Based on Undergraduate Curriculum Framework 2022

UNIVERSITY OF DELHI

UNDERGRADUATE PROGRAMMES OF STUDY

STRUCTURE, COURSES & SYLLABI OF SEMESTER – III

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DEPARTMENT OF HISTORY
COURSES OFFERED BY DEPARTMENT OF HISTORY

Category I
(Provide the details of the Discipline Specific Courses offered by your department for

the UG Programme with your discipline as the Single Core Discipline)

[UG Programme for Bachelor in History (Honours) degree in three years]

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

DISCIPLINE SPECIFIC CORE COURSE -1 (DSC-1) – : History of India – III: 750 – 1200

Course title & Code Credits Credit distribution of the course Eligibility Pre-requisite
criteria of the course
Lecture Tutorial Practical/ (if any)
Practice
History of India – III: 4 3 1 0 12 th Pass Should have
750 – 1200 studied
History of
India- II
Fourth century
to 750

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

This course is designed to make students trace the patterns of change and
continuities in the economic, political, social and cultural aspects of life during the
‘early medieval period’ (c. 750 – 1200 CE) of Indian history. With its focus on multiple
historiographical approaches to various issues of historical significance during this
period, the course will also apprise students of the divergent ways in which
historians approach, read and interpret their sources.

Learning outcomes

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

● Critically assess the major debates among scholars about various changes that
took place with the onset of early medieval period in India.
● Explain, in an interconnected manner, the processes of state formation,
agrarian expansion, proliferation of caste and urban as well as commercial
processes.
● Discuss the major currents of developments in the cultural sphere, namely
Bhakti movement, Puranic Hinduism, Tantricism, architecture and art.

SYLLABUS OF DSC-1

Unit I: Studying early medieval India

1. Sources: texts; inscriptions; coins
2. Perspectives on the early medieval

Unit II: Political structures and processes

1. Evolution of political structures: Rajput polities; Chola state; Odisha
2. Symbols of political power: Brahmanas and temples; courtly cultures
3. Issue of ‘Foreign and Indian’: Arabs and Ghazanavids in the north-west, Cholas
in Southeast Asia

