SEMESTER V

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

DISCIPLINE SPECIFIC CORE COURSE -1 (DSC-1) -: History of India - V: c. 1500 - 1600

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Code Credits Credit distribution of the course Eligibility Pre-requisite
criteria of the course
Lecture TutorialPractical/
Practice (if any)
History of India - V: 3 1 12 th Pass Should have
C. 1500-1600 studied History
of India
- IV: c. 1200
1500

Learning Objectives
The course is intended to engage students into a critical discussion of political, institutional and
cultural processes that led to the establishment and consolidation of theMughal state in India. It
also provides a basic understanding of major developments in other regions of the Indian sub
continent not ruled by the Mughals in the sixteenth century. The students would famillarise
themselves with the nature and variety of sources as well as the diverse and uneven ways in which
historians have treated and interpreted them

Learning outcomes
Upon completion of this course the student shall be able to:
" Critically evaluate major sources available in Persian and vernacular languages forthe
period under study
" Compare, discuss and examine the varied scholarly perspectives on the issues ofthe
establishment and consolidation of the Mughal state.
" Explain the religious milieu of the time by engaging with some prominent religious
traditions.
Discuss how different means such as visualculture was used to articulate authorityby the
rulers
Discern the nuances of the process of state formation in the areas beyond thedirect
control of the Mughal state.

SYLLABUS OF DSC
Unit I: Sources and Historiography
1. An overview of Persian Literary Traditions
2. Vernacular Literature- Brajbhasha and Telugu/Tamil

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 Unit ll: Political Formations and Institutions
1. Mughal state- Role of Military tactics and technology; Changing notions ofkingship
; Institutions (Evolution of Mansab, Jagir and land revenue system)
2. Rajput and Ahom Political culture
3. Formation of Nayaka states of Madurai, Thanjavur and Jinji

Unit Ill: Political and Religious ldeas

1. Sulh-i-kul and Akhlagi tradition; ldeological challenges
2. Vaishnava Bhakti Traditions of North India
3. Shaivite traditions

Unit IV: Visual culture and articulation of Authority

1. Fatehpur Sikri.
2. Chittor Fort.
3. Temples and Gopurams of the Nayakas: Meenakshi temple

Practical component (if any) - NIL

Essential/recommended readings

Unit I. This unit introduces students to the available Persian and vernacular literary sources
for the study of the period under study. It also provides an opportunity to the students
to critically analyse these sources based on their modern historiographical
interpretations. (Teaching Time:9hrs. approx.)
Essential Readings:
Rizvi, S. A. A. (1975)- Religious and Intellectual History of the Muslims During the Reign
of Akbar (1556-1605), Delhi: Munshiram Manoharlal
Truschke, Audrey (2016). Culture of Encounters, New Delhi: Penguin Allen Lane,
(Chapter 4 'Abul Fazl Redefines Islamicate Knowledge and Akbar's Sovereignty', pp.
142- 165)
Alam, Muzaffar (2004). Languages of Political Islam, Delhi: Permanent Black, (Chapter
4, 'Language and Power', pp. 115-140)
" Ali, SAthar. (1992). "Translations of Sanskrit Works at Akbar's Court" Social Scientist,
vol. 20 no.9, pp, 38-45
Busch, Allison (2005), "Literary Responses to the Mughal lmperium: the Historical
Poems of Kesavdas" in South Asia Research, Vol. 25, No.1, pp 31-54
Busch, Allison (2010) "Hidden in Plain view: Brajbhasha poets at the MughalCourt"
Modern Asian Studies. Vol. 44, No.2, pp 267-309
Sharma, Sandhya (2011). Literature, Culture and History in Mughal Northindia,
1550- 1800, Delhi: Primus (Introduction and Chapter 5)
Rao, VN, David Shulman, and Sanjay Subrahmanyam (eds.) (2001). Textures ofTime:
Writing History in South India 1600-1800, Delhi: Permanent Black
Sreenivasan, Ramya (2014) "Rethinking Kingship and Authority in South Asia: Amber
(Rajasthan), Ca. 1560-1615." Journal of the Economic and Social History of the Orient
57, no. 4, pp 549-86

