FACULTY OF EDUCATION

SYLLABUS AND SCHEME OF EXAMINATION

ORDINANCES FOR B.A. B.Ed. PROGRAMME (RIE SCHEME)

The M.D.S. University, Ajmer hereby institutes the following ordinances under
RIE scheme governing admission, course of study, examination and other
matters relating to the degree of B.A.B.Ed programme under the Faculty of
Education.
I. Eligibility
1. The course of study shall extend over a period of four years as an integrated
course in Language and Social Science, Education, Work Experience, General
Hindi/General English and Environmental Education and Sustainable
Development leading to the composite degree of B.A. B.Ed. Regional Institute
of Education (RIE), Ajmer is catering to the needs of northern states – U.T.
Chandigarh, Delhi, Haryana, Himachal Pradesh, Jammu & Kashmir, Punjab,
Rajasthan, Uttarakhand and Uttar Pradesh.
2. Candidates who have passed Senior Secondary 10 +2 examination or any other
examination recognized as equivalent thereto by the MDS University, Ajmer
with at least 50% marks in the aggregate are eligible for admission to the
course.
3. The reservation and relaxation in marks for SC/ST/OBC/PWD and other
category shall be as per the rules of the Central Government/State Government
whichever is applicable.
4. The Institute will regulate admission through selection on the basis of marks in
the qualifying examination and/or in the entrance examination or any other
selection process as per the policy of the NCERT/RIE and the University and
in accordance with the state quota as decided by the Institute.
5. Candidate will be eligible for admission in B.A. B.Ed. if she/he has qualified
qualifying examination with appropriate merit. It is also essential for the
candidate to opt only one language either Hindi or English or Urdu and two
Social Science‘s subjects from among four Social Science subjects taught i.e.,
History, Geography, Economics and Pol.Science.
6. Out of the total number of seats available for a State, the
reservation will be made as per the NCERT‘s/ Government of India‘s rule in
force from time to time.

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 II. PROGRAMME STRUCTURE, INSTRUCTIONS& SCHEME OF EXAMINATION
B.A. B.Ed. Part I Examination (New Scheme)
Course/ Paper Periods Per Periods Paper with Exam. Max. Min.
Week Per Year External/ Duration Mark for
Internal (hrs.) Pass
Group A: General Courses (GC)*
GC 1: Gen Hindi/ 4 124 External 3 100 36
Gen English
GC 2: Environmental Education & 2 62 External 3 50 18
Sustainable Development
Group B: Core Courses (CC)
4 124 CC–1 (I)
CC 1 : English/Hindi/Urdu External 3 60
Internal 15
54
4 124 CC–1 (II)
External 3 60
Internal 15
3 93 CC–2 (I)
External 3 40
CC 2: Geography Internal 10
36
3 93 CC–2 (II)
External 3 40
Internal 10
4 124 Practical 5 50 18
4 124 CC–1 (I)
External 3 60
CC 3: History Internal 15
54
4 124 CC–1 (II)
External 3 60
Internal 15
4 124 CC–1 (I)
External 3 60
CC 4: Political Science Internal 15
54
4 124 CC–1 (II)
External 3 60
Internal 15
CC–5 (I)
4 124 External 3 60
CC 5 : Economics Internal 15
54
CC–5 (II)
4 124 External 3 60
Internal 15
CC 6: Vision of Education in India: 4 124 External 3 60
27
Concerns and Issues Internal 15
Group C : Developing Teacher Sensibilities
Section I : Experiences for Teacher Enrichment
ETE 1 : Enriching Learning 2 62 Internal 50 18
through Information and
Communication Tech.
ETE 2 : Yoga, Health and Well being 2 62 Internal - 50 18
Section II : Experiences for Social and Environmental Sensitivity (SES)
SES 1 : Work Experience
(Electricity and Electronics /Agri.) 3 93 Internal - 50 18

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 SES 2 Arts and Aesthetics One week workshop Grade
* Marks will not be added to the aggregate for award of division
ETE and SES Internals are to be evaluated by a team of two members constituted by Principal in
consultation with Dean of Instruction, Head, DE and Head DESSH.
Distribution of Marks: Total periods per week:
General Courses : 150* With Geography 43
Core (Language and Social Sc.) Courses : 450 With Geography 43
Education : 225 Without Geography 41
Total Marks 675

B.A. B.Ed. Part II Examination (New Scheme)

Course/ Paper Periods Periods Paper with Exam. Max. Min.
Per Week Per Year External/ Duration Mark for
Internal (hrs.) Pass
Group B: Core Courses (CC)
6 180 CC–1 (I)
CC 1 : English/Hindi/Urdu External 3 80
Internal 20
72
6 180 CC–1 (II)
External 3 80
Internal 20
3 90 CC–2 (I)
External 3 40
Internal 10
CC 2: Geography 3 90 CC–2 (II)
External 3 40 54
Internal 10
3 90 CC–2 (III)
External 3 40
Internal 10
4 120 Practical 5 50 18
6 180 CC–1 (I)
External 3 80
CC 3: History Internal 20
72
6 180 CC–1 (II)
External 3 80
Internal 20
6 180 CC–1 (I)
CC 4: Political Science External 3 80
Internal 20
72
6 180 CC–1 (II)
External 3 80
Internal 20
CC 5 : Economics 6 180 CC–1 (I)
External 3 80
Internal 20
72
6 180 CC–1 (II)
External 3 80
Internal 20
CC 6: Learner, Learning and 4 120 External 3 60
27
Cognition Internal 15
Group C : Developing Teacher Sensibilities

3
Section II : Experiences for Social and Environmental Sensitivity (SES)
SES 1 : Work Experience
(Elect. and Electronics / 3 90 Internal - 50 18
Agriculture)
SES3: Addressing special External 2 40 18
needs in Inclusive 2 60 Internal - 10
School
SES4: Working with the 10 Days Internal Grade
Community
SES Internals are to be evaluated by a team of two members constituted by Principal in consultation
with Dean of Instruction, Head, DE and Head DESSH.
Distribution of Marks: Total periods per week:
Core (Language and Social Sc.) Courses : 600 With Geography 46
Education : 175 WithoutGeography 45
Total Marks 775

B.A. B.Ed. Part III Examination (New Scheme)

Course/ Paper Periods Per Periods Paper with Exam. Max. Min.
Week Per Year External/ Duration Mark for
Internal (hrs.) Pass
Group B: Core Courses (CC)
4 112 CC–1 (I)
CC 1 : English/Hindi/Urdu External 3 60
Internal 15
54
4 112 CC–1 (II)
External 3 60
Internal 15
3 84 CC–2 (I)
External 3 40
Internal 10
36
CC 2: Geography 3 84 CC–2 (II)
External 3 40
Internal 10
4 112 Practical 5 50 18
4 112 CC–1 (I)
External 3 60
Internal 15
CC 3: History 4 112 CC–1 (II) 54
External 3 60
Internal 15

4 112 CC–1 (I)

External 3 60
CC 4: Political Science Internal 15
54
4 112 CC–1 (II)
External 3 60
Internal 15
CC–5 (I)
CC 5 : Economics 4 112 External 3 60
Internal 15
54
CC–5 (II)
4 112 External 3 60
Internal 15

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 CC 6: Schooling, Socialization and 4 112 External 3 60
27
Gender Concerns Internal 15
Group C : Developing Teacher Sensibilities
Section I : Experiences for Teacher Enrichment
ETE 3 : Strengthening 2 56 Internal 50 18
Professional Development
Group D: Pedagogical Courses
PC 1: Pedagogy of English/ Hindi/ 4 112 External 3 60
Urdu Internal 15 27
PC 2: Pedagogy of Social Science 4 112 External 3 60
Internal 15 27
PC 3: Learning to function as a Four Weeks Internal 50 20
Teacher

ETE Internals are to be evaluated by a team of two members constituted by Principal in consultation
with Dean of Instruction and Head DE & DESSH.
Distribution of Marks: Total periods per week:
Core (Language and Social Science) Courses : 450 With Geog. 40
Education : 325 WithoutGeog. 38
Total Marks 775

B.A. B.Ed. Part IV Examination

Course/ Paper Periods Periods Paper with Exam. Max. Min.

Per Week Per Year External/ Duration Mark for
Internal (hrs.) Pass
Group B: Core Courses (CC)
5 80 CC–1 (I)
CC 1 : English/Hindi/Urdu External 3 60
Internal 15 54
5 80 CC–1 (I) 3 60
External 15
Internal
5 80 CC–2 (I)
External 3 80 36
CC 2: Geography Internal 20
6 96 Practical 5 50
18

5 80 CC–3 (I) 60
External 3 15
CC 3: History Internal
54
5 80 CC–3 (I) 3 60
External 15
Internal
5 80 CC– 4 (I) 60
External 3 15
Internal
54
CC 4: Political Science 5 80 CC– 4 (I) 3 60
External 15
Internal

5
CC 5 : Economics CC–5 (I)
5 80 External 3 60
Internal 15
54
CC–5 (II)
5 80 External 3 60
Internal 15
CC 6: Curriculum and School 5 80 External 3 60
27
Internal 15
CC 7: Assessment for Learning 5 80 External 3 60
27
Internal 15
Group D: Pedagogical Courses
PC 1: Learning to function as a Sixteen Weeks Internal 300 150
Teacher
Distribution of Marks: Total periods per week:
Core (Language and Social Science) Courses : 450 With Geography 41
Education : 450 Without Geography 40
Total Marks 900
Year wise marks of the four year B.A. B.Ed. course
Class Marks
I Year 675
II Year 775
III Year 775
IV year 900
Total 3125 _
III Examination
1. There shall be a University examination at the end of each year as per details of the
scheme of examination.
2. A candidate will be permitted to appear in the annual examination only if s/he has
pursued a regular course of study and attended at least 80% of the classes for all the
course work and practicum and 90% for school internship.
3. A candidate shall be admitted to the next higher class only if s/he passes his/her Part I/
Part II / Part III Examination as per rules mentioned herein after.
4. In order to qualify for B.A. B.Ed. degree a candidate should obtain a minimum of 36%
marks in theory and practicals separately, wherever applicable in each subject in each
year of the course and 40% marks in Pre Internship in III Year and also in Internship in
Teaching in the Fourth Year.
5. In Part I, there will be twoGeneral courses GC1 is General Hindi/ General English, GC2
is Environmental Education and Sustainable Development. In order to pass, a candidate
must secure atleast 36% marks in each core subject. However, the marks obtained in
these papers will not be taken into account for awarding the division. In case a candidate
fails in the core subject, s/he has to clear the same as per provision.
6. Candidate shall not be permitted to change the core subjects (CC1 to CC5) in subsequent
years of the course.
7. The minimum pass marks in the supplementary examination shall be the same as
prescribed for the main examination.

6
 The candidate who has passed any year of B.A. B.Ed. programme after taking
supplementary examination will be awarded minimum pass marks in the concerned
subject irrespective of marks actually obtained in the supplementary examination.
(i) A candidate who fails in one or two subjects (excluding General Hindi/General English /
Environmental Education and Sustainable Development in the Part I) in any year of the
programme will be eligible to take the supplementary examination in the subject(s) in
which s/he fails. In case the candidate is not able to pass even in the supplementary
examination s/he can appear only as an ex-student in all subjects again at the main
examination of the subsequent year. S/he will not be required to appear in practical(s)
if s/he has already cleared the same. A candidate shall be deemed to be an ex-student if
s/he completed a regular course of study at the Institute and fulfilled the required
attendance as specified in clause No. 2 and appeared in University examination but
failed or did not take the examination.
(ii) A candidate who fails in the practical/theory/field work of a subject at the main
examination shall be required to appear only in the corresponding practical/ theory of
the supplementary examination.
(iii) A candidate who does not appear in the supplementary examination will have to appear
in the subsequent main examination in all subjects including practical, only as an ex-
student.
A candidate who appears for the supplementary examination may take provisional
admission to the next higher class at his/her own risk. Such a candidate will, however,
be allowed to appear in the University examination of the next higher class subject to
his/her passing the supplementary examination, fulfilling the attendance requirement as
a regular candidate and completion of courses of study as per scheme of examination. If
a candidate getting supplementary does not take provisional admission to the next
higher class by the notified last date of admission and passes the supplementary
examination at a later stage, s/he will not be admitted to the next higher class.
However, such a candidate may take admission to the next higher class in the next
academic session.
(iv) A candidate who fails in more than two subjects (except General Hindi/General English
/ Environmental Education and Sustainable Development) in any year of the course
shall be declared failed and will not be promoted to the next class. Such a candidate
will be permitted to appear at the main examination of the subsequent year in all the
subjects only as an ex-student.
(v) However, in the case of General Hindi/General English, and Environmental Education
and Sustainable Development, if a candidate fails in Part I s/he would get two more
chances for clearing this paper either along with the supplementary examination in Part
I or with the main examination in Part II. Non-appearance or absence from the
examination of this paper will be counted as a chance.
(vi) A candidate who fails in more than two subjects but passes in practical s/he will be
required to appear again in all the subjects (theory) except practical only as an ex-
student.
7. A candidate will be given a maximum of three chances at the main examination and the
corresponding supplementary examination in any year of the course. If s/he does not pass
the examination even thereafter, s/he will not be eligible for readmission to any year of the
programme.

7
8. If a candidate fails in the Learning to function as a teacher (Pre-Intern -ship/Internship in
Teaching) or is unable to complete Pre-Internship/Internship in teaching but passes in all
other subjects s/he will be required to repeat the complete Pre-Internship/ ‗Internship in
Teaching‘ in the next academic session along with regular candidates.
9. Division will be awarded to the successful candidates only after the Part IV examination
and on the basis of cumulative total of marks obtained in all the four years of the course in
all the subjects including Internship in Teaching but excluding the core subjects i.e.,
General Hindi/General English, and Environmental Education and Sustainable
Development.
IV. Evaluation
Rules&Regulations
Question papers:
i) Each question paper of 80 marks will be divided into five units. Each unit will have two
questions one essay type and two short answer types with 2 to 3 parts having 16 marks in total.
Candidate will be required to answer 5 questions one question from each unit.
ii) Each question paper of 60 marks will be divided into five units. Each unit will have two
questions one essay type and two short answer types with 2 to 3 parts having 12 marks in total.
Candidate will be required to answer 5 questions one question from each unit.
iii) Each question paper of 40 marks will be divided into five units. Each unit will have two
questions on eessay type and two short answer types with 2 to 3 parts having 08 marks in total.
Candidate will be required to answer 5 questions one question from each unit.
iv) Short answer type questions should aim attesting knowledge of concepts, facts, defining, laws,
principles, generalisation etc. and also testing of understanding of principles and concepts.
The answer to such question should not exceed 150 words.
v) Essay type questions are to aim attesting ability of critical thinking and application of
principles etc. taught in theory. The answer to such question should not exceed 400 words.
vi) The overall question paper will be set keeping the following difficulty levels. Easy: 30%
Average: 40% Difficult : 30%.
vii) For SES and EPC mode of internal assessment is given with the paper concerned.

V Award of Division
1. Successful candidates will be awarded division on the basis of the aggregate marks of
all the Core Courses, Pedagogy Courses and Courses on Developing Teacher
Sensibilities as per the following:
i. First Division 60% or more
ii. Second Division 48% or more (but less than 60%)
iii. Third Division 36% or more (but less than 48%)
2 Candidates can apply for Re-evaluation in any of the theory courses as per rules
stipulated by the University for B.A. B.Ed. degree. Changes in Statutes/ Ordinances/
Rules/ Regulations/ Syllabi and books may from time to time be made by amendment or
remaking and a candidate shall, except in so far as the University determines otherwise,
comply with any change that applies to years she/he has not completed at the time of
change.
Notes:
i. A course/ papermeans any General Courses (GC), Core Courses (CC), Pedagogy
Courses (PC) and Courses on Developing Teacher Sensibilities (i.e. ETE and SES)
inclusive of Practical/Practicum, as the case may be.
ii. Marks of that part of the course/ paper in which the candidate passes will be carried
over.

8
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GC-2GENERAL ENGLISH
Contact Hours: 4 periods per Week Maximum Marks: 100
Duration: 3 Hours Minimum for Pass : 36

Objectives: This is essentially a language-based course. It aims at making students read

English prose with a view to enhancing their comprehension of the language and encouraging
them to develop reading habits. It also aims at developing basic skills in grammar, enriching
their vocabulary and enabling them to write simple and correct English.

Scheme of Examination
1. Comprehension and Vocabulary
a. Questions based on content from the prescribed text 10 Marks
b. Questions based on a passage from the prescribed text to test the candidate‘s
comprehension and vocabulary 20 Marks
c. Questions based on an unseen passage to test the candidate‘s comprehension
and vocabulary 10 Marks
(There will be a text of essays and short stories between 100 and 200 pages in length.)

9
2. Composition
a. Letter/Application writing 10 Marks
b. Paragraph writing/Précis writing 10 Marks
c. Report Writing 10 Marks
4. Grammar and Usage
The Questions in this exercise will be set with the purpose of testing the candidate‘s
knowledge of grammar and familiarity with correct usage.
A. Elements of sentence 5 Marks
B. Transformation of Sentences 5 Marks
C. Active and Passive Voice 5 Marks
D. Modals 5 Marks
E. Determiners 5 Marks
F. Common Errors in English 5 Marks
The following chapters are prescribed for study:
1. M.K.Gandhi : Training: Literary and Spiritual
2. Kamla Devi Chattopadhyay : Indian Women and the Salt Satyagraha
3. Uma Rao : A Special Child
4. Neelam Saran Gour : Personal Friend
5. Vandana Shiva : Women in the Food Chain
6. Boman Desai : Between the Mosque and the Temple
Recommended Books:
1. A.J.Thomson & A.V.Martinet : A Practical English Grammar (OP)
2. S.Pit Corder : Intermediate English Practice Book (O.L.)
3. Bhaskaran and Horsburgh : Strengthen your English (OUP 1973)
4. F.T. Wood : A Remedial English Grammar for Foreign
Students (Macmillan 1965)
5. T.L.H.Smith- Pearse : The English Errors of Indian students. OUP
Book Prescribed
Dr. Jasbir Jain (Edt.): The Many Worlds of Literature, Macmillan India Ltd.

Environmental Education and Sustainable Development

Instructional Time: 2 periods / week Max. Marks: 50
Exam. Duration: 2 Hours External: 50
Objectives of the Course:
The Course ‗Environmental Education and Sustainable Development‘ aims to orient student-
teachers to analyze and understand environment concerns through the process of inquiry,
critical analysis, intellectual discourse and essential projects.
Course Outline:
Unit I: Importance and Scope of Environment
Importance need and scope of Environmental Conservation and Regeneration, Structure
and functions of different ecosystems, India as a mega biodiversity nation, Role of
individual in conservation of natural resources: water, energy and food, Equitable uses of
resources for sustainable livelihoods, Environmental legislation: awareness and issues
involved in enforcement.
Unit II: Natural Resources and Environment management
Community participation in natural resource management- water, forests etc,
Deforestation in the context of tribal life, Sustainable land use management, Traditional

10
 knowledge and biodiversity conservation. Consumerism and waste generation and its
management, Environmental degradation and its impact on the health of people, water
resource management, Biomedical waste management.
UnitIII: Sustainable Environment in Global World
Environmental conservation in the globalised world, Alternative sources of energy,
Impact of natural disaster/man-made disaster on environment, Biological control for
sustainable agriculture, Heat production and green house gas emission, Impact of
industry/mining/transport on environment, Sustainable use of forest produces.
Modes of Learning Engagement:
 Case studies and success stories (involve local material).
 Problem solving and enquiry methods
 Small assignments which may include observation of important relevant days,
preparation of bulletin board material, games, crossword puzzles, worksheet etc.
 Setting up of Eco-clubs.
 Conducting a seminar and developing a seminar document
 Project work and writing of project report
 Discussion of activities pertaining to two different classes and subjects.
 Activities on infusion of appropriate concerns
Practicum:
1. The students on completion of each topic of Unit-I-III will submit a small assignment
in the form of an activity. This may include observation of importance of relevant
season, preparation of bulletin board material, wall games, crossword puzzles,
worksheet etc.
2. The class can also form an environment club. The activity has to be on some local
specific issue pertaining to the native place of the students.
3. From the wide range of topics suggested in Units the student will be assigned one
topic. The student will develop a seminar document, which will be submitted after
the seminar.
Suggested Readings:
1. NCERT (1981) Environmental Education at School Level. New Delhi. NCERT.
2. Odum, E.P (1971). Fundamental Ecolog. Londan. W.B. Saunders Company.
3. Palmer, Joy A. (1998). Environmental education in the 21st Century. London.
Routledge.
4. Sharma R. C and Tan, Marle C (Eds.) (1990). Resource Book in Evironmental
education for secondary school lectures. Bangkok. UNSECO.
5. Sharma, R.C. (1981). 'Environmental Education. New Delhi. Metropolitan
Publishers.
6. gfj'kpUnz O;kl ¼2001½- i;kZoj.k f'k{kk] ubZ fnYyh- fo|k fogkjA
7. lDlsuk gfjeksgu ¼2003½- i;kZoj.k v/;;u] Jhxaxkuxj- vxzoky lkfgR; lnuA
8. iadt JhokLro ¼1998½- ^i;kZoj.k f'k{kk*- Hkksiky- e/;izns'k fgUnh xzaFk vdknehA
9. lDlsuk ,-ch- ¼1998½- i;kZoj.k f'k{kk- ubZ fnYyh- vk;Z cqd fMiksA
10. UNESCO (1990). Sourcebook in Environmental Education for Secondary School
Teachers. Bangkok.
11. CEE (1995). Joy of learning. Handbook of Environmental Education Activities.
Vol.I-3 to 5.—Ahmedabad. Centre for Environment Education,
12. CEE (1996) Joy of learning. Handbook of environmental education activities.
Vol.II-6 to 8.-- Ahmedabad: Centre for Environment Education

11
 13. Pandya (1999). Mamata Guide to green material: experiences and learnings in
developing effective environmental education material. Ahmedbad. Centre for
Environment Education,
14. Sharma, R. C. (1981). Environmental Education. Delhi. Metropolitan.
15. Reddy, K. Purushotham. (2007). Environmental education. New Delhi. Neelkamal
Publications Pvt. Ltd.
16. NCERT (2009). Project book in Environmental Education for class VII, VII, IX and X.
New Delhi. NCERT.
17. NCERT (2011). Teachers' Handbook on Environmental Education for the higher
secondary stage. New Delhi. NCERT.
18. NCERT (2013). Project book in Environmental Education for the higher secondary
stage. New Delhi. NCERT.

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Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours Theory: 60
Internal: 15
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12
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1 lkekU; Hkk"kk foKku & MkW- f’ko ’kadj izlkn
2 Hkk"kk foKku & MkW- HkksykukFk frokjh] fdrkc egy] bykgkckn
3 Hkk"kk foKku dh Hkwfedk & nsonsa z ukFk ’kekZ] jk/kkd`".k izdk’ku] fnYyh
4 fganh fu:Dr & fd’kksjh nkl oktis;h] ok.kh izdk’ku] fnYyh
5 Hkkjr esa ukx ifjokj dh Hkk"kk,¡ & MkW jktsanz izlkn flag] jktdey izdk’ku fnYyh
6 fganh Hkk"kk dk bfrgkl & MkW- /khjsna z oekZ] fganqLrkuh ,dsMeh] bykgkckn
7 fganh Hkk"kk dk mn~Hko vkSj fodkl & MkW- mn;ukjk;.k frokjh] Hkkjrh HkaMkj bykgkckn
8 fganh dh cksfy;k¡ ,oa miHkk"kk,¡ & MkW- gjnso ckgjh
9 Hkkjrh; vk;Z Hkk"kkvksa dk bfrgkl & MkW- txnh’k izlkn nhf{kr] viksyks izdk’ku] t;iqj
10 fganh Hkk"kk dk ,sfrgkfld O;kdj.k& MkW- ekrkcny tk;loky
11 ukxjhfyfi vkSj mldh leL;k,¡ & MkW- ujs’k flag eaFku ifCyds’ku] jksgrd
12 nsoukxjh fyfi & MkW- f’ko ’kadj izlkn
13 lkekU; Hkk"kk foKku & vEckizlkn lqeu
14 Hkk"kk dk lekt’kkL= & MkW- jktsna z izlkn flag] jktdey izdk’ku] fnYyh
lanHkZ xzaFk
1 fganh lkfgR; dk bfrgkl & jkepanz ’kqDy] dk’kh ukxjh izpkfj.kh lHkk okjk.klh
2 vk/kqfud fganh lkfgR; dk fodkl& MkW- Jh d`".k yky] fganh ifj"kn~ fo’ofo|ky;] iz;kx
3 fganh lkfgR; dk mn~Hko vkSj fodkl & gtkjh izlkn f}osnh
4 vk/kqfud lkfgR; dh Hkwfedk & MkW- y{eh lkxj ok".ksZ;] fganh ifj"kn~ fo’ofo|ky;] iz;kx
5 fganh lkfgR; dk vkykspukRed bfrgkl & MkW- jke dqekj oekZ
6 fganh lkfgR; dk oSKkfud bfrgkl & MkW- x.kifrpanz xqIr
7 u;k fganh dkO; & f’ko dqekj ’kqDy
8 Lora«;ksŸkj fganh lkfgR; dk bfrgkl & MkW- y{eh lkxj ok".ksZ;
9 fganh lkfgR; dk vkykspukRed bfrgkl & MkW- jke dqekj oekZ
10 fganh lkfgR; dk bfrgkl & la- MkW- uxsna z lkekU; fganh

fo"k; & fganh lkfgR;

isij&II ¼e/;dkyhu dkO;½
Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours Theory: 60
Internal: 15
fo|kFkhZ e/;dky dh izeq[k dkO; /kkjkvksa ds lkFk ml dky ds jpukdkjksa dh fofo/k ’kSfy;ksa
dks le> ldsxk A
bdkbZ 1
fuEufyf[kr dfo;ksa ds fn, x, dkO;ka’kksa esa ls fdUgha nks dkO;ka’kksa dh llanHkZ O;k[;k djuh gSA
izR;sd i|ka’k dk ,d fodYi Hkh fn;k tk,xk A izR;sd llanHkZ O;k[;k ds fy, 6 vad fu/kkZfjr gSa A
iBuh; dfo fuEufyf[kr gSa &
1 dchj 2 larok.kh 3 tk;lh 4 lwjnkl
5 rqylhnkl 6 ehjk 7 jl[kku
(पठनीय कविताओं की सूची इकाई संख्या 2 में देखें )
bdkbZ 2
tk;lh] dchj] jSnkl vFkok lar dfo;ksa ij nks leh{kkRed iz’u ¼6$6 vad½
lar dfo % ukenso] ukud] nknw vkSj jTtc bu dfo;ksa ds fuEukafdr dkO;ka’k i<+us gSa &
tk;lh
1. ukxerh fprmj iFk gsjk & fojg dky eksfg nhUgk

13
2. fim fo;ksx vl okmj & ik¡[k tjka xk Hkkfx A
3. p<+k vlk<+ xxu & ge lq[k Hkwyk loZ A
4. lkou cjla esg & uks eksfg ik¡o u ik¡[k
5. Hkk Hkknksa nwHkj & ns cwm+r fim A
6. dkfrd ljn pan & jgh Nkj flj eksyh A
7. vxgu fnol & /kq¡vk gEg ykx A
8. Qkxqu iou >dksjk & dar /kjs tga ik¡o A
9. Hkk cSlk[kka rifu & tks fim lk¡pS vkb A
10. tsB tjs tx & vla fim ykfx A
dchj
in 1 nqyguh xkogq & iqfj"k ,d vfouklh
2 cgqr fnuu esa & nhUgk
3 larksa HkkbZ vkb & Hk;k re [khuk A
4 ik¡Ms dkSu dqefr & jke Y;kS ykbZ
5 ge u ejS & lq[k lkxj ikok A
6 ek;k egk Bfxuh & vdFk dgkuh A
lardfo
ukenso
1 gfj uk¡o ghjk & mrjs ikjk A
2 /k`x us cdrk & jke gh tkus
3 tks yx jke tkeS & Hkoty rfj;s A
4 ,sls txFks nkl & ukenso nklk
lar jSnkl
1 vc dSls NwVs & ,slh HkfDr djs jSnklk
2 Å¡ps eafnj ’kky & jke dgha NwV;ks
3 fdfg fof/k vc & ekafg vkt A
4 dgh eu jke uke & rsa u fclkj
ukud
HkfDr ekxZ
1 eu js izHkq dh & mrkjfga ikjk A
;ksx ekxZ
1 fefy ty & tyfga [kVkuk
2 vc jk[kgqa nkl & HkkV dh ykt
3 lko.k vkb;k gs l[kh & c<+kbZ nsb
nknw
1 uhds jke dgr & ;g ekjx ldjk
2 vtgqa u fudls & tSls pan pdksj
3 ltuh jtuh ?kVrh & ldy fljkse.kh jkb
4 gejs rqEg gh & lc tatky
jTtc
eu dh I;kl
1 eu dh I;kl & jke Hktu dfj HkkbZ
2 larksa exu Hk;ka & /k.kh dk pjk
3 ,slks xq: lalkj & n’kZu iklk
bdkbZ 3
lwj vFkok rqylh ij ,d leh{kkRed iz’u ¼6$6 vad½ bu nksuksa dfo;ksa ds fuEufyf[kr dkO;ka’k
i<+us gSa &
14
 lwj
okRlY;
1 tlksnk gfj ikyuS & uan Hkkfeuh ikoS
2 eS;k eSa rks pan & lqeaxy xSgkSa
3 [ksyu vc esjh tkr & gj"k dUgS;k
4 eS;k cgqr cqjkS & feys l[kkÅ
5 [ksyu nwfj tkr dr I;kjs & lc gSa U;kjs
xksih izse
1 gfjeq[k fo/kq & jl fla/kq >dksjh
2 fprofu jksdS & Qsfjgw u pgh
3 cw>r L;ke & jkf/kdk eksjh
4 vc rks izdV & HkbZ tx tkuh
fojg o.kZu
1 e/kqdj L;ke & uoy fdlksj
2 fcuq xksiky & NqatS
3 lanslfu e/kqcu dwi Hkjs & dikV vjs
4 fujxqu dkSu nsl & efr uklh
5 Å/kkS eu & lqgkr
6 lanslkS nsodh lkSa & dfg;kS
rqylh
okfVdk izlax & jkepfjr ekul
ns[ku ckxq & e`xh lHkhr
dadu fdafdfu & le; vuqgkfj
fou; if=dk
tks iS d`ik & dkgq u MjS
jkepUnz ! j?kquk;d & HkoflU/kq rjsa A

bdkbZ 4
ehjk vkSj jl[kku ij nks leh{kkRed iz’u ¼6$6 vadksa ds½ bu nksuksa dfo;ksa ds fuEukafyf[kr
dkO;ka’k i<+us gSa A
1 eu js ijl & vxe rkj.k rj.k
2 clks esjs uSuu & HkDr oNy xksiky
3 vkyha jh eksjs & yksx dgs fcxM+h A
4 eSa rks lkaojs & Hkxr jlhyka tkaph
5 ekbZ jh eSa rks & iwjc tue dks dksy A
6 cjth eSa dkgwa dh & lrxq: ’kj.k xgwa A
7 ufga HkkoS Fkkjks & oj ik;ks NS iwjks
8 jk.kkth Fks D;ka uS & bejr ?kj fn;ks tgj
9 ix ?kq¡?k: cka¡/k & gfjpj.kka dh nklh js
10 ehjka exu HkbZ & fxj/kj iS cfy tk; A
jl[kku
lqtku jl[kku
1 izku ogh & eu Hkk;ks
2 cSu ogh & jl [kkuh
3 ekuq"k & dnac dh Mkju
4 ;k ydqVh v: & Åij okjkS
5 lsl] xusl] egsl & ukp upkoS
15
6 czge esa & ik;u
7 dgk jl[kkfu & dqekj dks
8 tks jluk & Mkju
9 dal ds Øks/k & Mkjlh
10 nzksinh vkS & jk[ku gkjks
bdkbZ 5
d& ,d iz’u dkO; ’kkL= ls lacaf/kr iBuh; dkO; ds xq.k&nks"k vkSj ’kCn ’kfDr [k&Nan
vyadkj ij ,d iz’u
Nan%] nksgk] lksjBk] pkSikbZ] dqaMfy;k¡ A vyadkj% vuqizkl] ;ed] ’ys"k] miek] :id] mRizs{kk]
vfr’;ksfDr] O;frjsd] izrhi] lansg] Hkzakfreku] n`"Vkar vkSj mnkgj.k A
ikB~; iqLrd & izkphu dkO; la- MkW- lR;ukjk;.k ’kekZ iap’khy izdk’ku t;iqj A
 60 vad fo’ofo|ky; }kjk l=kar ijh{kk ¼izR;sd bdkbZ 12 vadksa dh gksxh½
 15 vad vkarfjd ewY;kadu ¼l= laca/kh dk;Z fyf[kr 5 vad] VsLV10vad½
lanHkZ xzaFk &
1 lwj dh dkO;dyk & MkW- eueksgu xkSre
2 lwj lkSjHk & MkW- eqa’khjke ’kekZ
3 lwj dkO; & gjoa’k yky ’kekZ
4 rqylh vkSj mudk ;qx & t;fd’ku izlkn
5 eqDrd dkO; ijaijk vkSj fcgkjh & MkW- jke lkxj f=ikBh
6 fganh lkfgR; dk bfrgkl & MkW uxsanz
7 dchj & fot;sUnz Lukrd
8 dchj & Mk- gtkjh izlkn f}osnh
9 ehjk & ’kaHkq flag euksgj
10 ehjk ¼’kks/k xzaFk½ & MkW- izHkkr
11 ehjkckbZ & dY;k.k flag ’ks[kkor
12 tk;lh ds dkO; dk lkaLd`frd v/;;u & MkW- Hkheflag efyd

ENGLISH
Paper I: A Background to English Literature
Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours Theory: 60
Internal: 15
Rationale: English is a global language in multilingual country like India. It is considered to
be a library language or a window on the world. A good and proficient teacher of English
must possess a profound knowledge of the various aspects of English language and literature.
In order to acquire a good command over the skills of English language teaching learning, the
teacher–students needs to make themselves familiar with the history and development of
English language and literature, literary genres, poetic devices etc. The paper aims to provide
ample opportunities to gain a good understanding of the above-mentioned dimensions of
English language and literature.
Objectives:
The students will be able to:
 have an understanding of historical development of English language and literature
 make themselves aware of various literary genres and figures of speech
 make themselves familiar with various schools of thought and literary movements.

16
Course Contents: The paper will be divided into five Units.
Unit I: Historical Development of English Language
The position of English in Germanic Family, Landmarks in the history of English (Old
English, Middle English, Modern English), The influence of French, Latin, Greek and other
languages and current trends, English as an international language
Unit II: Literary Genres
Poetry : Lyric, sonnet, ballad, elegy, ode, epic
Prose : (i) Fiction: Novel; short story
(ii) Nonfictional prose: Essay, Travelogue; autobiography; biography
Drama: Tragedy, Comedy, one-act play, Dramatic Monologue
Unit III: Figures of Speech
Simile; metaphor; allegory; alliteration; personification, pun; repetition; onomatopoeia;
Transferred epithet, oxymoron; soliloquy; irony; wit; humour; satire; hyperbole; conceit.
Unit IV: Literary History (i)
Elizabethan Period:
 Elizabethan Lyrics, songs & sonnets
 University wits
 Metaphysical Poetry
Neo Classical Period:
 Eighteenth century Novel
 Augustan Poetry
Pre-Romantic period:
 Pre-Romantic Poetry
Unit V: Literary History (ii)
Romantic period:
 Romantic Revival poets
 EarlyNineteenth century Novel
Victorian period
 Victorian poetry
 Victorian Novel
The present Age:
 Modern Poetry
 Modern Fiction
 Modern Verse Drama

Modes of Learning Engagement

Lecture/contact periods; Communicative/Interactive and Constructivist approaches, imparting
knowledge by means of creating situations.
 Tutorials/ Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/
lecture period. Peer group teaching may be encouraged. Hard spots if any, may be resolved
during tutorials.
Scheme of Assessment
 The term-end examination will be of 60 marks. Each Unit will carry a weightof 12 marks.

17
  Two sessional Tests of 10 Marks for each paper will be conduted and average of both the
tests will be taken
 Two assignments: one oral presentation and one written assignment. It will carry a weight
of five (05) marks.
Suggested Readings
Abrams, M. H. A Glossary of Literary Terms, MacMillan: New Delhi. 2005.
Aurobindo, Sri. The Future Poetry. Pondicherry: Sri Aurobindo Ashram. 1998.
Bate, Jonathan. English Literature: A Very Short Introduction. New Delhi: Oxford University
Press. 2010.
Daiches, David. A Critical History of English Literature Vol.1 & 2. New Delhi: Supernova
Publishers. 2012.
Evans, Ifor. A Short History of English Literature. New Delhi: Penguin. 2011.
Gray, Martin. A Dictionary of English Literary Terms. London: Longman.1994.
Hudson, W.H. An Introduction to the Study of Literature. New Delhi: Maple Press. 2012.
Hudson, W.H. An Outline History of English Literature. New Delhi: Maple Press. 2012.
Prasad, B. A Background to the Study of English Literature Delhi: MacMillan. 1999.
Rees, J.A. English Literature: An Introduction for Foreign Readers. New Delhi: Macmillan.
1974.
Thakur, D. A Concise History of English. Patna: Bharti Bhavan, 2008.
Wolfreys, Julian. The English Literature Companion. New York: Palgrave Macmillan. 2012.

Paper II: Poetry and Drama

Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours Theory: 60
Internal: 15
Rationale: English has a rich tradition of poetry and drama. A student aspiring to become a
teacher of English should be familiar with some of the poetic creations and dramatic
achievements of the sixteenth and seventeenth century poets and playwrights. In order to
develop a poetic sensibility a student -teacher must read some representative poems of
Shakespeare, Ben Jonson, John Donne, Henry Vaughan, Andrew Marvel, Thomas Gray,
William Collins, John Milton, John Dryden and Pope in addition to some plays of
Shakespeare. In this paper, Shakespeare‘s one romantic comedy and one tragedy have been
included with a view to giving the students an exposure of the dramatic works of a great poet-
playwright of the world.
Objectives:
The students will be able to:
 Acquaint with certain specimens of Elizabethan and Metaphysical and Neo-classical
poetry and drama.
 Develop their analytical and imaginative powers through readings in poetry and their
skills in dialogue development through their readings in drama.
 Derive pleasure out of their readings in poetry and Shakespearean drama.
Course Contents: The paper will be divided into five Units.
Unit I : Explanation
4 passages for explanation with reference to the contexts from the texts prescribed in units II
and III carrying a weight of three (3) marks each.
Unit II: Poetry (i) (Detailed study)
Shakespeare : Shall I compare thee to a summer‘s day?