Unit III: Social and economic processes

1. Agricultural expansion and social changes
2. Trade and urbanization

Unit IV: Religious and visual cultures

1. Bhakti, Puranic Hinduism; Tantra; Buddhism and Jainism
2. Art and architecture: temples – regional styles

Practical component (if any) - NIL

Essential/recommended readings
Unit I. This unit seeks to familiarise students with the range of sources available for
the early medieval period of Indian history. Most importantly, students will
engage with the debates and varied scholarly views on the nature of early
medieval Indian social formation and the most important aspects and factors
of change therein. (Teaching Time: 12 hrs. approx.)
● Salomon, Richard. 1998. Indian Epigraphy: A Guide to the Study of Inscriptions
in Sanskrit, Prakrit and, the Other Indo-Aryan Languages. New York: Oxford
University Press. (The relevant portions are: Chapter I: 'The Scope and
Significance of Epigraphy in Indological StudStudiesies', pp. 3-6; Chapter VII:
'Epigraphy as a Source for the Study of Indian Culture,' pp. 226-51.)
● Schwartzberg. J. 1993. Historical Atlas of South Asia. New York: Oxford
University Press. (To be used mostly as a reference book)
● Jha, D.N. 2000. ‘Introduction’. In The Feudal Order: State, Society and Ideology
in Early Medieval India. Delhi: Manohar, pp. 1-60. [Also available in Hindi]
● Sharma, RS 1958. ‘Origins of Feudalism in India (c. A.D. 400-650)’. Journal of
the Economic and Social History of the Orient, vol. 1: 297-328.
● Mukhia, H. 1981. ‘Was there Feudalism in Indian History?’ The Journal of
Peasant Studies vol. 8(3): 273-310. Also reproduced in Kulke, Hermann. (ed).
1995. The State in India, 1000-1700. New Delhi: Oxford University Press, pp.
86-133.
● Sharma, R.S. 1982. ‘The Kali Age: A Period of Social Crisis’. In D.N. Jha (ed). The
Feudal Order: State, Society and Ideology in Early Medieval India, Delhi:
Manohar, pp. 61-77. (Originally published in S.N. Mukherjea, (ed). India:
History and Thought. Essays in Honour of Professor A.L. Basham.)
● Chattopadhyaya, B.D. 1983. ‘Political Processes and the Structure of Polity in
Early Medieval India: Problems of Perspective’. Presidential Address, Ancient
India Section, Indian History Congress, 44 Session. This is also reproduced in
Kulke, Hermann. (ed). 1995. The State in India, 1000-1700. New Delhi: Oxford
University Press, pp. 195-232.
● Kulke, Hermann and Bhairabi Prasad Sahu (eds). 2022. ‘Introduction’. The
Routledge Handbook of the State in Premodern India. London and New York:
Routledge, pp. 1-43.
● र्संह, उर्पंिर. 2017. प्राचीन एवं प व-मध्यकालीन भारत का
इततहास: पाषाण-काल से 12 वीं शताब्दी तक. नई र्िल्ली: र्पयसिन
इर्ं डया एजुके शन. प्रासंर्गक भाग है, अध्याय 10: ‘उभरता
क्षेत्रीय र्वन्यास’, पष्ठ संख्या 588-689.)
● झा, र्िजेंद्र नारायण (सं.). 2007. भारतीय सामतं वाद: राज्य, समाज
और तवचारधारा. नई र्िल्ली: ग्रंथ र्शल्पी.
● शमाि, रामशरण. 1993. भारतीय सामंतवाद. नई र्िल्ली: राजकमल
प्रकाशन.
● मर्ु खया, हरबंस. 1998. ‘क्या भारतीय इर्तहास में फ्यर्लज़्म रहा
है?’. फ्यतलज़्म और गैर-यूरोपीय समाज. (सं.) हरबंस मुर्खया, नई
र्िल्ली: ग्रंथ र्शल्पी, पष्ठ सख्ं या 1-49.
Unit II. This unit aims to apprise students of the dynamic nature of political
structures and the varied perspectives from which scholars study them.
(Teaching Time: 12 hrs. approx.)
● Sharma, R.S. [1965] 2006. Indian Feudalism: c. AD 300-1200. 3rd edition,
Delhi: Macmillan (Especially relevant are, pp. 67-95.).
● Chattopadhyaya, B.D. 1983. ‘Political Processes and the Structure of Polity in
Early Medieval India: Problems of Perspective’, Presidential Address, Ancient
India Section, Indian History Congress, 44th Session. This is also reproduced in
Kulke, Hermann. (ed). 1995. The State in India, 1000-1700. New Delhi: Oxford
University Press, pp. 195-232.
● Kulke, Hermann. 1995. ‘The Early and the Imperial Kingdom: A Processural
Model of Integrative State Formation in Early Medieval India’. In idem. (ed).
The State in India, 1000-1700. New Delhi: Oxford University Press, pp. 233-62.
● Chattopadhyaya, B.D. 1976. ‘Origin of the Rajputs: The Political, Economic and
Social Processes in Early Medieval Rajasthan’. Indian Historical Review, vol.
3(1): 59-82. Also reproduced in B.D. Chattopadhyaya, The Making of Early
Medieval India, Delhi: Oxford University Press, pp. 57-88. Paperback edition,
1997.
● Stein, Burton. 1977. ‘The Segmentary State in South Indian History’. In Richard
Fox (ed.). Realm and Region in Traditional India. New Delhi: Vikas, pp. 3-51.
Stein’s views might also be accessed in another article by him, more easily
accessible: Stein, Burton. (1995). ‘The Segmentary State: Interim Reflections’.
In Hermann Kulke. (ed). 1995. The State in India, 1000-1700. New Delhi:
Oxford University Press, pp. 134-61.
● Heitzman, James. 1987. ‘State Formation in South India, 850-1280’, Indian
Economic and Social History Review, vol. 24 (1), pp. 35-61. Also reproduced in
Hermann Kulke. (ed). 1995. The State in India, 1000-1700. New Delhi: Oxford
University Press, pp. 162-94.
● Ali, Daud. 2006. ‘Chapter 2: ‘The Culture of the Court’. In idem. Courtly Culture
and Political Life in Early Medieval India. New Delhi: Cambridge University
Press, (Especially useful is, pp. 69-102.)
● Davis, Richard. 1999. Lives of Indian Images. New Delhi: Motilal Banarsidas
Publishers, pp. 88-112 and pp. 186-221.
● Chattopadhyaya, B.D. 2017. ‘The Concept of Bharatavarsha and Its
Historiographical Implications’. In B. D. Chattopadhyaya The Concept of
Bharatavarsha and Other Essays. New Delhi: Permanent Black, pp. 1-30.
● Maclean, Derryl N. 1989. Religion and Society in Arab Sind. Leiden: E.J. Brill.
(Chapter II: ‘Conquest and Conversion’, pp. 22-82).
● Habib, Mohammad. [1927] 1981. ‘Sultan Mahmud of Ghaznin’. In K.A. Nizami
(ed.) Politics and Society during the Early Medieval Period, Collected Works of
Professor Habib, vol. 2. New Delhi: People’s Publishing House, pp. 36-104.
● Thapar, Romila. 2005. Somnath: The Many Voices of a History. Penguin.
● Chattopdhyaya, B.D. [1998] 2017. Representing the Other? Sanskrit Sources
and the Muslims (eighth to fourteenth Century). Primus Books: Delhi.
● Kulke, Hermann, K. Kesavapany and Vijay Sakhuja (eds). 2009. Nagapattinam
to Su-varnadvipa: Reflections on the Chola Naval Expeditions to Southeast
Asia. Singapore: Institute of Southeast Asian Studies.
● शमाि, रामशरण. 1998. 'भारतीय सांमतवाि र्कतना सामंती?’. हरबंस
मर्ु खया (सं.). फ्यूडतलज़्म और गैर-यूरोपीय समाज. नई
र्िल्ली:ग्रंथर्शल्पी, पष्ठ सख्ं या 50-86.
● मर्ु खया, हरबंस. 1998 ‘कृ षक उत्पािन और मध्यकालीन भारतीय समाज',
हरबंस मर्ु खया (सं.). फ्य तलज़्म और गैर-यूरोपीय समाज. नई
र्िल्ली: ग्रंथर्शल्पी, पष्ठ सख्ं या 310-339.
● चट्टोपाध्याय, बजिलाल. 1978. 'राजपतू ों की उत्पर्ि; पूव-ि
मध्ययगु ीन राजस्थान में राजनैर्तक, आर्थिक एवं सामार्जक
प्रर्क्रयाए',ं एच. डी. संकार्लया आर्ि (सं.). प्राचीन भारत.
मैकर्मलन: नई र्िल्ली. पष्ठ सख्ं या,136-153.
● हबीब, मोहम्मि. 1992. ‘महमि के कायों का चररत्र और मल्ू य', इरफान
हबीब (स.)ं मध्यकालीन भारत, अकं -4. नई र्िल्ली: राजकमल
प्रकाशन, पष्ठ सख्ं या 9-23.
● थापर, रोर्मला. 2000. ‘सोमनाथ और महमिू ’. सहमत मक्तनाद वषि-2, अंक
1-2. पष्ठ संख्या 37-44.
● थापर, रोर्मला. 2015. सोमनाथ: इततहास एक, स्वर अनेक. नई र्िल्ली:
ग्रंथर्शल्पी.
● हबीब, इरफान. 1999. ‘भारतीय राष्र के र्नमािण की प्रर्क्रया और
अवधारणा: ऐर्तहार्सक पररप्रेक्ष्य'. सहमत मक्तसंख्या 26-30.
नाद वषि-1, अंक 3. पष्ठ
● चट्टोपाध्याय ,ब्रजिलाल. 2012. ‘आक्रामकों और शासकों की
छर्वयाँ’, मीनाक्षी खन्ना (स.)ं मध्यकालीन भारत का सांस्कृ ततक
इततहास. नई र्िल्ली: ओररएंट ब्लैकस्वान, पष्ठ संख्या 107-33.
● शास्त्री, नीलकं ठ. 1979. चोलवंश. नयी र्िल्ली: मैकर्मलन .