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 DISCIPLINE SPECIFIC CORE COURSE- 2 (DSC-2): History of India - VI: c. 1750- 1857

Credit distribution, Eligibility and Prerequisites of the Course

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code Lecture Tutorial Practical/ criteria of the course
Practice (if any)
History of India 4 3 1 12 th Pass Should have
VI: c. 1750 - 1857 studied History
of India
- IV: c. 1200
1500

Learning Objectives
The paper introduces students to key features of the 18th century in the Indian subcontinent. It
analyses the interface between the 18th century kingdoms and the early colonial state. The pa-per
also discusses the processes by which the British East India Company transformed itself into a state
and gradually consolidated its position over a vast expanse. Apart from the evolution of colonial
institutions of governance and developing forms of colonial exploitation, the paper also highlights
the interface between Company Raj and indigenous elite on various social issues. The paper
concludes with a critical survey of peasant resistance to colonial agrarian policies, and the 1857
revolt against the Company Raj.

Learning outcomes
Upon completion of this course the student shall be able to:
Outline key developments of the 18th century in the Indian subcontinent.
Explain the establishment of Company rule and important features of theearly
colonial regime.
Explain the peculiarities of evolving colonial institutions and their impact.
Elucidate the impact of colonial rule on the economy.
Discuss the social churning on questions of tradition, reform, etc. during thefirst
century of British colonial rule.
Assess the issues of landed elites, and those of struggling peasants, tribals and
artisans during the Company Raj.
SYLLABUS OF DSC
Unit I: India in the mid-18th Century: society, economy, polity and culture

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 1. Issues and Debates
2. Continuity and change

Unit ll: Colonial expansion: policies and methods with reference any two of the following
Bengal, Mysore, Marathas, Awadh, Punjab and the North- East

Unit lll: Colonial state and ideology

1. Imperial ideologies: Orientalism, Utilitarianism, and Evangelicalism
2. Indigenous and colonial education

Unit IV: Economy and Society

1. Land revenue systems and its impact
2. Commercialization of agriculture
3. De-industrialization

Unit V: 19th Century: Reforms and Revival

1. Young Bengal, Brahmo Samaj, Prathana Samaj, Faraizis and Wahabis, Aryasamaj
2. Discourse on Gender and Caste in Reform and revival movement

Unit VI: Popular resistance

1. The Uprising of 1857
2. Peasant resistance to colonial rule: Santhal Uprising (1856); Indigo Rebellion(1860).
Kol Uprising (1830-32)
Practical component (if any)- NIL

Essential/recommended readings
Unit-1: This Unit enables the students to outline key developments of the 18th
century in the Indian subcontinent. These developments are discussed through key debates
on the varied historical evidence used by historians when examining the weakening Mughal
state, growth of regional kingdoms, changing dynamics of the economy, evolving social
structures, cultural patterns, etc. (Teaching Time: 9 hrs. approx.)
" Alavi, Seema(ed.). (2002). The Eighteenth Century in India. New Delhi: OUP
(Introduction).
Bayly, C.A. 1988. Indian Society and the making of the British Empire. Cambridge: CUP
(Chapter1, pp. 7- 44).
Parthasarathi, Prasannan. 2011. Why Europe Grew Rich and Asia Did Not: Global
Economic Divergence, 1600- 1850. Cambridge: CUP (Introduction and Part I, pp. 1-88;
Part lIl, pp. 185-269).
Faruqui, Munis D. 2013. "At Empire's End: The Nizam, Hyderabad and Eighteenth
Century India," In Richard M. Eaton, Munis D. Faruqui, David Gilmartin and Sunil
Kumar (Eds.), Expanding Frontiers in South Asian andWorld History: Essays in Honour
of John

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 DISCIPLINE SPECIFICCORE COURSE-3 (DSC-3): History of Modern Europe -I

