SEM VI SYLLABUS

SEMESTER – VI
DEPARTMENT OF HISTORY
Category I
[UG Programme for Bachelor in History (Honours) degree in three years]
DISCIPLINE SPECIFIC CORE COURSE -1 (DSC-1) – : History of India – VII: 1600 – 1750s
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE
Course title & Code Credits Credit distribution of the course Eligibility Pre-requisite
Lecture Tutorial Practical/ criteria of the course
Practice (if any)
History of India – VII: 4 3 1 0 Class XII Should have
1600 – 1750s studies
History of
India I – VI
Learning Objectives
The course draws students into a discussion of the multiple historiographical narratives
available for the history of India in the period between the early seventeenth and the mid-
eighteenth centuries. It intends to familiarise them with challenges that the Mughal Empire
faced in the process of territorial expansion and regional contestations. Students also get
to explore state sponsored art and architecture as a visual expression of authority. They
would also be introduced to the nature of the pre-colonial agrarian society as well as Indian
participation in the international trade. In addition, the course aims to introduce students
to contrasting religious ideologies of the times and their effect on the contemporary
political dispensation.
Learning outcomes
On completion of this course, the students shall be able to:

• Critically evaluate the gamut of non-Persian contemporaneous literature available
in the form of personal accounts and vernacular tradition.
• Describe the major social, economic, political and cultural developments of the
times
• Explain the intellectual ferment of the seventeenth and eighteenth centuries and its
relation to state policies.
• Discern the larger motives behind the Imperial patronage of art and architecture
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• Understand the complexities of medieval Indian rural society and appreciate the
resilience of the mercantile communities in furthering the maritime trade of India
with long term economic implications.
SYLLABUS OF DSC-1
Unit I. Sources
1. Sanskrit Sources
2. Travelogues- Bernier and Manucci
3. Vernacular Literary Traditions- Mangal Kavya
Unit II. Political Developments and State Formation

1. Rajput State Formation and Negotiations
2. Mughal State- Changes and Crises
3. Maratha State under Shivaji and Peshwas
Unit III. Religious Ideas and Visual Culture

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

1. Rural Society- Village Community; Role of Zamindars
2. Merchant Communities
3. Pattern of India’s Oceanic Trade and its impact on the Indian Economy
Practical component (if any) - NIL
Essential/recommended readings
Unit I: Introduces students to the historical source materials of the seventeenth and
the eighteenth centuries other than the official chronicles. Through reading non-
official, courtly and vernacular, public and personal accounts students shall be urged
to think through histories, genres, and sources and rethink the above categories. The
unit thus, contemplates a critical historiography. (Teaching Time: 9 hours Approx.)
• Truschke, Audrey (2016), Culture of Encounters: Sanskrit at the Mughal Court,
New Delhi: Penguin Allen Lane, (Introduction, Chapters 5 and 6)
• Tambiah, S.J. (1988). “What did Bernier Actually say? Profiling the Mughal
Empire”,
• Contribution to Indian Sociology, vol.31 no.2, pp. 361-86.
• Ray, A. (2005). “Francoise Bernier’s Idea of India” in I.Habib, (Ed.). India: Studies
in the History of an Idea, New Delhi: Munshiram Manoharlal
150
• Subrahmanyam, Sanjay. (2008). “Further thoughts on an Enigma: The tortuous
life of Niccolao Manucci 1638-c.1720” in Journal of the Economic and Social
History of the Orient, Vol. 45. No. 1, pp. 35-76.
• Curley, David L. (2008), Poetry and History. Bengali Mangal-Kabya and Social
Change in Pre-Colonial Bengal, New Delhi: Chronicle Books (Chaps. 1 and 5).
• Chatterjee, Kumkum (2013), “Goddess Encounters: Mughals, Monsters and the
Goddess in Bengal” in Modern Asian Studies, Vol. 47, Issue-5, pp. 1435-87
Unit II: Foregrounds issues in the formation and maintenance of political power and
its challenges in the Mughal, Rajput and Maratha states. It analyses events of alliances
and contestations to sketch an image of state formations in pre-colonial India.
(Teaching Time: 15 hours Approx.)
• Alam, Muzaffar. (2013), Crisis of the Empire in Mughal North India, Delhi:
Oxford University Press. (Introduction)
• Richards, J. F. (2007). The Mughal Empire: The New Cambridge History of India,
Volume 5, Cambridge: Cambridge University Press
• Richard Eaton (2019). India in the Persianate Age, 1000-1765, New Delhi,
Penguin Allen Lane (Introduction, Chapters 6 and 7)
• Moin, Afzar. (2012), The Millennial Sovereign: Sacred Kingship and Sainthood in
Islam, New York: Columbia University Press. (Introduction, Chapter 5)
• Lefèvre, Corinne (2007), “Recovering a Missing Voice from Mughal India: The
Imperial discourse of Jahangir (1605-27) in his Memoirs”, in Journal of
Economic and Social History of the Orient, Vol. 50, No. 4, pp. 452-89.
• Chandra, Satish (1993). Mughal Religious Policies, Rajputs and the Deccan, New
Delhi: Oxford University Press. (Chapters 1,2 and 4)
• Bhargava, Meena (Ed.,) (2014). The decline of the Mughal Empire, Delhi: OUP
(Introduction, Chapters 2 and 3)
• Sharma, G D. (1997). Rajput Polity: A Study of Politics and Administration of the
State of Marwar, Delhi: Manohar
• Ziegler, Norman P. (2010). “Evolution of the Rathor State of Marwar: Horses,
Structural Change and Warfare” in Meena Bhargava (ed.) Exploring Medieval
India. Sixteenth to Eighteenth Century, Vol. II, Delhi: Orient Black Swan
• Ziegler, Norman. P. (1998). “Some notes on Rajput Loyalties during the Mughal
Period” in J. F. Richards (Ed.) Kingship and Authority in Southeast Asia. Delhi:
Oxford University Press.
• Hallissey, Robert C. (1977). The Rajput Rebellion against Aurangzeb: A Study of
the Mughal Empire in Seventeenth-Century India, Columbia: University of
Missouri Press.
• Sreenivasan, Ramya (2004). “Honoring the family: Narratives & Politics of
Kingship in Pre-colonial Rajasthan, in Chatterjee, Indrani, ed., Unfamiliar
Relations: Family and History in South Asia. New Brunswick, NJ: Rutgers
University Press.
• Sreenivasan, Ramya (2014). “Rethinking Kingship and Authority in South Asia:
Amber (Rajasthan), Ca. 1560-1615.” Journal of the Economic and Social History
of the Orient 57, no. 4, pp 549–86
151
• Gordon, Stewart. (1998). The Marathas, 1600-1818, Cambridge: Cambridge
University Press.
• Chandra, Satish. (1982). Medieval India: Society, the Jagirdari Crisis and the
Village. Delhi: Macmillan (Chapters 8,9 and 10)
• Wink, Andre (1986), Land and Sovereignty in India: Agrarian Society and Politics
under Eighteenth Century Maratha Swarajya, Cambridge: Cambridge University
Press.
Unit III: Contends with state and doctrinal attitudes towards religious belief and
practice and their relation to state policy. In addition, the unit also highlights nuances
of the visual culture (art and architecture) as a mechanism to promote imperial
ideology. (Teaching Time: 12 hours Approx.)
• Faruqui, Munis (2014). “Dara Shukoh, Vedanta and Imperial Succession”, in
Vasudha Dalmia and MunisFaruqui, (Eds.). “Religious Interaction in Mughal
India. Delhi: Oxford University Press, pp.30-64.
• Gandhi, Supriya (2020), The Emperor Who Never Was. Dara Shukoh in Mughal
India, Harvard University Press. (Introduction, Chapters 6 and 7)
• Chandra, Satish. (1993). Mughal Religious Policies, the Rajputs and the Deccan.
Delhi: Vikas Publishing House. (Chapter 9 and 11)
• Husain, Azizuddin S M (2000), ‘Jizya- Its Reimposition During the Reign of
Aurangzeb’,
• Indian Historical Review, Vol 27, Issue 2, pp 87-121
• Brown Katherine B. (2007). “Did Aurangzeb Ban Music? Questions for the
Historiography of his Reign” Modern Asian Studies, Vol. 41, No. 1, pp. 77-120.
• Eaton, Richard M. (2003). Essays in Islam & Indian History 711-1750, Delhi: OUP.
(Introduction and Chapter 4).
• Asher, Catherine (1995). Architecture of Mughal India, The Cambridge History
of India: Vol. 1 Part 4. Cambridge: Cambridge University Press.
• Koch, Ebba. (2001). Mughal art and Imperial Ideology: Collected Essays, Delhi:
• Koch, Ebba. (2013). Mughal Architecture: An outline of its History and
Development (1526- 1858). Delhi: Primus.
• Blake, Stephen. (1991). Shahjahanabad: The Sovereign City in Mughal India,
1639-1739.
• Cambridge: Cambridge University Press.
• Moin, Afzar. (2012), The Millennial Sovereign: Sacred Kingship and Sainthood in
Islam, New York: Columbia University Press (Chapter 6)
• Beach, M.C. (1992), Mughal and Rajput Painting, New Cambridge History of
India Vol.1. Part 3. Cambridge: Cambridge University Press.
• Desai, Vishakha N (1990), ‘Painting and Politics in Seventeenth-Century North
India: Mewar, Bikaner and the Mughal Court’, Art Journal, Vol 49, No 4, pp 370-
378
Unit IV: Acquaints students with core elements of the economy and society in pre-
Modern India. Alongside dealing with the complex rural society involving peasants and
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Zamindars, this unit also highlights the often ignored mercantile communities and
their role in facilitating India’s overseas trade during the seventeenth and eighteenth
centuries. Besides it deals with the activities of the European trading companies in the
Indian Ocean trade network and its impact on the Indian economy. (Teaching Time:
9 Hours Approx.)
• Kulkarni, A R, (1991), The Indian Village with special Reference to Medieval
Deccan (Maratha Country), General Presidential Address, PIHC, Vol 52, pp 1-43
• Habib, Irfan (1999), The Agrarian System of Mughal India (1556-1707), OUP,
New Delhi (Chapter 4)
• Habib, Irfan (1996). “Peasant Differentiation and the Structure of Village
Community: 16th and 17th Century Evidence From Northern India” in V K
Thakur and A Anshuman (Eds.) Peasants in Indian History, Patna
• Chandra, Satish (1982), Medieval India: Society, The Jagirdari Crisis and The
Village,
• New Delhi, Macmillan India Limited. (Chapters 3,4 and 6)
• S Nurl Hasan, (2008), Religion, State and Society in Medieval India: Edited and
Introduced by Satish Chandra, OUP, New Delhi (Chapters 12 and 21)
• Chaudhuri, K. N.(1982), “European Trade with India” in Tapan Raychaudhuri
and Irfan Habib (eds.) The Cambridge Economic History of India, Vol. 1 (c.1200-
c. 1750). Delhi: Orient Longman
• Das Gupta, Ashin and M N Pearson (eds) (1987), India and the Indian Ocean
1500-1800, Calcutta, OUP
• Pearson, Michael N (1988), ‘Brokers in Western Indian Port Cities: their role in
servicing Foreign Merchants’, Modern Asian Studies, Vol 22, No 3, pp 455-472
• Das Gupta, Ashin (2001), The World of the Indian Ocean Merchant, 1500-1800,
OUP
• Gupta, Ashin Das (1998), “Trade and Politics in 18th Century India” in Alam,
Muzaffar and Subrahmanayam, Sanjay. (ed.) The Mughal State. Delhi: Oxford
University Press
• Om Prakash, J. (1998). European Commercial Enterprise in Pre-colonial India.
The Cambridge History of India II.5, Cambridge: Cambridge University Press
• Chaudhuri, Sushil. (2017). Trade, Politics and Society: The Indian Milieu in the
Early Modern Era, London: Routledge, (Chapter 1)
Suggestive readings
• Faruqui, Munis D (2012), The Princes of the Mughal Empire, 1504-1719, New
York, Cambridge University Press. (Introduction, Chapters 4,5 and 6)
• Alam, Muzaffar and S Subrahmanyam (2014). Writing the Mughal World:
Studies in Political Culture, Delhi: Permanent Black
• Habib, Irfan. (1995). Essays in Indian History: Towards a Marxist Perspective,
Delhi: Tulika.
• Taft Frances H. (1994). “Honour and Alliance: Reconsidering Mughal-Rajput
Marriages” in Karine Schomer, Joan L. Erdman, Deryck O. Lodrick and Lloyd I.
Rudolph, (Eds.). The Idea of Rajasthan, Delhi: Manohar, Vol. 1, pp. 217-41.
153
• Dalmia Vasudha & Faruqui, Munis, (ed.) (2014). Religious Interactions in
Mughal India, Delhi: Oxford University Press, (Chap. 1-2)
• Koch, Ebba. (2001). “The Hierarchical Principles of Shah Jahani Painting” in Ebba
Koch,
• Mughal Art and Imperial Ideology. Delhi: Oxford University Press.
• Richards, J. F. (1998). “Formulation of Imperial Authority under Akbar and
Jahangir” in Muzaffar Alam and Sanjay Subrahmanyam ed. The Mughal State,
Delhi: Oxford University Press
• Mukhia, Harbans. (2009). The Mughals of India, Delhi: Blackwell Publishing.
• Alavi, Seema. (ed.) (2002). The eighteenth century in India. Delhi: Oxford
University Press
• Alam Muzaffar and Sanjay Subrahmanyam (1998). The Mughal state 1526 –
1750, Delhi: Oxford University Press
• Chenoy, ShamaMitra (1998), Shahjahanabad, Delhi: Munshiram Manoharlal
• Dutta, Rajat (2003) “Commercialization, Tribute and the transition from Late
Mughal to early Colonial in India” The Medieval History Journal , Vol:6 , No 2,
pp.259-91.
• Ehlers, Eckart and Krafft, Thomas (2003), Shahjahanabad / Old Delhi. Tradition
and Colonial Change, Delhi: Manohar
• Jha, Mridula (2017). “Mingling of the Oceans: A Journey through the Works of
Dara Shikuh”, in RaziuddinAquil& David L. Curley, (Ed..) Literary and Religious
Interactions in Medieval and Early Modern India, New Delhi: Routledge, pp. 62-
93.
• Mukherjee, Anisha Shekhar (2003). The Red Fort of Shahjahanabad, New Delhi:
Oxford University Press
• Tillotson, G.H.R (1990), Mughal India, New Delhi: Penguin Books. (Chapter on
Shahjahanabad and Red Fort)
• Bahuguna, R P (2017), ‘Religious Festivals as Political Rituals: Kingship and
Legitimation in Late Pre-Colonial Rajasthan’ in Suraj Bhan Bhardwaj, R P
Bahuguna and Mayank Kumar (eds) Revisiting the History of Medieval
Rajasthan. Essays for Professor Dilbagh Singh, Delhi,Primus Books
• Sreenivasan, Ramya. (2014). “Faith and Allegiance in the Mughal Era:
Perspectives from Rajasthan” in Vasudha Dalmia and Munis D. Faruqui (Ed.).
Religious Interactions in Mughal India, Delhi: Oxford University Press, pp. 159-
191.
• Talbot, Cynthia and Asher, Catherine B. (2006). India Before Europe,
Cambridge; Cambridge University Press.
• Kinra Rajeev. (2009). “Infantilizing Baba Dara: The Cultural Memory of Dara”, in
Journal of Persianate Studies, Vol. 2, pp. 165-93
Readings in Hindi Medium:

• Chandra, Satish (2018). Madhyakalin Bharat (Part II), Sultanat se Mughal Ka lTak,
NewDelhi: Jawahar Publishers & Distributors
• Habib, Irfan (Ed.).(2000). Madhyakalin Bharat, (Vols. 1-8, relevant articles), New
154
Delhi:Rajkamal Prakashan
• Habib, Irfan. (2017). Madhyakalin Bharat ka ArthikItihas: Ek Sarvekshan, New
Delhi:Rajkamal Prakashan
• Verma H C. (Ed.) (2017). Madhyakalin Bharat (Vol. II) 1540-1761, Hindi
MadhyamKaryanvan Nideshalaya, Delhi University
Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.
155
DISCIPLINE SPECIFIC CORE COURSE (DSC-2): History of India – VIII: c. 1857 – 1950
Credit distribution, Eligibility and Prerequisites of the Course
Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code Lecture Tutorial Practical/ criteria of the course
Practice (if any)
History of India – 4 3 1 0 Class XII Should have
VIII: c. 1857 – 1950 studies
History of
India I – VI
Learning Objectives
This paper introduces students to broad aspects of formation of identities and the manner
in which these identities unfolded themselves during the course of the Indian freedom
struggle. It provides an overview of socio-economic and political trends in colonial India
from the latter half of the 19th century. The paper critically analyses the various trends in
the national liberation movement and other aspects of politics which were foundational
for the modern Indian state. The aim is to develop interdisciplinary analytical skills at the
undergraduate level.
Learning outcomes
After successful completion of the course, the students will be able to:
• Identify how community, caste, and national identity developed in the late 19th,
and early 20th centuries.
• Outline the social and economic facets of colonial India and their influence on the
national movement.
• Explain the various trends of anti-colonial struggles in colonial India.
• Analyse the complex developments leading to partition and independence.
• Discuss the key debates on the making of the Indian Constitution, and need for
socio- economic restructuring after independence
SYLLABUS OF DSC- 2
Unit 1: Colonial Economy

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

1. Emergence of Indian National Congress (INC)
156
2. ‘Moderates’ and ‘Extremists’ Nationalist
3. Swadeshi and early Revolutionary Movements
Unit 3: Emergence and social base of Gandhian Nationalism

1. Foundations of Gandhian Nationalism
2. Gandhi and National Movements
a. Champaran, Kheda, Ahmedabad,
b. Rowlatt, Khilafat and Non-Cooperation Movements
c. Civil Disobedience Movement
d. d) Quit India Movement
Unit 4: Alternative trends in National Movement