Unit III. This unit will familiarise students with social and economic processes of the
early medieval period in Indian history. The diverse ways in which these have
been studied will be the chief focus. (Teaching Time: 9 hrs approx.)
● Sharma, R.S. 1987. Urban Decay in India c. 300 – c. 1000. New Delhi:
Munshiram Mnoharlal. (Especially important parts are, Chapter 2: ‘Urban
Growth and Decay in the North’, pp. 10-27; Chapter 8: ‘Explaining the Urban
Eclipse’, pp. 132-42; and Chapter 10: ‘Agrarian Expansion’, pp. 168-77.)
● Champakalakshmi, R. 1995. ‘State and Economy: South India, Circa A.D. 400-
1300’. In Romila Thapar (ed.). Recent Perspectives of Early Indian History.
Bombay: Popular Prakashan, pp. 266- 301.
● Yadava, B.N.S. 1997. ‘Immobility and Subjection of Indian Peasantry’. In
Bhairabi Prasad Sahu (ed.). Land System and Rural Society in Early India. Delhi:
Manohar, pp. 329-42.
● Sharma, R.S. 1969. Social Changes in Early Medieval India. The first Devraj
Chanana Memorial Lecture. New Delhi: People’s Publishing House. Also
reproduced (with slight changes) as Sharma, R.S. 2001. ‘Changes in Social
Structure’. In idem. Early Medieval Indian Society: A Study in Feudalisation.
Hyderabad: Orient Longman, pp. 186-213.
● Chattopadhyaya, B.D. 1994. The Making of Early Medieval India. Oxford:
Oxford University Press. (Relevant parts are, Chapter 4: ‘Markets and
Merchants in Early Medieval Rajasthan’, pp. 89-119; Chapter 6: ‘Trade and
Urban Centres in Early Medieval North India’, pp. 130-54; Chapter 7: ‘Urban
Centres in Early Medieval India: An Overview’, pp. 155-182).
● Bhandare, Shailendra. 2015. ‘Evaluating the Paucity of Metallic Currency in
Medieval India’. In Himanshu Prabha Ray (ed). Negotiating Cultural Identity:
Landscapes in Early Medieval South Asian History. Delhi: Routledge, pp. 159-
202.
● Chakravarti, Ranabir. 2004. ‘Introduction’. In idem. (ed). Trade in Early India.
Delhi: Oxford University Press, pp. 1-101.
● Malik, Anjali. 1998. Merchants and Merchandise in Early Medieval Northern
India, A.D. 600-1000. Delhi: Manohar. Relevant sections are, ‘Introduction’,
pp. 15-33; Chapter 4: ‘The Changing Patterns of Trade’, pp. 89-109.
● शमाि, रामशरण. 2000. भारत के प्राचीन नगरों का पतन. राजकमल
प्रकाशन: नयी र्िल्ली. प्रासंर्गक र्हस्से इस प्रकार ह:ैं
अध्याय-2 : 'उिर में शहरी र्वकास और पतन’, पृष्ठ संख्या 25-47;
अध्याय-8: 'शहरी पतन की व्याख्या’, पष्ठ सख्ं या 173-84; अध्याय 10:
' कृ र्ष का प्रसार’, पष्ठ सख्ं या 213-23.
● शमाि, रामशरण. 1995. पूवव-मध्यकालीन भारत में सामातजक पररवतवन,
नई र्िल्ली. संशोर्धत संस्करण शमाि, रामशरण. 1996. प व-
मध्यकालीन भारत का सामतं ी समाज और संस्कृ तत. नयी र्िल्ली :
राजकमल प्रकाशन में प्रकार्शत है.
● यािव, बी.एन. एस. 1981. ‘प्रारंर्भक-मध्यकालीन व्यवस्था में
भारतीय र्कसान वगि की अगर्तशीलता और िासता’, इरफान हबीब (सं.).
मध्यकालीन भारत, अंक-1. नयी र्िल्ली: राजकमल प्रकाशन, पष्ठ सख्ं
या 3-12.

