines colonial trade and rule, as well as anti-colonial resistance. It offers a critical
analysis of the immediate years post-independence, and situates the specific positioning
of Latin America in connected histories of a globalising world.

Learning outcomes

On completion of this course the student shall be able to

• Critique stereotypes on Latin America and outline major shifts in Latin American
history.
• Explain elements of change and continuity in Latin American polities, economy,
society and cultural milieu from the 16th to 20th centuries.
• Contextualise the impact of colonialism on Latin America.
• Explain social protest and anti-colonial resistance in Latin America, as well as
practices of ‘transculturation’.
• Discuss the dilemmas and contradictions emerging from the post-
independence economic, social, political and cultural milieu.

SYLLABUS OF DSE-4

Unit I: Historiography

Unit II: Colonization of Central and South America by Iberian powers and Movements
for In-dependence:
1. Driving forces for conquest; Impacts of colonization – key agrarian
transformation; the question of labour and slavery; transatlantic commerce

41
and the modern world system; institutions of state; the advent of Christianity
and evangelization.
2. Movements for independence in the early 19th century

Unit III: Developments in the new Latin American Nations (1830s-1930s): Case studies
of Mexico, Argentina, and Brazil
1. Class and state formation, industrialization, export economies, immigration
2. Popular culture

Unit IV: Political and socio-cultural developments, 1930s to the 1960s

1. Authoritarianism, populism, revolutions
2. Politics of literature, music and sports

Practical component (if any) - NIL

Essential/recommended readings
Unit-I: This Unit provides an introduction into what constitutes as Latin America and
the importance of the engaging with the modern history of the region. The Unit also
familiarizes the students with the historiography of Latin America. (Teaching time: 9
hours Approx.)
• Bethell, L., ed. (1997). Cambridge History of Latin America: Colonial Latin
America, Vol.
• II. Cambridge: Cambridge University Press.
• Bethell, L., ed. (2002). Cambridge History of Latin America: From Independence
to c. 1870, Vol. III. Cambridge: Cambridge University Press.

Unit II: This Unit provides an overview of the colonization of Central and South
America by Spain and Portugal from 1490s onwards. It will also examine the nature of
important transformations ushered in by the colonial encounter, as well as the early
independence struggles against the Spanish and Portuguese. (Teaching time: 5 weeks
Approx.)
• Chasteen, J. (2006). Born in Blood and Fire: A Concise History of Latin America.
New York: W.W. Norton and Company.
• Frank, A.G. (1967). Capitalism and Underdevelopment in Latin America. New
York: Monthly Review Press.
• Galeano, E. (2010). Century of the Wind: Memories of Fire, Volume III. New
York: Nation Books
• Burns, E.B. (1992). Latin America Conflict and Creation: A Historical Reader.
New York: Pearson.
• Skidmore, T. and Peter H. Smith. (2010). Modern Latin America. New York:
Oxford University Press.
• Williamson, E. (2010). The Penguin History of Latin America. London: Penguin
Books.

42
Unit-III: This Unit address history of class and state formation, industrialization,
immigration, and popular culture from 1830s to the1930s with specific reference to
case studies of Mexico, Argentina, and Brazil. (Teaching time: 9 hours Approx.)
• Bothell, L., ed. (1985). Mexico Since Independence. Cambridge: Cambridge
University Press.
• Galeano, E. (2010). Faces and Masks: Memories of Fire, Volume II. New York:
Nation Books.
• Galeano, E. (2010). Genesis: Memories of Fire Volume I. New York: Nation
Books.
• Levine, R.M., and John Crocitti, (Eds.). (2002). The Brazil Reader: History,
Culture, Politics. Durham: Duke University Press.
• Nouzeilles, G., and Graciela Montaldo. (Eds.). (2002). The Argentine Reader:
History, Culture, Politics. Durham: Duke University Press.

Unit-IV: This Unit deals with emergence of authoritarianism, reactions against it as

manifested in populism and subsequent revolutions. It will also examine the politics
of literature, music and sports; 1930s to the 1960s. (Teaching time: 4 weeks Approx.)
• Galeano, E. (1997). Open Veins of Latin America: Five Centuries of the Pillage of
a Continent. New York: Monthly Review Press.
• Gott, R. (2005). Cuba A New History. New Haven: Yale University Press.
• Wright, T. (2001). Latin America in the Era of the Cuban Revolution.
Connecticut: Praeger

Suggested Readings:
• Bellos, A. Futebal. (2003). The Brazilian Way of Life. London: Bloomsbury.
• Chavez, L., 9ed). (2005). Capitalism, God and Good Cigar. Durham: Duke
University Press.
• Craske, N. (1999). Women and Politics in Latin America. New Brunswick:
Rutgers University Press.
• Hanke, L., and Jane M. Rausch. (Eds.). (1999). Latin American History from
Independence to the Present. Princeton: Markus Wiener.
• Karush, M.B., and O. Chamosa, (Eds.). (2010). The New Cultural History of
Peronism. Durham: Duke University Press.
• Levine, R.M. (1998). Father of the Poor: Vargas and His Era. Cambridge:
Cambridge University Press.
• Marichal, C. etal. (2006). From Silver to Cocaine: Latin American Commodity
Chains and the Building of World Economy, 1500-2000. Durham: Duke
University Press.
• Marquez, G.G. (1996). Autumn of the Patriarch. London: Penguin.

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

Branch, University of Delhi, from time to time.

43
Category II
BA (Prog.) with History as Major

DISCIPLINE SPECIFIC CORE COURSE (DSC-1): History of India 1858 – 1947

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Code Credits Credit distribution of the course Eligibility Pre-requisite
Lecture Tutorial Practical/ criteria of the course
Practice (if any)
History of India 1858 – 4 3 1 0 Class XII Should have
1947 History of
India I – VI

Learning Objectives

The paper aims to engage students in a critical discussion of socio-economic and political
trends in colonial India since the latter half of the 19th century. The paper focuses on the
rise of national consciousness which manifested itself into a powerful anti-colonial
nationalist movement that developed along several trajectories. It makes an attempt to
critically examine various currents of the national movement which often intersected with
one another each other. The paper would also look at the development of communal
politics as well as Partition and Independence.

Learning outcomes

On completion of this course the student shall be able to:

• Examine various reform movements as well as issues such as gender and caste.
• Understand how the socio-political and economic experiences of the people of India
under colonial rule provided a context for the emergence of a powerful anti-colonial
nationalist movement in India.
• Analyse the complexities of communal politics that resulted in Partition and
Independence.

SYLLABUS OF DSC-1
Unit I: Social issues and Reform Movements:
1. Revivalist / Reformist Movements of the 19th century
2. Phule, Ambedkar and the Caste question
3. Women
4. Peasants, Tribal and the Caste movements
5. Arya Samaj

44
Unit II: Economy under the colonial state:
1. Drain of Wealth
2. Modern Industries and Industrialization
3. Indian capitalist class

Unit III: Nationalist Politics:

1. Rise and Growth of Nationalism
2. Foundation of Indian National Congress
3. ‘Moderates’ and ‘Extremists’ Nationalists
4. Mahatma Gandhi and Mass Nationalism: Gandhian thought, techniques and
movements

Unit IV: Other currents in Nationalism:

1. Hindustan Socialist Republican Association (HSRA) and Bhagat Singh
2. Subhas Chandra Bose and INA
3. Left: peasants, workers movements, Jayaprakash and Narayans socialist party
4. Nationalist politics in southern India

Unit V: Towards Freedom:

1. Overview of the growth of communal politics
2. Freedom and Partition

Practical component (if any) - NIL

Essential/recommended readings
Unit I: The unit seeks to study various reform movements as well as issues such as
gender and caste. (Teaching time: 9 hours Approx.)

• Sarkar, Sumit and Tanika Sarkar. (Ed.). Caste in Modern India, Vol. 1&2. Delhi:
Permanent Black.
• Forbes, Geraldine. (1999). Women in Modern India. The New Cambridge
History of India – Volume 4. Cambridge: Cambridge University Press
• Jones, Kenneth. (1994). Socio-Religious Reform Movements in British India.
New Delhi: Cambridge University Press
• O’Hanlon, Rosalind. (2002). Caste, Conflict and Ideology: Mahatma Jyotirao
Phule and Low Caste Protest in 19th Century Western India. Ranikhet:
Permanent Black
• O’Hanlon Rosalind (2017). Caste and its Histories in Colonial India: A
Reappraisal,’ Modern Asian Studies 51, 2
• Kumar, Radha. (1993). History of Doing. New Delhi: Kali for Women,
• Bandyopadhyay, Sekhar. (2004). From Plassey to Partition: A History of Modern
India. Delhi: Orient Longman
• Joshi, V.C. (1975). Rammohun Roy and the process of modernization in India.
Delhi: Vikas.
45
• Dube, Ishita Banerjee. (2015). A History of Modern India. Delhi: Cambridge
University Press.
• बंधोपाध्यार्, शेखर. (2012). प्लासी से तवभाि◌न तक: आधुतनक भारत का इततहास.
Hyderabad: Orient Longman.
• शुक्ल, आर॰एल. (Ed). (1987). आधुतनक भारत का इततहास, तहं ि◌◌ी माध्यम
कार्◌ा◌ान्वनर् त�नेशालर्, �तल्ल� तवश्वतवद्यालर्, �तल्ल�

Unit II: This unit examines aspects of the colonial economy and its critique, as well as
the emergence of the capitalist class. (Teaching time: 6 hours Approx.)

• Chandra, Bipan. (1966). The Rise and Growth of Economic Nationalism in India:
Economic Policies of Indian National Leadership, 1880–1905, New Delhi:
People’s Publishing House.
• Mukherjee, Aditya. (2002). Imperialism, Nationalism and the Making of the
Indian Capitalist Class, 1920-1947. New Delhi: Sage,
• Bagchi, Amiya Kumar. (2002). ‘The Other Side of Foreign Investment by Imperial
Powers: Transfer of Surplus from Colonies’, Economic and Political Weekly,
XXXVII (23)
• Bagchi, Amiya Kumar. (1972). Private Investment in India, 1900-
1939.Cambridge: Cambridge University Press
• Ray, Rajat Kanta. (Ed.). (1994). Entrepreneurship and Industry in India, 1800 -
1947. New Delhi: Oxford University Press
• Bahl, Vinay. (2009). 'Attitude of the Indian National Congress Towards the
Working Class Struggle in India, 1918-1947', in Sekhar Bandyopadhyay (Ed.),
Nationalist Movement in India: A Reader, New Delhi: Oxford University Press, ·
भट्टाचार्◌ा, सब्यसाची (2008).आधुतनक भारत का आतथाक इततहास,(1850-1947)
�तल्ल�, राि◌कमल प्रकाशन
• बंधोपाध्यार्, शेखर. (2012). प्लासी से तवभाि◌न तक: आधुतनक भारत का इततहास.
Hyderabad: Orient Longman.

Unit III: After the successful completion of this unit, students will be able to grasp
many facets of anti-colonial resistance and how Gandhi's politics constituted a new
paradigm of rallying vastly divergent social groups in the national movement.
(Teaching time: 9 hours Approx.)

• Sarkar, Sumit. (1983). Modern India 1885-1947. Delhi: Macmillan.

