M.A.

,
HISTORY

SYLLABUS

FROM THE ACADEMIC YEAR

2023 - 2024

PERIYAR UNIVERSITY, SALEM-636011

CONTENTS
i. PO and PSO Description
ii. PG – Template
iii. Methods of Evaluation & Methods of Assessment
iv. Semester Index.
v. Subjects – Core, Elective, Nonmajor, Skill Enhanced, Ability Enhanced,
Extension Activity, Environment, Professional Competency
1) Course Lesson Box
2) Course Objectives
3) Units
4) Learning Outcome
5) Reference and Text Books
6) Web Sources
7) PO & PSO Mapping tables
 2

TANSCHE REGULATIONS ON LEARNING OUTCOMES-BASED CURRICULUM

FRAMEWORK FOR POSTGRADUATE EDUCATION
Programme M.A., History
Programme Code
Duration PG – Two Years
Programme PO1:
Outcomes (Pos) Apply the knowledge of history and its fundamentals for findings
solution for complex problems.
PO2:
Ensure the use of contemporary tools and techniques in understanding
the scope and significance of History.

PO3:
Develop the scientific problem solving skills during research projects,
analysis and interpretation of data.

PO4:
Exploration of diverse social-forms.

PO5:
Enhanced capacity to think critically; ability to design and execute
experiments independently and/or team under multidisciplinary
settings.
PO6:
Design and standardize protocols for cultural, societal, and
environmental considerations.

PO7:
Apply appropriate techniques, resources, and modern ICT tools for
understanding societal change.

PO8:
Demonstrate the contextual knowledge in sustainable way as per the
Archeological survey of India Act.

PO 9
Follow the concept of professional ethics.

PO 10:
Communicate proficiently with various stakeholders and society, to
comprehend and to write and present reports effectively.
 3

Programme PSO1
Specific Outcomes Implement the concept of history and historical method to foster the
(PSOs) tradition.

PSO 2
Be more curious towards society and environmental protection in
context with cultural and societal development.

PSO3
Design and execute experiments in academia and industries using
appropriate techniques.

PSO4
Apply the ethical principles and social responsibilities along with
socio-economic innovations to understand the value of historical
studies.

PSO 5
Know the contextual knowledge in historical research and
communicate effectively with stakeholders with the society at large
for enhancing the quality of life.
 4

Credit Distribution for PG Programme

Semester–I Credit Semester-II Credit Semester-III Credit Semester–IV Credit

1.1. Core-I 5 2.1. Core-IV 5 3.1. Core-VII 5 4.1. Core-XI 5
1.2 Core-II 5 2.2 Core-V 5 3.2 Core-VII 5 4.2 Core-XII 5
1.3 Core – III 4 2.3 Core – VI 4 3.3 Core – IX 5 4.5 Project with 7
Viva-Voce
1.4 Elective 3 2.4 Elective 3 3.5 Core –X 4 4.4 Elective 3
(Generic / (Generic / Industry (Generic /
Discipline Discipline Module Discipline
Centric)- I Centric) – III Centric) – VI
1.5 Elective 3 2.5 Elective 3 3.4 Elective 3 4.7 Skill 2
(Generic / (Generic / (Generic / Enhancement
Discipline Discipline Discipline Course -
Centric)-II Centric)-IV Centric) – V Professional
Competency
Skill
4.8 Extension 1
Activity
2.7 NME 1 2 NME 2 2
Human 1 Internship/ 2
Rights Industrial
(Common Activity
Paper)

20 23 26 23
Total Credit Points 92

Core- Papers 9 x 5 = 45
Core- Papers 3 x 4 = 12
Elective (Generic / Discipline Centric) 6 x 3 = 18
Skill Enhancement Course - 2x2 =4
Internship/ Industrial Activity 1x2 = 2
Human Rights 1 x1 = 1
Extension Activity 1x1 = 1
Total Credits 92
 5

Component wise Credit Distribution

Credits SemI SemII SemIII SemIV Total
PartA 20 20 22 20 82
Part B
(i)Discipline– Centric/Generic Skill 2 2 2 6
(iii)Summer Internship/Industrial
2
Training 2
Extension Activity
1 1 2
Human Rights
Total 20 23 26 23 92
 6

METHODS OF EVALUATION
Internal Evaluation Continuous Internal Assessment Test 10
Assignments / Snap Test / Quiz 5 25 Marks

Seminars 5
Attendance and Class Participation 5
External Evaluation End Semester Examination 75 Marks

Total 100 Marks

METHODS OF ASSESSMENT

Remembering (K1)  The lowest level of questions require students to recall

information from thecourse content
 Knowledge questions usually require students to identify
information in the textbook.
Understanding (K2)  Understanding of facts and ideas by comprehending
organizing, comparing, translating, interpolating and
interpreting in their own words.
 The questions go beyond simple recall and require
students to combine datatogether
Application (K3)  Students have to solve problems by using / applying a
concept learned in theclassroom.
 Students must use their knowledge to determine a exact
response.
Analyze (K4)  Analyzing the question is one that asks the students to
break down somethinginto its component parts.
 Analyzing requires students to identify reasons causes
or motives and reachconclusions or generalizations.
Evaluate (K5)  Evaluation requires an individual to make judgment on
something.
 Questions to be asked to judge the value of an idea, a
character, a work of art,or a solution to a problem.
 Students are engaged in decision-making and problem –
solving.
 Evaluation questions do not have single right answers.
Create (K6)  The questions of this category challenge students to get
engaged in creative andoriginal thinking.
 Developing original ideas and problem solving skills
 7

M.A., HISTORY SYLLABUS M.A., HISTORY SYLLABUS

S.No. Courses Titles
History of Ancient and Early Medieval India - Prehistory to 1206
1 Core 1
Common Era (CE)
2 Core 2 Socio Cultural History of Tamil Nadu up to 1565 CE
3 Core 3 History of World Civilizations (Excluding India)
4/5 Elective 1/2 Freedom Struggle in Tamil Nadu / Indian Art and Architecture
6/7 Elective 3/4 Administrative History of Tamil Nadu / Cultural Heritage of India

8 Core 4 History of Medieval India - 1206 - 1707 CE

9 Core 5 Socio Cultural History of Tamil Nadu - 1565 - 1956 CE
10 Core 6 Historiography and Historical Methods
History of Journalism / International Migrations and Diasporic
11/12 Elective 5/6
Studies
13/14 Elective 7/8 Indian Constitution / Environmental History of India
15 NME-I Intellectual History of Tamilnadu
16 Common Paper Human Rights
17 Core 7 Colonialism and Nationalism in India
18 Core 8 Intellectual History of India
19 Core 9 Economic History of India since 1857 CE
Core 10
20 Tourism in Tamilnadu
Industry Module
21/22 Elective 9/10 Principles and Techniques of Archaeology / Study of Numismatics
23 NME-II Temples in Tamilnadu
Internship / Industrial
24 Internship / Industrial Activity
Activity

25 Core 11 Contemporary India

26 Core 12 International Relations since 1945 CE
27 Project with Viva Project
Women in India through the Ages / Science and Technology in
28/29 Elective 11/12
India since 1947 CE
Professional Competency
30 Cargo and Logistics
Skill
31 Extension Activity Extension Activity
 8

M.A., HISTORY CURRICULUM

E MAX.
X MARKS
A
M
CR D
HO
COURSE TYPE COURSES URS
EDI U
TS R CI EX
A A T
TI
O
N

SEMESTER I
History of Ancient and Early Medieval India -
Core 1 Prehistory to 1206 Common Era (CE) 7 5 3 25 75
Core 2 Socio Cultural History of Tamil Nadu up to 1565 CE 7 5 3 25 75
Core 3 History of World Civilizations (Excluding India) 6 4 3 25 75
Freedom Struggle in Tamil Nadu / Indian Art and
Elective 1/2 Architecture 5 3 3 25 75
Administrative History of Tamil Nadu / Cultural
Elective 3/4 Heritage of India 5 3 3 25 75
Total 30 20
SEMESTER II
Core 4 History of Medieval India - 1206 - 1707 CE 6 5 3 25 75
Socio Cultural History of Tamil Nadu - 1565 - 1956
Core 5 CE 5 5 3 25 75
Core 6 Historiography and Historical Methods 5 4 3 25 75
History of Journalism / International Migrations and
Elective 5/6 Diasporic Studies 4 3 3 25 75
Elective 7/8 Indian Constitution / Environmental History of India 4 3 3 25 75

NME-I Intellectual History of Tamilnadu 4 2 3 25 75

Common Paper Fundamental Study of Human Rights 2 1

Total 30 23
Internship/Industrial Activity during the Summer Vacation after I Year
 9

SEMESTER III
Core 7 Colonialism and Nationalism in India 6 5 3 25 75
Core 8 Intellectual History of India 6 5 3 25 75
Core 9 Economic History of India since 1857 CE 6 5 3 25 75
Core Industry Module
10 Tourism in Tamilnadu 6 4 3 25 75
Principles and Techniques of Archaeology / Study
Elective 9/10 on Numismatics 3 3 3 25 75

NME-II Temples in Tamilnadu 3 2 3 25 75

Internship/Industrial
Activity Internship/Industrial Activity - 2
Total 30 26
SEMESTER IV
Core 11 Contemporary India 6 5 3 25 75
Core 12 International Relations since 1945 CE 6 5 3 25 75
Project with Viva Project 10 7 3 25 75
Women in India through the Ages / Science and
Elective 11/12 Technology in India since 1947 CE 4 3 3 25 75
Professional
competency skill Cargo and Logistics 4 2 3 25 75
Extension Activity Extension Activity - 1
Total 30 23
Grand Total 120 92

Internal -25 External – 75 Total - 100

 10

Semester I Core 1
Course Title History of Ancient and Early Medieval India - Prehistory to 1206 CE
Course Type Core Course 1 Course Code CC 1
Year I Semester I
L T P FS Total
Credits 5 Hours
5 2 0 0 7

LearningObjectives

1. Explain the sources and the features of Pre and Proto history at the national and
regional level
2. Understanding of the social, political and economic life in the Vedic age and the
post- Vedic polity and religion
3. An account of Mauryan and Post- Mauryan period
4. The chief features of the Age of Guptas and its legacy
5. Knowledge of the history of the Peninsular India under various dynasties

UNIT I
Sources: Archaeological Sources – Literary Sources – Foreign Accounts; Prehistoric culture:
Palaeolithic – Mesolithic – Neolithic –Distribution – Tools – Life of the people; Proto
History – Harappan Civilization: Origin – Chronology – Extent – First Urbanization – Town
Planning – Seals and Script – Trade Contacts ;Ancient Tamil Civilization: Adichanallur –
Keeladi – Kondagai – Mayiladumparai – Sivagalai

UNIT I I
Vedic Period: Debate on the original home of the Aryans –Life during Early Vedic Age –
Transformation from Early Vedic to Later Vedic Period – Social - Political – Economic;
Second Urbanization: Emergence of the Mahajanapadas – Formation of State: Republics and
Monarchies – Rise of Urban Centres – Magadha: Haryankas – Sisunagas – Nandas;
Intellectual Awakening: Rise of Buddhism and Jainism -their impact on society in India and
Abroad; Persian and Macedonian Contacts – Alexander’s Invasion and its impact

UNIT III
The Mauryan Imperial State: Chandragupta Maurya and his political achievements - Ashoka,
his edicts and his policy of Dhamma; Spread of Religion;Mauryan Administration: Kautilya
and Arthasastra – Megasthenes; Economy – Mauryan Art and Architecture – Disintegration
of the Mauryan Empire; Post Mauryan Political, Economic, Social and Cultural
developments: Indo-Greeks – Sakas – Parthians – Kushanas – Western Kshatrapas –
Development of Religions – Mahayana; Satavahanas of Andhra: their contribution to art and
architecture

UNIT IV
Guptas – Polity and Administration – Patronage to Art, Architecture and Literature–
Educational Institutions: Nalanda – Vikramashila – Valabhi; Huna Invasion and Decline;
Vakatakas: Polity and Economy; Harsha: The assemblies at Prayag and Kanauj - Hiuen-
Tsung’s account of India
 11

UNIT V
Peninsular India: Tamil country up to 12th Century– Chalukyas: some important attainments;
Rise of Regional Kingdoms in Northern India up to 12th century: Rashtrakutas,Prathikaras
and Palas; Arab conquest of Sind; Campaigns of Mahmud of Ghazni and Muhammad Ghori,
and their impact

Books for Study

Singh, Upinder, A History of Ancient and Early Medieval India: From the Stone Age to the 12th
Century, Pearson, Delhi, 2009
Chakravarthy, Ranabir, Exploring Early India up to c. A.D. 1300, Primus Books, Delhi, 2016
Thapar, Romila, Early India: From the Origins to A.D. 1300, Penguin, Delhi, 2003(Tamil
Translation)
Suggested Readings
Kosambi, D.D., The Culture and Civilization of Ancient India: An Historical Outline, Vikas Pub.
House Pvt. Ltd., Delhi, 1997
Kosambi, D.D., An Introduction to the Study of Indian History, Sage Publications, Delhi, 2016
Raychaudhuri, Hemchandra, Political History of Ancient India, Surjeet Publications, New Delhi, 2014
Basham, A.L., The Wonder that was India, Vol. 1, Picador, New Delhi, 2004
Web sources:

1. https://sourcebooks.fordham.edu/india/indiasbook.asp
2. https://www.pbs.org/thestoryofindia/resources/websites/
3. https://archive.org/details/IndiaHistory

Course Outcomes: At the end of the course students will be able to:

CO 1 - Know the Prehistoric sites and the life of early man and appreciate the urban character
of Indus Valley Civilization
CO 2 - Know the various theories of origin of Aryans, and their socio-economic life
CO 3 –Detail the polity, administration and religious policy of Mauryas and the origin and
development of new religions
CO 4 - Give a detailed account of the Age of Guptasand Harsha’s administration
CO 5 – explain the history of Peninsular India under various dynasties
 12

CO Mapping with Programme Outcomes

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8
CO 1 3 3 2 2 3 3 2 3
CO 2 3 3 2 2 3 3 2 3
CO 3 3 3 2 2 3 3 2 3
CO 4 3 3 2 2 3 2 2 3
CO 5 3 3 2 2 3 3 2 3
Total 15 15 10 10 15 14 10 15
Average 3 3 2 2 3 2.8 2 3
S-Strong (3) M-Medium (2) L-Low (1)

CO Mapping with Programme Specific Outcomes

PSO 1 PSO 2 PSO 3 PSO 4 PSO 5
CO 1 3 3 2 3 2
CO 2 3 3 3 3 3
CO 3 3 3 3 3 3
CO 4 3 3 3 3 3
CO 5 3 3 2 3 2
Total 15 15 13 15 13
Average 3 3 2.6 3 2.6
S-Strong(3) M-Medium (2) L-Low (1)
 13

Course Title Socio Cultural History of Tamil Nadu upto1565 CE

Course Type Core Course 2 Course Code CC 2
Year I Semester I
L T P FS Total
Credits 5 Hours
5 2 0 0 7