Unit IV. The focus of this unit will be on the religious and visual cultures of the early
medieval period in the Indian subcontinent. Having done this unit, students
will be able to trace the patterns of change in these spheres of life. (Teaching
Time: 12 hrs. approx.)
● Champakalakshmi, R. 1996. ‘From Devotion and Dissent to Dominance: The
Bhakti of the Tamil Alvars and Nayanars’. In R. Champakalakshmi and S. Gopal
(ed). Tradition, Dissent and Ideology. New Delhi: Oxford University Press, pp.
135-63.
● Narayanan, M.G.S. and K. Veluthat. 2000. ‘Bhakti Movement in South India’. In
Jha, D.N. (ed). The Feudal Order: State, Society and Ideology in Early Medieval
India. New Delhi: Manohar, pp. 385-410. The essay was originally published in
S.C. Malik. (ed.). 1978. Indian Movements: Some Aspects of Dissent, Protest
and Reform. Simla: Indian Institute of Advanced Study, 1978. The same was
also reproduced in D.N. Jha. (ed). 1987. Feudal Social Formation in Early India.
Delhi: Chanakya Publications.
● Mahalakshmi, R. 2000. ‘Outside the Norm, Within the Tradition: Karaikkal
Ammaiyar and the Ideology of Tamil Bhakti’, Studies in History, vol. 16(1): pp.
17-40.
● Chakrabarti, Kunal. 1996. ‘Texts and Traditions: The Making of the Bengal
Puranas’. In R. Champakalakshmi and S. Gopal (eds). Tradition, Dissent and
Ideology. New Delhi: Oxford University Press, pp. 55-88.
● Desai, Devangana. 1989. ‘Social Dimensions of Art in Early India’. Presidential
Address (Ancient India Section). Proceeding of the Indian History Congress,
50th session, Gorakhpur: pp. 21-56.
● नंिी, रमेन्द्रनाथ. 1998. प्राचीन भारत में धमव के सामातजक
आधार. नई र्िल्ली: ग्रंथर्शल्पी.
● र्संह, उर्पन्िर. 2017. प्राचीन एवं प व- मध्यकालीन भारत का
इततहास: पाषाण काल से 12 वीं शताब्दी तक. नई र्िल्ली: र्पयसिन
इर्ं डया एजुके शन. प्रासंर्गक भाग है, अध्याय 10: 'उभरता
क्षेत्रीय र्वन्यास’, पष्ठ संख्या 588-689.