• Bandyopadhyay, Sekhar. (2004). From Plassey to Partition: A History of Modern
India. Delhi: Orient Longman.
• Chandra, Bipan. (1989). India’s Struggle for Independence. Delhi: Penguin, (Also
in Hindi)
• Pandey, Gyanendra. (2002). The Ascendancy of the Congress in Uttar Pradesh
1926-34: A Study in Imperfect Mobilization. New Delhi: Anthem Press (Second
edition).
46
• Bose, S and Ayesha Jalal. (1998). Modern South Asia: History, Culture, Political
Economy. New Delhi: Oxford University Press.
• Dube, Ishita Banerjee. (2015). A History of Modern India. Delhi: Cambridge
University Press.
• Seth, Sanjay. (2009). ‘Rewriting Histories of Nationalism: The Politics of
Moderate Nationalism in India, 1870-1905’, in Sekhar Bandyopadhyay (Ed.),
Nationalist Movement in India : A Reader, New Delhi: Oxford University Press.
• Bandyopadhyay, Sekhar. (Ed), (2009). Nationalist Movement in India: A Reader.
New Delhi: Oxford University Press.
• तत्रपाठ�, अमलेश. भारतीर् राि◌नीतत म� गरमपंथ क� चुनौती, नई �तल्ल�, ग्रंथ तशल्पी
प्रकाशन ,
• हा�लार, मोतहत कु मार ,भारतीर् न�वागरण और पन
ु रुत्थानवाि◌◌ी चेतना, नई
�तल्ल�, ग्रंथ तशल्पी प्रकाशन ,
• तसंह, ह�रालाल , (1971). असहर्◌ोग आंि◌◌ोलन क� झाँतकर्◌ा◌ँ, �तल्ल�, प्रकाशन
तवभाग
• ि◌◌ेसाई, ए. आर. , (2018), भारतीर् राष्टर वाि◌ क� सामा�तक पष्ृ ठभत
ू म, सेि◌ प्रकाशन,
नई �तल्ल�
• तम�ल, सतीश चंद्र, (2012), भारत का स्वाधीनता संघषा (1858-1947), नई �तल्ल�,
ग्राफ� वल◌्र् ा
• पाण्डेर,् �प्रीप कु मार (1990), गांधी का आतथाक और सामा�तक तचंतन, तहं ि◌◌ी
माध्यम कार्◌ा◌ान्वनर् त�नेशालर्, �तल्ल� तवश्वतवद्यालर्, �तल्ल�
• गोपाल, राम, (1986), भारतीर् स्वतंत्रता संग्राम, लखनऊ, सुलभ प्रकाशन

Unit IV: This unit looks at the history of caste, class, and community mobilisation, as
well as revolutionary movements and the I.N.A. (Teaching time: 12 hours Approx.)

• Moffat, Chris. (2019). India’s Revolutionary Inheritance; Politics and the

Promise of Bhagat Singh. Cambridge: Cambridge University Press, pp. 21-114.
• Habib, S. Irfan. (2007). To Make the Deaf Hear: Ideology and Programme of
Bhagat Singh and his Comrades, New Delhi: Three Essays, 2007.
• Bandyopadhyay, Sekhar. (2017). From Plassey to Partition and After: A History
of Modern India, New Delhi: Orient Blackswan, 2nd edition. (Also, in Hindi)
• Marston, Daniel. (2014), The Indian Army and the end of the Raj, CUP
• Stephen P Cohen. (1963). ‘Subhas Chandra Bose and the Indian National Army’,
Pacific Affairs, 411-429,
• Sarkar, Sumit. (1983). Modern India: 1885—1947, Delhi, Macmillan. ( Also in
Hindi)
• Barnett, M. Ross (2015). The Politics of Cultural Nationalism in South India,
Princeton University Press.

47
• Basu, Raj Sekhar. ‘The Making of Adi-Dravid Politics in early Twentieth century
Tamil Nadu’, Social Scientist, Vol. 39, No.7/8, July-August2011.
• Blackburn, Stuart. (2001) Print, Folklore and Nationalism in Colonial South India.
Delhi, Permanent Black.
• सरकार, सत
ु मत (2009). आधत
ु नक भारत, �तल्ल�, राि◌कमल प्रकाशन
• बंधोपाध्यार्, शेखर. (2012). प्लासी से तवभाि◌न तक: आधुतनक भारत का इततहास.
Hyderabad: Orient Longman
• शुक्ल, आर॰एल. (Ed). (1987). आधुतनक भारत का इततहास, तहं ि◌◌ी माध्यम
कार्◌ा◌ान्वनर् त�नेशालर्, �तल्ल� तवश्वतवद्यालर्, �तल्ल�

Unit V: This unit critically contextualise the political and social conditions that led to
communal mobilisation as well as its impact on the social and political fabric of the
Indian subcontinent. (Teaching time: 9 hours Approx.)

• Sarkar, Sumit. (1983). Modern India 1885-1947, Delhi: Macmillan.

• Bandyopadhyay, Sekhar. (2004). From Plassey to Partition: A History of Modern
India. Delhi: Orient Longman.
• Pandey, Gyanendra. (1990). The Construction of Communalism in Colonial
North India. Delhi: Oxford University Press.
• Chandra, Bipan. (2008). Communalism in Modern India. New Delhi: Har Anand.
• Bose, S and Ayesha Jalal. (1998). Modern South Asia: History, Culture, Political
Economy. New Delhi: OUP.
• Chandra, Bipan. (1979). Nationalism and Colonialism in Modern India.
Hyderabad: Orient Longman.
• Misra, Salil. (2012). “Emergence of Communalism in India.” in K. N. Panikkar
(Ed.), Perspectives of Modern Indian History. Mumbai: Popular Prakashan.
• Jaffrelot, Christophe. (1996). The Hindu Nationalist Movement and Indian
Politics: 1925 to the 1990s. London: C. Hurst & Company Publishers
• सरकार, सुतमत (2009). आधुतनक भारत, �तल्ल�, राि◌कमल प्रकाशन
• बंधोपाध्यार्, शेखर. (2012). प्लासी से तवभाि◌न तक: आधत
ु नक भारत का इततहास.
Hyderabad: Orient Longman.

Suggestive readings
• Bandyopadhyay, Sekhar. (Ed.). (2009). National Movement in India: A Reader.
New Delhi: Oxford University Press.
• Brown, Judith. (1972). Gandhi’s Rise to Power, Cambridge: Cambridge
University Press.
• Chandra, Bipan. (1996). Nationalism and Colonialism in Modern India, Delhi:
Orient Longman.
• Chandra, Bipan. (1966, Reprint 2004). The Rise and Growth of Economic
Nationalism in India. New Delhi: Anamika Publishers.

48
• Desai, A.R. (1981). Social Background of Indian Nationalism. Delhi: Popular
Prakashan.
• Gopinath, Ravindran. (2012). “The British Imperium and the Agrarian
Economy”, in K. N. Panikkar, (Ed.). Perspectives of Modern Indian History,
Mumbai: Popular Prakashan, pp. 62- 90.
• Habib, Irfan. (2013). Indian Economy 1757-1857, New Delhi: Tulika Books. ·
Habib, Irfan. (2006). Indian Economy 1858-1914, New Delhi: Tulika Books. ·
Hasan, Mushirul, (1993). India’s Partition: Process, Strategy and Mobilisation.
New Delhi: Oxford University Press.
• Kumar, K. (Ed.). (1998). Congress and Classes: Nationalism, Workers and
Peasants, Delhi: Manohar.
• Metcalf, B. D. and T.R. Metcalf. (2002). A Concise History of India, Cambridge:
University Press.
• Metcalf, Thomas. (2001). Ideology of the Raj, Delhi: Cambridge University Press.
• Omvedt, Gail. (1994). Dalits and Democratic Revolution, Delhi: Sage.
• Pandey, Gyanendra. (2001). Remembering Partition, Cambridge: Cambridge
University Press.
• Pati, Biswamoy (Ed.). (2007). The 1857 Rebellion, Delhi: Oxford University Press.
• Roy, Tirthankar. (2000). The Economic History of India 1857-1947, New Delhi:
Oxford University Press.
• Sarkar, Sumit and Tanika Sarkar (Eds.). (2014). Caste in Modern India: A Reader,
Vols. I & II, Delhi: Permanent Black.
• Sarkar, Sumit. (2014). Modern Times: India 1880s-1950s: Environment,
Economy and Culture. Ranikhet: Permanent Black.
• Sarkar, Sumit (1993). Popular movements and Middleclass leadership in late
colonial India. Delhi: Aakar.
• Stein, Burton. (1998). A History of India. New Delhi: Oxford University Press, pp.
239- 366.
• चंद्र,तबतपन, (2009), आधुतनक भारत का इततहास, Delhi: Oriental BlackSwan.

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

Branch, University of Delhi, from time to time.

49
DISCIPLINE SPECIFIC CORE COURSE (DSC-2): History of Europe: 1870 – 1945

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code Lecture Tutorial Practical/ criteria of the course
Practice (if any)
History of Europe: 4 3 1 0
1870 – 1945
Learning Objectives

This paper offers a historical overview of the consolidation of capitalist industrialization in

the late nineteenth century, and its impact in terms of facilitating the age of ‘new
imperialism’. Among the key case studies discussed, the paper traces the build-up to a
revolution in the disintegrating Russian empire. It details the formation of defensive
alliances and power blocs, as well as contentious international issues that led up to First
World War. The paper proceeds to discuss the crucial aspects of the post-War Peace
Settlement, and the emergence of ultra-nationalist regimes prior to the Second World War.
The course of the Second World War and important developments stemming from it are
also highlighted in the paper.

Learning outcomes

Upon completion of this course the student shall be able to:

• Deliberate on the meaning of imperialism and the manifestations of imperialist
rivalry and expansion in the 19th and early 20th century.
• Distinguish the varied impacts of the First World War as well as the outbreak of a
revolution in the Russian Empire during the War.
• Analyse the conflict between radical and conservative forces, and the gradual
consolidation of ultra-nationalist and authoritarian regimes in Europe between the
World Wars.
• Delineate the reasons for the outbreak of the Second World War, and the course of
the War.
• Analyse the key, immediate repercussions of the Second World War

SYLLABUS OF DSC-2

Unit-I: The European economy in the late 19th century

1. Second Industrial Revolution, new business practices, new consumption
patterns
2. The economic down turn of 1873; growth of finance capital

50
Unit II: European politics, 1870-1918
1. Political developments in the Russian Empire (1905 revolution; February and
October revolutions of 1917)
2. The ‘Eastern question’ and Balkan nationalism; scramble for African colonies;
imperialist rivalries; power blocks and alliances
3. The First World War 1914-1918

Unit III: Europe between the World Wars

1. The Post-War Peace Settlement (treaties, League of Nations and International
Labour Organization); Comintern on national liberation struggles and fascism;
economic crisis-the Great Depression of 1929
2. Growth of Fascism (Italy) and Nazism (Germany)
3. Spanish Civil War

Unit IV: Catastrophe of WWII

1. World War II: Causes, civilian resistance to allied victory
2. Repercussions of WWII: UNO; origins of the Cold War

Practical component (if any) - NIL

Essential/recommended readings
Unit-1: In this Unit, the students will discuss the industrial, technological, and
commercial innovations that characterized the latter half of the nineteenth century,
and which backed the ambitions of the emerging nation-states in Europe. An overview
will be provided of the growth the capitalism in its imperialist phase. (Teaching time:
9 hours approx.)
• Hunt, Lynn et al. The Making of the West: Peoples and Cultures: A Concise
History. Vol. II. Third edition. [Chapter-18: pp.701-706]
• Joll, James. (1973). Europe Since 1870. An International History. New York and
London: Harper and Row Publishers.[Chapter-4].
• Perry, Marvin et al (ed.). (2008). Western Civilizations: Ideas, Politics and
Society. Ninth edition. Boston and New York: Houghton Mifflin Harcourt
Publishing Company. [Chapter- 21].
• Stearns, Peter. (2013). Industrial Revolution in World History. Fourth edition.
Philadelphia: Westview Press & Perseus Books Group. [Chapter-9].
• लालबहाि◌◌ुरवमाा।र्◌ूरोपकाइततहास: फ् ◌ा◌ंसीसीक्रांततसे�ततीतर्वश्वर्◌ुद्धतक।
• पाथासारथीगप्ु ता (संपाि◌क) ।र्◌ूरोप का इततहास। Hindi Madhyam Karyanvayan
Nideshalaya, DU.
• �तवेशत�वर्, मीनाभा�राि◌, वंि◌नाचौधर�(संपाि◌क)।आधुतनकर्◌ूरोपकाइततहास:
आर्◌ामऔर�तशाएं ।Hindi Madhyam Karyanvayan Nideshalaya, DU

Unit-2: At the end of this rubric the student will be to trace the nature of imperialist
rivalries and identify the intense competition that informed repeated conflagrations
on certain international affairs / regions. Students will be familiarized with historical
analyses of the First World War, as well asthe revolutionary possibilities which
51
emerged in the Russian empire during the First World War. (Teaching time: 12 hours
approx.)
• Craig, Gordon A. (1966). Europe since 1815. Second edition. New York, Chicago,
Toronto, London: Holt, Renehart and Winston. [relevant chapter on the
‘Eastern Question’ and Balkan nationalism].
• Joll, James. (1973). Europe Since 1870. An International History. New York and
London: Harper and Row Publishers.[Chapter-4].
• Lee, Stephen J. Aspects of European History 1789–1980. London: Routledge.
1982 [Chapters 13, 15 & 16, 18 & 19].
• Waller, Bruce (ed.). Themes in Modern European history 1830–90. London and
NY: Routledge. 1990. [Chapters 2,3 & 4]
• Wood, Alan. (2003). The Origins of the Russian Revolution 1861–1917.
Lancaster Pamphlet. Third Edition.
• लालबहाि◌◌ुरवमाा।र्◌ूरोप का इततहास: फ् ◌ा◌ंसीसी क्रांततसे �ततीर्
तवश्वर्◌ुद्ध तक।पाथासारथीगुप्ता
• (संपाि◌क)।र्◌ूरोप का इततहास। Hindi Madhyam Karyanvayan Nideshalaya, DU.
• ि◌◌ेिम्सोल।र्◌ूरोप 1870 से।अनुवाि◌क: स्नेहमहाि◌न। Hindi Madhyam
Karyanvayan Nideshalaya, DU.