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

1. Independence and Partition
2. The Making of the Constitution
Unit 6: Formation of Identities

1. Caste
2. Community
3. Nation
Unit I: This unit studies aspects of the colonial economy and its critique particularly
with reference to the phenomenon of ‘Drain of Wealth. It develops an understanding
of the emergence of modern industry and capitalist class in colonial India. (Teaching
Time: 6 hours Approx.)
• Chandra, Bipan. (1966). The Rise and Growth of Economic Nationalism in India:
Economic Policies of Indian National Leadership, 1880–1905. New Delhi:
People’s Publishing House (Introduction).
• Bagchi, Amiya Kumar. (2002). “The Other Side of Foreign Investment by
Imperial Powers: Transfer of Surplus from Colonies”, Economic and Political
Weekly, Vol. 37 (23), pp. 2229 - 2238.
• Bagchi, Amiya Kumar. (1972). Private Investment in India, 1900-1939.
Cambridge: Cambridge Univer- sity Press, pp. 3-25
157
• Mukherjee, Aditya. (2002). Imperialism, Nationalism and the Making of the
Indian Capitalist Class, 1920-1947. New Delhi: Sage (Introduction).
• Ray, Rajat Kanta. (Ed.). (1994). Entrepreneurship and Industry in India, 1800 -
1947. New Delhi: Ox- ford University Press, pp.1-69.
Unit II: After the successful completion of this unit, students will be able to understand
various aspects of early nationalism and nationalist resistance. (Teaching Time: 6
hours Approx.)
• McLane, J.R. (1977). Indian Nationalism and the Early Congress. Princeton:
Princeton University Press, pp.3-21; 89-178
• Tripathi, Amales. (1967). The Extremist Challenge. India between 1890 and
1910. Bombay,Calcutta, Madras,New Delhi: Orient Longmans, Chapters 1-5
• Chandra, Bipan, Mridula Mukherjee, Aditya Mukherjee, Sucheta Mahajan, K N
Panikkar. (1989). India’s Struggle for Independence. Delhi: Penguin Books,
chapters 4 to 10.
• Seth, Sanjay. (2009). ‘Rewriting Histories of Nationalism: The Politics of
Moderate Nationalism in In- dia, 1870-1905’, in Sekhar Bandyopadhyay (Ed.),
Nationalist Movement in India : A Reader, New Delhi: Oxford University Press,
pp.30 - 48
• Sarkar, Sumit. (1973). Swadeshi Movement in Bengal, 1903 – 08. New Delhi,
People’s Publishing House. (also in Hindi:र् सुमतसरकार, बंगालमŐˢि◌◌ेशीआȽ◌
◌ोलन(1903-1908), Chapter 1 and 2.
• Sarkar, Sumit. (1983). Modern India: 1885—1947. Delhi: Macmillan. chapters III
& IV.
Unit III: This unit deals with Gandhian mass nationalism and Gandhi’s methods of mass
mobilization cutting across different social groups in the national movement.
(Teaching Time: 9 hours Approx.)
• Mohandas Karamchand Gandhi ‘Hind Swaraj’
• Hardiman, David. (2005). Gandhi in his time and ours. Delhi: Orient Blackswan,
pp.1-81; 109-184.
• Bandyopadhyay, Sekhar. (Ed.) (2009). Nationalist Movement in India: A Reader.
New Delhi: Oxford University Press, pp. 55-155.
• Pouchepadass, Jacques. (1974). “Local leaders and the intelligentsia in the
Champaran satyagraha (1917): a study in peasant mobilization”, Contributions
to Indian Sociology, Vol. 8 (1), Jan 1, pp. 67-87
• Kumar, Ravinder. (1971). Essays on Gandhian Politics, Rowlatt Satyagraha 1919.
Oxford: Clarendon Press, pp. 1-30
Panikkar. (1989). India’s Struggle for Independence. Delhi: Penguin Books.
• Sarkar, Sumit. (1983). Modern India: 1885—1947. Delhi: Macmillan.
• Minault, Gail. (1982). The Khilafat Movement: Religious Symbolism and Political
Mobilisation in India. Delhi: Oxford University Press (Introduction, Chapters II,
III, IV).
158
• Amin, Shahid. (1996). Event, Metaphor, Memory: Chauri Chaura, 1922 – 1992.
Delhi: Penguin. Re- print, 2006, pp. 9-19, 45-56, 69-93.
• Sarkar, Sumit. (1983). Popular Movements and Middle Class Leadership in Late
Colonial India. S.G. Deuskar Lectures on Indian History. Centre for Studies in
Social Sciences, Calcutta.
• Pandey, Gyanendra. (1988). The Indian Nation in 1942. Calcutta: K.P. Bagchi and
Company (Chapters 1,2,3, 4, 8).
Unit IV: It enables students to understand the way in which the national movement
gave a new meaning to social and political movements and to diverse range of
struggles. (Teaching Time: 12 hours Approx.)
• Zelliot, Eleanor. (1996). From Untouchable to Dalit: Essays on the Ambedkar
Movement. New Delhi: Manohar Publications, pp. 53 - 177
• Grewal, J.S. (1990) The New Cambridge history. II.3. The Sikhs of the Punjab,
Chapter 8, pp.157-180
• Habib, S.Irfan. (2007). To Make the Deaf Hear: Ideology and Programme of
Bhagat Singh and his Com- rades, New Delhi: Three Essays Collective, pp. 29 -
141
• Bandyopadhyay, Sekhar. (2017). From Plassey to Partition and After: A History
of Modern India, New Delhi: Orient Blackswan, 2nd edition (Chapter 7, “Many
Voices of a Nation”).
• Nagaraj, D.R. (2011). Flaming Feet, Delhi, Seagull Books. (Chapter 1).
• Sarkar, Sumit. (1983). Popular Movements and Middle Class Leadership in Late
Colonial India. S.G. Deuskar Lectures on Indian History. Centre for Studies in
Social Sciences, Calcutta.
• Habib, Irfan. (1998). “The Left and the National Movement”, Social Scientist,
Vol. 26 (5/6), May-June, pp. 3-33.
• Chandra, Bipan. (1983) The Indian Left: Critical Appraisal. New Delhi: Vikas.
• Dhanagare, D.N. (1991). in Peasant Movements India 1920-1950.
• Amin, Shahid. (1988). “Agrarian Bases of Nationalist Agitation in India: An
Historiographical Survey,” in D.A. Low (Ed.), The Indian National Congress:
Centenary Highlights, New Delhi: OUP, pp. 54-97.
• Pandey, Gyan. (1982). ‘Peasant Revolt and Indian Nationalism: The Peasant
Movement in Awadh, 1919- 1922’ in Ranajit Guha ed. Subaltern Studies I.
Writings on South Asian History and Society. Delhi: Oxford University Press, pp.
143 – 197.
• Arnold, David. (1982). ‘Rebellious Hillmen: the Gudem-Rampa Risings, 1839-
1924’, in Ranajit Guha (Ed.), Subaltern Studies I. Writings on South Asian History
and Society. Delhi: Oxford University Press, pp. 88 – 142
• Mohapatra, Prabhu P. (2005). ‘Regulated Informality: Legal Construction of
Labour Relations in Colonial India, 1814-1926’, in Sabyasachi Bhattacharya and
Jan Lucassen (Ed.), Workers in the Informal Sector: Studies in Labour History,
1800-2000. Delhi: Macmillan India Ltd.
159
• Sarkar, Sumit. (1983). Modern India 1885-1947. Delhi: Macmillan, pp. 153-155,
198-203, 239-243,266-278, 339-342.
Unit V: This unit will enable students to analyse the complex developments leading to
communal violence, independence and partition. Students will be introduced to the
key debates on the making of the constitution of India. (Teaching Time: 6 hours
Approx.)
• Pandey, Gyanendra. (1992). The Construction of Communalism in Colonial
North India. Delhi: Oxford University Press (Chapters 1, 2&7).
• Chandra, Bipan. (2008). Communalism in Modern India. New Delhi: Har-Anand
Publications.
• Peter Hardy, The Muslims of British India, Cambridge University Press,
Cambridge, 1972
• Jaffrelot, Christophe. (1996). The Hindu Nationalist Movement and Indian
Politics: 1925 to the 1990s. London: C. Hurst & Company Publishers, pp. 1-45
• Chatterjee, Joya. (1995). Bengal Divided: Hindu Communalism and Partition
1932 - 1947.
• Cambridge, Cambridge University Press (Introduction and Chapters 3,5 & 6)
• Jalal, Ayesha. (1985). The Sole Spokesman: Jinnah, the Muslim League and the
Demand for Pakistan. Cambridge, Cambridge University Press (Introduction,
Chapters 1, 2& 5).
• Lelyveld, David. (2005). ‘The Colonial Context of Muslim Separatism: from
Sayyid Ahmad Barelvi to Sayyid Ahmad Khan,’ in Mushirul Hasan and AsimRoy
(Ed.). Living Together Separately: Cultural India in History and Politics. Delhi,
• Metcalf, Barbara D. (2017). ‘Maulana Ahmad Madani and the Jami‘at ‘Ulama-i-
Hind: Against Pakistan, against the Muslim League’ in Qasmi, Ali
Usman,(Ed.),Muslims against the Muslim League: Critiques of the Idea of
Pakistan, Cambridge, Cambridge University Press, pp. 1-34 and pp. 220-254.
• Arbab, Safoora. (2017). ‘Nonviolence, Pukhtunwali and Decolonization: Abdul
Ghaffar Khan and the Khuda’iKhidmatgar Politics of Friendship’, in Qasmi, Ali
Usman. ed., Muslims against the Muslim League: Critiques of the Idea of
Pakistan, Cambridge, Cambridge University Press, pp. 220-254.
• Brown, Judith. (1984). Modern India. The Origins of an Asian Democracy.
Oxford: Oxford University Press, pp. 307 - 350
• Mukherjee, Rudrangshu. (2015). Nehru and Bose: Parallel Lives. Delhi, Penguin.
• Sucheta Mahajan, Independence and Partition: The Erosion of Colonial Power
in India, Sage Publications, New Delhi
• Menon, V.P. (2014). Integration of the Indian States. New Delhi: Orient
Blackswan. Chapter III,IV,V
• Kamtekar, Indivar. (2002). “A Different War Dance: State and Class in India
1939-1945,”
• Past & Present, Vol. 176, pp. 187-221.
• Chandra, Bipan, Mridula Mukherjee, Aditya Mukherjee. (2000).
India Since Independence. New Delhi: Penguin books, chapters 3, 4 and 5
160
• Granville, Austin. (1966). The Indian Constitution: Cornerstone of a Nation.
Oxford: Clarendon Press.
• Chaube, S.K. (2009). The Making and Working of the Indian Constitution, Delhi,
National Book Trust.
Unit VI: Caste, Community and Nation: The unit seeks to identify the developments in
post-1857 India in terms of the shaping of caste, religious/community and national
identities in the late 19th and early 20th centuries and the role of reform and debates
in this. (Teaching Time: 6 hours Approx.)
• Dirks, Nicholas B, (1997), “The invention of caste: civil society in colonial India”
in. H L Seneviratne (Ed.), Identity, Consciousness and the Past; Forging of Caste
and Community in India and Sri Lanka. Delhi: Oxford University Press.
• Sarkar, Sumit and Tanika Sarkar. (Eds.). (2013). Caste in Modern India, Vols. 1 &
2. Delhi: Permanent Black (Vol. I-Chapters 2 & 3, pp. 24-87; Vol. 2-Chapter 8,
pp. 200-233).
• O’Hanlon, Rosalind. (2002). Caste, Conflict and Ideology: Mahatma Jyotirao
Phule and Low Caste Protest in 19th Century Western India. Ranikhet:
Permanent Black, pp. 3-11
• Bandyopadhyay, Sekhar. (1997). Caste, Protest and Identity in Colonial India:
the Namasudras of Bengal, 1872-1947. London: Curzon Press.
• Jalal, Ayesha. (2000). Self and Sovereignty: Individual and Community in South
Asian Islam since 1850. London: Routledge.
• Rai, Santosh Kumar. (2021). Weaving Hierarchies: Handloom Weavers in Early
Twentieth Century United Provinces. Delhi: Primus Books.
• Hatcher, Brian A. (2020). Hinduism Before Reform. Massachusetts: Harvard
University Press.
• Anderson, Benedict. (1994) “Imagined Communities” in J. Hutchinson and A.D.
Smith (Eds.) Nationalism Oxford: Oxford University Press, pp. 225-231
• Hardgrove, Anne. (2004). Community and Public Culture: the Marwaris in
Calcutta. New York: Oxford University Press, chapter 1.
• Prakash, Gyan. (2002) ‘Civil society, community, and the nation in Colonial
India’ Etnografica, Vol. 6 (1), pp.27-40.
• Jones, Kenneth. (1994). Socio-Religious Reform Movements in British India.
New Delhi: Cambridge University Press, pp.73-101.
• Oberoi, Harjot. (1994). The Construction of Religious Boundaries: Culture,
Identity and Diversity, in the Sikh Tradition. Chicago: University of Chicago
Press, Chapter 4,5,6
• Hardgrave, R.L. (1968). “The Breast-Cloth Controversy: Caste consciousness and
Social Change in Southern Travancore”, Indian Economic and Social History
Review (IESHR), June 1, Vol. 5 (2), pp. 171-87.
Suggestive readings (if any)

• Bagchi, Amiya Kumar. (2002.) Capital and Labour Redefined: India and the Third
World. New Delhi: Tulika.
161
• Bandyopadhyay, Sekhar. (2017). From Plassey to Partition and After: A History
of Modern India, New Delhi: Orient Blackswan, 2nd edition
• Banerjee-Dube, I. (2015). A History of Modern India. Delhi: Cambridge
University Press.
• Banerji, A.K. (1982). Aspects of Indo-British Economic Relations 1858 – 1898.
Bombay: Oxford Univer- sity Press.
• Basra, Amrit Kaur. (2015). Communal Riots in the Punjab, 1923 – 28. Delhi:
Shree Kala Prakashan.
• Bhargava, Rajeev (ed). (2008). Politics and Ethics of the Indian Constitution.
New Delhi, Oxford Uni- versity Press.
• Brown, Judith. (1977). Gandhi and Civil Disobedience. The Mahatma in Indian
Politics 1928-34. Cam- bridge: Cambridge University Press.
• Chatterjee, Partha. (1986). Nationalist Thought and the Colonial World. A
Derivative Discourse?. Delhi: Oxford University Press.
• Deshpande, Anirudh. (2009). “Sailors and the Crowd: Popular Protest in Karachi,
1946”, in Sekhar Bandyopadhyay, Nationalist Movement in India: A Reader.
New Delhi: Oxford University Press, pp.336 -- 358.
• Dutta, Vishwa Nath. (2000). Gandhi and Bhagat Singh. New Delhi: Rupa and
Company.
• Gandhi, Rajmohan. (2017). Modern South India: A History from the 17th
Century to our Times, Delhi, Aleph Press
• Gilmartin, David. (1988). Empire and Islam: Punjab and the Making of Pakistan.
California: University of California.
• Guha, Amalendu. (2019). Freedom Struggle & Electoral Politics in Assam From
Planter Raj to Swara.
• Delhi, Tulika Books (Chapters 5 & 6).
• Guha, Ramachandra. (2018). Gandhi: The Years That Changed the World: 1914-
1948. New Delhi: Pen- guin.
• Guha, Ranajit. (2000). A Subaltern Studies Reader, 1986-1995. Delhi: Oxford
University.
• Gupta, Amit (1997). “Defying Death: Nationalist Revolutionism in India, 1897-
1938”,
• Social Scientist, Vol. 25 (9/10), pp. 3-27.
• O’Hanlon Rosalind (2017). Caste and its Histories in Colonial India: A
Reappraisal,’
• Modern Asian Studies 51, 2 pp. 432–461
• Hasan, Mushirul and Asim Roy (Eds.). (2005). Living Together Separately:
Cultural India in History and Politics. New Delhi: Oxford University Press.
• Hasan, Mushirul ed. (1993). India’s Partition: Process, Strategy and
Mobilization. (Themes in Indian History. Oxford india Readings. Delhi: Oxford
University Press.
162
• Hasan, Mushirual, Gupta, Narayani. (1993). India’s Colonial Encounter. Essays
in Memory of Eric Stokes. Delhi: Manohar, pp. 183-199; 325-362.
• Kumar, Dharma. (1983) The Cambridge Economic History of India. Vol. 2: c.
1757-1970.
• Delhi: Orient Longman in association with Cambridge University Press.
• Kumar, Ravinder. (1969). ‘Class, Community or Nation? Gandhi’s Quest for a
Popular Consensus in In- dia’ Modern Asian Studies, Vol. 3, Issue. 4, pp. 357-
376.
• Metcalfe, Barbara. (2014). Islamic Revival in British India: Deoband, 1860-1900.
Princeton: Princeton University Press
• Mishra, Yuthika. (2004). “The Indian National Movement and Women’s Issues:
1850- 1950”, in The En- cyclopaedia of Women’s Studies, Vol. I. Women’s
Movements, ed. Subhadra Channa, New Delhi: Cosmo Publications.
• Mukhopadhyay, Amitabh. (1995). Militant Nationalism in India: 1876 – 1947.
Calcutta: Institute of His- torical Studies.
• Naik, J.V. (2001). “Forerunners of Dadabhai Naoroji's Drain Theory”, Economic
and Political Weekly,Vol. 36 (46), pp. 4428-32.
• Pandey, Gyanendra. (2001). Remembering Partition: Violence, Nationalism and
History of India. Cam- bridge: Cambridge University Press
• Pandey, Gyanendra. (2002). The Ascendancy of the Congress in Uttar Pradesh
1926-34: A Study in Im- perfect Mobilization. Second edition. New Delhi:
Anthem Press (Introduction and Chapter 4).
• Parekh, Bhikhu. (2001). Gandhi a Very Short Introduction. Oxford: Oxford
University Press, e-book.
• Pati, Biswamoy. (Ed.). (2000). Issues in Modern Indian History: For Sumit Sarkar.
Mumbai: Popular Prakshan (Chapter 8).
• Robinson, Francis. (1994). Separatism Amongst Indian Muslims: The Politics of
the United Provinces' Muslims, 1860-1923. New Delhi: Oxford University Press.
• Roy, Tirthankar. (2000). The Economic History of India 1857-1947. New Delhi:
• Sarkar, Sumit. (2014). Modern Times: 1880s-1950s, Environment, Economy and
Culture. Ranikhet: Per- manent Black.
• Sarkar, Sumit. (1998). Writing Social History. Delhi: Oxford University Press.
• Singh, Kumar Suresh. (2002). Birsa Munda and His Movement, 1872 – 1901: A
Study of a Millenarian Movement in Chotanagpur. Chotanagpur: Seagull Books.
• Tomlinson, B.R. (1979). The Political Economy of the Raj: 1914-1947, The
Economics of Decolonisa- tion in India. London: Macmillan Press.
• Panikkar, K.N. (Ed.). (1980). National and Left Movements in India. Delhi: Vikas.
• Sen, Amartya.(1981). Poverty and Famines. An Essay on Entitlement and
Deprivation. Oxford: Oxford University Press, pp. 52 – 85
• Srimanjari. (1998). ‘Denial, Dissent and Hunger: Wartime Bengal, 1942-44’, in
B. Pati ed.,
• Turbulent Times: India 1940-44. Mumbai: PPH, 1998, pp. 39-66
163
• Suhrud, Tridip. (2011). The Cambridge Companion to Gandhi. Cambridge: CUP,
pp. 71- 92.
Note: Examination scheme and mode shall be as prescribed by the
Examination Branch, University of Delhi, from time to time.
164
DISCIPLINE SPECIFIC CORE COURSE (DSC-3): History of Modern Europe – II
Credit distribution, Eligibility and Pre-requisites of the Course
Practice (if any)
History of Modern 4 3 1 0 Class XII Should have
Europe – II studies
History of
India I – VI
Learning Objectives
This paper offers a historical overview of the development of nationalities and nation-
states in the 19th and 20th centuries. Among the various case studies discussed, the
paper traces the build-up to a revolution in the disintegrating Russian empire. It also
introduces students to the concept of imperialism. In this light, the paper discusses
the varied historical writings on World War One and on the nature of developments
during the inter-war period. It familiarises students with the intellectual and art
movements that were linked to the changes in the socio-economic and political milieu
of 19th and early 20th century Europe.
Learning outcomes
Upon completion of this course the student shall be able to:

• Trace varieties of nationalists and the processes by which new nation-states
were carved out.
• Discuss the peculiarities of the disintegration of large empires and remaking of
Europe’s map.
• Deliberate on the meaning of imperialism and the manifestations of imperialist
rivalry and expansion in the 19th and early 20th century.
• Analyse the conflict between radical and conservative forces, and the gradual
consolidation of ultra-nationalist and authoritarian regimes in Europe.
• Contextualise major currents in the intellectual sphere and arts.
SYLLABUS OF DSC-3
Unit I: Nations and Nationalism in the nineteenth century

1. Theories of Nationalism
165
2. Nationalist aspirations in Germany, Italy and the Austro-Hungarian Empire /
Ottoman Empire
3. State and Politics in post-unification Germany / Italy
Unit II: The First World War and Revolutions

1. Theories of Imperialism
2. Causes and Impact of the War: Historiographical debates
3. Revolutions: Russia 1905 and 1917
Unit III: Europe Between the World Wars

1. Fascism: Historiographical debates
2. Nature of the State in Fascist Italy / Nazi Germany
3. Origins of the Second World War
Unit IV: Cultural Transformation of Europe (1850-1939)

Choose any two sub themes for study (1) or (2) or (3)
• Trends in Painting, Architecture and National Art Galleries
• [Emerging Forms of Expression: Photography, Radio and Cinema
• Institutions of Knowledge: Exhibitions, Museums / Archives and History as a
discipline
Unit I: At the end of this rubric the student will be expected to comprehend the
important theories on nationalism, which are crucial for recognising the nature of
different nationalist aspirations that emerged in nineteenth century Europe. The
student would also be able to demonstrate an understanding of the complex political
and economic interplay associated with the unification of Germany and Italy. Students
will be able to trace these complexities into the politics of state formation post
unification. (Teaching time: 12 hours Approx.)
• Beals, Derek and Eugenio F. Biagini. (2002). The Risorgimento and the
Unification of Italy. London and New York: Routledge (Chapters 5 to 9)
• Blackbourn, David. (2002). History of Germany 1780-1918: The Long
Nineteenth Century. Oxford: Oxford University Press. (Chapters 5-9)
• Waller, Bruce (ed.) (1990) Themes in Modern European History 1830-90,
London: Routledge. (Chapters 5 & 8)
• Eley, Geoff. (1986). From Unification to Nazism: Reinterpreting the German
Past. London and New York: Routledge. (PLEASE INDICATE CHAPTERS…I DO
NOT HAVE THIS BOOK)
• Hutchinson, John and Anthony Smith (eds.). (1994). Nationalism. Oxford:
Oxford University Press. (Chapters 9 to 12, 14, 16, 25 & 27)
• Mazower, Mark. (2002). The Balkans: A Short History, The Modern Library: New
York
166
• Waller, Bruce (ed.), (1990) Themes in Modern European History 1830-90,
Routledge: London
• Riall, Lucy. (1994). The Italian Risorgimento: State, Society and National
Unification. London and New York: Routledge. (Chapters 5 & 6)
• Sarnoff, Daniella. (2017). “Nationalism: Triumphs and Challenges in the Long
Nineteenth Century and Beyond. In Revisiting Modern European History: 1789–
1945, edited by Vandana Joshi. Pearson.
• लाल बहाि◌र वमाि◌। यरोपू का इतर्हास: फ् ◌ासीसं ◌ी क्रात� से र्ि◌तीय �वर्
युद्ध तक।
• पा�थसारथी गुप्ता (संपाि◌क)। यरू ◌ोप का इतर्हास। Hindi Madhyam Karyanvaya
Nideshalaya, DU.
• र्ि◌वेश वर्जय, मीना भा�राज, वंि◌ना चौधर� (संपाि◌क)। आधर्◌ु नक यरू ◌ोप का
इतर्हास: आयाम और र्ि◌शाएं। Hindi Madhyam Karyanvaya Nideshalaya, DU
Unit-II: At the end of this rubric the student will be familiar with the key theories on
imperialism which are important for understanding the outbreak of the World Wars
and the complex post-War scenarios. The student will also be familiarized with a range
of historiographical issues reflected in historical analyses of the First World War. The
student will also learn of how revolutionary possibilities emerged during the First
World War. In this regard, the economic, social and political issues that led to the fall
of the Tsarist regime in Russia and emergence of a socialist state by October 1917 will
be explained. (Teaching time: 12 hours Approx.)
• Brewer, Anthony. (2001). Marxist Theories of Imperialism. A Critical Survey.
London and New York: Routledge. (Chapters 4, 5, 6 & 7)
• Fitzpatrick, Sheila. (1994). The Russian Revolution. Oxford: Oxford University
Press. (Chapters 1 & 2)
• Gleason, Abbot (Ed.). (2009). A Companion to Russian History. Sussex: Wily-
Blackwell. (Chapters 12, 13, 14, & 16)
• Henig, Ruth. (2003). The Origins of the First World War. London and New York:
Routledge.
• Jones, Heather. (2013). “Historiographical Review As The Centenary
Approaches: The Regeneration Of First World War Historiography.” In The
Historical Journal Vol. 56 (3): 857-78.
• Kiernan, V.G. (1974). “The Marxist Theory of Imperialism and its Historical
Formation.” In Marxism and Imperialism. London: Edward Arnold.
• Martel, Gordon (ed). (2006). A Companion to Europe 1900-1945. (Chapter 15,
16, 17 & 18). Malden, Oxford, Victoria: Blackwell Publishing.
• Porter, A. (1994). European Imperialism 1860-1914. Hampshire: Palgrave
Macmillan. (Chapters 2,4 & 5)
• Wood, Alan. (2003). The Origins of the Russian Revolution 1861-1917. London
and New York: Routledge.
167
• लाल बहाि◌र वमाि◌। यरू ◌ोप का इतर्हास: फ् ◌ासीसं ◌ी क्रात� से र्ि◌तीय �वर्
• पा�थसारथी गप्ु ता (संपाि◌क)। यरू ◌ोप का इतर्हास। Hindi Madhyam Karyanvaya
Nideshalaya, DU.
Unit- III: The student will be expected to develop an understanding of European

politics of the inter-war period. She/he will examine the emergence of international
institutions and the impact of war on European society and economy. This would also
be essential to the students’ understanding of the emergence of right wing
movements in Europe. The student will be expected to demonstrate a familiarity with
the historiographical debates and discussion associated with the rise and development
of the fascist/Nazi state in Italy and Germany, eventually leading to the outbreak of
the Second World War. (Teaching time: 12 hours Approx.)
• Thurlow, Richard. (1999. Fascism. Cambridge: Cambridge University Press.