Suggestive readings
● Bosworth, C.E. 1966. ‘Mahmud of Ghazna in Contemporary Eyes and in Later
Persian literature’. Iran. vol. 4, pp. 85-92. (Alternatively, see Mahmud B.
Sebuktigin. in Encyclopaedia of Is-lam, ed. H.A.R. Gibb et al. Leiden: E.J. Brill.)
● Champakalakshmi, R. 1996. Trade, Ideology and Urbanization: South India 300
BC to AD 1300, New Delhi: Oxford University Press.
● Chattopadhyaya, B.D. 2003. ‘The Study of Early India’. In idem. Studying Early
India. Delhi: Permanent Black, pp. 3-25.
● Desai. Devangana. 1974. ‘Art under Feudalism in India (c. A.D. 500-1300)’. The
Indian Historical Review vol. 1(1): pp. 10-17. Reprinted in Jha, D.N. 1987. The
Feudal Order: State, Society and Ideology in Early Medieval India. Delhi:
Manohar, pp. 487-496.
● Deyell, J.S. 1990. Living Without Silver: The Monetary History of Early
Medieval North India. Delhi: Oxford University Press.
● Eaton, Richard M. 2002. ‘Temple Desecration and Indo-Muslim States’. In
David Gil-martin and Bruce B. Lawrence (eds). Beyond Turk and Hindu:
Rethinking Religious Identities in Islamicate South Asia. New Delhi: India
Research Press, pp. 246-81. The article can also be ac-cessed in Eaton, Richard
M. 2000. Essays on Islam and Indian History, New Delhi: Oxford Univer-sity
Press.
● Huntington, Susan. 1985. The Art of Ancient India: Buddhist, Hindu, Jain. New
York and Tokyo: Weather Hill.
● Jha, D.N. 2000. The Feudal Order: State, Society and Ideology in Early
Medieval India. Delhi: Manohar Publishers.
● Kulke, Hermann. 2001. ‘Royal Temple Policy and the Structure of Medieval
Hindu Kingdoms’. In idem. Kings and Cults: State Formation and Legitimation
in India and Southeast Asia. Delhi: Manohar, pp. 1-16.
● Kulke, Hermann and B. P. Sahu. 2018. History of Precolonial India: Issues and
Debates. Delhi: Oxford University Press, pp. 141-278.
● Pollock, Sheldon. 1998. ‘India in the Vernacular Millennium: Literary Culture
and Polity, 1000-1500’. Daedalus, vol. 127(3). 1998: pp. 41–74.
● Ramaswamy, Vijaya. 1982. ‘Peasant, State and Society in Medieval South
India: A Re-view Article’, Studies in History, vol. 4, pp. 307-19.
● Sahu, B.P. (ed). 1997. ‘Introduction’. In idem. Land System and Rural Society in
Early India. Delhi: Manohar, pp. 1-58.
● Sharma, R.S. (1985). ‘How Feudal was Indian Feudalism?’. The Journal of
Peasant Studies, vol. 12 (2-3), pp. 19-43. A revised and updated version of this
article is to be found in, Kulke, Hermann (ed). 1995. The State in India 1000-
1700. New Delhi: Oxford University Press, pp. 48-85.
● Singh, Upinder. (2008). ‘Chapter 10: Emerging Regional Configurations, c. 600-
1200 CE’. In idem. A History of Ancient and Early Medieval India: From the
Stone Age to the 12th Century. New Delhi: Pearson Education, pp. 546-643.
● Spencer, G.W. (1969). ‘Religious Networks and Royal Influence in Eleventh
Century South India’. Journal of the Economic and Social History of the Orient.
vol. 12 (1): pp. 42- 56.
● Subbarayalu, Y. 2011. South India under the Cholas. New Delhi: Oxford
University Press. (Especially important are chapters titled ‘Introduction’, ‘The
Chola State’ and ‘Characterizing the Chola State’.)
● Veluthat, Kesavan. 2000. ‘The Role of Nadu in the Socio-Political Structure of
South India (c. AD 600-1200)’. In D.N. Jha (ed). The Feudal Order: State,
Society and Ideology in Early Medieval India. Delhi: Manohar, pp. 179-96.

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

Branch, University of Delhi, from time to time.
 Credit distribution, Eligibility and Prerequisites of the Course
DISCIPLINE SPECIFIC CORE COURSE – 2 (DSC-2): Rise of the Modern West – I

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code criteria of the course
Lecture Tutorial Practical/ (if any)
Practice
Rise of the Modern 4 3 1 0 12 th Pass NIL
West – I

Learning Objectives

The focus of the course is on transition from feudalism to capitalism in Europe. The
paper familiarizes the student with important transitions and transformations in the
economy, polity, and socio-cultural life from mid fifteenth century to 1600 in various
parts of Europe. The course shall critically examine the dynamics of economic and
political power within Europe, and contacts with the New World. The processes by
which Europe’s economy benefited from colonial expansion and exploitation of
indigenous and slave labour will be explained. Students shall also engage with
continuities and changes in intellectual and artistic realms; the social and economic
milieu which influenced developments in religion; trends in state formation; and the
relation-ship between state and religion. Students will be introduced to the concept
of Eurocentrism in our understanding of the Rise of the Modern West.

Learning outcomes

On completion of this course students will be able to:

● Outline important changes that took place in Europe from the mid fifteenth
century.
● Acquire an integrated approach to the study of economic, social, political and
cultural developments in Europe.
● Explain the processes by which major transitions unfolded in Europe’s
economy, state forms, social structure and cultural life. Examine elements of
early modernity in these spheres.
● Critically analyse linkages between Europe’s State system and trade and
empire.

SYLLABUS OF DSC- 2
Unit 1: Transition from Feudalism to Capitalism
1. Issues and debates
2. Question of Eurocentricism

Unit II: Early colonial Expansion

1. Trade and Empire-Mines and Plantations
2. Labour Systems-Indigenous populations and African Slaves

Unit III: Renaissance

1. Origins
2. Humanism in Italy and its spread in Europe, Art

Unit IV: Origins, course and results of the European Reformation

Unit V: Economic development of the sixteenth century

1. Shift of economic balance from the Mediterranean to the Atlantic
2. Price Revolution

Unit VI: European State Systems: with any two case studies-Spain, France, England
and Russia