Unit-3: In this Unit, the students will examine the emergence of key international
institutions within the context of the Peace Settlement and post-War order First
World War. Within the backdrop of fast changing European society and
economic downturn of 1929, the students will be familiarized with the
emergence of ultra-nationalist movements in Europe, in particular the growth
of fascism in Italy and Germany. The Unit will also proceed to provide an
overview of the Spanish Civil War which represented a showdown between the
fascist and the Left forces before the outbreak of the Second World War.
(Teaching time: 15 hours approx.)
• Craig, Gordon A. (1966). Europe since 1815. Second edition. New York, Chicago,
Toronto, London: Holt, Renehart and Winston.
• Lee, Stephen J. (1998, 2000). Hitler and Nazi Germany. Questions and Analysis
in History. London and New York: Routledge.
• Lee, Stephen J. Aspects of European History 1789–1980. London: Routledge.
1982 [Chapters 20 to 23, 26 & 27].
• Forrest, Andrew. The Spanish Civil War. Questions and Analysis in History.
London and New York: Routledge.
• Maul, David. The International Labour Organization: 100 Years of Global Policy.
De Gruyter and ILO. 2019 [“Antecedents” & Chapter-1: The Washington
Conference, An International Organization in the Making, The Invention of
Tripartism, Standard-setting in the 1920s]
• लालबहाि◌◌ुरवमाा।र्◌ूरोपकाइततहास: फ् ◌ा◌ंसीसीक्रांततसे�ततीतर्वश्वर्◌ुद्धतक।
• पाथासारथी गुप्ता(संपाि◌क)।र्◌ूरोप का इततहास। Hindi Madhyam Karyanvayan
Nideshalaya, DU.
52
• ि◌◌ेिम्सोल।र्◌ूरोप 1870 से।अनुवाि◌क: स्नेहमहाि◌न। Hindi Madhyam
Karyanvayan Nideshalaya, DU.

Unit-4: In this Unit, the students will examine the factors that facilitated the outbreak
of the Second World War. It will also explore the War’s overall trajectory in terms of
the role of civilian resistance to military occupation and fascism. The students will be
able to delineate the important developments in terms of the formation of the United
Nations and the start of the Cold War. (Teaching time: 9 hours approx.)
• Hunt, Lynn et al. The Making of the West: Peoples and Cultures: A Concise
History. Vol. II. Third edition. [Chapter-21, Chapter-22: 870-880].
• Craig, Gordon A. (1966). Europe since 1815. Second edition. New York, Chicago,
Toronto, London: Holt, Renehart and Winston.
• Henig, Ruth. Origins of the First World War. London and NY: Routledge. 2003.
• Redfern, Neil. (2017). “The Comintern and Imperialism: A Balace Sheet,” Journal
of Labour and Society, 20(1): 42-60
• लालबहाि◌◌ुरवमाा।र्◌ूरोपका इततहास: फ् ◌ा◌ंसीसी क्रांतत से �ततीर्
तवश्वर्◌ुद्धतक।
• पाथासारथीगप्ु ता (संपाि◌क)।र्◌ूरोप का इततहास। Hindi Madhyam Karyanvayan
Nideshalaya, DU.
• ि◌◌ेिम्सोल।र्◌ूरोप 1870 से।अनुवाि◌क: स्नेहमहाि◌न। Hindi Madhyam
Karyanvayan Nideshalaya, DU.

Suggestive readings
• Hayes, Paul (ed.). Themes in Modern European History 1890–1945. London and
NY: Routledge and Taylor & Francis. 1992. [Chapters 5 & 6].
• Hobsbawm, E.J. Nation and Nationalism Cambridge: CUP. 1970
• Merriman, John. History of Modern Europe. Vol. II. Third edition. New York and
London:
• W.W. Norton & Company. [Chapter-19]
• Porter, Andrew. European Imperialism 1860-1914. Hampshire: Palgrave
Macmillan. 1994.
• Thompson, David. (1957, 1966). Europe since Napoleon. Penguin.
• �तवेश त�वर्, मीना भा�राि◌, वंि◌ना चौधर� (संपाि◌क)।आधुतनक र्◌ूरोप का इततहास:
आर्◌ाम और �तशाएं ।Hindi Madhyam Karyanvayan Nideshalaya, DU
• स्नेहमहाि◌न।र्◌ूरोप का इततहास:1870-1914 ।प्रगततप्रकाशन।
• ए.के. तम�ल।आधुतनक र्◌ूरोप का इततहास: 1789 से 1945
तक।सातहत्यभवनप्रकाशन
Note: Examination scheme and mode shall be as prescribed by the Examination
Branch, University of Delhi, from time to time.

53
Category III
BA (Prog.) with History as Non-Major
Credit distribution, Eligibility and Pre-requisites of the Course
DISCIPLINE SPECIFIC
DISCIPLINE CORECORE
SPECIFIC COURSE (DSC-1):
COURSE History
(DSC-1): of India
History from 1858
of India earliest times up
– 1947
to c. 300 CE

Course title & Code Credits Credit distribution of the course Eligibility Pre-requisite
Lecture Tutorial Practical/ criteria of the course
Practice (if any)
History of India 1858 – 4 3 1 0 Class XII History of
1947 India V

Learning Objectives

The paper aims to engage students in a critical discussion of socio-economic and political
trends in colonial India since the latter half of the 19th century. The paper focuses on the
rise of national consciousness which manifested itself into a powerful anti-colonial
nationalist movement that developed along several trajectories. It makes an attempt to
critically examine various currents of the national movement which often intersected with
one another each other. The paper would also look at the development of communal
politics as well as Partition and Independence.

Learning outcomes

On completion of this course the student shall be able to:

• Examine various reform movements as well as issues such as gender and caste.
• Understand how the socio-political and economic experiences of the people of India
under colonial rule provided a context for the emergence of a powerful anti-colonial
nationalist movement in India.
• Analyse the complexities of communal politics that resulted in Partition and
Independence.

SYLLABUS OF DSC-1
Unit I: Social issues and Reform Movements:
6. Revivalist / Reformist Movements of the 19th century
7. Phule, Ambedkar and the Caste question
8. Women
9. Peasants, Tribal and the Caste movements
10. Arya Samaj

Unit II: Economy under the colonial state:

4. Drain of Wealth
5. Modern Industries and Industrialization
6. Indian capitalist class

54
Unit III: Nationalist Politics:
5. Rise and Growth of Nationalism
6. Foundation of Indian National Congress
7. ‘Moderates’ and ‘Extremists’ Nationalists
8. Mahatma Gandhi and Mass Nationalism: Gandhian thought, techniques and
movements

Unit IV: Other currents in Nationalism:

5. Hindustan Socialist Republican Association (HSRA) and Bhagat Singh
6. Subhas Chandra Bose and INA
7. Left: peasants, workers movements, Jayaprakash and Narayans socialist party
8. Nationalist politics in southern India

Unit V: Towards Freedom:

3. Overview of the growth of communal politics
4. Freedom and Partition

Practical component (if any) - NIL

Essential/recommended readings
Unit I: The unit seeks to study various reform movements as well as issues such as
gender and caste. (Teaching time: 9 hours Approx.)
• Sarkar, Sumit and Tanika Sarkar. (Ed.). Caste in Modern India, Vol. 1&2. Delhi:
Permanent Black.
• Forbes, Geraldine. (1999). Women in Modern India. The New Cambridge
History of India – Volume 4. Cambridge: Cambridge University Press
• Jones, Kenneth. (1994). Socio-Religious Reform Movements in British India.
New Delhi: Cambridge University Press
• O’Hanlon, Rosalind. (2002). Caste, Conflict and Ideology: Mahatma Jyotirao
Phule and Low Caste Protest in 19th Century Western India. Ranikhet:
Permanent Black
• O’Hanlon Rosalind (2017). Caste and its Histories in Colonial India: A
Reappraisal,’ Modern Asian Studies 51, 2
• Kumar, Radha. (1993). History of Doing. New Delhi: Kali for Women,
• Bandyopadhyay, Sekhar. (2004). From Plassey to Partition: A History of Modern
India. Delhi: Orient Longman
• Joshi, V.C. (1975). Rammohun Roy and the process of modernization in India.
Delhi: Vikas.
• Dube, Ishita Banerjee. (2015). A History of Modern India. Delhi: Cambridge
University Press.
• बंधोपाध्यार्, शेखर. (2012). प्लासी से तवभाि◌न तक: आधत
ु नक भारत का इततहास.
Hyderabad: Orient Longman.

55
• शुक्ल, आर॰एल. (Ed). (1987). आधुतनक भारत का इततहास, तहं ि◌◌ी माध्यम
कार्◌ा◌ान्वनर् त�नेशालर्, �तल्ल� तवश्वतवद्यालर्, �तल्ल�

Unit II: This unit examines aspects of the colonial economy and its critique, as well as
the emergence of the capitalist class. (Teaching time: 6 hours Approx.)
• Chandra, Bipan. (1966). The Rise and Growth of Economic Nationalism in India:
Economic Policies of Indian National Leadership, 1880–1905, New Delhi:
People’s Publishing House.
• Mukherjee, Aditya. (2002). Imperialism, Nationalism and the Making of the
Indian Capitalist Class, 1920-1947. New Delhi: Sage,
• Bagchi, Amiya Kumar. (2002). ‘The Other Side of Foreign Investment by Imperial
Powers: Transfer of Surplus from Colonies’, Economic and Political Weekly,
XXXVII (23)
• Bagchi, Amiya Kumar. (1972). Private Investment in India, 1900-
1939.Cambridge: Cambridge University Press
• Ray, Rajat Kanta. (Ed.). (1994). Entrepreneurship and Industry in India, 1800 -
1947. New Delhi: Oxford University Press
• Bahl, Vinay. (2009). 'Attitude of the Indian National Congress Towards the
Working Class Struggle in India, 1918-1947', in Sekhar Bandyopadhyay (Ed.),
Nationalist Movement in India: A Reader, New Delhi: Oxford University Press, ·
भट्टाचार्◌ा, सब्यसाची (2008).आधत
ु नक भारत का आतथाक इततहास,(1850-1947)
�तल्ल�, राि◌कमल प्रकाशन
• बंधोपाध्यार्, शेखर. (2012). प्लासी से तवभाि◌न तक: आधत
ु नक भारत का इततहास.
Hyderabad: Orient Longman.