Learning Objectives

1. Present the early history of Tamil Nadu

2. Detail the history of Pallavas and their contribution
3. Highlight the impact of the Cholarulers’s administration
4. Give an account of the history of Pandyas of Madurai
5. Explain the society and culture under Madurai Sultanate and Vijayanagara rulers
UNIT I
Sources of the History of Tamil Nadu – Ancient Tamil Civilization - Sangam Literature –
Concept of Tinai– Social and Economic life –Roman Trade Contacts and their impact –
Religious life– Murugan and Korravai – Nadukal
UNIT II
Pallavas: Origin, history and contribution to South Indian culture –Socio-religious condition
– Bhakti Movement and theState – Growth of Saiva and Vaishnava Traditions – Institution
of Temple – Art and Architecture – Education: Ghatikas – Literature
UNIT III
Imperial Cholas: Socio- religious condition – Local Self Government and Village Autonomy
– Landholding System and Society – Economic Life – Art and Architecture –Overseas
expansion and cultural impact
UNIT IV
Pandyas of Madurai: Social Classes –Religion: Saivism and Vaishnavism – Art and
Architecture: Later Pandyas, Marco Polo’s Account – Society: Valangai and Idangai–
Religion – Art and Architecture: Madurai Meenakshi Temple – Religion: Mathas –
Saivasiddhantam and Virsaivism
UNIT V
Society and Culture under the Madurai Sultanate – Vijayanagar Empire – Krishnadeva Raya
– Royal Patronage of Literature, Art and Architecture – Social Life – Position of Women
Books for Study
Karashima, Noboru, A Concise History of South India: Issues and Interpretations, OUP, New
Delhi, 2014
 14

Subramanian, N., Social and Cultural History of Tamilnad(upto 1336 A.D.), 2011
Suggested Readings:
Kanakasabhai,V., The Tamils Eighteen Hundred Years Ago, The South India
SaivaSiddhantha Works Publishing Society, Tinnevelly, 1956.
Pillay, K.K., Historical Heritage of the Tamils, MJP Publishers, Chennai, 2008
Sastri, K.A.Nilakanta, The Colas,University of Madras, Madras, 1955
Sastri, K.A.Nilakanta, A History of South India: From Prehistoric Times to the Fall of
Vijayanagar, OUP, Chennai, 1997
Web sources
1. https://www.tn.gov.in/tamilnadustate
2. https://diksha.gov.in/tn/

Course Outcomes
CO 1 - detail the early history of Tamil Nadu
CO 2 - give an account of the history of Pallavas and their contribution
CO 3 - highlight the impact of the Cholarulers’s administration
CO 4 - present an account of the history of Pandyas of Madurai
CO 5 - explain the society and culture under Madurai Sultanate and Vijayanagara

CO Mapping with Programme Outcomes

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8
CO 1 3 3 2 2 3 3 2 3
CO 2 3 3 2 2 3 3 2 3
CO 3 3 3 2 2 3 3 2 3
CO 4 3 3 2 2 3 2 2 3
CO 5 3 3 2 2 3 3 2 3
Total 15 15 10 10 15 14 10 15
Average 3 3 2 2 3 2.8 2 3
S-Strong (3) M-Medium (2) L-Low (1)
CO Mapping with Programme Specific Outcomes
PSO 1 PSO 2 PSO 3 PSO 4 PSO 5
CO 1 3 3 2 3 2
CO 2 3 3 3 3 3
CO 3 3 3 3 3 3
CO 4 3 3 3 3 3
CO 5 3 3 2 3 2
Total 15 15 13 15 13
Average 3 3 2.6 3 2.6
1. S-Strong(3) M-Medium (2) L-Low (1)
 15

Course Title History of World Civilizations (Excluding India)

Course Type Core Course 3 Course Code CC 3
Year I Semester I
L T P FS Total
Credits 4 Hours
5 1 0 0 6

Learning Objectives
1.Explain the concepts of civilization and culture and brief history of pre- historic period
2.Present different features of variousancientcivilizations
3. Explain the main West Asian civilizations
4,compare the features of Chinese and Japanese civilizations
5.studyand compare Greek and Roman Civilizations

UNIT I
Introduction – Definition of Civilization – Comparison between Culture and Civilization –
Origin and Growth of Civilizations – Pre – historic Culture – Palaeolithic and Neolithic
period Culture – rivers, resources and civilizations
UNIT II
The role of environment – the invention of writing – Mesopotamian Civilization – Sumerian
–Babylonian – Life under Hammurabi – the Kassite interlude – Egyptian and the Age of
Pharaohs – the rise of the Hittites and their greatness – The fall of empires and survival of
cultures
UNIT III
The evolution of Jewish religion – the power of Assyria – Assyrian rule and culture –
Chaldean Babylonia – The rise of Persia – the coming of the Medes and Persians –
Zarathustra – Persia’s World Empire.
UNIT IV
China’s Classical Age – the Zhou dynasty – Age of Confucius and his followers – the Qin
unification – the glory of the Han Dynasty – contribution to the World – development of Art
and Architecture – Religion and Science – Japanese Civilization and Culture – Maya, Aztec
and Inca Civilizations
UNIT V
Greek Civilization – the Minoans and Mycenaeans – Homer- the Heroic Past – the Polis –
Sparta – Athens – the Age of Pericles – the spread of Hellenic civilization – the Greeks and
the opening of the East – Hellenic Religion, Science and philosophy – The Roman republic –
the PaxRomana – Administration and expansion under Augustus
 16

LEARNING RESOURCES
Text Books
1 Swain J.E , A History of World Civilization, Eurasia Publishing House, New Delhi, 1938.
2 Will Durant, The Story of Civilization I and II ( Simon and Schuster, New York, 1966)
3 Gokale, B.K, Introduction to Western Civilization, S.Chand & Company, New Delhi, 1999.
4 Hayes C.J, History of Western Civilization, Macmillan, New York, 1967.
5 Manoj Sharma, History of World Civilization, Anmol Publication Pvt.Ltd, New Delhi, 2005.
Reference Books
1 Judd, G.P, History of Civilization, Macmillan, New York, 1966.
2 Rebello , World Civilization – Ancient and Medieval, Part II, Mangalore, 1969.
3 Scarre C. and Brian Fagan, Ancient Civilizations, New Jersey: Pearson, 2008.
4 Finley M.I, Ancient Slavery: Modern Ideology, London: Chatto and Windus 1980.
5 Brunt P.A. , Social Conflicts in the Roman Republic, London: Chatto and Windus, 1971
6 Joshel P, Slavery in the Roman World. Cambridge, Cambridge University Press, 2010
Related Online Contents [MOOC, SWAYAM, NPTEL, Websites etc.]

Web sources
1. https://www.worldhistory.org/civilization/
2. https://www.historyworld.net
3. https://www.ancienthistorylists.com

Course Outcomes
1. compare the concepts of civilization, culture and brief history of pre- historic period
2. understand the significant features of Mesopotamian, Sumerian and Egyptian civilizations
3. study about origin and growth of river valley civilizations
4.describe the features of Chinese and Japanese civilizations
5explain the contributions of Greek and Roman civilizations
 17

CO Mapping with Programme Outcomes

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8
CO 1 3 3 2 2 3 3 2 3
CO 2 3 3 2 2 3 3 2 3
CO 3 3 3 2 2 3 3 2 3
CO 4 3 3 2 2 3 2 2 3
CO 5 3 3 2 2 3 3 2 3
Total 15 15 10 10 15 14 10 15
Average 3 3 2 2 3 2.8 2 3
S-Strong (3) M-Medium (2) L-Low (1)

CO Mapping with Programme Specific Outcomes

PSO 1 PSO 2 PSO 3 PSO 4 PSO 5
CO 1 3 3 2 3 2
CO 2 3 3 3 3 3
CO 3 3 3 3 3 3
CO 4 3 3 3 3 3
CO 5 3 3 2 3 2
Total 15 15 13 15 13
Average 3 3 2.6 3 2.6
S-Strong(3) M-Medium (2) L-Low (1)
 18

Elective paper 1
Course Title Freedom Struggle in Tamil Nadu
Course Type Elective Course 1 Course Code EC 1
Year I Semester I
F
L T P S Total
Credits 3 Hours
4 1 0 0 5

Course Objectives
1. To present the early resistance to colonial rule
2. To detail the factors for the emergence of national consciousness and the role of
socio- political organisations
3. To explain the activities of Indian National Congress in Tamil Nadu under various
rulers; also the role of national press
4. To detail the activities of moderate and revolutionary leaders and the impact of
Gandhi
5. To point out the role of Tamil Nadu in the latter phase of the freedom struggle

UNIT I
Poligar Revolt – PuliThevan – VeeraPandiyaKattabomman – VeluNachiyar – Marudu
Brothers – South Indian Rebellion – Vellore Revolt of 1806 – Causes – Course – Impact

UNIT II
Emergence of Nationalist Consciousness –Socio - Political Organizations – Madras Native
Association – –Madras MahajanaSabha- Impact of Gandhi Visit Tamilnadu

UNIT III
Press and Nationalism –- The 'Hindu', Swadesamitran, New India, Dinamani, India ( edited
by Bharathi), Swarajya- ; Salem Desabhimani - – Desabhaktan-Sooryodhayam- - Vijaya-
Chakravardhini- BalaBharatham- Nava Sakthi- SwantiraSangu-

UNIT IV
Moderate Phase and Extremist Phase –Swadeshi Movement in Tamil Nadu –
G.SubramiayaIyer-V.O. Chidamabaram – SubramaniaBharathi – KadalurAnjaliammal-
SoundaramAmmayar.
Revolutionary Movement in Tamil Nadu – Vanchinathan– TirupurKumaran - Subramania Siva-
NeelakantaBrahmmachari

UNIT V
Impact of Gandhi –Role of Rajaji – Vedaranyam March – S. Satyamurthi
Quit India Movement in Tamil Nadu –K.Kamaraj- Participation of Tamils in Indian National
Army – Popular Participation of Tamils
 19

Learning Resources

Recommended Books for Study

Rajayyan, K : Rise and fall of Poligars& South Indian Rebellion
Rajayyan, K. : South Indian Rebellion, The First War of Independence,1800- 1801.
Rajayyan, K.: Tamil Nadu: A Real History
Rajendran, N.K.: The National Movement in Tamil Nadu, 1905-1914: Agitational Politics
and State Coercion
G. Venkatesan, History of Indian Freedom Struggle

Reference
Narasimhan V.K. : Kamaraj – A Study
Sundarajan, Saroja. : March to Freedom in Madras Presidency, 1885-1915.
Suntharalingam, R. : Politics and Nationalist Awakening in South India,1852-1891.

Web Sources:
1. https://www.indiaculture.nic.in/sites/default/files/pdf/Martyrs_Vol_5_06_03_2019.pd
f
2. https://www.youreducationportal.com/freedom-fighters-of-tamil-nadu/

Course Outcomes:
CO 1 –Appreciate the contribution of early resistance against British rule in Tamil Nadu.
CO 2 –Describe the role of organizations in increasing nationalist consciousness
CO 3 –Assess the role of press in Tamil Nadu towards the nationalist cause.
CO 4 –Evaluate the contribution of various leaders of India’s freedom struggle.
CO 5- Understand the role of Tamil Nadu in the final phase of the freedom struggle
 20

CO Mapping with Programme Outcomes

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8
CO 1 3 3 2 2 3 3 2 3
CO 2 3 3 2 2 3 3 2 3
CO 3 3 3 2 2 3 3 2 3
CO 4 3 3 2 2 3 2 2 3
CO 5 3 3 2 2 3 3 2 3
Total 15 15 10 10 15 14 10 15
Average 3 3 2 2 3 2.8 2 3
S-Strong (3) M-Medium (2) L-Low (1)

CO Mapping with Programme Specific Outcomes

PSO 1 PSO 2 PSO 3 PSO 4 PSO 5
CO 1 3 3 2 3 2
CO 2 3 3 3 3 3
CO 3 3 3 3 3 3
CO 4 3 3 3 3 3
CO 5 3 3 2 3 2
Total 15 15 13 15 13
Average 3 3 2.6 3 2.6
S-Strong(3) M-Medium (2) L-Low (1)
 21

Elective Paper 2
Course Title Indian Art and Architecture
Course Type Elective Course 2 Course Code EC 2
Year I Semester I
F
L T P S Total
Credits 3 Hours
4 1 0 0 5

Learning Objectives
1. detail the art and architectural forms during the Harappan and Mauryan periods
2. explain the impact of Buddhism on art forms
3. discuss the evolution of art and architecture under Pallavas and the Cholas
4. highlight the features of Islamic architecture particularly under Mughlas
5. To point out the salient features of colonial architecture

UNIT I:
Pre-Historic Art - Harappan Art: Seals, Sculptures: Stone and Metal - Harappan Architecture:
Fortification, Town Plan, Public Buildings - Mauryan Art: Chaityas – Viharas - Stupas - Asokan
Pillars

UNIT II:
Hinayana Phase of Buddhist Art – Mahayana Phase of Art: Gandhara School of Art – Mathura
School of Art-Amaravathi School of Art- Gupta Art and Architecture – Ajanta and Ellora – Jaina
Art: Jaina beds - Shravanabelagola

UNIT III:
Pallava Art: Rock Cut Cave Temples, Monolithic Temples - Structural Temples –
Mahabalipuram - Nagara Style of Architecture: Lingaraja Temple (Bhubaneshwar), Sun
Temple(Konarak) - Dravida Style of Architecture: Brihadeeswara Temple, Thanjavur –
Gangaikondacholapuram – Airavatesvara Temple, Darasuram - Vesara Style of Architecture:
Chennakesava Temple(Belur), Hoysaleswara Temple(Halebid)

UNIT IV:
Islamic Art: Five Pillars of Islam,Mosques, Mausoleums, Palace complexes, Gardens - Quawwat-
ul-Islam Mosque - QutubMinar - Mughal Art and Architecture: Humayun’s Tomb -
FatehpurSikri, -Red Fort- TajMahal - Mughal Paintings

UNIT V:
Colonial Architecture: Forts: St. George Fort, Chennai – Indo-Saracenic Architecture:
ChatrapatiShivaji Terminal, Mumbai – Victoria Memorial, Kolkata – Amir Mahal and Senate
House, University of Madras, Chennai
 22

Learning Resources

Recommended Books for Study

Craven, Roy, A concise history of Indian Art,Thames and Hudson; London; 1976
Hardy, Adam, The Indian Temple Architecture, Abhinav Publications, 2002
Tomory, Edith, A History of Fine Art in India and the West,OrientBlackSwan; Reprinted
edition (1989)

References
Banerjee.J.N., Development of Hindu Iconography,MunshiramManoharlal; 3rd edition,2002
Coomaraswamy.A.K., History of Indian and Indonesian Art, Kessinger Publishing,
LLC,2003
Deva,Krishna , Temples of North Indian National Book Trust, 2002
Gupta.R.S., Iconography of the Buddhist, Hindu and Jain, StosiusInc/Advent Books
Division; Subsequent edition,1980
Sivaramamurthy.C. , South Indian Bronzes, Lalit Kala Akademi, 1981
Srinivasan.K.R., Temples of South India,National Book Trust; Fourth edition,2010

Web sources:
1. https://ia600406.us.archive.org/25/items/indianarchitectu00have/indianarchitectu00ha
ve.pdf
2. https://ignca.gov.in/Asi_data/18060.pdf
3. https://www.culturalindia.net/indian-architecture/colonial-architecture.html

Course Outcomes:
CO 1 Explain the various forms of Indus and Mauryan Art.
CO 2 Compare and contrast the Gandhara and Mathura Schools of Art.
CO 3 Examine the similarities and differences between temple architectural styles.
CO 4 Discuss the relation between the five pillars of Islam and Islamic architecture.
CO 5 Appreciate the features of colonial architecture
 23

CO Mapping with Programme Outcomes

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8
CO 1 3 3 2 2 3 3 2 3
CO 2 3 3 2 2 3 3 2 3
CO 3 3 3 2 2 3 3 2 3
CO 4 3 3 2 2 3 2 2 3
CO 5 3 3 2 2 3 3 2 3
Total 15 15 10 10 15 14 10 15
Average 3 3 2 2 3 2.8 2 3
S-Strong (3) M-Medium (2) L-Low (1)