Practical component (if any) - NIL

Essential/recommended readings
Unit 1: The Unit will give an overview to the paper through issues and debates
related to transition from feudalism to capitalism in Europe. The concept of
Eurocentrism will be introduced. (Teaching Time: 9 hrs. approximately)
● Aston, T.H. and C.H.E. Philpin, (Eds.). (2005). The Brenner Debate, Agrarian
Class Structure and Economic Development in Pre-Industrial Europe.
Cambridge/Delhi: Cambridge University Press, Ist South Asian Edition.
● Blaut, J.M., et.al. (1992). 1492 - The Debate on Colonialism, Eurocentrism,
and History. Trenton, N J: Africa World Press, Inc.
● Hilton, Rodney, (Ed.). (1985). The Transition from Feudalism to Capitalism.
London: Verso.
● Sinha, Arvind. (2009). Sankrantikaleen Europe. New Delhi: Granth Shilpi. [and
English edition].
● Wallerstein, Immanuel. (1974). The Modern World System, Vol. I, Capitalist
Agriculture and the Origins of the European World Economy in the Sixteenth
Century. New York: Academic Press.

Unit II: The Unit discusses the process of early colonization, inter-linkages, and
impact of trade and empire on Western Europe, the New World, West Africa and
parts of Asia. (Teaching Time: 6 hrs. approximately)
● Braudel, Fernand. (1988). Civilization and Capitalism, 15th to 18th Centuries,
Vols. I, II,
 ● III. London: Collins/Fontana Press.
● Burbank, Jane and Frederick Cooper. (2010). Empires in World History - Power
and Politics of Difference. Princeton: Princeton University Press.
● Crosby, Alfred W. (2004). Ecological Imperialism: The Biological Expansion of
Europe, 900-1900. Cambridge: Cambridge University Press (2nd edition).
● Davis, Ralph. (1973). The Rise of the Atlantic Economies. London: Weidenfield
and Nicolson.
● Waites, Bernard. (1999) Europe and the Third World: From Colonisation to
Decolonisation, c 1500-1998. London: Palgrave Macmillan.

Unit III: The Unit emphasizes social roots of Renaissance, elements of continuity and
change in intellectual and cultural realms, and debates on Renaissance and
Humanism. (Teaching Time: 9 hrs. approximately)
● Burke, Peter. (1999). The Italian Renaissance, Culture and Society in Italy.
Princeton: Princeton University Press.
● Mac Kenny, Richard. (2005). Renaissances: The Cultures of Italy, 1300-1600.
London/NewYork: Palgrave Macmillan.
● Winks, Robin W. and Lee Palmer Wandel. (2003). Europe in a Wider World,
1350-1650. New York: Oxford University Press.
● Woolfson, Jonathan. (Ed.). (2004). Palgrave Advances in Renaissance
Historiography. London: Palgrave Macmillan.

Unit IV: The Unit outlines the economic, political, social and intellectual dimensions
of Reformation, and Reformation’s impact on different regions of Europe. (Teaching
Time: 6 hrs. approximately)
● Dixon, C. Scott. (2002). The Reformation in Germany. Oxford: Blackwell
Publishers Limited.
● Ferguson, Niall. (2011). Civilization: The West and the Rest. London: Allen
Lane.
● Greengrass, Mark. (2015). Christendom Destroyed, Europe 1517-1648.
London: Penguin Books.
● MacCulloch, Diarmaid. (2004). Reformation: Europe's House Divided, 1490-
1700. London: Penguin Books Ltd.

Unit V: The Unit deals with European economy, decline of Mediterranean and rise of
Atlantic regions, and the impact of Trans-Atlantic commerce on Europe. (Teaching
Time: 9 hrs. approximately)
● Frankopan, Peter. (2015). The Silk Roads: A New History of the World. London:
Bloomsbury.
● Heller, Henry. (2011). Birth of Capitalism: a 21st Century Perspective. London:
Pluto Press.
● Hill, Christopher. (1969). Reformation to Industrial Revolution. London:
Penguin Books.
● Kriedte, Peter. (1983). Peasants, Landlords and Merchant Capitalists: Europe
and the World Economy, 1500-1800. Cambridge: Cambridge University Press.
Unit VI: The Unit emphasizes the nature of the European State system and
interconnections between economy, society, religion, and polity with case studies.
(Teaching Time: 6 hrs.approximately)
● Anderson, Perry. (1979). Lineages of the Absolutist State. London: Verso
Edition.
● Cameron, Euan. (Ed). (2001). Early Modern Europe, An Oxford History. Oxford:
Oxford University Press.
● Cuttica, Cesare and Glenn Burgess. (Eds). (2011). Monarchism and Absolutism
in Early Modern Europe. London: Routledge.
● Kumin, Beat, (Ed.). (2013). The European World 1500-1800: An Introduction to
Early Modern History. New York: Routledge.