18
Ben Jonson : To Celia
John Donne : The Sun Rising
Henry Vaughan : The Retreat
Andrew Marvel : Thoughts in a Garden
Unit III: Poetry (ii) (Detailed study)
Thomas Gray : An Elegy written in a country churchyard
William Collins : Ode to Evening
John Milton : On His Blindness
John Dryden : Shadwell
Alexander Pope : Ode on Solitude
Unit IV: Drama (i) (Non-detailed Study)
William Shakespeare : As you Like It
Unit V Drama (ii) (Non-detailed Study)
William Shakespeare : Macbeth
Modes of Learning Engagement
Lecture/contact periods; Communicative/Interactive and Constructivist approaches, imparting
knowledge by means of creating situations.
 Tutorials/ Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/
lecture period. Peer group teaching may be encouraged. Hard spots if any, may be resolved
during tutorials.
Scheme of Assessment
 The term- end examination will be of 60 marks. Each Unit will carry a weight of 12
marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
 Two assignments: one oral presentation and one written assignment. It will carry a
weight of five (05) marks.
Suggested Readings
Abrams, M.H. et al. The Norton Anthology of English Literature. Vol. 1 & 2. 8th Edition.
New York: W. W. Norton & Company. 2006.
Bradley, A.C. Shakespearean Tragedy.4th Edition. London: Palgrave Macmillan.2006.
Green, David. (Ed.). The Winged World: An Anthology of Poems. New Delhi:Macmillan.
2009.
Grierson, H.J.Metaphysical Poems and Lyrics of the 17th Century. London. Oxford
University Press. 1927.
Ker, W.P. & Chambers, R.W. (Ed.). Form and Style in Poetry: Lectures and Notes. London:
Macmillan.1928.
Nair, V. G. (Ed.). The Harp and the Lyre. Hyderabad: Orient Longman. 1972.
Palgrave, F.T. & John Press.Palgrave's Golden Treasury. Oxford: Oxford University Press.
2002.
Sethna, K.D. Sri Aurobindo on Shakespeare. Pondicherry: Sri Aurobindo Ashram. 2008
Yadav, Saryug. Challenges of Teaching English Language and Literature in the Age of
Globalisation. New Delhi: Lakshi Publishers. 201

19
 PAPER I - JADEED NASR
Inshaia, Khaka Aur Reportaz
Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours Theory: 60
Internal: 15
Note: Each paper contains ten questions, having two questions from each unit. The
candidates are required to attempt five questions in all selecting at least one question from
each unit.
Unit I
There are two parts of this unit. Part Ist contains six objective type questions on prescribed
syllabus. Each question carries 1 mark. Second part contains two questions. Each question
carry three marks and word limit for answer shall be up to 100 words.
Unit II
Explanation of two extracts out of three extracts, from prescribed lessons with reference and
context. Each extract carry six marks.
Unit III
Reportaz ka Taaruf,
Urdu mne Reportaz Nigari.
Shamil-e-Nisab asbaq mne se Kisi ek sabaq ka khulasa.
Unit IV
Shamile nisab Inshaia nigaron aur khaka nigaron ki hayat, shakhsiyat aur fan ka tanquidi
jayza.
Unit V
Urdu mne Inshaia nagari ki Riwayat
Urdu mne khaka Nigari ki Riwayat.
Inshaia aur khaka mne buniyadi farq.
 Transactional Modalities:
Lecture/contact periods; Communicative/Interactive and Constructivist approaches, imparting
knowledge by means of creating situations.
 Tutorials/ Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/
lecture period. Peer group teaching may be encouraged. Hard spots if any may be resolved
during tutorials.
 Assessment Modalities
 The end examination will be of 60 marks. Each Unit will carry a weight age of 12
marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
 Two assignments: one oral presentation and one written assignment. It will carry a
weight age of five (05) marks.
Text Book: Intikhab-e-Nasr, Part II, U.P. Urdu Academy ke mundarja zail asbaq.
1. Rashid-ul-Kheri : Mazloom ki Fariyad
2. Sajjad Haider Yalderam : Mujhe mere doston se bachao
3. Farahat-ullah-Beg : Yar Bash
4. Pitras Bukhari : Lahore ka Jugrafia
5. Maulvi Abdul Haq : Hali

20
6. Prem Chand : Adab ki Garz-o-Gayat
7. Brij Mohan Dattattreya Kaifi : Lafz kyon kar bante hain

PAPER II - JADEED NAZM

Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours Theory: 60
Internal: 15
Note: Each paper contains ten questions, having two questions from each unit. The
candidates are required to attempt five questions in all selecting at least one question from
each unit.
Unit I
There are two parts of this unit. Part I contains six objective type questions on prescribed
syllabus. Each question carries 1 mark. Second part contains two questions. Each question
carry three marks and word limit for answer shall be up to 100 words.
Unit II
Explanation of two extracts out of three extracts from prescribed text with reference and
context. Each extract carries six marks.
Unit III
Jadeed Urdu shayari ka Aghaz.
Jadeed shayari ki khususiyat.
Urdu mne Jadeed shayari ki riwayat.
Unit IV
Shamil-e-nisab shayron ki hayat aur adbi khidmat ka tanquidi jayaza.
Unit V
Nazm ka Taaruf.
Nazm ki Aqsam : Nazme azad aur
Nazme – Moarra
Shamile Nisab kisi ek nazm ka markazi khayal.
 Transactional Modalities:
Lecture/contact periods; Communicative/Interactive and Constructivist approaches,
Imparting knowledge by means of creating situations.
 Tutorials/ Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/
lecture period. Peer group teaching may be encouraged. Hard spots if any, may be resolved
during tutorials.
 Assessment Modalities
 The end examination will be of 60 marks. Each Unit will carry a weightage of 12
marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
 Two assignments: one oral presentation and one written assignment. It will carry a
weightage of five (05) marks.
Text Book: Intikhabe – Manzoomat Pt I U.P. Urdu Academy (following lessons only)
1. Nazeer Akbarabadi : Holi, Banjaranama
2. Maulana Hali : Marsiya Dilhi
3. Akbar Allahabadi : Farzi Lateefa, Mustaqbil

21
4. Suroor Jahanabadi : Faze-e-Barshigal, Ganga
5. Chakbast : Ramayan ka ek seen
6. Iqbal : Naya Shivala, Shoa-e-Ummeed
7. Faiz Ahmad Faiz : Nisar main teri galiyon ke

HISTORY
PAPER I: Evolution of Indian Culture and Thought
Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours Theory: 60
Internal: 15
OBJECTIVE
1 It is important that our youngsters are made aware of the glorious part of our country.
Our past is not only glorious but it is a source of inspiration.
2 It is our sages who contributed to enrich our past. Our sages did never hanker after
personal glorification. They spread Indian culture and civilization not only within our
country, but also in distant lands. It is only for this reason that our country became the
center of ‗knowledge tourism‘ and greatest centers of learning thrived in this country.
3 Our country also becomes a centre of fine arts such as dance, music, drawing painting
etc. Moreover, no country in this world can boast of the artistic monuments, in
number as well as quality of which we in this country can proud of.
We hope that study of ‗Indian culture and thought‘ will enrich the knowledge of
students regarding a period of our history about which little is known.
CONTENTS:
Unit I
a) Indian Culture : salient features; unity in diversity
b) Vedic Literature, Religion and Philosophy
c) Varnashram system, Shodash Sanskars: Purusharthas
d) Six systems of Indian Philosophy
UNIT II
a) Religious and Philosophical teachings of Jainism and Buddhism.
b) Contribution of Jainism and Buddhism to Indian culture.
c) Main Centres of Ancient Indian Education
d) Greater India: Expansion of Indian culture abroad
UNIT III
a) Significance of Epic period
b) Impact of Ramayan and Mahabharat of Indian society, Cultural importance of Puranas
c) Vaishnavism, Shaivism and Shaktism
d) Development of Science in ancient India up to Guptas
UNIT IV
a) Legacy of Kalidas and Tulsidas
b) Development of Art and Architecture: Maurayn Art, Development of Indigenous Art,
Gupta temple Architecture and Sculpture, Pallav and Chola Art.
c) Mughal Architecture and Painting
UNIT V
A) Bhakti cult and Sufism

22
B) Contribution of socio religious reformers– Raja Ram Mohan Roy, Vivekanand,
Dayanand Saraswati, Jyotiba Phule, Sir Saiyyad Ahmad Khan, Annie Besant, Bhim
Rao Ambedkar and Mahatma Gandhi
C) Significance of ideas of Subhash Chandra Bose and Tagore
 Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods; Peer group teaching may be encouraged. Hard spots if any may
be resolved during tutorials.
 Assessment Modalities
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
Two assignments one oral presentation and one written assignments (5)
Semester and Examination will be for 60 marks. Each unit will carry a weight age of 12
marks.
lanHkZ iqLrdsa
1 A.L.Srivastava : Mediaeval culture
2 V.S.Agarwal : Indian Art, Vol.I
3 R.C.Majumdar : History and Culture of Indian
People,(relevant vol..)
4 D.P. Chattopadhaya : Indian Philosophy
5 jke/kkjh flag fnudj % laLd`fr ds pkj v/;k;
6 ds- Mh- oktisbZ % Hkkjrh; dyk
7 lR;dsrq fo|kyadkj % Hkkjrh; laLd`fr dk fodkl
8 ch-,u- ywf.k;k % izkphu Hkkjrh; laLd`fr
9 jk/kk dqen eq[kthZ % Hkkjrh; laLd`fr

PAPER II- EARLIEST TIMES TO REFORMATION

Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours Theory: 60
Internal: 15
OBJECTIVES
1 The intention behind having the paper at the early stage to let him imbued with a
panoramic view of world history.
2 It will provide the student to have a generalapproach as a result he will not loose
himself in the world.
3 It will become easier to have a macro view before studying the micro.
UNIT I
a) Salient features of Palaeolithic, Mesolithic and Neolithic cultures.
b) Ancient civilizations - causes of the growth of civilizations in the River valley
regions.
c) Egypt – State, society, Religion, Art and Architecture, development of Science.

23
d) Mesopotamia – State, Society, Religion, Art and Architecture, Science and
Technology, Trade and Commerce.
UNIT II
A) Civilization of Greece – Evolution of Greek city states and society.
B) Development of Religion, Philosophy, Literature, Science, Art and Architecture in
Greece.
C) Roman civilization – Political ideas and institutions, Roman law.
D) Rise of Imperialism, Roman society, development of literature, Science, Art and
Architecture.
UNIT III
A) Sindhu – Saraswati civilization - salient features.
B) Society, religion, science, art and architecture in Sindhu Saraswati Civilization,
C) Civilization of ancient China state, society, religion, philosophy, science, art and
architecture in China.
UNIT IV
A) Disintegration of Roman empire. Rise of feudalism and its impact.
B) Transition from ancient society to medieval society.
C) Trade, Trade routes and commerce
D) Rise of Christianity.
UNIT V
A) Rise of Islam and advent of Arabs evolution of Islamic state under Ummayids and
Abbasides.
B) Crusades and their impact on Europe.
C) Renaissance
D) Reformation
 Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods; Peer group teaching may be encouraged. Hard spots if any,
may be resolved during tutorials.
Assessment Modalities
 Two sessional Tests of 10 Marks for each paper will be conduted and average of
both the tests will be taken
 Two assignments one oral presentation and one written assignments (5)
 Semester and Examination will be for 60 marks. Each unit will carry a weight age
of 12 marks.
RESOURCE BOOKS
1 J.E.Swain & History of World Civilisation
2 LqkjsUnz ek/ko ikBd & fo’o dh izkphu lH;rk,a
3 ,l vkj xks;y & fo’o dh izkphu lH;rk,a
4 tSu ,oa ekFkqj & fo’o bfrgkl ¼1500&1950½
5 eStsful] ,fyl] ,siy ,oa dksZujsM & lalkj dk bfrgkl
6 U.N.Rao & World History
7 Frankfort, Henri & The Birth of civilization in the Near East

24
8 Will Durant & The Story of Civilisation (Relevant
portions of Vol. I to VI)

GEOGRAPHY
Scheme Exam Duration Max. Marks Min. for pass
Paper I 3 hrs. 40 (External)
10(Internal) 36
Paper II 3 hrs. 40 (External)
10(Internal)
Practical 5 hrs. 50 18

PAPER I: PHYSICAL GEOGRAPHY

(LITHOSPHERE)
Examination Duration: 3 Hours Max. marks 40
Objectives: The objective of this unit is to introduce the latest concepts in Physical
Geography, essentially geomorphology: to the students of geography in a brief but adequate
manner.
Unit-I
The nature and scope of Physical Geography: Inter relation of Physical Geography with other
branches of earth science, the place of Geomorphology in Physical Geography, Geological
Time scale
Unit-II
Shape and size of the earth, Motions of the Earth and its satellite, Mathematical location of
Places on the Globe, Standard Time, Time Zones and the International Date Line
Unit-III
Earth‘s interior: Wegener‘s theory of Continental drift, Theories of Mountain Building – July
and Kober; Plate Tectonics, Isostasy. Earth Movements: Diastrophic forces – Faults and
folds. Sudden Endogenetic Forces– Earthquake and Volcano
Unit-IV
Rocks: Origin and Composition of rocks; Weathering and Soil Formation, Concept of Cycle
of Erosion – Davis and Penck
Unit-V
Major Land forms associated with Fluvial, Karst, Glacier, Aeolian and Coastal landscapes
 Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods, Peer group teaching may be encouraged. Hard spots if any, may
be resolved during tutorials.
 Assessment Modalities
- The end examination will be of 40 marks. Each unit will carry a weightage a 08
marks.
- 36% marks will be essential for passing the examination both in theory and practical.
- Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken

25
Books recommended:
1. Strahler, A.H. & Strahler A. H.: Elements of Physical Geography
2. Wooldridge S.W. : The physical basis of geography,
Longman's Green & Co. London 1959.
3. Mathur I. R. : Climatology, Mc.Graw Hill, New York
4. Banerjee H.C. &D.S. : Mosam Vigyan, Rajasthan Upadhayaya
Hindi Granth Academy, Jaipur.
5. Gerald S. : General Oceanography- An ntroduction,
John Willey z& Sons, New York.
6. Finch & Trewartha : Elements of Physical Geography
7. Negi : Physical Geography
8. Sharma R. C. : Oceanography for Geography,
Chaitainya Publishers, Allahabad.

PAPER II: HUMAN GEOGRAPHY

Examination Duration: 3 Hours Max. marks : 40
Objectives: The objectives of this course are to acquaint the students with the nature of man
environment relationship and human capability to adopt and modify the environment under
its varied conditions from primitive life style to the modern living, to identify and understand
environment and population in terms of their quality and spatial distribution pattern and to
comprehend the contemporary issues facing the global community.
Unit -I
Development and history of human geography; Approaches of Human Geography; Elements
of Human Geography; Branches of human geography; Concepts of man environment
relationship; Concept of dualism in geography.
Unit-II
Division of races of mankind: spatial distribution, physical and social profile of racial groups,
ethnic groups and tribal groups in the world and in India; Early economic activities of man:
food gathering, hunting, fishing and shifting cultivation.
Unit- III
Human adaptation to environment (i) Cold Region -Eskimo; (ii) Hot Region -Bushman (iii)
Plateau - Gonds (iv) Mountain- Khasi (v) Plain- Santhal. Social and Economic activities and
adaptation in modem society by these.
Unit- IV
Distribution of population; factors influencing it; Concepts of over population, under
population and optimum population. Demographic Transition Theory; Migration-internal and
international; Problem of over population in India and its remedial measures.
Unit- V
Settlement: Origin and types of settlements; Rural Settlement -Pattern of Rural settlements;
House types and Building materials: Urban settlement - Origin of towns; patterns of cities;
functional classification cities; zoning of cities; Christaller's theory; Umland; Urbanization
and problems; Slums; Town planning.
 Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.

26
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods; Peer group teaching may be encouraged. Hard spots if any may
be resolved during tutorials.
Assessment Modalities
 The end examination will be of 40 marks. Each unit will carry a weightage a 08 marks.
 36% marks will be essential for passing the examination both in theory and practical.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
Books recommended
1 Bergwan, Edward E: Human Geography; Culture, Connection and Land Scape,
Prentice-Hall, New Jersey. 1995.
2 Carr, M: Patterns, Process and change in Human Geography, Mc Millan Education
London, 1987.
3 Fellman, J. L.: Human Geography-Landscapes of Human Activities. Brown and
Benchman Pub., U.S.A., 1997.
4 De Blij H.J.: Human Geography, Culture, Society and Space, John Wiley, New York,
1996.
5 MkW dkSf’kd % ekuo Hkwxksy ds ljy fl)kar] jLrksxh ,aM daiuh]esjB
6 fo’oukFk f}osnh ,aM duksft;k% ekuo Hkwxksy ds fl)kar] fdrkc egy] bykgkckn
7 dk’khukFk flag ,oa txnh’k flag & vkfFkZd Hkwxksy ds ewy rRo] ifCyds’ku okjk.klhA
8 dkaLok & ekuo ,oa i;kZoj.k
9 xwtj MkW- vkj- ds- ,oa tkV MkW ch lh % ekuo Hkwxksy] iap’khy izdk’ku t;iqj

GEOGRAPHY PRACTICAL
Contact Hours: 4 periods per Week Maximum Marks: 50
20-25/Batch Examination Duration: 5 Hours
SCHEME
1. Lab. Work (Written Examination – 3 hours duration, 3 problems out
of 4 Problems) 30
2. Record work and viva-voce 10
3. Field survey and viva voce (2 hours duration) 10
Total 50
CONTENT
1. Scales - Plain, diagonal and comparative-different units.
2. Enlargement, reduction and combination of maps-Square, Similar Triangle and
Pantograph. Measurement of distance and computation of Area on maps.
3. Methods of representation of relief- Hachures, Hill Shading, Layer tint, Contours etc.
Relief features, types of slopes, valleys, waterfall, Gorge, meanders, plateaux, conical
hill, Ridge, Saddle &Pass to be drawn, with the help of contours shown in
topographical sheets of different physiographic regions, profile Drawing.
4. Study of Topographical sheets, Scheme of Indian toposheets. Interpretation of a hilly
and a plain area of India in respect of relief, drainage, Human settlement, Transport &
Communication Pattern.
5. Chain and Tape survey- Importance, Appliances, Methods and Plotting.
Books Recommended
1. Singh R L. : Practical Geography .
2. Monk House, F.J. and Wilkinson, H.R: Map and Diagrams, Methuen, London 1994.
3. Robinson, A.H.: Elements of Cartography, John Willey & Sons, New York.
4. Mishra, RP. : Fundamental of Cartography, Macmillon, New Delhi.

27
5. Kellaway, Georgep: Man Projections, Mathuen & Co., London.
6. Steers, J.K.: Man Projections, University of London Press, London.
7. ts ih ’kekZ % izk;ksfxd Hkwxksy] jLrksxh izdk’ku esjB
8. ,e ,l tSu % iz;ksxkRed Hkwxksy] lkfgR; Hkou] vkxjk

POLITICAL SCIENCE
PAPER I- FOUNDATIONS OF POLITICAL THEORY
Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours Theory: 60
Internal: 15
OBJECTIVES
On completion of the course the students – Teacher will be able to:
 Understand the nature and scope of Political Theory.
 Distinguish between the traditional and modern perspectives of Political Theory.
 To understand some basic concepts of Political Theory.
 Analyse state, its Component, Various theories of its origin and their bearing upon the
nature of State
 Understand and analyses various systems of governance.
 Acquaint themselves with various aspects and agents involved in the political process.
 To understand and analyse the basic aspects of major Political ideologies.
CONTENTS:
UNIT I Political Theory
Meaning, Nature and Scope, its Normative and Empirical perspectives, Behaviouralism and
Post-Behaviouralism Decline and Revival of Political Theory.
UNIT IIConcepts
Power (Laswell), Authority (Max Weber), Political system (Easton) Political Culture
(Almond), Political Development (Lucian Pye), Social Change, E-Governance.
UNIT IIIState
Meaning and its elements, Specific theories of origin of State, Divine Social Contract and
Evolutionary, Sovereignty, Rights, Liberty, Equality Justice and Citizenship.
UNIT IVForms of Governments
Democracy and Dictatorship, Parliamentary and Presidential systems, Unitary and Federal
systems, Political parties, Pressure groups, Theories of Representation.
UNIT VMajor Political Ideologies
Idealism, Liberalism, Marxism, Feminism, Sarvodaya.
Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods, Peer group teaching may be encouraged. Hard spots if any, may
be resolved during tutorials.
 Assessment Modalities
 The end examination will be of 60 marks. Each Unit will carry a weightage of 12
marks.

28
  Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
 Two assignments: one oral presentation and one written assignment. It will carry a
weightage of five (05) marks.
Recommended readings
1 vkse izdk’k xkck & jktuhfr fl)kar dh :ijs[kk] e;wj isijcsDl uks,Mk
2 Kku flag la/kq & jktuhfr fl)kar] fganh ek/;e dk;kZUo; funs’kky;] fnYyh fo’ofo|ky;] fnYyh
3 MkW- Jh jke oekZ] jktuhfr foKku ds ewy vk/kkj] dkyst cqd gkÅl t;iqj
4 ts lh tkSgjh & vk/kqfud jktuhfr foKku ds fl)kar] LVfyZax ifCy’klZ izk- fy- ubZ fnYyh] 1992
5 jk;] oekZ o dqekj & jktuhfr fl)kar] T;ksfr cqd fMiks izkbosV fyfeVsM] djuky
6 G.A.Almond: Comparative Politics Today: A world view, 7th end, New York,
London.
7 Sir, Barker, Principles of Social and Political theory
8 N.P.Barry, Introduction to Modern Political Theory, London, Macmillan, 1995.
9 A Brochl, Political theory: The foundations of Twentieth Century Political Thought,
Bombay, The Times of India Press, 1965.
10 D. Easton, the Political System: An Inquiry into the state of Political Science, New
York, Wiley 1953.

PAPER II
REPRESENTATIVE INDIAN POLITICAL THINKERS
Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours Theory: 60
Internal: 15
OBJECTIVES:
 To understand the fundamentals of ancient Indian view regarding state, society and
man and also the ancient Indian view point regarding human virtues, individuals place
in social order.
 To understand and appreciate major streams of social and religious reforms in India in
the 19th century and also the interaction between religion and political awakening.
 To understand and appreciate different streams of nationalism in Indian political
thinking.
 To understand the various aspects of Political thoughts of M.K. Gandhi, Democratic
socialism of Jawaharlal Nehru, Redical humanism of M. N. Roy.
 Understand and analyse political and social philosophy of Ambedkar, J.P.Narayan
and Ram Manohar Lohiya.
CONTENTS:
Unit I
Manu, Kautilya and Somdev Soori, Ziauddin Barani
Unit II
Raja Ram Mohan Ray, Swami Dayanand Saraswati and Jyotiba Phule
Unit III
Gopal Krishan Gokhale, Bal Gangadhar Tilak, Aurobindo Ghosh
Unit IV
M. K. Gandhi, Jawaharlal Nehru and M.N.Roy.
Unit V
Bhim Rao Ambedkar, Jai Prakash Narain, Ram Manohar Lohiya

29
Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods, Peer group teaching may be encouraged. Hard spots if any, may
be resolved during tutorials.
 Assessment Modalities
 The end examination will be of 60 marks. Each Unit will carry a weightage of 12
marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
 Two assignments: one oral presentation and one written assignment. It will carry a
weightage of five (05) marks.
RECOMMENDED READING
1 A.R. Appodorai; Indian Political Thinking.
2 A.R.Desai ; Social Background of Indian Nationalism
3 B.R.Purohit ; Development of Political thought, Rajasthan Hindi Granth Academy,
Jaipur 2000 (In Hindi)
4 D.B.Mathur ; Gokahale : A Political Autobiography
5 Purshottam Nagar ; Indian Modern Social and Political Thought, Rajasthan Hindi
Granth Academy, Jaipur 2000 (In Hindi)
6 V.R. Mehta; Foundations of Indian political Thought, Manohar Publishers and
Distributors, New Delhi, 1999.
7 J. Bandhopadhyaya, Social and Political Thought of Gandhi, Bombay, Allied 1969.
8 iq[kjkt tSu & Hkkjrh; jktuhfrd fopkjd] lkfgR; Hkou ifCyds’ku] vkxjk
9 e/kqdj ’;ke prqosZnh & Hkkjrh; jktuhfrd fopkjd] dkWyst cqd gkÅl t;iqj
10 MkW ch vkj iqjksfgr & jktuhfrd fparu dk fodkl
11 Okh ih oekZ & vk/kqfud Hkkjrh; jktuhfrd fopkjd y{ehukjk;.k ifCyds’kul] vkxjk
12 iq:"kksre ukxj] vk/kqfud Hkkjrh; jktuhfrd fopkjd] mRrj izn’s k fganh xzaFk vdkneh] y[kuÅ

ECONOMICS
PAPER I: ECONOMIC CONCEPTS AND METHODS
Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours Theory: 60
Internal: 15
OBJECTIVE:
The Students are expected to:
- Understand about the various fundamental Concepts of Economic and statistics
(Meaning, nature, scope and significance of fundamental Concepts).
- Distinguish between micro and macro Economics, Static and dynamic Analysis and
stock and flow variables.
- Acquaint them with Indian economic thinkers and major source books.
- Understand about the importance of National Income in Economic Welfare.
- Familiarise them with banking system of the Country.

30
CONTENT:
Unit I
Economy and various forms of economic systems. Basic economic problems. Nature of
Economic Laws, Distinction between Micro and Macro Economics. Static and Dynamic
Analysis (only elementary approach), Stock and Flow variables.
Unit II
The concept of National Income, Components and measurement of National Income.
National Income and Economic Welfare. Measure of Economic Welfare. Circular flow of
income. An elementary view of the price mechanism. Demand Supply Analysis, Law of
Demand.
Unit III
The concept of currency and credit. Concept of money supply – M1, M2, M3 and M4.
Functions of commercial banks. Balance sheet and credit creation by commercial banks.
Functions of Central Bank. Methods of credit control. Internal and external value of money.
Exchange rate and its determination (only demand and supply theory).
Unit IV
Prominent ancient Indian economic thinkers and major source books (only names and brief
knowledge). Definition and scope of economics according to ancient Indian thinkers. Basic
assumptions – integral man, integrated rationality, Dharm based economic structure. Four
purusarthas, Human wants- nature origin and kinds. The concept of restrained consumption
and co-consumption. Meaning and importance of wealth code of conduct for earning. Main
features of ancient Indian economic thinking and its comparison with western economic
thinking.
Unit V
Definition, nature, importance and limitations of statistics. The concept of Averages, Mean,
Mode, Median, functional relationship in economic and the use of Graphs. The concept and
interpretation of shapes and curves e.g. total revenue and total cost curves, consumption and
production functions.
Simple derivatives: Concept of total, average and marginal values.
Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods, Peer group teaching may be encouraged. Hard spots if any, may
be resolved during tutorials.
 Assessment Modalities
 The end examination will be of 60 marks. Each Unit will carry a weightage of 12
marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
 Two assignments: one oral presentation and one written assignment. It will carry a
weightage of five (05) marks.
Books Recommended
1 P.A.Samuelson & W‘Nordhaos Economics (latest edn.)

31
2 Mehta & Madnani Elementary Mathematics for use in
Economics
3 Gupta, B.L. Value and Distribution on system in
Ancient India, Gian Publishing House,
New Delhi
4 D.G.Luckett Money & Banking
5 ,e lh oS’; eqnzk] cSafdax] O;kikj ,oa jktLo
6 mn;ohj ’kkL=h dkSfVY; dk vFkZ’kkL=
7 vkpk;Z egkizK egkohj dk vFkZ’kkL=

PAPER II: MICRO ECONOMICS

Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours Theory: 60
Internal: 15
OBJECTIVE
The Students are expected to:
- Develop and understanding about important principles of micro economic.
- Understand individual economic unit behavior
- Know the how prices and output of good/services and factor of production are
determined.
- Understand about the type of market and their equilibriums.
CONTENT
Unit I
Introduction: Nature and scope of economics, Methodology in economics, Choice as an
economic problem: basic postulates; Consumer‘s Behaviour: Utility – Cardinal and ordinal
approaches; Indifference curve, Consumer‘s equilibrium (Hicks and Slutsky), Giffin goods,
Elasticity of demand – Price, income and cross, Consumer‘s surplus; Engle curve.
Unit II
Theory of Production and Costs: Production decisions; Production function; Iso-quant, Factor
substitution, law of variable proportions, returns to scale, economies of scale, Different
concepts of cost and their inter-relation, Equilibrium of the firm, Expansion path.
Unit III
Market structure: Market forms – Perfect and imperfect markets, Price and Output
determination in Perfect competition, monopoly, Monopolistic Competition, Duopoly,
Oligopoly (Paul‘s M Sweezy Model), Price discrimination under monopoly, Measure of
monopoly power.
Unit IV
Factor Pricing: Marginal productivity theory of distribution; Modern Theory of Factor Price
Determination with the help of MPP, VMP and MRP (with the help of Tables). Theories of
wage determination: Wages and collective bargaining, Wage differentials; Rent-Scarcity rent,
Differential rent, Quasi rent, interest – Classical and Keynesian theories; Profits- Innovation,
risk and uncertainty theories.
Unit V
Investment Analysis: Payback period - average annual rate of return. Net present value,
internal rate of return criteria, price changes, risk and uncertainty, elements of social cost-
benefit analysis.

32
Welfare Economics: Problems in measuring welfare, Classical welfare economics, Pareto‘s
criteria (Production, Consumption and Distribution). Concept of a social welfare function
compensation principle – Kalder Tucks
Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods, Peer group teaching may be encouraged. Hard spots if any, may
be resolved during tutorials.
 Assessment Modalities
 The end examination will be of 60 marks. Each Unit will carry a weightage of 12
marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
 Two assignments: one oral presentation and one written assignment. It will carry a
weightage of five (05) marks.
Books Recommended
 Bach, G.L. (1977) Economics, Prentice Hall of India, New Delhi.
 Gauld, J.P. and Edward P.L. (1996) Microeconomic Theory, Richard Irwin. Homewood.
 Henderson, J. and R.E. Quandt (1980). Microeconomic Theory: A mathematical
approach. McGraw Hill, New Delhi.
 Heathfield and Wibe (1987); an Introduction to Cost and Production Functions,
Macmillan, London.
 Koutsoyiarais, A. (1990). Modern Microeconomics, Macmillan.
 Lipsey, R.G. and K.A. Chrystal (1999). Principles of Economics (9th edition) Oxford
University Press. Oxford.
 Mansfield, E.(1997), Microeconomics (9th Edition), W.W.Norton and Company, New
York.
 Ray, N.C. (1975), An Introduction to Microeconomics, Macmillan Company of India
Ltd., Delhi
 Ryan, W.J.L. (1962), Price Theory, Macmillan and Co. Limited, London.
 Samuelson, P.A. and W.D. Nordhaus (1996), Economics, Tata McGraw Hill, New Delhi.
 Stonier, A.W. and D.C. Hague (1972), A Textbook of Economic Theory :ELBS &
Longman Group, London
 Varian, H.R. (2000). Intermediate Microeconomics : A Modern Approach (5th Edition),
East-West Press, New Delhi

CC 6: Vision of Education in India: Issues and Concerns

Instructional Time: 4 periods/week Max. Marks: 75
Exam. Duration: 3 Hours Internal: 15
External: 60
Objectives of the Course:
On completion of the course, the student teacher will be able to:

33
 understand and analyse educational concepts, their premises and contexts that are
unique to education.
 understand determinants of the purposes and processes of education.
 understand the role of education as an agency of social transformation.
 reflect critically on concerns and issues of contemporary Indian schooling.
 develop their insight as future concerns of education.
 analyse development of education in the light of socio-economic, political and
cultural development.
Course Outline:
Objectives:
 On completion of the course the student teacher will be able to
understand the relationship between education and society
acquaint with the philosophy of Indian thinkers analyse the role of family and society
in modernization.
 promote international understanding through education.
 appreciate the role of teacher in promoting social change.
Unit I Basic Concepts Used in Education
 Education, schooling and training: aims, objectives, values, ethics and
logical analysis of relationship between mind and matter.
 Secularism, democracy, equality, egalitarianism, culture, social institutions,
social grouping, social behaviours, social and moral values, quality of
life, social justice and their educational implications.
 Salient features of Emerging Indian Society- our cultural heritage, its
compositeness, unity in diversity, our philosophical tradition, central
teachings of Indian Philosophies: Contribution of Indian philosophical
thinkers in curriculum development and teaching.
 Indian Social system and the place of social therein. Types of schools
and their pattern of relationship with social system.
Unit II: Philosophy and Education
 Major Philosophical Systems- their salient features and their impact
on education, Realism with reference to Aristotle and Jainism, Naturalism
with reference to the views of Rousseau and R. N. Tagore, Idealism with
reference to Plato, Socrates and advait philosophy, Pragmatism with
reference to Dewey, Humanism and Buddhists.
 Educational thinkers and their contribution in developing principles of education-
M.K. Gandhi, Swami Vivekanand, Sri Aurobindo and J. Krishnamurti.
Unit III: Education and modernization
 India as a modernizing nation, the constitutional provisions on education
and the teacher's role in assisting the state in the implementation: aims
of education relevant to modern Indian society.
 Educational needs of modern India, role of society, family and school
as a social system in the development of child as an individual learner
and citizen. Process of socialization of the child: A cultural analysis.
Unit IV: Education and social change
 Concept of social change, social mobility, social control, cultural lag,
social stratification, caste and class structure in Indian society.
 Social change in Indian Society trend study. Impact of social change
on Education and educational agencies.

34
  Education for Modernization attributes of modernity, impact of social
change on modernization.
 Equality of educational opportunity: Problems of access, participation
and success.
 Education for National development, Education for emotional and
National integration.
 Education for peace, disarmament and International understanding.
Unit V: Education and National Concerns
 Promoting equality and equity, protective discrimination of compensatory
education.
 Universalisation of Elementary Education: Dealing with educational
wastage due to dropout and stagnation, enrolment, retention and
achievement.
 Universalisation of Secondary education: resources and commitment
Meeting the educational needs of special groups, disadvantaged
(women, SC/ST) and the disabled.
 Fostering secular and scientific outlook.
 Population increase small family norm and quality of life.
Attaining excellence in learning and instruction. Vocationalisation of education
Note: Each concern is to be discussed in terms of significance, inherent values
and emerging issues based on Education Commission reports and the
National Policy on Education (NPE).
Practicum:
1. Individual self-study of a text/article, with theme questions in mind
2. Group study of a text/article on a given theme
3. Observational studies and activities: it may be worthwhile to carry out
observations in the field, record what is observed and use the information while
discussing with either teacher educator or peers.
4. Observation of schools, teachers, student activities in a school context
5. The student-teachers will maintain a portfolio of observations and notes on
discussions; these will be submitted periodically to the faculty for appraisal and
feedback.
Modes of Internal Assessment Marks
Written tests 10
Any two Projects & Assignments from Practicum 05
Suggested Readings:
1. Aggarwal, J. C. 1988. "Theory and Principles of Education", Vikas Publishing House.
2. Tarachand, 1990. "Principles of Teaching" Anmol Publications.
3. Moore, W.E. 1965. Social Change, Prentice Hall.
4. Aggarwal, 1. C. 1996. Philosophical and Sociological Bases of Educations,
Vikas Publishing House.
5. Govt. of India, 1964-66. Report of National Education Commission.
NCERT, New Delhi.
6. Bhanu Pratap Singh, 1990. Aims of Education in India, Delhi: Ajanta
Publications.
7. Shikk, P.D. 1976. Towards the New Pattern of Education India, New Delhi: Sterling
Publishers.
8. NCERT, 1984. The Teacher and Education in Emerging Indian Society.

35
 9. Basu, D.D. 1976. Introduction to the Constitution of India, New Delhi: Prentice Hall.
10. Brown, F.G 1990. Educational Sociology, New Delhi: Prentice Hall.
11. Steven H. Cahn. (1970). The Philosophical Foundation of Education, New York.
Harper & Row Publishers.
12. Sykes, Marjorie.( 1988). The Story of Nai Taleem. Wardha. Nai Taleem Samiti.
13. Thapan. M. (1991). Life at School: An Ethnographic Study. Delhi. Oxford University
Press.
14. Anand, C.L. etal. (1983). TheTteacher and Education in Emerging Indian Society
New Delhi. NCERT.
15. Report of the University Education Commission. (1948).
16. Sexena N.R. (1995-96) Swaroop Philosophical and Sociological Foundation of
Education. Meerut. Usha Printer.
17. Taneja V.R. (1973). Educational Thought and Practice. New Delhi. Sterling Publication.
18. johUnz ukFk Bkdqj] ¼1999½ f’k{kk ds fofo/k vk;ke johUnz ukFk dk f’k{kk] fnYyh] v:.k izdk’ku] bZ&54]
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19. MkW jkeukFk 'kekZ ,o MkW- jktsUnz dqekj 'kekZ] ¼1996½ 'kSf{kd lekt’kkL=] ubZ fnYyh ,VykafVd ifCy’klZ
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vdknehA

Group C: Developing Teacher Sensibilities

Section I: Experiences for Teacher Enrichment
ETE 1: Enriching Learning through Information and Communication Technology
Instructional Time: 2 periods/week Max. Marks: 50
Internal: 50
Objectives of the Course:
On the completion of the Course, the student teacher will be able to
 recognise, understand and appreciate ICT as an effective learning tool for learners
and as an enormous functional support to teachers.
Course Outline:
Unit I: Relevance of ICT in education (Radio, Television, Computers)
 Role of information technology in construction of knowledge
 Possible uses of audio-visual media, computers, internet, subject specific software.
 Technological Pedagogical Content Knowledge (TPCK)
Unit II: Visualising Learning situation using Multimedia
 Use of radio and audio media: Script writing, storytelling, songs,etc.
 Using appropriate software (single and multiple media animations and simulation)
 Exploring ICT for teaching-learning, curriculum analysis to determine methods of
transacting
 Classroom organisation for ICT infused lessons ( Teacher led instruction, Self-
learning and group activities)
Unit III: Visualising technology-supported Learning Situations
 Preparation of learning Schemes.
 Interactive use of Digital content.
 Focusing on enhancing learning-appropriate technology.
 Developing PPT slide show for classroom use.
 Use of available software or CDs with LCD projection, smart board for subject
learning interactions.

36
  Generating subject- related demonstration using computer software.
Unit IV: Internet Based Tools
 Web 2.0 Tools
 Engaging in professional self-development.
 Collaborative learning tasks.
 Interactive use of ICT: Participation in Google / Yahoo groups, creation of blogs, etc.
 Innovative usage of technology: some case Studies.
 Use of technology integration in resource-plenty as well as resources-scare situations.
 Critical issues in internet usage - authenticity of information, addiction, plagiarism,
downsides of social networking group.
Unit V: ICT for Evaluation
 Evaluation and ICT for Evaluation-purposes
 Exploring software tools for evaluation
 Focusing on enhancing Learning-tracking and managing students.
 Exhibition and peer evaluation of project lessons. Portfolio submissions and
evaluation.
Modes of Learning Engagement:
 Providing opportunities for group activities.
 Group/Individual Presentation.
 Providing opportunity for sharing idea.
 Exploring to exemplar constructivist-learning situation.
 Designing and setting up learning models.
 Audio- Visual Presentation followed by its analysis and discussion.
Practical:
 Functional knowledge of operating computers-on/off, word processing, use of
PowerPoint, Excel.
 Computer as a learning tool
 Effective browsing of the internet for discerning and selecting relevant information.
 Survey of educational sites based in India.
 Downloading relevant material.
 Cross collating knowledge from varied sources.
 Competencies in developing original software.
 Practical exercise on windows and office package.
 Trouble shooting and seeking help.
 Installing hardware and software.
 Synchronous communication on the web.
 Project using Web 2.0 Tool.
 Use of Smart board / interactive board.
Modes of Internal Assessment Marks
Written tests 10
Presentation and Communication skills in subject specific matters 10
Designing innovative learning situations 10
Performance in-group activity 10
Reflective written Assignments 10
Suggested Readings:
1. Imran R. Shaikh. Introduction to Educational Technology & ICT McGraw Hill
Education (India) Private Limited (21st August, 2013).