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Code Credits Credit distribution of thecourse Eligibility Pre-requisite of
Lecture TutorialPractical/ criteria the course
Practice (if any)
History of Modern 4 3 1 12 th Pass Nil
Europe-I

Learning Objectives
This paper shall provide a critical overview of the French Revolution, and acquaint the students
with the repercussions of the revolution, both within and beyond France. It shallalso trace the
patterns and outcomes of social upheaval throughout Europe in the first half of the 19th century.
The debates on the development and impact of industrialcapitalism shall be discussed. The birth
of new social movements, political ideas and structures shall be contextualised within developing
capitalism of the nineteenth century.
Learning outcomes
On completing this course, the students will be able to:
Identify what is meant by the French Revolution.
Trace short-term and long-term repercussions of revolutionary regimes andEmpire
building by France.
Explain features of revolutionary actions and reactionary politics of threatened
monarchical regimes.
" Delineate diverse patterns of industrialization in Europe and assess the socialimpact of
capitalist industrialization.
Analyse patterns of resistance to industrial capital and the emerging politicalassertions
by new social classes.

SYLLABUS OF DSC-3

Unit I: The French Revolution

1. The Enlightenment, political and economic crisis of the Ancien Regime
2. A new political culture and transformations: Democratisation of polity and
academies, changing social relations
3. Historiographical Perspectives on the French Revolution

Unit l: Continuity and change in the early nineteenth century

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 1. First French empire and monarchical consolidation
2. Revolutions 1830s-1850s

Unit l: Industrial Revolution and Social Transformation (the 19th century)

1. Experience of Industrialisation France, Germany and Eastern / SouthernEurope
2. Impact of the Industrial Revolution: Work, Family and Gender

Unit IV: Political movements in the 19th century

1. Parliamentary and institutional reforms in Britain, chartists &suffragettes
2. Industrial unrest, development of socialism: Utopians, Marxism, the
International working class movement and social democracy

Unit V: Culture and Society: 1789-1850s

1. Popular Consumption of Culture: Neo Classical Art, Romanticism and Realism in art
and literature
2. The City in the age of Industrialization

Practical component (if any) NIL

Essential/recommended readings
Unit 1: In this rubric the students would have learnt about the origins of the French Revolution
and political transformation in late eighteenth century France. They would have explored
various themes linking the phases of the revolution with various key developments during
the revolutionary years, transformation of institutions and social relations. (Teaching time:
15 hrs. approx.)
" McPhee, Peter. (2002).The French Revolution 1789-1799. New York: Oxford University
Press (Chs.1 -- 9) Ebook by Peter Mc. Phee
Campbell, Peter R. (Ed.).(2006). The Origins of the Revolution. New York:Palgrave
Macmillan, pp. 1-34, 139-159 (Introduction and Ch.5).
" Rude, George (2000).Revolutionary Europe1783-1815. Somerset, New Jersey, U.S.A.:
Wiley-Blackwell (Ch.1).
Furet, Francois, (1988). The French Revolution 1770-1814. Oxford: Blackwell, pp.3-100
and 211-66.
Landes, Joan B. (1988). Women and the Public Sphere in the Age of the French
Revolution. Ithaca, London: Cornell University Press,
" Darnton, Robert. (1996). "What was Revolutionary About the French Revolution." in
Peter Jones, (Ed.).The French Revolution in Social and Political Perspective. London:
Edward Arnold, pp. 18-29.
Kates, Gary. (Ed.).(1998).The French Revolution: Recent debates and Controver- sies.
London and New York: Routledge.
" Frey, Linda S. and Marsha S. Frey.(2004). The French Revolution, Westport, CT:
Greenwood Press, pp. 37-46 ("A New Political Culture").
" Kennedy, Emmet. (1989).A Cultural History of the French Revolution. New Haven and
London: Yale University Press. Chapter 9

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 DISCIPLINE ELECTIVE CORE COURSE- 1 (DSE): History of the USSR: From Revolution
to Disintegration (c. 1917 - 1991)