Unit III: After the successful completion of this unit, students will be able to grasp
many facets of anti-colonial resistance and how Gandhi's politics constituted a new
paradigm of rallying vastly divergent social groups in the national movement.
(Teaching time: 9 hours Approx.)
• Sarkar, Sumit. (1983). Modern India 1885-1947. Delhi: Macmillan.
• Bandyopadhyay, Sekhar. (2004). From Plassey to Partition: A History of Modern
India. Delhi: Orient Longman.
• Chandra, Bipan. (1989). India’s Struggle for Independence. Delhi: Penguin, (Also
in Hindi)
• Pandey, Gyanendra. (2002). The Ascendancy of the Congress in Uttar Pradesh
1926-34: A Study in Imperfect Mobilization. New Delhi: Anthem Press (Second
edition).
• Bose, S and Ayesha Jalal. (1998). Modern South Asia: History, Culture, Political
Economy. New Delhi: Oxford University Press.
• Dube, Ishita Banerjee. (2015). A History of Modern India. Delhi: Cambridge
University Press.

56
• Seth, Sanjay. (2009). ‘Rewriting Histories of Nationalism: The Politics of
Moderate Nationalism in India, 1870-1905’, in Sekhar Bandyopadhyay (Ed.),
Nationalist Movement in India : A Reader, New Delhi: Oxford University Press.
• Bandyopadhyay, Sekhar. (Ed), (2009). Nationalist Movement in India: A Reader.
New Delhi: Oxford University Press.
• तत्रपाठ�, अमलेश. भारतीर् राि◌नीतत म� गरमपंथ क� चुनौती, नई �तल्ल�, ग्रंथ तशल्पी
प्रकाशन ,
• हा�लार, मोतहत कु मार ,भारतीर् न�वागरण और पुनरुत्थानवाि◌◌ी चेतना, नई
�तल्ल�, ग्रंथ तशल्पी प्रकाशन ,
• तसंह, ह�रालाल , (1971). असहर्◌ोग आंि◌◌ोलन क� झाँतकर्◌ा◌ँ, �तल्ल�, प्रकाशन
तवभाग
• ि◌◌ेसाई, ए. आर. , (2018), भारतीर् राष्टर वाि◌ क� सामा�तक पष्ृ ठभूतम, सेि◌ प्रकाशन,
नई �तल्ल�
• तम�ल, सतीश चंद्र, (2012), भारत का स्वाधीनता संघषा (1858-1947), नई �तल्ल�,
ग्राफ� वल◌्र् ा
• पाण्डेर,् �प्रीप कु मार (1990), गांधी का आतथाक और सामा�तक तचंतन, तहं ि◌◌ी
माध्यम कार्◌ा◌ान्वनर् त�नेशालर्, �तल्ल� तवश्वतवद्यालर्, �तल्ल�
• गोपाल, राम, (1986), भारतीर् स्वतंत्रता संग्राम, लखनऊ, सुलभ प्रकाशन

Unit IV: This unit looks at the history of caste, class, and community mobilisation, as
well as revolutionary movements and the I.N.A. (Teaching time: 12 hours Approx.)
• Moffat, Chris. (2019). India’s Revolutionary Inheritance; Politics and the
Promise of Bhagat Singh. Cambridge: Cambridge University Press, pp. 21-114.
• Habib, S. Irfan. (2007). To Make the Deaf Hear: Ideology and Programme of
Bhagat Singh and his Comrades, New Delhi: Three Essays, 2007.
• Bandyopadhyay, Sekhar. (2017). From Plassey to Partition and After: A History
of Modern India, New Delhi: Orient Blackswan, 2nd edition. (Also, in Hindi)
• Marston, Daniel. (2014), The Indian Army and the end of the Raj, CUP
• Stephen P Cohen. (1963). ‘Subhas Chandra Bose and the Indian National Army’,
Pacific Affairs, 411-429,
• Sarkar, Sumit. (1983). Modern India: 1885—1947, Delhi, Macmillan. ( Also in
Hindi)
• Barnett, M. Ross (2015). The Politics of Cultural Nationalism in South India,
Princeton University Press.
• Basu, Raj Sekhar. ‘The Making of Adi-Dravid Politics in early Twentieth century
Tamil Nadu’, Social Scientist, Vol. 39, No.7/8, July-August2011.
• Blackburn, Stuart. (2001) Print, Folklore and Nationalism in Colonial South India.
Delhi, Permanent Black.
• सरकार, सुतमत (2009). आधुतनक भारत, �तल्ल�, राि◌कमल प्रकाशन

57
• बंधोपाध्यार्, शेखर. (2012). प्लासी से तवभाि◌न तक: आधुतनक भारत का इततहास.
Hyderabad: Orient Longman
• शुक्ल, आर॰एल. (Ed). (1987). आधुतनक भारत का इततहास, तहं ि◌◌ी माध्यम
कार्◌ा◌ान्वनर् त�नेशालर्, �तल्ल� तवश्वतवद्यालर्, �तल्ल�

Unit V: This unit critically contextualise the political and social conditions that led to
communal mobilisation as well as its impact on the social and political fabric of the
Indian subcontinent. (Teaching time: 9 hours Approx.)
• Sarkar, Sumit. (1983). Modern India 1885-1947, Delhi: Macmillan.
• Bandyopadhyay, Sekhar. (2004). From Plassey to Partition: A History of Modern
India. Delhi: Orient Longman.
• Pandey, Gyanendra. (1990). The Construction of Communalism in Colonial
North India. Delhi: Oxford University Press.
• Chandra, Bipan. (2008). Communalism in Modern India. New Delhi: Har Anand.
• Bose, S and Ayesha Jalal. (1998). Modern South Asia: History, Culture, Political
Economy. New Delhi: OUP.
• Chandra, Bipan. (1979). Nationalism and Colonialism in Modern India.
Hyderabad: Orient Longman.
• Misra, Salil. (2012). “Emergence of Communalism in India.” in K. N. Panikkar
(Ed.), Perspectives of Modern Indian History. Mumbai: Popular Prakashan.
• Jaffrelot, Christophe. (1996). The Hindu Nationalist Movement and Indian
Politics: 1925 to the 1990s. London: C. Hurst & Company Publishers
• सरकार, सत
ु मत (2009). आधत
ु नक भारत, �तल्ल�, राि◌कमल प्रकाशन
• बंधोपाध्यार्, शेखर. (2012). प्लासी से तवभाि◌न तक: आधुतनक भारत का इततहास.
Hyderabad: Orient Longman.

Suggestive readings
• Bandyopadhyay, Sekhar. (Ed.). (2009). National Movement in India: A Reader.
New Delhi: Oxford University Press.
• Brown, Judith. (1972). Gandhi’s Rise to Power, Cambridge: Cambridge
University Press.
• Chandra, Bipan. (1996). Nationalism and Colonialism in Modern India, Delhi:
Orient Longman.
• Chandra, Bipan. (1966, Reprint 2004). The Rise and Growth of Economic
Nationalism in India. New Delhi: Anamika Publishers.
• Desai, A.R. (1981). Social Background of Indian Nationalism. Delhi: Popular
Prakashan.
• Gopinath, Ravindran. (2012). “The British Imperium and the Agrarian
Economy”, in K. N. Panikkar, (Ed.). Perspectives of Modern Indian History,
Mumbai: Popular Prakashan, pp. 62- 90.
• Habib, Irfan. (2013). Indian Economy 1757-1857, New Delhi: Tulika Books. ·
Habib, Irfan. (2006). Indian Economy 1858-1914, New Delhi: Tulika Books. ·

58
Hasan, Mushirul, (1993). India’s Partition: Process, Strategy and Mobilisation.
New Delhi: Oxford University Press.
• Kumar, K. (Ed.). (1998). Congress and Classes: Nationalism, Workers and
Peasants, Delhi: Manohar.
• Metcalf, B. D. and T.R. Metcalf. (2002). A Concise History of India, Cambridge:
University Press.
• Metcalf, Thomas. (2001). Ideology of the Raj, Delhi: Cambridge University Press.
• Omvedt, Gail. (1994). Dalits and Democratic Revolution, Delhi: Sage.
• Pandey, Gyanendra. (2001). Remembering Partition, Cambridge: Cambridge
University Press.
• Pati, Biswamoy (Ed.). (2007). The 1857 Rebellion, Delhi: Oxford University Press.
• Roy, Tirthankar. (2000). The Economic History of India 1857-1947, New Delhi:
Oxford University Press.
• Sarkar, Sumit and Tanika Sarkar (Eds.). (2014). Caste in Modern India: A Reader,
Vols. I & II, Delhi: Permanent Black.
• Sarkar, Sumit. (2014). Modern Times: India 1880s-1950s: Environment,
Economy and Culture. Ranikhet: Permanent Black.
• Sarkar, Sumit (1993). Popular movements and Middleclass leadership in late
colonial India. Delhi: Aakar.
• Stein, Burton. (1998). A History of India. New Delhi: Oxford University Press, pp.
239- 366.
• चंद्र,तबतपन, (2009), आधत
ु नक भारत का इततहास, Delhi: Oriental BlackSwan.

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

Branch, University of Delhi, from time to time.

59
Pool of DSE for Multidiciplinary Studies

DISCIPLINE SPECIFIC ELECTIVE COURSE (DSE -1): Art, Society and Culture in India c.
300 BCE to 1000 CE

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Code Credits Credit distribution of the course Eligibility Pre-requisite
Lecture Tutorial Practical/ criteria of the course
Practice (if any)
Art, Society and 4 3 1 0
Culture in India c.
300 BCE to 1000 CE

Learning Objectives

This paper deals with the three most important and interconnected broad facets of
history i.e art, society and culture from early historical to early medieval periods.
Their trajectory of develop-ment, dynamic and ever evolving nature is highlighted
clearly through this study. A regional rep-resentational approach has been adopted
in order to provide a comprehensive approach to the pa-per.

Learning outcomes

At the end of the course students should be able to:

• Grasp various dimensions of visual medium of art, architecture, sculpture and
paintings, as a primary source of history, which will enable them to develop a deep
understanding of the theme.
• Comprehend the different perspectives that explain the emergence and
crystallization of various social structures – varna, jati, untouchability and also
gender relations.
• Understand that the society displayed flexibility in terms of assimilation, mobility,
providing corresponding spaces to new entrants.
• Grasp the essentials of the major religious traditions of the given time period.
• Develop an understanding about the cultural florescence as reflected in rich
literature produced in Sanskrit and vernacular languages.

SYLLABUS OF DSE-1

UNIT I:
1. Mauryan period: architecture, sculpture, terracotta; sources of inspiration

60
2. Post Mauryan period: features of Stupa architecture and relief sculptures: case
study of Sanchi or Amravati – narrative art; patronage of art, terracottas;
Mathura, Gandhara and Amravati schools of art
3. Rock architecture of western ghats
4. Gupta period: temples, rock cut caves and sculpture, Paintings
5. Post – Gupta period: Pratiharas, Pallava and Chalukya architecture

UNIT II:
1. Social stratification and changes within: class; varna; jati; varnasamkara,
untouchability; gender relations; marriage and property relations

Unit III:
2. Religious doctrines and practices: renunciatory tradition with special reference
to Buddhism, Jainism
3. Theistic trends: Puranic Hinduism – Visnuism, Sivaism and Saktism; Murugan
cult of south India; the Mahayana schools; the emergence of Tantra
4. Literary and technical works in Sanskrit, Prakrit and Tamil

Practical component (if any) - NIL

Essential/recommended readings
UNIT I: This unit will introduce the students to the significant features of art in the
period of their study. (Teaching Time: 15 hours approx.)
• Agarwal, V.S. (1965) Studies inIndian Art. Varanasi: Vishwavidyalaya Prakashan.
(Chapters 4-8)
• अग्रवाल.वी. एस. (2015) भारतीर् कला: प्रारं तभकर्◌ुग से तीसर� शती ईस्वी तक.
वाराणसी: पत ृ थवी प्रकाशन.(अध्यार्7-14)
• Brown, Percy. Indian Architecture. Buddhist and HinduPeriods. Bombay: D.B.
Taraporevala Sons & Co. Private Ltd. (Chapters 2-16)
• Harle, J.C. (1986). The Art and Architecture of Indian Subcontinent, Penguin
Books (Chapters 1-9, 20)
• Huntington, Susan. (1985) Art of Ancient India: Buddhist, Hindu, Jain,
Weatherhill, New York, Tokyo. (Chapters 4-15)
• Singh, Upinder. (2008). A History of Ancient and Early Medieval India: From the
Stone Age to the 12th Century. Delhi: Pearson Longman. (Chapters 7-10)
• तसंह,उतपंि◌र. (2016). प्राचीनएवंपूवामध्यकाल�नभारतकाइततहास:
पाषाणकालसे12वीशताब्द�तक. नई�तल्ल�. तपरर् सन.(अध्यार्7-10)