37
2. Chris Abbott. ( 2001). ICT Changing Education. Psychology Press (2nd September,
2003).
3. Saxena. (2009). ICT in Professional Education. New Delhi. Aph Publishing Corp.
4. Gwen Solomon, Lynne Schrum. Web 2.0 New Tools, New Schools. International
Society for Technology in Education (15th October, 2007) .
5. Gwen Solomon, Lynne Schrum. Web 2.0 How -To for Educators. International
Society for Technology in Education (15th October, 2010).
6. Debra Geoghan. Visualizing Technology, Introductory (3rd Edition). Prentice Hall
(18th May, 2014).
7. Laxman Mohanty & Neharika Vohra. ICT Stratigies for schools. New Delhi. SAGE
Publication, (6th October, 2006).
8. Ed Bott, carl Siechert, Craig Stinson. Windows 7 inside Out. New Delhi. PHI
Learning Private Limited, (3rd October, 2009).
9. David J emberton & J Scott Hamlin. Flash 4 Magic. New Delhi. Techmedia, (11th
January, 2000).
10. Andy Rathbone. Windows 8 for dummies. John Wiley & Sons (23rd November, 2012)
11. Beth Melton. (2013). Microsoft Office Professional step by step. Microsoft Press (14th
June, 2013).
12. Douglrs E Corner. The Internet Book , Everything you need to About Computer
Networking and Now the Internet works (4th Edition) Addison- We sky (29th August
2006)
13. Preston Gralla. How the Internet Works (8th Edition) Que Publishing (1st December
2006)
14. J. Michael Stracz ynski. The Complete Book of scriptwriting. Writer Digest Books
(1st July, 2002)
15. Ze-Nian Li and Marks S, Drew. Fundamentals of Multimedia, Ist Edition. Prentice –
Hall (1st November,2003)

Section I: Experiences for Teacher Enrichment

ETE 2: Yoga, Health and Well being
Instructional time: 2 periods/ week Max. Marks: 50
Internal : 50
Objectives of the Course:
On completion of the course, the student teacher will be able to:
 understand the importance of games, sports and yoga for development of holistic health.
 know the status, identify health problems and be informed of remedial measures.
 know about safety and first aid.
 acquire the skills for physical fitness.
 practice yogasanas, meditation and relaxation.
 understand various policies and programmes related to health, physical education and
yoga.
Course Outline:
Unit I: Yoga for holistic Health
 Meaning and definition of Yoga- Need, importance and scope
 Yoga- A way of healthy and integrated living
 Yoga- A way of socio-moral upliftment of individual
 Ashtang yoga
 Characteristics of a Yoga practitioner and prerequisites of yoga practices

38
Unit II: Health & Well being
 Concept of health, importance, dimensions and determinants of health, health needs of
children and adolescents including differently abled children.
 Understanding of the body system – skeleton, muscular, respiratory circulatory and
digestive in relation to health.
 Effects of exercise on skeleton, muscular, respiratory circulatory and digestive
systems.
 Common health problems and diseases- causes, prevention and cure, immunization
and first aid with special reference to rapidly increase of diabetes and cardiac
disorders.
 Food and nutrition, food habits, nutrients and their functions, control over obesity.
Unit III: Athletics and Games
 Athletics – general physical fitness exercises.
 Games – lead up games, relays and major games.
 Rhythmic activities, gymnastics and their impact on health.
 Olympic movement.
 Development of motor components, speed, strength, endurance, flexibility, agility and
coordinative ability
Modes of Learning Engagement:
Interactive discussions, group work, sharing experiences, organizing activities, analysing
topics on health related issues, demonstrations, observations, field visits, preparing work
books, maintaining diary, participating in school health check up, practical classes of first aid,
projects and assignments. Playing games and sports and performing Asanas and Pranayamas
Practical –Games, Sports and Yoga
Rules regulations related to games, sports and yoga, Playing Volleyball, Basketball,
Badminton and recreation games. Performing Suryanamaskara and selected yogasanas,
mudras and pranayamas.
 Standing Asanas- Konasana, Trikonasana, Vrikshasana, Tadasana
 Sitting Asanas – Vajrasana, Gumukhasana, Navasana, Veerasana
 Lying on the stomach – Bhujangasana, Dhanurasana
 Body twisting asanas – Ardha Matsyendrasana, Vakrasana
 Back bending – Ushtrasana
 Mudras – Arham, Ananda Mudra
 Pranayama – kapalbhati, Anuloma-viloma, Bhramari, udgeeth, sheetali and
sheetkaali.
Modes of Internal Assessment Marks
Written tests 10
Performance – Games, Sports and Yoga – 40
Suggested Readings:
1. Pande,PK. (1988). Sports Medicine. Delhi. Khel Sahitya Kendra.
2. Larry G.Shaver. (1982). Essentials of Exercise Physiology. Delhi. Surjeet
Publications.
3. Kanabur Vyjayanthi V. (2007). Sports Nutrition the Scientific Facts. New Delhi.
Kanishka Publishers.
4. Dheer. S. Kamal Radhika (2002). Organization and Administration of Physical
Education. Friends Publications.
5. Chandler Timothy, Mohin Mike, Vamphew Wary (2007). Sports and Physical
Education. London. Routledge Taylor Francis Group.

39
6. Verma Veena (1999) Sports Psychology. Delhi. Sports Publication.
7. Prakash, Agam (1999) A Textbook of Health Education. Delhi. Sports Publication.
8. Uppla AK. (1996). Physical Fitness. New Delhi. Friends Publication.
9. Thani Lokesh (2003) Rules of Games and Sports. New Delhi. Sports Publication.
10. Sonkar Sathish. (1998). Mehtods, Measurement and Evaluation in Physical
Education. Jaipur. Book Enclave.
11. NCERT, Position Paper, FGR (2006). Health and Physical Education. New Delhi.
NCERT.
12. Seetharam AR (1996) Yoga for Healthy Living. Mysore. Paramahamsa Yogashrama.
13. Ganguly,S.K., Bera,T.K.,Gharote,M.L.(2003) Yoga in relation to Health related
physical fitness and academic achievement of school boys. In Position Paper, FGR
(2006). Health and Physical Education. New Delhi. NCERT.
14. Gharote, M.L. (1976). Physical Fitness in relation to the practice of selected yogic
exercises. In Position Paper, FGR (2006). Health and Physical Education. New Delhi.
NCERT.
15. Kulkarni,D.D. (1997).Yoga and Neurophychology. In Position Paper, FGR (2006).
Health and Physical Education. New Delhi. NCERT.
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18. [kku] ,jkt vgen] oekZ] mek’kadj ^QqVcky^ ¼1988½- iVuk- Hkkjrh Hkou ifCy’klZ ,aM fMLVªhC;wVlA

Section II : Experiences for Social and Environmental Sensitivity.

SES 1 - Work Experience:Electricity and Electronics
Instructional time: 1 period/week (Theory) Max. Marks: 50
2 periods/ week (Practicum) Min. Pass Marks: 18
Exam. Duration: 3 Hours (Internal Examination)
Objectives of the Course:
On completion of the course, the student teacher will be able to
 recognize and use different tools/materials/instruments.
 read the sketch/drawing of the job/project.
 develop the skills for making simple projects/models.
 acquire skill to assemble/prepare simple electric circuits.
 acquire skill to use electronic components.
 identify faults in electronic components.
 develop the ability in repairing simple instruments used at secondary level.
 inculcate healthy values related to work culture.\
Course outline :
Unit I
Symbols, Tools and Soldering: Precautions used for making any electrical connection,
Identification of conductors & insulators. Symbols for electrical components, knowledge of
electrical accessories and their rating.
Tools used for making any electrical connection, their sizes and use.
Hand soldering, Soldering alloy, soldering flux and desoldering pump. Practice of hand
soldering.
Unit II
Wires, Wirings and connections of lamps: Different types of wire, use of SWG, Different
types of wiring such as: Batten wiring, CTS wiring, casing capping wiring, Cleat and conduit
wiring. Their advantage and disadvantage on each other.
Series and parallel connections of lamps (up to four lamps). Staircase wiring of one, two and

40
three lamps, Godown wiring, connection for fan.
Unit III
Switches and Measuring Devices :Selection of fuse wire and use of DP and TP Switches.
Knowledge of power consumed in Different Electrical and electronics gadgets.
Testing of energy meter, connection of energy meter and checking of electrical bills.
Construction of Multi meter and knowledge of measuring the current, voltage and resistance
in any circuit by using multimeter.
Unit IV
Electrical Components and Appliances: Colour coding in resistor and Capacitor, use of
resistor and capacitor in electrical appliances,
Understanding the working of electrical appliances: Electric iron, room heater, Immersion
heater, geyser, Electric bell, emergency light
Unit V
Electronic Components and Their Use :Semiconductor materials, Semiconductor diode,
Diode testing, Zener diode, LED, Photo diode, Solar cell, Rectification by diodes, Voltage
multiplication by diodes.
Modes of Learning Engagement:
Constructivist Approach: Hands on Experiences, Activity based Learning, Experimentation,
Interactive engagement. Group Work, Peer Learning, Project Work.
Practicum :
Preparation of Projects/Models based on the following (Only Suggestive)
 Clap switch
 IR Remote switch (fan, tube light)
 Remote operated musical bell
 Alarm for luggage security
 Mobile cell-phone charger using cell
 Power supply failure alarm
 Blown fuse indicator
 Rectifier
 Voltage Multiplier
 Transistor Amplifier
Modes of Internal Assessment Marks
Written Tests 10
Exam. and Projects 40
Suggested Readings :
1. Electrician – I Year Trade Theory 2007, National Instructional Media Institute,
Chennai
2. Electrician – II Year – Trade Theory, 2007 national Instructional Media Institute
Chennai
3. P.S. Bhimbhara (2007) Electrical Machinery. Krishna Publisher Delhi.
4. N.N. Bhargava, DC Kulshrestha and SC Gupta, Basic Electronics and Liner Circuits.
Tata Mc. Graw Hills Ltd. New Delhi (2000)
5. B.L. Theraja, Basic Electronics, S.Chand New Delhi, (2005)

SES 1 - Work Experience - Agriculture

(Practices)
Instructional time: 1 Period/Week (Theory) Max. Marks: 50
2 Periods/ Week (Practicum) Min. Pass Marks : 18
Exam. Duration : 3 Hours (Internal Examination)

41
Objectives of the Course
On completion of the course, the student teacher will be able to
 understand the meaning and scope of agriculture.
 understand all about seeds, imported weed, manures etc.
 acquire skills to practices of seed sowing, planting materials etc.
 understand practices of different ornamental and horticulture crops.
 recognise different field practices like earthing, hoeing, weeding watering etc.
 inculcate healthy values related to work culture.
Course Outline:
Unit I
Agriculture: Meaning, definition, scope, history, branches and objectives.
Unit II
Soil Science: Definition of pedology, soil management, soil erosion, soil conservation
practices; structure of soil, soil profile; soil fertility and productivity, essential plant nutrients.
Fertilizers and manures including bio-fertilizers. Identification of manures and fertilizers.
Unit III
Irrigation: Definition, method of irrigation, systems of irrigation, drainage, irrigation pattern
of India.
Unit IV
Horticulture: Definition, branches of horticulture, layout of orchards, propagation by seeds
and by vegetative means; Pot filling technique; Planning, planting and maintaining lawn;
Practice related to landscaping.
Unit V
Agricultural practices: Preparation of land, selection of seeds, watering, thinning, hoeing
and weeding, harvesting of crop, identification of important agricultural tools, trees and crop
plants. Minor project preparation on agriculture.
Modes of Learning Engagement: Hands on experiences, Activity based learning,
Experimentation, Interactive engagement, Group work, Peer learning, Project work.
Practicum :
(a) Identification of an agronomy of following crops:
Wheat, Bajra, Maize, Rose etc.
(b) Agricultural Processes: Irrigation, Training and Pruning, Hoeing and Weeding, Seed
Bed preparation, Nursery Management.
Modes of Internal Assessment : Marks
Written test : 10
Exam and project : 40
Suggested Readings:
1. Jitendra Singh, Basic Horticulture (Kalyani Publishers, New Delhi, 2012).
2. Dr. Jaiveer Sing, Plant Propagation & Nursery Husbandry (Rama Publishing House,
Meerut, 2002).
3. Dr. Rajveer Singh & Dr. O.P. Rajput, Principles of Agronomy, Scientific Crop
Production (Kushal Publications and Distributors, Varanasi, 2008).
4. Dr. K.N. Dubey, Fruit Production in India (Rama Publishing

42
 SES 2:Arts and Aesthetics
(Workshop mode)
Evaluation: grade point scale
Objectives of the Course:
On completion of the course the student teacher will be able to:
 express freely their ideas and emotions about different aspects of life through different
art forms.
 learn to appreciate different art forms and distinguish them.
 develop an insight towards sensibility and aesthetic appreciation and become more
creative and conscious about the good and beautiful in their environment, including
classroom, school, home and community through an integrated learning approach.
 integrate the knowledge of art with daily life through learning with different media
and techniques by using creative expression and making objects of common use.
 make learners conscious of rich cultural heritage of their own region as well as that of
the nation.
 get acquainted with the life and work of artists.
Course Components: This course as part of the four year B.Sc. B. Ed. programme will
consist of theory, practical, project work and workshop. Also, the arts need to be applied in
day to day life from designing classroom materials to notice board, cultural festivals, theme
based celebrations, national days, festivals etc. These occasions will be a forum for students‘
activities wherein all the art forms will be integrated.
Theory:
 Concepts and forms of arts and aesthetics- an introduction: Meaning of arts and
aesthetics, visual art forms and performing art forms.
 Significance of art in education: Importance of art forms in learning.
 Integrating arts and aesthetics in school curriculum as a pedagogical support/
resource: education through arts and aesthetics.
 Different ways/methods to integrate arts in education: during the curriculum
transaction.
 NCF 2005 and position paper on Arts on Aesthetics.
 Knowing about local art forms: the diversity of India‘s arts its integration in the
curriculum.
Project:
 The student-teacher can take a theme-based project from any of the curricular areas
covering its social, economic, cultural and scientific aspects integrating various art
and craft forms.
 They can do an analysis of textbooks - where they can find a scope either in the text
or in the form of activities or exercises to integrate art forms.
 They can also document processes of an art or craft form from the pedagogical point
of view; such as weaving or printing of textiles, making of musical instruments, folk
performances in the community etc. - how the artists design their products, manage
their resources including raw materials, market it, what problems do they face etc.
 A lived tradition of any artistic school devoted to traditional or folk arts can be
studied by student-teachers available in their surrounding or locality.
Workshop:
A workshop for one week of working with artist or a group of artists (theatre, music,
dance etc.) to learn basics of art forms and understand its pedagogical aspects is required for

43
student-teacher in first year of the programme. The forms learnt during the course will help
student-teachers in their profession, as a means of exploring different media and creative
expressions such as drawing, painting, clay-work/pottery, collage-making, wood-work, toy-
making, theatre, puppetry, dance, music etc. including regional and folk forms of arts, which
will be helpful in imparting quality education among school children. The focus of the
workshop will be on how art forms can be used as pedagogy for various subjects belonging to
science/social science streams.
Modes of Learning Engagement:
 Workshopenvironment will be interactive and discussions will take place wherein
student-teachers can document their experiences as an artist and connoisseur both.
 Attending exhibitions and performances, interacting with artists and craft persons,
watching and listening art related films, audio and video materials available on
different performers, regional/ folk art forms etc. may also be shown from time to
time.
 Projects and assignments may be given for individual learners as well asfor group
work.
 Workshop will be conducted in such environment wherein student teachers can get a
firsthand experience of working with artists, handle different materials and media,
learn about different aspects of art forms on how it relates to the society and
community and can be used as pedagogical tool to transact.
 A small Resource centre may be a part of all RIE, where materials including books,
CDs, audio, video cassettes, films, software, properties etc. are available.
Practicum:
 Activities related to doing arts, including application of arts in the immediate
environment small activities, which enhances the skills including the communication
and presentation skills, brings in imagination, creativity and aesthetic sensibility
among the student teachers.
 Application of aesthetic and design sensibility in the day to day life, in their
profession and environment are some of the practical aspects, which needs to be taken
care of. During the celebrations of festivals, functions, special days etc. this will be
reflected.
Modes of Internal Assessment:
The engagement of teacher-learners in the above set of experiences should be quantitatively
and qualitatively evaluated, based on observations and submissions of projects and
assignments that cover: a) submission of work b) participation c) creative potential displayed
d) application of aesthetic and design sensibility in campus events or in other course work.

- Letter Grade - Grade Point

- O (Outstanding) - 100
- A+(Excellent) - 90-99
- A(Very Good) - 80-89
- B+(Good) - 70-79
- B(Above Average) - 60-69
- C(Average) - 50-59
- P (Pass) - 40-49
- F(Fail) - Below 40
- Ab (Absent) -0

44
Suggested Readings:
1. Arnold Berleant (2012).Aesthetics Beyond the Arts. New and Recent Essays.Ashgate
Publishing.
2. Goldblatt D ( 2010).Aesthetics A Reader in Philosophy of the Arts. New Delhi.
Pearson Education (singapore) pte.
3. Dennis Atkinson D Atkinson (2003). Art in Education: Identity and Practice.
Springer.
4. Parul Dave-Mukherji (2015).Arts and Aesthetics in a Globalizing World. UK.
Bloomsbury Publishing.
5. Perry Ellen (2005). The Aesthetics of Emulation in the Visual Arts of Ancient Rome.
Cambridge University Press.
6. Saxena,S. K. (2010). Aesthetics. Approaches Concepts and Problems. D.K.
Printworld (P) Ltd.
7. S. S. Barlingay.(2007).Modern Introduction of Indian Aesthetic Theory. D. K.
Printworld.
8. Weitz Morris ( 2005).Philosophy of the Arts: An Introduction to Aesthetics.
Routledge Chapman & Hall.

45
 SECOND YEAR
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4 lkrgq nhifu && mBs r: iq.; iqjkus

/kuqHkZax
5- izFke Vadksj && Hksfn czgekaM dks
lhrk guqeku laokn
6- dj tksfj jg;ks && yPNu crkm A
guqeku jke ppkZ
7- HkkSajus t;ks Hkzer && ewjr xgfr gSA
jke jko.k ;q)
8- banz Jh j?kqukFk && yPNuk ?kruk djsa A
jko.k o/k
9- tsfg lj e/kq && nlkSa [kafMr djks A
jkejkT;
10- HkkoS tgka fofHkpkjh && tUe gkfj;rq gS

fcgkjh
1 esjh Hkock/kk && gfjr nqfr lksbZ A
2 ra=h ukn dfork && lc vax A
3 dhus gqa dksfVd && ikuh esa dkS ykSu
4 eaxy fcanq lqjxa && fd, ykspu txr
46
 5 tksx tqxfr fl[k, && dkuuq lsor uSu
6 vtkSa rj ;kSuk && cfl eqdqru ds lax
7 rkSa ij okjkS mjclh && mjclh leku
8 dgr] uVr] jh>r && uSauu gh lc ckr
9 txr tuk;ks ftfg && vk¡f[k u nsf[k tkfg
10 nhj?k lk¡alu && nbZ nbZ lqa dcwfya
11 ;k vuqjkxh fpÙk && R;ksa R;ksa mTty gks;
12 tiekyk ?kkis fryd && lk¡ps jakps jke
13 LokjFk] lqd`ru Jeq o`Fkk && iaPNhuqaq u ekfj
14 uj dh v: uy && rsrksa ÅSapkS gksb
15 nq%lg nqjkt iztkuq && ekol jfo panq

bdkbZ 3 ?kukuan]
lsukifr vkSj Hkw"k.k ij nks leh{kkRed iz’u ¼8$8 vad½ dk bu dfo;ksa ds fuEukafyf[kr i|ka’k i<+us
gSa &
?kukuUn
1 :ifu/kku lqtku && eueksgu eksg ds rkjs
2 ghua Hk,a ty && :Ik voS /kj PoS
3 lqf/k djS Hkwy && lEgkjks fdfj dkSu dks
4 Hk, vfr fuBqj && dSls dy ik; gS
5 Ikzhre lqtku esjs && /ku cjlk; gks
6 vfr lw/kk && nsgq NVkad ugha
7 izse lnk vfr && usg dh ihj Fkdh
8 lks,a u lks;cks && jgs vfr [kkxh
9 dkSu dh lju && vkljks u ftr <wfd;s
10 ihjh ifj nsg && fg; gksjh lh

lsukifr
jkeoanuk
1 ean eqLdku && yksd ukbZd c[kkfu;s
2 /kkrka tkfg && fryd fj>kb;s
_rq o.kZu
3 nkfeuh ned && lfyy pgqa vksj rs
jkedFkk
6 nhj/k izpaM && fnxikyu dkSa ifr gS
_rq o.kZu
7 cju cju && fjrqjkt dfg;r gS A
bdkbZ 4
Hkw"k.k vkSj efrjke ij ,d leh{kkRed iz’u ¼8$8 vad dk½ A bu dfo;ksa ds fuEukafyf[kr
i|ka’k i<+us gSa &
Hkw"k.k
1 iwjc ds mRrj ds && /ku dkt djrs A
2 Å¡ps ?kksj eafnj && uxu tM+krh gS
3 osn jk[ks fofnr && jk[;ks ?kj esa
4 Hkqt Hkqatxsl dh && Nhus gS [kyu ds
5 pkd pd pewa && egsok efgiky dks

47
 f’kokth ’kkS;Z
6 banz ftfe taHk && lsj flojkt gS
7 dkfeuh dar lksa && [kqeku flok lka
efrjke
1 lqjtu cal jko && fHk[kkfju ds Hkkx gSa
2 fnu fnu nhus && dNq u lqj: gS
;q)ohj
3 lRrk dks liwr && fnoku fganqoku dks
HkfDrHkko ls p;fur va’k
4 rsjksa dg~;ks flxjks && frgqa yksd ds lkbZ
J`x
a kj lq"kek
5 dqanu dks jax && fudjS lh fudkbZ
izd`fr o.kZu
6 xzh"e gw¡a jfo && fudV dh Hkwfe
izd`fr o.kZu
7 HkkSaj Hkka¡ojs Hkjr gS && lksja Hk lqHk ljlkr
8 xzh"e _rq dh nqigjh && iou ds iqat
;q)ohj
9 cktr uxkjs && gkfFkj gF;kj gS
HkfDrHkko
10 fo"k;fu rs fuosZn && in iadt izse
bdkbZ 5
jhfr dkO; & fl)kar fo"k;d nks iz’u ¼8$8 vad½
jhfr dk rkRi;Z] ukf;dk Hksn] jhfr dky esa dkO; ’kkL=h; lEiznk; ^ vyadkj lEiznk; ij nks iz’uksa
dk mRrj nsuk gSA fdarq lkFk esa ,d fodYi nsuk gSA
ikB~; iqLrd &
jhfrdkyhu dkO; laxzg
la& MkW- lR;ukjk;.k ’kekZ] iap’khy izdk’ku t;iqj
 80 vad fo’ofo|ky; }kjk l=kar ijh{kk ¼izR;sd bdkbZ 16 vadksa dh gksxh½
 20 vad vkarfjd ewY;kadu ¼l= laca/kh dk;Z fyf[kr 5 vad] VsLV 10 vad fyf[kr l=h;
dk;Z gsrq] 5 vad ekSf[kd ijh{kk½
lanHkZ xzaFk
1 fcgkjh dh okfXoHkwfr & fo’oukFk izlkn feJ] okjk.klh
2 eqDrd dkO; ijaijk vkSj fcgkjh & MkW- jkelkxj f=ikBh
3 ?kukuan & MkW- d`".k panz ’kekZ] johanz izdk’ku] vkxjk&1
4 fganh lkfgR; dks jhfrdkyhu dfo;ksa dh nsu MkW- cPpuflag

isij& II
fo"k; & fganh lkfgR;
Contact Hours: 6 periods per Week Maximum Marks: 100
Examination Duration: 3 Hours Theory: 80
Internal: 20
mn~ns’; &fo|kFkhZ] fuca/kksa ds fofo/k izdkjksa rFkk fo’ks"krkvksa dks Hkh le> ldsx
a s vkSj mudh
lkfgfR;d leh{kk dj ldsaxAs
ukVd ,oa ,dkadh ds rRoksa ls ifjp; izkIr djds og muds vk/kkj ij leh{kk dj ldsxk A
ukVd ,oa ,dkadh dk varj le> ldsaxsA nfyr lkfgR; ,oa L=h foe’kZ dh vo/kkj.kk ls ifjfpr gks
ldsaxsA
48
 fuca/k] ukVd ,oa ,dkadh
bdkbZ&1
fuEuakfdr rhu iqLrdksa ls nks x|ka’kksa dh llanHkZ O;k[;k djuh gSA izR;sd x|ka’k dh O;k[;k ds
fy, 8 vad fu/kkZfjr gSa A x|ka’k rhuksa iqLrdksa ls fy, tk,¡xs A fuca/k laxzg ls nks x|ka’k fy,
tk,¡xs ftlesa ls fodYi pqudj ,d dh O;k[;k djuh gksxh A ukVd o ,dkadh laxzg ls ,d ,d
x|ka’k fy;k tk,xk ftlesa ls fodYi pqudj ,d O;k[;k djuh gksxh A iqLrdksa ds uke
fuEufyf[kr gSa&
1 fuca/k laxzg & MkW- gsrq Hkkj}kt
¼5 fuca/k½
2 /kqzoLokfeuh & t;’kadj izlkn
3 ,dkadh laxzg & MkW- gsrq Hkkj}kt
bdkbZ 2
fuEufyf[kr fuca/kksa esa ls rhu fuca/kksa ij leh{kkRed iz’u fn, tk,¡xs ftlesa ls nks dk mRrj nsuk
gksxk A ¼8$8 vad½
fuca/k
1 lkfgR; tulewg ds ân; dk fodkl gS & cky d`".k HkV~V
2 rqylh ds lkekftd ewY; & MkW- jke foykl ’kekZ
3 Hkkjr ,d gS & jke/kkjh flag **fnudj**
4 jk"Vª dk Lo:Ik & oklqnso ’kj.k vxzoky
5 ekul dh /keZ Hkwfe & jkepanz ’kqDy
bdkbZ 3
/kqzoLokfeuh ukVd ij rhu leh{kkRed iz’u fn, tk,¡xs ftuesa ls nks iz’uksa dk mRrj nsuk
gksxk A ¼8$8 vad½
bdkbZ 4
fuEufyf[kr ,dkafd;ksa esa ls rhu ,dkafd;ksa ij leh{kkRed iz’u fn, tk,a¡xs ftuesa ls ¼8$8
vadks½a ds nks iz’uksa ds mRrj nsus gksxa sA
1 u;k iqjkuk misna z ukFk v’d
2 nhinku jke dqekj oekZ
3 Hkksj dk rkjk txnh’kpanz ekFkqj
4 bZn vkSj gksyh lsB xksfoan nkl
bdkbZ 5
nfyr lkfgR; dh vo/kkj.kk] L=h foe’kZ dh vo/kkj.kk] fganh lkfgR; esa egRo@;ksxnkuA
,d iz’u fuca/k] ukVd ,oa ,dkadh ds laf{kIr vkykspukRed fodkl Øe ls lacaf/kr gksxk rFkk nwljk
iz’u fuca/k] ukVd ,oa ,dkadh ds jpukdkjksa ls lacaf/kr gksxkA ,d iz’u nfyr ,oa L=h foe’kZ ls
lacaf/kr gksxkA ftlesa ,d iz’u fodYi ds :Ik esa fn;k tk,xkA rhuksa iz’uksa ls fodYi pqudj nks
iz’uksa ds mRrj nsus gksx a s A ¼8$8 vad½
 80 vad fo’ofo|ky; }kjk l=kar ijh{kk ¼izR;sd bdkbZ 16 vadksa dh gksxh½
 20 vad vkarfjd ewY;kadu ¼l= laca/kh dk;Z fyf[kr 5 vad] VsLV 10 vad fyf[kr l=h;
dk;Z gsrq] 5 vad ekSf[kd ijh{kk½
lanHkZ xzaFk &
1 lkfgfR;d fuca/k & MkW- izrki VaMu] yksdHkkjrh izdk’ku] bykgkckn
2 lkfgfR;d fuca/k & MkW- x.kifr panz xqIr] yksdHkkjrh izdk’ku] bykgkckn
3 lkfgfR;d fuca/k & MkW- f=Hkqou flag] fganh izpkjd laLFkku] okjk.klh
4 fganh fuca/k dk fodkl & MkW- vksadkj ukFk ’kekZ] vuqla/kku izdk’ku] dkuiqj
5 fganh fuca/k dk bfrgkl & czg~enRr ’kekZ
6 izlkn ds ukVdksa dk ’kkL=h; v/;;u & MkW- txUukFk izlkn ’kekZ
7 ukV~; dyk & MkW- j?kqoa’k us’kuy ifCyf’kax gkml] fnYyh

49
8 izlkn ds ,sfrgkfld ukVd & MkW- txnh’kpanz tks’kh] vkRekjke ,aM lal fnYyh
9- nfyr lkfgR; dk lkSan;Z’kkL= vkse izdk’k okYehfd
10- izsr ;ksfu dgkuh fp=k eqn~xy
11- Nr ij nLrd dgkuh e`n`yk xxZA

ENGLISH
Paper I: Prose and Fiction
Contact Hours: 6 periods per Week Maximum Marks: 100
Examination Duration: 3 Hours Theory: 80
Internal: 20
Rationale: There are some great prose writers and novelists in English language both in India
and Britain. The students who are in the process of making teachers must go through some of
the kinds of prose by great authors such as Francis Bacon, Addison, Macaulay, Hazlitt and
Stevenson as well as short story writers like Albert Camus, Catherine Mansfield, Leo
Tolstoy, O. Henry and Shashi Deshpande besides some long specimens of prose (novel) by E.
M. Forster and R.K. Narayan with a view to promoting their comprehension skill and
enriching their literary and aesthetic sensibility.
Objectives:
The students will be able to
 Develop their comprehension skills through reading various types of prose.
 Develop their reading habits and literary taste through some long specimens of prose.

Course Contents/Units: The paper will be divided into five Units.

Unit I Explanation
Four passages for explanation with reference to the context from the texts prescribed in Units
II and III carrying a weight of four (04)) marks each.
Unit II Essays (Detailed study)
Francis Bacon : Of Studies
Joseph Addison : Friendship
Thomas B. Macaulay : Minute on Indian Education
William Hazlitt : On the Feelings of Immortality in Youth
R.L. Stevenson : The Ideal House
Unit III Short Stories (Detailed study)
Albert Camus : The Guest
Katherine Mansfield : A Cup of Tea
Leo Tolstoy : How Much Land does a Man Need?
O. Henry : The Gift of Magi
Shashi Deshpande : My Beloved Charioteer
Unit IV Novel-(i) (Non-detailed Study)
R.K. Narayan : The Guide
Unit V Novel (ii) (Non-detailed Study)
E.M. Forster : A Passage to India

Modes of Learning Engagement

A response-based approach to Literature will be followed where students are regarded as
active meaning makers whose personal experience affects their interpretation of literary texts.
Students as readers and writers will participate in the constructive reading/writing process.
An open-ended perspective on literacy texts will be encouraged where no single response
50
predominates and multiple interpretations can be provided. Seminars and open forums will
accompany the discussion on texts.
 Tutorials/ Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/
lecture period. Peer group teaching may be encouraged. Hard spots if any, may be resolved
during tutorials.
 Scheme of Assessment
 The term- end examination will be of 80 marks. Each Unit will carry a weight of 16
marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
 Two assignments: one oral presentation and one written assignment. Each will carry a
weight of five marks.
N. B.: One critical question will be set in question paper from each unit except Unit one
carrying a weight of 16 marks each.
Suggested Readings:
Narayan, S.A. (Ed.) The Joy of Reading Literature: Selected Prose and Poetry. Hyderabad:
Orient Longman.2008.
Thakur, D. Selected Short Stories. New Delhi: Macmillan. 2008.
Forster, E.M. Aspects of the Novel. New York: Harvest Book. 1955.
Peck, John. How to Study a Novel. London: Palgrave Macmillan. 1995.
Scholes. R et al. (Ed.). The Elements of Literature. Oxford: Oxford University Press. 2005.
Showalter, Elaine. Teaching Literature. Oxford: Wiley-Blackwell. 2002.

PAPER II: POETRY AND DRAMA

Contact Hours: 6 periods per Week Maximum Marks: 100
Examination Duration: 3 Hours Theory: 80
Internal: 20
Objectives:
The students will be able to
 Make themselves familiar with pre-romantic, romantic and Victorian poetry.
 Enjoy and appreciate the romantic traits such as the obsession with the past, mystery,
beauty and love of Nature.
 Enjoy and understand drama and improve their dramatic skills.
Course Contents: The paper will be divided into five Units.
Unit I
Four passages for explanation with reference to the context from texts prescribed in units II
and III carrying a weight of four (04) marks each.
Unit II Poetry (i) (Detailed study)
William Blake : The Tiger
William Wordsworth : The Daffodils
S.T. Coleridge : Kubla Khan
Lord Byron : She walks in Beauty
John Keats : Ode to a Nightingale
Unit III Poetry (ii) (Detailed study)
P.B.Shelley : Ode to the West Wind
Matthew Arnold : DoverBeach
Lord Alfred Tennyson : Break, Break, Break
51
Robert Browning : Porphyria‘s Lover
Rudyard Kipling : If
Unit IV Drama (i) (Non-detailed Study)
Oliver Goldsmith : She Stoops to Conquer
Unit V Drama (ii) (Non-detailed Study)
William Congreve : Love for Love
Modes of Learning Engagement
A response-based approach to Literature will be followed where students are regarded as
active meaning makers whose personal experience affects their interpretation of literary
texts. Students as readers and writers will participate in the constructive reading/writing
process. An open-ended perspective on literacy texts will be encouraged where no single
response predominates and multiple interpretations can be provided. Seminars and open
forums will accompany the discussion on texts.
 Tutorials/ Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/ lecture period. Peer group teaching may be encouraged. Hard spots if any may be
resolved during tutorials.
 Scheme of Assessment
 The term -end examination will be of 80 marks. Each Unit will carry aweight of 16
marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
 Two Assignments: one oral presentation and one written assignment. Each will carry
a weight of 05 marks.
N. B. One critical question will be set in question paper from each unit except
Unit one carrying a weight of 16 marks each.
Suggested Readings
Curran, Stuart et al. (Ed.). The Cambridge Companion to British Romanticism. Cambridge:
Cambridge University Press. 2010.
Ford, Boris. et al. (Ed.). The Pelican Guide to English Literature. Vol. 1-8. Harmondsworth:
Penguin Books. 1968.
Dobree, Bonamy. Restoration Comedy 1660 1720. Oxford: Oxford University Press. 1924.
Abrams, M.H. The Mirror and the Lamp: Romantic Theory and the Critical Tradition.
Oxford: Oxford University Press. 1972.
Kermode, Frank. The Romantic Image. London: Routledge Classics. 2002.
Wordsworth, William & S. T. Coleridge. Lyrical Ballads. London: Penguin Classics.2006.
Bowara, C.M. The Romantic Imagination. Oxford: Oxford University Press.1961.

URDU
PAPER I - QADEEM NASR Aur Urdu Adab Ki Tareekh
Contact Hours: 6 periods per Week Maximum Marks: 100
Examination Duration: 3 Hours Theory: 80
Internal: 20
Note: Each paper contains ten questions, having two questions from each unit. The
candidates are required to attempt five questions in all selecting at least one question from
each unit.
Unit I

52
There are two parts of this unit. Part I contains 8 objective type questions on prescribed
syllabus. Each question carries 1 mark. Second part contains two questions. Each question
carries 4 marks and word limit for answer should be up to 100 words.
Unit II
Explanation of two extracts out of three extracts from prescribed lessons of Dastan with
reference and context. Each extract carries 8 marks.
Unit III
Explanation of two extracts out of three extracts from Khutoot and prescribed lessons of
prose.
Unit IV
Adeebon ki savanhe aur Adabi khidmat.
Adeebon ke fan ka tanquidi jaiza.
Unit V
Urdu Zaban ki Ibtida ke Mukhtlif Nazariyat
Fort William College ki Khidamat aur Tarruf
Dabistan-e-Delhi Aur Dabistan-e-Lucknow ki Shayari
 Transactional Modalities:
Lecture/contact periods; Communicative/Interactive and Constructivist approaches,
Imparting knowledge by means of creating situations.
 Tutorials/ Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/
lecture period. Peer group teaching may be encouraged. Hard spots if any, may be resolved
during tutorials.
 Assessment Modalities
 The end examination will be of 80 marks. Each Unit will carry a weight age of 16
marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
 Two assignments: one oral presentation and one written assignment. Each will carry a
weight age of five marks. (10 marks)
N. B. One critical question will be set in question paper on each unit except
Unit one carrying a weight-age of 16 marks each.
Text: Intikhabe Nasr Part I, U.P. Urdu Academys Following Lessons only:
1. Meer Amman : Sair pahale Daruesh ki
2. Rajab Ali Beg Saroor : Jan-e-Alam ka Tota
3. Sir Sayyad Ahmad Khan : Umr-e-Rafta
4. Nazeer Ahmad : Mirza Zahirdar Beg
5. Mohd. Hussain Azaad : Insan kisi Hal mne Khush Nahni
Rahta.
6. Shibli : Meer Anees ki Khusoosiyat-e-shairi
7. Ghalib : Intikhab-e-Khutoot

53
 PAPER II - GHAZAL AUR QASEEDA
Contact Hours: 6 periods per Week Maximum Marks: 100
Examination Duration: 3 Hours Theory: 80
Internal: 20
Note: Each paper contains ten questions, having two questions from each unit. The
candidates are required to attempt five questions in all selecting at least one question from
each unit.
Unit I
There are two parts of this unit. Part Ist contains 8 objective type questions on prescribed
syllabus. Each question carries 1 mark. Second part contains two questions. Each question
carries 4 marks and word limit for answer shall be up to 100 words.
Unit II
Explanation of Ghazals out of three from prescribed text with reference and context. Each
explanation carries 8 marks.
Unit III
Explanation of two parts of Qaseeda out of three from prescribed text with reference and
context. Each explanation carries 8 marks.
Unit IV
Characteristic of forms of Urdu Ghazal and its importance:
Life and works of Ghazal Go and critical questions
Unit V
Characteristic of forms of Qaseeda and its importance:
Life and works of Qaseeda Nigar and critical questions.
 Transactional Modalities:
Lecture/contact periods; Communicative/Interactive and Constructivist approaches, imparting
knowledge by means of creating situations.
 Tutorials/ Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/
lecture period. Peer group teaching may be encouraged. Hard spots if any may be resolved
during tutorials.
Assessment Modalities
 The end examination will be of 80 marks. Each Unit will carry a weight age of 16
marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
 Two assignments: one oral presentation and one written assignment. Each will carry a
weight age of five marks. (10 marks)
N. B.: One critical question will be set in question paper on each unit except
Unit one carrying a weight-age of 16 marks each.
Text: Intikhab-e-Manzumat Part II
Following poets and their poems only:
1. Wali: Hosh khoti hai nazni ki ada, Muflisi sab bahhar khoti hai, Pi ke hote na kar tu Meh
ki sana
2. Meer: Tha mustaar husn se uske jo noor tha, Ulti ho gayin sab tadbiren, Patta patta butta
butta haal hamara jane hai
3. Ghalib: Kisi ko de ke dil koi nawa sanj fughan kyun ho, Har ek baat pe kehte ho tum ki
tu kya hai, Nukta chin hai gham-e-dil apna

54
4. Momin: Asar usko zara nahi hota, Ghairon pe khul na jaye kahin raz dekhna, Wo jo
hamme tumme qaraar tha.
5. Dagh: Ghazab kiya tere wade pe aitbaar kiya, Saaz ye keena saz kya jaane, sabaq aisa
padha diya tune.
6. Hasarat Mohani: Bhulata lakh hoon lekin barabar yaad aaten hain, Nigahe naaz jise
aashnae raaz kare
7. Sauda: Ab samane jo mere koi peer-o-jawan hai
8. Ghalib: Han Mah-e-Nau sunen Ham uska Nam
9. Zauq: Dar Madah-e-Bahadur Shah.