(Chapters 1- 4)
• McDonough, Frank. (1999). Hitler and Nazi Germany. Cambridge: Cambridge
University Press.
• Passamore, K. (2002). Fascism: A Very Short Introduction. Oxford: Oxford
University Press. (Chapters 1 to 5; Chapters 8 to 10)
• Kershaw, Ian. (1985). The Nazi Dictatorship: Problems and perspectives of
Interpretation. London: Edward Arnold. (Chapters 1 and 2)
• McDonough, Frank . (1997). The Origins of the First and the Second World War.
Cambridge: Cambridge University Press. (Chapters 4, 6, 7, 11, 13, 15, 17, 24, 26
& 29)
• लाल बहाि◌र वमाि◌। यरू ◌ोप का इतर्हास: फ् ◌ासीसं ◌ी क्रात� से र्ि◌तीय �वर्
• पा�थसारथी गुप्ता (संपाि◌क)। यरू ◌ोप का इतर्हास। Hindi Madhyam Karyanvaya
Nideshalaya, DU.
Unit-IV: At the end of the rubric the student will be expected to build on her/his
understanding of European history to understand the cultural and intellectual
transformations experienced in late nineteenth and early twentieth century Europe.
The student will develop familiarity with how mass education, print culture, changes
in artistic styles, emergence of photography and the academic institutionalization of
disciplines shaped the modern European worldview. (Teaching time: 9 hours Approx.)
Winders, James A. (2001). European Culture Since 1848. New York: Palgrave
168
• Whitehead, Christopher, (2005) The Public Art Museum in Nineteenth Century
Britain: The Development of the National gallery, Routledge: London. (Chapters
1,5 and 7)
• Aronsson, Peter and Elgenius, Gabriella, (2015), National Museums and Nation
Building in Europe 1750-2010: Mobilisation and legitimacy, continuity and
change, Routledge: London (Chapters 1, 3, 6 and 7)
• Vincent, David. (2000).The Rise of Mass Literacy: Reading and Writing in
Modern Europe. New Jersey: Wiley.
• Brettell, Richard. (1999). Modern Art, 1851-1929: Capitalism and
Representation. Oxford: Oxford University Press
• Colquhoun, Alan. (2002). Modern Architecture. Oxford: Oxford University
Press, pp. 13- 35 & 87-109.
• Clarke, Graham. (1997). The Photograph. Oxford University Press, Oxford, 1997
(p. 11- 54)
• Thompson, Kenneth. (1976). August Comte: the Foundation of Sociology. New
Jersey: Wiley.
• Kuper, Adam. (1975). Anthropology and Anthropologists. London: Penguin
Books.
• Eriksen, T.H. and F.S. Nielsen. (2013). A History of Anthropology. London: Pluto
Press.
Suggested Readings:
• Bayly, C. A. (2004). The Birth of the Modern World, 1780-1914. Oxford:
Blackwell Publishing, pp.199-242.
• Berger, Stefan (Ed.). (2004). A Companion to Nineteenth Century Europe 1789-
1914.
• Oxford: Blackwell Publishing.
• Berger, Stefan. (Ed.). (2004) .A Companion to Nineteenth Century Europe 1789-
1914.
• Oxford: Blackwell Publishing, pp. 178-192
• Gooch, John. (2001). The Unification of Italy. London: Routledge.
• Gorman, Michael. (1989). The Unification of Germany. Cambridge: Cambridge
University Press (Introduction).
• Henig, Ruth. (2003). Origins of the First World War. London and New York:
Routledge.
• Hobsbawm, E.J. (1990). Nations and Nationalism: Programme, Myth, Reality.
Cambridge: Cambridge University Press.
• Hopkins, A.G. (2000). “Overseas Expansion, Imperialism, and Europe” in T.C.W.
Blanning, (Ed.). The Nineteenth Century: Europe 1789-1914. Oxford: OUP, pp.
210-24.
• Hunt, Lynn, Tomas R. Martin, Barbara H, Rosenwein, Bonnie G. Smith. (2010).
The Making of the West: Peoples and Cultures, A Concise History. Boston and
New York: Bedford / St. Marti.
• Joll, James. (1999). Europe since 1870. London: Penguin Books, pp. 78-112
169
• Kohn, David. (1985). The Darwinian Heritage. Princeton: Princeton University
Press.
• McMaster, Neil. (2001). Racism in Europe.UK: Macmillan Education.
• Merriman, John. (2002). A History of Modern Europe: From the Renaissance to
the Present. London. New York: W.W. Norton.
• Merriman, John. (2002). A History of Modern Europe: From the Renaissance to
the Present. London, New York: W.W. Norton. pp. 1056-1111
• Merriman, John. Open Yale Course Lectures [audio].
• Perry, Marvin and George W. Bock. (1993). An Intellectual History of Modern
Europe. Princeton: Houghton Mifflin Company.
• Perry, Marvin et.al. (2008). Western Civilization: Ideas, Politics and Society,
Vol.2. Boston and New York: Houghton Mifflin Harcourt Publishing Company
• Perry, Marvin et.al. (2008). Western Civilization: Ideas, Politics and Society, Vol.
2.
• Boston and New York: Houghton Mifflin Harcourt Publishing Company, pp. 708-
745
• Rapport, Michael. (2005). Nineteenth Century Europe. Hampshire: Palgrave
Macmillan
• Rapport, Michael. (2005). Nineteenth Century Europe. New York: Palgrave
Macmillan.
• Said, Edward. (1978). Orientalism; Western Conception of the Orient. New
York: Pantheon Books.
• Sheehan, James J. (2000). “Culture”, in T.C.W. Blanning )Ed.) The Nineteenth
Century: Europe 1789-1914. Oxford: Oxford University Press.
• Simonton, Deborah. (1998). A History of European Women's Work: 1700 to the
Present. London and New York: Routledge.
• Teich, Mikulas and Roy Porter. (Eds.). (1993).The National Question in Europe
in Historical Context. Cambridge: Cambridge University Press, pp. 181 - 194
• Thompson, David. (1990). Europe Since Napoleon. London: Penguin Books.
• Todd, Allan. (2002). The European Dictatorships: Hitler, Stalin, Mussolini.
Cambridge: Cambridge University Press.
• Wade, Rex A. (2000). The Russian Revolution, 1917. Cambridge: Cambridge
University Press.
• Wagner, Kim A., and Roque, Ricardo, (2012) Engaging Colonial Knowledge:
Reading European Archives in World History, Palgrave Macmillan: London.
• Waller, Bruce (ed.). (2002). Themes in Modern European History 1830-1890.
London and N.Y.: Routledge. (Chapter: Germany: Independence and Unification
with Power, pp. 99- 122.)
• स्नेह महाजन। यूरोप का इतर्हास:1870-1914 । प्रगतर् प्रकाशन ।
• ए.के. �मर्ल । आधुनक
र् यरू ोप का इतर्हास: 1789 से 1945 तक । साहर्त्य भवन प्रकाशन
• एररक हॉब्सबॉम, साम्राज्य का यग
ु : १८७५ - १९१४ , अनव
ु ाि◌क प्रकाश ि◌◌ी�र्त, संवाि◌
प्रकाशन, मेरठ, २००९
170
• एररक हॉब्सबॉम, अतर्रेक� का युग: १९१४-१९९१ , अनुवाि◌क प्रकाश ि◌◌ी�र्त, संवाि◌
प्रकाशन, मेरठ, २००९
• आधर्◌ु नक यरू ोप का इतर्हास: आयाम एवं र्ि◌शाएं, (संपार्ि◌त) ि◌◌ेवेश वर्जय, मीना
भा�राज एवं वंि◌ना चौधर�, हर्न ्ि◌◌ी माध्यम कायाि◌न्वय �न�शालय, र्ि◌ल्ल�
�वर्वध
र् ालय, 2010 ।
• यूरोप का इतर्हास, भाग 1 एवं भाग 2, प्रकाशन संस्थान, 1998।
• आधर्◌ु नक �वर् का इतर्हास, लाल बहाि◌र वमाि◌, �ह� ◌ी माध्यम कायाि◌न्वय �न�शालय
र्ि◌ल्ल� �वर्वध
र् ालय, 2013।
• सांस्कृ तर्क इतर्हास एक तुलनात्मक सवे�ण, ि◌◌ेवेश वर्जय, हर्न ्ि◌◌ी माध्यम
कायाि◌न्वय �न�शालय र्ि◌ल्ल� �वर्वध
र् ालय, 2009।
• प्रारं भक
र् आधर्◌ु नक यरू ◌ोप म� सांस्कृ तर्क पररव�तन, संपार्ि◌त ि◌◌ेवेश वर्जय,
हर्न ्ि◌◌ी माध्यम कायाि◌न्वय �न�शालय र्ि◌ल्ल� �वर्वध
र् ालय, 2006।
• यरू ◌ोप का इतर्हास, पा�थ सारथर् गुप्ता, हर्न ्ि◌◌ी माध्यम कायाि◌न्वय �न�शालय
र्ि◌ल्ल� �वर्वध
र् ालय
• यरू ◌ोप 1870 से जेम्स जॉल, स्नेह महाजन (अनुवाि◌क) हर्न ्ि◌◌ी माध्यम कायाि◌न्वय
�न�शालय र्ि◌ल्ल� �वर्वर्धालय
• बीसवीं शताब ्ि◌◌ी का �वर् इतर्हास : एक झलक भाग 1 स्नेह महाजन हर्न ्ि◌◌ी माध्यम
कायाि◌न्वय �न�शालय र्ि◌ल्ल� �वर्वध
र् ालय
• �वर् इतर्हास 1500 1950 , जैन एवं माथुर, जैन प्रकाशन मंरि् ◌र, 2016
• मास्टररं ग मॉड�न विल्ड हर्स्री आधुनर्क �वर् इतर्हास नॉ�मन लो, (अनुवाि◌क) अरुणा गुप्ता
एवं िइं ◌ु खन्ना, ि◌◌ेव पब्लर्श�स, 2020।

171
DISCIPLINE SPECIFIC ELECTIVE COURSE (DSE): Gender in Indian History, c.1500-
1950
Credit distribution, Eligibility and Prerequisites of the Course
Course title & Credits Credit distribution of the course Eligibility Pre-requisite of
Code Lecture Tutorial Practical/ criteria the course
Practice (if any)
Gender in Indian 4 3 1 0 Class XII
History, c.1500-1950
Learning Objectives
The module will delineate gendered constructs in Early Modern and Modern India. It
contextualizes the participation and contribution of women in courtly culture and domestic
spaces. While examining questions and debates on law, education, social differentiation and
partition, it questions patriarchy and the nuances of historical gender dynamics. The course
tries to historicize and analyse institutions of family and norms of manhood. The course also
tries to give students a critical overview of the tangled paradigms that labels women as
victims and agents, and objects and subjects.
Learning outcomes
Upon completion of this course the student shall be able to:
• Critically assess popularly held notions about women in Islamic empires.
• Examine critical issues of gender and power in the context of Early Modern and
Modern Indian history.
• Examine the issues around the ‘women’s question’ in the modern period of Indian
history.
• Discuss issues of gender in the context of partition and the post-partition period of
the construction of the independent state.
SYLLABUS OF DSE – 1
Unit I: Women in Early Modern India: 1500 to 1750’s
Rethinking Courtly and Domestic Spaces: Power, Household and Family
Constructing Gender Identities: Behaviour and Practices
Unit II: Women, Colonialism and Modernity: 1750’s to 1950’s

The Women’s Question: Social Reform, Law and Education
Women, Work and Social Differentiation
Gender and Print Culture
Unit III: Partition and Women: Family, Community and State
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Unit I: Women in Early Modern India: 1500 to 1750’s
The learning outcome of this unit is to question gender stereotypes about women in Early
Modern India. It provides for a more contextual and nuanced understanding of how historical
and gendered constructions of spaces, institutions and norms helped create sensibilities in
Early Modern India. (Teaching time: 18 hours)
• Joshi, Varsha, Polygamy and Purdah: Women and Society among Rajputs. Jaipur:
Rawat Publications, 1995.
• Lal, Ruby, Domesticity and Power in the Early Mughal World. Cambridge: Cambridge
Studies in Islamic Civilization, 2005, pp. 1-49, 212-226.
• O'Hanlon, Rosalind, “Kingdom, Household and Body: History, Gender and Imperial
Service under Akbar”, Modern Asian Studies, 2007, vol. 41/5, pp. 889-923.
• Peirce, Leslie, Women and Sovereignty in the Ottoman Empire. New York: Oxford
University of Press, 1993. (Preface, Introduction, Chapter 1, pp vi-27 Conclusion, pp
267-285).
• Sarkar, Nilanjan, “Forbidden Privileges and History-Writing in Medieval India”. The
Medieval History Journal, 2013, 16 (1), pp. 21-62.
• Sreenivasan, Ramya, “Honouring the Family: Narratives and Politics of Kinship in Pre-
Colonial Rajasthan” in Indrani Chatterjee, ed., Unfamiliar Relations: Family and
History in South Asia. Delhi: Permanent Black, 2004, pp. 46-72.
Unit II: Women, Colonialism and Modernity: 1750’s to 1950’s

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

This section explores and reflects on the relationship between women and partition, and the
role of state, community and family. (Teaching time: 9 hours)
• Butalia, Urvashi, The Other Side of Silence: Voices from the Partition of India. Delhi:
Penguin, 2003. (Chapter 4, pp.109-71).
• Menon, Ritu, Borders and Boundaries: Women in India’s Partition. New Brunswick:
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Rutgers University Press, 1998, pp.3-29.
Suggestive readings (if any)

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

University of Delhi, from time to time.
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DISCIPLINE SPECIFIC ELECTIVE COURSE : Fundamentals of Historical
Methodology
NOTE: ‘Fundamentals of Historical Methodology’ is offered as one of the DSE courses

in VI and VII Semesters. Students of the History Honors Program can opt for it either in
the VI semester or VII semester.
Course �tle & Credits Credit distribu�on of the course Eligibility Pre-requisite of
Code criteria the course
Lecture Tutorial Prac�cal/
(if any)
Prac�ce
Fundamentals of 4 3 1 - Class Nil

Historical 12th Pass
Methodology
DSE – No.#
Learning Objectives
This course aims to prepare the students with elementary techniques of conducting historical
research within the larger social science framework. It does so by familiarising them with the
theoretical frameworks and procedures/techniques of research that historians deploy in
order to construct a meaningful narrative about the past. The course proceeds to equip
students with the preliminary research steps like identifying research questions, theoretical
context, survey of the literature; locating reliable sources; framing a research paper, etc.; as
well acquainting them with research ethics.
Learning Outcomes
Having finished the course, the students would have learnt:
• The distinctiveness of historical research
• The issues and problems in writing history
• How to carefully choose interpretative techniques when reading sources
• How to choose a historical "field" and within that field a specific research question
• The skills and protocols related to academic writing and research in history
• The essentials of research ethics.
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SYLLABUS OF DSE
Unit I: Distinctiveness of historical inquiry
1. The nature of history
2. The scope of historical research
Unit II: Issues and problems in historical research

1. Facts and inference
2. Explanation and historical research
3. Objectivity and history writing
4. History writing and relations of power
Unit III: Sources and interpretation