UNIT II: This unit will provide an overview of the social structures, relations and
changes taking place within them. (Teaching Time: 9 hours approx.)
• Chakravarti, Ranabir. (2010). Exploring Early India Up to C. AD 1300. New Delhi:
MacMillan. (Chapters 4-7)

61
• चक्रवती. रणबीर. (2012) भारतीइर्ततहास. आ�तकाल. नई�तल्ल�. ओररएं
टलब्लैकस्वेन. (अध्यार्4-7)
• Roy, Kumkum. (ed.) (2001). Women in Early Indian Societies. Delhi: Manohar.
(Introduction)
• Sharma, R.S. (2007) Material Culture and Social Formations in Ancient India,
Delhi: Macmillan. (Chapters 6,7)
• शमाा. आर . एस. (2008) प्राचीन भारत म� भौततक संस्कृ तत एवं सामा�तक संरचनाएँ
.राि◌कमलप्रकाशन. (अध्यार्6और7)
• Singh, Upinder. (2008). A History of Ancient and Early Medieval India: From the
Stone Age to the 12th Century. Delhi: Pearson Longman. (Chapters 6-10)
• तसंह,उतपंि◌र. (2016). प्राचीनएवंपव
ू ामध्यकाल�नभारतकाइततहास:
पाषाणकालसे12वीशताब्द�तक. नई�तल्ल�. तपरर् सन. (अध्यार्6-10)

Unit III: This unit imparts to the student an understanding to the teachings, beliefs and
practices of various ancient Indian religions as well as the rich literature produced in
their period of study. (Teaching Time: 6 hours approx.)
• Basham, A.L. (1954). The Wonder that was India: A survey of the history and
culture of the Indian subcontinent before the coming of the Muslims. Calcutta:
Rupa. (Chapters 7, 9)
• बाशम. ए.एल.(2020) िअ् भुतभारत। तशवलाल अगरवाल एं ड कं पनी (अध्यार्7-9)
• Singh, Upinder. (2008). A History of Ancient and Early Medieval India: From the
Stone Age to the 12th Century. Delhi: Pearson Longman. (Chapters 6-10)
• तसंह,उतपंि◌र. (2016). प्राचीनएवंपूवामध्यकाल�नभारतकाइततहास:
पाषाणकालसे12वीशताब्द�तक. नई�तल्ल�. तपरर् सन. (अध्यार्6-10)
• Zvelebil, Kamil V. (1991). Tamil Traditions on Subrahmanya-Murugan. Madras
(Chennai): Institute of Asian Studies.

Suggested Readings:
• Bhattacharji, Sukumari. (1970). The Indian Theogony: A Comparative study of
Indian Mythology From the Vedas to the Puranas. Cambridge University Press.
• Partha,Mitter. (2001) Oxford History of Art, Indian Art, Oxford University Press.
• Ray, Niharranjan. (1975) Maurya and Post-Maurya Art: a study in social and
formal contrasts. New Delhi: ICHR, New Delhi.
• Sastri, K.A. Nilakanta. (1963). Development of Religion in South India. Bombay:
Orient Longmans.
• Shrimali, K.M. (2015) Essays in Indian Art, Religion and Society. Delhi: Indian
History Conference.
• श्रीमल�, के.एम. (2017). प्राचीनभारतीधर्म�का इततहास. �तल्ल�: ग्रंथ तशल्पी.
• Zvelebil, Kamil V. (1973).The Smile of Murugan, Leiden.
Note: Examination scheme and mode shall be as prescribed by the Examination
Branch, University of Delhi, from time to time.
62
DISCIPLINE SPECIFIC ELECTIVE COURSE (DSE-2): Fundamentals of Historical
Methodology

NOTE: ‘Fundamentals of Historical Methodology’ is offered as one of the DSE courses

in VI and VII Semesters. Students of the History Honors Program can opt for it either in
the VI semester or VII semester.

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course �tle & Credits Credit distribu�on of the course Eligibility Pre-requisite of
Code criteria the course
Lecture Tutorial Prac�cal/
(if any)
Prac�ce

Fundamentals of 4 3 1 - NA NA
Historical
Methodology

DSE – No.#

Learning Objectives
This course aims to prepare the students with elementary techniques of conducting historical
research within the larger social science framework. It does so by familiarising them with the
theoretical frameworks and procedures/techniques of research that historians deploy in
order to construct a meaningful narrative about the past. The course proceeds to equip
students with the preliminary research steps like identifying research questions, theoretical
context, survey of the literature; locating reliable sources; framing a research paper, etc.; as
well acquainting them with research ethics.

Learning Outcomes
Having finished the course, the students would have learnt:
• The distinctiveness of historical research
• The issues and problems in writing history
• How to carefully choose interpretative techniques when reading sources
• How to choose a historical "field" and within that field a specific research question
• The skills and protocols related to academic writing and research in history
• The essentials of research ethics.

SYLLABUS OF DSE
Unit I: Distinctiveness of historical inquiry
3. The nature of history

63
4. The scope of historical research

Unit II: Issues and problems in historical research

5. Facts and inference
6. Explanation and historical research
7. Objectivity and history writing
8. History writing and relations of power

Unit III: Sources and interpretation

4. Types of historical sources: their use and limitations
5. Analytical frames in historical research
6. Varieties of approaches to sources and methods

Unit IV: Conducting historical research

3. Selecting a topic and preliminary work
4. Protocols of academic writing and avoiding plagiarism

Practical component (if any) - NIL

Essential/recommended readings:
Unit I: This introductory Unit seeks to enable students to i) distinguish the historical from the
past, memory and myth; ii) comprehend the relationship of history with social science
theories and concepts; iii) distinguish aspects of history (social, political, economic, religious,
cultural, ecological). (Teaching Time: 9 hours)
• Hobsbawm, Eric J. (1998). On History, UK: Abacus (Ch.2, “A Sense of the Past”, and
Ch.3, “What Can History Tell Us About Contemporary Society”).
• Bloch, Marc. (1992). The Historian’s Craft, Manchester University Press. Reprint
(“Introduction,” pp. 1-19).
• Schlabach, Gerald. A Sense of History: Some Components
http://www.geraldschlabach.net/about/relationships/benedictine/courses/handout
s/sense-of-history/
• Marwick, Arthur. (1989). The Nature of History. Third edition, Hampshire and London:
MacMillan (pp. 14-25 - “The Necessity of History” and “Stories and Dialogues”).
• Stephens, Lester D. (1977), Probing the Past: A Guide to the Study and Teaching of
History, Boston, London & Sydney: Allyn and Bacon Inc. (Ch.1, “The Nature of History,”
and Ch.6, “History and Related Studies”).
• Sreedharan, E. (2007). A Manual of Historical Research Methodology, Trivandrum:
Centre for South Indian Studies. (Ch.1: pp. 14-20).
• Tosh, J. (2002). In Pursuit of History. Revised third edition. London, N.Y., New Delhi:
Longman (Ch.8, “History and Social Theory”: pp. 214-225, and Ch.3, “Mapping the
Field”).

64
Unit-II: This unit will deal with some important issues such as identifying historical facts,
context, causal explanations, generalizations, objectivity; and configurations of power and
history writing. (Teaching Time: 12 hours)
• Carr, E.H. (1991). What is History. Penguin. Reprint. (Ch.1, “The Historian and His
Facts”, Ch.3, “History, Science and Morality”, and Ch.4, “Causation in History”).
• Marwick, Arthur (1989). The Nature of History. Third edition, Hampshire and London:
MacMillan. (Ch.6, “The Historian at Work: The Writing of History,” pp. 242-254).
• Tucker, Aviezer (ed.) (2009), A Companion to the Philosophy of History and
Historiography, Chichester: Wiley Blackwell Publishing (Ch.7, “Causation in History”).
• Sreedharan, E. (2007). A Manual of Historical Research Methodology, Trivandrum:
Centre for South Indian Studies. (Ch.3, “The Critical Philosophy of History-Part I” and
Ch.4, “The Critical Philosophy of History-Part II”).
• Stephens, Lester D. (1977), Probing the Past: A Guide to the Study and Teaching of
History, Boston, London & Sydney: Allyn and Bacon Inc. (Ch.3, “The Historian and His
Work,” and Ch.4, “Explanation and History”).
• Michel-Rolph Trouillot (1995), Silencing the Past: Power and the Production of History.
Boston: Beacon Press. (Ch.1, Ch.3 and Ch.5).
• Hobsbawm, Eric J. (1998). On History, UK: Abacus (Ch.10, “Partisanship”).

Unit-III: This unit looks at (i) Different sources and analytical frameworks; (ii) types of history
and their connection to sources (global, national, regional, micro, oral, visual, archival,
textual-official and private). (Teaching Time: 12 hours)
• Jordonova, Ludmilla. (2000). History in Practice, London/New York: Arnold and Oxford
University Press Inc. (Ch.2, “Mapping the Discipline of History”, Ch.4, “The Status of
Historical Knowledge”, and Ch.7, “Historians’ Skills”).
• Brundage. Anthony (2018). Going to the Sources: A Guide to Historical Research and
Writing, Sixth edition, Wiley Blackwell. (Ch. 2, “The Nature and Variety of Historical
Sources”, Ch.5, “Beyond Textual Sources”, and Ch.7, “Engaging with Primary
Sources”).
• Tosh, J. (2002). In Pursuit of History. Revised third edition. London, N.Y., New Delhi:
Longman. (Ch.4, “The Raw Materials” and Ch.5, “Using the Sources”).
• Black, J., MacRaild, D.M. (1997). Studying History. How to Study. Palgrave, London.
(Ch.4, “Approaches to History: Sources, Methods and Historians”).
• Howell, Martha and Walter Prevenier (2001). From Reliable Sources: An Introduction
to Historical Methods. Ithaca: Cornell University Press. (Ch.2, “Technical Analysis of
Sources,” Ch.3, “Historical Interpretation: The Traditional Basics,” and Ch.4, “New
Interpretative Approaches”).

Unit IV: This unit will familiarize students with i) framing a research question and building an
argument, (ii) literature review and scope of research, iii) research ethics, dangers of
plagiarism and styles of referencing/citation. (Teaching Time: 12 hours)

65
• Booth, Wayne C. and Gregory G. Colomb (Contributor), Joseph M. Williams, William
C. Booth. The Craft of Research : From Planning to Reporting. University of Chicago
Press.
• Brundage, Anthony (2018). Going to the Sources: A Guide to Historical Research and
Writing. Sixth edition, Wiley Blackwell. (Ch.3, “Finding Your Sources”, Ch.4, “Getting
the Most out of History Books”, Ch.6, “Exploring Changing Interpretations” and Ch.7,
“Engaging with Primary Sources”).
• Sorenson, Sharron (1995), How to Write a Research Paper, MacMillan
• Nayak, Dhanwanti (2011), 'Karaoked Plagiarism in the Classroom', Economic and
Political Weekly, vol. 46, no. 9 (pp. 49-53).
• Katju, Manjari (2011), “Plagiarism and Social Sciences,” Economic and Political
Weekly, vol. 46, no. 9 (pp. 45-48).
• Chicago Manual of Style. 15th edition, Chicago: Chicago University Press, 2003.
• MLA Handbook for Writers of Research Papers 5th edition, New York: Modern
Language Association of America, 1999.