HISTORY
PAPER I -Indian History (Earliest times to 650 A.D.)
Contact Hours: 6 periods per Week Maximum Marks: 100
Examination Duration: 3 Hours Theory: 80
Internal: 20
Objectives:
1 To provide the knowledge of the sources of the period.
2 The students shall be able to know the legacies of the early history of India.
3 The study of this Semester shall provide the know how of the origin of republics and
the system of republican administration.
4 To give the knowledge of the rich administrative traditions of ancient India
5 The students‘ shall come in touch with the pride of ancient Indian society and
religion.
6 This Semester shall provide the knowledge of the spread of Indian culture in the other
countries.
7 The student will be informed about the South Indian History.
UNIT-I
A) Sources of ancient Indian History –Literary, Archaeological, Numismatical and
Epigraphical.
B) Influence of Geography on Indian History, Geographical divisions of India.
C) Sindhu –Saraswati civilisation – origin, extent, urban planning, economy and contact
with other civilisations.
D) Society, Polity and Economy as reflected in Vedic literature.
UNIT II
(A) Mahajanpadas: Administrative system of Republics, The age of second urbanisation
(B) Rise of Magadha Empire up to the Nanda dynasty.
(C) The Age of Mauryas – Chandragupta: extent of his empire and administration.
(D) Ashoka – his concept of Dhamma.
UNIT III
(A) Post Mauryan society and polity, Art and Architercure (Mathura and Gandhara
schools of sculpture) Shungas, satvahanas and Kushanas.
(B) Sangam Age – Chiefdoms, literature, society and economy.
(C) Shakas – Rudradaman
(D) Economy of Pre-Gupta period – Trade and commerce, trade guilds, foreign trade,
coinage and various industries.

55
UNIT IV
(A) Gupta dynasty – Chandragupta I, Samudragupta, Chandragupta II and Skundagupta.
(B) Gupta administration and society
(C) Trade and Commerce during the Gupta period
(D) Land revenue system of Gupta rulers.
UNIT V
(A) India in the post Gupta period – Hunas,
(B) Vardhana dynasty of Thaneshwar
(C) Social, religious and economic life during the reign of Harsha Vardhana.
(D) Legacy of Ancient Indian History
 Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods; Peer group teaching may be encouraged. Hard spots if any, may
be resolved during tutorials.
Assessment Modalities
 The end examination will be of 80 marks. Each Unit will carry a weight age of 16
marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
 Two assignments: one oral presentation and one written assignment. Each will carry a
weight age of five marks. (10 marks)

lanHkZ iqLrdsa
1 ik.Ms xksfoUn pUnz % oSfnd laLd`fr] bykgkckn] yksdHkkjrh Hkkjrh;
iajijk ds ewy Loj] us’kuy ifCyf’kax gkml] fnYyh
2 xqIr f’kodqekj % izkphu Hkkjr dk bfrgkl] dkWyst cqd gkml t;iqj
3 etwenkj] jes’kpUnz izkphu Hkkjr] eksrhyky cukjlhnkl] fnYyh
4 ?kks"k] ,- Hkkjr dk izkphu bfrgkl] bykgkckn
5 ik.Ms] jktcfy izkphu Hkkjr
6 oekZ] jk/kkdkar Hkkjrh; izkxSfrgkfld laLd`fr;ka] bykgkckn
7 Fkify;ky] fdjudqekj lSU/ko lH;rk] m-iz- fganh xzaFk vdkneh
8 egktu oh- Mh- izkphu Hkkjr dk bfrgkl] fnYyh
9 xks;y] ,l- vkj- izkphu Hkkjr dk bfrgkl ¼lacaf/kr laLdj.k½
10 JhokLro] , ,y e/;dkyhu Hkkjr dk bfrgkl
11 Agarwal, D.P. History and Culture of Indian people.
12 Roy Chowdhry,H.C. Political History of Ancient India
13 Majumdar, A.K. A Concise History of India, Delhi
14 Sharma, Dasharath Early Chauhan Dynasties, Vol. I and II
15 Smith, V.A. Early History of India : Oxford
16 ds-th-'kekZ deyu;u] eqjkjhyky & izkphu Hkkjr dk bfrgkl

56
 PAPER II: World History (FromThe Age of enlightenment to 2000 A.D.)
Contact Hours: 6 periods per Week Maximum Marks: 100
Examination Duration: 3 Hours Theory: 80
Internal: 20
OBJECTIVES
1 It is intended to let the students have a panoramic view of modern history of the world
since Renaissance and Reformation.
2 This will complete his study of the world history.
3 The candidate will have a bird‘s eye view of the whole history of the world.
4 This will prepare him for interplay between the micro and macro.
UNIT I
a) Age of scientific Reasoning and Enlightenment.
b) Emergence of Nation States in Europe.
c) Industrial Revolution: Causes, Consequences, Emergence of New classes.
d) American War of Independence: Nature and causes, course of struggle and
significance.
UNIT II
a) French Revolution: Causes, main events and its impact.
b) France under Napoleon Bonaparte
c) Vienna Settlement (with special reference to Metternich)
d) Development of liberalism and Nationalism in Europe, Unification of Italy and
Germany.
UNIT III
a) Eastern question with special reference to Crimean war and Berlin settlement.
b) Colonial expansion of European powers in Asia, Africa and Latin America
c) American civil war: Causes and results
d) First World war: Causes and Results, Paris Settlement and League of Nations.
UNIT IV
a) Causes and consequences of Bolshevik Revolution, Economic and Social
reconstruction of Russia.
b) World Economic Depression (1924-30) Cultural Revolution in China. Rise of Japan
as an imperial power.
c) Rise of Nazism and Fascism
d) Second World War: Causes and Results
UNIT V
a) Formation of UNO and its achievements
b) Cold War- Meaning, causes and consequences
c) Rise of Nationalist movements in Indonesia, China and Indo China, Emergence of
Kamal Ataturk, Awakening and Nationalism in the Arab World.
d) Beginning of Globalisation
 Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.

57
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods; Peer group teaching may be encouraged. Hard spots if any,
may be resolved during tutorials.
Assessment Modalities
 The end examination will be of 80 marks. Each Unit will carry a weight age of 16
marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
 Two assignments: one oral presentation and one written assignment. Each will carry a
weight age of five marks. (10 marks)
lanHkZ iqLrdsa %
1 J.E. Swain : History of World Civilisation
2 C.D.Hazen : Modern European History
3 J.H.Hayes : A Political and Cultural History of
Modern Europe Vol.I,II
4 Jain & Mathur : World History (1500-1950)
5 nsosUnz flag pkSgku % ;wjksi dk bfrgkl
6 tSu ,oa ekFkqj % vk/kqfud fo’o bfrgkl ¼1500&2000½
7 eStsful] ,fyl] ,siy % lalkj dk bfrgkl,oa dkSujsM

GEOGRAPHY
Scheme Exam Duration Max. Marks Min. for pass
Paper I 3 hrs. 40 (External)
10(Internal)
Paper II 3 hrs. 40 (External) 54
10(Internal)
Paper III 3 hrs. 40 (External
10(Internal)
Practical 4 hrs. 50 18

PAPER I: PHYSICAL GEOGRAPHY

(CLIMATOLOGY AND OCEANOGRAPHY)
Examination Duration: 3 Hours Max. marks 40
Objectives:
 This Semester on physical geography is structured into components of climatology and
oceanography. The aspects of climatology emphasize the constituents of the
atmosphere, the dynamic nature of the processes associated with it and their
contribution in making the earth habitable. The course content also leads to the
identification of climatic differentiation on the earth, and the consequences of human
activities on the atmospheric processes.
 The component of oceanography similarly deals with the coastal processes and
describes the vast and diversified resources the oceans hold.
A. CLIMATOLOGY
Unit I
Atmospheric Temperature: Insulation and global energy budget, vertical, horizontal and
seasonal distribution of temperature.

58
 Atmospheric pressure and winds: vertical and horizontal distribution of pressure; planetary,
periodic and local winds.
Unit II
Atmospheric moisture: humidity, evaporation; and condensation; hydrological cycle; types
of precipitation, world patterns of rainfall: regional and seasonal distribution.
Air masses and fronts: concept, classification and properties.
Atmospheric disturbances: tropical and temperate cyclones; thunderstorms and tornadoes.
Unit III
Climatic classification; basis of Koppen's classification and types - distribution, character-
istics and related plant and animal life.
Role of Climate in human life; Atmospheric pollution and global warming - general causes,
consequences and measures of control.
B. OCEANOGRAPHY
Unit IV
Relevance of oceanography in earth and atmospheric sciences: Definition of oceanography.
Surface configuration of the ocean floor, continental shelf, continental slope, abyssal plain,
mid-oceanic and oceanic trenches. Relief of Atlantic, Pacific and Indian Oceans.
Distribution of temperature and salinity of oceans and seas.
Unit V
Circulation of oceanic waters: waves, tides and currents; currents of the Atlantic, Pacific
and Indian oceans. Marine deposits and coral reefs; coastal environment. Oceans as
storehouse of resources for the future.
 Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods, Peer group teaching may be encouraged. Hard spots if any, may
be resolved during tutorials.
 Assessment Modalities
 The end examination will be of 40 marks. Each unit will carry a weightage a 08 marks.
 36% marks will be essential for passing the examination both in theory and practical.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
Books recommended
1 Barry, RG. & Chorley, RJ. Atmosphere, Weather and Climate, Routledge. 1998.
2 Critchfield, H : General Climatology, Prentice-Hall, New York,1975.
3 Das, P.K.: The_Monsoons, National Book Trust, New Delhi, 1968.
4 Lydolph, Paul, E. : The Climate of the Earth. Rowman and Allanheld, Totowa, N.J.
1985.
5 Mather, J.R : Climatology-, McGraw-Hill, New York, 1974.
6 Patterson, S. : Introduction of Meteorology, McGraw-Hill Book Co., London,1969.
7 Stringer, E.T. : Foundation of Climatology, Surjeet Publications, Delhi, 1982.
8 Trewartha, G.T.: An Introduction to Climate, International Students edition, McGraw
Hill, New York, 1980.
9 Anikouchine, W.A. and Sternberg, RW.: The World Oceans- An introduction to
Oceanograpby, Englewood Cliffs, N.J. 1973.
59
10 Grald, S. : General Oceanography - An Introduction, John Wiley & Sons, New York,
1980.
11 Garrison, T. Oceanography. Wadsworth.com. USA 1998.
12 King, C.A.M: Oceanography for Geographers E. Arnold, London, 1975.
13 Sharma, RC. Vatel M. Oceanography for Geographers, Chetnya Publishing House.
Allahabad,1970
14 Shepard, F.P.: Submarine Geology. Harper & Sons, New York, 1948.
15 Thurman, H.B.: Introductory Oceanography, Charles Webber E. Merril Publishing Co.,
1984.
16 Weisberg, J. and Howard: 1ntroductory Oceanography. McGraw-Hill Book Co., New
York, 1976.

PAPER II: BIOSPHERE AND BIOGEOGRAPHY

Examination Duration: 3 Hours Max. marks 40
Objectives
This paper on physical geography is structured into components of Bio-Geography.
These aspects emphasize the constituents of the dynamic nature of the processes associated
with it and their contribution in making the earth habitable. The course content also leads to
the identification of diffrent resources of the earth.
CONTENT:
Unit- I
Definition, scope and significance of biosphere, components of biosphere, Concepts of
Biome, Ecotone and Community, Geographical distribution of Plants and Animals; Concept
of Biodiversity and conservation.
Unit-II
Concept of an ecosystem, Structure and function of an ecosystem, producers, consumers and
decomposers, energy flow in the ecosystem, ecological succession, food chains, food webs
and ecological pyramids
Ecosystem: types, characteristic features, structure and function of the following ecosystem:
Forest ecosystem; Grassland ecosystem; Desert ecosystem; Aquatic ecosystems (eg. ponds,
streams, lakes, rivers, oceans, estuaries).
UNIT: III
Ecosystem diversity: Bio-geographical classification of India, value of biodiversity:
consumptive use, productive use.
Social, ethical, aesthetic values, biodiversity at global, national and local levels, India as a
mega-diversity nation, hot-spots of biodiversity, threats to biodiversity: habitat loss,
poaching of wildlife, man-wildlife conflicts, endangered and endemic species of India,
conservation of biodiversity: In-situ and ex-situ conservation of biodiversity.
Unit-IV
Resoures: its types as per availabiltiy.
Forest resources: use and over-exploitation, Timber extraction, mining, dams and their effects
on forests and tribal people.
Water resources: Use and over-idolization of surface and groundwater, floods, drought,
conflicts over water, dams-benefits and problems.
Mineral resources: Use and exploitation environmental effects of extracting and using
material resources, case studies.
Role of an individual in conservation of natural resources. Equitable use of resources for
sustainable lifestyle.
60
Unit - V
Population: Distribution and density; Population structure - age and sex ratio, urban & rural,
literacy and occupational population; Population growth since independence, causes
problems and solutions.
Concept of Human Development - Major indicators, H.D.I. (Human Development Index)
Status of Women - changing aspects of demographic, social, economic, health and
nutrition. Concept of Sustainble development.
 Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods, Peer group teaching may be encouraged. Hard spots if any, may
be resolved during tutorials.
 Assessment Modalities
 The end examination will be of 40 marks. Each unit will carry a weightage a 08 marks.
 36% marks will be essential for passing the examination both in theory and practical.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
Books recommended
1. Strahler, A.H. & Strahler A. H. : Elements of Physical Geography
2. Wooldridge S.W. : The physical basis of geography,
Longman's Green & Co. London 1959.
3. Finch & Trewartha : Elements of Physical Geography
4. Negi : Physical Geography

PAPER III: ECONOMIC GEOGRAPHY

Examination Duration: 3 Hours Max. marks 40
Objectives:
The basic economy of the world is undergoing rapid transformation in recent times. The
process of such transformation of economic activities from primary to secondary and tertiary
stage is dynamic in nature. In view of this, the objectives of this course are to integrate the
various factors of economic development and to acquaint the students about this dynamic
aspect of economic geography.
Course contents:
Unit- I
Definition, nature, scope and recent trends of economic geography, its relation with
economics, and allied subjects, Classification of economies, local and spatial organization;
Sectors of economy-primary, secondary and tertiary; the impact of economic activities on
environment.
Unit - II
Natural resources-classification: renewable and non-renewable, biotic and abiotic,
Conservation of resources, changing nature of economic activities; mining, forestry,
agriculture, industry, trade and transport.

Unit - III

61
Agriculture-physical, social, cultural environment influencing crop production; Spatial
distribution of major food and cash crops of the world; Agricultural types and classification.
Unit - IV
Minerals and Industries-classification of minerals: ferrous and non-ferrous and their world
distribution, energy minerals and resources. Industries: factors of localization, Major
industries-iron and steel, textile, chemicals, cement, ship buildings, small scale and cottage
industries.
Unit - V
Trade and Transport-geographical factors in their development, Major water, land and air
transport. Means of transportation and their importance, status of roads and development
plans, national and state highways, problems relating to road transport network. Railway
network development and status. Internal and international trade. World Trade Organization
(WTO) and globalization and their effect on developing countries of the world.
 Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods, Peer group teaching may be encouraged. Hard spots if any, may
be resolved during tutorials.
 Assessment Modalities
 The end examination will be of 40 marks. Each unit will carry a weightage a 08 marks.
 36% marks will be essential for passing the examination both in theory and practical.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
BOOKS RECOMMENDED
1. Boesch, H.: A.Geography of World Economy. D. Van Nostrand Co., New York, 1964.
2. Chapman, J.D. : Geography and Energy, Longman, London, 1989.
3. Gregor, H.F.: Geography of Agriculture, Prentice Hall, New Jersey, USA, 1970.
4. Griggs, D.B. The Agricultural Systems of the WorId, Cambridge University Press, New
York, 1974.
5. Hartshorne, T.N. and Alexander, J.W.: Economic Geography, Prentice Hall, New Delhi,
1988.
6. Jones, C.F. and Darkenwald, G.G.: Economic Geography, McMillan Co., New York.
1975.
7. Millar E.: Geographyof Manufacturing, Prentice Hall, New York, 1962.
8. Raza. M and Agrawal, Y.: Transport Geography of India. Concept, New Delhi, 1986.
9. Smith, D.M.: Industrial Location – An Economic Geographical Analysis, John Wiley,
New York, 1971.
10. Thomas, R.S.: The Geography of Economic Activities, McGraw Hill, New York 1962.

GEOGRAPHY PRACTICAL
Contact Hours: 4 periods per Week Maximum Marks: 50
20-25/Batch Examination Duration: 5 Hours

1. Lab work (Written Examination 3 hours duration-

4 Problems out of 5) 20
2. Record work and viva-voce 10

62
3. Field Survey and Viva-voce (2 hours duration) 10
4. Village Survey report and viva-voce 10
Total 50
CONTENTS:
1 Types of cartographic symbols and their uses-point, line and area symbols,
classification of distribution maps.
2 Representation of population data - distribution (dot), density (choropleth), growth
(ring), sex -composition (Pyramid), urban & rural population (dot & circle, dot &
sphere).
3 Agriculture data-land use (divided circle), production (square and rectangle), irrigated
area as percent to total cropped area (choropleth), distribution (dot and symbols).
4 Industrial data - Production (Block pile, bar, band graph), Transport data -traffic flow
diagram.
5 Mean, Median and Mode; Quartile, mean and standard deviation, Lorenz curve.
6 Plane table survey - radiation, intersection, traversing, resection (two and three point
problems) Llano, Bassels. Trial and error, Mechanical Method.
7 Village Survey Report: Socio-economic survey report of any nearby village. Report
should be prepared by the student. 4 days for survey and 3 days for introduction and
preparation of survey report.
Suggested Books :
I: Monkhouse E.J. : Maps and diagrams, Methuen Co. London.
2. Robinson, A.H. : Elements of Cartography, John Willey & Sons, New York.
3. Mishra, R.P. : Fundamental of Cartography, Macmillon, New Delhi.
4 ts ih ’kekZ % izk;ksfxd Hkwxksy] jLrksxh izdk’ku] esjB
5 ,e ,l tSu % iz;ksxkRed Hkwxksy] lkfgR; Hkou] vkxjk

POLITICAL SCIENCE
PAPER I - COMPARATIVE GOVERNMENT AND POLITICS
Contact Hours: 6 periods per Week Maximum Marks: 100
Examination Duration: 3 Hours Theory: 80
Internal: 20
OBJECTIVES
On the completion of the course the students will be able to:
 Acquire knowledge about the constitutional systems of UK, USA, China, Switzerland
and France.
 Understand the composition, functions and position of legislature's executives and
judicieries in different countries.
 Understand the different patterns of relationship among the Executive, Legislature
and Judiciary prevailing in different kinds of political systems.
 Acquaint themselves with various aspects and agencies of political process in
different systems.
CONTENTS
UNIT I
Comparative politics: Meaning, scope and nature. Evolution of Comparative Politics
Comparative method, Types of comparison (Vertical-Horizontal), Types of Constitutions,
Constitutionalism.
UNIT II

63
Socio-economic bases and salient features of the Constitutions of United kingdom, United
states of America, China, Switzerland and France, Federal system of the U.S.A. and
Switzerland. Political parties in the U.S.A., United kingdom France and Switzerland. Role of
communist Party in China, Pressure Groups in USA, United Kingdom and France.
UNIT III
Executive: Composition and Functions, British King and the Crown. British Prime Minister
and Cabinet, the President of the USA, France and China, Plural Executive of Switzerland.
UNIT IV
Legislature: Composition and Powers of the British Parliament, USA‘s Congress, Swiss
Federal Assembly, French Parliament and National people‘s Congress of China.
UNIT V
Judiciary : Judicial system of UK, USA‘s Supreme Court and Judicial Review, the
Administrative Law and Administrative courts of France, Federal Tribunal of Switzerland.
Inter-relationship among the three organs of Government in comparative perspective.
 Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods, Peer group teaching may be encouraged. Hard spots if any, may
be resolved during tutorials.
 Assessment Modalities
 The end examination will be of 80 marks. Each Unit will carry a weightage of 16
marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
 Two Assignments: one oral presentation and one written assignment. Each will carry
a weightage of 05 marks. (10 marks)
SUGGESTED READINGS
Kamrava Mehran : Understanding Comparative politics, Prentice hall of India
Pvt.Ltd.,New Delhi 2000
Charles, A. Beared: American Government and Politics.
H. C. Huiton: An Introduction to Chinese Politics. London, David and Charles, 1973.
H.J.Laskhi : American Democracy : A commentary and An Interpretation, London
Unwin 1984.
C. Leys, Politics in Britain: An Introduction, London, Heinemann, 1983.
W. Zhang, Transforming China: Economic Reforms and its Political Implication,
NewYork, St. Martin‘s Press, 2000.
izHkqnRr ’kekZ & rqyukRed jktuhfrd laLFkk,a
lh- ch- xsuk & rqyukRed jktuhfr ,oa jktuhfrd
vks ih xkck & rqyukRed jktuhfr dh :Ikjs[kk

PAPER II - INDIAN POLITICAL SYSTEM

Contact Hours: 6 periods per Week Maximum Marks: 100
Examination Duration: 3 Hours Theory: 80
Internal: 20
OBJECTIVES
64
 On the completion of the course the students will be able to:
 Acquire knowledge about the historical background of constitutional development in
India.
 Understand the contribution of different streams of national movement in India.
 Acquaint themselves with salient features of the Indian Constitution.
 Appreciate philosophical postulates of the constitution on the basis of Preamble,
Fundamental Rights and Duties and DPSP
 Understand the composition, functioning, role and position of Parliament in India.
 Understand the pattern of relationship between the Executive and Legislature in India
and also the composition, functions and role of the Executive.
 Acquaint themselves with the judicial system of the country and also the nature of the
judicial review and its recent trends such as judicial activism.
 Acquire knowledge regarding the federal system of the country and governance at the
state level.
 Understand the constitutional bases, functioning and performance of local government
(both rural and urban) and instruments of public participation with special reference to
Rajasthan.
 Understand the Socio economic realities of the country and also the interaction
between social and political factors in the country.
 To evaluate the electoral system of the country and to identify the areas of electoral
reforms.
 To understand and evaluate the Gender issues in Indian politics.
CONTENT
UNIT I
National Movement – its strategy and evolution- Moderate, Extremist and Revolutionary
streams, Gandhi‘s contribution to national movement.
Major landmarks in the constitutional history of India with special reference to India Council
Act 1909, Govt. of India Act 1919 with special reference to Diarchy, Govt. of India Act
1935- and provincial autonomy.
UNIT II
The Constituent Assembly-Genesis, Organization and Function, Salient features of the
Constitution of India, Preamble, Fundamental rights and Fundamental Duties. Directive
Principles of state policy.
Union Executive : The President, Prime Minister and Council of Ministers.
UNIT III
Parliament; Composition, power, position, working and pattern of relationship between the
two Houses (Lok Sabha & Rajya Sabha), Supreme Court: Composition, functions, Judicial
Review and Judicial Activism, Amendability of the Constitution.
UNIT IV
Federal system: evolution and trends; Union-state relations, Areas of Tension and demand of
Autonomy.
Governor - Powers and Role, Composition, and Functions of State Legislature, Rural and
urban local self government.
UNIT V
Election Commission, Issues of Electoral Reforms,
Nature of Indian Political System: Political parties pressure groups, Voting Behaviourism,
Regionalism, Gender issues, Poverty and Caste.

65
 Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods; Peer group teaching may be encouraged. Hard spots if any may
be resolved during tutorials.
Assessment Modalities
 The end examination will be of 80 marks. Each Unit will carry aweightage of 16
marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
 Two Assignments: one oral presentation and one written assignment. Each will carry
a weightage of 05 marks. (10 marks)
 Voting Behavior, Political parties (National & Regional) & Pressure Groups.
Role of caste, religion, region and languages, Gender and Terrorism in Indian politics,
Class and Poverty, Social Justice and Politics of Reservation.
SUGGESTED READINGS
D.D. Basu : An Introduction to the Constitution of India, New Delhi. Prentice Hall, 1994.
G. Austin : Working a Democratic Constitution the Indian Experience. Delhi,
Oxford University Press, 2000.
R. C. Agarwal : Indian Government and Politics (India Political System) 5th ed.
S.Chand and Co., New Delhi 2000
N.G. Jayal (ed.), Democracy in India, Delhi, Oxford University Press. 2001.
A.G.Noorani, Constitutional Questions in India : The President, Parliament and the
States Delhi, Oxford University Press, 2000.
Payl, Flather : Recasting Indian Politics – Essays on a Working Democracy Palgsave
2002.
Niraja Gopal Jayal. Democratic Governance in India : Challenges of Poverty
Development and identity. Sage Publications, New Delhi
S.N.Singh, Caste Tribe and Religion in Indian Politics, Sai, New Delhi, 2006
MkW t;jke mik/;k; & Hkkjr dk lafo/kku] lsUVªy ykW ,tsUlh] bykgkckn] 2007
ch- ,y- QM+h;k & Hkkjrh; 'kklu ,oa jktuhfr] lkfgR; Hkou ifCyds’kul] vkxjk] 2007
MkW , ih voLFkh & Hkkjrh; ’kklu o jktuhfr] y{eh ukjk;.k vxzoky] vkxjk 2006
,l ,e lbZn & Hkkjrh; jktuhfrd O;oLFkk] lqyHk izdk’ku]y[kuÅ 2004

ECONOMICS
PAPER I: MACRO ECONOMICS
Contact Hours: 6 periods per Week Maximum Marks: 100
Examination Duration: 3 Hours Theory: 80
Internal: 20
Objective:
The Students are expected to:
- Understand the behavior of any economy in general and National Income determination
in particular.
- Acquaint in Construction of National Income and social Accounts.
- Familiarise with the different Concept and Measurement of national income.
66
- Familiarise with classical theory, Keynesian theory and their main principles.
CONTENT
Unit I
National Income and Social Accounts: Nature and importance of Macro Economics.
Fallacy of composition. Concept and measurement of national income. National income
identities with government and international trade; incorporation of environmental concerns
in national accounts green accounting.
Unit II
Output and Employment:Say‘s law of markets and the classical theory of employment;
Keynes‘ objection to the classical theory. Keynesian theory of output and employment-
Aggregate demand and aggregate supply functions. The principle of effective demand.
Consumption function – Average and marginal propensity to consume : Factors influencing
consumption spending.
Unit III
Investment: The investment multiplier and its effectiveness in LDCs. Theory of investment –
Autonomous and induced investment. Marginal efficiency of capital : Savings and investment
– expost and ex ante. Equality and equilibrium.
Rate of Interest: Classical. Neo classical and Keynesian theories of interest
Unit IV
Trade Cycles: Nature and characteristics, Hawtrey‘s monetary theory. Hayek‘s over
investment theory: Keynes‘ view of trade cycle. The concept of accelerator: Samuelson and
Hicks multiplier accelerator interaction model : Control of trade cycles.
Unit V
Economic Growth: Sources of growth: Classical theories of growth, Ricardo, Harrod Domar
Model. Lewis (Unlimited supply of labour).
 Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods, Peer group teaching may be encouraged. Hard spots if any may
be resolved during tutorials.
Assessment Modalities
 The end examination will be of 80 marks. Each Unit will carry a weight age of 16
marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
 Two assignments: one oral presentation and one written assignment. Each will carry a
weight age of five marks. (10 marks)
Books Recommended
 Ackley, G.(1976). Macro economics: Theory and Policy. Macmillan Publishing
Company, New York.
 Day, A.C.L.(1960). Outline of Monetary Economics. Oxford University Press, Oxford.
 Gupta, S.B. (1994). Monetary Economics, S. Chand and Co. Delhi
 Hejidra, B.J. and F.V.Ploeg (2001). Foundations of Modern Macroeconomics. Oxford
University Press, Oxford

67
 Lewis, M.K. and P.D.Mizan (2000). Monetary Economics. Oxford University Press,
New Delhi
 Shapiro, E. (1996). Macroeconomic Analysis. Galgotia Publications, New Delhi
 Vaish, M.C. Macro Economics
 Dillard, D.(1960).The Economics of John Maynard Keynes. Crossby Lockwood and
Sons. London
 Hanson, A.H. (1953). A Guide to Keynes. McGraw Hill, New York.
 Higgins, B. (1963) Economic Development : Principles, Problems andPolicies, Central
book Depot, Allahabad
 Keynes, J.M.(1936) The General Theory of Employment, Interest and Money,
Macmillan, London
 Kindleberger, C.P. (1958). Economic Development. McGraw Hill Book Company,
New York.
 Lucas, R. (1981). Studies in Business Cycle Theory. MIT Press, Cambridge
Massachusetts
 Mier, G.M. and R.E. Baldwin(1957).Economic Development : Theory, History and
Policy, Wiley & Sons Inc., New York.
 Powelson, J.P.C. (1960). National Income and Flow of Funds Analysis. McGraw Hill,
New York.

PAPER II: INDIAN ECONOMY

Contact Hours: 6 periods per Week Maximum Marks: 100
Examination Duration: 3 Hours Theory: 80
Internal: 20
OBJECTIVE
The Students are expected to:
- Understand the structure, economic problems, and economic policies of various sectors
of Indian Economy.
- Develop the ability to appraise critically the various issues related with various
problems of Indian Economic.
- Familiarise with different New issues and polices adopted by Indian Government.
- Promote values with the various ideas of Indian economic thinkers.
CONTENT
Unit I : Structure of Indian Economy
Basic Features: Natural resources – Land, water and forest resources: Broad demographic
features – Population size and growth rates sex composition, rural urban migration
occupational distribution: Problem of over population. Population policy: Policies focus from
population control to family welfare and women empowerment: Infrastructure development:
national income: Human development Inedx.
Unit II: Agriculture and Industry
Agriculture: Nature and importance: Trends in agricultural production and productivity.
Factors determining productivity: Land Reforms: New agricultural strategy and green
revolution: Rural credit. Agricultural marketing. Agriculture and WTO India‘s Food Policy.
Industry : Industrial development during the planning period : Industrial Policy of 1991:
Industrial licensing policy – MRTP Act, FERA and FEMA. Growth and problems of small
scale industries. Role of public sector enterprises in India‘s industrialization – recent policy
towards public sector. Labour Sector Reforms

68
Unit III: Planning in India
Objectives: Strategy: Broad achievements and failures: Current Five Year Plan – Objectives.
Allocation and targets: New economic reforms – liberalization privatization and
globalization: Rationale behind economic reforms: Progress of Privatization and
Globalisation. Problems of subsidy in India, Main objectives targets and achievements of Xth
and XIth Five Year Plan and XIIth Five Year Plan and XIIth five year plan.
Important Areas of Concern
Poverty and Inequality: Unemployment, Rising Prices: Industrial relations, Trends in
Agriculture production and Agriculture Productivity.
Unit IV
External Sector: Role of foreign trade: Trends in exports and imports: Composition and
direction of India‘s foreign trade: Balance of payments crisis and the New economic reforms
– Export promotion measures and the new trade policies. Foreign capital – FDI, aid;
Multinational corporations (MNCs) and their impact on Indian Economy The relevance of
SWADESHI.
UNIT V
Indian Economic Thinkers: Basically this unit focuses economic ideas in the field of
consumption, production, exchange, Distribution and Public Finance of Indian Economic
Thinkers- R.C.Dutta, M.N.Roy, M.K.Gandhi, Deen Dayal Upadhyaya, J.K.Mehta and
Amratya Sen
 Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods, Peer group teaching may be encouraged. Hard spots if any may
be resolved during tutorials.
Assessment Modalities
 The end examination will be of 80 marks. Each Unit will carry a weight age of 16
marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
 Two assignments: one oral presentation and one written assignment. Each will carry a
weight age of five marks. (10 marks)
Books Recommended
 Datt, R. and K.P.M. Sundharam (2001). Indian Economy. S. Chand and Company Ltd., New
Delhi
 Kedia, Kusum and Sinha. Root of Under development - a peep into Indian Colonial Post.
Tara Printing works, Varanasi.
 Dhingra, I.C. (2001). The Indian Economy: Environment and Policy. Sultan Chand and Sons,
New Delhi.
 Dutt, R.C. (1950). The Economic History of India under Early British Rule. Low Price
Publications, Delhi
 Kumar, D. (ed.) (1982). The Cambridge Economic History of India, Vol.II 1757-1970. Orient
Longman Ltd. Hyderabad
 Misra, S.K. and V.K.Puri (2001) Indian Economy - Its Development Experience Himalaya
Publishing House, Mumbai
69
 Gadgil, D.R. (1971). The Industrial Evolution in India in Recent Times, 1860 1939, Oxford
University Press, Bombay.
 Government of India, Economic Survey (Annual), Economic Division, Ministry of Finance,
New Delhi.
 Naoroji, D. (1962) Poverty and Un-British Rule in India. Low Price Publications, Delhi.
 Planning Commission (1999). Ninth Five Year Plan Government of India, New Delhi
 Singh, V.B. (Ed.) (1965) Economic History of India, 1857-1956, Allied Publishers Private
Ltd., Bombay
 Ahluwalia, I.J. and I.M.D. Little (Eds.) (1999). India‘s Economic Reforms and Development
(Essays in honour of Manmohan Singh) Oxford University Press, New Delhi
 Jalan, B. (1992). The Indian Economy : Problems and Prospects. Viking, New Delhi
 Jalan B. (1996). India‘s Economic Policy Preparing for the Twenty-first Century, Viking,
New Delhi
 Parikh, K.S. (1999). Indian Development Report 1999-2000. Oxford University Press, New
Delhi
 Datt, R. (Ed.) (2001). Second Generation Economic Reforms in India. Deep and Deep
Publications, New Delhi
 R.G.D. Alllen – Mathematical Analysis for Economics
 Henderson and Quandi Micro Economic Theory, Mathematical approach Latest Edition,
McGrew Hill Tokyo
 Chiang- Alpha C. Fundamental methods of mathematical Economics
 W.J. Baumal Economics Theory and operations Analysis
 G.C. Archiblad and R.G.K. Lipsey : An Introduction to a Mathematical treatment of
Economics

CC 6: LEARNER, LEARNING AND COGNITION

Instructional Time: 4 periods/week Max. Marks: 75
Exam. Duration: 3 Hours Internal: 15
External: 60
Objectives of the Course:
On the completion of course, the student teacher will be able to:
 situate individual development in a socio-cultural context;
 develop an understanding about the impact/influence of socio-cultural context in
shaping human development, especially with respect to the Indian context;
 acquire theoretical perspectives and develop an understanding of dimensions and
stages of human development and developmental tasks;
 understand a range of cognitive skills and affective processes in human learners;
 become aware of different contexts of learning and situate schools as a special
environment for learning;
 reflect on their own implicit understanding of the nature and kinds of learning;
 gain an understanding of different theoretical perspectives on learning with a focus on
cognitive views of learning as well as social– constructivist theories;
 explore the possibilities of an understanding of processes in human cognition and
meaning–making them as basis for designing learning environments and experiences
at school; and

70
  appreciate the critical role of learner‘s based on differences and contexts in making
meanings, and hence draw out implications for schools and teachers.
Course Outline:
Unit I: Learner as a Developing Individual
• Developmental Influences: Development as a resultant of interactions between
individual potential (innate, acquired) and external environment (physical, socio-
cultural, economic and technological).
• Nature and nurture, continuity and discontinuity and growth and maturation issues.
• Implications for teachers to develop holistic understanding of the learner in context.
• The understanding of cognitive and affective processes influencing the development
of the learner and their applications in classroom teaching.
Unit II: Development and Learning
• Meaning and principles of development, relationship between development and
learning.
• Dimensions of individual development: physical, cognitive, language, emotional,
social and moral, their interrelationships and implications for teachers (relevant ideas
of Piaget, Erikson and Kohlberg).
• Stages of development—developmental tasks with focus on processes growth and
development across various stages from infancy to postadolescence (special emphasis
on concerns of adolescence).
• Meaning of 'cognition' and its role in learning.
• Socio-cultural factors influencing development and learning.
• Facilitating holistic development (for self and society). (The focus is on understanding
the key concepts of development and cognition, different stages and dimensions of
development and their applications in teaching–learning contexts).
Unit III: Theoretical Perspectives on Learning
 Implicit knowledge and beliefs about learning (demystifying misconceptions).
 Perspectives on human learning: Behaviourist (conditioning paradigm in brief),
Cognitivist and Social Cognitivist (Bandura),Information-Processing view, Humanist,
Social-Constructivist Social Cognitive Learning (drawing selectively on the ideas of
Skinner, Piaget, Rogers, Vygotsky).
(i) Concepts and principles of each perspective and their applicability in different
learning situations
(ii) Relevance and applicability of various theories of learning for different kinds
of learning situations
(iii) Role of learner in various learning situations, as seen in different theoretical
perspectives
(iv) Role of teacher in teaching-learning situations: a) transmitter of knowledge, b)
model, c) facilitator, d) negotiator, e) co-learner. (The focus is on building
understanding of different psychological perspectives of learning and helping
student teachers to learn to apply them in different learning situations).
Unit IV: Learning in 'Constructivist' Perspective
 Distinctions between learning as 'construction of knowledge' and learning as
'transmission and reception of knowledge'.
 Social-Constructivist perspective (also Bruner and Ausubel's perspective) and
applications of Vygotky's ideas in teaching.
 Understanding processes that facilitate 'construction of knowledge' :
(i) Experiential learning and reflection
(ii) Social mediation
(iii) Cognitive negotiability
71
 (iv) Situated learning and cognitive apprenticeship
(v) Meta-cognition.
 Creating facilitative learning environment,
 Teachers' attitudes, expectations – enhancing motivation, Achievement motivation,
positive emotions, self-efficacy, collaborative and self regulated learning. (The focus
is on learning as a constructive rather than a reproductive process. The learner-
centred orientation has implications for understanding learning as contextual and
self-regulated process and following suitable classroom practices).
Unit V: Individual differences among Learners
 Dimensions of differences in psychological attributes—cognitive abilities, interest,
aptitude, creativity, personality, values.
 Understanding learners from multiple intelligence perspective with a focus on
Gardner's theory of multiple intelligence. Implications for teaching-learning in the
light of changing concept of intelligence, including emotional intelligence.
 Differences in learners based on predominant 'learning styles'.
 Differences in learners based on socio-cultural contexts: Impact of home languages of
learners' and language of instruction, impact of differential 'cultural capital' of
learners.
 Understanding differences based on a range of cognitive abilities— learning
difficulties, slow learners and dyslexics, intellectual deficiency, intellectual
giftedness. Implications for catering to individual variations in view of ‗difference‘
rather than ‗deficit‘ perspective.
Modes of Learning Engagement:
Modes of learning engagement will include:
 Reflective Written Assignments
 Lecture-cum-discussion
 Study of selected readings and discussions around overviews
 Anecdotes, experiential and reflective writings.
 Audio-visual clips of learning situations and interactions, analysis and discussion in
small groups as well as large group
 Group presentations of key themes and concepts
 Exemplars of ‗constructivist‘ learning situations, Case studies, their analysis and
discussion
 Close observation of learners (students) in learning situations at school, as well as in
other contexts; making field notes
 Interpretation, analysis and discussion of observations
 Assignments based on the above
Practicum:
1. Reflective Written Assignments
2. Field observation notes
3. Analysis of a learning situation and case study, using theoretical perspectives
4. Administration of any one standardized tests (Intelligence/aptitude/ attitude/
creativity) and preparation of psychological assessment report.
5. Prepare a critical report on implications of any one theory of learning – Piaget,
Erickson and Bandura.
6. Select a child with learning problem (refer 5.5) and carry out academic assessment in
any one subject, identify the remedial measures and prepare a report.
7. Preparation of learners‘ profile based on cognitive and non-cognitive characteristics to
depict inter and intra individual differences.