CO Mapping with Programme Specific Outcomes

PSO 1 PSO 2 PSO 3 PSO 4 PSO 5
CO 1 3 3 2 3 2
CO 2 3 3 3 3 3
CO 3 3 3 3 3 3
CO 4 3 3 3 3 3
CO 5 3 3 2 3 2
Total 15 15 13 15 13
Average 3 3 2.6 3 2.6
S-Strong(3) M-Medium (2) L-Low (1)
 24

Elective Paper 3
Course Title Administrative History of Tamil Nadu
Course Type Elective Course 3 Course Code EC 3
Year I Semester I
F
L T P S Total
Credits 3 Hours
4 1 0 0 5

Course objectives:
1. To examine the administration of Justice party
2. To highlight the achievements of Congress rule
3. To explain the major achievements of government after 1967
4. To point out working of government under AIADMK party
5. To highlight the cumulative impact since independence
Unit I
Justice Party- A.SubbarayuluReddiyar- Raja of Panangal- P.Subburayan – Raja of Bobbili -
achievements- reservation- Communal GO- creation of staff selection board- right to vote for
women- regulation of temples- mid –day meal scheme
Unit II
Congress rule: C.Rajagoplachari - K. Kamaraj - M.Bhakhathsavalam- achievements: free
mid day meal scheme- opening of new schools- Increase in irrigation facilities- industrial
growth
Unit – III
DMK administration-C.N Annnnadurai- renaming of Madras state as Tamil Nadu-Two
language policy- free education for all till P.U.C -Kalaignar M Karunanithi-Slum clearance
board-beggar rehabilitation scheme- Formation of Backward Class Commission-
implementation of reservation policy - Salem Steel plant.ManuNeethiThittam- Free
electricity for farmers- property rights to women; creation of universities-33 percent
reservation for women in local body elections-30percent reservation for women in
government jobs- Samathuvapuram scheme-- Tidel park- financial assistance for marriage
of poor girls- increase of infrastructure-Industrial development
Unit- IV
AIADMK administration: MGR-Nutritious Meal scheme- educational reforms -
introduction of Plus Two in Higher Secondary schools- Krishna water project-establishment
of new universities-Tamil University at Tanjore-Mother Teresa university at kodaikkanal-
J.Jayalalitha -welfare measures- AmmaUnavagam - free laptop for students- Cradle Baby
Scheme- infrastructure development- rain water harvesting
 25

Unit V
Policies and programmes– economic- social and demographic impact

LEARNING RESOURCES
Recommended Books
Rajaram .P The justice Party:A Historical Perspective,1916-1937
Venkatesan.G.TharkalaThamizhagaVaralaru(Tamil)
Rajmohan Gandhi., Rajaji:A Life
Narasimhan.V.K., Kamaraj A Study
SandhyaRavishankar.,Karunanidhi: A Life in Politics
Vasanthi., A Lone Empress:A Portrait of Jayalalitha
Reference
Subramanian.N History of Tamilnadu Vol.2

Web Source
www.jetir.org
https://www.inc.in

https://dmk.in

Course outcomes:
1. Appreciate the administration of Justice Party
2. Evaluate the Congress Administration
3. Interpret DMK administration
4. Compare AIADMK administration
5. Assess the impact of various administrations
 26

CO Mapping with Programme Outcomes

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8
CO 1 3 3 2 2 3 3 2 3
CO 2 3 3 2 2 3 3 2 3
CO 3 3 3 2 2 3 3 2 3
CO 4 3 3 2 2 3 2 2 3
CO 5 3 3 2 2 3 3 2 3
Total 15 15 10 10 15 14 10 15
Average 3 3 2 2 3 2.8 2 3
S-Strong (3) M-Medium (2) L-Low (1)

CO Mapping with Programme Specific Outcomes

PSO 1 PSO 2 PSO 3 PSO 4 PSO 5
CO 1 3 3 2 3 2
CO 2 3 3 3 3 3
CO 3 3 3 3 3 3
CO 4 3 3 3 3 3
CO 5 3 3 2 3 2
Total 15 15 13 15 13
Average 3 3 2.6 3 2.6
S-Strong(3) M-Medium (2) L-Low (1)
 27

Elective Paper 4

Course Title Cultural Heritage of India

Course Type Elective Course 4 Course Code EC 4
Year I Semester I
F
L T P Total
Credits 3 Hours S
4 1 0 0 5

Learning Objectives:

1. explain the meaning and the concepts of the course title and the dynamism inherent in
its evolution, using, initially, Harappan and Vedic Ages
2. highlight the massive impact of religions on culture with examples drawn from
Jainism and Buddhism
3. throw light on the importance of Royalty and it's patronage on cultural transformation
4. analyse the impact of Islam and the Muslim rulers on the emergence of new forms
and motifs in Indian Art and architecture
5. critically evaluate the colonial compulsions and consequential impact on Indian Art
and Architecture

UNIT I
Meaning of Culture, Heritage – linkages- dynamism - Evolution and continuities -Indian
Culture in the Harappan and Vedic Ages

UNIT II
Religious ferment in the Sixth century B.C- Jainism and Buddhism and their impact on Art,
Architecture and literature

UNIT III
Royal Patronage and the radical transformation of Indian Art and Architecture; Mauryan and
Gupta eras – Bhakti Movement

UNIT IV
Advent of Islam –Sufi Movement – Emergence of new forms and motifs in Indian Art and
Architecture – Literature during medieval period

UNIT V
Colonial Rule and the westernisation of Culture - Amalgamation of the old and new artforms.
Education and the enduring legacy of the colonial rule – Impact of Western Literature
 28

LEARNING RESOURCES
Luniya, B.N. : Evolution of Indian Culture
Wolport, S. : Introduction to India
Hussain, S.A. : The National Culture of India
Tomery, E. : History of Fine Arts in India and West
Basham, A.L. : The Wonder that was India
Brown, Percy : Indian Architecture – Buddhist and Hindu, Vol. I
Coomaraswamy, A.K.: History of Indian and Indonesian Art
Kramrish, Stella : Art of India
Poande, Susmita : Medieval Bhakti Movement
Web sources:
https://indiaculture.gov.in
https://www.india.gov.in
http://www.intach.org
https://www.exoticindiaart.com
Course Outcomes:
CO 1 - Explain the concepts and the dynamism involved in the Evolution of culture
CO 2 - Describe critical role of religions in the growth of Art and architectural forms
CO 3 - Examine the importance of Royal patronage for the progress of various art forms
CO 4 -Appreciatethe advent of new art forms
CO 5 - Explain the role of British colonialism and its compulsions in the introduction of
syncretic art forms
CO Mapping with Programme Outcomes
PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8
CO 1 3 3 2 2 3 3 2 3
CO 2 3 3 2 2 3 3 2 3
CO 3 3 3 2 2 3 3 2 3
CO 4 3 3 2 2 3 2 2 3
CO 5 3 3 2 2 3 3 2 3
Total 15 15 10 10 15 14 10 15
Average 3 3 2 2 3 2.8 2 3
S-Strong (3) M-Medium (2) L-Low (1)
CO Mapping with Programme Specific Outcomes
PSO 1 PSO 2 PSO 3 PSO 4 PSO 5
CO 1 3 3 2 3 2
CO 2 3 3 3 3 3
CO 3 3 3 3 3 3
CO 4 3 3 3 3 3
CO 5 3 3 2 3 2
Total 15 15 13 15 13
Average 3 3 2.6 3 2.6
S-Strong(3) M-Medium (2) L-Low (1)
 29

Semester II
Core 4
Course Title History of Medieval India - 1206 - 1707 CE
Course Type Core Course 4 Course Code CC 4
Year I Semester II
L T P FS Total
Credits 5 Hours
5 1 0 0 6

Learning Objectives

1. Examine the establishment of centralized monarchy

2. Evaluate the contributions of AlauddinKhalji and Muhammad bin Tughlaq
3. Analyse the Mughal religious and Deccan policy.
4Outline the advancements in art and architecture
5 Explain the economic and socio-cultural life in medieval India

UNIT I
Establishment of the Delhi Sultanate:QutbuddinAibak and Iltutmish –– IqtaSystem -
Centralised Monarchy: Sultana Raziya and Period of Instability -Age of Balban- Chihalgani-
Theory of Kingship –Reorganisation of the Government - Mongol Threat - Internal
Restructuring and Territorial Expansion –Jalaluddin and AlauddinKhalji’s approaches to the
State – Changes among the ruling Classes –Conquest and Annexation.

UNIT II
Problems of a Centralized State: Ghiyasuddin and Muhammad bin Tughlaq–
Administrative and Political Measures – Economic and Agrarian Reforms – Token Currency
Transfer of Capital-FirozTughlaq- Economic reforms- Military Expeditions - Impact of
Sayyids and Lodis; Administration under the Delhi Sultanate

UNIT III
The Foundation of Mughal Empire: Central Asian experience of Babur - India on the eve
of Babur’s invasion– Struggle for empire in North India – Significance of the Afghan
despotism-Rise of Sher Shah Sur; Expansion and Consolidation– Political phase of Akbar;
new imperial system and administration; the Mughal nobility, Mansabdari system- Jagirdari
system– NurJahan Junta – The Mughals and the North-Western frontier – Shah Jahan and his
contribution.

UNIT IV
Ideology and State in Mughal India: Akbar’s imperial agenda - Suhl-i-kul – Akbar’s
religion - Din ilahi; Aurangzeb’s relation with religious groups and institutions.; Mughal-
Rajput Relations – Mughal administration-: Aurangzeb - the Imperial elite- Deccan wars-
Rise of Marathas under Shivaji- Popular revolts within the Mughal empire – Decline of the
Mughal empire.
 30

UNIT V
Economic and Socio-Cultural Life in Medieval India: Economy: Agricultural Production,
Village Society and the Revenue System – Trade-– relations with the Europeans-Society-
Ruling Classes, Merchants, Artisans and Slaves – Caste, Customs and Women – Religious
Ideas and Beliefs- The Sufi Movement– The Bhakti Movement in North India – Culture-
Architecture – Literature – Fine Arts – Music.

LEARNING RESOURCES
Recommended Books
Chand, Tara, Influence of Islam on Indian Culture, Indian Press, 1954.
Chandra, Satish, Medieval India: From Sultanat to the Mughals,Har-Anand Pub., Delhi,
1998.
Habib, Mohammad and K.A. Nizami, Comprehensive History of India: The Delhi Sultanat
(A.D. 1206-1526), People’s Publishing House, Delhi, 1970.
Mehta, J.L., Advanced Study in the History of Medieval India, 1000 – 1526 A.D., Sterling
Pub., New Delhi, 1986
Mehta, J.L., Advanced Study in the History of Medieval India, Vol. III: Medieval Indian
Society and Culture, Sterling Pub., New Delhi, 1990
Raychaudhuri, TapanandIrfanHabib, ed., The Cambridge EconomicHistory of India, Vol. I: c.
1200 – c. 1750, Cambridge University Press, London, 1982.
References
Ali, Athar. M., Mughal India, Studies in Polity, Ideas, Society and Culture, OUP, New Delhi,
2007
Chandra, Satish, Essays on Medieval Indian History, OUP, New Delhi, 2005
Habib, Mohammed and IrfanHabib, ed., Studies in Medieval Indian Polity and Culture: The
Delhi Sultanate and its Times, OUP, New Delhi, 2016
Habibullah, A.B.M., The Foundation of Muslim Rule in India, Central Book Depot, 1967
Hasan, NurulS.,Religion State and Society in Medieval India, OUP, New Delhi, 2008
Nigam, S.B.P., Nobility under the Sultans of Delhi, MunshiramManoharlal, New Delhi, 1968
Pandey, A.B., Early Medieval India, Central Book Depot, 1976
Qureshi, Administration of the Mughal Empire, Low Price Publications, 1990.
Qureshi, Administration of the Sultanate of Delhi, 1942.
Web sources:
https://core.ac.uk.in
https://studoc.com
https://indiaolddays.com
 31

Course Outcomes:
CO 1 –understand the establishment of centralized monarchy
CO 2 –Evaluate the contributions of AlauddinKhalji and Muhammad bin Tughlaq
CO 3 –Analyse the religious and Deccan policy of Mughals .
CO 4 –Outline the advancements in art and architecture
CO 5 – detail the facets of economic and socio-cultural life in Medieval India

CO Mapping with Programme Outcomes

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8
CO 1 3 3 2 2 3 3 2 3
CO 2 3 3 2 2 3 3 2 3
CO 3 3 3 2 2 3 3 2 3
CO 4 3 3 2 2 3 2 2 3
CO 5 3 3 2 2 3 3 2 3
Total 15 15 10 10 15 14 10 15
Average 3 3 2 2 3 2.8 2 3
S-Strong (3) M-Medium (2) L-Low (1)

CO Mapping with Programme Specific Outcomes

PSO 1 PSO 2 PSO 3 PSO 4 PSO 5
CO 1 3 3 2 3 2
CO 2 3 3 3 3 3
CO 3 3 3 3 3 3
CO 4 3 3 3 3 3
CO 5 3 3 2 3 2
Total 15 15 13 15 13
Average 3 3 2.6 3 2.6
S-Strong(3) M-Medium (2) L-Low (1)
 32

Core 5

Course Title Socio Cultural History of Tamil Nadu - 1565 – 1956 C.E.
Course Type Core Course 5 Course Code CC 5
Year I Semester II
L T P FS Total
Credits 5 Hours
4 1 0 0 5

Learning Objectives:

1 –Narrate the social condition during the Nayak period

2 –Describe the contributions of Marathas to the culture of the Tamil region
3 –Analyse the Contribution of Sethupathis of Ramnad to Tamil society.
4 –Appreciate the Growth of Western Education
5 –Examine the contribution of Dravidian movement to social transformation
UNIT I
The Nayaks of Madurai – ThirumalaiNayak – the Nayaks of Senji – The Nayaks of Tanjore –
social and cultural condition under the Nayaks – – contribution of Nayaks to art and
architecture and Tamil culture.
UNIT II
Tamilagam under Marathas – Society: caste system – status women – achievements of Raja
Serfoji – Literature under the rule of Tanjore Marathas – SaraswathiMahal Library –
Development of Art and Architecture under the Marathas –
UNIT III
The Marava country and the Sethupathis of Ramnad – society - cultural contribution;
Administration of the Nawabs – village administration – society – famines and diseases –
status of women – economic and religious life – Social Impact of the Europeans; Religion:
Saivism: St.Ramalinga- Vaishnavism: the Schism
UNIT IV
Christianity: Policy of the Company - growth and impact - Introduction of Western education
– Government education - Professional and Technical education– Female education.
UNIT V
Emergence of Administrative and Professional Elites – Justice Party and Non-Brahmin
Movement – E.V.R, a social reformer – Self Respect Movement - Contribution of Dravidian
Movement to social transformation- socio- cultural impact of the Dravidian parties
LEARNING RESOURCES
Recommended Books
Irschick, Eugene F., Tamil Revivalism in the 1930s, Cre-A, Madras, 1986
 33