Suggested Readings:
• Arnold, J.H. (2000). History: A Very Short Introduction. Oxford: Oxford University Press
(Ch.3. & Ch.7).
• Black, J., MacRaild, D.M. (1997). Studying History. How to Study. Palgrave, London.
(Ch.6, “Studying History”).
• Elton, G.R., The Practice of History, London: Fontana Press, 1987.
• Gardiner, P. (1973). The Varieties of History: From Voltaire to Present. Second edition,
Vintage Books.
• Hobsbawm, Eric J. (1998). On History. UK: Abacus.
• Jordonova, Ludmilla. (2000). History in Practice. London/New York: Arnold and Oxford
University Press Inc., pp. 163-171 and 173-183 (Ch.6, “Public History”).
• Munslow, Alun (2000), The Routledge Companion to Historical Studies, Second
edition, London: Routledge [Relevant entries – concepts & names of historians are
listed alphabetically just like a dictionary / encyclopedia].
• Munslow, Alun (2012), A History of History, London and New York: Routledge. (Ch.1,
“The Emergence of Modern Historical Thinking,” Ch.1, “History and/as Science,” and
Ch.3, “Forms of History”).
• Postan, M.M. (1971). Facts and Relevance: Essays on Historical Method. Cambridge:
Cambridge University Press (“Fact and Relevance, History and the Social Sciences in
Historical Study”).
• Sarkar, Sumit (1997), “The Many Worlds of Indian History”, Writing Social History, New
Delhi: OUP.
• Sreedharan, E. (2007). A Manual of Historical Research Methodology, Trivandrum:
Centre for South Indian Studies. (Ch.6, “Historical Research Methodology”).
• Topolski, Jerzy. (1976). Methodology of History, translated by OlgierdWojtasiewicz, D.
Reidel Publishing Company (Ch.10, “Historical Facts”, Ch.11, “The Process of History”

66
– the section on Causality and Determinism, Ch.18, “The Authenticity of Sources and
the Reliability of Informants”, Ch.19, “Methods of Establishing Historical Facts.”)
• Tosh, John. (2002). In Pursuit of History. Revised third edition. London, N.Y., New
Delhi: Longman. (Ch.1, “Historical Awareness” and Ch.6, “Writing and
Interpretation”).
• Tucker, Aviezer (ed.) (2009), A Companion to the Philosophy of History and
Historiography, Chichester: Wiley Blackwell Publishing (Ch.6, “Historiographic
Evidence and Confirmation”, Ch.10, “Explanation in Historiography” and Ch.14,
“Historiographic Objectivity”).

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

University of Delhi, from time to time.

67
DISCIPLINE SPECIFIC ELECTIVE COURSE (DSE-3): Travel in History: Trade, Politics and
Society

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code Lecture Tutorial Practical/ criteria of the course
Practice (if any)
Travel in History: 4 3 1 0
Trade, Politics and
Society

Learning Objectives

This paper shall provide an overview of the history of travel. It will acquaint students with
the various genres, contexts and cultural literary traditions in which these travels were
undertaken and written about. The course focusses on the transformative nature of travel
especially the impact of industrialisation. The course will show the student how new
technologies impacted the movement of people and their ability to record their
experiences. Through a critical historical and literary study of a select list of travelogues,
the course would introduce the stu-dents to the varied interests of travellers and their
descriptions of local societies, economic practices and socio-cultural traditions. It will
engage students with a series of problematics and issues arising from writings on cross
cultural engagements and social stereotyping associated with European colonialism. This
course will equip stu-dents to critically read travelogues and commentaries on travels.

Learning outcomes

After completing the course students will be able to:

• Describe and historically analyse various aspects of travel experience and
writing.
• Analyse the the varied and changing engagements of travellers in time.
• Develop the skills to analyse travelogues and critically evaluate cross cultural
literature.
• Critically engage with the Eurocentric emphasis in travel narratives.
• Critically examine questions of colonialism, technology, race, language, gender
and religion in travel narratives.

SYLLABUS OF DSE-3

Unit I: Writing Travel:

1. Writing Travel: Genre, Time and Place
68
2. Travel in History: Religion, Society and Economy

Unit II: Travel in the Modern Era

1. Industrialisation and a new travel culture: Railways and Photography
2. The Nineteenth and Twentieth centuries

Unit III: Travel, Texts and History (choose any 3 travellers, select at least 1 from each
category)
Travel in the Pre-Modern World: [I] Huen tsang [ii] Marco Polo [iii] Christopher
Colombus [iv] Varthema [v] Jan Huygen van Linschoten [vi] Guru Nanak

B. Travel in the Modern World: [I] Durgabati Das [ii] Cathanar Thomman Paremmakkal
[iii] Rahul Sankrtyaya-na [iv] W. S. Caine [v] Samanth Subramanian [vi] R. L.
Stevenson

Practical component (if any) - NIL

Essential/recommended readings
Unit I: This unit aims to familiarise the students with travel writing. They will read
about the varied contexts in which travellers come to record their experiences.
Students will be familiarised with how travelogues have been used to enabling cross
cultural engagements, and in establishing certain cultural and social stereotypes. They
shall learn to read travelogues as distinct texts that introduce the readers to layered
visions of diverse communi-ties and practices. (Teaching Time: 15 hours approx.)
• Das, Nandini and Youngs, Tim (Eds.) The Cambridge History of Travel Writing,
Cambridge University Press, Cambridge, 2019
• Gosch, Stephens S., and Stearns, Peter N., Premodern Travel in World History,
Routledge, 2008 p.134-160
• Greenblatt, Stephen, Marvellous Possessions: The Wonder of the New World,
University of Chicago Press, Chicago, 1991
• Kamps, Ivo and Singh, Jyotsna G. (eds.) Travel Knowledge: European
“Discoveries” in the Early Modern Peri-od, Palgrave, New York, 2001
• Moroz, Grzegorz and Szztachelska, Jolanta (eds.) Metamorphoses of Travel
Writing: Across theories, Genres, Centuries and Literary traditions, Cambridge
Scholars Publishing, Newcastle, 2010
• Muzaffar Alam and Sanjay Subrahmanyam, Indo Persian Travels in the Age of
Discoveries 1400-1800, Cam-bridge University Press, Cambridge, 2007
• Petting, Alasdair and Youngs, Tim (eds.) The Routledge Research Companion to
Travel Writing, Routledge, London, 2020

Unit II: In this unit, students shall study about transformations in travel and travel
writing. They shall read about the experience of travel through in a period shaped by
Colonialism and the industrial revolution. The stu-dents will read about how the
introduction of railways and new machines like the camera transformed the nature of
69
travel. They will engage with these transformations alongside questions of race,
gender, and culture in travel narratives. They will engage with how geography, culture,
language, social practices, economic activity and religion have been conceptualised by
different actors. (Teaching Time: 15 hours approx.)
• Edwards, Justin D. And Graulund, Rune (eds.) Postcolonial Travel Writing:
Critical Explorations, Palgrave Macmillan, New York, 2011
• Gharipour, Mohammad and Ozlu Nilay (eds.) The City in the Muslim World:
Depictions by Western Travel Writers, Routledge, London, 2015
• Gupta, Jayati, Travel Culture. Travel Writing and Bengali Women, 1870-1940,
Routledge, London, 2021
• Henes, Mary and Murray, Brian.H., Travel Writing, Visual Culture and Form
1760-1900, Palgrave Macmillan, Singapore, 2016
• Nayar, Pramod K., Indian Travel Writing in. The Age of Empire 1830-1940,
Bloomsbury, Delhi, 2020
• Pratt, Mary Louise, Imperial Eyes: Travel Writing and Transculturation,
Routledge, London, 1992. p. 111-200
• Schivelbusch, Wolfgang, The Railway Journey: The Industrialisation of Time and
Space in the Nineteenth Cen-tury, University of California Press, Oakland, 2014.
p.83-193
• Sohrabi, Naghmeh, Taken for Wonder: Nineteenth-Century Travel Accounts
from Iran to Europe, Oxford Uni-versity Press, New York, 2012
• Youngs, Tim (ed.) Travel Writing in the Nineteenth Century: Filling the Blank
Spaces, Anthem Press, London, 2006
• Zilcosky, John (ed), Writing Travel: The Poetics and Politics of the Modern
Journey, University of Toronto Press, Toronto, 2008. P.3-56

Unit III: In this unit the student will choose travelogues as case studies. The student
will select 3 travelogues from a list of 12. S/he will focus on these three and use the
insights discussed in the earlier units to critically analyse these texts. The learners shall
be encouraged to explore in greater detail specific themes that interest them, such as
gender, religion, race, social practices, technology, architecture, ecology & nature,
economic ex-changes, etc. (Teaching Time: 15 hours approx.)
• Travel in the Pre Modern World: [I] Huen tsang [ii] Marco Polo [iii] Christopher
Colombus [iv] Varthema [v] Jan Huygen van Linschoten [vi] Guru Nanak
• Polo, Marco, Travels, (Trans.Nigel Cliff), Penguin Classics, 2019
• Si-Yu-Ki, Buddhist Records of the Western World: Translated from the Chinese
of Hiren Tsiiang (AD 629) (trans. Samuel Beal), Oriental Books Reprint
Corporation, Delhi,1969
• Gosch, Stephens S., and Stearns, Peter N., Premodern Travel in World History,
Routledge, 2008 p.134-160
• Devahuti, D., The Unknown Hsuan Tsang, Oxford University Press, Delhi, 2006
• Columbus, Christopher, The Four Voyages of Christopher Columbus: Being his
own log book, letters and dis-patches with connecting narratives, (trans. J
Cohen), Oxford, Oxford University Press, 1969

70
• Varthema, Ludovico Di, The Itinerary of Ludovico Di Varthema of Bologna,
(trans.) John Winter Jones, Asian Educational Services, New Delhi 1997
• Joan-Pau Rubies, Travel and Ethnology in the Renaissance: South India through
European Eyes, 1250-1625, Cambridge University Press, 2000. p. 1-84, 164-250
• Linschoten, Jan Huygen van, The Voyage of Jan Huygen van Linschotento the
East Indies: From the Old Eng-lish translation of 1598, vol I and II, Hakluyt
Society, London, 1885
• Kohli, Surinder Singh, Travels of Guru Nanak, Punjab University Publication
Bureau, 1978

B. Travel in the Modern World: [I] Durgabati Das [ii] Cathanar Thomman Paremmakkal
[iii] Rahul Sankrtyaya-na [iv] W. S. Caine [v] Samanth Subramanian [vi] R. L. Stevenson
• Das, Durgabati, The Westward Traveller (ed & trans by Somdatta Mandal),
Orient Blackswan, January 2010
• Paremmakkal, Cathanar Thomman, Varthamanappusthakam, An account of the
history of the Malabar Church between the years 1773 and 1786 with special
emphasis on the events connected with the journey from Malabar to Rome via
Lisbon and back undertaken by Malpan Mar Joseph Cariattil and Cathanar
• Thomas Paremmakkal, (trans. Placid J. Podipara, CMI), Orientalia Christiana
Analecta 190, Pont. Institutum Orientalium Studiorum, Roma, 1971
• Sankrtyayana, Rahul, Volga to Ganga: A Picture in Nineteen Stories of the
Historical, Economic and Political Evolution of the Human Society from 6000
B.C. to 1922 A.D. (trans.. Victor Gordon Kiernan), Punjab Book Centre, 2015
• Irumbayam, George, Books of Yesteryears - I : ‘Varthamanapusthakam’ : The
first ever travelogues in Indian languages, Indian Literature, July-August, 1987,
Vol 30, No 4 (120) July-August 1987, pp. 81-85
• Caine, W.S., Picturesque India: A Handbook for European Travellers, George
Routledge and Sons, London 1891
• Manfredi, Carla, Robert Louis Stevenson’s Pacific Impressions: Photography
and Travel Writing, 1888-1894, Palgrave macmillan, Switzerland, 2018.
• Stevenson, R.L. In the South Seas: The Marquesas, Paumotus and Gilbert
Islands, Deadtree Publishing, Lon-don, 2013
• Subramanian, Samanth, Following Fish: Travels around the Indian Coast,
Penguin, Delhi, 2010

Suggestive readings
• Banerjee, Rita, India in Early Modern English Travel Writing: Protestantism,
Enlightenment, and Toleration, Brill, Leiden, 2021.
• Brock, Aske Laursen, Meersbergen, Guido Van and Smith, Edmond, Trading
Companies and Travel Knowledge in the Early Modern World, Hakluyt Society
Studies in history of Travel, Routledge 2022
• Clarke, Robert, The Cambridge Companion to Postcolonial Travel Writing,
Cambridge University Press, Cam-bridge, 2018
• Elsner, Jas and Rubies, Joan-Pau, Voyages and Visions: Towards a Cultural
History of Travel, Reaction Books, 1999.
71
• Grewal, Inderpal, Home and Harem: Nation, Gender, Empire and the Cultures
of Travel, Duke University Press, Durham, 1996
• Mueller, Christian and Salonia, Matteo (eds.) Travel Writings on Asia: Curiosity,
Identities and Knowledge Across the East, c. 1200 to the Present, Palgrave
Macmillan, Singapore, 2022
• Peterson, Jennifer Lynn, Education in the School of Dreams: Travelogues and
Early Nonfiction Film, Duke Uni-versity Press, Durham, 2013
• Taylor, Tom, Modern Travel in World History, London, Routledge, 2022
• Rodenas, Adriana Mendez, Transatlantic Travels in Nineteenth century Latin
America: European Women Pil-grims, Bucknell University Press, Lewisburg,
2014

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

Branch, University of Delhi, from time to time.