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

1. Selecting a topic and preliminary work
2. Protocols of academic writing and avoiding plagiarism
Essential/recommended readings:
Unit I: This introductory Unit seeks to enable students to i) distinguish the historical from the
past, memory and myth; ii) comprehend the relationship of history with social science
theories and concepts; iii) distinguish aspects of history (social, political, economic, religious,
cultural, ecological). (Teaching Time: 9 hours)
• Hobsbawm, Eric J. (1998). On History, UK: Abacus (Ch.2, “A Sense of the Past”, and
Ch.3, “What Can History Tell Us About Contemporary Society”).
• Bloch, Marc. (1992). The Historian’s Craft, Manchester University Press. Reprint
(“Introduction,” pp. 1-19).
• Schlabach, Gerald. A Sense of History: Some Components
http://www.geraldschlabach.net/about/relationships/benedictine/courses/handout
s/sense-of-history/
• Marwick, Arthur. (1989). The Nature of History. Third edition, Hampshire and London:
MacMillan (pp. 14-25 - “The Necessity of History” and “Stories and Dialogues”).
• Stephens, Lester D. (1977), Probing the Past: A Guide to the Study and Teaching of
History, Boston, London & Sydney: Allyn and Bacon Inc. (Ch.1, “The Nature of History,”
and Ch.6, “History and Related Studies”).
• Sreedharan, E. (2007). A Manual of Historical Research Methodology, Trivandrum:
Centre for South Indian Studies. (Ch.1: pp. 14-20).
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• Tosh, J. (2002). In Pursuit of History. Revised third edition. London, N.Y., New Delhi:
Longman (Ch.8, “History and Social Theory”: pp. 214-225, and Ch.3, “Mapping the
Field”).
Unit-II: This unit will deal with some important issues such as identifying historical facts,
context, causal explanations, generalizations, objectivity; and configurations of power and
history writing. (Teaching Time: 12 hours)
• Carr, E.H. (1991). What is History. Penguin. Reprint. (Ch.1, “The Historian and His
Facts”, Ch.3, “History, Science and Morality”, and Ch.4, “Causation in History”).
• Marwick, Arthur (1989). The Nature of History. Third edition, Hampshire and London:
MacMillan. (Ch.6, “The Historian at Work: The Writing of History,” pp. 242-254).
• Tucker, Aviezer (ed.) (2009), A Companion to the Philosophy of History and
Historiography, Chichester: Wiley Blackwell Publishing (Ch.7, “Causation in History”).
Centre for South Indian Studies. (Ch.3, “The Critical Philosophy of History-Part I” and
Ch.4, “The Critical Philosophy of History-Part II”).
• Stephens, Lester D. (1977), Probing the Past: A Guide to the Study and Teaching of
History, Boston, London & Sydney: Allyn and Bacon Inc. (Ch.3, “The Historian and His
Work,” and Ch.4, “Explanation and History”).
• Michel-Rolph Trouillot (1995), Silencing the Past: Power and the Production of History.
Boston: Beacon Press. (Ch.1, Ch.3 and Ch.5).
• Hobsbawm, Eric J. (1998). On History, UK: Abacus (Ch.10, “Partisanship”).
Unit-III: This unit looks at (i) Different sources and analytical frameworks; (ii) types of history
and their connection to sources (global, national, regional, micro, oral, visual, archival,
textual-official and private). (Teaching Time: 12 hours)
• Jordonova, Ludmilla. (2000). History in Practice, London/New York: Arnold and Oxford
University Press Inc. (Ch.2, “Mapping the Discipline of History”, Ch.4, “The Status of
Historical Knowledge”, and Ch.7, “Historians’ Skills”).
• Brundage. Anthony (2018). Going to the Sources: A Guide to Historical Research and
Writing, Sixth edition, Wiley Blackwell. (Ch. 2, “The Nature and Variety of Historical
Sources”, Ch.5, “Beyond Textual Sources”, and Ch.7, “Engaging with Primary
Sources”).
• Tosh, J. (2002). In Pursuit of History. Revised third edition. London, N.Y., New Delhi:
Longman. (Ch.4, “The Raw Materials” and Ch.5, “Using the Sources”).
• Black, J., MacRaild, D.M. (1997). Studying History. How to Study. Palgrave, London.
(Ch.4, “Approaches to History: Sources, Methods and Historians”).
• Howell, Martha and Walter Prevenier (2001). From Reliable Sources: An Introduction
to Historical Methods. Ithaca: Cornell University Press. (Ch.2, “Technical Analysis of
Sources,” Ch.3, “Historical Interpretation: The Traditional Basics,” and Ch.4, “New
Interpretative Approaches”).
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Unit IV: This unit will familiarize students with i) framing a research question and building an
argument, (ii) literature review and scope of research, iii) research ethics, dangers of
plagiarism and styles of referencing/citation. (Teaching Time: 12 hours)
• Booth, Wayne C. and Gregory G. Colomb (Contributor), Joseph M. Williams, William
C. Booth. The Craft of Research : From Planning to Reporting. University of Chicago
Press.
• Brundage, Anthony (2018). Going to the Sources: A Guide to Historical Research and
Writing. Sixth edition, Wiley Blackwell. (Ch.3, “Finding Your Sources”, Ch.4, “Getting
the Most out of History Books”, Ch.6, “Exploring Changing Interpretations” and Ch.7,
“Engaging with Primary Sources”).
• Sorenson, Sharron (1995), How to Write a Research Paper, MacMillan
• Nayak, Dhanwanti (2011), 'Karaoked Plagiarism in the Classroom', Economic and
Political Weekly, vol. 46, no. 9 (pp. 49-53).
• Katju, Manjari (2011), “Plagiarism and Social Sciences,” Economic and Political
Weekly, vol. 46, no. 9 (pp. 45-48).
• Chicago Manual of Style. 15th edition, Chicago: Chicago University Press, 2003.
• MLA Handbook for Writers of Research Papers 5th edition, New York: Modern
Language Association of America, 1999.
Suggested Readings:
• Arnold, J.H. (2000). History: A Very Short Introduction. Oxford: Oxford University Press
(Ch.3. & Ch.7).
• Black, J., MacRaild, D.M. (1997). Studying History. How to Study. Palgrave, London.
(Ch.6, “Studying History”).
• Elton, G.R., The Practice of History, London: Fontana Press, 1987.
• Gardiner, P. (1973). The Varieties of History: From Voltaire to Present. Second edition,
Vintage Books.
• Hobsbawm, Eric J. (1998). On History. UK: Abacus.
• Jordonova, Ludmilla. (2000). History in Practice. London/New York: Arnold and Oxford
University Press Inc., pp. 163-171 and 173-183 (Ch.6, “Public History”).
• Munslow, Alun (2000), The Routledge Companion to Historical Studies, Second
edition, London: Routledge [Relevant entries – concepts & names of historians are
listed alphabetically just like a dictionary / encyclopedia].
• Munslow, Alun (2012), A History of History, London and New York: Routledge. (Ch.1,
“The Emergence of Modern Historical Thinking,” Ch.1, “History and/as Science,” and
Ch.3, “Forms of History”).
• Postan, M.M. (1971). Facts and Relevance: Essays on Historical Method. Cambridge:
Cambridge University Press (“Fact and Relevance, History and the Social Sciences in
Historical Study”).
• Sarkar, Sumit (1997), “The Many Worlds of Indian History”, Writing Social History, New
Delhi: OUP.
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Centre for South Indian Studies. (Ch.6, “Historical Research Methodology”).
• Topolski, Jerzy. (1976). Methodology of History, translated by OlgierdWojtasiewicz, D.
Reidel Publishing Company (Ch.10, “Historical Facts”, Ch.11, “The Process of History”
– the section on Causality and Determinism, Ch.18, “The Authenticity of Sources and
the Reliability of Informants”, Ch.19, “Methods of Establishing Historical Facts.”)
• Tosh, John. (2002). In Pursuit of History. Revised third edition. London, N.Y., New
Delhi: Longman. (Ch.1, “Historical Awareness” and Ch.6, “Writing and
Interpretation”).
• Tucker, Aviezer (ed.) (2009), A Companion to the Philosophy of History and
Historiography, Chichester: Wiley Blackwell Publishing (Ch.6, “Historiographic
Evidence and Confirmation”, Ch.10, “Explanation in Historiography” and Ch.14,
“Historiographic Objectivity”).
Note: Examination scheme and mode shall be as prescribed by the ExaminationBranch,

University of Delhi, from time to time.
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DISCIPLINE SPECIFIC CORE COURSE (DSE-3) – : Select Themes in the History of
Education in India
Practice (if any)
Select Themes in the 4 3 1 0 12th Pass NIL
History of Education
in India
Learning Objectives
This course will provide students with a critical understanding of different historical
traditions of education in India from ancient to colonial periods and their socio-political
aspects. It is a thematic course, which seeks to focus on various aspects of formal and
informal systems of education in India from the earliest times to the modern period. The
course takes up some aspects of the rich and varied epistemological traditions, practices
and pedagogies that emerged, evolved, adopted or adapted in the Indian subcontinent.
Learning outcomes
• The course will enhance learners’ comprehension of the complex historical

trajectories of the expansion as well as limitations of educational opportunities in
India;
• It will allow them to understand the diverse manner in which production and
reproduction of knowledge took place through formal and informal socio-cultural
networks.
• It will make them aware about the rich educational legacy of India and enable them
to make a critical appraisal of the same.
• The course will create a greater understanding of the linkage between education
and power, the role of the state, the elite and different social categories in deciding
what construes as ‘knowledge’, its transmission, the strategies of inclusion and
exclusion in knowledge dissemination in different regions and in varied
chronological frameworks.
• It will provide them historical insights to engage with the issues of contemporary
education.
SYLLABUS OF DSE-3
Unit 1. Knowledge Traditions, Pedagogy and Centres of Learning in Ancient
India.
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Unit 2. Educational Institutions and Knowledge Formation in India from 11th to
18th century.
Unit 3. History of Education during Colonial Period.
Unit 4. Educational Discourse of Freedom Struggle.
Unit 1. This unit will trace the emergence of diverse knowledge traditions and
the methods adopted for their transmission and dissemination. Students will
be introduced to the key epistemological concepts and the philosophical
traditions, and how what was construed as knowledge and education was
constantly being debated, contested and modified. The unit will explore the
varied pedagogic practices prevalent in ancient India - from the early Vedic
śākhās to centres of learnings like Taxila and Nalanda; along with others. This
unit will also familiarise the students with diverse knowledge systems from the
Vedic and post-Vedic corpus, Buddhist and Jain scriptures, Carvaka and Tantric
philosophy, early numerical systems, along with practices and traditions of
healing, such as Ayurveda and Yoga. Knowledge traditions, concepts and
educational practices will be critically interpreted in the context of their
linkages with socio-political and religious structures of power and social
stratifications and the question of their accessibility to caste, gender and other
marginalised categories. (eleven hours)
Essential Readings:
• Divakaran, P.P. (2019), The Mathematics of India: Concepts, Methods,
Connections, Springer, Singapore. Introduction. pp. 1-21.
• Lowe, Roy, Yasuhara, Yoshihito. (2016), The Origins of Higher Learning:
Knowledge Networks and the Early Development of Universities, Routledge.
Chapter Two ‘From the Indus to the Ganges, Spread of Higher Learning in India’.
• Scharfe, Hartmut. (2002), Education in Ancient India. Brill, Lieden.
• Shrimali, Krishna Mohan. (2011), “Knowledge Transmission: Processes,
Contents and Apparatus in Early India,” Social Scientist, Vol. 39, No. 5/6: 3–22.
• Witzel. M. (1987), On the Localisation of Vedic Texts and Schools, India and the
Ancient World: History, Trade and Culture before A.D. 650. P.H.L. Eggermont
Jubilee Volume, edited by G. Pollet, Orientalia Lovaniensia Analecta 25, Leuven,
pp. 173-213.
Unit 2. This unit engages with different kinds of institutional, communitarian