Suggestive readings (if any)

● Cipolla, Carlo M., (ed). (1994), Before the Industrial Revolution: European
Society and Economy1000-1700. New York: WW Norton & Co.
● Cipolla, Carlo M., (ed). (1976). Fontana Economic History of Europe, Vols. II, III.
New York: Barnes and Noble.
● Dickens, A.G. (1974). German Nation and Martin Luther. London: Edward
Arnold.
● Dobb, Maurice. (1963). Studies in the Development of Capitalism. London:
Routledge and Kegan Paul.
● Findlen, Paula, (ed). (2002). The Italian Renaissance. The Essential Readings.
Oxford: Blackwell Publishers Ltd.
● Hilton, Rodney. (2007) Samantvaad se Poonjivaad mein Sankraman. New
Delhi. Granth Shilpi.
● Kamen, Henry. (1996). European Society, 1500-1700. London: Routledge.
● Lee, Stephen. (1984). Aspects of European History 1494-1789. London:
Methuen & Co. Ltd. (2nd edition)
● Lynch, John. (1984). Spain under the Habsburgs, Vol. I, Empire and
Absolutism,1516- 1598. New York: New York University Press.
● Parry, J. H. (1963). Age of Reconnaissance. London: Weidenfield & Nicolson.
● Scammell, G.V. (1989). The First Imperial Age: European Overseas Expansion
1400- 1715. London/New York: Routledge.
● Verma, Lal Bahadur. (2008). Europe ka Itihaas. Bhaag 9. (Delhi: Prakashan
Sansthan)
● Wiesner-Hanks, Merry E. (2006). Early Modern Europe: 1450-1789.
Cambridge: Cambridge University Press.
● Wood, E.M. (2002). The Origin of Capitalism: A Longer View. London: Verso,
(rev. ed.).
Credit distribution,
DISCIPLINE Eligibility
SPECIFIC COREand Pre-requisites
COURSE– of the
3 (DSC-3): Course
History of Modern China ( 1840 –
1950s)
Course title & Credit Credit distribution of the Eligibility Pre-requisite
Code s course criteria of the
course (if
Lectur Tutori Practical/
any)
e al Practice
History of Modern 4 3 1 0 12 th NIL
China ( 1840 – Pass
1950s)

Learning Objectives

The course studies the transformation of China from an imperial power into a
modern nation taking its place among a constellation of world powers. This transition
has been studied in the context of the impact of a specific form of western
imperialism on China and the country’s numerous internal fissures and
contradictions. This paper seeks to focus on a range of responses to the tumultuous
changes taking place: various strands of reform (from liberal to authoritarian),
popular movements, and revolutionary struggles. It facilitates an understanding of
the multiple trajectories of China’s political and cultural transition from a late
imperial state, to a flawed Republic, to the Communist Revolution led by Mao Tse
Tung. The paper shall expose students to historiographical debates pertaining to
each of these themes, keeping in mind historical and contemporary concerns centred
on such issues.

Learning outcomes

Upon the completion of this course the student shall be able to:
● Develop an in-depth understanding of China’s engagement with the
challenges posed by imperialism, and the trajectories of transition from
feudalism to a bourgeois/ capitalist modernity.
● To locate these historical transitions in light of other contemporaneous
trajectories into a global modernity, especially that of Japan.
● Analyse significant historiographical shifts in Chinese history, especially with
reference to the dis-courses on nationalism, imperialism, and communism.
● Investigate the political, economic, social and cultural disruptions caused by
the breakdown of the centuries old Chinese institutions and ideas, and the
recasting of tradition to meet modernist challenges.
● Comprehend the genesis and unique trajectories of the Chinese Communist
Revolution.
 ● Locate the rise of China and Japan in the spheres of Asian and world politics
respectively.

SYLLABUS OF DSC-3

Unit I: Late Imperial China and Western Imperialism

1. Confucian Value System; Society, Economy, Polity
2. Opium Wars and the Unequal Treaty System (9 lectures)

Unit II: Popular Movements and Reforms in the 19th century

1. Taiping and Boxer Movements – Genesis, Ideology, Nature
2. Self-Strengthening Movement; Hundred Days Reforms of 1898 (13 lectures)

Unit III: Emergence of Nationalism

● The Revolution of 1911: Nature and Significance
● The May Fourth Movement of 1919 (10 lectures)

Unit IV: Communist Movement in China

1. 1921-1927: Formation of the CCP and the First United Front
2. 1928-1949: Evolution of Maoist Strategy and Revolutionary Measures in
Kiangsi and Yenan ; Communist victory (13 lectures)

Practical component (if any) - NIL

Essential/recommended readings
Unit I: This unit will introduce the students to the salient features of Late Imperial
China and its confrontation with Western Imperialism. As a backdrop, it will discuss
Confucianism. (Teaching Time: 9 hrs. approx.)
● Chesneaux, J. (Ed.). (1972). Popular Movements and Secret Societies in China
1840-1950. Stanford: Stanford University.
● Fairbank, J.K. and Merle Goldman. (2006). China: A New History. Harvard:
Harvard University Press, (Chapter 9).
● Hsu, C. Y. Immanuel, (1970) The Rise of Modern China, Oxford University
Press.
● Sharma, K. R. (2022). The Third Birth of Confucius: Reconstructing the Ancient
Chinese Philosophy in the Post-Mao China. New Delhi: Manohar. (Chapters 1-
5).