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Code CreditsCredit distribution of the course Eligibility Pre-requisite of
Lecture Tutorial Practical/ criteria the course
Practice (if any)
History of the USSR: 4 3 1 0 12 th Pass NIL
From Revolution to
Disintegration (c. 1917
-1991)

Learning Objectives
The course introduces students to the history of the USSR from the two revolutions of 1917 to the
disintegration of USSR. Students study the various challenges faced by the Bolsheviks and the steps taken
to resolve these issues. Students will also trace the evolution of new institutions and ways of organizing
production both in the factory and at the farm. They will also evaluate important foreign policy issues and
the Soviet Union's involvement and role in the World War Il. The course studies the most dramatic years
in the history of the USSR 0.e., the period between 1945 to 1991. The extent of major economic and
political changes between 1956 and 1991 will be examined and the period of reconstruction, stagnation
and growth will be examined. The reforms of the Gorbachev era will provide some of the contexts for the
study of the larger [global] processes that led to the dissolution of the Soviet Union.

Learning outcomes
On completion of this course students shall be able to
Explain how USSR emerged out of Imperial Russia.
Explain the new organization of production in the fields and in the factory.
Outline and explain key developments in the history of the USSR between 1917 and 1991.
Examine Soviet policies for the period of the course in relation to nationalities and gender
questions.
Outline Soviet foreign policy issues.
Analyse the factors leading to disintegration of the Soviet Union and the formation of
Confederation of Independent States.

SYLLABUS OF DSE

I.The Russian Revolutions of February and October 1917; Background, Causes and Outbreak.

II. Aspects of Socialist Industrialization -ldeas, Debates and Planning

a) War Communism, NEP, Great Debate
b) Collectivization
c) Industrialization and Planning

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L. Soviet Foreign Policy from World War ll to Cold War- (1930s-64)

IV. Soviet Union from Reconstruction to Stagnation to Recovery

a) Khrushchev
b) Brezhnev
c) Gorbachev

V. Question of Nationalism and Disintegration of USSR

VI. Aspects of Culture in Soviet Union

a) Gender 1917-45
b) Literature and Arts 1917-64
c) Cinema and Sports 1920s-91

Essential Readings and Unit Wise Teaching Outcomes:

Unit I: In this unit students will learn about the background to the Russian Revolutions of February
and October 1917 its causes and outbreak.
Acton, Edward, Vladimir Cherniaev and William Rosenberg eds. (1997). Critical
Companion to the Russian Revolution, 1914-1921. London: Arnold. Pp.3-34
Figes, Orlando. (1996). A People's Tragedy: A History of the Russian Revolution.
London: Jonathan Cape. PART TWO THE CRISIS OF AUTHORITY (1891-1917) pp.
157-305
Kenez, Peter. (1999). AHistory of the Soviet Union from the beginning to the end.
Cam- bridge: Cambridge University Press. Chapters land 2, pp. 1- 40
Suny, Ronald Grigor, ed. (2006). Cambridge History of Russia. Volume 3. Cambridge:
Cam- bridge University Press. Chapters 1 to 4, pp 5- 139

Unit ll: In this unit students will learn about economic policies of the Bolsheviks and associated
debate in the 1920s. The students will students will also learn about the issues related to
processes of Collectivisation and Industrialisation in Russia.
Fitzpatrick, Sheila. (2001). The Russian Revolution 1917-1932. New York, USA:
Oxford University Press. Chapter 3: The Civil War, Chapter 4: NEP and Future of the Revolution.
Pp 68- 119
Nove, Alec. (1993). An Economic History of the USSR, 1917-1991. London: Penguin Books, (revised
edition), Chapters 3 to 6, pp 39- 158
Kenez, Peter. (1999). AHistory of the Soviet Union from the beginning to the end.
Cam-
272
bridge: Cambridge University Press. Chapters 2and 3, pp 14- 78, Chapters 7to 9, pp 159
Suny, Ronald Grigor, ed. (2006). Cambridge History of Russia. Volume 3. Cambridge:Cambridge
University Press. Chapters 5 and 6, pp 140- 191
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