and individual arrangements of learning and structures of patronage that
existed in India from 11th to 18th century. It explores how these arrangements
promoted the development of different knowledge traditions in different trans-
local linguistic idioms, such as Sanskrit, Arabic and Persian alongside with a wide
range of literature and genres within regional languages and translation
projects in different fields like Philosophy, Philology, Aesthetics, Astrology, Law,
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Mathematics, Physical Sciences, Medicine, Music, Hermeneutics, Grammar,
Lexicography and Doxography. It will also deal with the questions of what were
the forces of educational expansion as well as control over it, and what does
this history of education tell us about social relations in the period under study.
(eleven hours)
Essential Readings:
• Alam, Muzaffar. (2003), ‘The Culture and Politics of Persian in Pre-colonial
Hindustan,’ in Sheldon Pollock (ed.), Literary Cultures in History:
Reconstructions from South Asia, University of California Press, 2003, pp. 131-
198.
• Ali, Daud. (2006), ‘The culture of court’ (Chapter 2, pp. 69-96) and ‘The
education of Disposition’, (Chapter 5 pp. 183-201) in his Courtly Culture and
Political Life in Early Medieval India. Delhi: Cambridge University Press.
• Bor, Joep. Françoise ‘Nalini’delvoye, Jane Harvey and Emmie Te Nijenhuis
(eds.). (2010), Hindustani Music: Thirteenth to Twentieth Centuries. New Delhi:
Manohar Publishers.
• George, Gheverghese Joseph. (2009), A Passage to Infinity: Medieval Indian
Mathematics from Kerala and its Impact, Delhi: SAGE Publications India Pvt Ltd,
(Chapter-7, pp. 142-156 and 8, 156-178).
• Ghosh, Suresh Chandra. (2001), History of Education in Medieval India, 1192
A.D.-1757 A.D. India Originals.
• Hussain, SM Azizuddin (ed.). (2005), Madrasa Education in India: Eleventh to
Twenty First Century. New Delhi: Kanishka Publishers.
• Jafri, Saiyid Zaheer Husain. (2021), ‘Education and the Transmission of
Knowledge in India’s Medieval Past: Contents, Processes and implications’ in
Cristiano Casalini, Edward Choi and Ayenachew A. Woldegiyorgis (Eds.),
Education beyond Europe: Models and Traditions before Modernities. Brill, pp.
129-151.
• Makdisi, Goerge. (1981), The Rise of Colleges, Institutions of Learning in Islam,
Edinburg University Press, Edinburg. Chapters 1, 2, and 3.
• Nizami, K.A. (1996), ‘Development of the Muslim Educational System in
Medieval India’, in Islamic Culture, October.
• Pollock, Sheldon (ed.). (2011), Forms of Knowledge in Early Modern Asia:
Explorations in the Intellectual History of India and Tibet 1500-1800, Manohar,
Delhi.
• Ray, Krishnalal. (1984), Education in Medieval India, Delhi: B.R. Publishing,
(Chapter 4, pp. 34-57 and 5 pp-57-66).
• Rezavi, Syed Ali Nadeem. (2007), ‘The Organization of Education in Mughal
India’.” Proceedings of the Indian History Congress, 68, pp. 389-97.
http://www.jstor.org/stable/44147851.
• Robinson, Francis. (2001), ‘Perso-Islamic Culture in India from the 17th to the
Early 20th Century’, pp. 9-40 (chapter 1); and ‘Atamans, Safavids, Moghuls:
Shared Knowledge and Connective Systems’, pp. 211-251 (chapter 8), in his The
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‘Ulama of Farangi Mahal and Islamic Culture in South Asia. Permanent Black,
Delhi.
• Venkatasubramanian, T. K. (2010, Music as History in Tamilnadu. New Delhi:
Primus Books. (Chapters 4, 5 and 8, pp. 45-75 and 100-107).
Unit 3. This unit deals with the emergence of colonial education and
marginalization of indigenous education from 18th century onwards. How the
two systems, indigenous and the colonial, impacted each other during this
period. How this transition was shaped by the interventions of the colonial
state, Christian missionaries, dominant castes and classes and the social
reformers?? It will engage with how the nature of education during this period
was shaped by the colonial state and dominant sections of Indian society, and
what were the implications of this alliance in general and particularly for
marginalised sections. It will also explore how the colonial education
transformed language hierarchies and knowledge traditions in India. (twelve
hours)
Essential Readings:
• Acharya, Poromesh. (2000), Desaj Siksha, Aupniveshik Virasat and Jatiya Vikalp,
(translated in Hindi by Anil Rajimwale), Granth Shilpi, New Delhi.
• Allender, Tim. (2016), Learning Femininity in Colonial India, 1820–1932,
Manchester: Manchester University Press.
• Babu, Senthil. (2022), Mathematics and Society: Numbers and Measures in
Early Modern South India. Oxford University Press.
• Bhattacharya, Sabyasachi. (ed.) (2002), Education and the Dis-privileged:
Nineteenth and Twentieth Century India, Orient Longman Private Limited, New
Delhi.
• Chavan, Dilip. (2013), Language politics under colonialism: Caste, class and
language pedagogy in western India. Cambridge Scholars Publishing.
• Crook, Nigel (ed.). (1996), The Transmission of Knowledge in South Asia: Essays
on Education, Religion, History, and Politics, Delhi, Oxford University Press.
• Dharampal (ed.), (1983) The Beautiful Tree: Indigenous Education in the
Eighteenth Century, New Delhi, Biblia Impex, (Specially Introduction)
• Gupta, Vikas. Agnihotri, Rama Kant. and Panda Minati (ed.). (2021), Education
and Inequality: Historical and Contemporary Trajectories, Orient Blackswan,
Hyderabad.
• Kumar, Arun. (2019),’The “Untouchable School”: American Missionaries, Hindu
Social Reformers and the Educational Dreams of Labouring Dalits in Colonial
North India’, South Asia: Journal of South Asian Studies, 42(5): 823-844.
• Paik, Shailaja. (2014), Dalit Women’s Education in Modern India, New York:
Routledge.
• Rao, Parimala V. (2020), Beyond Macaulay: Education in India, 1780-1860, New
York, Routledge.
• Sarangapani, Padma M. and Rekha Pappu. (2021), Handbook of Education
Systems in South Asia, Spinger Nature, Singapore. (Volume 1).
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• Tschurenev, Jana. (2019), Empire, civil society, and the beginnings of colonial
education in India, Delhi: Cambridge University Press.
Unit 4. This unit explores the alternative demands that were articulated within
the educational discourse of the freedom struggle. It also engages with the fate
of the national education movement as may be seen in the examples of
Swadeshi and Nai Talim; along with the struggle for compulsory elementary
education in colonial India. (eleven hours)
Essential Readings:
• Bhattacharya, Sabyasachi (ed.). (1998), The Contested Terrain: Perspectives on
Education in India, Orient Longman, New Delhi.
• Bhattacharya, Sabyasachi. Bara, Joseph. and Yagati, Chinna Rao. (eds). (2003),
Educating the Nation: Documents on the Discourse of National Education in
India (1880-1920), Kanishka Publishers Distributors.
• Chatterji, Basudev (ed.). (1999), ‘Towards Freedom (1938 Watershed)’ Oxford
University Press for ICHR, (Vol. I. chapter 8).
• Rao, Parimala V. (2013), ‘Compulsory Education and the Political Leadership in
Colonial India, 1840-1947’ in Parimala V. Rao. (ed.), New Perspectives in the
History of Indian Education, Orient BlackSwan, New Delhi, pp. 151-175
• Sadgopal, Anil. (2017), ‘Macaulay Banam Phule, Gandhi-Ambedkar ka Muktidai
Shaikshik Vimarsh’ in Hariday Kant Dewan, Rama Kant Agnihotri, Chaturvedi,
Arun. Sudhir, Ved Dan. and Rajni Dwivedi (eds.), Macaulay, Elphinstone Aur
Bhartiya Shiksha, Vani Prakashan, New Delhi, pp. 82-95.
• Sarkar, Sumit. (1973), Swadeshi Movement in Bengal (1903-1908), People’s
Publishing House, (Chapter 4, pp. 149-181).
Suggestive readings
• Acharya, Poromesh. (1997), “Educational Ideals of Tagore and Gandhi: A
Comparative Study” Economic & Political Weekly, 32, pp 601-06.
• Alavi, Seema. (2007), ‘Indo-Muslim Medicine: Unani in Pre-Modern India’, in
her Islam and Healing: Loss and Recovery of and Indo-Muslim Medical Tradition
1600-1900. New Delhi: Permanent Black, pp. 18-43.
• Altekar, A. S. (1944). Education in Ancient India. Benares: Nand Kishore & Bros.
• Bandyopadhyay, D. (2002), ‘Madrasa Education and the Condition of Indian
Muslims’, Economic and Political Weekly, Vol. 37, No. 16, pp. 1481-1484.
• Bhattacharya, Sabyasachi (ed.), Development of Women’s Education in India
1850-1920 (A collection of Documents), Kanishka Publications, New Delhi,
2001. (Introduction)
• Bronkhorst, Johannes. (2013), Buddhist Teaching in India. Boston: Wisdom
Publications.
• Bryant, Edwin. (2009). The Yoga Sutras of Patanjali: A New Edition, Translation,
and Commentary, North Point Press, New York.
• Charney, Michael W. (2011), 'Literary Culture on the Burma–Manipur Frontier
in the Eighteenth and Nineteenth Centuries'. The Medieval History Journal, (14)
2, pp 159-181.
184
• Chatterji, Basudev. (ed.) (1999), “Towards Freedom (1938 Watershed)”, Oxford
University Press for ICHR, (Vol. I. chapter 8.)
• Constable, Philip. (2000), “Sitting on the School Verandah: The ideology and
Practice of ‘Untouchable’ Educational protest in late Nineteenth-Century
Western India”, IESHR, Vol. 37, No. 4, pp. 383-422.
• Deshpande, Madhav. (2020), “Language and Testimony in Classical Indian
Philosophy”, in Edward N. Zalta (ed.), The Stanford Encyclopedia of Philosophy.
• Frykenberg, R. E. (1986), ‘Modern Education in South India, 1784-1854: Its
Roots and Role as a Vehicle of Integration under Company Raj’, American
Historical Review, Vol. 91, No. 1, February, pp. 37-65.
• Gandhi, Mahatma. (1938), Educational Reconstruction, Hindustani Talimi
Sangh, Wardha.
• George L. Hart (1975), The Poems of Ancient Tamil, Their Milieu and Their
Sanskrit Counterparts, Issue 21 of Center for South and Southeast Asia Studies,
UC Berkeley Publications of the Center for South and Southeast Asia studies.
• Ghosh, S. C. (2007), History of Education in India, Rawat Publications.
• Gupta, Vikas. (2017) “Macaulay se Pare”, in Hariday Kant Dewan, Rama Kant
Agnihotri, Arun Chaturvedi, Ved Dan Sudhir, and Rajni Dwivedi, eds., Macaulay,
Elphinstone Aur Bhartiya Shiksha, New Delhi: Vani Prakashan
• Gupta, Vikas. (2018), “Bhaurao Patil's Educational Work and Social Integration”,
Inclusive, Vol. 1, Issue 12.
• Gupta, Vikas. (2022) ‘Educational Inequities in Colonial India and the Agency of
Teacher: Lens of Molvi Zaka Ullah’, Social Scientist, Vol. 50, Nos. 9-10
(September-October), pp. 21-41.
• Habib, Irfan. Technology in Medieval India: C. 650-1750. India: Tulika Books,
2013.
• Habib, S Irfan and Raina Dhruv (Ed. (2007), Social History of Science in Colonial
India. India: Oxford University Press.
• Hardy, Peter. (1972), Muslims of British India, Cambridge: Cambridge University
Press.
• Hariday Kant Dewan, Rama Kant Agnihotri, Chaturvedi, Arun. Sudhir, Ved Dan.
and Rajni Dwivedi. (eds.), Macaulay, Elphinstone Aur Bhartiya Shiksha, Vani
Prakashan, New Delhi.
• Jafar, S.M. (1936), Education in Muslim India, S. Muhammad Sadiq Khan,
Peshawar.
• Jafri, Saiyid Zaheer Husain. (2012). ‘Education and transmission of knowledge
in medieval India’, Intellectual Discourse, 20 (1), 79-102.
• Jafri, Saiyid Zaheer Husain. (2020), ‘Making of the Indo-Islamic Intellectual
Tradition in the Upper Gangetic Valley: Migrations, Settlements, Adaptations
and ‘Crises’’, The Historian, Vol 18 (Summer): 16-39.
• Kamal, MM. (1998), The Epistemology of the Carvaka Philosophy, Journal of
Indian and Buddhist Studies, 46(2), pp. 13–16.
• Kumar, Krishna. (2009), “Listening to Gandhi” in his What is Worth Teaching?,
Orient Longman, (Third Edition), Ch. 9, pp. 111-128.
185
• Kumar, Krishna. (2014), Politics of Education in Colonial India, New Delhi,
Routledge.
• Kumar, Krishna. and Oesterheld, Joachem. (eds.). (2007), Education and Social
Change in South Asia, New Delhi, Orient Longman (Essays by Sanjay Seth, Heike
Liebau, Sonia Nishat Amin, and Margret Frenz).
• Lahiri, Latika. (1986), Chinese Monks in India: Biography of Eminent Monks Who
Went to the Western World in Search of the Law During the Great T’ang
Dynasty. Motilal Banarsidass, Delhi.
• Mondal, Ajit and Mete, Jayanta. (2016), Right to Education in India (two
volumes), Gyan Publishing House, Delhi.
• Mondal, Ajit. (2017), “Free and Compulsory Primary Education in India under
the British Raj” SAGE Open, SAGE Publications.
• Naik, J.P. & Nurullah, Syed. (2004) A Students’ History of Education in India,
(1800-1973), Delhi, Macmillan India Ltd, First Published 1945, Sixth Revised
Edition 1974, Reprinted 2004. (Also available in Hindi).
• Naik, J.P. (1941), “Compulsory Primary Education in Baroda State: Retrospect
and Prospect”, (First published in the Progress of Education, Poona, and
thereafter published in book form).
• Nambissan, Geetha B. (1996), “Equity in Education? Schooling of Dalit Children
in India” Economic & Political Weekly, Vol. 31, pp. 1011-24.
• Oesterheld, Joachim. (2009), “National Education as a Community Issue: The
Muslim Response to the Wardha Scheme” in Krishna Kumar and Joachem
Oesterheld (eds.), Education and Social Change in South Asia, Orient Longman,
New Delhi, pp. 166-195.
• Hartung, Jan-Peter and Reifeld, Helmut (Ed.). (2006), Islamic Education,
Diversity and National Identity,Sage.
• Rai, Lajpat. (1966), The Problem of National Education in India, Publications
Division, New Delhi.
• Rao, Parimala V. (ed.). (2014), New Perspectives in the History of Indian
Education, Orient BlackSwan, New Delhi.
• Salgado, Nirmala, S. (1996), “Ways of Knowing and Transmitting Religious
Knowledge: Case Studies of Theravada Buddhist Nun”, Journal of the
International Association of Buddhist Studies, Volume 19, Number 1, pp. 61-80.
• Sangwan, Satpal. (1990), ‘Science Education in India under Colonial Constraints,
1792-1857’, Oxford Review of Education, Vol. 16, No. 1.
• Shetty, Parinita. (2008), ‘Missionary pedagogy and Christianization of the
heathens: The educational institutions introduced by the Basel Mission in
Mangalore’, Indian Economic Social History Review, Vol. 45, pp. 509-51.
• Shukla, Suresh Chandra. (1959), Elementary Education in British India during
Later Nineteenth Century, New Delhi: Central institute of Education.
• Sikand, Y. (2005), Bastions of the Believers: Madrasas and Islamic Education in
India. New Delhi: Penguin.
• Soni, Jayandra (2000), “Basic Jaina Epistemology”, Philosophy East and West,
Vol. 50, Issue 3, pp. 367–377.
186
• Suman, Amit K. (2020), “Colonial State and Indigenous Islamic Learning: A Case
Study of Calcutta Madrasa”, Paedagogica Historica: International Journal of the
History of Education, Routledge: Taylor & Francis, pp. 1-18.
• Suman, Amit K. (2014), “Indigenous Educational Institutions in Upper Gangetic
Valley: Curriculum, Structure and Patronage”, Social Scientist, Vol.42, No.3-4,
March-April.
• Suman, Amit K. (2018), “The Quest for Education: An Insight into the
Educational Theories and Practices of the Colonial Government in Bengal
Presidency”, in the Indian Historical Review, Vol. 45, Issue 2, SAGE Publications,
pp. 1-16.
• Venkatanarayanan, S. (2013), “Tracing the Genealogy of Elementary Education
Policy in India Till Independence”, SAGE Open, Sage Publications.
• Wujastyk, Dominik. (2003) The Roots of Ayurveda (Penguin Classics). Penguin.
Introduction p.1-38.
• Zelliot, Eleanor. (2014), ‘Dalit Initiatives in Education, 1880-1992’, in Parimala
V. Rao, (Ed.), New Perspectives in the History of Indian Education, New Delhi,
Orient BlackSwan, pp. 45-67.