Jagadeesan, P, Marriage and Social Legislations in Tamil Nadu, Elatchaiappan Pub., 1990
Murugesan, Mangala N.K., Self-Respect Movement in Tamil Nadu, 1920-40, Koodal Pub.,
Madurai, 1981
Rajaraman, P., Justice Party: A Historical Perspective, 1916-37, Poompozhil Publishers,
Madras, 1988
Rangaswamy, M., Tamil Nationalism, Hema Pub., Chennai, 2006
Sastri, V.S. Ramasamy, The Tamils, The People, Their History and Culture in 5 Volumes,
Cosmo Pub., New Delhi, 2002
Singaravelu, S., Social Life of the Tamils, Dept. of Indian Studies, Kuala Lumpur
Subramaniam, P. Social History of the Tamils, 1707 – 1947, D.K. Printworld (P) Ltd., New
Delhi, 1996
Swaminathan, S., Karunanidhi, Man of Destiny, Affiliated East-West Press Pvt. Ltd., New
Delhi, 1974
References
K.A.N.Sastri : The Pandyan Kingdom (London.1929)
Kalidos.R : History and Culture of Tamils (From Prehistoric Times to Present rule)
KrishnaswamyDr.A. : The Tamil country under Vijayanagar
Rajaraman, P., Chennai through the Ages, Poompozhil Pub., Chennai, 1997.
RajayyanDr.K : History of Tamil Nadu (1565 – 1982)
Sathianatheir.R. : History of Nayaks of Madurai
Subramanian N : History of Tamil Nadu Vol.II
The culture and History of the Tamils , 1964
Varghese JeyarajS : Socio Economic History of Tamil Nadu
Web Sources:
1. https://archive.org/stream/in.ernet.dli.2015.65475/2015.65475.Social-And-Cultural-
History-Of-Tamil-Nadu_djvu.txt
2. https://www.tnarch.gov.in/Library%20BOOk%20PDF/The%20Cultural%20Heritage
%20of%20Tamilnadu.pdf

Course Outcomes:

CO 1 –Narrate the social condition during the Nayak period

CO 2 –Evaluate the contributions of Marathas to the culture of the Tamil region
CO 3 –Analyse the Contribution of Sethupathis of Ramnad to Tamil society.
CO 4 – Appreciate the Growth of Western Education
CO 5 – assess the contribution of Dravidian movement to social transformation
 34

CO Mapping with Programme Outcomes

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8
CO 1 3 3 2 2 3 3 2 3
CO 2 3 3 2 2 3 3 2 3
CO 3 3 3 2 2 3 3 2 3
CO 4 3 3 2 2 3 2 2 3
CO 5 3 3 2 2 3 3 2 3
Total 15 15 10 10 15 14 10 15
Average 3 3 2 2 3 2.8 2 3
S-Strong (3) M-Medium (2) L-Low (1)

CO Mapping with Programme Specific Outcomes

PSO 1 PSO 2 PSO 3 PSO 4 PSO 5
CO 1 3 3 2 3 2
CO 2 3 3 3 3 3
CO 3 3 3 3 3 3
CO 4 3 3 3 3 3
CO 5 3 3 2 3 2
Total 15 15 13 15 13
Average 3 3 2.6 3 2.6
S-Strong(3) M-Medium (2) L-Low (1)
 35

Core 6
Course Title Historiography and Historical Methods
Course Type Core Course 6 Course Code CC 6
Year I Semester II
L T P FS Total
Credits 4 Hours
4 1 0 0 5

Learning Objectives:
1. To explain the concepts related to history and its relationship with other disciplines; y
2. To discuss various philosophies and interpretations of history
3. To explain the processes and procedures involved in the conduct of historical research
4. To examine the evolution of historical writing in the West
5. To examine the contribution of various historians to the development of Indian
historiography

UNIT I
Meaning, Nature and Scope of History – Kinds of History and Allied Subjects – Lessons of
History; Uses and Abuses of History – Role of Individuals, Role of Institutions and Role of
Ideas in History

UNIT II
Philosophy of History – Positivist History – Marxist Interpretation of History – Annales
Paradigm – Subaltern History – Subjectivity and Need for Objectivity in History

UNIT III
Historical Research: Pre-requisites of a Researcher – Choice of Topic – Review of Literature
– Hypothesis – Sources of History– External and Internal Criticism of Sources– Collection of
Data, Synthesis, Exposition and Writing – Use of Footnotes and preparation of Bibliography

UNIT IV
Development of Historical writing in the West – Herodotus,Thucydides, St. Augustine,
IbnKhaldun, L.V. Ranke, Arnold Toynbee,E.H. Carr, FernandBraudel, E.P. Thompson, Eric
Hobsbawm

UNIT V
Historians of India – V.A. Smith, D.D. Kosambi, RomilaThapar, JadunathSarkar,Bipan
Chandra, RanajitGuha, K.A. NilankantaSastri, R. SathianathaAyyar, S.
KrishnaswamiAyyangar, C.S. Srinivasachari,K.K. Pillai

LEARNING RESOURCES
Recommended Books
Ali, Sheik, History: Its Theory and Method, Laxmi Publications, 2019
Carr, E.H., What is History?, Penguin Books Ltd., New Delhi, 2018.
Manikam, S., On History & Historiography, Padumam Publishers, Madurai
 36

Rajayyan, K, History in Theory and Method: A Study in Historiography, Raj Publications,

Madurai, 1982
Sreedharan, E., A Textbook of Historiography: 500 BC to AD 2000, Orient Longman, New
Delhi, 2004
References
Bloch, Marc, The Historian’s Craft, Aakar Books, Delhi, 2017
Collingwood, R.G., The Idea of History, OUP, Delhi, 1994
Dray, W.H., Philosophy of History, Prentice-Hall, New Jersey, 1964
Jenkins, Keith, Why History? Ethics and Postmodernity, Routledge, London, 1999
Sen, S.P., Historians and Historiography in Modern India, Institute of Historical Studies,
Calcutta, 1973
Sreedharan, E., A Manual of Historical Research Methodology, Centre for South Indian
Studies, Trivandrum, 2007
Tosh, John, The Pursuit of History: Aims, Methods and New Directions in the Study of
History,Routledge, New York, 2015
Webster, John C.B., Studying History, Primus Books, Delhi, 2019

Web sources:
1. https://edwardseducationblog.files.wordpress.com/2013/07/historical-method.pdf
2. http://ndl.ethernet.edu.et/bitstream/123456789/79254/3/History--
%20Research%20Methology%20in%20writing%20steps.pdf
3. https://www.britannica.com/biographies/history/history

Course Outcome
CO 1 - Explain the meaning and scope of history
CO 2 –Outline the various theories and philosophical approaches to history
CO 3 –Undertake historical research
CO 4 - Analyse the contributionof western historians
CO 5- Highlight the historical writings of important Indian historians
 37

CO Mapping with Programme Outcomes

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8
CO 1 3 3 2 2 3 3 2 3
CO 2 3 3 2 2 3 3 2 3
CO 3 3 3 2 2 3 3 2 3
CO 4 3 3 2 2 3 2 2 3
CO 5 3 3 2 2 3 3 2 3
Total 15 15 10 10 15 14 10 15
Average 3 3 2 2 3 2.8 2 3
S-Strong (3) M-Medium (2) L-Low (1)

CO Mapping with Programme Specific Outcomes

PSO 1 PSO 2 PSO 3 PSO 4 PSO 5
CO 1 3 3 2 3 2
CO 2 3 3 3 3 3
CO 3 3 3 3 3 3
CO 4 3 3 3 3 3
CO 5 3 3 2 3 2
Total 15 15 13 15 13
Average 3 3 2.6 3 2.6
S-Strong(3) M-Medium (2) L-Low (1)
 38

Elective 5

Course Title History of Journalism

Course Type Elective Course 5 Course Code EC 5
Year I Semester II
F
L T P Total
Credits 3 Hours S
3 1 0 0 4

Learning objectives:
1. To explain the origins and the role of press in social awakening
2. To present the role of the press in the freedom movement
3. To explain the government reaction to the role of the press
4. To present the role of prominent personalities for the growth of journalism
5. To explain the contribution of various newspapers

UNIT I
The Origin of Press: Invention of Printing Press – Gutenberg Press – Role of Printing in
evolution of modern newspapers; Growth of newspapers in India: Hickey's Gazette, Early
journalism in Bengal, Bombay and Madras presidencies.

Unit II
Growth of Press and Indian Independence Movement; Role of Newspapers in Indian
Freedom struggle; Contribution of Anglo-Indian and Nationalist Press to the field of
Journalism in India; Role and responsibility of press in Modern India

Unit III
Government and the press: reaction and regulation –Press laws

Unit IV
Contribution of Eminent Personalities to Indian Journalism: BalaGangadharaTilak – Gandhi
– – S. Sadanand; Contributions of Eminent personalities to Tamil journalism-
G. SubramaniaIyer- Peiryar-Aditanar-Kalaignar

Unit V Contribution of Important News Papers: AmritBazarPatrika, The Times of India –

The Hindu; Contemporary News Papers in Tamil- Dinamani- DhinaThanthi-Dinamalar-
Dinakaran- Viduthalai-Murasoli
LEARNING RESOURCES

Recommended Books

1. Nadig Krishna Murthy : Indian Journalism, Mysore University Press

2. . R. Parthasarathi: Modern Journalism in India. Sterling Publishers.
3. J. V. SeshagiriRao. Studies in the history of journalism
4. MohitMoitra: A History of Indian Journalism; National Book Agency.
 39

5. J. Natarajan: History of Indian Journalism; Publication Division

6. J.N. Basu: Romance of Indian Journalism; University of Calcutta
Web sources:
https://www.publicationsdivision.nic.in/index.php?route=product/product&product_id=2150
https://www.epw.in/system/files/pdf/1955_7/11/the_story_of_the_indian_press.pdf
https://www.studocu.com/in/document/aligarh-muslim-university/modern-indian-
history/growth-of-press-in-india/21000143

Course Outcomes
1. explain the origins and the and role of press in social awakening
2. present the role of the press in the freedom movement at the national level
3. explain the government reaction to the role of the press
4. assess the role of prominent personalities for the growth of journalism
5. understand the contribution of various newspapers

CO Mapping with Programme Outcomes

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8
CO 1 3 3 2 2 3 3 2 3
CO 2 3 3 2 2 3 3 2 3
CO 3 3 3 2 2 3 3 2 3
CO 4 3 3 2 2 3 2 2 3
CO 5 3 3 2 2 3 3 2 3
Total 15 15 10 10 15 14 10 15
Average 3 3 2 2 3 2.8 2 3
S-Strong (3) M-Medium (2) L-Low (1)

CO Mapping with Programme Specific Outcomes

PSO 1 PSO 2 PSO 3 PSO 4 PSO 5
CO 1 3 3 2 3 2
CO 2 3 3 3 3 3
CO 3 3 3 3 3 3
CO 4 3 3 3 3 3
CO 5 3 3 2 3 2
Total 15 15 13 15 13
Average 3 3 2.6 3 2.6
S-Strong(3) M-Medium (2) L-Low (1)
 40

Elective 6

Course Title International Migrations and Diasporic Studies

Course Type Elective Course 6 Course Code EC 6
Year I Semester II
F
L T P Total
Credits 3 Hours S
3 1 0 0 4

Learning Objectives:
1 –Explain the theories of international migrations and diaspora
2 –Outline the position of Indian diaspora worldwide
3 –Examine the issues of identity among the Indian diaspora
4 –Evaluate the policies towards diaspora
5 –present the perspectives of sending and receiving countries

UNIT I: International Migrations

Theories of International Migrations – History of International Migration – Ethnicity and
Gender in International Migrations

UNIT II: Theories of Diaspora

Definitions and Theories of Diaspora – Major Diasporas: Jewish, African, Chinese and Indian
– Globalisation and Diaspora

UNIT III: The Indian Diaspora: A Survey

The Indian Diaspora in South East Asia – The Indian Diaspora in Africa and the Caribbean –
The Indian Diaspora in North America, Europe and Australasia

UNIT IV: Issues of Identity in the Indian Diaspora

Religion and Caste – Language and Culture – Institutions and Associations

UNIT V: Indian Diaspora and Policy Perspective

Sending Country’s Perspective – Receiving Country’s Perspective

LEARNING RESOURCES
Recommended Books
Stephen Castles and Mark J. Miller. 1998. The Age of Migration: International Populations
Movements in the Modern World. London: Macmillan.
Ajaya Kumar Sahoo and BrijMaharaj (eds.), Sociology of Diaspora: A Reader, New Delhi:
Rawat Publications.
Cohen, Robin 1997. Global Diaspora: An Introduction. London: UCL Press.
EleonoreKofman, Annie Phizacklea, ParvatiRaghuram, Rosemary Sales. 2000. Gender and
 41

International Migration in Europe: Employment, Welfare and Politics. London:Routledge.

Vertovec, Steven and Robin Cohen (eds.). 1999. Migration, Diaspora and Transnationalism.
London: Edward Elgar. [Introduction]
Clarke, Colin, Ceri Peach and Steven Vertovec (eds.). 1990. South Asian Overseas:
Migration and Ethnicity. Cambridge University press: Cambridge.

References
Lal, Brij V., Peter Reeves and Rajesh Rai (eds.). 2007. The Encyclopedia of the Indian
Diaspora. Singapore: Editions Didier Millet
Parekh, Bhikhu, Gurhapal Singh and Steven Vertovec (eds.). 2003. Culture and Economy in
theIndian Diaspora. London: Routledge.
Raghuram, Parvati, Ajaya Kumar Sahoo, BrijMaharaj and Dave Sangha (eds.). 2008. Tracing
an Indian Diaspora: Contexts, Memories, Representations. New Delhi: Sage Publications.
Bhatia, Sunil. 2007. American Karma: Race, Culture, and Identity in the Indian Diaspora.
NewYork: New York University Press.
Puwar, N. and Raghuram, P. (eds.). 2003. South Asian Women in the Diaspora. Oxford:
Berg.
Rayaprol, Aparna. 1997. Negotiating Identities: Women in the Indian Diaspora. New Delhi:
Oxford.
Safran, William, Ajaya Kumar Sahoo and Brij V. Lal (eds.). 2008. Transnational Migrations:
The Indian Diaspora. New Delhi: Routledge Publications. [Chapter1,3,5]
Khadria, Binod. 1999. The Migration of Knowledge Workers: Second-generation Effects of
India’s Brain Drain. New Delhi: Sage Publications.
Ministry of External Affairs. 2001. Report of the High Level Committee on Indian Diaspora.
New Delhi: Indian Council of World Affairs.
Web sources:
1. www.iom.int
2. https://www.researchgate.net/publication/260096281_Theories_and_Typologies_of_
Migration_An_Overview_and_A_Primer
3. https://www.mea.gov.in/images/pdf/1-executive-summary.pdf

Course Outcomes:

CO 1 –Explain the theories of international migrations and diaspora

CO 2 –Outline the position of Indian diaspora worldwide
CO 3 –Examine the issues of identity among the Indian diaspora
CO 4 –Evaluate the Indian policies towards diaspora
CO 5 – understand the perspectives and policies of receiving countries
 42

CO Mapping with Programme Outcomes

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8
CO 1 3 3 2 2 3 3 2 3
CO 2 3 3 2 2 3 3 2 3
CO 3 3 3 2 2 3 3 2 3
CO 4 3 3 2 2 3 2 2 3
CO 5 3 3 2 2 3 3 2 3
Total 15 15 10 10 15 14 10 15
Average 3 3 2 2 3 2.8 2 3
S-Strong (3) M-Medium (2) L-Low (1)

CO Mapping with Programme Specific Outcomes

PSO 1 PSO 2 PSO 3 PSO 4 PSO 5
CO 1 3 3 2 3 2
CO 2 3 3 3 3 3
CO 3 3 3 3 3 3
CO 4 3 3 3 3 3
CO 5 3 3 2 3 2
Total 15 15 13 15 13
Average 3 3 2.6 3 2.6
S-Strong(3) M-Medium (2) L-Low (1)
 43

Elective-7

Course Title Indian Constitution

Course Type Elective Course 7 Course Code EC 7
Year I Semester II
F
L T P Total
Credits 3 Hours S
3 1 0 0 4

Learning Objectives:

1 –Explain the historical background of the Indian Constitution.