72
Modes of Internal Assessment Marks
Written tests 10
Any two of the Practicum: 05
Suggested Readings:
1. Ambron, S.R. (1981). Child Development. New York. Holt Rinehart & Winston.
2. Atkinson, Richard C. Et.al. (1983). Introduction to Psychology. New York. Harcourt
Brace Johanovich Inc.
3. Benjafield, J.G. (1992). Cognition. Prentice Hall, Englewood Cliffs.
4. Blackie, J.( 1971). How Children Learn in J.C. Stone an F.W. Schneider (eds.) New
York. Readings in the Foundations of Education, Vol II, Cromwell.
5. Brown, J.S., Collins A and Dugrid, P (1989). Situated Cognition and the Culture of
Learning, Educational Researcher: 32-42.
6. Dececco. (1970). Italy. Psychology & Learning and Instruction Educational Psychology
Prentice.
7. Flavell, J.H. (1963). The Developmental Psychology of Jean Piaget, New York. Van No
strand.
8. Gange, R. M. (1985). The Conditions of Learning and Theory of Instruction (4th edition).
New York. Holt, Rinehart and Winston.
9. Gardner, H. (1999). The disciplined mind what all students should understand. New
York. Simon & Schuster.
10. Gardner, Howard (1989). Frames of Mind. New York. The Theory of Multiple
Intelligences, Basic Books.
11. Gardner, Howard (1991). The Unschooled Mind. New York. Basic Books.
12. Hurlock, E.B. (1964). Child Development. New York. Mcgraw Hill Book Co.
13. Kolb, D.A. (1984). Experiential Learning. Engelwood Cliffs. NJ: Prentice-Hall Rogers.
C.R. (1980). Educational Psychology in the Classroom. New York. Oxford University
Press.
14. Luria, A. R. (1976). Cognitive Development: Its Cultural and Social Foundations.
Cambridge, Mass.Havward University Press.
15. Phillippe Aives. (1962). Centuries of Childhood. A Sociology of Family Life. New York.
Knops.
16. Rosser, Rosemary A. (1993). Cognitive Development. USA Psychological and Biological
Perspectives, Allyn dand Bacon.
17. Wolfolk (1987). Educational Psychology. Prentice Hall Eaglewood Cliff.
18. Srivastava, A.K. (1998). Child Development. The Indian Perspective. New Delhi.
NCERT.
19. Sibia, A. (2006). Life at Mirambika. New Delhi. NCERT.
20. Sarangapani M. Padma. (2003). Constructing School Knowledge. An Ethnography of
learning in an Indian Village. New Delhi. Sage Publication
21. Chauhan S. S. (2002). Advanced Education Psychology. Delhi. Vikas Publication.
22. Woolfolk, A.E. (2009). Educational Psychology (11th Edition) (My Education Lab
Series) Prentice Hall.
23. Wertsch, J.V. (1985). Vygotsky and the Social Formation of Mind. Harvard University
Press.
24. Chauhan, S.S. (1990). Advanced Educational Psychology. New Delhi. Vikas Publication
House.
25. Sharma R.A. (1996). Fundamentals of Educational Psychology. Meerut. Lal Book Depot,

73
 GROUP C : DEVELOPING TEACHER SENSIBILITIES
SECTION II : EXPERIENCES FOR SOCIAL AND ENVIRONMENTAL SENSITIVITY
SES 1 - WORK EXPERIENCE : ELECTRICITY AND ELECTRONICS
Instructional Periods : Theory 1 Period /week Max Marks : 50
Practium 2 periods/week Min. Pass Marks : 18
Exam Duration : 3 hours (Internal Examination)

Objectives of Course:
On completion of the course the student teacher will be able to:
 recognize and use different soldering methods.
 understand working of different lamps.
 acquire skill to assemble/prepare simple electrical appliances.
 develop the ability in repairing simple appliances used at secondary level.
 develop the skills for making simple projects/models.
 inculcate healthy values related to work culture.
Course Outline:
UNIT I
Knowledge of different soldering methods like wave soldering, dip soldering and ultra sonic
soldering, Practice of soldering.
UNIT II
Understanding the working of CFL tubes, Incondescent lamp, arc lamp, sodium vapour lamp,
neon lamp, fluorescent lamp, use of choke and starter
UNIT III
Construction of Transformers, recognition of primary and secondary winding, knowledge of step-
up and step-down transformer, Use of transformers.
UNIT IV
Understanding the working of Electrical appliances such as Refrigerator, Air conditioners etc,
making Resistance and Capacitance boxes, use of testing board and extension boards for
laboratory.
UNIT V
Recognition of emitter, base and collector in a transistor, characteristics of transistor, transistor
action, Amplification by transistor, Basic idea of integrated circuits, FET – recognition of drain,
source and gate terminals, FET and its characteristics, testing of transistor and FET, LCD.
Project (anyone) - Only suggestive
Alarm for luggage security
Mobile cell-phone charger using cell
Power supply failure alarm
Blown fuse indicator .
Modes of Learning Engagement:
Constructivist Approach : Hands on Experience, Activity used Learning , Experimentation
Interactive Engagement, Group work, Peer Learning , Project Work
Modes of Internal Assessment : Marks
Written Test : 10
Exam and Project : 40
References:
1. Electrician – I Year Trade Theory Published by National Instructional Media Institute,
Chennai re-print 2007
2. Electrician – II Year – Trade Theory Published by national Instructional Media Institute
Chennai re-print 2007
3. Electrical Machinery Published by Krishna Publisher Delhi Author P.S. Bhimbhara re-print
2007

74
 SES 1 - Work Experience - Agriculture
(Practices)
Instructional time: 1 Period/Week (Theory) Max.Marks: 50
2 Periods/ Week (Practicum) Min. Pass Marks: 18
Exam. Duration : 3 Hours (Internal Examination)
Objectives of the Course
On completion of the course, the student teacher will be able to
 identify seeds of common crops and vegetables.
 recognise manures and fertilizers used commonly.
 understand characteristics of seeds and seedling.
 identify different summer and winter flowers.
 Acquire skills to horticulture practices.
 Inculcate healthy values related to work culture.
Course Outline:
Unit I
Identification
a) Seeds of common crops.
b) Seeds of common vegetables.
c) Important weeds.
d) Manures commonly used.
e) Fertilizers commonly used.
Unit II
Seeds and Seedlings
a) Characteristics of a good seed for sowing.
b) Calculation of germination percentage of seeds.
c) Planting seeds and transplanting seedling.
d) Raising seedlings in a nursery
e) Study about green-house.
Unit III
Ornamental gardening
a) Identification of different summer flowers.
b) Identification of different winter flowers.
c) Identification of common hedge and creeper plants.
d) Preparation and maintenance of rockeries and borders.
e) Preparation and maintenance of borders through hedge and flower plantation.
Unit IV
Horticulture Practices
a) Agro forestry and related concepts
b) Potting and repotting practices.
c) Practices related to production of important flowering plants.
d) Collection of different types of seeds.
e) Preparation of a project.

Unit V
General Field practices
a) Earthing.
b) Planting.
75
 c) Hoeing.
d) Weeding.
e) Watering of plants.
Modes of Learning Engagement:
Hands on experiences, Activity based learning, Experimentation, Interactive engagement,
Group work, Peer learning, Project work.
Practicum:
a) Identification of an agronomy of following crops:
Wheat, Mustard, Gram, Rose etc.
b) Agricultural Processes:
Irrigation, Training and Pruning, Hoeing and Weeding, Seed Bed preparation,
Nursery Management.
Modes of Internal Assessment : Marks
Written test : 10
Exam and project : 40
Suggested Readings:
1. MkW-Hkh"e iky] ize[q k lqxa/k ,oa vkS"k/kh; ikS/kksa dh [ksrh ¼Jh d`".kk ifCy'klZ] vkxjk] 2001½-
2. Jitendra Singh, Basic Horticulture (Kalyani Publishers, New Delhi, 2012).
3. Dr. Jaiveer Sing, Plant Propagation & Nursery Husbandry (Rama Publishing House,
Meerut, 2002).
4. Dr. Rajveer Singh & Dr. O.P. Rajput, Principles of Agronomy, Scientific Crop
Production (Kushal Publications and Distributors, Varanasi, 2008).
5. Dr. K.N. Dubey, Fruit Production in India (Rama Publishing House, Meerut, 2008).

SES 2: ADDRESSING SPECIAL NEEDS IN INCLUSIVE SCHOOL

Instructional Time: 3 periods/week Max. Marks: 50
Exam. Duration: 2 Hours Internal: 20
External: 30
Objectives of the Course:
On completion of the course, the student teacher will be able to:
 demonstrate knowledge on different perspectives in the area of education of
children with disabilities;
 reformulate attitudes towards children with special needs;
 identify needs of children with diversities;
 plan need-based programmes for all children with varied abilities in the classroom;
 use human and material resources in the classroom;
 use specific strategies involving skills in teaching special needs children in inclusive
school;
 plan and execute appropriate learner-friendly evaluation procedures;
 incorporate innovative practices to respond to education of children with special
needs;
 contribute to the formulation of policy; and
 implement laws pertaining to education of children with special needs.

Course Outline:
Unit I: Paradigms in Education of Children with Special Needs and Policy Perspectives
 Historical perspectives and contemporary trends
 Defining Special Needs: ways of looking of Educational Difficulties -individual
deficit view vs. curriculum view.
76
  Concept of special education, integrated education and inclusive education;
 Recommendations of the Salamanca Statement and Framework of Action, 1994; and
Educational Provisions in the UNCRPD, 2006;
 Constitutional Provisions; Persons with Disabilities Act, 1995, (PWD Act);
Rehabilitation Council of India Act, 1992, National Trust Act 1999 and RTE Act,
2009.National Institutes
 Education of Students with Disabilities in the National Policy on Education, 1986,
POA 1992, Integrated Education for PW; IEDC, 1974 Scheme for Inclusive
Education for PWD (IEDC, 2000) and Education of Special Focus Groups under the
Sarva Shiksha Abhiyan (SSA, 2000); Scheme of Inclusive Education for PWD at
Secondary School (IEDSS, 2009).
UNIT II: Concept, characteristics, classification and curriculum adaptation in inclusive
school for children with various disabilities
 Visual impairment
 Hearing impairment
 Locomotor and Neuromuscular disorders
 Mental Retardation
 Specific learning disabilities
 Autism Spectrum Disorders
UNIT III: Assessment and Teaching and development of appropriate Inclusive
practices in schools
 Identification and functional assessment of children with special needs.
 Implication of assessment for instructional planning and placement
 Peer tutoring, Cooperative learning, social learning, system approvals Multisensory
teaching, reflective teaching.
 Developing lesson plan, IEP and TLM for children with special needs
 Duty of educational institutions, appropriate governments and School Management
Committee to promote and facilitate inclusive education and towards creation of
barrier-free environment for CWSN.
 Involving community resources as source of support to Inclusive school
Modes of Learning Engagement:
 The students should be exposed to good practices of dealing with special needs either
through videos or through actual visits
 It is important to engage the participants in a lot of cooperative group work so that
they start valuing alternative points of view and significance of collaboration
 The student trainees can also be asked to write their reflections on various topics.
 Presentation of case studies and discussion
 Interaction with children with disabilities studying in schools and spending quality
time with them is of great help in changing attitudes and developing empathy.
 Projects on various topics can help the students to acquire in depth knowledge.
 Audio- Visual presentations and demonstrating various practices.

Practicum:
1. Critically review the New Indian Disability Act/ UNCRPD and examine how the new
Act will satisfy the needs of PWD in an inclusive society.
2. Identify any one child with disability and prepare a case report.

77
 3. Identify any one topic from the textbook and prepare write up as to how the given
content can be adapted for children with sensory impairment and suggest teaching
learning aids to be required by the teacher.
4. Conduct a survey in the local community and identify the possible changes to be
brought in to remove physical, social and attitudinal barrier towards PWD.
5. Identify various types of schools available for children with disability and make a
note on educational facility available for them.
6. Prepare any one of the topics from the five units for presentation in the class.
Modes of Internal Assessment Marks
Written tests 10
Any two of the Practicum 10
Suggested Readings:
1 Banine, D (1988). Handicapped children in Developing countries: Assessment,
Curriculum and Instruction - Edmonton (Alberta). University of Alberta.
2 Bala, M.J (2004). Methods of Teaching Exceptional Children,
3 Browning , R, E (2004): Teaching Students with Behaviour and Serve Emotional
Problems, Jampala, M, B: Methods of Teaching Exceptional Children,
4 Farrell, M. (2004). Special Educational Needs: A Resource for Practitioners. New
Delhi. Sage Publications.
5 Hegarty S. & Mithu Alur (2002). Education and children with Special need. New
Delhi. Sage Publication.
6 Mani, M., N., G. (2001). Inclusive Education in Indian context. INRDC.
7 Moyes, R.A (2010). Building Sensory Friendly Classrooms to Support Children with
Challenging Behaviors: Implementing Data Driven Strategies
8 NCERT and UNESCO (2004). Inclusive Education: An Orientation package for
Teacher Educators. Department of Education of Groups with special needs. NCERT
and UNESCO.
9 NCERT and UNESCO (2000). Assessment of Needs for Inclusive Education. Report
of the First Regional Workshop. NCERT and UNESCO.
10 National institute for the Visually Handicapped.(2015). Information Booklet on
Visual Impairment in India, Dehradun: Government of India.
11 Nerbonne, M. A. & Schow, R.L. (2013). Introduction to Audiologic Rehabilitation.
6th ed. Boston: Pearson Education.
12 Panda, K., C. (1990). Education of Exceptional Children. New Delhi. Vikas
Publications.
13 Reddy G.L. & Rama, R (2000). Education of children with special needs, New Delhi -
Discovery Pub.
14 Smith, D.D. (2002). Introduction to Special Education: Teaching in an age of
challenge. Boston. Allyn and Bacon.
15 The Persons With Disability Act (1995). Ministry of Social Justice and
Empowerment. Government of India, India, MSJE.
16 Smith, D.D (2003). Introduction to Special Education Teaching in an Age of
opportunity, Allyn& Bacon,
17 Strichart, S., S (1993). Teaching Study Strategies to Students with Learning
Disabilities, Allyn & Bacon, Boston,
18 Sataloff, R. T. & Sataloff, J. (2005). Hearing Loss. (4th Ed.) London: Taylor &
Francis
19 Loreman.T, Deppeler.J & Harvey.D (2005). Inclusive education - A practical guide to
supporting diversity in the classroom.(2nd Eds.). U.K. Routledge

78
 20 UNESCO (1994). The Solamanca Statement and Framework for Action on Special
needs Education. Paris. UNESCO
21 Wong. B, Y, L (1999). The ABCs of Learning Disabilities,

(SES 4)
GROUP C: DEVELOPING TEACHER SENSIBILITIES
SECTION II: EXPERIENCES FOR SOCIAL AND ENVIRONMENTAL SENSITIVITY
SES 3: WORKING WITH COMMUNITY
Duration: 10 days/year Evaluation: grade point scale
Objectives of the course:
On completion of the course, the student teacher will be able to:
 acquaint themselves with the factors working in the society/community i.e.
knowledge of social realities.
 develop the dignity of labour among them.
 arouse their interest in the social and economic reconstruction oj the country.
 make themselves aware of the educational problems and needs of thi society.
 enable themselves for preparing youth for sustainable development.
 develop their personality through community service.
Methodology: The students will spend 10 days at a stretch during the academic year in the
identified village. Separate activities will be undertaken every year out of the following or
given by the Institute.
Suggested Activities:
1. Shramdaan and beautification.
2. Study of educational scenario of a community. Reporting the profile of each
Institution/NGO/social orgainsation, which are directly or indirectly concerned with
educational /literacy programme.
3. Micro planning exercises for assessing the educational status of the community.
4. Organisation of "Nukad Natak" "Cultural Programmes", "Rallies" etc.for motivating
parents for sending their wards to schools.
5. School mapping exercises for assessing the educational needs of the community.
6. Study of enrolment, stagnation and dropout problems.
7. Exploring the community resources and finding means and ways of using them for
betterment of school.
8. Adopting a community and assessing its educational needs, social needs etc.
9. Conducting awareness programmes in the community- like Environment
conservation, tree plantation, watershed management, health programmes like
vaccination, polio drop etc. AIDS awareness, electoral awareness, load safety, human
rights, women rights etc.
10. Organization of Literacy programmes in the community
11. Cleanliness drives in the community and awareness about their needs.
12. Character building programmes
13. Developing healthy food habits among the community
14. Conducting Vocational training programmes for self employment.
15. Promoting peace oriented values in the community.
16. Remedial teaching work for poor and needy in the community.
17. Action Research regarding local problems in consultation with the community.
18. Promoting peace oriented values in the community.
19. Conducting Adult Education programmes

79
20. Assistance and working with local community in actual relief work whenever needed.
21. Training of community in First Aid.
22. Helping the children with special needs.
23. Conducting Vocational training programmes for self employment.

Modes of Learner Engagement:

Proposed activities of the programme will be organized keeping in view the budgetary
provision and the time of duration along with the required available facilities at the time of
organization of the programme.
Modes of Internal Assessment:
 Internal assessment of Punctuality, Regularity, Discipline, Cooperation and
Performing Arts will be done through observation of the students and viva will be
conducted on their experiences and written report prepared by the student teachers.

- Letter Grade - Grade Point

- O (Outstanding) - 100
- A+(Excellent) - 90-99
- A(Very Good) - 80-89
- B+(Good) - 70-79
- B(Above Average) - 60-69
- C(Average) - 50-59
- P (Pass) - 40-49
- F(Fail) - Below 40
- Ab (Absent) -0

80
 THIRD YEAR
fo"k; % fganh
isij&I (vk/kqfud dkO;½
Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours Theory: 60
Internal: 15
mn~ns’;&fo|kFkhZ vk/kqfud dfork dh izeq[k dkO; /kkjkvksa ls ifjfpr gks ldsxkA og vR;k/kqfud
dkO; /kkjkvksa dh Hkk"kk esa vk, ifjorZu dk Kku izkIr dj ldsxkA mldks jl fu"ifŸk dh tkudkjh
izkIr gks ldsxh rFkk vk/kqfud dky ds dfo;ksa dh laf{kIr tkudkjh ds lkFk muds dkO; xzaFkksa ls
voxr gks ldsxk A
bdkbZ 1
fuEufyf[kr dfo;ksa ds fn, x, dkO;ka’kksa esa ls fdUgha nks dkO;ka’kksa dh lalnHkZ O;k[;k djuh
gSA izR;sd i|ka’k dk ,d fodYi Hkh fn;k tk,xkA izR;sd lalnHkZ O;k[;k ds fy, 6 vad fu/kkZfjr
gSa A
1 eSfFkyh’kj.k xqIr
2 lqfe=k uanu iar
3 lw;Zdkar f=ikBh fujkyk
4 t;’kadj izlkn
5 egknsoh oekZ
6 jke/kkjh flag fnudj
7 lfPpnkuan ghjkuan okRL;k;u vKs;
(पठनीय कविताओं की सूची इकाई संख्या 2 में देखें )
bdkbZ 2
bdkbZ ,d esa mfYyf[kr dfo;ksa dh dforkvksa ij nks leh{kkRed iz’u fn, tk,¡xAs muesa ls
,d iz’u fodYi ls pqudj mRrj nsuk gksxk ¼6 vad½A lw;ZdkUr f=ikBh Þfujkykß] eSfFkyh’kj.k xqIr]
t;’kadj izlkn ds dkO; ij ,d&,d iz’u fn;k tk,xk fuEufyf[kr dfork,a¡ iBuh; gSa & ¼6 vad½
1- eSfFkyh’kj.k xqIr &
¼1½ mn~cks/ku ¼2½ osnus] rw Hkh Hkyh cuh
¼3½ eq>s Qwy er ekjks ¼4½ lf[k] os eq>ls dgdj tkrs
2- t;’kadj izlkn &
¼1½ tkx jh
¼2½ esjs ukfod
¼3½ is’kksyk dh izfr/ofu
bdkbZ 3
fuEufyf[kr dfo;ksa dh dforkvksa ij rhu leh{kkRed iz’u fn, tk,axs A ftlesa ls fo|kFkhZ
nks ¼6$6½ iz’uksa dk mRrj nsxk A
1 lqfe=kuanu iar &1- izFke jf’e 2- vk¡lw dh ckfydk
3nqzr >jks 4-Hkkjr ekrk
2 lw;Zdkar f=ikBh fujkyk &
1 /ofu 2 ckny jkx 3 rksM+rh iRFkj
3 egknsoh oekZ
1 eSa vuUr iFk esa fy[krh tks
2 fu’kk dks /kks nsrk jkds
3 D;k iwtk D;k vpZu js
4 dkSu rqe esjs ân; esa
81
4 jke/kkjh flag fnudj
1 fdldks ueu d:¡ eSa 2 dq:{ks=
bdkbZ 4
fuEufyf[kr dfo dh dforkvksa ij rhu leh{kkRed iz’u fn, tk,a¡xs A ftuesa ls fo|kFkhZ nks ¼ 6$6½
iz’uksa dk mRrj nsxk A
1 lfPpnkuan] ghjkuan okRL;k;ku **vKs;**
¼1½ dyxh cktjs dh ¼2½ ltZuk ds {k.k
¼3½ pka¡nuh th yks ¼4½ unh ds }hi
bdkbZ 5
,d iz’u vk/kqfud dkO; ds dfo;ksa ds laf{kIr ifjp; ls lacaf/kr gksxk vkSj ,d iz’u jl
fu"ifr vkSj bl ds izeq[k vo;oksa ls lacaf/kr gksxk A nksuksa iz’uksa dk mRrj nsuk gksxk A ,d iz’u
fodYi ds :Ik esa Hkh fn;k tk,xk A
ikB~;iqLrd &vk/kqfud fganh dfork ds fofo/k vk;ke] laÛ MkW- oh.kk ’kekZ] HkkX;ksn;
izdk’ku] vtesj
 60 vad fo’ofo|ky; }kjk l=kar ijh{kk ¼izR;sd bdkbZ 12 vadksa dh gksxh½
 15 vad vkarfjd ewY;kadu ¼l= laca/kh dk;Z fyf[kr 5 vad VsLV] 5 vad fyf[kr l=h; dk;Z
gsrq] 5 vad ekSf[kd ijh{kk½
lanHkZ xzaFk
1 vk/kqfud fganh dfork ds fofo/k vk;ke ¼ikB~;iqLrd½
2 dfork ds u;s izfreku & ukeoj flag
3 fujkyk dh dkO; lk/kuk & jke foykl ’kekZ
4 fujkyk dkO; dh Kkunhi psruk] jes’k panz feJ
5 dkek;uh esa dkO; laLd`fr vkSj n’kZu & MkW- }kfjdkizlkn lDlsuk
6 u;h dfork & dkafrdqekj

isij&II: dFkk lkfgR; ¼dgkuh vkSj miU;kl½

Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours Theory: 60
Internal: 15
mn~n’s; %
fo|kFkhZ dgkfu;ksa ,oa miU;kl ds rRoksa dk Kku izkIr dj ldsxk rFkk mudh leh{kk djus
dh {kerk dk fodkl dj ldsxk A

bdkbZ 1
fuEufyf[kr bdkbZ 2 esa of.kZr dgkfu;ksa esa ls fn, x, x|ka’kksa esa ls fdUgha nks x|ka’kksa dh
lalnHkZ O;k[;k djuh gSA izR;sd 6 vad ds x|ka’k dk ,d fodYi Hkh fn;k tk,xk A fuEukafyf[kr
iqLrdsa iBuh; gSa &
1 dFkk dy’k % la- euksgj oekZ] fdj.k ifCyds’kUl vtesj
2 R;kx i= % tSuans z dqekj izdk’kd & iwoksZn; izdk’ku fnYyh
bdkbZ 2
dFkk dy’k dh fuEufyf[kr dgkfu;ksa esa ls nks dgkfu;ksa ij nks leh{kkRed iz’u fn, tk,axs
ftuesa ls nks ¼6$6½ vadksa ds iz’u dk mRrj nsuk gksxk A
1 ued dk nkjksxk & izsepan
2 nq%[k & ;’kiky
3 phQ dh nkor & Hkh"e lkguh
4 nknh ek¡ & f’ko izlkn flag
82
5 ukSdjh is’kk & deys’oj
6 ljgn ds bl ikj & ukfljk ’kekZ
bdkbZ 3
R;kxi= miU;kl ij nks leh{kkRed iz’u fn, tk,¡xs ftuesa ls ¼6$6½ vad ds nks iz’uksa dk
mRrj nsuk gksxk A
bdkbZ 4
dFkk dy’k la- euksgj oekZ dh dgkfu;ksa vFkok R;kx i= miU;kl ij nks leh{kkRed iz’u
fn, tk,axs A muesa ls ¼6$6½ vad ds nks iz’uksa dk mRrj nsuk gksxkA ,d iz’u fodYi ds :Ik esa
fn;k tk,xk A dFkk dy’k dh 6 dgkfu;ksa ds uke bdkbZ 2 esa fn, x, gSa A
bdkbZ 5
vk/kqfud fganh dgkuh ,oa miU;kl ds rRoksa ij rFkk dFkkdkjkaas ds ifjp;kRed v/;;u ij rhu
iz’u fn, tk,¡xs muesa ls ¼6$6½ vadksa ds nks iz’uksa dk mRrj nsuk gksxk A

 60 vad fo’ofo|ky; }kjk l=kar ijh{kk ¼izR;sd bdkbZ 12 vadksa dh gksxh½

 15 vad vkarfjd ewY;kadu ¼l= laca/kh dk;Z fyf[kr 5 vad VsLV] 5 vad fyf[kr l=h; dk;Z
gsrq] 5 vad ekSf[kd ijh{kk½

ENGLISH
Paper I: Prose and Fiction
Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours Theory: 60
Internal: 15
Objectives:
The students will be able to
 develop their comprehension skill through readings in various types of prose
 develop their reading habits through some long specimens of prose.
Course Contents: The paper will be divided into five Units.
Unit I
Four passages for explanation with reference to the context from texts prescribed in units II
and III carrying a weight of three (03) marks each.
Unit II Essays (Detailed study)
E.M. Forster : Does Culture matter?
Bertrand Russell : Knowledge and Wisdom
A.G. Gardiner : On Saying ‗Please‘
Anonymous : The Lost Umbrella
Unit III Short Stories (Detailed study)
William Somerset Maugham : Mr. Know-All
Nadine Gordimer : Once upon a time
Mulk Raj Ananad : The Lost Child
Munshi Premchand : The Shroud
Unit IV Novel (i) (Non-detailed Study)
Ernest Hemingway : The old Man and the Sea
Unit V Novel (ii) (Non-detailed Study)
Kamala Markandeya : Nectar in a Sieve

Modes of Learning Engagement

83
 Lecture/contact periods; Communicative/Interactive and Constructivist approaches,
imparting knowledge by means of creating situations.
 Tutorials/ Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/ lecture period. Peer group teaching may be encouraged. Hard spots if any, may
be resolved during tutorials.
Scheme of Assessment
 The term-end examination will be of 60 marks. Each Unit will carry a weight of 12
marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
 Two assignments: one oral presentation and one written assignment. It will carry a
weight of five (05) marks.
N. B. : One critical question will be set in question paper from each unit except
Unit one carrying a weight of 12 marks each.
Suggested Readings
Williams, R. The English Novel from Dickens to Lawrence. London: The Hogarth Press 1987.
Ward, A.C. Twentieth Century Prose (1940-1960).London: Longman. 1962.
Forster, E.M. A Passage to India. New Delhi: Penguin Classics.2005.
Toyne, Anthony. An English Reader's History of England. Oxford: Oxford University Press.
2006.
Trevelyan, G. M. English Social History. London: Penguin. 1987.
Blamers, Harry. A Short History of English Literature. London: Routledge. 1984.
Fowler, Roger. A Dictionary of Modern Critical Terms. London: Routledge. 1987.
Sinha, Sushant. K. English Essayists. New Delhi: Oxford University Press.1978.

PAPER II: POETRY AND DRAMA

Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours Theory: 60
Internal: 15
Objectives:
The students will be able to
 make themselves familiar with modern English Poetry.
 appreciate the Indian English Poetry in pre-independence and post-independence era.
 enjoy drama and improve their dramatic skills.
Course Contents: The paper will be divided into five Units.
Unit I: Four passages for explanation with reference to the contexts from the texts prescribed
in units II and III carrying a weightage of three (03) marks each.(12Marks)
Unit II Poetry (i) (Detailed study)
G.M. Hopkins : Pied Beauty
T.S. Eliot : The Hollow Men
Wilfred Owen : Strange Meeting
W.B. Yeats : Sailing to Byzantium
Robert Frost : Mending Wall
Rupert Brooke : The Soldier
Unit III Poetry (ii) (Detailed study)
Sri Aurobindo : The Tiger and the Deer
84
Rabindranath Tagore : Where the Mind is without Fear
Sarojini Naidu : A Challenge to Fate
Nissim Ezekiel : Night of the Scorpion
Kamala Das : An Introduction
A.K. Ramanujan : A River
Unit IV Drama (i) (Non-detailed Study)
G.B. Shaw : Arms and the Man
Unit V Drama (ii) (Non-detailed Study)
Vijay Tendulkar : Silence; The Court is in Session
Modes of Learning Engagement
Lecture/contact periods; Communicative/Interactive and Constructivist approaches,
imparting knowledge by means of creating situations.
 Tutorials/ Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/ lecture period. Peer group teaching may be encouraged. Hard spots if any, may
be resolved during tutorials.
Scheme of Assessment
 The end examination will be of 60 marks. Each Unit will carry a weight of 12 marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
 Two assignments: one oral presentation and one written assignment. It will carry a
weight of five (05) marks.
N. B. One critical question will be set in question paper from eachUnit except
Unit one carrying a weight of 12 marks each.
Suggested Readings
Brooks, Cleanth. Modern Poetry and the Tradition. Chapel Hill: The University of North
Carolina Press, 1939.
Drew, Elizabeth A. Poetry: A Modern Guide to Its Understanding and Enjoyment. New
York: W. W. Norton & Company. 1959.
Hulse, Michael and Simon Rae.The 20th Century in Poetry. New York: Pegasus. 2013.
King, Bruce. Modern Indian Poetry in English.New Delhi: Oxford University Press. 2005.
Southam, B.C. A Guide to the Selected Poems of T.S. Eliot. New York: Faber & Faber. 1998.

URDU : PAPER I: MASNAVI AUR MARSIA

Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours Theory: 60
Internal: 15
Note: Each paper contains ten questions, having two questions from each unit. The
candidates are required to attempt five questions in all selecting at least one question from
each unit.
Unit I
There are two parts of this unit. Part Ist contains Six objective type questions on prescribed
syllabus. Each question carry 1 mark. Second part contains two questions. Each question
carries three marks and word limit for answer shall be up to 100 words.

Unit II
Explanation and critical appreciation of any two extracts of Marsia out of three extracts with
reference context from prescribed text. Each carries 6 marks.
85
Unit III
Explanation of any two stanzas of Masnavi out of three with reference and context.
Unit IV
Marsia: Lughvi aur Istelahi mafhoom. Marsia ki mukhtlif
Hayyaten. Marsia aur Almia, Sanha-e-karbla se mutaliq Marsie ki Khususiyat.
Masnavi aur Uska fan – Ajza-e-Tarqeebi.
Unit V
Anees aur Dabeer ki savanhe aur unke Marsiyon ka Tanquidi jayaza.
Meer Hasan aur Pt. Daya Shankar Naseem ki Masnvi Nigari ka Tanquidi jayaza.
 Transactional Modalities:
Lecture/contact periods;Communicative/Interactive and Constructivist approaches,
Imparting knowledge by means of creating situations.
 Tutorials/ Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/ lecture period. Peer group teaching may be encouraged. Hard spots if any, may
be resolved during tutorials.
 Assessment Modalities
 The end examination will be of 60 marks. Each Unit will carry a weightage of 12
marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
 Two assignments: one oral presentation and one written assignment. It will carry a
weightage of five (05) marks.
N. B. One critical question will be set in question paper on each unit except unit one
carrying a weight-age of 12 marks each.
Text : Intikhab-e-Manzoomat Part II, U.P. Urdu Academy.
Anees: Marsia – Namak-e-khan-e-Takallum Hai Fashat Meri
Dabeer: Dast-e-Khuda ka Quvvat-e-sahar-e-Bazoo Hussain Hain.
Meer Hasan: Masnavi – Intekhab-e-sahar-ul-Bayan
Daya Shankar Naseem: Intekhab-e-Gulzar-e-Naseem.

PAPER II: NOVEL, AFSANA AUR DRAMA

Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours Theory: 60
Internal: 15
Note: Each paper contains ten questions having two questions from each unit. The candidates
are required to attempt five questions in all selecting at least one question from each
unit.
Unit I
General knowledge‘s questions on prescribed syllabus. There are two part of this unit. Part Ist
contains Six objective type questions. Each question carries 1 mark. Part IInd contains two
questions. Each question carries Three marks and word limit for answer shall be up to 100
words.
Unit II
Explanation of two extracts out of three extracts from prescribed stories with reference and
context. Each extract carries 6 marks.
Unit III
86
Explanation with reference and context from prescribed Novel and Drama.
Or
Critical appreciation of story, plot. Technique and characters etc.
Unit IV
Life and works of prescribed Novelist, short story writers and play wright.
Unit V
Components of Novel, short story and Drama
Difference between Novel, Short Story and Drama
Urdu Drama Nigari ki Tareekh
 Transactional Modalities:
Lecture/contact periods;Communicative/Interactive and Constructivist approaches,
Imparting knowledge by means of creating situations.
 Tutorials/ Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/ lecture period. Peer group teaching may be encouraged. Hard spots if any, may
be resolved during tutorials.
 Assessment Modalities
 The end examination will be of 60 marks. Each Unit will carry a weight age of 12
marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
 Two assignments: one oral presentation and one written assignment. It will carry a
weight age of five (05) marks.
N. B. One critical question will be set in question paper on each unit except unit one
carrying a weight-age of 12 marks each.
Text: (i) Novel Ibnul – Waqt by Nazeer Ahmad (first 5 chapters only for explanation)
1. Intekhab-e-Afsana : U.P. Urdu Academy
(ii) Following short stories from Intekhab-e-Afsana, U.P. Urdu Academy
1. Kafan – Munshi Prem Chand
2. Toba Tek Singh : Manto
3. Kalu Bhangi : Krishan Chander
4. Babbal : Rajinder Singh Bedi
(iii) Drama : Darwaze Khol Do – Krishna Chande

HISTORY
PAPER I: INDIAN HISTORY 650 A.D. to 1526 A.D.
Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours Theory: 60
Internal: 15
OBJECTIVES
1 To enlighten the students about the rich literary and archaeological heritage of sixth
and seventh centuries onwards.
2 To provide the knowledge about the Rajputs of north India and their achievements.
3 This Semester will highlight the South Indian history and its contact with rest of
India.
4 To give the knowledge of Turkish conquests and Khilji administrative and economic
reforms.