72
COMMON POOL OF GENERIC ELECTIVES (GE) COURSES

(For all the Generic Elective courses offered by your Department, please put it in the
format provided below)

GENERIC ELECTIVES (GE-1): Media and Cinema

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Code Credits Credit distribution of the Eligibility Pre- Department
course criteria requisite offering the
Lecture Tutorial Practical/ of the course
Practice course
Media and Cinema 4 3 1 0

Learning Objectives

The course will apprise the students with the elementary outlines of the history of media
in India, from its beginnings to contemporary times. The different forms of media – Print,
Audio-Visual and Electronic – the modes and methods will be discussed, and the potent
ways in which technology and larger socio-political and economic trends intersected will
be highlighted.

Learning outcomes

Upon successful completion of the course, students will be able to:

• Delineate the historical context within which the beginnings of each media
platform can be understood.
• Analyze the state’s attempts to control and organize media output through laws
and policies.
• Explain the conjunctures of technological breakthroughs, advances and larger
socio- economic and political matrices.
• Better appreciate the trends in media production, and its efforts in engaging
with current ideological and socio-political issues.

73
SYLLABUS OF GE-1
Unit I: Forms and Contexts
1. Introduction – Types of media to be studied and their unique Indian context
and adaptations
2. Significance and impact of media in history

Unit II: Press/Print media

1. Press censorship in British India; Vernacular Press Act
2. Role of the Indian press in the freedom movement; views of Leaders,
3. Press in India after independence

Unit III: Radio Transmission

1. Radio Transmission in Colonial India – Foundation, Inter-war years; AIR
Programming, Expansion and broadening of listenership base
2. Establishment and Expansion of Akashvani after 1947 – The Keskar years;
Classical vs. Popular; Radio Ceylon and Vividh Bharati
3. Government Policies and Bandwidth matters since the 1970s – end of License
Raj; FM Radio Wave; Community Radio; Podcasts

Unit IV: The Cinematic Turn

1. Cinema during Colonial Period - Silent Era, Genres, Censorship
2. Post-Independence Cinema till 1980s- Nation Building, Mainstream Cinema and
Parallel Cinema
3. Era of Liberalization, Globalization and Privatization- Changes in Production,
Distribution and Exhibition, Experimental Cinema

Unit V: Studying Television and Digital Media

1. Television in India-The Doordarshan era- Entertainment, Infotainment
2. Rise of the Satellite TV – Soap Operas and 24x7 News, Changes and Effects
3. Digital Media - Effects of Digital Media - Privacy and Surveillance,
Misinformation and Disinformation

Essential Readings
• Krishna Murthy, Nadig (1966): lit&& Journalism - Origin Growth and
Development of Indian Journalism from Ashoka to Nehru, Prasaranga,
University of Mysore.
• Devika Sethi: War over Words : Censorship in India, 1930-1960, Cambridge
University Press (2019)
• AS Iyengar: Role of Press and Indian Freedom Struggle, APH Publishing
Corporation (2001)
• Dismembering media diversity: A tryst with two press commissions by Vibodh
Parthasarathi
https://journals.sagepub.com/doi/abs/10.1177/0163443721994552
• भारत क� समाचार पत्र क्रांत,र् रॉबर्न जेफ्◌ी

74
• Sarkar, S. 2015. Modern Times: India 1880s to 1950s: Environment, Economy,
Culture.
• New Delhi: Orient Blackswan
• Khanna, A. 2019. Words. Sounds. Images: A History of Media and
Entertainment in India. New Delhi: Harper Collins
• Chatterjee, K, 2020. Media and Nation Building in Twentieth-Century India: Life
and Times of Ramananda Chatterjee. New Delhi: Routledge
• Malik, K.K. Mixed Signals: Radio Broadcasting Policy in India
• Bandopadhyay, P.K. 2015. The Genesis and Growth of Broadcasting in India:
From Lionel Fielden to The Present Day
• Gupta, P.S. 2001. “Radio and the Raj.” Power, Politics and the People: Studies
in British Imperialism and Indian Nationalism. New Delhi: Permanent Black, pp
447-80.
• Lelyveld, D. 1995. “Upon the Subdominant: Administering Music on All India
Radio.” Social Text, Vol. 39, pp 111-27
• Pinkerton, A. 2008. “Radio and the Raj: Broadcasting in British India, 1920-
1940.” Journal of the Royal Asiatic Society, Vol. 18, No. 2, pp 167-91.
• Rangoonwala, Firoze, Bhartiya Chalchitra Ka Itihas, Rajpal & Sons, Delhi, 1975
• Kaul, Gautam, Cinema and the Indian Freedom Struggle, Sterling Publishers Pvt.
Ltd., Delhi, 1999
• Sharma, Manoj, National Movement and Currents of Social Reform in Hindi
Cinema: 1931-1947, Proceedings of Indian History Congress, Vol. 66, (2005-
2006), pp.492-498, JSTOR
• Vasudev, Aruna, New Indian Cinema, Delhi, MacMillan, 1986
• Thoravel, Yves, The Cinemas of India, Macmillan, Delhi, 20
• Rini Bhattacharya Mehta & Rajeshwari V. Pandharipande ed,
Bollywood and Globalisation; Indian Popular cinema: Nation and
Diaspora, Anthem press, London, 2010
• Ghose, B. Doordarshan Days. Penguin/Viking, (2005)
• डॉ. परमवीर स�ह , भारतीय टे लव
र् र्ज़न का इतर्हास। एडुक्र�एशन पब्लर्श�ग, (२०१७)

Suggestive readings
• Chandra, Bipin, Mridula Mukherjee, Aditya Mukherjee, K N Pannikkar, Sucheta
Mahajan: India’s Struggle For Independence 1857-1947 (1987), Penguin Books.
Chapter 8. The Fight To Secure Press Freedom.
• बर्पन
र् चंद्र, �म ृ ल लर्ए संघ�ष।◌ा मखजी, आर्ि◌त्य मुखजी, के एन पन्नीकर, सच
ु ेता
महाजन: भारत का स्वतंत्रता संघ�ष, अध्याय आठ- प्रेस क� आज़ाि◌◌ी केरामशरण
जोशी, मीडर्या और बाजारवाि◌
• Kripalani, C. 2018. “All India Radio’s Glory Days and Its Search for Autonomy” in
Economic and Political Weekly, Vol. 53, No. 37, pp 42-50.
• Jhingan, S. 2011. “Re-embodying the Classical: The Bombay Film Song in the
1950s” in Bioscope, Vol 2, No. 2, pp 157-79
• Short, K. R. M. ed., Feature Film as History, Croom Helm Ltd., London, 1981
75
• Saari, Anil Hindi Cinema: An Insider’s View, OUP Delhi, 2009
• Sinha, Mala and Chauhan, Vishal (2013). Deconstructing LajjA as a Marker of
Indian Womanhood. Psychology and Developing Societies. 25 (1): pp.133-163.
Available at: https://doi.org/10.1177/0971333613477314
• Lectures on Cinema - https://www.youtube.com/user/cecedusat
• Butler, Bred and Mirza, Karen, The Cinema of Prayoga: Indian Experimental Film
and Video 1913-2006, published in 2006
• Conrad, P. (2016). Television: The medium and its manners. Routledge
• डॉ.तयाम कतयप एवं मकु ◌े श कु मार (२००८) टे लव
र् ज़
र् न क� कहानी। नई र्ि◌ल्ल�:
राजकमल प्रकाशन

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

Branch, University of Delhi, from time to time.

76
GENERIC ELECTIVES (GE-2): Gender in Modern World

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Code Credits Credit distribution of the Eligibility Pre-requisite
course criteria of the course
Lecture Tutorial Practical/
Practice
Gender in Modern 4 3 1 0
World

Learning Objectives

The course seeks to introduce students to the location of gender in the historical pasts of
the modern world. It focusses on different regions and locations, and analyses complexities
of historical issues involving women's representation, mass movement and gendered
mobilization.

Learning outcomes

After the completion of the course the students would be able to

• Understanding larger histories of patriarchy and feminism
• Analyse gender realities in international contexts
• Discuss issues of gender in world history in comparative frames
• Delineate women's movements across different regions of the world

SYLLABUS OF GE-2

Unit I: Historicizing Gender: Patriarchy, Matriarchy and Feminism

Unit II: Gender in the French Revolution: Women’s participation; iconography
Unit III: Liberal Democratic Women’s movements: Case Studies- Britain/ USA/South
Africa
Unit IV: Women in the Socialist, Communist & Other Political Mobilization-Russian
Revolution/ Chinese Revolution/ West Asia

Practical component (if any) - NIL

Essential/recommended readings
Unit I. The unit aims to make students conversant with the conceptual issues around
Gender with a special focus on patriarchy and feminism. (Teaching Time: 9 hours
approx.)

77
• Bock, Gisela. (1989). “Women’s History and Gender History: Aspects of an
International Debate”. Gender and History, Vol. 1, no.1, pp. 7-30.
• Learner, Gerda. (1987). The Creation of Patriarchy. New York and Oxford: OUP.
(Chapters 1 and 10).
• Michelet, Juliet and Ann Oakley. (Eds.). (1986). What is Feminism? London:
Pantheon books. (Introduction).
• Smith, Bonnie G. (Ed.). (2008). Encyclopedia of Women in World History. New
York: Oxford University Press [IV Volumes relevant sections].
• Weisner-Hanks, Merry. (2007).” World History and the History of Women,
Gender, and Sexuality”. Journal of World History vol. 18 no.1, pp. 53-67.
• Millet, Kate. (2000). Sexual Politics. Urbana and Chicago: University of Illinois
Press. pp. 23-58.

Unit II. The focus in the unit is on the significant role played by women in the French
Revolution and how the French political paintings of the time reflected a growing
image of the revolution from a gendered perspective. (Teaching Time: 9 hours
approx.)
• Graham, Ruth. (1984). “Loaves and Liberty: Women in the French Revolution”.
in
• Bridenthal Renate and Claudia Koonz (Eds.). Becoming Visible: Women in
European History. New York: Monthly Review Press, pp. 236-54.
• Juneja, Monica. (1996). “Imaging the Revolution: Gender and Iconography in
French Political Prints”. Studies in History vol. 12 no.1, pp. 1-65.

Unit III. The unit elucidates the trajectory of women’s movement across different
countries in 19th and 20th century such as Britain/ USA/South Africa. It bears
testimony to developing women’s consciousness in the realm of suffrage movement,
rights, and law. (Teaching Time: 12 hours approx.)
• Harrison, Patricia Greenwood. (2000). Connecting Links: The British and
American
• Women’s suffrage movements, 1900-1914. Westport, CT: Greenwood Press.
(Introduction)
• Wingerden, Sophia A. (1999). The Women’s Suffrage Movement in Britain,
1866-1928. New York: St. Martin’s Press. Chapter 4, pp. 70-95.
• DuBois, Ellen Carol. (1999). Feminism and Suffrage: The Emergence of an
Independent Women's movement in America 1848-1869. Ithaca: Cornell
University Press. (Introduction)
• Lodge, Tom. (1983). Black Politics in South Africa since 1945. New York:
Longman Group Limited. Chapter-6, pp. 139-152.