2 –Compare and contrast the fundamental rights, directive principles of state policy and
fundamental duties.
3 –Evaluate the nature of Indian federalism and the rationale for emergency provisions.
4 –Describe the powers and functions of the various units of the government.
5- Evaluate the nature of the State constitutional machinery and its functions

UNIT I
Historical background - Sources of the Indian Constitution - Preamble-citizenship

UNIT II
Fundamental Rights–Directive Principles of State Policy – Fundamental Duties-important
amendments to the Constitution
UNIT III
Indian Federalism: Distribution of powers: Legislative – Administrative and Financial
relation- Emergency Provisions

UNIT IV
Union Government – President: Election – Powers and Functions – Cabinet: Prime Minister –
Parliament Composition, Powers and functions- Process of lawmaking – Speaker –
Parliamentary Committees – Supreme Court of India:Composition, powers and functions

UNIT V
State Government: Role of the Governor - State Legislature – Cabinet- High Courts –

LEARNING RESOURCES
Recommended Books
Austin Granville, The Indian Constitution: Cornerstone of A Nation,Oxford University
Press,1999
Agarwal, R.C. Constitutional Development and National Movement of India, S. Chand & Co.
1996
Durga Das Basu,An Introduction to Indian Constitution,Wadha& Company, 2001
Shukla, V.N, The Constitution of India, Eastern Book Company,1977
5. Khanna, V.N, Constitution and Government of India, S. Chand & Co., 1981
 44

References
Bhargava Rajeev, Politics and Ethics of the Indian Constitution, Oxford University,2009
Durga Das Basu, Commentary on the Constitution of India,Wadha& Company,2000
Gautam Bhatia, Transformative Constitution: A Radical Biography in Nine Acts, Harper
Collins India, 2019
Misra, B.R., Economic Aspects of Indian Constitution, Orient Longman,1952

Web Sources:
1. https://legislative.gov.in/constitution-of-india
2. https://www.constitutionofindia.net/constitution_of_india
3. https://www.loc.gov/item/57026883

Learning Objectives:
1 –Examine the various schools of thought in ecological studies.
2 –Trace the impact of eco systems from a historical perspective.
3 –Evaluate the impact of British ecological imperialism.
4 –Detail India’s environmental policy
5- Examine the role and impact of various movements

Unit I
Introduction To Environmental History – Habitats in Human History: Modes of Production
and Modes of Resource Use – Schools of Thought in Ecology: Marxist, Gandhian, Eco-
Feminism, Anthropocene.

Unit II
Prehistoric Environment in India – Role of Climate in Indus Valley Civilization – Forest In
Ancient India – Iron Tools and Deforestation in the Vedic Period – Eco-Systems of the
Sangam Age In South India – Asoka And Ecology – Mughals And Hunting.

Unit III
Ecological Imperialism – Forest Policy: Forest Acts of 1865, 1878 and 1927 – Protest
Against British Forest Acts and Policies of Monoculture – Plantation – Public Works –
Railways –Hill Stations – Systematic Conservation versus Exploitation Debate.

Unit IV
Independent India’s Environmental Policy– Forest Policy – Resolutions And Acts of 1952,
1980, 1988 and 2018 – Development Versus Environment–Big Dams And Hydro-Electric
Power Projects –Bhopal Gas Tragedy – Tsunami and its Impact –Move Towards Sustainable
Development – National Environment Policy – National Conservation Strategy and the
Policy Statement of Environment And Development 1992 – National Environment Tribunal –
National Green Tribunal.

Unit V
Environmental Movements: Bishnoi Movement – Chipko Movement – Appiko Movement –
Narmada BacchaoAndolan – Silent Valley Movement – Jungle BachaoAndolan –
 45

LEARNING RESOURCES

Recommended Books
IrfanHabib, Man and Environment: Vol-36: Ecological History of India, New Delhi: Tulika
Books, 2011
Donald Hughes.J., What is Environmental History?,Polity Press: Cambridge, U.K. 2006.
MadhavGadgil and RamchandraGuha, The Fissured Land: An Ecological History of India
OUP: Berkeley and Los Angeles, California, USA 1992
Mahesh Rangarajan and K Sivaramakrishnan, ed., India’s Environmental History: From
Ancient Times to the Colonial Period Vol 1, Permanent Black: Ranikhet, India, 2012
Modern Environmental History, edited by Donald Worster and Alfred Crosby, 1-14.
Cambridge: Cambridge University Press, 1988.
Ramachandra,Guha, The Unquiet Woods: Ecological Change and Peasant Resistance in the
Himalaya OUP,1989
Donald Worster .“Doing Environmental History.” In The Ends of the Earth: Perspectives on
References
Christopher Hill, South Asia: An Environmental History, ABC-CLIO, Inc: California, US,
2008
Crosby, Alfred. “Ecological Imperialism: The Overseas Migration of Western Europeans as
biological phenomenon.” In The Ends of the Earth: Perspectives on Modern Environmental
History, edited by Donald Worster and Alfred Crosby, 103-17. Cambridge: Cambridge
University Press, 1988.
David L Gosling, Religion and Ecology in India and South East Asia, Routledge: London,
U.K.,
Guha, Ramachandra, Environmentalism: A Global History, OUP, New Delhi, 2000.
Guha,Ramachandra and J. Martinez-Alier, Varieties of Environmentalism: Essays - North
and South, OUP, New Delhi, 1998.
Joakim,Radkau, Nature and Power: Global History of the Environment, Cambridge
UniversityPress, New York, USA, 2008
Keith, Smith, Environmental Hazards, Routledge, New York, 1996.
Web sources:
1. https://www.mids.ac.in/assets/doc/WP_203.pdf
2. https://www.researchgate.net/publication/343547680_ENVIRONMENT_IN_EARLY
_INDIA_A_HISTORICAL_PERSPECTIVE
3. https://www.jstor.org/stable/41949868

Course Outcomes:
CO 1 –understand the various schools of thought in ecological studies.
CO 2 –Trace the impact of eco systems from a historical perspective.
CO 3 –Evaluate the impact of British ecological imperialism.
CO 4 –Examine the impact of various environmental movements in India
 46

CO 5- Examine the role of various movements

CO Mapping with Programme Outcomes

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8
CO 1 3 3 2 2 3 3 2 3
CO 2 3 3 2 2 3 3 2 3
CO 3 3 3 2 2 3 3 2 3
CO 4 3 3 2 2 3 2 2 3
CO 5 3 3 2 2 3 3 2 3
Total 15 15 10 10 15 14 10 15
Average 3 3 2 2 3 2.8 2 3
S-Strong (3) M-Medium (2) L-Low (1)

CO Mapping with Programme Specific Outcomes

PSO 1 PSO 2 PSO 3 PSO 4 PSO 5
CO 1 3 3 2 3 2
CO 2 3 3 3 3 3
CO 3 3 3 3 3 3
CO 4 3 3 3 3 3
CO 5 3 3 2 3 2
Total 15 15 13 15 13
Average 3 3 2.6 3 2.6
S-Strong(3) M-Medium (2) L-Low (1)
 47

Elective-8

Course Title Environmental History of India

Course Type Elective Course 8 Course Code EC 8
Year I Semester II
F
L T P Total
Credits 3 Hours S
3 1 0 0 4

Learning Objectives:
1 –Examine the various schools of thought in ecological studies.
2 –Trace the impact of eco systems from a historical perspective.
3 –Evaluate the impact of British ecological imperialism.
4 –Detail India’s environmental policy
5- Examine the role and impact of various movements

Unit I
Introduction To Environmental History – Habitats in Human History: Modes of Production
and Modes of Resource Use – Schools of Thought in Ecology: Marxist, Gandhian, Eco-
Feminism, Anthropocene.

Unit II
Prehistoric Environment in India – Role of Climate in Indus Valley Civilization – Forest In
Ancient India – Iron Tools and Deforestation in the Vedic Period – Eco-Systems of the
Sangam Age In South India – Asoka And Ecology – Mughals And Hunting.

Unit III
Ecological Imperialism – Forest Policy: Forest Acts of 1865, 1878 and 1927 – Protest
Against British Forest Acts and Policies of Monoculture – Plantation – Public Works –
Railways –Hill Stations – Systematic Conservation versus Exploitation Debate.

Unit IV
Independent India’s Environmental Policy– Forest Policy – Resolutions And Acts of 1952,
1980, 1988 and 2018 – Development Versus Environment–Big Dams And Hydro-Electric
Power Projects –Bhopal Gas Tragedy – Tsunami and its Impact –Move Towards Sustainable
Development – National Environment Policy – National Conservation Strategy and the
Policy Statement of Environment And Development 1992 – National Environment Tribunal –
National Green Tribunal.

Unit V
Environmental Movements: Bishnoi Movement – Chipko Movement – Appiko Movement –
Narmada BacchaoAndolan – Silent Valley Movement – Jungle BachaoAndolan –
 48

LEARNING RESOURCES

Recommended Books
IrfanHabib, Man and Environment: Vol-36: Ecological History of India, New Delhi: Tulika
Books, 2011
Donald Hughes.J., What is Environmental History?,Polity Press: Cambridge, U.K. 2006.
MadhavGadgil and RamchandraGuha, The Fissured Land: An Ecological History of India
OUP: Berkeley and Los Angeles, California, USA 1992
Mahesh Rangarajan and K Sivaramakrishnan, ed., India’s Environmental History: From
Ancient Times to the Colonial Period Vol 1, Permanent Black: Ranikhet, India, 2012
Modern Environmental History, edited by Donald Worster and Alfred Crosby, 1-14.
Cambridge: Cambridge University Press, 1988.
Ramachandra,Guha, The Unquiet Woods: Ecological Change and Peasant Resistance in the
Himalaya OUP,1989
Donald Worster .“Doing Environmental History.” In The Ends of the Earth: Perspectives on
References
Christopher Hill, South Asia: An Environmental History, ABC-CLIO, Inc: California, US,
2008
Crosby, Alfred. “Ecological Imperialism: The Overseas Migration of Western Europeans as
biological phenomenon.” In The Ends of the Earth: Perspectives on Modern Environmental
History, edited by Donald Worster and Alfred Crosby, 103-17. Cambridge: Cambridge
University Press, 1988.
David L Gosling, Religion and Ecology in India and South East Asia, Routledge: London,
U.K.,
Guha, Ramachandra, Environmentalism: A Global History, OUP, New Delhi, 2000.
Guha,Ramachandra and J. Martinez-Alier, Varieties of Environmentalism: Essays - North
and South, OUP, New Delhi, 1998.
Joakim,Radkau, Nature and Power: Global History of the Environment, Cambridge
UniversityPress, New York, USA, 2008
Keith, Smith, Environmental Hazards, Routledge, New York, 1996.
Web sources:
1. https://www.mids.ac.in/assets/doc/WP_203.pdf
2. https://www.researchgate.net/publication/343547680_ENVIRONMENT_IN_EARLY
_INDIA_A_HISTORICAL_PERSPECTIVE
3. https://www.jstor.org/stable/41949868

Course Outcomes:
CO 1 –understand the various schools of thought in ecological studies.
CO 2 –Trace the impact of eco systems from a historical perspective.
CO 3 –Evaluate the impact of British ecological imperialism.
CO 4 –Examine the impact of various environmental movements in India
CO 5- Examine the role of various movements
 49

CO Mapping with Programme Outcomes

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8
CO 1 3 3 2 2 3 3 2 3
CO 2 3 3 2 2 3 3 2 3
CO 3 3 3 2 2 3 3 2 3
CO 4 3 3 2 2 3 2 2 3
CO 5 3 3 2 2 3 3 2 3
Total 15 15 10 10 15 14 10 15
Average 3 3 2 2 3 2.8 2 3
S-Strong (3) M-Medium (2) L-Low (1)

CO Mapping with Programme Specific Outcomes

PSO 1 PSO 2 PSO 3 PSO 4 PSO 5
CO 1 3 3 2 3 2
CO 2 3 3 3 3 3
CO 3 3 3 3 3 3
CO 4 3 3 3 3 3
CO 5 3 3 2 3 2
Total 15 15 13 15 13
Average 3 3 2.6 3 2.6
S-Strong(3) M-Medium (2) L-Low (1)
 50

NME-I

Course Title Intellectual History of Tamilnadu

Course Type EDC Course Code NME-I
Year I Semester II
F
L T P Total
Credits 2 Hours S
3 1 0 0 4
Objectives:
1. To make the students to know the contribution of the intellects to Tamil society.
2. To secure for the personality development of the students.
Unit-I: Importance of Intellectual History and Sangam Age
Modernization Process in Tamilnadu The impact of Intellectuals on Modernization -
Emergence of Social Reforms - Sangam Literature - Sangam Society Thirukkural.

Unit-Il : Role of Religion for Modernisation.

Theosophical Society - Annie Besant - Christian Missionary Activities.

Unit-111: Role of Tamil Scholars for Modernization

Tamil Renaissance - Sundarampillai - Thiru Vi. Ka - Maraimalai Adigal Pure

Tamil Movement.

Unit - IV: Role of Freedom Fighters for Modernization

Bharathi - V.O.C. - Subramanya Siva -Bharathidasan.

Unit-V: Social Reform Movements

Sanmarga Movement - Vallalar - Self Respect Movement - Justice Party

Dravidian movement - E.V.R. & C.A.Annadurai - Swami Sahajananda.

Text Books
1. Anaimuthu, V., 1974. Thoughts ofPeriyar B. V.R., 3 vols., Thinker's Forum, Trichy.

2. Irschick and Eugune, F., 1986. Tamil Revivalism in 1930 s Cre-A Publication,
Madras.

3. Kundrakudi Adigalar, 1981, Thiruvalluvar, Annamalai University,

4. Shanmugam and R.Vinayagamurthy, 1983. Thiru Vi.Ka., Oru Palkalaikazhakam (Tamil),

Manivasagar Pathipakam, Chidambaram.

5. Sivagnanam, M.P., 1967. Vallalar Kanda Orumaipadu (Tamil), Inba Nilayam,

Madras.
 51

References

1. Hardgrave, R.L., 1965, The Dravidian Movement,Bombay,

2. Mahakavi Bharathi Centenary Souvenir, 1982. Annamalai University.

3. Phillips, C.H. and Wainwaright, M.O. (eds.), 1976. Indian Society and the Beginning
ofModernization, London.

4. Schweitzer and Albert, 1951. Indian Thought and its Development, Adam and Charles Black,
London.

5. Teachers of Tamil Department, 1-979. Thirukkural Sinthanaikal (Tamil),

Annamalai University.

CO Mapping with Programme Outcomes

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8
CO 1 3 3 2 2 3 3 2 3
CO 2 3 3 2 2 3 3 2 3
CO 3 3 3 2 2 3 3 2 3
CO 4 3 3 2 2 3 2 2 3
CO 5 3 3 2 2 3 3 2 3
Total 15 15 10 10 15 14 10 15
Average 3 3 2 2 3 2.8 2 3
S-Strong (3) M-Medium (2) L-Low (1)

CO Mapping with Programme Specific Outcomes

PSO 1 PSO 2 PSO 3 PSO 4 PSO 5
CO 1 3 3 2 3 2
CO 2 3 3 3 3 3
CO 3 3 3 3 3 3
CO 4 3 3 3 3 3
CO 5 3 3 2 3 2
Total 15 15 13 15 13
Average 3 3 2.6 3 2.6
S-Strong(3) M-Medium (2) L-Low (1)
 52

Course Title Human Rights

Course Type Common Paper - I Course Code CP I
Year II Semester III
F
L T P S Total
Credits 1 Hours
1 1 0 0 2
 53

Semester -III Core - 7

Course Title Colonialism and Nationalism in India
Course Type Core Course 7 Course Code CC 7
Year II Semester III
L T P FS Total
Credits 5 Hours
5 1 0 0 6

Learning objectives
1 – to trace the process of colonization
2 – to explain the rise of nationalism
3 –To highlight the transition toself-rule
4 –to examine the role of masses in the freedom struggle
5 –to detail the process of transfer of power and the attainment of independence

UNIT I
Colonialism: European Settlements in India: Portuguese – Dutch – French – English –
Anglo-French Conflict – Acquisition of Bengal – Relationship with other Indian states –
British imperialism and its impact.