87
5 The Semester will show how the Tughlaq rulers contributed to the state and society in
India.
6 This Semester will highlight the rise of regional powers in India in the 16th century.
UNIT I
a) Survey of the sources of the period.
b) Rise of Rajputs; origin and consolidation, main dynasties society and polity
c) South India - Pallavas, Chalukyas, Rashtra Kutas, Cholas, Hoyasalas, Kaktiyas-
society and polity.
d) Tripartite struggle
UNIT II
A) Turkish Invasions and early Rajput resistance.
B) Establishment of Delhi Sultanate (1206-1290)
C) Conflicts with regional powers, with special reference to Khilji imperialism.
D) Administrative and economic measures of Alauddin Khilji.
UNIT III
A) Mohammad Bin Tughlaq – his plannings and failures
B) Firoz Tughlaq – agrarian reforms and public welfare.
C) Vijayanagar and Bahamani Kingdoms – Expansion and conflict
D) Society and economy under Vijayanagar and Bahamani empires.
UNIT IV
A) The problem of North Western frontier. The Mangol invasions and their impact.
B) Administrative institutions of the Sultanate period, theory of kingship and land
revenue system.
C) Development of Art, Architecture and literature in sultanate period
D) Decline of the Delhi sultanate.
UNIT V
A) Rise of provincial kingdoms – Malwa, Gujrat, Bengal, Jaunpur and Mewar.
B) Inter state conflicts with reference to Malwa, Gujrat and Mewar.
C) Lodis and Saiyyads
D) The nature of Afgan polity.
 Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods, Peer group teaching may be encouraged. Hard spots if any, may
be resolved during tutorials.
 Assessment Modalities
 The end examination will be of 60 marks. Each Unit will carry a weightage of 12
marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
 Two assignments: one oral presentation and one written assignment. It will carry a
weightage of five (05) marks.
lanHkZ iqLrdsa
1 lR;dsrq fo|kyadkj & izkphu Hkkjr] fnYyh
2 vkse izdk’k & izkphu Hkkjr
88
3 jes’k pUnz etwenkj & izkphu Hkkjr
4 ,- ?kks"k & Hkkjr dk izkphu bfrgkl
5 oh lh ik.Ms; & izkphu Hkkjr dk jktuhfrd ,oa lkaLd`frd
bfrgkl
6 oh- Mh- egktu & izkphu Hkkjr dk bfrgkl
7 f’ko dqekj xqIr & izkphu Hkkjr dk bfrgkl
8 >k ,oa Jhekyh & izkphu Hkkjr dk bfrgkl
9 H.C.Raychowdhry & Political History of Ancient India
10 R.C.Majumdar & History and Culture of Indian people.
11. B.N.Lunia & History of Ancient India
12. H.C.Jain & e/;dkyhu Hkkjr dk bfrgkl
13 vk’khokZn yky JhokLro & fnYyh lYrur

PAPER II: INDIAN HISTORY (1526-1857 A.D)

Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours Theory: 60
Internal: 15
OBJECTIVES:
1 The period under review marks a very crucial phase in the study of Indian History and
attempts to answer questions which hither to have defined answer.
2 The Mughal Empire attempted to seek solutions to issues which had an all India
character and lasting impact. This shift and change in emphasis is vital for a student of
History who attempts to study it on a national basis. The inherent contradictions in the
Mughal policy have to be understood in their proper perspective to shed fresh light on
the decline of the Mughal Empire such approaches are objective in nature.
3 The reader/student should fully understand the mechanism which affected the factors
which led to the establishment and consolidation of the British power in India. This
time of reasoning will force the student to think afresh on many issues.
UNIT I
A Sources of the period
B Advent of Mughals – Babur, Humayun and the second Afghan empire. (with special
reference to Sher Shah Suri)
C State and society, political, administrative and economic institutions.
D Agriculture and industry, trade and commerce and establishment of urban centers
UNIT II
A) Consolidation and expansion of the Mughal Empire Akbar, Jahangir, Shah Jahan and
Aurangzeb.
B) Rajput policy of Akbar, Aurangzeb and the fall of Mughal Empire.
C) Mughal Relation with Rajputs, Jats, Marathas and Sikhs.
UNIT III
A) Mughal administrative institutions -land revenue system, Mansabdari and Jagirdari
system.
B) Rajput policy of Akbar, Airamgzeb and the fall of Mlughal Empire.
C) Development of Art and culture during Mughals
UNIT IV
A) Third Battle of Panipat, Maratha confederation
B) Maratha struggle against the British.
C) Establishment of British rule in Bengal and consequent administrative changes.

89
D) British Relations with Indian states: Mysore, Punjab and Awadh
UNIT V
A) Estimate of Clive and Hastings
B) Growth of Legislature
C) Administrative changes
D) Indian resistance prior to 1857
 Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods, Peer group teaching may be encouraged. Hard spots if any, may
be resolved during tutorials.
 Assessment Modalities
 The end examination will be of 60 marks. Each Unit will carry a weightage of 12
marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
 Two assignments: one oral presentation and one written assignment. It will carry a
weightage of five (05) marks.
lanHkZ iqLrdsa (Suggested Readings)
1 gfj’kpUnz oekZ % e/;dkyhu Hkkjr] fganh ek/;e dk;kZUo;u funs’kky;]
fnYyh fo’ofo|ky;
2 mfeZyk izdk’k flag % Hkkjr dk bfrgkl] e/;izns’k fganh xzaFk vdkneh
3 rkjkpan % Hkkjrh; Lora=rk dk bfrgkl] ¼[kaM 1&4½
4 ’kekZ vkSj O;kl % fczfV’k lkezkT;okn Hkkjrh; izfrjks/k ,oa Lora=rk
vkanksyu
5 R.P.Tripathi : Rise and Fall of the Mughal Empire
6 S.R.Sharma : Religious Policy of the Mughal Emperors
7 J.N.Sarkar : Mughal Administration
8 G.S.Sardesai : New History of the Marathas vol.III
9 Tara Chand : History of Freedom Movement in India (4 vols.)
10. vkj-,y-'kqDy % vk/kqfud Hkkjr
11 ch-,y-xzksoj % vk/kqfud Hkkjr dk bfrgkl
(ii) Following short stories from Intekhab-e-Afsana, U.P. Urdu Academy
1. Kafan – Munshi Prem Chand
2. Toba Tek Singh : Manto
3. Kalu Bhangi : Krishan Chander
4. Babbal : Rajinder Singh Bedi
(iii) Drama : Darwaze Khol Do – Krishna Chande

GEOGRAPHY
Scheme Exam Duration Max. Marks Min. for pass
Paper I 3 hrs. 40 (External)
10(Internal) 36

90
Paper II 3 hrs. 40 (External)
10(Internal)
Paper III 5 hrs. 50 18

PAPER I: WORLD REGIONAL GEOGRAPHY

Examination Duration: 3 Hours Max. Marks : 40
Objectives:
To familiarize the students with the diffrent places and people of diffrent countries. Besides
this they will able to know our Neighburing Countries also. They are supposed to understand
the relationship between geographical facts and human responses.
CONTENTS
Unit-I
Asia in the context of the world. Terrain pattern, drainage, climate, natural vegetation, soils,
spatial distribution of population and economic base of the continent. Regional studies of
China and Japan.
Unit- II
Africa and Europe – in the context of Asia. Regional Studies of Egypt and South Africa.
Physical, economic, demographic characteristics of the continent of Europe. Regional Studies
of U.K., Germany and France.
Unit-III
North and South America Physical, Economic and demographic set-up; Regional Studies of
USA and Brazil.
Unit-IV
Australia & New Zealand general account of the physical, economic and demographic set-up.
Detailed regional studies of Australia, New Zealand.
Unit V
Contemporary issues in world geography: Globalisation, W.T.O. and world Summit, UN
Environment programmes (UNEP), UN Development programmes, environment and
sustainable development; Disaster management: concepts, components and people's respond,
concepts of regions and regional planning.
 Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods, Peer group teaching may be encouraged. Hard spots if any, may
be resolved during tutorials.
Assessment Modalities
 The ensd examination will be of 40 marks. Each unit will carry a weightage a 08
marks.
 36% marks will be essential for passing the examination both in theory and practical.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
Books Suggested:
1. Cole, J. :A Geography of the World's Major Regions, Routledge, London, 1996.
2. Deblij, H.J. : Geography: Regions and concepts, John Willey, New York1994.
3. Jackson, R. H. and hudman, L. E. : World Regional Geography: Issues for Today
John Willey, New York,1991.
4. Minshull, G. N. : Western Europe, Hoddard and Stoughton, New York,1984.
91
5. Patterson, J. H. : Geography of Canada and the United States, Oxford University
Press, 1985.
6. Shaw E. B. :Anglo American- A Regional Geography.
7. Minshull Roger: Regional Geography.
8. James P. E. Latin America Cassed and Co. London
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10. Minshull Roger: The changing nature of Geography.
11. Jarrot H.Q. : Africa
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14. James P.E.: Latin America, Cassed and Co., London.
15. Trewartha G. T.: Japan (The University of Wiscousin Types)
16. Ackverman E. A. : Japan's Natural Resources.
17. Stamp, L. D.: Africa, John Willey and Sons, New York.
18. Butland, G J. : South Africa.
19. C.B. Crassey : Geography of China.
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PAPER II : GEOGRAPHY OF INDIA

Examination Duration: 3 Hours Max. Marks : 40
Objectives: To present a comprehensive, integrated and empirically based profile of India.
The course is designed so as to present the role of geographical positioning of India in
molding its geopolitical personality and its inter relations with other countries.
CONTENT:
Unit -I
India in the context of the South-East and South Asia; India: A land of diversities; unity
within diversities. Major terrain elements of India and their role in shaping physical
landscape of India. Drainage system and its functional significance.
Unit-II
Regional and seasonal variation of climate- The monsoon, Western disturbance, norwesters.
Climatic regions of India.
Soil types - their distribution and characteristics, vegetation types and their distribution.
Forest - The status of their use and need for conservation.
Unit- III
Agriculture, irrigation and multipurpose projects, Geographical conditions, distribution and
production of wheat, rice, sugarcane, cotton, jute, tobacco, coffee, tea; Live stock,
Horticulture and Dairy products in India; Fisheries.
Unit-IV
Resources: minerals - iron-ore, mica, manganese and sources of power – coal, petroleum,
hydropower, solar, atomic energy; Resource Regions of India; Industries -Iron and steel,
textile, cement, chemical, fertilizer, paper and pulp; Industrial regions of India; Composition
of domestic and international trade; Transportation -railways, road, air and water.
Unit-V
Changing nature of lndian economy-Agricultural growth during the plan period: Green
revolution vis-à-vis traditional farming; regionalization of Indian agriculture. Agricultural
regions and its relevance in agricultural development planning. Spatial distribution of
population and density; Socio Economic implications of population explosion; urbanization;
Gender discrimination and empowerment of women.

92
 Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods; Peer group teaching may be encouraged. Hard spots if any, may
be resolved during tutorials.
 Assessment Modalities
 The end examination will be of 40 marks. Each unit will carry a weightage a 08
marks.
 36% marks will be essential for passing the examination both in theory and practical.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
Books Recommended
1. Deshpande C.D.: India –A Regional Interpretation, Northern Book Centre, New Delhi,
1992.
2. Singh R.L. (ed.): India - A Regional Geography, National Geographical Society, India,
Varanasi, 1971. .
3. Spate, O.H.K. and Learnmonth, A.T.A. : India and Pakistan - Land People and
Economy,
4. Methuen & Co., London, 1967.
5. Wadia, D.N.: Geology of India, McMillan & Co., London 1967.
6. Dr. Khullar: India (A Comprehensive Geography) Kalyani Publication, New Delhi.
7. Negi: Geography of India.
8. Govt. of India: Five Year Plans of India.
9. Indian Year Book (Latest Edition) : Publication Division, Delhi.
10. Irrigation Atlas of India.
11. Chatterji, S.B. : Climatology of India (Calcutta University, Calcutta)
12. Gazetteers of India: Publication Division, New Delhi.
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GEOGRAPHY PRACTICAL
Contact Hours: 4 periods per Week Maximum Marks: 50
20-25/Batch Examination Duration: 5 Hours
1. Lab work (Written Examination 3 hours duration) 20
2. Record work and viva-voce 10
3. Field Survey and Viva-voce (2 hours duration) 10
4. Environmental Project report and viva-voce 10
Total 50

CONTENTS:
1. Projection -General principles, classification and choice of projections, construction,
properties, merit and demerits, limitations and use of the following projections:
 Cylindrical: Simple, equal area, Gall's and Mercator's projection.

93
 Conical: One standard parallel, two standard parallels, Bonne's and Polyconic.
 Zenithal (polar case): Orthographic, Stereographic, Gnomonic, Equidistant and Equal
Area.
 Conventional: Mollweide's, Sinusoidal, Globular
Projection suitable for map of India
1. Climatic maps and diagrams –Isopleth Maps (Isobar, Isotherms and Isohyte maps),
Simple and Compound Wind rose, climograph, hythergraph and climatograph.
2. Study & interpretation of weather maps of January & July months.
3. Statistical methods - Calculation of coefficient of correlation (Spearman's and Carl
Pearson's)
4. Prismatic Compass Survey -Importance, Appliances, Methods: Radiation, Intersection,
Traverse (closed and open traverse), correction of bearings and removal of closing error,
5. Project report pertaining to problems of Environmental Geography of local areas.
Detailed report will be prepared and separate topics to be given to a batch of 8-10
students. It will be for 7 days.
Suggested Books:
1. Kellaway, Georgep: Man Projections, Mathuen & Co., London.
2. Steers,J.K.:Man Projections, University of London Press, London.
3. Singh R. L.: Elements of Practical Geography, Kalyani Publishers, New Delhi.
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POLITICAL SCIENCE
PAPER I: REPRESENTATIVE WESTERN POLITICAL THINKERS
Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours Theory: 60
Internal: 15
OBJECTIVES
 Understand the fundamental contours of classical western political thoughts.
 Understand the basic features of medieval political thought, impact of reminiscence
shift from medieval to modern era.
 Understand the social contract theory and appreciate its implications on the perception
of state in terms of its purpose and role.
 Understand the fundamental terms of different schools of liberal and realistic streams
of western political thoughts.
 Understand the Marxian philosophy to operate and analyses also some trends of
western political theory in the post Marxian era.
CONTENT:
UNIT I
Plato: Ideal State, Justice, Rule of Philosophy, Education, Communism. Aristotle: State,
Constitution, Citizenship, Property, Slavery, Revolution.
UNIT II
St. Augustine: Theory of Two Cities
Thomas Acquinas: State, Law, Christianization of Aristotle
Machiavelli: Nation State, State Craft, Religion and Morality.
UNIT III
Thomas Hobbes: Contractual theory and Sovereignty
John Locke: Contractual theory and Private Property
J.J. Rousseau: Contractual theory and General Will
94
UNIT IV
Jeremy Bentham: Utilitarianism, Law & Reforms
J.S.Mill: Revision of Bentham‘s Utilitarianism, Liberty and Representative Government.
T. H. Green: Theory and functions of state, Liberty
UNIT V
G. W. Hegel: Dialectical idealism, Theory of State
Karl Marx: Dialectical & Historical materalism, Surplus value, Class Struggle, Revolution
John Rawls: Theory of Justice
 Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods; Peer group teaching may be encouraged. Hard spots if any, may
be resolved during tutorials.
 Assessment Modalities
 The end examination will be of 60 marks. Each Unit will carry a weightage of 12
marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
 Two assignments: one oral presentation and one written assignment. It will carry a
weightage of five (05) marks.
SUGGESTED READINGS
Sir, E. Baker, Greek political Theory: Plato and his predecessors, New Delhi,
B. L. Publications, 1964.
A. Ashcraft, Revolutionary Politics and Locko‘s Two Treatises of Govt.,
London, Allen and Unwin 1986.
K.C.Brown (ed.) the Cambridge History of Political Thought 1450-1700,
Cambridge, Cambridge University Press, 1991.
J.A. Dunning; History and Political Theories, New York, Macmillan, 1902.
H.J.Laski, Political thought from Locke to Bentham, Oxford, Oxford
University Press, 1920.
S.Mukherjee and S. Ramaswamy, A History of Political Thought : Plato to
Marx, New Delhi Prentice Hall, 1999.
C.C. Maxey, Political Philosophies, New York, Macmillan, 1948.
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PAPER II: INTERNATIONAL RELATIONS SINCE 1945

Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours Theory: 60
Internal: 15
OBJECTIVE
 Acquaint themselves with various approaches to the study of international politics.

95
 Understand important concepts which provide the framework for understanding
international politics.
 Understand and take stock of the events and trends in International politics after the
World War II.
 Understand the quest of developing countries for their identity and self determination
in the era of cold War.
 Understand and critically appreciate the salient features of foreign policies of some
major powers.
 Understand and appreciate the determinants and features of India‘s foreign policy and
India‘s relations with her neighboring countries.
 Understand and acquaint themselves with recent developments and emerging trends in
International politics.
 Understand and critically evaluate the role and functioning and impact of various
organizations for regional cooperation.
CONTENTS:
UNIT I
Meaning, Nature and Scope of International Relations: Approaches to the study of
International Relations, Idealist and Realist approaches, Morgenthau‘s Realist Theory.
Morton Kaplan‘s System Theory, Game Theory, Decision Making Theory.
UNIT II
National Power: meaning and elements, Balance of power, Collective Security, Instruments
of National Interest – Diplomacy and Propaganda.
UNIT III
Cold War: meaning, causes, events and impact, Detente, new Cold War, end of Cold War,
International relations in unipolar world, Non Alignment Movement (India and NAM).
UNIT IV
Foreign Policy: meaning, elements and determinate, the salient features of the foreign
policies of USA, China and India. India‘s relations with USA, Russia and her neighbors.
UNIT V
Major Contemporary, Trends and Issues in International Politics, Role and Impact of UN in
changing the World, Environmentalism, Human Rights and Global Terrorism, International
Political Economy, Disarmament, SAARC, ASEAN, European Union.
 Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods; Peer group teaching may be encouraged. Hard spots if any, may
be resolved during tutorials.
 Assessment Modalities
 The end examination will be of 60 marks. Each Unit will carry a weightage of 12
marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
 Two assignments: one oral presentation and one written assignment. It will carry a
weightage of five (05) marks.

96
SUGGESTED READING
L.M.Goodrich, United Nation in changed world, New York, Columbia University Press,
1974.
M.S.Rajan (ed.), United Nations at Fifty and Beyond, New Delhi, Lancer Books 1996.
R.A.Folk, Law, Morality and War in the Contemporary World, New York,
Frederick A Praegar, 1963.
W.D. Coplin, Introduction to International Politics, Chicago, Markham 1971.
Mahendra Kumar: International Politics.
K.N.Waltz, Theory of International Politics Reading Massachusetts : Addison
Wesley 1979.
Fredman : Introduction to World Politics.
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ECONOMICS
PAPER I: MONEY, BANKING AND PUBLIC FINANCE
Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours Theory: 60
Internal: 15
OBJECTIVE
The Students are expected to :
- Understand the meaning, usage of impacts of money on economy and functioning of
banks and different aspects of Public finance.
- Develop the ability to appraise critically the issues related with inflation, deflation,
reflation.
CONTENT
UNIT I
Basic Concepts: Money – meaning, functions and classification. Gresham‘s law:: Monetary
standards – metallic and paper systems of note issue.
Value of Money and Inflation: quantity theory of money – Cash transaction and cash
balance approaches: The Keynesian approach: Inflation, deflation and reflation – definition,
types, causes and effects of inflation on different sectors of the economy: Demand pull and
cost push inflation: Measures to control inflation: Philips curve.
Unit II
Commercial Banking: Functions of commercial banks, the process of credit creation –
Purpose and limitations; Liabilities and assets of banks: Evolution of commercial banking in
India after Independence : A critical appraisal of the progress of commercial banking after
nationalization : Recent reform in banking sector in India. Determinants of Money Supply -
High powered Money and Money Multiplier.
Unit III
Central Banking: Functions of a Central Bank, Various quantitative and
qualitativemethods of credit control objective methods. Role and functions of the
Reserve Bank of India. Monetary, Policy, with special reference to India.

97
Unit IV
Nature and Scope of Public Finance: Meaning and scope of public finance: Distinction
between private and public finance: Public goods vs. private goods: Market failure: Role of
the Government.
Public Expenditure: Meaning, classification and principle of public expenditure : Canons
and effects of public expenditure : Trends in public expenditure and causes of growth public
expenditure in India.
Unit V
Taxation: Sources of public revenue: Taxation – meaning, canons and classification
of taxes: Effects of taxation: Characteristics of good tax system: major trends in tax
revenue of the Central and State Governments Rajasthan.
 Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods; Peer group teaching may be encouraged. Hard spots if any, may
be resolved during tutorials.
 Assessment Modalities
 The end examination will be of 60 marks. Each Unit will carry a weightage of 12
marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both the
tests will be taken
 Two assignments: one oral presentation and one written assignment. It will carry a
weightage of five (05) marks.
Books Recommended
 Ackley, G. (1978). Macro economics: Theory and Policy, Macmillan Publishing Co.,
New York.
 Bhargava, R.N. (1971). The Theory and Working or Union Finance in India, Chaitanya
Publishing House, Allahabad.
 Gupta., S.B. (1994). Monetary Economics S. Chand and Company, New Delhi.
 Houghton, E.W. (Ed.) (1988). Public Finance Penguin. Baltimore.
 Jha, R. (1998), Modern Public Economics, Routledge London.
 Mithani, D.M. (1981), Macroeconomic Analysis and Policy, Oxford and IBH, New Delhi
 Mithani, D.M. (1998). Modern Public Finance, Himalaya Publishing House, Mumbai.
 Musgrave, R.A. and P.B. Musgrave (1976). Public Finance in Theory and Practice,
McGraw Hill, Kogakusha, Tokyo.
 Shapiro, E. (1996). Macroeconomic Analysis Galgotia Publications, New Delhi.
 Day, A.C.L. (1960), Outline of Monetary Economics Oxford University Press, Oxford.
 DeKock, M.H. (1960). Central Banking, Staples Press, London.
 Due, J.F. (1963), Government Finance, Irwin, Homewood.

98
 PAPER II: QUANTITATIVE TECHNIQUES
Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours Theory: 60
Internal: 15
OBJECTIVE
The Students are expected to:
- Understand the meaning definition and basic Concept of Statistics and Mathematics.
- Understand the use of different tools and techniques of measurement to solve various
statistical problems.
- Understand various methods and their uses in economics.
CONTENT
Unit I
Calculus: Differentiation of a Function: Integration of a function. Arithmetic and
Geometrical progressions, Logarithm.
Matrix and Determinants: Various types of matrices. Determinants. Inverse of a
matrix, Crammer’s rule.
Unit II
Introduction to Statistics: Basic concepts : Population Sample, Parameter Frequency
Distribution, Cumulative frequency :Graphic and diagrammatic representation of data.
Techniques of data collection : Sampling vs. Population, primary and secondary data.
Unit III
Central Tendency and Dispersion: Measures of central tendency : Mean, Median, Mode,
Geometric mean and Harmonic mean. Measures of dispersion, Range, Mean Deviation,
Standard deviation. Coefficient of variation. Quartile deviation. Skewness, Concept of
rate of growth.
Unit IV
Correlation and Regression
Correlation: Simple Coefficient of Correlation – Karl Pearson and Rank Correlation. Partial
and Multiple correlation Analysis, Regression analysis – Least squares method, interpretation
of regression coefficients. Interpolation (Newton‘s and Binominal Method).
Unit V
Times Series and Index Numbers
Time series analysis – Concept and components – Determination of regular trend and
seasonal indices : Index numbers – Concept, price relative, quantity relative, value relative.
Laspeyer‘s. Paasche‘s and Fisher, Family budget method; Problems in the construction and
limitations of index numbers. Tests for ideal index number.
Indian Statistics
Current population census 2011. Statistical system in India. Agriculture, Industrial and Trade
Statistics in India.
 Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations

99
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods; Peer group teaching may be encouraged. Hard spots if any may
be resolved during tutorials.
 Assessment Modalities
 The end examination will be of 60 marks. Each Unit will carry a weightage of 12
marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
 Two assignments: one oral presentation and one written assignment. It will carry a
weightage of five (05) marks.
Books Recommended
 Allen, R.G.D. (1974) Mathematical Analysis of Economics Macmillan Press, London.
 Black, J. and J.F. Bradley (1973). Essential Mathematics for Economists. John Wiley and
Sons.
 Chiang, A.C. (1986) Fundamental Methods of Mathematical Economics (3rd edition)
McGraw Hill, New Delhi
 Croxton, F.E., D.J. Cowden and S. Klein (1973), Applied General Statistics Prentice Hall,
New Delhi
 Gupta, S.C. and V.K. Kapoor (1993). Fundamentals of Applied Statistics. S. Chand and
Sons, New Delhi
 Speigal, M.R. (1992) Theory and Problems of Statistics McGraw Hill Book, London.

CC: 6 SCHOOLING, SOCIALIZATION AND GENDER CONCERNS

Instructional Time: 6 periods/week Max. Marks: 75
Exam. Duration: 3 Hours Internal: 15
External: 60
Objectives of the Course:
On completion of course, the student-teachers will be able to:
 become aware of the processes of socialization at home and school that act as shaping
factors in identity formation of the school going child (in Indian contexts)
 reflect critically on factors that shape identity formation and influence sense of self of
the growing ‗student‘ as well as ‗teacher‘ in school as well as out of school.
 understand the processes that have shaped/continue to shape one‘s own sense of
identity as ‗student‘ and a ‗person‘ located in multiple social contexts and roles
 reflect on one‘s aspirations and possibilities in order to develop a growing sense of
agency as a ‗teacher‘, a ‗professional‘, as well as a ‗human being‘.
 learn about gender issues in school, curriculum, textual materials across disciplines,
pedagogical processes and its intersection with class, caste, culture, religion and
region.
Course Outline:
Unit I: Socialization and Development of Self
 Understanding the nature and processes of socialization
At home: family as a social institution; impact of parenting style/child rearing
practices; transmission of parental expectations and values;
In the community: neighbourhood, extended family, religious group and their
socialization functions
100
 At school: impact of entry to school; school as a social institution; value-formation in
the context of schooling;
 Understanding interface between home, community and school; inter-linkages within
wider socio-cultural context
Unit II: Emergence of ‘person’ and ‘identity’
 Understanding ‗identity formation‘; emergence of multiple identities in the formation
of a person placed in various social and institutional contexts; the need for inner
coherence; managing conflicting 'identities'.
 Determinants of identity formation in individuals and groups: such as caste, class,
gender and religion
 The influence of peer group, media messages, technology, and globalization on
identity formation in contemporary Indian society
Unit III: Schooling and identity formation
 Schooling as a process of identity formation: ascribed, acquired and evolving
 School as a site of identity formation in teacher and students: school culture and
ethos, teaching-learning practices and teacher discourse in the classroom,
 Potential role of school in developing national, secular and humanistic identities
Unit IV: Coping with social complexities: Role of education
 Expanding human activities and relations; decreasing unhealthy competition,
uncertainty and insecurities and the resultant identity conflicts
 Indian concept of 'vasudhaiva kutumbakam' and 'sarvadharm sambhava'.
 Relevance of education for peace oriented values and peaceful living
Unit V : Gender and Education
 Gender Identities and Socialisation Practices in: Family, Schools, Other Formal and
Informal Organization.
 Gender bias in curriculum, drop out, Sex Ratio, Literacy. Recent trends in Women‘s
education.
 Issues related to marginalized Women: ST/SC/Minorities, Physically challenged
women, victims of violence.
Modes of Learning Engagement:
 Introductory lectures-cum-discussion, to introduce key themes of the course –
socialization, identity formation, sociological notions and experiential sense of 'self' etc
 Observations of schools and classrooms through the lens of course themes; interviews
with teachers; making field notes
 Group discussion and exploration, around selected readings and key questions
 Viewing selected documentaries and film clippings
 Writing critical reviews of readings and films viewed
 Presentations of reviews
 Reflective, autobiographical writing, towards self-understanding, on given topics
 Journal writing, on course experiences (to be initiated with this course; to be continued
through the year, with occasional sharing with a 'mentor')
Practicum:
1. Visit to a school and studying the role of school in socialization of the child.
2. Preparing notes on ways of managing conflicting identities with illustrations.
3. Studying the school activities which enhance secular identity in children.
4. Observing school processes that contribute to peaceful living of teachers and students.
5. Describing ones‘ own process of socialization quoting some experiences.
6. Write a paper on efforts of the Central and State governments for Gender
Jurisprudences.
101
 7. Review one recent article on Gender Issues in Education.
8. Prepare a report on recent trends in Educational development of girl child in India.
Modes of Internal Assessment Marks
Written tests 10
Any two of the Practicum 05
Suggested Readings:
1. Pathak, Avijit (2002). Social Implications of Schooling. New Delhi. Rainbow
Publishers.
2. Kumar Krishna (2004). What is Worth Teaching? 3rd edition, Orient Longman.
3. Krishnamurti, J. Education and the Significance of Life. KFI Publications.
4. Butler, J. (1990). Gender Trouble Feminism and the subversion of Identity. New
York. Routledge.
5. Sharma, R&E. Annamalai. (2003). Indian Diaspora in Search of Identity. Mysore.
CIIL.
6. Kumar,K. (2001). Prejudice and Pride School Histories of the Freedom Struggle. New
Delhi. Viking/Penguin.
7. Amalendu Misra (2004). Identity and Religion Foundations of Anti-Islamism in India.
New Delhi. Sage Publications.
8. Bonnie G. Smith, (2013). Women‘s Studies: The Basics. Routledge.
9. Devaki Jain and Pam Rajput (Ed) (2003). Narratives from the Women‘s Studies
Family. New Delhi. Recreating Knowledge, Sage.
10. Dipankar Gupta (Ed.) (2004). Caste in question Identity or Hierarchy. New Delhi.
Sage Publications.
11. Kamala Ganesh & Usha Thakkar (Ed.) (2005). Culture and Making of Identity in
India. New Delhi. Sage Publications.
12. Saraswati, T.S. (Ed.) (1999). Culture, Socialization and Human Development. Theory
Research and Applications in India. New Delhi. Sage Publication.
13. Sen Amartya (2006). Identity and Violence. The Illusion of Destiny. New Delhi.
Allen and Lane Penguin Books India Pvt. Ltd.
14. Shashi Tharoor (2007). The Elephant, the Tiger & The Cell phone. (Particularly part
two of the book). New Delhi. Penguin Viking.
15. Srinivas M.N. (1986). Social Changes in Modern India. Bombay. Allied Publishers.
16. Vidyanathan, T.G. (1989). ‗Authority and Identity in India‘, in ‗Another India.‘ Dae
dalus, Fall, 118 (H): 147-69.
17. Maithreyi Krishna Raj, (1986). Women Studies in India – Some Perspectives.
Bombay. Popular Prakasham.
18. Rege, Sharmila (2003( (ed), Sociology of Gender. New Delhi. The Challenge of
Feminist Sociological Knowledge, Sage.
19. NCERT (2006). Gender Issues in Education, Position Paper. New Delhi. NCERT.
20. Bhasin, Kamla (2000). Understanding Gender. New Delhi: Kali for Women.

Group C:Developing TeacherSensibilities

Section I :Experiences f o r TeacherEnrichment
ETE 3: Exploring Library and oth er LearningResources
Instructional Time: 2periods/week Max. Marks: 50
ExamDuration: 3Hours Internal: 50
Objectives ofthe course:
On completion of the course the student-teacher will be able to:

102
 • develop a sense of initiative, imagination and discernment of learning potential
oftheresources available intheir surroundings.
• take some initiative inpursuing interests outside theformal course work from
arange of available resources - the institute library, websites onthe internet,
local events and facilities, as well as local issues (in the neighborhood or town),
members oflocalcommunity andvisiting resource persons.
Course Outline:
Unit I:Knowing ones Library
Knowing your library, Library Management andAutomation.
Unit II: Arrangement ofdocuments
Types ofbooks andother materials. Searching and locating
relevant reference materials.
Unit III::Library for professional development
Resources helpful forprofessional development: Newspaper, Magazines, Websites,
Learning guides, Members oflocalcommunity, Resource persons, Websites.
Modes ofLearning Engagement:
Learning engagement includes lecture, discussion, observation, fieldvisits
andassignments.
Practicum:
Eachstudent teacher isexpected to:
I. Maintain alistofbooks andjournals thathavebeen read.
2. Make adossier with relevant websites andnotesontheir learning potential.
3. Write reviews o f atleasttwobooks ofhis/her owninterest.
4. Make aplanforsetting upofaschool library anddiscuss itwiththeschool s/hehas
attached with andwrite aprogramme-evaluation report.
5. Asmall surveytocollect i n f o r m a t i o n a b o u t differentk i n d s oflibraries i n thecity.
6. A project to discern the present status of libraries in schools.
7. Discern learning opportunities in the local environment, and create an occasion
and/or a strategy for some significant learning for fellow students.
8 .Interview resource persons/member of local community and/or organize a
'learning encounter' with any of them for their fellow students.
Modes ofInternal Assessment Marks
Writtentests 20
Preparation o f Bibliography 10
Evaluation o f onereferencebook 10
Ananalytical study ofaschool l i b r a r y10
Suggested Readings:
1. Krishna Kumar (2009). Library Organization. New Delhi. Vikas Publishing House.
2. Krishna Kumar (2000). Reference Service.New Delhi. Vikas Publishing House.
3. Krishna Kumar (2009). Library manual.New Delhi. Vikas Publishing House.
4. Krishna Kumar (2009). Library Administration and Management. NewDelhi. Vikas
Publishing House.
5. Roshan LalMittal (1978). LibraryAdministration. New Delhi. Metropolitan Book.

103
 Pedagogy
PC I- fganh Hkk"kk & fo"k;oLrq ,oa fof/k
Contact Hours: 4 (periods per Week) Maximum Marks: 75
(Including 2 Practicum) Theory: 60
Examination Duration: 3 Hours Internal: 15
mn~ns'; &
izf'k{k.kkFkhZ
1- ek/;fed Lrj ij O;kid :i ls i<+kbZ tkus okyh fganh Hkk"kk vkSj mldh fo"k; oLrq dks iwjh rjg tku
le> lds rFkk mldh f'k{k.k fof/k;ksa dk dq'kyrkiwoZd iz;ksx dj ldsA
2- fganh Hkk"kk dh ekSf[kd ,oa fyf[kr vfHkO;fDr ds f'k{k.k ds fy, Hkk"kk ds vfuok;Z vaxkssa mikaxksa dk
oSKkfud fo'ys"k.k dj lds rFkk fganh Hkk"kk ds O;kogkfjd :i dk d{kk f'k{k.k esa iz;ksx dj ldsA
3- Nk=ksa esa Hkk"kk cks/k ds fofHkUu vk;keksa ds fodkl ds fy, i<+kbZ tkus okyh fo"k;oLrq ;Fkk dfork]
dgkuh] fuca/k] ukVd RkFkk vU; fo/kkvksa ds 'kS{kf.kd mn~ns'; vkSj mudk vyx&vyx egRo le> lds
rFkk fofHkUu fo/kkvksa dh ikB ;kstukvkssa dk fodkl dq'kyrkiwoZd dj ldsA
izFke bdkbZ&
¼v½ /ofu]
fganh dh /ofu;k¡] eq[k fooj esa LFkku vkSj iz;Ru ds vk/kkj ij mudk oxhZdj.kA
o.kZ fyfi rFkk ek=k,¡
o.kZekyk dk Lo:iA nsoukxjh fyfi vkSj mldk ekud Lo:iA Loj vkSj O;atuA ek=kvkssa dk iz;ksxA ^j* ds
izdkj vkSj iz;ksxA la;qDr Loj vkSj O;atu] mudh laf/k] izdkj vkSj iz;ksxA
¼vk½ mPpkj.k]
fganh esa mPpkj.k dh leL;k,¡A v'kq) mPpkj.k ds dkj.kksa dh igpku rFkk funkukRed f'k{k.kA d{kk f'k{k.k esa
mPpkj.k Bhd djkus ds iz;Ru rFkk vU; Hkkf"kd fØ;k,¡A
f}rh; bdkbZ &
Hkk"kk f’k{k.k dh fof/k;ka
¼d½ vuqokn fof/k
¼[k½ izR;{k fof/k
¼x½ okrkZyki fof/k
¼?k½ n`’; ,oa JO; fof/k] lajpukokn fof/k
Hkk"kk iz;ksx’kkyk
r`rh; bdkbZ &
fofHkUu Hkk"kk dkS’ky
lquuk] cksyuk] i<+uk] fy[kuk
iBu
vkn’kZ iBu] lLoj iBu ¼okpu½] ekSu okpu] 'kCn Hk.Mkj esa o`f) dh fof/k;ka
Hkk"kk f’k{k.k esa ikB~; lgxkeh fØ;k,¡A
prqFkZ bdkbZ &
fo"k; oLrq laizs"k.k ,oa ikB ;kstuk] x| f’k{k.k] i| f’k{k.k] O;kdj.k f’k{k.k] fuca/k f’k{k.k mi;qZDr fo"k;ksa ij
ikB ;kstuk dk fuekZ.k] fo"k; oLrq fo’ys"k.k] lgk;d f’k{k.k lkexzh f’k{k.k dk fuekZ .k ,oa mldh mi;ksfxrkA
iape bdkbZ &
ewY;kadu dk vFkZ ,oa ifjHkk"kk
QkjesfVo ,oa ¼S.E.½ lrr ,oa O;kid ewY;kadu
ijh{k.k ds izdkj ¼miyfC/k ijh{k.k½
funkukRed ,oa mipkjkRed ijh{k.k
ijh{k.k dh fo’ks"krk,¡ ,oa iz’uksa ds izdkjA
v/;kiu fof/k;k¡ %& O;k[;ku ds lkFk&lkFk ifjppkZ] Nk=ksa }kjk Lo;a djds lh[kuk
mudh lgHkkfxrk }kjk f'k{k.kA
Modes of Learning Engagement
Modes of Learning Engagement will be based on eclectic approach. It includes questioning,
Lecture-cum-discussion, Demonstrations, Communicative activities, Situational teaching,
Learning by Doing, organizing inquiry activities/open ended activities for learning English,
Group work and discussion; Use of ICT related to ELL/ELT, Group work on pedagogic
104
analysis of content and planning lessons, and peer interaction. The emphasis will be on
learner-centered teaching.
Scheme of Assessment
 The term -end examination will be of 60 marks. Each Unit will carry a weight of 12
marks.
 Three sessional Tests out of which average of two best will be counted for marks.
Each test will carry a weight of five (05) marks.
 Two assignments: one oral- presentation and one written- assignment. It will carry a
weight of five (05) marks.
Practicum: Any two of the following
 Preparing a small dictionary of the difficult words used in the secondary textbooks.
 Preparing different visual-aids for teaching.
 Framing suitable exercises on a given topic /passage.
 Development of language games
 Preparation of 20 test items (5 each on the LSRW skills).
 Analysing errors committed by secondary students.
 Analysis and categorisation of exercises on grammar as given in the prescribed textbook
of the school.
 A write-up on the problems faced by the school students in relation to the acquisition of
the receptive (listening and reading) or productive (speaking and writing) skills in
English.
Selection of materials for writing in English from the newspapers, comics, magazines,
advertisements and preparation of an outline for teaching language items.
lanHkZ iqLrdsa %&
1- ek/;fed fo|ky;ksa esa fganh f'k{k.k & fujatu dqekj flag
2- fganh Hkk"kk f'k{k.k fof/k & HkkbZ ;ksxnsa z thr
3- fganh f'k{k.k fof/k & Mk- oS|ukFk izlkn oekZ
4- lqcks/k fganh O;kdj.k ,oa jpuk & Hkkukor ,oa tks'kh
5- Hkk"kk foKku & Mk- Hkksyk ukFk frokjh
6- fganh O;kdj.k & dkerk izlkn xq:

PC I-Pedagogy of English
Contact Hours: 4 periods per Week) Maximum Marks: 75
Examination Duration: 3 Hours Theory: 60
Internal: 15
Objectives:
On completion of the course, the student teacher will be able to:
 understand the nature and resources of language and issues related to language
acquisition, language learning.
 acquire knowledge about the role, status and objectives of teaching English as a second
language in India.
 develop the four basic skills i.e. listening, speaking, reading and writing in students.
 enrich their knowledge of English vocabulary, and structures,.
 improvise and use appropriate aids for teaching English.
 know, compare and analyse various methods of and approaches to teaching English as a
second language.
 plan and teach lessons in English prose, poetry, grammar and composition related to the
textbooks prescribed by different State Boards of Secondary Education.
 use various techniques for the evaluation of learner's achievement in English.