Unit IV. The focal point in the unit is to analyze the question of Gender in the Russian
Revolution or the Chinese revolution or West Asia. Questions of women’s agency,
participation and mobilization will be discussed. (Teaching Time: 12 hours approx.)
• Rosenthal, Bernice Glatzer. (1984). “Love on the Tractor: Women in the Russian
Revolution and After”. In Bridenthal Renate and Claudia Koonz (Eds.), Becoming
78
Visible: Women in European History. New York: Monthly Review Press, pp. 370-
399.
• Gilmartin, Christina. (1995). Engendering the Chinese Revolution: Radical
Women, Communist Politics and Mass Movements in the 1920s. Berkeley:
University of California Press. Chapter 3& 7, pp. 71-95 & 174-200.
• Mernissi, F. (1987). Beyond the Veil: Male-Female Dynamics in Modern Muslim
Society. Bloomington: Indiana University Press. Chapter 1 &2, pp. 56-116.
• Moghadam, V. M. (2003). “Islamist Movements and Women’s Responses”. In
Valentine Modghadam, Modernizing Women: Gender and Social Change in the
Middle East. London: Lynn Rienner, pp. 151-92.

Suggestive readings -
• Bose, R.B. (1995). “Feminism, Women and the French Revolution”. Historical
Reflections/Reflexions Historiques. Vol. 21, No. 1. pp. 187-205. Berhghahn
Books.
• Landes, Joan, B. Women and the Public Sphere in the Age of the French
Revolution.
• Morgan, Sue. (2006). “Introduction: Writing Feminist History: Theoretical
Debates and Critical Practices”. In Sue Morgan. (eds.). The Feminist History
Reader. Routledge, pp. 1- 47.
• Scott, Joan W. (1986). “Gender: A Useful Category of Historical Analysis”. The
American Historical Review, vol, 91. No. 5, pp. 1053-75.
• Melzer, Sara E. and Leslie W. Rabine. (1992). “Introduction”. In Sara E. Melzer
and Leslie
• W. Rabine. (eds.) Rebel Daughters: Women and the French Revolution. New
York: Oxford University Press, pp. 3-11.
• Tilghman, Carolyn. (2011). “Staging Suffrage: Women, Politics and The
Edwardian Theatre”. Comparative Drama, vol. 45, no. 4, pp. 339-60.

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

Branch, University of Delhi, from time to time.

79
GENERIC ELECTIVES (GE-3): History of Textiles

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code Lecture Tutorial Practical/ criteria of the course
Practice
History of 4 3 1 0
Textiles

Learning Objectives

This course explores the ways in which textiles has been approached, appropriated and
understood in Indian history and beyond. The patterns in which textiles have been situated
in history, how they are made, what they are made of, where they are made, what use or
function they serve, what they codify for different communities, rituals and events, their
historical and economic significance, etc. will be our main focus. The multiple narratives
embedded in textiles, especially the hand woven and handcrafted textiles, which go back
millennia and which, through centuries, have linked India to the rest of the world will
enable the students to dialogue with a great culture of textiles.

Learning outcomes

Students will also learn what textile can tell us about trade and commerce, empire,
gender, sexuality, class, race, industry, revolution, nation-building, identity politics and
globalization. We will aim simultaneously to see textile and material culture more
generally, as playing a fundamental role in the shaping of our past.

Theory and Practical/ Field work/Hands-on-learning

Through the course students are expected to continuously interact with the textile
sector through programmes built into the academic curriculum like field studies,
internships, design projects, audio-visual projects and its cluster initiatives.

SYLLABUS OF GE-3

Unit 1: Textiles (Past to Present)

1. Sources and Historiography
2. Textiles in ancient India.
3. Textiles in Medieval India.
4. Textiles in Modern India.
5. Textiles in Contemporary India.

80
Unit 2: Theories of evolution of Textiles and Regional perspectives.
1. Local skills, Craftsmen (Case study of Weavers, Iron Smith and Carpenters) and
Knowledge systems of Textiles.
2. Textiles of North, East, South, West and North-East.
3. Traditional and tribal costumes of India – North, East, South, West and North-
East. d) Effect of textile culture and colours for different ceremonies and
occasions.

Unit 3: Material Culture of Textiles: Study of Textile Crafts of India: with reference to
history, production centers, techniques, designs, colours, products and gender (Case
study of Female Weavers).
1. Woven Textiles: Benaras Brocades, Jamdanis and Baluchars of Bengal, Kani
Shawls of Kashmir, Bhagalpuri Silk and Kachipuram Silk.
2. Embroidered Textiles: Kanthas of Bengal, Kasuti of Karnataka, Phulkari of
Punjab, Chikankari of Uttar Pradesh, Kashida of Kashmir, Gujarat embroideries.
3. Painted and Printed textiles: Kalamkaris of Andhra Pradesh, Dabu printing of
Rajasthan, Ajarakh prints of Gujarat.
4. Dyed textiles: Bandhnis of Rajasthan and Gujarat, Ikats- Patola of Gujarat,
Bandhas / Sambalpuri of Orissa and Telia Rumal of Andhra Pradesh

Unit 4: Making of Modern Textiles, Responses and Resistance.

1. Introduction of Powerloom and Weavers.
2. Khadi, Gandhi and Indian Nationalism.
3. Conservation and Preservation of Textiles
4. Textiles and Globalization.

Practical component (if any) - NIL

Essential/recommended readings
Unit I: The Unit will give an overview to the paper through sources, historiography and
past history and present conditions of the textile. (Teaching Time: 9 hours approx.)
• Harris J, 5000 years of Textiles, British Museum, London, 1993.
• Prasannan Parthasarathi and Giorgio Riello, eds, The Spinning World: A Global
History of Cotton Textiles, 1200-1850 (Oxford, 2009).
• Ray, Tirthankar., Cloth and Commerce: Textile in Colonial India, Sage
Publications, Delhi, 1996

Unit II: The Unit discusses the Local skills, Knowledge systems, Textiles and Traditional
and tribal costumes of India – North, East, South, West and North-East., Effect of
textile culture and colours for different ceremonies and occasions. (Teaching Time: 12
hours approx.)
• Braj Bhushan, Jamila, The Crafts of Weavers, the Costumes and Textiles of India,
D.E. Tarapore
• Valla Sons and Co. Pvt. Ltd., Bombay, 1958.
81
• Chattopadhaya, Kamaladevi, Handicrafts of India, Wiley Eastern Limited, New
Delhi, 1995. Coomarswamy, Ananda K., The Arts and Crafts of India and Ceylon,
London,UK: T.N. Foulis, 1913
• Emma Tarlo, Clothing Matters: Dress and Identity in India, Chicago, University
of Chicago Press, 1996.
• Rai, Santosh Kumar, “Pleasures of Fashion and sorrows of Production—the
Handloom industry in united Provinces, india, 1860s–1940” in Seema Bawa, ed.,
Locating Pleasure in Indian History.
• Prescribed and Proscribed Desires in Visual and Literary Cultures, New Delhi:
Bloomsbury, 2021, pp.243-265.

Unit III: The Unit will help students understand the study of Textile Crafts of India such
as woven, embroidered, dyed textiles from various parts of India and production
centers, techniques as well. The students will also become aware of the gender issues
associated with the textiles. (Teaching Time: 12 hours approx.)
• Dhamija, Jasleen, The Survey of Embroidery Traditions in Textiles and
Embroideries of India, Mark Publications, Bombay, 1965.
• Diana Crane, Fashion and Its Social Agendas, Chicago, University of Chicago
Press, 2000.
• Chattopadhyaya, Kamaladevi, Indian Embroidery, Wiley Eastern, New Delhi,
1977. Jayakar. Pupul, Textiles and embroideries of India, Bombay, Marg
Publications,1956. Maheshwari, A.K., & Sivaprakasam, P., Status of Women
Weavers in Handloom Sector, 2002
• Rai, Santosh Kumar, “Weaving Hierarchies: Production Networks of the
Handloom Industry in Colonial Eastern Uttar Pradesh”, in Studies in History,
August 2012, vol. 28, no.2, Sage Publications, Los Angeles/London, ISSN:0257-
6430, eISSN:0973-080X, pp.203-230.
• Sudan, Amrik Singh., Marketing of Handloom Products in J&K, Anmol Publishing
Pvt. Ltd., New Delhi, 1977.
• Verma, R., & Verma, J. (2014). Historical Transition from Cultural Entrepreneurs
to Commercial Entrepreneurs: A Case Study of Handloom Weavers of North
East India. Journal of Business Management and Information Systems, 1(1),
131-140. Retrieved from
https://qtanalytics.in/journals/index.php/JBMIS/article/view/125.

Unit IV: This Unit emphasizes introduction of powerlooms, Gandhi’s contribution,

Khadi, preservation and globalizing process. (Teaching Time: 12 hours approx.)
• Hussain, Majid, N.S. Olaniya, Indian Textiles in the 20th century: Crisis in
transformation, Marg
• Publications, 2000.
• Kanakalatha, M and Syamsundari, B., Traditional Industry in the New Market
Economy: The Cotton Handlooms of Andhra Pradesh, Sage Publications, Delhi,
2011.
• Riello, Giorgio and Tirthankar Ray, How India Clothed the World, The World of
South Asian
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• Textiles 1500-1850, Brill, 2009.
• Rai, Santosh Kumar, ‘Colonial Knowledge Economy: Handloom Weavers in Early
Twentieth- Century United Provinces, India’, International Review of Social
History, Cambridge University Press, March 2022, pp.1-31.
• Verma, R., Panda, S., & Bansal, V. (2015). Dwindling Handloom, Sinking Weavers
in Western
• Uttar Pradesh: A Case Study of Pilkhuwa, Amroha and Muradnagar. Journal of
Business
• Management and Information Systems, 2(1), 10-20.
https://doi.org/10.48001/jbmis.2015.0201002.

Suggested Reading:
• Bernard S. Cohn, ‘Cloth, Clothes and Colonialism: India in the Nineteenth
Century’, in Cloth and Human Experience, ed. A. Weiner and J. Schneider,
Washington: Smithsonian Books, 1989, pp. 106–62.
• Brouwer,Jan . (1995) The Makers of the World: Caste, Craft and Mind of South
Indian Artisans.
• Delhi: OUP. h tC.A. Bayly, ‘The Origins of Swadeshi (Home Industry): Cloth and
Indian Society, 1700–1930’, in Origin of Nationality in South Asia: Patriotism
and Ethical Government in the Making of Modern India, ed. C.A. Bayly, Delhi:
Oxford University Press, 1998, pp. 172–209.
• Das, Shukla, Fabric Art- Heritage of India, Abhinav Publications, New Delhi,
1992.
• Dhamija, Jasleen. (1981) ‘Women and handicrafts: myth and reality’, Seeds, 4:1-
16.
• Dhamija, Jasleen. (Eds.), Sacred Textiles of India. Mumbai: Marg
Publications,2014.
• Jayakar, Pupul and Irwin John. (1956) Textiles and Ornaments of India : A
Collection of Designs, New York, UK.
• McGowan, Abigail. (2009) Crafting the Nation in Colonial India. New York, USA:
Palgrave Macmillan.
• Nita Kumar, The Artisans of Banaras: Popular Culture and Identity, 1880–1986,
Princeton: Princeton University Press, 1988.
• Ramaswamy, Vijaya, Textiles and Weavers in Medieval South India. Delhi,
Oxford University Press, 1985.
• Varadrajan, Lotika.(1983) Traditions of Textile Printing in Kutch, Ajrakh and
Related Techniques.
• Ahmedabad.India: New Order Book Company,1983.

Selected Websites and Films:

• http://www.paramparikkarigar.com/artandcraft.html
• http://www.paramparikkarigar.com/artandcraft.html
• http://collections.vam.ac.uk/item/O77243/textile-unknown/
• http://collections.vam.ac.uk/item/O68430/textile-unknown/

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• http://thedreamstress.com/2014/07/brocade-and-jacquard-whats-
thedifference- or-the-history-of-the-jacquard-loom-and-all-the-weaves-it-
cancreate/
• Anjuman (1986), Film on Lucknow ‘chikan’ embroidery workers directed by
Muzaffar Ali.
• The True Cost, (2015), documentary film that focuses on fast fashion, directed
by Andrew Morgan.

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

Branch, University of Delhi, from time to time.

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