UNIT II
Emergence of Nationalism in India: Manifestation of Discontent against British Rule –
Poligar Revolt – South Indian Rebellion – Vellore Revolt of 1806 - Revolt of 1857 - Popular
Pre-nationalist movements: Peasant uprisings - Tribal Resistance Movements and the Civil
Rebellions - Causes, Nature, and Impact – Socio-Religious Reform Movements: Ideological
Base for the national movement - Predecessors of the Indian National Congress - Factors
leading to the origin of Indian National Movement

UNIT III
From Representative politics to the idea of Self-rule: Birth of Indian National Congress -
Composition, Methods of Work, Policies, Demands and Attitudes of the British – Evaluation
of the Early Phase of the National Movement - Rise of Extremism - Partition of Bengal and
Swadeshi Movement – Foundation of Muslim league - Revolutionary Movements - Reactions
to the Morley-Minto Reforms -Home Rule Movements - Montague-Chelmsford Reforms –
Government of India Act 1919

UNIT IV
Era of Mass Movements: Early political activities of Gandhi– Rowlatt Satyagraha - Non-
Cooperation Movement - Swarajists - Simon Commission - Round Table Conferences - Civil
Disobedience Movement and Repression - the Government of India Act, 1935 and Provincial
Ministries - Growth of Socialist Ideas - Congress and World Affairs - Growth of
Communalism.

Unit V
Independence and Partition: Resignation of Congress Ministries - Individual Satyagraha –
Cripps’ Mission – Quit India Movement - Indian National Army - Last years of Freedom
Struggle (1945 – 47) - Simla Conference - Cabinet Mission Proposal - Transfer of Power and
Partition.
 54

LEARNING RESOURCES

Recommended Readings
Bandyopadhyay, Sekhar, From Plassey to Partition: A History of Modern India, Orient
Longman, New Delhi, 2006
Chandra, Bipan, et. al., ed., India’s Struggle for Independence, Penguin Random House
India, New Delhi, 2016
Grover, B.L. and Alka Mehta, ed., A New Look at Modern Indian History: From 1707 to the
Modern Times, S. Chand & Co. Ltd., New Delhi, 2018
Masselos, Jim, Indian Nationalism: A History, New Dawn Press, 2005
Sarkar, Sumit, Modern India, 1885-1947,Laxmi Pub., New Delhi, 2008
References
Chand, Tara, History of Freedom Movement in India, Vol. I - IV, Pub. Div., New Delhi, 2017
Dutt, R.P., India Today, Read Books, 2008
Hasan, Mushirul, ed., India’s Partition - Process Strategy and Mobilization, OUP, New
Delhi, 1993
Mehrotra, S.R., The emergence of the Indian National Congress, Rupa& Co., 2007
Sitaramayya, Pattabhi B., The History of Indian National Congress, 1885-1935, Indian
National Congress Working Committee, 1935
Sitaramayya, Pattabhi B., The History of Indian National Congress, 1935-1947, Padma Pub.,
1947
Web sources
1. https://www.routledge.com/A-History-of-Colonial-India-1757-to-1947/Roy-
Alam/p/book/9781032159676
2. https://www.jstor.org/stable/44140761
3. https://www.jstor.org/stable/44141769
Course Outcomes:
CO 1 –Evaluate the impact of British imperialism.
CO 2 –Examine the nature of early resistance against British rule in India.
CO 3 -Compare the relative merits of different methods of anti-British struggle
CO 4 –Evaluate the Gandhian non-cooperation movement and its influence on the masses.
CO 5 - Explain the process of partition
 55

CO Mapping with Programme Outcomes

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8
CO 1 3 3 2 2 3 3 2 3
CO 2 3 3 2 2 3 3 2 3
CO 3 3 3 2 2 3 3 2 3
CO 4 3 3 2 2 3 2 2 3
CO 5 3 3 2 2 3 3 2 3
Total 15 15 10 10 15 14 10 15
Average 3 3 2 2 3 2.8 2 3
S-Strong (3) M-Medium (2) L-Low (1)

CO Mapping with Programme Specific Outcomes

PSO 1 PSO 2 PSO 3 PSO 4 PSO 5
CO 1 3 3 2 3 2
CO 2 3 3 3 3 3
CO 3 3 3 3 3 3
CO 4 3 3 3 3 3
CO 5 3 3 2 3 2
Total 15 15 13 15 13
Average 3 3 2.6 3 2.6
S-Strong(3) M-Medium (2) L-Low (1)

Core 8

Course Title Intellectual History of India

 56

Course Type Core Course 8 Course Code CC 8

Year II Semester III
L T P FS Total
Credits 5 Hours
5 1 0 0 6

Course Objectives

CO 1 – Appreciate the intellectual contribution of socio-religious reformers.

CO 2 – Evaluate the contributions of economic nationalists.
CO 3 – .
CO 4 – Examine the Gandhian views on political movements.
CO 5- Appreciate the various contributions of prominent leaders

UNIT I
Understanding Intellectual History and its impact – Indian Renaissance – Raja Rammohan
Roy – DayanandaSaraswati – Syed Ahmed Khan – Vivekananda – Annie Besant

UNIT II
Economic thought of Early Nationalists – DadabhaiNaoroji – R.C. Dutt – M.G. Ranade –
J.C.Kumarappa

UNIT III
BalaGangadharTilak – AurobindoGhosh – SubramanyaBharati – M.A. Jinnah

UNIT IV
Social Thinkers: JyothiRaoPhule-Periyar E.V. Ramasamy- B.R. Ambedkar
,AyothiDasPandithar –––– M.N. Roy

UNIT V:
Mahatma Gandhi and Nationalism – Jawaharlal Nehru and Nation Building – Jaya Prakash
Narayan and Total Revolution

LEARNING RESOURCES
Recommended Books
Guha, Ramachandra, Makers of Modern India, Harvard University Press, Harvard, 2013.
Varma, V.P., Indian Political Thought, Vol. II, Laxmi Narayan Agarwal Educational Pub.,
Agra, 1959
Bhagwan, Vishnoo, Indian Political Thinkers,Atma Ram Pub., Lucknow, 1999
References
C.P.Andrews : The Renaissance in India
P.K.Gopalakrishnan : Development of Economic Ideas in India.
V.Brodovo : Indian Philosophy of Modern Times
Hanskohn : History of Nationalism in the East
 57

C.Y.Chintamani : Indian Politics Since the Mutiny

Mujumdar.R.C. : History of Political Thought from Mohan to Dayananda.
Beniprasad : The Hindu – Muslim Questions
H.C.E.Zacharias : Renascent India
G.A.Natesan&Co : Ram Mohan Roy : Hist. Life, Writings and Speeches.

Web sources
1. https://books.google.com/books/about/Makers_of_Modern_India.html?id=.
2. https://www.researchgate.net/publication/291936187_An_intellectual_history_for_In
dia

Course Outcomes.

CO 1 – understand the evolution of intellectual history of India

CO 2 – Evaluate the contributions of economic nationalists.
CO 3 – Appreciate the contribution of radical thinkers
CO 4 – Assess the role of social thinkers
CO 5- Appreciate the legacy of Gandhi, Nehru and Jaya Prakash Narayan

CO Mapping with Programme Outcomes

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8
CO 1 3 3 2 2 3 3 2 3
CO 2 3 3 2 2 3 3 2 3
CO 3 3 3 2 2 3 3 2 3
CO 4 3 3 2 2 3 2 2 3
CO 5 3 3 2 2 3 3 2 3
Total 15 15 10 10 15 14 10 15
Average 3 3 2 2 3 2.8 2 3
S-Strong (3) M-Medium (2) L-Low (1)

CO Mapping with Programme Specific Outcomes

PSO 1 PSO 2 PSO 3 PSO 4 PSO 5
CO 1 3 3 2 3 2
CO 2 3 3 3 3 3
CO 3 3 3 3 3 3
CO 4 3 3 3 3 3
CO 5 3 3 2 3 2
Total 15 15 13 15 13
Average 3 3 2.6 3 2.6
S-Strong(3) M-Medium (2) L-Low (1)
Core-9
 58

Course Title Economic History of India since 1857 CE

Course Type Core Course 9 Course Code CC 9
Year II Semester III
L T P FS Total
Credits 5 Hours
5 1 0 0 6

Learning Objectives:
1 –Examine the agrarian condition and the impact of commercialization of agriculture.
2 –Assess the impact of international linkages on the growth of industries in colonial India.
3 – Explain the trade and monetary policy of colonial India.
4 – Examine the development of various transportinfrastructure and the growth of cities
5- Critique the ideas of the economic nationalists

UNIT I:
Agriculture: Condition of Agricultural sector during 19th century- Zamindari, Ryotwari and
Mahalwari Settlements – Agricultural Indebtedness: Role of Moneylenders and its Impact –
Commercialization of Agriculture – Evolution of Irrigation Policy – Irrigation Commissions
(1901-02 and 1927) – Famine Policy

UNIT II:
Industries: Traditional Industries in Transition – De-industrialization – Small Scale Industries
and Large Scale Modern Industries – Stages of Industrialization – Major Industries (Cotton,
Jute, Iron and Steel and Plantation Industries) – Impact of First World War and Industrial
Development - Rise of Indian Capitalist Class

UNIT III:
Trade, Finance and Banking: Internal Trade – External Trade – Trade and Monetary Policy –
Banking: Origin, Growth and Development of Commercial Banks – Central Bank

UNIT IV:
Transportation: Railways – Roadways – Waterways. Emergence and Growth of Cities and
Ports - Development and Growth of Cities: Kolkata – New Delhi - Chennai

UNIT V:
Nationalist Critique: DadabhaiNaoroji – AmartyaSen- Raja Chelliah– C. Rangarajan

LEARNING RESOURCES
Recommended Books
Desai, S.S.M., et. al., Economic History of India, Himalaya Pub. House, 2010
Dutt, R.C., The Economic History of India, Vols. I & II, Publications Division, New Delhi,
2006
Dutt, R.P., India Today, Read Books, 2008
Roy, Tirthankar, The Economic History of India, 1857-1947, OUP India, New Delhi, 2010
Singh, V.B., Economic History of India, 1857-1956, Allied Pub. Pvt. Ltd., New Delhi, 1965
Reference:
 59

Rothermund, Dietmar, An Economic History of India: From Pre-Colonial Times to

1991,Routledge, 1993.
Kumar, Dharma, ed., The Cambridge Economic History of India, c. 1757-2003, Vol. II,
Cambridge University Press, Cambridge, 2008

Web sources
1. http://nationalarchives.nic.in/sites/default/files/new/THE%20ECONOMIC%20HISTORY
%20OF%20INDIA.pdf
https://indianculture.gov.in/ebooks/economic-history-india-1600-1800
Course Outcomes:

CO 1 –Examine the agrarian condition of Colonial India and the impact of commercialization
CO 2 –Assess the impact of international linkages on the growth of industries in colonial
India.
CO 3 – Explain the trade and monetary policy of colonial India.
CO 4 –Examine the development of various transport systems.
CO 5- Critique the ideas of the economic nationalists

CO Mapping with Programme Outcomes

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8
CO 1 3 3 2 2 3 3 2 3
CO 2 3 3 2 2 3 3 2 3
CO 3 3 3 2 2 3 3 2 3
CO 4 3 3 2 2 3 2 2 3
CO 5 3 3 2 2 3 3 2 3
Total 15 15 10 10 15 14 10 15
Average 3 3 2 2 3 2.8 2 3
S-Strong (3) M-Medium (2) L-Low (1)

CO Mapping with Programme Specific Outcomes

PSO 1 PSO 2 PSO 3 PSO 4 PSO 5
CO 1 3 3 2 3 2
CO 2 3 3 3 3 3
CO 3 3 3 3 3 3
CO 4 3 3 3 3 3
CO 5 3 3 2 3 2
Total 15 15 13 15 13
Average 3 3 2.6 3 2.6
S-Strong(3) M-Medium (2) L-Low (1)
 60

Tourism in Tamilnadu
Course Title Tourism in Tamil Nadu
Course Type Core Industry Course Code CI
Year II Semester III
L T P FS Total
Credits 4 Hours
5 1 0 0 6

Learning Objectives:

1 –Explain the types of tourism in Tamil Nadu.

2 –Describe the role of Tamil Nadu government in the promotion of Tourism.
3 –List out the various training facilities.
4 –Describe the tourist attractions in Tamil Nadu.
5 –Examine the employment and entrepreneurial opportunities in Tamil Nadu.

UNIT I
Geography of Tamil Nadu – Types of Tourism in Tamil Nadu – Holiday Tourism – Religious
Tourism – Heritage Tourism – Health Tourism – Fairs and Festivals

UNIT II
Role of Government in promotion Tourism – Guiding Principles of Tourism Promotion –
Tamil Nadu Tourism Development Corporation – Functions

UNIT III
Training in Hotel Management and Catering Technology – Institute of Hotel Management,
Catering Technology and Applied Nutrition, Chennai – State Institute of Hotel Management
and Catering Technology, Tiruchirappalli

UNIT IV
Tourist Attractions in Tamil Nadu: Chennai – Ooty – Kodaikanal – Kutralam –
Kanniyakumari – Kanchipuram – Madurai – Kumbakonam – Thanjavur – Mahabalipuram

UNIT V
Tourism Industry in Tamil Nadu – Hotels – Resorts – Accommodation for Students and
Travellers – Employment Opportunities - entrepreneurial opportunitiesin Tourism Industry –
Tourist Guides – Chauffeurs – Interpreter

LEARNING RESOURCES
Recommended Books
Bhatia, A.K., Tourism Development, Principles and Practices, Sterling Publishers, New
Delhi, 1987
Kannammal, Geetha, et. al, An Introduction to Tourism in Tamil Nadu, University of Madras,
Chennai, 2007
Seth, Pran, Successful Tourism Management, Vol. II: Tourism Practices, Sterling Publishers,
New Delhi, 1997
 61

References
Citizen’s Charter, Tourism Department, Government of Tamil Nadu, 2002
Enchanting Tamil Nadu, Tamil Nadu Tourism, September 2005
Selvam, M., Tourism Industry in India, Himalaya Publishing House, Bombay, 1989

Web Sources
1.https://www.tamilnadutourism.tn.gov.in

2. https://www.e-unwto.org/

Course Outcomes:

CO 1 –Explain the types of tourism in Tamil Nadu.

CO 2 –Describe the role of Tamil Nadu government in the promotion of Tourism.
CO 3 –List out the various training facilities associated with Tourism industry
CO 4 –Describe the tourist attractions in Tamil Nadu.
CO 5 –Examine the employment and entrepreneurial opportunities in Tamil Nadu.