105
 identify and analyse errors to plan and execute remedial instruction.
Course Contents: The paper will be divided into five Units.
Unit I. About Language and Language Teaching
 Nature, concept, importance and functions of language, the First , the Second and
third language,
 Psychological, linguistic and pedagogical principles of teaching English as a second
language.
 The objectives of teaching English at secondary level in India.
Unit II. Language Skills
 Receptive skills: listening and reading skills
Developing listening skills through storytelling, dialogues, situational conversations, role
plays etc.
Developing reading skills through Reading Aloud and Silent reading, Intensive and
Extensive Reading, Skimming and Scanning
 Productive Skills: speaking and writing
Developing speaking and writing skills through storytelling, dialogues, situational
conversations, role plays, etc.
Developing writing skills, process, mechanics and steps of writing: brainstorming, note-
making, organizing thoughts, preparing first draft, editing and improving, finalizing.
Writing and teaching of letters, applications, reports, stories, e-mails, paragraphs,
CV/resume, précis, summary, notes, dialogues etc.
Unit III. Approaches and Methods
 A brief introduction to the major approaches and methods.
 Structural-Situational Approach, Communicative Approach, Constructivist Approach and
Eclectic Approach.
 Grammar-Translation Method, Bilingual Method and Direct Method.
 Using role- play , group- discussion, debate, group- work , project etc for language
teaching .;
Unit IV: Teaching-Learning Materials and Planning for Teaching
 Concept, Scope and Importance
 Audio-visual aids: (electronic and print media), radio, TV, films, mobile phones,
computer, internet, realia, pictures, flashcards, flannel board, OHP, blackboard, models,
tape recorder, charts, magazines, newspapers, class libraries, language labs, CALL
programmes, language games, etc.
 Criteria of Analysis and Evaluation of textbooks.
 Lesson planning: Nature, objectives and needs; Lesson planning for LSRW skills,
grammar, vocabulary, prose, poetry and drama at school level.
Unit V. Assessment and Evaluation
 Concept, Scope and Importance
 Types of Assessment and Evaluation in English
 Assessment of Language Skills(LSRW) and Language Content (Sounds, Vocabulary,
Structure and Grammar),Communication Skills
 Error analysis and remedial instruction/work
Modes of Learning Engagement
Modes of Learning Engagement will be based on eclectic approach. It includes questioning,
Lecture-cum-discussion, Demonstrations, Communicative activities, Situational teaching,
Learning by Doing, organizing inquiry activities/open ended activities for learning English,
Group work and discussion; Use of ICT related to ELL/ELT, Group work on pedagogic

106
analysis of content and planning lessons, and peer interaction. The emphasis will be on
learner-centered teaching.
Scheme of Assessment
 The term -end examination will be of 60 marks. Each Unit will carry a weight of 12
marks.
 Three sessional Tests out of which average of two best will be counted for marks.
Each test will carry a weight of five (05) marks.
 Two assignments: one oral- presentation and one written- assignment. It will carry a
weight of five (05) marks.
Practicum: Any two of the following
 Preparing a small dictionary of the difficult words used in the secondary textbooks.
 Preparing different visual-aids for teaching.
 Framing suitable exercises on a given topic /passage.
 Development of language games
 Preparation of 20 test items (5 each on the LSRW skills).
 Analysing errors committed by secondary students.
 Analysis and categorisation of exercises on grammar as given in the prescribed textbook
of the school.
 A write-up on the problems faced by the school students in relation to the acquisition of
the receptive (listening and reading) or productive (speaking and writing) skills in
English.
 Selection of materials for writing in English from the newspapers, comics, magazines,
advertisements and preparation of an outline for teaching language items.
Suggested Readings
Bansal, R.K. and Harrison, J.B. Spoken English for India. Madras: Orient Longman Ltd.
1972.
Baruah, T.C. The English Teachers’ Handbook. New Delhi: Sterling Publishing Pvt. Ltd.
1985.
Bright, J. A. and McGregor, G. P. Teaching English as Second Language. London: Longman.
1970.
Brumfit, C.J. Communicative Methodology in Language Teaching. Cambridge: Cambridge
University Press.1984.
Doff, A. Teaching English. Cambridge: Cambridge University Press.1988.
Freeman, Diane-Larsen. (2000). Techniques and Principles in language Teaching. Oxford:
Oxford University Press.2000.
Gimson, A.C. (1980). An Introduction to the Pronunciation of English. London: Edward
Arnold. 1980.
Hornby, A.S. A Guide to Patterns and Usage in English. Oxford: Oxford University Press.
1968.
Lado, R. Language Teaching. New Delhi: Tata McGraw Hill Publishing.1971.
Mishra, A. K. et al. Issues in Education at Elementary Level. New Delhi: Lakshi Publishers.
2013.
Paliwal, A.K. (). Methodology of Teaching English as a Second Language. Jaipur: Kalpana
Publications. 2012.
Palmer, H.L. The Principles of Language Study. London: Oxford University Press. 1965.
Quirk, R. and Greenbaum, S. A University Grammar of English. London: Pearson Longman.
1973.
Raimes, Ann. Techniques in Teaching Writing. Oxford: Oxford University Press. 2010.
Richards, J.C. and Rodgers, T.S. Approaches and Methods in language Teaching Cambridge.
Cambridge University Press. 2014.
107
Roach, Peter. English Phonetics and Phonology. Cambridge: Cambridge University Press
1991.
Sinclair, John. Collins Cobuild English Grammar London: Harper Collins. 2000.
Tickoo, M.L. Teaching and Learning English in India. Orient Blackswan. 2004.
Yadav, Saryug. Challenges of Teaching English Language and Literature in the Age of
Globalisation. New Delhi: Lakshi Publishers. 2014.
Harmer, Jeremy. How to teach English. Harlow: Pearson Education Limited. 2007.
Brown, H. Douglas. Principles of Language Learning and Teaching. New York: Pearson
Education. 2007.

PC 1-PEDAGOGY OF URDU
Contact Hours: 4 (periods per Week) Maximum Marks: 75
Examination Duration: 3 Hours Theory: 60
Internal: 15
Learning Outcomes/Objective
To train the students in theory and practice of teaching and learning Urdu and use Urdu in
real life situations.
Course Contents/Units: The paper will be divided into five Units.
Unit I Role and importance of Urdu language
Language: Importance and functions with a special reference to Urdu language, elementary
knowledge of Urdu scripts Khat-e-Naskh, Khat-e-Nastaliq and Khat-e-Shikasht. Objectives
of teaching Urdu at secondary level.
Unit II Teaching Language Skills
Listening Skill; Speaking Skill; Reading Skill;(loud reading and silent reading, intensive and
extensive reading, Writing Skill; Punctuation. Teaching Vocabulary;Co-curricular activities.
Unit III Approaches and Methods
Grammar translation method; Direct method; Bilingual approach; Communicative language
teaching; Eclectic approach; Audio-lingual method;
Unit IV Teaching Learning Material and Lesson Planning
Teaching of Prose; Teaching of Poetry; Teaching of Grammar; Teaching of Composition ;
Lesson Planning in all the above four areas, content analysis, development of TLMs.
Unit V Assessment and Evaluation
Concept, scope and importance
Types of assessment and evaluation
Assessment of language skills (LSRW) and language content (sounds, vocabulary, structure
and grammar)
Error analysis and remedial teaching
Modes of Learning Engagement
Modes of Learning Engagement will be based on eclectic approach. It includes questioning,
Lecture-cum-discussion, Demonstrations, Communicative activities, Situational teaching,
Learning by Doing, organizing inquiry activities/open ended activities for learning English,
Group work and discussion; Use of ICT related to ELL/ELT, Group work on pedagogic
analysis of content and planning lessons, and peer interaction. The emphasis will be on
learner-centered teaching.
Scheme of Assessment
 The term -end examination will be of 60 marks. Each Unit will carry a weight of 12
marks.

108
  Three sessional Tests out of which average of two best will be counted for marks.
Each test will carry a weight of five (05) marks.
 Two assignments: one oral- presentation and one written- assignment. It will carry a
weight of five (05) marks.
Practicum: Any two of the following
 Preparing a small dictionary of the difficult words used in the secondary textbooks.
 Preparing different visual-aids for teaching.
 Framing suitable exercises on a given topic /passage.
 Development of language games
 Preparation of 20 test items (5 each on the LSRW skills).
 Analysing errors committed by secondary students.
 Analysis and categorisation of exercises on grammar as given in the prescribed textbook
of the school.
 A write-up on the problems faced by the school students in relation to the acquisition of
the receptive (listening and reading) or productive (speaking and writing) skills in
English.
Selection of materials for writing in English from the newspapers, comics, magazines,
advertisements and preparation of an outline for teaching language items.
Reference Book:
1. Urdu Zaban ki TAdrees – Moinuddin NCPUL, New Delhi.
2. Urdu Kaise Padhaen – Rasheed Hasan Khan.
3. Urdu Kaise Likhen - Rasheed Hasan Khan.
4. Insha Aur Talaffuz. - Rasheed Hasan Khan.
5. Tadreesiat part I, NCERT, New Delhi

PC 2 – PEDAGOGY OF SOCIAL SCIENCE

Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External: 60 Internal: 15
Objectives:
 develop an understanding of the nature and scope of social science and its
relationship with natural and other sciences.
 acquaint student teachers with nature of different disciplines within and their
interrelationship concerns with society.
 acquaint student teachers with different approaches to pedagogy of social sciences.
 examine different pedagogical issues in learning social sciences.
 plan lessons based on different approaches to facilitate learning of social sciences.
 develop learning materials on selected units to facilitate learning in social sciences.
 realize their role as facilitator in enhancing social sciences learning in the real
classroom situation.
 develop professional outlook and humane approach among student teachers.
Unit I Social Science as an Integrating Area of Study: Context and Concern:
 Meaning, Nature and Scope of Social Science. Need and Importance of Social
Science, Relationship of social science with other sciences. Uniqueness of disciplines
vis-a-vis interdisciplinarity.
 Major Social Science Discipline in Schools- Place of Social Science in the School
Curriculum. Need for strengthening teaching of social science.
 The values inherent in social science: aesthetic, moral, utilitarian, intellectual and
environmental.

109
  Linking child‘s natural curiosity with natural phenomena; spatial and temporal
context; important social and economic issues and concerns.
Unit II Approaches to Teaching Learning and Pedagogical Issues in Social Science
 Methods and Approaches in teaching/learning of social science: Observation,
project method, field trip, role-play, dramatization, problem solving, exploratory,
concept mapping, self-learning strategies, map based learning, Thematic approach,
Multimedia approach and Interdisciplinary approach.
 Pedagogical Issues: Creating an interactive learning environment, encouraging
cooperative, collaborative and participatory learning, Going beyond the text book,
Bringing inclusiveness in teaching and learning, primacy of the learner.
Unit III Teaching Learning Resources and Pedagogical Planning in Social Science
 Teaching and Learning Resources: Human as resource: The significance of oral
data; Primary and Secondary Sources of data: textual material, journals, magazines,
newspapers etc; Using library as a learning resources; various contextual learning
aids; audio-video material- charts, models, maps, atlas, graphs, visuals, Use of ICT in
teaching and learning of social science- multimedia and internet. Local Community
Resources.
 Lesson Planning: Meaning, Importance and Characteristics of Lesson Plan,
Important points/steps of Lesson Plan, Writing teaching points, formulating
objectives, selecting teaching learning materials, deciding the approach to teaching
learning, writing lesson plan through creating learning situations.
Unit IV Social Science Curriculum and Text Book for Schools:
 Social Science Curriculum: Features, Issues and Concerns in Social Science
Curriculum as reflected in NCF. Misconceptions in teaching- learning of social
science.
 Content and Syllabus of Social Science - Aims and Objectives, Content organization
and presentation by different state boards of Northern region; Case Studies: Uttar
Pradesh, Rajasthan.
 Social Science Text Book: Analysis of Social Science Text Books from the
perspective of the Child, Gender, Peace, and Environment. Need and Parameters for
Text Book Analysis.
 Need for question paper analysis ( Class test/ Board Exam); Analysis of Question
Papers in the light of subject specific requirements in terms of understanding and
skills; Development of different types of test items- objective and essay type
questions in social science.
 Continuous and Comprehensive Evaluation (CCE) in Social Science.
Unit V Professional Development of Social Science Teacher
 Concept of Professional Development, Need for updating content and pedagogical
competencies. Professional Norms and Ethics.
 Ways of Professional Development- participation in seminars and conferences, online
sharing, distance learning, member of professional organizations, writing in reflective
journals.
 Development of audio-video material in teaching of social sciences, Using library
resources, magazines, journals and newspapers etc. in teaching and learning of social
science.
 Planning and management of social science corner (resource room) in school.
 Planning for social science exhibition, quiz competition, field trips, celebration of
important days like (Earth Day, World population day, Environment Day etc.).
Planning and organization for social science fair and field visit.

110
Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.
Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods, Peer group teaching may be encouraged. Hard spots if any, may
be resolved during tutorials.
Scheme of Assessment
 The term -end examination will be of 60 marks. Each Unit will carry a weight of 12
marks.
 Three sessional Tests out of which average of two best will be counted for marks.
Each test will carry a weight of five (05) marks.
Two assignments: one oral- presentation and one written- assignment. It will carry a weight
of five (05) marks.

PC 3: Learning to Function as a Teacher

Duration:Four weeks Max. Marks:50
Internal:50
Objectives of the Course:
On completion of the Course, the student teachers will be able to:
 understand about the activities to be carried out during school internship programme.
 observe classroom teaching, various school activities and gain a feel of the multiple
roles of a teacher.
 develop skill in content analysis, preparing TLM and observing classroom processes.
 plan and implement teaching learning activity for peers and actual classroom.
Pre-Internship Tasks:
(The Internship Committee formulated by the Institute will prepare a Schedule for execution
of Pre- Internship Tasks)
During the four week duration, the student teachers are oriented to the school internship
programme.
For the first two weeks, they will be provided training in core teaching skills, content
analysis, preparing Teaching Learning Material (TLM), writing observation records,
Reflective Journals, conducting Action Research and Case Study, organizing school activities
and their reporting, developing Achievement Tests, administering and analyzing. Student
teachers will also write lesson plans and take up peer teaching.
For the next two weeks, student teachers will be placed in the schools. They will observe the
classes being handled by the regular teachers as well as their peers. Every student teacher will
teach at least one lesson in each teaching subject and reflect on the teaching.
Modes of Learning Engagement:
Pre internship will be carried out both in the Institute and the School.
First two weeks they will be exposed to theoretical knowledge about internship and receive
information on various activities that are required to be carried out by the student teachers.
Student teachers will get hands on experience on performing certain tasks which they are
expected to perform in the school.
In the beginning they learn to teach in a simulated condition by teaching their peers.

111
Next two weeks, student teachers are attached to the school on full time basis, observe the
teaching by the regular classroom teacher, teach at least one lesson in each teaching subject,
involve in all the activities of the school and learn to understand the school.
Student teachers keep a record of all the work carried out by them in the school (Details to be
worked out).
Modes of Assessment:
The assessment of the student teachers will be carried out on the basis of their day to day
participation and performance by a group of teacher educators. The details of activities and
the marks allotted are given below.
Activity Marks
a. Content Analysis in each teaching subject 10
b. Preparation and use of TLM during Peer Teaching
in each teaching subject 10
c. Observation Record
Five classes of regular classroom teacher
Five classes of peer 10
d. Actual classroom teaching
One lesson in each teaching subject 20
Total 50

112
 FOURTH YEAR
fganh
isij& I : Hkk"kk n{krk lao/kZu
Contact Hours: 5 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External : 60
Internal: 15
mn~ns’; %&
 fo|kfFkZ;ksa dks Hkk"kk dh izd`fr lajpuk ,oa Hkwfedk ls voxr djkukA
 fo|kfFkZ;ksa esa laizs"k.k dh n{krkvksa dk fodkl djukA
 fo|kfFkZ;ksa esa Hkk"kk dh izkFkfed cqfu;knh n{krkvksa dk fodkl ¼lquuk] cksyuk] i<+uk] fy[kuk½
 fo|kfFkZ;ksa esa izn’kZu ¼ijQksfeZax½ dyk dh vo/kkj.kk ,oa le> dk fodkl djukA
 fo|kfFkZ;ksa esa lwpuk ,oa lapkj izkS|ksfxdh ¼ICT½ dh vo/kkj.kk ,oa Hkk"kk ds ek/;e ls vkRe fodkl
dh ;ksX;rk mRiUUk djukA
bdkbZ&I
 Hkk"kk vocks/k
 Hkk"kk dh vo/kkj.kk@izd`fr lajpuk ,oa Hkwfedk
 fyf[kr ,oa ekSf[kd Hkk"kk dh Hkwfedk cksyh] Lohd`r ¼fodkl’khy½ Hkk"kk,¡
 /ofu;ksa ,oa fyfi dh HkwfedkA
bdkbZ&II - vk/kkjHkwr Hkk"kk;h dkS’kyksa dk lao/kZu
 vk/kkjHkwr Hkk"kk;h n{krkvksa dh vo/kkj.kk] izd`fr] izdkj Hkwfedk@dk;Z ¼lquuk] cksyuk] i<+uk]
fy[kuk½ iz’uksÙkj esa Hkk"kk;h n{krk dh Hkwfedk
 fuca/k ys[ku] i= ys[ku] lkjka’k ys[ku] fVIi.kh ys[ku] fjiksVZ fy[kuk] lwpuk i= ys[ku] bZ esy
ys[ku] ck;ksMkVk ys[ku lewg foe’kZ vkSj izLrqrhdj.kA
bdkbZ&III- laizs"k.k n{krkvkas dk lao/kZu
 vo/kkj.kk] laizs"k.k ds izdkj ¼ekSf[kd ,oa lkadsfrd½ laizs"k.k esa 'kkjhfjd gkoHkko dh Hkwfedk ¼vkafxd
ps"Vk,a½ izHkkoh laizs"k.k ds rRo] laizs"k.k ds vojks/k] laizs"k.k esa mPpkj.k ,oa fojke fpguksa dh HkwfedkA
bdkbZ&IV- Hkk"kk ,oa izn’kZu dyk
 Hkk"kk ,oa n`’; dyk@eap dyk
 vo/kkj.kk] izd`fr] lajpuk] Hkwfedk ¼ukVd jaxeap laxhr u`R; MªkbZax isfa Vax vfHkUk; bR;kfn½
 laizs"k.k esa izn’kZudkjh dyk dh Hkwfedk
 f’k{k.k esa izn’kZu dyk dh Hkwfedk
bdkbZ&V- lwpuk izkS|ksfxdh Hkk"kk ,oa vkRefodkl
 lwpuk izkS|ksfxdh dh vo/kkj.kk izd`fr izdkj dk;Z ,oa laHkkouk,¡
 f’k{k.k esa lwpuk izkS|ksfxdh dh Hkwfedk
 fo|kfFkZ;ksa esa lkekftd laons uk ,oa tkx:drk ds fodkl esa Hkk"kk dh Hkwfedk
 v/;kidksa ds O;fDrRo ,oa vkRefo’okl ds fodkl dh izfof/k;k¡A
 Modes of Learning Engagement
Lecture/contact periods; Communicative/Interactive and Constructivist approaches,
imparting knowledge by means of creating situations.
 Tutorials/ Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/ lecture period. Peer group teaching may be encouraged. Hard spots if any
may be resolved during tutorials.

113
 Scheme of Assessment
 The end examination will be of 60 marks. Each Unit will carry a weight age
of 12 marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average
of both the tests will be taken
 Two assignments: one oral presentation and one written assignment. It will
carry a weight of five (05) marks.
lanHkZ lkfgR; %&
1- fgUnh f’k{k.k dk vk/kkj i= ¼iksft’ku isij½ ,u-lh-bZ-vkj-Vh- izdk’kuA
2- vfHkO;fDRk ,oa ek/;e ,u-lh-bZ-vkj-Vh- izdk’kuA
3- fganh f’k{k.k jeu fcgkjh ykyA

PAPER II: LANGUAGE, LITERATURE AND EDUCATION

¼Hkk"kk lkfgR; vkSj f’k{kk½
Contact Hours: 5 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External : 60
Internal: 15
mÌs’; % dkslZ iwjk djus ds i'pkr~ fo|kFkhZ tku ik,¡xs % dkslZ dh fo"k; oLrq esa Hkk"kk
dh egŸkkA isij dks ik¡p [kaMksa@bdkbZ;ksa esa foHkkftr fd;k tk,xkA
bdkbZ 1 % Hkk"kk ,oa lekt
Hkk"kk ,oa laLd`fr
Hkk"kk ,oa igpku
Hkk"kk ,oa fyax ¼ts.Mj½
Hkk"kk ,oa lÙkk
bdkbZ 2 % lkfgR;
lkfgR; dh vo/kkj.kk ,oa Hkfo";
lekt ds fy, lkfgR; dh egÙkk
lekt ij lkfgR; dk izHkko
lkfgR; ij lekt dk izHkko
bdkbZ 3 % f’k{kk ds fy, Hkk"kk
f’k{kk esa Hkk"kk dh Hkwfedk
Hkk"kk ,oa f’k{kk esa lEcU/k
f'k{kk ij Hkk"kk dk izHkko
f’k{kk dk ek/;e cgqHkkf"kdrk ,d lalk/ku ds :i esa
bdkbZ 4 % f’k{kk ds fy, lkfgR;
f’k{kk esa lkfgR; dh Hkwfedk
lkfgR; vkSj f’k{kk esa laca/k
f’k{kk ij lkfgR; dk izHkko
bdkbZ 5 % f’k{kk ds fy, ikB~;Øe
f’k{kk esa ikB~;Øe ikB~;ppkZ vkSj ikB~;iqLrdkas dh Hkwfedk
ikB~;ppkZ] ikB~;Øe] ikB~;iqLrd vkSj d{kk laizs"k.k esa Hkk"kk dh Hkwfedk ,oa f’k{kk esa ewY;kadu Hkk"kk ds ikj
ikB~;Øe dh vo/kkj.kk
 Transactional Modalities ¼VªkUtD'kuy eksMkfyfVl½
ysDpj@laidZ dkyka'k( ckrphr@feydj dke djuk ,oa constructivist approach ¼dUVªfDVfoLV
,izkps ½( ifjfLFkfr;k¡ mRiUu djds muds }kjk i<+kuk
 v/;kidh; vH;kl ¼f'k{kdh;@izSfDVl½
fo|kFkhZ lewg esa dk;Z djsaxs ysDpj@laidZ dkyka'k esa vftZr Kku ij ,oa mlds O;kogkfjd fcanqvksa ij dk;Z
djsaxsA lewg esa i<+kuk (Peer group Teaching) dks c<+kok ns ldrs gSA dfBu fo"k; oLrq dks f'k{k.k ds
nkSjku lqy>k ldrs gSaA
114
 ewY;kadu ¼:ikRedrk vkSj rkSj&rjhdk½
 var esa gksus okyh ijh{kk 60 vadksa dh gksxhA gj ,d bdkbZ 12 vadksa dh gksxhA
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both the
tests will be taken
 nks iz;ksxkRed ijh{kk,¡ ,d ekSf[kd izLrqfrdj.k vkSj ,d fyf[kr iz;ksxkRed ijh{kkA tks 5 vadksa dh
gksxhA
uksV : ,d leh{kkRed iz'u izR;sd bdkbZ ls isij esa iwNk tk,xk tks 12 vadksa dk gksxkA
lq>ko ikB~; lkexzh
1- jk"Vªh; ikB~;ppkZ :ijs[kk 2005
2- Hkkjrh; Hkk"kkvksa ds f'k{k.k dk vk/kkj i= ¼iksft'ku isij½
3- fganh f'k{k.k dk vk/kkj i= ¼iksft'ku isij½
4- dksBkjh deh'ku
5- f'k{kk ij jk"Vªh; uhfr 1986 ¼ ih-vks-,- 1992½
6- eqnfy;kj deh'kuA

ENGLISH
Paper I: Language, Literature and Education
Contact Hours: 5 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External: 60
Internal: 15
Objectives: This course aims at:
 Developing in student –teachers the conceptual understanding of language.
 Developing in student –teachers the conceptual understanding of literature.
 Developing in student –teachers the conceptual understanding of the relationship
between language, literature and education.
 Developing in student –teachers the conceptual understanding of the relationship
between curriculum, language and literature.
 Developing in student –teachers the conceptual understanding of the impact of society
on language, literature and education, and vice versa.
Course Contents: The paper will be divided into five Units.
Unit I: Language
 Language and society
 Language and culture
 Language and identity
 language and gender
Unit II: Literature
 Concept, scope of literature
 Importance of literature for society
 Impact of literature on society and vice versa
Unit III. Language for Education
 Role of language in education
 Relationship between language and education
 Impact of language on education
 Medium of instruction
 Multilingualism as a resource
Unit IV: Literature for Education
 Role of literature in education

115
  Relationship between literature and education
 Impact of literature on education
Unit V: Curriculum for Education
 Role of curriculum, syllabus and textbooks in education
 Role of language in curriculum, syllabus, textbooks, classroom transaction and
assessment in education
 Concept of Language Across Curriculum
 Role of literature in curriculum, syllabus and textbooks in education.
 Modes of Learning Engagement
Lecture/contact periods; Communicative/Interactive and Constructivist approaches,
imparting knowledge by means of creating situations.
 Tutorials/ Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/ lecture period. Peer group teaching may be encouraged. Hard spots if any
may be resolved during tutorials.
 Scheme of Assessment
 The end examination will be of 60 marks. Each Unit will carry a weight age of 12
marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of
both the tests will be taken
 Two assignments: one oral presentation and one written assignment. It will carry a
weight of five (05) marks.
Suggested Readings
National Policy on Education. 1986. Ministry of HRD, Department of Education, New Delhi.
Ministry of Education. ‗Education Commission ―Kothari Commission‖. 1964-1966.
Education and National Development. Ministry of Education, Government of India.
1966.
NCERT. National Curriculum Framework for School Education. (Reprint Edition) NCERT,
New Delhi.2001.
Learning without Burden. Report of the National Advisory Committee. Education Act.
Ministry of HRD, Department of Education, October, 2004.
MHRD National Policy on Education ( NPE). Govt. of India. New Delhi. 1986.
MHRD. Programme of Action, National Policy on Education. Govt. of India. New Delhi.
1992.
Govt. of India. Education and Development Report of the National Commission on
Education. 1968.
NCERT. National Curriculum Framework for School Education. National Council
of Educational Research and Training, New Delhi, India. 2000.
NCERT. National Curriculum Framework – 2005, National Council of Educational
Research and Training, New Delhi, India. 2005.
NCERT. Position Paper:Teaching of English National Curriculum Framework–2005,
National Council of Educational Research and Training, New Delhi, India. 2006.
NCERT. Position Paper:Teaching of Indian Languages (National Curriculum Framework–
2005), National Council of Educational Research and Training, New Delhi, India.
2006.

116
 Paper II: Enhancing Language Proficiency
Contact Hours: 5 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External: 60
Internal: 15
Objectives: This course aims at:
 Developing in student – the conceptual understanding of the nature, structure,
functions etc. of language.
 Developing in student –teachers the conceptual understanding of communication
skills.
 Developing in student –teachers the conceptual understanding of basic language
skills (LSRW).
 Developing in student –teachers the conceptual understanding of performing arts.
 Developing in student –teachers the conceptual understanding of the ICT and self-
development through language.
 Enhancing student –teachers‘ basic language skills.
 Enhancing student –teachers‘ communication skills.
 Enhancing student –teachers‘ language proficiency skills.
Course Contents:
UNIT I: Understanding Language
 Concept, structure, nature, scope and functions of language.
 Role of dialect, register, and standard and non –standard language.
 Role of spoken and written language.
 Role of sounds and script
UNIT II. Enhancing Basic Language Skills
 Concept, nature, types, elements and functions of basic language skills (LSRW).
 Role of language skills in questioning and responding (answering/replying).
 Essay writing, letter writing, summary writing, note –making, note –taking, report
writing, notice writing, email –writing, CV/resume writing , group discussion,
presentations,
UNIT III. Enhancing Communication Skills
 Concept, types of communication, animal and human communication, Verbal and
non-verbal communication.
 Role of Paralinguistic features in communication
 Communication skills
 Elements of effective communication
 Removing barriers to communications
 Role of proper pronunciation and punctuations in communication
UNIT IV: Performing Arts and Language
 Concept ,nature ,scope, types and functions of performing arts ( drama, theatre,
music , dance, drawing and painting, sketching, acting , mime , simulations)
 Role of performing arts in communication
 Role of performing arts in teaching
UNIT V: ICT, Language and Self-development
 Concept, scope, nature, types and functions of ICT
 Role of ICT in teaching
 Role of language in developing social sensitivity and awareness in students
 Techniques of developing personality and self-confidence of teachers

117
Modes of Learning Engagement
workshop, Seminar, Group discussion ,mock session, reading and writing assignments, role
play, acting, simulations , exhibition, mime, presentations, debates, extempore speech,
critical reading, PPP, etc. Lecture/contact periods; Communicative/Interactive and
Constructivist approaches, imparting knowledge by means of creating situations.
Tutorials/ Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/
lecture period. Peer group teaching may be encouraged. Hard spots if any, may be
resolved during tutorials.
 Scheme of Assessment
 The end examination will be of 60 marks. Each Unit will carry a weight age of 12
marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of
both the tests will be taken
 Two assignments: one oral presentation and one written assignment. It will carry a
weight of five (05) marks.
Suggested Readings
Beaken, M. The Making of Language. Edinburgh: Edinburgh University Press. 1996.
Johannson, S. Origins of Language. Amsterdam: John Benjamins. 2005.
Chambers, A. et al. (Ed.) ICT and Language Learning. Birmingham: The University of
Birmingham Press. 2004.
Kenning, M.M. ICT and language learning: from print to the mobile phone. London:
Palgrave Macmillan, 2007
Hargie, Owen. (Ed.) The Handbook of Communication Skills. 3rd Ed. London: Routledge.
2006.
Seely, John. The Oxford Guide to Writing and Speaking. Oxford: Oxford University Press.
2000.
Rosengren, Karl Erik. Communication: An Introduction. New Delhi: Sage Publications.
2000.
Beck, Andrew et. al. Communication Studies: The Essential Introduction. London:
Routledge. 2002
Position Paper on Art, Music, Dance and Theatre. NCERT, New Delhi.2006

URDU
Paper I: Language, Literature and Education
Contact Hours: 5 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External : 60
Internal: 15
Objectives: This course aims at:
 Developing in student –teachers the conceptual understanding of language.
 Developing in student –teachers the conceptual understanding of literature.
 Developing in student –teachers the conceptual understanding of the relationship
between language, literature and education.
 Developing in student –teachers the conceptual understanding of the relationship
between curriculum, language and literature.
 Developing in student –teachers the conceptual understanding of the impact of society
on language, literature and education, and vice versa.

118
Course Contents: The paper will be divided into five Units.
Unit I: Language
 Language and society
 Language and culture
 Language and identity
 language and gender
Unit II: Literature
 Concept, scope of literature
 Importance of literature for society
 Impact of literature on society and vice versa
Unit III. Language for Education
 Role of language in education
 Relationship between language and education
 Impact of language on education
 Medium of instruction
 Multilingualism as a resource
Unit IV: Literature for Education
 Role of literature in education
 Relationship between literature and education
 Impact of literature on education
Unit V: Curriculum for Education
 Role of curriculum, syllabus and textbooks in education
 Role of language in curriculum, syllabus, textbooks, classroom transaction and
assessment in education
 Concept of Language Across Curriculum
 Role of literature in curriculum, syllabus and textbooks in education.
 Modes of Learning Engagement
Lecture/contact periods; Communicative/Interactive and Constructivist approaches,
imparting knowledge by means of creating situations.
 Tutorials/ Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/ lecture period. Peer group teaching may be encouraged. Hard spots if any
may be resolved during tutorials.
 Scheme of Assessment
 The end examination will be of 60 marks. Each Unit will carry a weight age of 12
marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of
both the tests will be taken
 Two assignments: one oral presentation and one written assignment. It will carry a
weight of five (05) marks.
Suggested Readings
National Policy on Education. 1986. Ministry of HRD, Department of Education, New Delhi.
Ministry of Education. ‗Education Commission ―Kothari Commission‖. 1964-1966.
Education and National Development. Ministry of Education, Government of India.
1966.
NCERT. National Curriculum Framework for School Education. (Reprint Edition) NCERT,
New Delhi.2001.

119
Learning without Burden. Report of the National Advisory Committee. Education Act.
Ministry of HRD, Department of Education, October, 2004.
MHRD National Policy on Education ( NPE). Govt. of India. New Delhi. 1986.
MHRD. Programme of Action, National Policy on Education. Govt. of India. New Delhi.
1992.
Govt. of India. Education and Development Report of the National Commission on
Education. 1968.
NCERT. National Curriculum Framework for School Education. National Council
of Educational Research and Training, New Delhi, India. 2000.
NCERT. National Curriculum Framework – 2005, National Council of Educational
Research and Training, New Delhi, India. 2005.
Tadreesiat Part 1 & Part 2; NCERT 2006
NCERT. Position Paper:Teaching of Indian Languages (National Curriculum Framework–
2005), National Council of Educational Research and Training, New Delhi, India. 2006.

URDU
Paper II: Enhancing Language Proficiency
Contact Hours: 5 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External: 60
Internal: 15
Objectives: This course aims at:
 Developing in student – the conceptual understanding of the nature, structure,
functions etc. of language.
 Developing in student –teachers the conceptual understanding of communication
skills.
 Developing in student –teachers the conceptual understanding of basic language
skills (LSRW).
 Developing in student –teachers the conceptual understanding of performing arts.
 Developing in student –teachers the conceptual understanding of the ICT and self-
development through language.
 Enhancing student –teachers‘ basic language skills.
 Enhancing student –teachers‘ communication skills.
 Enhancing student –teachers‘ language proficiency skills.
Course Contents:
UNIT I: Understanding Language
 Concept, structure, nature, scope and functions of language.
 Role of dialect, register, and standard and non –standard language.
 Role of spoken and written language.
 Role of sounds and script
UNIT II. Enhancing Basic Language Skills
 Concept, nature, types, elements and functions of basic language skills (LSRW).
 Role of language skills in questioning and responding (answering/replying).
 Essay writing, letter writing, summary writing, note –making, note –taking, report
writing, notice writing, email –writing, CV/resume writing , group discussion,
presentations,
UNIT III. Enhancing Communication Skills
 Concept, types of communication, animal and human communication, Verbal and
non-verbal communication.