187
DISCIPLINE SPECIFIC ELECTIVE COURSE (DSE-4): History of Latin America c. 1500 –
1960s
Credit distribution, Eligibility and Pre-requisites of the Course
Practice (if any)
History of Latin 4 3 1 0 12th Pass NIL
America c. 1500 –
1960s
Learning Objectives
This paper offers a historical overview of Latin America. It traces major long- term
continuities and changes in Latin America’s socio-economic structures, cultural life and
political formations from the 16th century to the mid-twentieth century. The paper closely
examines colonial trade and rule, as well as anti-colonial resistance. It offers a critical
analysis of the immediate years post-independence, and situates the specific positioning
of Latin America in connected histories of a globalising world.
Learning outcomes
On completion of this course the student shall be able to

• Critique stereotypes on Latin America and outline major shifts in Latin American
history.
• Explain elements of change and continuity in Latin American polities, economy,
society and cultural milieu from the 16th to 20th centuries.
• Contextualise the impact of colonialism on Latin America.
• Explain social protest and anti-colonial resistance in Latin America, as well as
practices of ‘transculturation’.
• Discuss the dilemmas and contradictions emerging from the post-
independence economic, social, political and cultural milieu.
SYLLABUS OF DSE-4
Unit I: Historiography
Unit II: Colonization of Central and South America by Iberian powers and Movements
for In-dependence:
1. Driving forces for conquest; Impacts of colonization – key agrarian
transformation; the question of labour and slavery; transatlantic commerce
188
and the modern world system; institutions of state; the advent of Christianity
and evangelization.
2. Movements for independence in the early 19th century
Unit III: Developments in the new Latin American Nations (1830s-1930s): Case studies
of Mexico, Argentina, and Brazil
1. Class and state formation, industrialization, export economies, immigration
2. Popular culture
Unit IV: Political and socio-cultural developments, 1930s to the 1960s

1. Authoritarianism, populism, revolutions
2. Politics of literature, music and sports
Unit-I: This Unit provides an introduction into what constitutes as Latin America and
the importance of the engaging with the modern history of the region. The Unit also
familiarizes the students with the historiography of Latin America. (Teaching time: 9
hours Approx.)
• Bethell, L., ed. (1997). Cambridge History of Latin America: Colonial Latin
America, Vol.
• II. Cambridge: Cambridge University Press.
• Bethell, L., ed. (2002). Cambridge History of Latin America: From Independence
to c. 1870, Vol. III. Cambridge: Cambridge University Press.
Unit II: This Unit provides an overview of the colonization of Central and South
America by Spain and Portugal from 1490s onwards. It will also examine the nature of
important transformations ushered in by the colonial encounter, as well as the
early independence struggles against the Spanish and Portuguese. (Teaching time: 9
hours Approx.)
• Chasteen, J. (2006). Born in Blood and Fire: A Concise History of Latin America.
New York: W.W. Norton and Company.
• Frank, A.G. (1967). Capitalism and Underdevelopment in Latin America. New
York: Monthly Review Press.
• Galeano, E. (2010). Century of the Wind: Memories of Fire, Volume III. New
York: Nation Books
• Burns, E.B. (1992). Latin America Conflict and Creation: A Historical Reader.
New York: Pearson.
• Skidmore, T. and Peter H. Smith. (2010). Modern Latin America. New York:
• Williamson, E. (2010). The Penguin History of Latin America. London: Penguin
Books.
189
Unit-III: This Unit address history of class and state formation, industrialization,
immigration, and popular culture from 1830s to the1930s with specific reference to
case studies of Mexico, Argentina, and Brazil. (Teaching time: 9 hours Approx.)
• Bothell, L., ed. (1985). Mexico Since Independence. Cambridge: Cambridge
University Press.
• Galeano, E. (2010). Faces and Masks: Memories of Fire, Volume II. New York:
Nation Books.
• Galeano, E. (2010). Genesis: Memories of Fire Volume I. New York: Nation
Books.
• Levine, R.M., and John Crocitti, (Eds.). (2002). The Brazil Reader: History,
Culture, Politics. Durham: Duke University Press.
• Nouzeilles, G., and Graciela Montaldo. (Eds.). (2002). The Argentine Reader:
History, Culture, Politics. Durham: Duke University Press.
Unit-IV: This Unit deals with emergence of authoritarianism, reactions against it as

manifested in populism and subsequent revolutions. It will also examine the politics
of literature, music and sports; 1930s to the 1960s. (Teaching time: 9 hrs Approx.)
• Galeano, E. (1997). Open Veins of Latin America: Five Centuries of the Pillage of
a Continent. New York: Monthly Review Press.
• Gott, R. (2005). Cuba A New History. New Haven: Yale University Press.
• Wright, T. (2001). Latin America in the Era of the Cuban Revolution.
Connecticut: Praeger
Suggested Readings:
• Bellos, A. Futebal. (2003). The Brazilian Way of Life. London: Bloomsbury.
• Chavez, L., 9ed). (2005). Capitalism, God and Good Cigar. Durham: Duke
University Press.
• Craske, N. (1999). Women and Politics in Latin America. New Brunswick:
Rutgers University Press.
• Hanke, L., and Jane M. Rausch. (Eds.). (1999). Latin American History from
Independence to the Present. Princeton: Markus Wiener.
• Karush, M.B., and O. Chamosa, (Eds.). (2010). The New Cultural History of
Peronism. Durham: Duke University Press.
• Levine, R.M. (1998). Father of the Poor: Vargas and His Era. Cambridge:
Cambridge University Press.
• Marichal, C. etal. (2006). From Silver to Cocaine: Latin American Commodity
Chains and the Building of World Economy, 1500-2000. Durham: Duke
University Press.
• Marquez, G.G. (1996). Autumn of the Patriarch. London: Penguin.

190

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SEMESTER – VI

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

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

Unit II. Political Developments and State Formation

Unit III. Religious Ideas and Visual Culture

Unit IV. Economy and Society

Practical component (if any) - NIL

Readings in Hindi Medium:

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

Credit distribution, Eligibility and Prerequisites of the Course

Unit 1: Colonial Economy

Unit 2: Early Nationalism

Unit 3: Emergence and social base of Gandhian Nationalism

Unit 4: Alternative trends in National Movement

Unit 5: Towards Independence and after

Unit 6: Formation of Identities

Practical component (if any) - NIL

Suggestive readings (if any)

Credit distribution, Eligibility and Pre-requisites of the Course

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

Unit I: Nations and Nationalism in the nineteenth century

Unit II: The First World War and Revolutions

Unit III: Europe Between the World Wars

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

Practical component (if any) - NIL

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

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

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

Credit distribution, Eligibility and Prerequisites of the Course

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

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

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

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

Suggestive readings (if any)

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

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

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Fundamentals of 4 3 1 - Class Nil

Unit II: Issues and problems in historical research

Unit III: Sources and interpretation

Unit IV: Conducting historical research

Practical component (if any) - NIL

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

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

Practical component (if any) - NIL

Unit 2. This unit engages with different kinds of institutional, communitarian

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

Credit distribution, Eligibility and Pre-requisites of the Course

On completion of this course the student shall be able to

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

Practical component (if any) - NIL

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

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

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