CO Mapping with Programme Outcomes

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8
CO 1 3 3 2 2 3 3 2 3
CO 2 3 3 2 2 3 3 2 3
CO 3 3 3 2 2 3 3 2 3
CO 4 3 3 2 2 3 2 2 3
CO 5 3 3 2 2 3 3 2 3
Total 15 15 10 10 15 14 10 15
Average 3 3 2 2 3 2.8 2 3
S-Strong (3) M-Medium (2) L-Low (1)

CO Mapping with Programme Specific Outcomes

PSO 1 PSO 2 PSO 3 PSO 4 PSO 5
CO 1 3 3 2 3 2
CO 2 3 3 3 3 3
CO 3 3 3 3 3 3
CO 4 3 3 3 3 3
CO 5 3 3 2 3 2
Total 15 15 13 15 13
Average 3 3 2.6 3 2.6
S-Strong(3) M-Medium (2) L-Low (1)
 62

Elective

Course Title Principles and Techniques of Archaeology

Course Type Elective Course 9 Course Code EC 9
Year II Semester III
F
L T P Total
Credits 3 Hours S
2 1 0 0 3

Learning Objectives:

1 –Explain the meaning of archaeology and the importance of its relations with allied
disciplines.
2 –Describe the development of archaeology in India and the West.
3 –Describe the methods and techniques of excavation.
4 –List the Archaeological study centres
5 –Classify the excavated materials and explain the methods of interpretation

UNIT I
Definition, Nature, Aim and Scope of Archaeology - Archaeology as a Source of Cultural
Studies- Different kinds of Archaeology - Marine Archaeology, Aerial Archaeology ,New
Archaeology etc., Archaeology – Its relation with other Sciences (Social and Exact)

UNIT II
Beginnings in Archaeology from Antiquarianism to Archaeology - Process of Archaeology in
the West - Growth of Archaeology in India-Development of Archaeological Survey of India,

UNIT III
Exploration- Aims and Methods; Methods of Exploration – Manual and Scientific;
Excavation – Methods of Excavation – Vertical, Horizontal, Quadrant Method , Stratigraphy
: Definition, Scope and Methodology - Recording Methods: Photography, Plan and Section
Drawing, Three Dimensional Measurements - Dating Methods: Relative Dating and
Scientific Dating.

UNIT IV
Archaeological Studies in Universities and State Department of Archaeology and other
Institutions: University of Madras, Deccan College Pune, Tamil University Tanjore.-
Archaeologist in India: Alexander Cunningham, Sir John Marshall, Sir Mortimer Wheeler,
H.D.Sankalia.

UNIT V
Interpretation of Excavated Materials - Classification of Artifacts - Contextual and Site
Catchment Analysis Pottery and Antiquities: Description and Analysis - Scientific Analysis
of Organic Materials.
 63

LEARNING RESOURCES
Recommended Books
Raman, K.V. : Principles and Methods of Archaeology
Rajan.K : Archaeology: Principles and Methods

References
Atkinson.R.J.C : Field Archaeology, 2nd edn
Barker Philip : Understanding Archaeological Excavation
Fleming.S. : Dating in Archaeology
Renfrew, C and Bhan : “Archaeology”
Robert.f.Heizer(ed.,) : The Archaeologist at Work: A source Book in Archaeological
Method and Interpretation
Roy.Sourindranath :The Story of Indian Archaeology
Renfrew, C &Paul Bahn : Archaeology: Theories, Methods and Practicals

Web Sources

1. https://www.britannica.com/science/archaeology

2. https://asi.nic.in

Course Outcomes:

CO 1 –understand the meaning of archaeology and the importance of its relations with allied
disciplines.
CO 2 –Describe the evolution of archaeology
CO 3 –Describe the methods and techniques of excavation.
CO 4 –List the Archaeological study centres
CO 5 –ability to interpret the artefacts
 64

CO Mapping with Programme Outcomes

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8
CO 1 3 3 2 2 3 3 2 3
CO 2 3 3 2 2 3 3 2 3
CO 3 3 3 2 2 3 3 2 3
CO 4 3 3 2 2 3 2 2 3
CO 5 3 3 2 2 3 3 2 3
Total 15 15 10 10 15 14 10 15
Average 3 3 2 2 3 2.8 2 3
S-Strong (3) M-Medium (2) L-Low (1)

CO Mapping with Programme Specific Outcomes

PSO 1 PSO 2 PSO 3 PSO 4 PSO 5
CO 1 3 3 2 3 2
CO 2 3 3 3 3 3
CO 3 3 3 3 3 3
CO 4 3 3 3 3 3
CO 5 3 3 2 3 2
Total 15 15 13 15 13
Average 3 3 2.6 3 2.6
S-Strong(3) M-Medium (2) L-Low (1)
 65

Elective

Course Title Study of Numismatics

Course Type Elective Course Code SEC 1

Year I Semester II
F
L T P Total
Credits 3 Hours S
2 1 0 0 3

Objectives:

The course aimed to introduce the currency system of ancient India and acquaint the development
in the coinage.

 The basic thrust of this course is to establish the relevance and significance of Numismatic
studies in ancient Indian history.
 Beginning with the antiquity of coins, early Indian coinage, coins of Indo-Greeks, Śakas and
Kusānas , features of Sātavāhana and Gupta coins are discussed.
 The coins of the Chola, , Vijayanagara dynasties and also coins of Delhi sultanates, Mughal
emperors , British and modern currency system are dealt in detail.
UNIT- I:
Importance of the study of Coins - Origin and Evolution of Coinage Early Indian Coins – Punch
Marked Coins

UNIT-II:
Coins of Foreign Invaders - Indo-Greeks - Romans and the Kushans

UNIT-III:
Coins of the Maurya, Gupta, Satavahana, Chalukya and Cholas

UNIT -IV:
Coinage of the Vijayanagaras – Coins of the sultanates of Delhi – Coins of the Mughal Emperors

UNIT-V:
Coins and Currency system under British and Post Independence
Course Outcome:

 Students will be able to identify and decipher the coins.

 They will also be able to understand the socio-political background that accurse through the
coinage of that time; thus getting holistic picture of economic and monetary system prevalent
in ancient and medieval India

SUGGESTED READINGS:
1. Chattopadhyaya, B., - The Age of Kushanas - A Numismatic Study.

2. Chattopadhyaya, B.D., - Coins and Coinage in South India, New Delhi, 1977.
 66

3. Gupta, P.L., - Coins, New Delhi, 1996.

4. Sarma, I.K., - Coinage of the Satavahana Empire, New Delhi, 1980.

5. Kosambi, D.D., - Indian Numismatics, Delhi, 1992.

6. Paula J Turner, Roman Coins branch India, 1989, London.

7. P. Srivastava, Encyclopaedia of Indian Coins – Vol. I & II, Delhi, 2012.

8. David R Sear, Roman Coins and their Values, London, 1988.

Durga Prasad, Silver Punch marked Coins of Ancient India [N.S. XLV, & LVII] S.K. Chakravarthi,
Ancient Indian Numismatics

Course Outcomes:

CO 1 –understand the historical background of the Indian Constitution.

CO 2 –Compare and contrast basic features of the constitution
CO 3 –Evaluate the nature of Indian federalism and the rationale for emergency provisions.
CO 4 –Describe the powers and functions of the various units of the government.
CO 5.- Explain the structure at the state level

CO Mapping with Programme Outcomes

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8
CO 1 3 3 2 2 3 3 2 3
CO 2 3 3 2 2 3 3 2 3
CO 3 3 3 2 2 3 3 2 3
CO 4 3 3 2 2 3 2 2 3
CO 5 3 3 2 2 3 3 2 3
Total 15 15 10 10 15 14 10 15
Average 3 3 2 2 3 2.8 2 3
S-Strong (3) M-Medium (2) L-Low (1)
CO Mapping with Programme Specific Outcomes
PSO 1 PSO 2 PSO 3 PSO 4 PSO 5
CO 1 3 3 2 3 2
CO 2 3 3 3 3 3
CO 3 3 3 3 3 3
CO 4 3 3 3 3 3
CO 5 3 3 2 3 2
Total 15 15 13 15 13
Average 3 3 2.6 3 2.6
S-Strong(3) M-Medium (2) L-Low (1)
 67

NME-II
Course Title Temples in Tamilnadu

Course Type NME-II Course Code NME-II

Year II Semester III

F
L T P Total
Credits 2 Hours S
2 1 0 0 3

Unit-I
Arupadai Veedugal
Palani - Pazhamudir Cholai - Tiruchendur - Tiruthani - Tirupparakundram -
Swami malai – Mariyamman Temple Samayapuram.

Unit - II
Saiva Temples

Thillai Nataraja Temple, Chidambaram- Meenakshi Amman Temple,

Madurai - Ramanathaswamy Temple, Rameswaram - Arunachaleshwarar
Temple, Tiruvannamalai.

Unit - III
Vainava Temples
Sri Ranganathaswamy Temple, Srirangam - Parthasarathy Temple,
Tiruvallikeni - Andal Temple, Srivilliputhoor - Srivaikuntanathan Perumal
Temple, Srivaikuntam

Unit- IV
Jain Temples
Trilokyanatha Temple, Kanchipuram - Jina Kanchi Jain Math, Mel Sithamur -
Chitharal Jain Temple - Gingee Jain temple.

Unit- V
Bhuddist Temples
Mangala Buddha Vihar, Villupuram - Madurai - Kanchipuram-
Nagapattinam - Uraiyur- Kaveripattinam.
 68

Reference Books
Chandramoorthi.M. 2016, Tamilnadu Sivalayangal (Thokuthi-1), Manivasakar
Padippagam, Chennai.
Chandramouli.C., 2003, Temples of Tamilnadu Volume-1, Controller of
Publications, University of California.
Chittra Madhavan, Dr., Vishnu Temples of South India.
Seeni. Venkatasamy.Mayilai., 2007, Bouthamum Thamilum,
2007, Samanamum Thamilum, Pavai Publicactions, Chennai
Surendar Sahai – Temples of South India.
M.A.Chandramurthy – Temples of Tamilnadu – 2 Volume.
K.A.Nilakanda Sastri – A History of South India.
Bala Sarma – Temples of Tamilnadu – Tamil.
C.Vasanthi – Temples arts in Tamilnadu – Tamil.

CO Mapping with Programme Outcomes

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8
CO 1 3 3 2 2 3 3 2 3
CO 2 3 3 2 2 3 3 2 3
CO 3 3 3 2 2 3 3 2 3
CO 4 3 3 2 2 3 2 2 3
CO 5 3 3 2 2 3 3 2 3
Total 15 15 10 10 15 14 10 15
Average 3 3 2 2 3 2.8 2 3
S-Strong (3) M-Medium (2) L-Low (1)

CO Mapping with Programme Specific Outcomes

PSO 1 PSO 2 PSO 3 PSO 4 PSO 5
CO 1 3 3 2 3 2
CO 2 3 3 3 3 3
CO 3 3 3 3 3 3
CO 4 3 3 3 3 3
CO 5 3 3 2 3 2
Total 15 15 13 15 13
Average 3 3 2.6 3 2.6
S-Strong(3) M-Medium (2) L-Low (1)
 69

Semester - IV

Course Title Contemporary India

Course Type Core Course 10 Course Code CC 10
Year II Semester IV
F
L T P Total
Credits 5 Hours S
5 1 0 0 6

Learning Objectives:

1 –Evaluate the contribution of different governments.

2 –Assess the impact of government’s policy on scientific advancements in India.
3 –Describe the India’s economic development and foreign policy.
4 –Explain the uniqueness of Indian society and culture.
5- Examine the culture and Arts in Independent India

UNIT I
Demographic profile – characteristics of Indian Population – Population growth – – Religion
– Language – Occupation – National Policy on Population.

The Political Development – Reorganisation of States on Linguistic bases – Channels of

integration – Political parties – From Sastri to Indira Gandhi – Rajiv years – changes during
BharathiyaJanata Party –

UNIT II
Science and Technology – Government of India Policy – Atomic and Nuclear Policy – Space
Research - ISRO – DRDO – IT – National Research Institutes.

Transport and Communications – Railways – Roads – Shipping – Civil aviation – Postal,

Telegraph – Telecommunication –Landline –internet, Communication satellites – Mobile
communication.

UNIT III
The Economic Development – Planning Commission – National Development Council –State
Plans – Five Year plans – Liberalization and Privatization and their impact.

The Foreign policy- objectives of Foreign Policy, Basic principles of Indian Foreign Policy –
India and China – India and Pakistan – India and USA – India and Russia

UNIT IV
Indian Society: Rural and Urban context ––– Constitutional framework for safeguarding the
social interest

Education – Indian Education Commission – University Grants Commission – Kothari

Commission –Progress of women education-growth of science education

UNIT V
 70

Culture and the Arts – Society – Religion – Family – Festivals – Cuisine – Recreation
and Sports – Performing Arts – Drama and Cinema- Folk Arts

LEARNING RESOURCES
Recommended Books
S.C. Dube (Ed) : India since Independence (1947-1977)
S. Gopal : Jawaharlal Nerhu: Foreign policy of India 1960’s, Vol. III.
M.J.Akbar : The Siege within: Problems of Modern India
A. Appadurai : Foreign policy (Consumer Library)
V.D. Mahajan : History of Modern India up to 1980’s

References
B. Kuppuswamy : Social Change in India
R.N. Sharma : Social problems in India
Ronald Segal : The Crisis of India
Bipan Chandra, et. al. : India After independence, 1947- 2000

Web Sources
1.https://www.ddutkal.ac.in
2.https:// www.jstor.org/contemporaryindia

Course Outcomes:

CO 1 –Evaluate the contribution of different governments.

CO 2 –Assess the impact of government’s policy on scientific advancements in India.
CO 3 –Describe the India’s economic development and foreign policy.
CO 4 –Explain the uniqueness of Indian society and culture.
CO5- Examine the culture and Arts in Independent India
 71

CO Mapping with Programme Outcomes

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8
CO 1 3 3 2 2 3 3 2 3
CO 2 3 3 2 2 3 3 2 3
CO 3 3 3 2 2 3 3 2 3
CO 4 3 3 2 2 3 2 2 3
CO 5 3 3 2 2 3 3 2 3
Total 15 15 10 10 15 14 10 15
Average 3 3 2 2 3 2.8 2 3
S-Strong (3) M-Medium (2) L-Low (1)

CO Mapping with Programme Specific Outcomes

PSO 1 PSO 2 PSO 3 PSO 4 PSO 5
CO 1 3 3 2 3 2
CO 2 3 3 3 3 3
CO 3 3 3 3 3 3
CO 4 3 3 3 3 3
CO 5 3 3 2 3 2
Total 15 15 13 15 13
Average 3 3 2.6 3 2.6
S-Strong(3) M-Medium (2) L-Low (1)
 72

Core-12
Course Title International Relations since 1945 CE
Course Type Core Course 12 Course Code CC 12
Year II Semester IV
F
L T P S Total
Credits 5 Hours
5 1 0 0 6

Learning objectives

1 –Explain the various theories and concepts of International Relations.

2 –Evaluate the impact of cold war.
3 –Assess the achievements of UNO and other regional organizations.
4 – Examine the role of international economic organisations
5- Examine the key international issues with special reference to India’s concerns

UNIT I
Theories of International Relations: Idealist Theory – Realist Theory – World Systems
Theory – Neorealist Theory – Neoliberal Theory; State System: Origin – Nature –
Sovereignty – Nationalism – Balance of Power: Meaning – Characteristics – Types –
Techniques – Collective Security: Meaning – Nature – Diplomacy: Meaning – New
Diplomacy – Types of Diplomacy – National Security: Definition – Internal Threats –
External Threats

UNIT II
Cold War: Origin – Phases of Cold War – End of Cold War – NAM: Origin – Membership
and Conferences – Objectives – Achievements – India’s Role; Middle East: Arab Israeli
Conflict – Oil Crisis

UNIT III
United Nations Organization and its Specialized Agencies (UNESCO – UNICEF – WHO) –
European Union – Organization of African Unity – ASEAN – SAARC

UNIT IV
Brettonwoods Institutions: World Bank and IMF –UNCTAD – North – South Dialogue –
NIEO – GATT – WTO

UNIT V
Nuclear Politics: IAEA – NPT – CTBT – Concepts – India’s Nuclear Policy; International
Terrorism: Origin – Types – 9/11 – US War on Terrorism – Indian Perspective; Indian
Ocean: Cold War Politics – Contending Interests – India’s Concerns; Environmental
Concerns: Rio – Kyoto – Green Peace
 73

LEARNING RESOURCES

Recommended Books

Palmer and Perkins .,International Relations: World Community in Transition

Hans J. Morgenthau., Politics among Nations

Peter Calvocoressi., World Politics since 1945

AsitSen ., International Politics

Prakash Chandra., International Relations: Foreign Policy of Major Powers an Regional

Systems

References

Joseph Frankel : International Relations in a Changing World

Michael Dockrill : The Cold War: 1945-196

K.P. Misra&

K.R. Narayanan, ed. : Non-Alignment in Contemporary International Relations

Rasul B. Rais : The Indian Ocean and the Superpowers

K.R. Singh : The Indian Ocean: Big Power Presence and Local Response

Web Source

1.https://www.britannica.com/topic/international-relations

2.https://www.futurelearn.com/experttracks/global-studies-international-relations

Course Outcomes:

CO 1 –Explain the various theories and concepts of International Relations.