120
  Role of Paralinguistic features in communication
 Communication skills
 Elements of effective communication
 Removing barriers to communications
 Role of proper pronunciation and punctuations in communication
UNIT IV: Performing Arts and Language
 Concept ,nature ,scope, types and functions of performing arts ( drama, theatre,
music , dance, drawing and painting, sketching, acting , mime , simulations)
 Role of performing arts in communication
 Role of performing arts in teaching
UNIT V: ICT, Language and Self-development
 Concept, scope, nature, types and functions of ICT
 Role of ICT in teaching
 Role of language in developing social sensitivity and awareness in students
 Techniques of developing personality and self-confidence of teachers
Modes of Learning Engagement
workshop, Seminar, Group discussion ,mock session, reading and writing assignments, role
play, acting, simulations , exhibition, mime, presentations, debates, extempore speech,
critical reading, PPP, etc. Lecture/contact periods; Communicative/Interactive and
Constructivist approaches, imparting knowledge by means of creating situations.
Tutorials/ Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/
lecture period. Peer group teaching may be encouraged. Hard spots if any, may be
resolved during tutorials.
 Scheme of Assessment
 The end examination will be of 60 marks. Each Unit will carry a weight age of 12
marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of
both the tests will be taken
 Two assignments: one oral presentation and one written assignment. It will carry a
weight of five (05) marks.
Suggested Readings
Beaken, M. The Making of Language. Edinburgh: Edinburgh University Press. 1996.
Johannson, S. Origins of Language. Amsterdam: John Benjamins. 2005.
Chambers, A. et al. (Ed.) ICT and Language Learning. Birmingham: The University of
Birmingham Press. 2004.
Kenning, M.M. ICT and language learning: from print to the mobile phone. London:
Palgrave Macmillan, 2007
Hargie, Owen. (Ed.) The Handbook of Communication Skills. 3rd Ed. London: Routledge.
2006.
Seely, John. The Oxford Guide to Writing and Speaking. Oxford: Oxford University Press.
2000.
Rosengren, Karl Erik. Communication: An Introduction. New Delhi: Sage Publications.
2000.
Beck, Andrew et. al. Communication Studies: The Essential Introduction. London:
Routledge. 2002
Position Paper on Art, Music, Dance and Theatre. NCERT, New Delhi.2006

121
 PAPER I
INDIAN FREEDOM STRUGGLE (FROM 1857 TO 1947 AD)
Contact Hours: 5 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours Theory: 60
Internal: 15
OBJECTIVES:
1 To provide the knowledge of the first war of Independence 1857 to the students.
2 Students shall come to know about the role of peasants, tribal's and others in the
Indian freedom movement.
3 To enlighten the students about the freedom of press struggle.
4 This Semester will highlight the beginning of revolutionary activities in India during
the First World War era.
5 Students shall be informed about the revolutionary activities and their leaders, who
contributed for Indian freedom struggle from abroad.
6 To provide the knowledge of the revolutionary heroes of Indian freedom movement as
Bhagat singh, Ram Prasad Bismil and Chandra Shekhar Azad.
7 Students will come to know about the IONOA and Subhash Chandra Bose and their
armed resistance.
8 The contribution of Gandhian Satyagraha and Gandhian Movement is highlighted in
this Semester.
9 This Semester will provide the knowledge of the circumstances led to the Indian
freedom and participation of the Indian masses.
UNIT I
a) Background of the struggle of 1857 Civil, Tribals, Pesantrevolts.
b) Outbreak of the struggle of 1857, its nature causes and results.
c) Leaders of 1857 – Mangal pandey, Bahadurshah, Tantya tope, Nana Saheb and Laxmi
Bai.
UNIT II
A) Peasant struggle after 1857 – Indigo revolt 1859-60, Pabana revolt 1873-76, Deccan
revolt 1875
B) Role of moderates, Dada Bhai Naroji, M.G. Ranade and G.K. Gokhale.
C) Partition of Bengal (1905) and Swadeshi Movement, Role of Tilak, Arvind Gosh and
Lala Lajpat Ray.
D) Surat split (1907), Rise of revolutionary activities – Ras Bihari Bose, V.D. Savarkar
and Abhinav Bharat, Khudi Ram Bose, Prafulla Chaki Sachin Sanyal and Madan Lal
Dhingara.
UNIT III
A) Revolutionary activities abroad – Gadar Movement and Lala Hardayal,
Kamagatamaru incident (1914).
B) Home rule movement, Rollat Act and Gandhian Satyagraha, Jaliyanwala Bagh
massacre.
C) Non co-operation movement – Peasants and Labour Movements of Champaran,
Khera, Ahmedabad, Surat, Bardoli and Malabar (1918-1940)
D) Revolutionary Nationalists and their role - Bhagat Singh, Surya Sen, Ashfaqullah,
Ram Prasad Bismil, Sukhdev and Chandrashekhar Azad.
UNIT IV
A) Golmage Conferences and Poona Paet.
B) Declaration of complete Independence, 1929, Civil Disobedience Movement
122
C) Quit India Movement 1942
D) Naval Revolt of 1946.
UNIT V
A) Freedom struggle in Princely States of India
B) Formation of Indian National Army and its role in the independence.
C) Factors responsible for the Independence of India.
 Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods, Peer group teaching may be encouraged. Hard spots if any, may
be resolved during tutorials.
 Scheme of Assessment
 The end examination will be of 60 marks. Each Unit will carry a weight age of 12
marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of
both the tests will be taken
 Two assignments: one oral presentation and one written assignment. It will carry a
weight of five (05) marks.
REFERENCE BOOKS
1. Tarachand – History of the Freedom Movement in India Vol.I Delhi 1961.
2. Bipan Chandra – Indian National Movement – Delhi, 1988 (Hindi and English)
3. S.N.Banerjee – A Nation in Making, Calcutta 1963
4. Ram Gopal – Lokmanya Tilak, Bombay 1965
5. Haridas and Uma – India‘s fight for freedom- Calcutta 1958
6. B.B. Majumdar – Militent Nationalism of India – Calcutta 1965
7. Harish K. Puri – Ghadas Movement
8. A.C. Bose – Indian Revolutionaries abroad (1905-1922) Patna 1971
9. M.K. Gandhi – An Autobiography
10. J.C.Jha- Struggle for Swaraj (1919-1922)
11. Shirin Mehta – The Peasantry and Nationalism Delhi 1984
12. Sumit Sarkar – The Swadeshi Movement in Bengal.
13. Shiv Verma – Selected writings of Shaheed Bhagat Singh , Delhi 1986.
14. K.K.Ghosh – The Indian National Army
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18 , vkj nslkbZ &Peasant struggle in India – Delhi 1979

PAPER II
CONTEMPORARY INDIA (1947-2000 A.D.)
Contact Hours: 5 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours Theory: 60
Internal: 15
OBJECTIVES:
1 This Semester is of most crucial information for the study of Indian History.
123
2 We are closely to the present. The knowledge of history unfolds and leads us to the
present.
3 We try to understand how we got where we are but writing about this period is the
most difficult.
4 We have to trade a path free of the quagmire of politics.
5 Truth and only truth must be explored however unpalatable it could be.
UNIT I
a) Legacy of freedom struggle, socio cultural values of non-violence.
b) Problems and process of the integration of Indian states.
c) Problems of displaced persons and rehabilitation process.
d) Framing of Indian constitution main Features and Amendments.
UNIT II
A) Agrarian reforms and Bhudan movement, Green revolution.
B) Five year plans and beginning of planned economy.
C) Industrialisation : Problems and prospects
D) Nationalisation of Banks and Abolition of Privy Purse.
UNIT III
A) Main characteristics of Indian Foreign policy
B) Principle of Panchsheel, Policy of Non-alignment and role of India
C) Indo china war, Indo Pakistan wars, Kashmir problem, Shimla Agreement 1971-72
D) India‘s relations with neighbouring countries
UNIT IV
A) Major political parties and their role in Indian democracy, changing scenario of the
political parties.
B) Challenges to developing India social evils, population growth environmental crisis,
poverty, terrorism etc.
C) Indian women after Independence, Political participation and contribution of women
in various spheres.
D) Upliftment of depressed classes, problems and challenges before Indian society.
UNIT V
A) Achievements in the field of science and technology with special reference to space,
atomic energy and I T sector
B) Development of Hindi literature
C) Impact of mass communication on society.
D) India emerging as a world power.
 Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods, Peer group teaching may be encouraged. Hard spots if any,
may be resolved during tutorials.
 Scheme of Assessment
 The end examination will be of 60 marks. Each Unit will carry a weight age of 12
marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of
both the tests will be taken
124
  Two assignments: one oral presentation and one written assignment. It will carry a
weight of five (05) marks.
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funs’kky;] fnYyh fo’ofo|ky;] ubZ fnYyh
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GEOGRAPHY
Scheme Exam Duration Max. Marks Min. for pass
Paper I 3 hrs. 80 (External)
20(Internal) 36
Paper III 6 hrs. 50 18

PAPER I: HISTORY OF GEOGRAPHICAL THOUGHT

Examination Duration: 3 Hours Max. Marks : 80
Objectives :
To familiarize the students with the origin, evolution and development of the conceptual
aspects of Geography. They are supposed to understand the relationship between
geographical facts and human responses.
Course contents
Unit- I
The nature of geography: meaning and definitions and recent trends in geography; Objectives
and relevance of geography; Place of geography in the classification of sciences-natural and
social sciences and relations with other social sciences; Elements of geography: location on
the surface of the earth, physical conditions, forms of life and human responses;
Development of modern geography in India.
Unit-II
Geography of Vedic age and Geography of Purana - Dwipa and Ocean, River and Mountain
systems; Ancient classical Geography - Contribution of Greek and Roman. Early Medieval
Geography and contribution of Arab Geographers, Late medieval Geography-age of travels,
exploration and discoveries
Unit-III
The emergence of scientific geography in the 18th, and 19th centuries-German School of
Geography: Humboldt, Ritter and Ratzel; School of French Geography: Blache and
Brunches; British and American School of Geography: Mackinder, Herbertson, Miss Sample;
Huntington and Davis; Russian contribution: Lomonsov, Dokuchayer and Gerasimov.
Unit-IV
Man-environment relationships - Determinism, possibilism and neo-determinism: Dualism in
Geography-Physical and human, systematic and regional; Quantitative revolution in
geography; Major Concepts in Geography-terrestrial unity and interconnections, culture and
acculturation.
Unit- V
Spatial distribution, interaction and organization, Area differentiation. Behavioural
geography; Humanistic and Welfare geography.
Models and analogues; Hypothesis-meaning, need, origin and importance regional
delimitation and quantitative analysis.

125
 Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods, Peer group teaching may be encouraged. Hard spots if any, may
be resolved during tutorials.
 Assessment Modalities
 The end examination will be of 80 marks. Each unit will carry a weightage a 16
marks.
 36% marks will be essential for passing the examination both in theory and practical.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
BOOKS RECOMMENDED
1. Abler, Ronald F. et al, Geography's Inner Worlds: Pervasive themes in contemporary
AmericanGeography,Routledge,NewJersey,1992.
2. Dikshit R.D. :Geographical Thought- A Contextual History of Ideas, Prentice Hall of
India Pvt. Ltd. 2000.
3. Dikshit R.D. :The Art and Science of Geography: Integrated Readings, Prentice Hall
of India Pvt. Ltd. 1994
4. Dohrs, F.E. and Sommers, L.W. (eds.) Introduction to Geography, Thomas Y.Crowell
Col., New York, 1967.
5. Hartshorne, Richard, Perspective on the Nature of Geography, Rand McNally and Co.
Chicago, 1959.
6. Harvey, David, Explanation in Geography, Edward Arnold, London, 1972.
7. Holt-Jensen, A., Geography: Its History and Concepts, Longmans, 1980.
8. Husain, Majid, Evolution of Geographical Thought, Rawat Publications, Jaipur, 1984.
9. James, P.E., All Possible Worlds: A History of Geographical Ideas, Sachin
Publication, Jaipur,1980.
10. Johnston, R.J. and Claval, R (eds.), Geography Since the Second World War. Croom
Heim, London/Bernes and Noble, N.J., 1984.
11. Jones, P.A. : Field Work in Geography, Longmans, 1968.
12. Lovvnsburg, J.F. and Aldrich, F.T., Introduction to Geographical Methods and
Techniques, Charles Marrill, Columbus, 1979.
13. Minshull, R, The Changing Nature of Geography, Hutchinson University Library,
London, 1970.
14. Wooldridge, S.W., The Geographer As Scientist, Thomas Nelson and Sons. Ltd.,
London, 1956.
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GEOGRAPHY PRACTICAL
Contact Hours: 6 periods per Week Maximum Marks: 50
20-25/Batch Examination Duration: 5 Hours
1. Lab work (written - 3 hours duration)
(3 problems out of 4) 15

126
2 Record work and viva 10
3 Field survey and Viva (2 hours duration) 10
4 Geography tour report (Report & Viva voce ) 15
Total 50
Content:
1 Maps: History, techniques and preparation.
2 Theoretical basis of nearest neighbour analysis; practical exercise on nearest
neighbours analysis, Network analysis, locational analysis of urban centers,
coefficient of variation.
3 Air photo interpretation and exercise on the determination of height, knowledge of
stereoscopic vision, interpretation and identification of cultural and physical features
on areal photography.
4 Remote sensing and GIS: Historical development, types of satellite and space
programmes of India, GIS – importance and its application in regional planning.
Modern cartographic techniques
5 Use and application of Indian clinometer in small area survey; use of dumpy level and
contoring.
6 A Geographical tour for 10 days. The report shall be prepared separately and
independently.
BOOKS RECOMMENDED
Singh, R.L. Singh – Elements of Practical Geography, Kalyani Pub., New Delhi
Khan, Z.A. – Text Book of Practical Geography, Concept, New Delhi
Sarkar, A.K. - Practical Geography – A systematic approach, Oriented
Longman Calcutta
Mishra, R.P. – Fundamental of Cartography, Macmillan, New Delhi

POLITICAL SCIENCE : PAPER -I

HUMAN RIGHTS: THEORY AND PRACTICE
Contact Hours: 5 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours Theory: 60
Internal: 15
OBJECTIVE
 Understand the meaning and nature of Human rights
 Acquire the understanding of distinguished human rights prospectives in different
ideological framework.
 Acquaint themselves with socio-political history of Human rights.
 Understand the Human Rights dimension of certain concepts, such as Liberty, Justice
etc.
 Understand the world wide concern of Human rights as evinced through Universal
proclamation of Human rights.
 Understand the nature and scope of Human rights as proclaimed in the Constitution of
India.
 Appreciate and evaluate the institutional and legalarrangement for the protection of
human rights in India.
 Appreciate and analyse the social economic environment for human rights in India as
also the relevant social issues associated with Human rights.

127
 Understand and appreciate specific context of women, children as regards the Human
rights.
 Appreciate the role of civil society institutions for the protection of Human rights.
CONTENT
UNIT I
Human Rights : meaning, nature and characteristics of Human Rights, Liberal and Socialist
tradition of Human Rights in the West, Dalit perspective of Human Rights in India.
UNIT II
Socio Political History of Human Rights: State, Civil Society, Liberty, Equality and Justice
with special relationship to Human rights.
UNIT III
United Nations and Human rights, Universal Declaration of Human rights 1948, International
Covenant in Civil and Political Rights, 1966, International Covenant in Economic, Social and
Cultural Rights, 1966
UNIT IV
Human Rights and Indian Constitution: Preamble, Fundamental Rights, Directive, Principles
of State Policy and Judicial approach, NHRC: Composition and Functions.
UNIT V
Human Rights in context of changing Society, women rights. Child labour, Rights of the
aged, Rights of differently abled persons.
Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods, Peer group teaching may be encouraged. Hard spots if any, may
be resolved during tutorials.
 Assessment Modalities
 The end examination will be of 60 marks. Each Unit will carry a weightage of 12 marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both the
tests will be taken
 Two assignments: one oral presentation and one written assignment. It will carry a
weightage of five (05) marks.
SUGGESTED READING
A Goewirth : Human Rights : Essays on Justification and Applications Chicago
and London, University of Chicago Press, 1982.
A A An Naim (ed.) : Human Rights in cross cultural perspectives, Philadelphia
University of Pennsylvania Press, 1991
Danjili Yael, Else stamatopulor and Clarenace J. Dias, (Ed.) : The declaration of
Human Rights – Fifty years and Beyond
J.C.Johari : Human Rights and New World Order : Towards perfection of the
Democratic Way life.
S. Subramanian : Human Rights : International Challenges, Delhi, Manad 1997.
V. Kaushik :Women‘s Movements and Human Rights
D. D. Basu: Human Rights in Constitutional Law, Press.
V. Kaushik, Women‘s movements and Human Rights.

128
 PAPER – II
PUBLIC ADMINISTRATION: THEORY AND PRACTICE
Contact Hours: 5 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours Theory: 60
Internal: 15
OBJECTIVE
 Understand meaning, nature and scope of Public Administration.
 Acquaint themselves with the impact of technological development and the Public
Administration.
 Evaluation of new perspectives in public administration and management.
 Understand the inter relation of politics and administration.
 Understand the various approaches of the study of administrative systems.
 Appreciate various theories of organizations
 Enable themselves to understand the administrative behaviour, theories of leadership,
motivation and communication.
 Understand various aspects of personnel administration.
 Acquaint themselves with recent trends and issues in public and administrative
reforms and the concept of good governance.
CONTENT
UNIT I
Meaning, Scope and Nature of Public Administration, Impact of Information Technology on
Public Administration, Politics and Administration, New Public Administration, New Public
Management perspective.
UNIT II
Ecological approach (Riggs), Development Administration approach, Political economy
approach: Liberal Democratic and Marxist approach, Process of Public Policy.
UNIT III
Theories of organization, Scientific management, Bureaucratic theory, The classical theory,
Human relations theory, Behavioral approach, Systems approach
UNIT IV
Administrative behavior: Rational decision-making approach (Simon), Theories of
Leadership, Theories of Motivation and Communication.
UNIT V
Personnel administration- Position, classification, recruitment, training, promotion, neutrality
of civil services. Impact of globalization and socialization on public administration,
Administrative Reforms, Administrative Culture, Good Governance.
 Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods, Peer group teaching may be encouraged. Hard spots if any, may
be resolved during tutorials.
 Assessment Modalities
 The end examination will be of 60 marks. Each Unit will carry a weightage of 12
marks.

129
  Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
 Two assignments: one oral presentation and one written assignment. It will carry a
weightage of five (05) marks.
SUGGESTED READING
Avasthi and Maheshwari : Public Administration (Hindi and English)
H.Simon : Administrtive Behaviours in India
L.D.White ; Introduction to the study of Public Administration.
M.P.Sharma : Public Adminisration: Theory and Practice (English and Hindi)
Mohit Bhattacharya : New Horizons of Public Administration.
Nisa Singh : Administration and Development of India.
S.R. Maheshwari : Theory and Concept in Public Administration.
V.M.Kulkarni : Social Administration
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ih Mh ’kekZ & yksd iz’kklu ds fl)kar o O;ogkj

ECONOMICS
PAPER I: INTERNATIONAL ECONOMICS
Contact Hours: 5 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours Theory: 60
Internal: 15
OBJECTIVE
Students are expected to :
- Understand the importance of the study of international economics.
- Understand the difference between inter regional and international trade.
- Develop the Critical thinking about for the globalization and open economy.
- Understand various theories of international trade.
CONTENTS
UNIT I : Importance of Trade and Trade Theories
Importance of the study of international economics; Inter-regional and international trade;
Theories of absolute 'advantage, comparative advantage and opportunity costs; Heckscher
Ohlin theory of trade – Its main features, assumptions and limitations.
UNIT II : Gains from Trade
Gains fro trade. - Their measurement and distribution; Trade as an engine of Economic
growth; Concepts of terms of trade and their importance in the theory of trade; Doctrine of
reciproca1 demand its importance and limitations in the theory of trade.
UNIT III : Tariffs and Quotas
Types of tariffs and 'quotas; their impact in partial equilibrium analysis; Free trade and policy
of tariffs in relation to economic growth with special reference to India; Concept of optimum
tariff.
UNIT IV : Balance of Trade and Balance of Payments
Concepts and components of balance of trade and balance of payments; Equilibrium and
disequilibrium in balance of payments; Consequences of disequilibrium in balance of
payments; Various measures to correct deficit in the balance of payments; Relative merits,
demerits and limitations of devaluation; Concept and implications of foreign trade multiplier.
UNIT V: The Regional blocks and Trade policy in India: Functions of IMF, World Bank
and GATT/WTO; ASIAN DEVELOPMENT BANK. Need for and rationable of trade

130
reforms in India (including partial and full convertibility of rupee); Recent Trade Policy of
India.
 Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods, Peer group teaching may be encouraged. Hard spots if any, may
be resolved during tutorials.
 Assessment Modalities
 The end examination will be of 60 marks. Each Unit will carry a weightage of 12
marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
 Two assignments: one oral presentation and one written assignment. It will carry a
weightage of five (05) marks.
Books Recommended
 Kenan,P.B.(1994),The International Economy, Cambridge University Press, London.
 Kindiberger, C.P. (1973), International Economics', R.D. Irwin, Homewood.
 Krugman, P.R. and M. Obstgeld (1994), International,Economics : Theory and Policy,
Glenview, Foresman.
 Salvatore, D.L: (1997) International Economics, Prentice : Hall, Upper Saddle River. N.J.
 Sodersten, Bo (1991),International Econoinics, Macmillan Press Ltd London
 Aggarwal, M. R. (1979), Regional Economic Cooperation. In South Asia S. Chand and
Co., New Delhi.
 Bhagwati, J. (Ed.) (1981), International Trade, Selected readings, Cambridge Uniersity
Press, Mass.
 Crockett. A. (1982), International Money: Issue and Analysis, ELBS and nelson London,
 Greenaway, D.(1982) International Trade Policy, Macmillan Publishers Ltd., London.
 Heller H.R. (1968), Internationa1 Monetary Economics. Prentice Hall, India.
 Joshi V. and I.M.D Little (1998), India's Economic Reforms, 1999-2001, Oxford
University Press, Delhi
 Nayyar, D. (1976), India's Exports and Export Policies in the 1960s. Cambridge
University Press, Cambridge.
 Panchmukhi, V.R. (1978), Trade Policies of India : A Quantitative Analysis, Concept
Publishing Company, New Delhi.
 Patel, S.J. (1995), Indian Economy Towards the 21st Century, University Press Ltd.,
India.
PAPER II: DEMOGRAPHY
Contact Hours: 5 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours Theory: 60
Internal: 15
OBJECTIVE
Students are expected to :
 Understand the various theories of demographic transitions.
 Develop the skills of the techniques of analysis.

131
 Familiarize with the different Concepts of demography.
 Develop the ability of appraise critically the issues related with increasing population.
 Know the New population policy, population health, poverty and environmental linkage
in India.
CONTENTS:
UNIT I : Introduction
Population study and demography; its relation with other disciplines; Historical evidence of
population growth in developed and developing countries.
UNIT II : Theories of Population: Theories of Population – Malthus, Optimum theory of
population, and theory of demographic transition.
UNIT III : Sources of Analysis Sources of Demographic data in India : Census- Civil
registration system and demographic surveys: National Family Health Survey 1 and 2- their
relative merits and demerits.
UNIT IV : Techniques of Analysis
Crude birth and death rates, age specific birth and death rates, standardized birth and death
rates- Study of Fertility; Total fertility rate, gross reproduction rate, and net reproduction rate
– Study of marital status- Life table : Meaning of its columns and its uses- Reproductive and
child health in India- Temporal and special variation in sex ratios.
UNIT V : Population Projection
Techniques of population projection- Concept of stationary, stable and quasi-stationary
population- Aging of population in India- Changes in family and old age security. Salient
Features of Population Censuses of 2011. New Population Policy of India, Population health,
Poverty and environment linkage in India.
 Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods, Peer group teaching may be encouraged. Hard spots if any, may
be resolved during tutorials.
 Assessment Modalities
 The end examination will be of 60 marks. Each Unit will carry a weightage of 12
marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
 Two assignments: one oral presentation and one written assignment. It will carry a
weightage of five (05) marks.
Books Recommended
 Agarwal S.N., (1985), India‘s Population Problem, Tata McGraw Hill, Bombay
 AgarwalU.D. (1999), Population Projections and Their Accuracy, B.R. Publishing
Corporation, New Delhi.
 Bhende, A.A. and T.R. Kanitkar (1982), Principles of Population Studies, Himalaya
Publishing House, Bombay.
 Bogue, D.J. (1971), Principles of Demography, John Wiley, New York.
 Bose A. (1996), India‘s Basic Demographic Statistics B.R. Publishing Corporation,
New Delhi.
 Census of India, Government of India, Various Reports, New Delhi.
132
 Choubey. P.K. (2000), Population Policy in India, Kanishka Publication, New Delhi.
 Misra, B.D. (1980), An Introduction to the Study of Population South Asian
Publication, New Delhi.
 Srinivasan, K.(Ed.), Population Policy and Reproductive Health, Hindustan Publishing
Corporation, New Delhi.

CC 6: Curriculum and School

Instructional Time: 4 periods/week Max. Marks: 75
Exam. Duration: 3 Hours Internal: 15
External: 60
Objectives of the Course:
On the completion of course, the student teacher will be able to:
 develop an Understanding of the emerging Curriculum theory.
 develop an Understanding in to the various foundation of curriculum planning
 acquaint the student with the existing approaches to curriculum design.
 reflect on various trends in curriculum development.
 enable student to understand the basic concepts to educational management.
 develop a futuristic vision about devising new curriculum design.
 orient the student teachers with curriculum process and construction to curriculum
development.
Course Outline:
Unit I: Concept of Curriculum
 Understanding the meanings and nature of Curriculum: need and importance of
curriculum in schools
 Differentiating Curriculum Framework, Curriculum and Syllabus; their significance
in school education
 Facets of curriculum: core curriculum - significance in Indian context,
 Meaning and concerns of ‗hidden‘ curriculum
 Curriculum visualized at different levels: national-level; state-level; school level;
class-level and related issues
Unit II: Curriculum Determinants and Considerations
 Broad determinants of curriculum making: (At the national or state level)
Educational and Professional Polices
 Socio-political aspirations including ideologies and educational vision
 economic necessities
 technological possibilities
 cultural orientations
 national priorities
 Considerations in curriculum development: (at school level)
 Forms of knowledge and its characterization in different school
subjects;
 Relevance and specificity of educational objectives for concerned
level;
 Learner characteristics
 Teachers‘ experiences and concerns
 Socio-cultural context of students - multi-cultural, multi-lingual
aspects

133
  Critical issues: environmental concerns, gender differences,
inclusiveness, value concerns and issues, social sensitivity
Unit III: Curriculum Development (at school level)
 Understanding shifts in emphasis in approach to curriculum: from subject centered
‗minimum levels of learning‘ and behaviouristic learning outcomes; to integrated
approach involving development of perspectives, concepts and skills across subjects,
incorporating environmental/local concerns, to activity centered and constructivist
orientation
 Process of Curriculum making
 Formulating aims and objectives (based on overall curricular aims and
syllabus)
 Criteria for selecting knowledge and representing knowledge in the form of
thematic questions in different subjects
 Organizing fundamental concepts and themes vertically across levels and
integrating themes within (and across) different subjects
 Selection and organization of learning situations
Unit IV: School - the site of curriculum engagement
 Role of school Philosophy, Management and Administration (and organization) in
creating a context for development of curriculum.
 Available infrastructure, curricular sites and resources (library, laboratory, school
playground, neighbourhood etc)
 School culture, climate, environment and time management as the context for
teachers‘ work
 Construction of curriculum vis a vis teachers‘ role and support in ‗developing
curriculum‘ ‗transacting curriculum‘ and ‗researching curriculum‘
 Space for teacher as a Critical Pedagogue
 Role of external agencies in providing curriculum and pedagogic support to teachers
within schools – local, regional, national
Unit V: Curriculum implementation and renewal
 Operationalising curriculum into learning situations - Teachers‘ role in
generating dynamic curricular experiences through:
 flexible interpretation of curricular aims
 contextualization of learning
 varied learning experiences
 Selection and development of learning resources (text-books, teaching-learning
materials and resources outside the school- local environment, community and media,
etc.
 Evolving assessment modes
 Reviewing and renewal of aims and processes
 Process of curriculum evaluation and revision- need for a model of continual
evaluation
 Feedback from learners, teachers, community and administrators;
 Observable in congruencies and correspondence between expectations and actual
achievements
Modes of Learning Engagement:
A set of readings need to be compiled, which includes those which clarify key concepts, trace
the evolution of alternative conceptions of curriculum, contextualize the problem of
curriculum, indicate ways of developing, implementing and reviewing curriculum. In

134
 addition, National Curriculum documents and relevant secondary school syllabi should also
be made available.
The following modes of learning engagement are suggested:
 Introductory lectures on key themes and concepts
 Study and discussions on the process of curriculum development at various levels
 Study of the NCF 2005 as well as the earlier Curriculum Frameworks and a
prescribed syllabus;
 Discussion on purpose of curriculum framework;
 Critical evaluation of the extent to which the curriculum framework is reflected in the
syllabus (in small groups)
 Interactions with school teachers and principal about how they operationalise the
prescribed curriculum into an action plan; how curriculum is evaluated and revised
 Observing the kinds of curricular experiences a school provides apart from classroom
teaching and discern their relevance vis a vis learner development; for this,
interactions with teachers and students could be held
 Study of selected readings and presentations based on these
Practicum:
1. Preparation of any topic from the course content and presenting in the classroom.
2. Analytical study of school- curriculum development.
3. Report on curriculum development for the school stage in state/UT.
4. Write a paper on curriculum development.
5. Development of a unit test and its try out.
6. Evaluation of a school textbook.
Modes of Internal Assessment Marks
Written tests 10
Any two of the Practicum: 05
Suggested Readings:
1. Bob Moon and Patricia Murphy (Ed). (1999). Curriculum in Context. London. Paul
Chapman Publishing.
2. Chryshochoos, N.E. (1998). Learner Needs and Syllabus Design. M.A. Dissertation.
England. School of English.University of Durham.
3. D.J. Flinders and S.J. Thorton (eds). (1997). My Pedagogic Creed. New York. The
Curriculum Studies Reader, Rontceoge.
4. G.W. Ford and Lawrence Pungo. (1964). The structure of Knowledge and the
curriculum. Chicago. Rand McNally & Company.
5. Groundland, N.E. (1981). Measurement and Evaluation in Teaching. New York.
Macmillan.
6. Kelley, A.B. (1996). The Curricular Theory and Practice. US. Harper and Row.
7. Kumar Krishna. (1997). What is Worth Teaching. New Delhi. Orient Longman.
8. Taba, Hilda. (1962). Curriculum Development. Theory and Practice. New York. Har
Court, Brace and Wald.
9. Tyler, R.W. (1949). Basic Principles of Curriculum and Instruction. Chicago. University
of Chicago Press.
10. KochharS.K. (1970). Secondary School. New Delhi. Sterling publishers Administration.
11. The Report of Education Commission. (1964-66). MHRD Govt. of India .
12. HkVukxj] lqjs’k- ¼1996½- 'kSf{kd izcU/k vkSj f’k{kk dh leL;k,sa- esjB- lq;kZ ifCyds’kuA
13. xqIrk ,y-Mh- ¼1990½- mPp 'kSf{kd iz’kklu- gfj;k.kk lkfgR; vdkneh p.Mhx<-A
14. lqf[k;k ,l-ih- ¼1965½- fo|ky; iz’kklu ,oa laxBu- vkxjk- fouksn iqLrd eafnjA
15. of’k"B dsd-s ¼1985½- fo|ky; laxBu ,oa Hkkjrh; f’k{kk dh leL;k,s]a esjB- yk;ycqd fMiksA
135
 16. nso vkpk;Z egsUnz- ¼1998½- fo|ky; izcU/k]jk"Vªok.kh- fnYyh- izdk’kuA
17. 'kekZ vkj-,- ¼1995½- fo|ky; laxBu rFkk f’k{kk- esjB- iz’kklulw;kZ ifCyds’kuA
18. O;kl gfj’pUnz- ¼2003½- 'kSf{kd izcU/k vkSj f’k{kk dh leL;k,sa- ubZ fnYyh- vk;Z cqd fMiks] 30
ukbZokykdjkSyckxA

CC 7 - Assessment for Learning

Instructional time: 4 periods /week Max. Marks: 75
Exam Duration: 3 Hours Internal: 15
External: 60
Objectives of the course:
On completion of the course, the student teacher will be able to:
 gain a critical understanding of issues in assessment and evaluation
 become cognizant of key concepts such as test, measurement, examination,
formative and summative assessment, and evaluation
 understand different kinds and forms of assessment that aid student learning
 use a wide range of assessment tools, learn to select and construct them
appropriately
 evolve realistic, comprehensive and dynamic assessment procedures that are
able to keep the whole student in view
 understand the use of action research in solving problems
Course Outline:
Unit I: Overview of Assessment and Evaluation
 Perspective on assessment and evaluation of learning in a constructivist
paradigm
 Distinction between ‗assessment of learning‘ and ‗assessment for
learning‘
 Purposes of assessment in a ‗constructivist‘ paradigm:
 engage with learners‘ minds in order to further learning in
various dimensions
 promote development in cognitive, social and emotional
aspects
 Critical review of current evaluation practices and their assumptions
about learning and development
 Meaning and Objectives of :
 test, measurement, examination, and evaluation
 formative and summative evaluation
 continuous and comprehensive evaluation
 grading and its types
Unit II:School-Based Assessment and Evaluation: Policies, Practices and Possibilities
 Impact of examination-driven schooling
 On Pedagogy: content-confined, information focused testing; memory- and activity
centric teaching and testing
 De-linking school-based assessment from examinations: some possibilities and
alternative practices
Contexts of assessment: subject- related and person- related
Unit III: Efforts towards Examination Reforms
 Efforts towards examination reforms in India based on: NPE,1986; POA, 1992; NCF,
2000 and 2005 and National Focus Group Position Paper on Examination Reforms

136
 (Discussion should cover analysis of recommendations, implementations and the
emerging concerns)
 Management of Examination in Schools
 Role of ICT in examination
 Action Research in improving classroom practices: concept need and steps of action
research, action research as an approach to improve class and school practices.
Development of an Action Research Plan.
Unit IV: Teacher competencies in evolving appropriate assessment tools
 Teacher competencies
 Visualizing appropriate assessment tools for specific contexts, content, and student
 Achievement test: meaning, need, steps and blue print.
 Evolving suitable criteria for assessment
 Organizing and planning for student portfolios and developing rubrics for portfolio
assessment
 Using assessment feedback for further learning
Unit V: Data Analysis, Feedback and Reporting
 Statistical tools- percentage, graphical representation, frequency distribution, central
tendency, variation, normal distribution
 Feedback as an essential component of formative assessment
 use of assessment for feedback; for taking pedagogic decisions
 Types of teacher feedback (written comments, oral); peer feedback
 Place of marks, grades and qualitative descriptions
 Developing and maintaining a comprehensive learner profile
 Purposes of reporting: to communicate
 progress and profile of learner
 basis for further pedagogic decisions
 Reporting a consolidated learner profile
Modes of Learning Engagement:
Some suggested modes of learning engagement are:
 Lecture-cum-discussion
 Readings and presentations
 Group discussions
 Analysis of a range of assessment tools
 Developing worksheets and other tasks for learning and assessment in one‘s specific
subject area
 Maintaining a portfolio related to the course-work and devising rubrics for assessment
 Constructing a test or an examination paper in one‘s subject area; critical review of
these
 Observing, interviewing and writing comprehensive profile of a student
 Simulated exercises in ‗marking‘ and giving feedback to fellow student-teachers (on a
written task); critical review of feedback
 Simulated exercise in marking an examination paper in one‘s subject area; critical
review of marking
Practicum:
1. Compare different forms of assessment.
2. Presentation of different kinds of grading with advantages and disadvantages.
3. Focus group discussion on examination driven teaching and learning.

137
 4. Critical evaluation of examination reforms suggested and implemented based on NPE-
1986; POA-1992; NCF-2000; and NCF-2005.
5. Developing Action Research proposal following the established steps of Action Research.
6. Organising student Portfolio assessment and developing rubrics for portfolio assessment.
7. Developing Achievement Test and practicing method of finalizing the test.
Modes of Internal Assessment Marks
Written tests 10
Any two of the Practicum 05
Suggested Readings:
1. Baker, B, Costa, A. & Shalit, S. (1997). The norms of collaboration. Attaining
communication competence. In A. Costa & R. Liebmann (Eds.), The process-centered
school. Sustaining a renaissance community (pp. 119-142). Corwin. Thousand Oaks,
CA.
2. Black, P. Harrison. C., Lee, C., Marshall, B, & William, D. (2004). Working inside
the black box Assessment for learning in the classroom. Phi Delta Kappan, 86 (1), 8-
21.
3. Bransford, J. Brown, A.L., & Cocking, R.R. (Eds.). (2000). How people learn: Brain,
mind, experience, and school. Washington. DC. National Academy Press.
4. Burke, K. (2005). How to assess authentic learning (4th Ed.). Thousand Oaks, CA.
Corwin. Burke, K. Fogarty, R. & Belgrad, S (2002). The portfolio connection Student
work linked to standards (2nd Ed.) Thousand Oaks, CA. Corwin.
5. Carr, J.F. & Harris, D.E. (2001). Succeeding with standards. Linking curriculum,
assessment, and action planning. Alexandria, VA: Association for Supervision and
Curriculum Development.
6. Danielson, C. (2002). Enhancing student achievement: A framework for school
improvement. Alexandria, VA: Association for Supervision and Curriculum
Development.
7. Gentile, J.R. & Lalley, J.P. (2003). Standards and mastery learning: Aligning teaching
and assessment so all children can learn. Thousand Oaks. CA. Corwin.
8. Guskey, T.R., & Bailey, J.M. (2001). Developing grading and reporting systems for
student learning. Thousand Oaks. CA. Corwin.
9. NCERT (1985). Curriculum and Evaluation. New Delhi. NCERT.
10. NCERT (2005). National Curriculum Framework. New Delhi. NCERT.
11. NCERT (2005). National Focus Group Position Paper on Examination Reforms. New
Delhi. NCERT.
12. Norris N. (1990). Understanding Educational Evaluation. Kogan Page Ltd.
13. Natrajan V. and Kulshreshta S. P. (1983). Assessing non-Scholastic Aspects-Learners
Behaviour. New Dlehi. Association of Indian Universities.
14. Newman, F.M. (1996). Authentic achievement: Restructuring schools for intellectual
quality. San Francisco. CA. Jossey-Bass.
15. Nitko, A.J. (2001). Educational assessment of students (3rd ed.). Upper Saddle River.
NJ. Prentice Hall.
16. Singh H.S. (1974) Modern Educational Testing. New Delhi. Sterling Publication.
17. Thorndike RL and Hagen. (1977). Measurement and Evaluation in Psychology and
Education.

138
 PC 3
Group D: Pedagogical Courses
PC 1: Learning to Function as a Teacher (School Internship)
Duration: Sixteen weeks Max. marks: 300
Internal: 300
Objectives of the course:
On the completion of the course the student teachers will be able to:
 observe the classes of regular teachers and peers and learn about teaching learning
process and classroom management.
 develop skill in planning and teaching in actual classroom environment.
 reflect, learn to adapt and modify their teaching for attaining learning outcomes of
students.
 maintain a Reflective Journal.
 acquire skill in conducting Action Research/ Case Study.
 inculcate organisational and managerial skills in various school activities.
 create and maintain resources for teaching and learning in internship schools.
 work with the community in the interest of the learner and their learning outcomes.
Internship Tasks:
The student teachers will perform the following in the school attached to her/him.
(a) Delivery of lessons
 The student teachers will deliver a minimum of 40 lessons including two criticism
lessons (one at the end of 9th week and the other during the last week of the teaching
assignment) in each Pedagogy course. In total they will teach 80 lessons in two
Pedagogy courses (Preferably 20 lessons for Upper Primary classes and 20 for
Secondary classes in each Pedagogy course).
 The student teachers will visualize details of teaching learning sequences, keeping all
considerations in view. They will also involve themselves in discussion, reflection,
reconsideration and consolidation after each lesson as well as at the end of the unit.
(b) Practicum
 Preparation, administration and analysis of achievement tests in two Pedagogy
courses.
 Conducting Action Research / Case Study.
 Observing ten lessons of a regular teacher and ten lessons of peers in each Pedagogy
course and preparing an Observation Record.
 Preparing and using teaching aids in each Pedagogy course.
 Writing a Reflective Journal.
 Organising any two co curricular activities and reporting.
 Preparing a suggestive comprehensive plan of action for improvement of some
aspects of the school, where they have been teaching during Internship.
 Reporting on activities conducted with the community.
Any other activity given under Suggested School Activities can be studied after
consultation with the Faculty, in charge of Learning to function as a teacher (School
Internship).
Suggested School Activities
 Organising cultural, literary, sports and games activities
 Framing of time table
 Organising Morning Assembly
 Maintenance of school discipline
139
  Maintenance of school records, library and laboratories
 Providing Guidance and Counseling services
 Studying the role of community in school improvement
 School Mapping
 Water Resource Management in schools
 Mass awareness of social evils and taboos
 Organising educational fair, exhibition, club activities, nature study and field trip
(Any other activity/ activities decided by the Institute)
Post Internship Tasks:
 Post Internship is organized for a day mainly for reflection and review of internship
programme as a whole, to facilitate the understanding of the effectiveness of various
activities undertaken during the internship. The tasks include the following.
 Seeking reactions from students, teachers, Heads and teachers of cooperating schools
and supervisors of the Institute.
 Exhibition of the Teaching Learning Material used by the student teachers during the
internship.
 Any other activity decided by the Institute.
 Inviting suggestions for improving the programme.
Modes of Learning Engagement:
 Internship tasks will be carried out as a part of the ‗in-school‘ practice. A
mentor/cooperating teacher and supervisor of the Institute will guide the student
teacher periodically.
 Student teachers will observe at least 10 lessons of regular classroom teacher and 10
lessons of their peers.
 Adequate classroom contact hours - a minimum of 40 lessons including two criticism
lessons in each Pedagogy course preferably 20 lessons for Upper Primary classes (VI-
VIII and 20 lessons for Secondary classes (IX and X) for subject based teaching –
learning will be under taken in consultation with the school authorities.
 A Reflective Journal will be maintained by the student teacher in which she/he
records his/her experiences, observations and reflections on classroom experiences.
 A portfolio will be maintained by the student teachers which includes lesson plans,
resources used, assessment tools, student observations and other records.
 Student teachers will always work in liaison with the regular teachers in the schools
involving themselves in all the school activities and conducting at least two activities.
 The Institute in consultation with the schools will prepare the details of the internship
programme for each of the schools.
Modes of Assessment:
The assessment of the student teachers will be carried out on the basis of their day to day
participation and performance by a group of teacher educators. The details of activities and
the marks allotted are given below.
Activity Marks
a. Classroom teaching ( two Pedagogy courses) : 200
b. Criticism lessons ( four lessons in total) : 40
c. Reflective Journal ( two Pedagogy courses) : 10
d. Observation Records
Ten lessons of school teacher : 05
Ten lessons of peer : 05
e. Achievement test- development,
Administration and analysis : 10
140
f. Case study/ Action Research : 10
g. Detailed Record of any two activities
organized by the student teacher : 10
h. One Teaching Aid in each of the Pedagogy courses : 10
Total : 300

141
 ikB~;Øe

SYLLABUS

SCHEME OF EXAMINATION AND

COURSES OF STUDY

B.A.B.Ed. Programme (RIE Scheme)

B.A.B.Ed. Part I Examination 2017

B.A.B.Ed.Part II Examination 2018
B.A.B.Ed.Part III Examination 2019
B.A.B.Ed. Part IV Examination 2020

142