CO 2 –Evaluate the impact of cold war.
CO 3 –Assess the achievements of UNO and other regional organizations.
CO 4 – Examine the role of international economic organisations
CO 5- Examine the key international issues with special reference to India’s concerns
 74

CO Mapping with Programme Outcomes

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8
CO 1 3 3 2 2 3 3 2 3
CO 2 3 3 2 2 3 3 2 3
CO 3 3 3 2 2 3 3 2 3
CO 4 3 3 2 2 3 2 2 3
CO 5 3 3 2 2 3 3 2 3
Total 15 15 10 10 15 14 10 15
Average 3 3 2 2 3 2.8 2 3
S-Strong (3) M-Medium (2) L-Low (1)

CO Mapping with Programme Specific Outcomes

PSO 1 PSO 2 PSO 3 PSO 4 PSO 5
CO 1 3 3 2 3 2
CO 2 3 3 3 3 3
CO 3 3 3 3 3 3
CO 4 3 3 3 3 3
CO 5 3 3 2 3 2
Total 15 15 13 15 13
Average 3 3 2.6 3 2.6
S-Strong(3) M-Medium (2) L-Low (1)
 75

Project
Course Title Project
Course Type Project with Viva Course Code PT
Year II Semester IV
F
L T P S Total
Credits 7 Hours
7 3 0 0 10

Project at P.G. level is essentially an experience in Historical Research. It provides

opportunity to the student for an independent source-based study. It also facilitates the
development of subject skills to acquire select and synthesize relevant and appropriate
knowledge in a range of historical evidence in a critical manner. It is hoped that this exercise
would develop transferable skills with independence of mind, communication skills and
ability to work in a self-disciplined way.

Each student has to do a project/dissertation in the range of 9,000 – 10,000 words including
references and excluding Bibliography.

Each student should work under a faculty allotted by the Department. After completion of the
project there will be a Viva Voce Examination.
 76

Elective -11
Course Title Women in India through the Ages
Course Type Elective Course 11 Course Code EC 11
Year II Semester IV
F
L T P Total
Credits 3 Hours S
3 1 0 0 4

Larning Objectives:

1 –Explain the various perspectives on women’s issues

2 - Appreciate the contribution of social reformers to women’s cause
3 –Outline the constitutional safeguards for women
4 –Examine the position of women in society
5 –Examine the women welfare organisations and its schemes

UNIT I
Perspectives on Women’s Issues: Liberal – Radical – Socialist – Marxist – Historical
Aspects: Women in Ancient India – Women in Medieval India – Women in Modern India –
Role of women in India’s Freedom Struggle.
UNIT II
Social Reform Movements and their impact: Contributions of Brahma Samaj, Rammohan
Roy, Ishwar Chandra Vidhyasagar, JyotibaPhule and SavitribaiPhule, Pandita Rama Bai,
Periyar E.V. Ramasamy, and Dravidian Movement – Dr.Muthulakshmi Reddy –
MoovalurRamamirthamAmmaiyar
Unit III
Constitution, Laws and the changing status of women: Women and Political Participation
in India, Right to Vote, 73rd and 74th Constitutional Amendment and Participation in Local
Governance, - Constitutional and Legal Safeguards for Women – Fundamental Rights,
Directive Principles and Fundamental Duties –Laws related to Inheritance – Dowry Related
Laws –

Unit IV
Women’s Welfare Organizations and Schemes: Women’s Indian Association – National
Commission for Women and State Commission for Women – Women Development
Corporation – women welfare Schemes of the Government of India
 77

Unit V
Women and Economy: Women and Economic Growth – Women in Unorganised Sector –
Impact of Globalisation on Women’s Employment – Women Entrepreneurs – Poverty and
Developmental Issues: Self Help Groups –
Women and Media: Women in Print- Visual and Social Media

LEARNING RESOURCES
Recommended Books
Anil Kumar Jha, “Gender Inequality and Women Empowerment”, Axis Books, New Delhi,
2012.
NandalSantosh , “Women and Development”, A Mittal Publications, New Delhi, 2012
Rani Sandhya, “Development of Women – Issues and Challenges”, Discover Publishing
House Pvt Ltd, New Delhi, 2012.
References
Elson Diane, et al. “Gender Equality and Inclusive Growth: Economic Policies to Achieve
Sustainable Development”, UN Women, 2019
Jenny Edwards, Andrea Cornwall, et al., “Feminisms, Empowerment and Development:
Changing Women‟s Lives”, Kindle Edition, 2014.
Priyanka Sharma Gurnani, “Women Entrepreneurship – Emerging Dimension of
Entrepreneurship in India” Educreation Publishing House, New Delhi, 2016.
Rao, Pulla, “Political Empowerment of Women in India – Challenges and Strategies”, ABD
Publishers, New Delhi, 2012.
Web sources
1.https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2982549/
2.https://www.sociologydiscussion.com
Course Outcomes:

CO 1 –Explain the various perspectives on women’s issues

CO 2 - Appreciate the contribution of social reformers to women’s cause
CO 3 –Outline the constitutional safeguards for women
CO 4 –Examine the position of women in society
CO 5 –Examine the women welfare Organisations and schemes
 78

CO Mapping with Programme Outcomes

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8
CO 1 3 3 2 2 3 3 2 3
CO 2 3 3 2 2 3 3 2 3
CO 3 3 3 2 2 3 3 2 3
CO 4 3 3 2 2 3 2 2 3
CO 5 3 3 2 2 3 3 2 3
Total 15 15 10 10 15 14 10 15
Average 3 3 2 2 3 2.8 2 3
S-Strong (3) M-Medium (2) L-Low (1)

CO Mapping with Programme Specific Outcomes

PSO 1 PSO 2 PSO 3 PSO 4 PSO 5
CO 1 3 3 2 3 2
CO 2 3 3 3 3 3
CO 3 3 3 3 3 3
CO 4 3 3 3 3 3
CO 5 3 3 2 3 2
Total 15 15 13 15 13
Average 3 3 2.6 3 2.6
S-Strong(3) M-Medium (2) L-Low (1)
 79

Elective-12

Course Title Science and Technology in India since 1947 CE

Course Type Elective Course 12 Course Code EC 12
Year II Semester IV
F
L T P Total
Credits 3 Hours S
3 1 0 0 4

Learning Objectives:

1 –Describe the evolution of India’s Science & Technology Policy

2 –Evaluate the contribution of Green Revolution, White Revolution and Blue Revolution
3 –Examine the advancements in the field of atomic and space research
4 –Outline India’s progress in the frontier areas of scientific research
5 -Examine the social and economic impact of scientific advancements.

UNIT I
Establishment of Science and Technology Ministry – Establishment of Scientific Research
Institutions – CSIR, BARC, AIIMS, ICAR, IITs – Evolution of Government of India’s
Science and Technology Policy Frameworks since Independence – Science and Technology
Policy Documents, 1958, 1983, 2003, 2013.

UNIT II
Development of Agricultural Science – Green Revolution – M.S. Swaminathan – White
Revolution – VergheseKurien – Blue Revolution

UNIT III
Atomic Energy and Nuclear Power Generation Programme – HomiBhabha – Atomic Energy
Commission of India – Pokhran I&II – Nuclear Power Policy of India Space Research: ISRO
– Development of INSAT system – Remote Sensing Applications– PSLV –Chandrayaan –
Mangalyaan – Space Applications – DRDO – India’s Missile Programmes – A.P.J. Abdul
Kalam – India’s Ballistic Missile Defence System

UNIT IV
Ocean Sciences – Indian National Centre for Ocean Information Services – Ocean Forecasts
– Tsunami warning system – Biotechnology – Department of Bio Technology –
Biotechnology Parks and Incubators – Biotechnology Industrial Research Assistance Council.
 80

UNIT V
IT Revolution – New thrust on Knowledge Economy, Basic scientific research in frontier
areas like Nano and Biotechnology, and Innovation eco-systems – Social and Economic
Impact of Scientific advancements.

LEARNING RESOURCES

Recommended Books
Abraham, Itty 1998. The making of the Indian Atomic Bomb: Science, Secrecy and the
Postcolonial Stale. Hyderabad. Orient Longman Limited.
Alam, Ghayur 1993. Research and Development in Indian Industry: A study of the
Determinants of its Size and Scope (mimeo) Study undertaken by the Centre for Technology
Studies. New Delhi: Department of Science and Technology.
Joshi, Padmanabh 1992. Vikram Sarabhai: The Man and the Vision. Ahmedabad: Mapin
Publishing Pvt. Ltd.
Nayar, Baldev Raj 1983. India's Quest for Technological Independence: 2 Vols. New Delhi:
Lancer Publications.
Parthasarath, Ashok & Singh, Baldev 1992. "Science in India: The first Ten Years".
Economic & Political Weekly, Bombay, VOL.XXVII, NO.35, August 29.
Parthasarathi, Ashok 1987. "Acquisition and Development of Technology the Indian
Experience". Economic and Poli1ical Weekly, Vol. XXII, No.48, November 28.
Raj, Gopal 2000. Reach for the STARS: The Evolution of India's Rocket Programme. New
Delhi, Viking, Penguin Books India (P) Ltd.
India Year Book, Publications Division, Government of India

References
Parthasarathi, Ashok 1969. "Appearance and Reality in Indian Science Policy". Nature
221(5184), March 8, pp. 909-911.
Parthasarathi, Ashok 1972. Framework and Format for Sectoral S & T Plans: A Control
Document prepared for the National Committee on S & T (NCST), Government of India
Special Assistant for S & T to Prime Minister, New Delhi, March.
Phalkey, Jahnavi 2013. Atomic State: Big Science in Twentieth-Century India. Ranikhet:
Permanent Black
Prakash, Gyan 1999. Another Reason: Science and the Imagination of Modern India. New
Delhi: Oxford University Press.
Rahman, A.1958. "Congress Resolution on Science and Technology," Paper presented for the
Study Group on Scientific Research. New Delhi
Sundram, C.V. et al (ed.). Atomic Energy in India: 50 Years. New Delhi: Dept. of Atomic
Energy
Tyabji, Nasir 2000. Industrialization and Innovation: The Indian Experience. New Delhi:
Sage Publications.
Udganokar, B.M. 1985. Science, Technology and Economic Development. Bombay Indian
Merchants' Chamber, Economic Research & Training Foundation.
 81

Web source
1. https://dst.gov.in/
2. https://www.india.gov.in/topics/science-technology
Course Outcomes:

CO 1 –Describe the evolution of India’s Science & Technology Policy

CO2 –Evaluate the contribution of Green,White,and Blue Revolutions
CO 3 –understand the advancements in the field of atomic and space research
CO 4 –Outline India’s progress in the frontier areas of scientific research
CO 5 -Examine the social and economic impact of scientific advancements.

CO Mapping with Programme Outcomes

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8
CO 1 3 3 2 2 3 3 2 3
CO 2 3 3 2 2 3 3 2 3
CO 3 3 3 2 2 3 3 2 3
CO 4 3 3 2 2 3 2 2 3
CO 5 3 3 2 2 3 3 2 3
Total 15 15 10 10 15 14 10 15
Average 3 3 2 2 3 2.8 2 3
S-Strong (3) M-Medium (2) L-Low (1)

CO Mapping with Programme Specific Outcomes

PSO 1 PSO 2 PSO 3 PSO 4 PSO 5
CO 1 3 3 2 3 2
CO 2 3 3 3 3 3
CO 3 3 3 3 3 3
CO 4 3 3 3 3 3
CO 5 3 3 2 3 2
Total 15 15 13 15 13
Average 3 3 2.6 3 2.6
S-Strong(3) M-Medium (2) L-Low (1)
 82

Course Title Cargo and Logistics

Professional competency
Course Type Course Code PCS 1
skill
Year II Semester IV
F
L T P Total
Credits 2 Hours S
3 1 0 0 4

Learning Objectives:

1 – List the definitions of cargo and logistics and its evolutions

2 Describe the cargo handling in the ports and airports
3 –Describe the functions of logistics management
4 – Describe provision and carriage of loading accessories.
5 –Discuss the challenges in logistics management

UNIT I
Definition of Cargo and Logistics- History and Evolution – Objectives – Elements

UNIT II
Ports- Handling of Cargo in Major and Minor – The cargo handling organisations in Ports -
Types of Cargo in Shipping -Handling of Cargo in Airport – The cargo handling
organisations in Airport - Types of Air Cargo - Cargo needing Special Attention
UNIT III
Logistics Management- Definition - Role of Tourism Logistics management - Functions of
Logistics Management
UNIT IV
Concept of IATA cargo agent – Formation – IATA Recognition – Agents – Duties &
Responsibilities – Payment Procedures

UNIT V
Logistic management challenges-Customer Service- Transportation cost Control-Planning
and Risk Management- supplier/partner relationship- Governmental and environmental
regulations
 83

LEARNING RESOURCES

Recommended Books

Kotler, Philip. Kevin Lane Keller Marketing Management

Tourism, Transport and Travel Management

Airport Business - R. Boganis

All you wanted to know about Airlines Functions K. Sikdar

Gupta S. K. International Air Fare and Ticketing, UDH Publishers Delhi.

References

Gene Kropf, Airline Procedures.

Wilson & Bryon, Air Transportation.

Philip Locklin D, Economics of Transportation.

Indian Aircraft manual – DGCA Pub.

Alexander T Wells, Air Transportation, Wadsworth Publishing Company, California, 1993

Web Resources

https://transportgeography.org/contents/applications/tourism-transport/

https://www.mckinsey.com/industries/travel-logistics-and-infrastructure/our-insights

Course Outcomes:

CO 1 – List the definitions of cargo and logistics and its evolutions

CO 2 Describe the cargo handling in the ports and airports
CO 3 –Describe the functions of logistics management
CO 3 – Describe provision and carriage of loading accessories.
CO 4 – Explain the role of IATA
CO 5 –Discuss the challenges in logistics management
 84

CO Mapping with Programme Outcomes

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8
CO 1 3 3 2 2 3 3 2 3
CO 2 3 3 2 2 3 3 2 3
CO 3 3 3 2 2 3 3 2 3
CO 4 3 3 2 2 3 2 2 3
CO 5 3 3 2 2 3 3 2 3
Total 15 15 10 10 15 14 10 15
Average 3 3 2 2 3 2.8 2 3
S-Strong (3) M-Medium (2) L-Low (1)

CO Mapping with Programme Specific Outcomes

PSO 1 PSO 2 PSO 3 PSO 4 PSO 5
CO 1 3 3 2 3 2
CO 2 3 3 3 3 3
CO 3 3 3 3 3 3
CO 4 3 3 3 3 3
CO 5 3 3 2 3 2
Total 15 15 13 15 13
Average 3 3 2.6 3 2.6
S-Strong(3) M-Medium (2) L-Low (1)