Unit II: This unit examines the nature and consequences of popular movements and
reforms attempted by the ruling elite. (Teaching time: 12 hrs. approx.)
● Peffer, N. (1994). The Far East- A Modern History. New Delhi: Surjeet
Publications, (Chapter 6 &Chapter 7).
 ● Chung, Tan. (1978). China and the Brave New World: A Study of the Origins of
the Opium War. New Delhi: Allied Publishers, (Chapter 2, Chapter 6 & Chapter
7).
● Vinacke, H.M. (1982). A History of the Far East in Modern Times. Delhi: Kalyani
Publishers, (Chapter 2).
● Chesneaux, J. (1973). Peasant Revolts in China 1840-1949. London: Thames
and Hudson, (Chapter 2).
● Cohen, P.A. (1997). History in Three Keys: The Boxer as Event, Experience and
Myth. New York: Columbia University Press.
● Fairbank, J.K. and Merle Goldman. (2006). China: A New History. Harvard:
Harvard University Press, (Chapter 10& Chapter 11).
● Gray, J. (1990 reprint). Rebellions and Revolutions: China from 1800s to the
1980s. Oxford: Oxford University Press, (Chapter 3& Chapter 6).
● Greenberg, M. (1951). British Trade and the Opening of China. Cambridge:
Cambridge University Press.
● Michael, F.H. (1966-1971). The Taiping Rebellion: History and Documents.
Seattle: University of Washington Press.
● Purcell, V. (1963). The Boxer Rebellion: A Background Study. Cambridge:
Cambridge University Press, (Chapter 6, Chapters 9, Chapter 10 & Conclusion).
● Tan, Chester C. (1967). The Boxer Catastrophe, New York: Octagon Books.
● Teng, S.Y. (1971). The Taiping Rebellion and the Western Powers: A
Comprehensive Survey. Oxford: Clarendon Press.
● Tan Chung. (1986). Triton and Dragon: Studies on the 19th Century China and
Imperialism. New Delhi: Gian Publishing House.
● Shih, Vincent. (1967). Taiping Ideology: Its Sources, Interpretations and
Influences. Seattle: University of Washington Press.

Unit III: This unit examines the history of the emergence of nationalism in China;
nature, character and significance of the Revolution of 1911 and the May Fourth
Movement. (Teaching time: 12 hrs. approx..)
● Wright, M. C. (Ed.). (1968). China in Revolution: the First Phase, 1900-1913.
London: Yale University Press, (Introduction).
● Zarrow, P. (2005). China in War and Revolution 1895-1949. London:
Routledge.
● Lazzerani, Edward J. (Ed.). (1999). The Chinese Revolution. Westport,
Connecticut: Greenwood Press, pp 19-32.
● Bianco, L. (1967). Origins of the Chinese Revolution 1915-1949. Stanford:
Stanford University Press, (Chapter 2).
● Chow, Tse-tung. (1960). The May Fourth Movement. Stanford: Stanford
University Press, (Chapter 1, Chapter 14).
● Spence, J. (1999). The Search for Modern China. New York: W.W. Norton,
(Chapters 11 and 13).
● Shinkichi, E. and H. Z. Schiffrin, (Ed.). (1984). The 1911 Revolution in China:
Interpretive Essays. Tokyo: University of Tokyo Press, pp. 3-13.
Unit IV: This unit examines the emergence of Communism in China, the relations
between the CCP and the KMT (Nationalist Party) and the evolution of the distinctive
traits of Maoist Strategies of Revolution. (Teaching Time: 12 hrs. approx.)
● Bianco, L. (1967). Origins of the Chinese Revolution 1915-1949. Stanford:
Stanford University Press, (Chapter 3 -4).
● Fairbank, J.K. (1987). The Great Chinese Revolution 1800-1985, Part Three.
London: Chatto and Windus, (Chapters 12-14).
● Harrison, J.P. (1972). The Long March to Power: A History of the Chinese
Communist Party, 1921- 1972, London: Macmillan, (Chapter 2-3 & Chapter 9).
● Isaacs, H. (1961).The Tragedy of the Chinese Revolution. Stanford: Stanford
University Press, (Preface, Chapters 1-4 & Chapter 18).
● Johnson, Chalmers A. (1962). Peasant Nationalism and Communist Power: The
Emergence of Revolutionary China, 1937-1945. Stanford: Stanford University
Press, (Chapter I).
● Selden, M. (1971). The Yenan Way in Revolutionary China. Cambridge:
Harvard University Press, (Chapter 1 & Chapter 6).
● Sheridan, J.E. (1975). China in Disintegration: The Republican Era in Chinese
History 1912-1949. London: Free Press, Collier Macmillan Publishers, (Chapter
4).
● Snow, E. (1937). Red Star over China, Part Three. London: Victor Gollancz,
(Chapter 2).
● Spence, J. (1999). The Search for Modern China. New York: W.W. Norton,
(Chapter 16).
● Vohra, Ranbir. (1987). China’s Path to Modernization: A Historical Review
From 1800 to the Present. Englewood: New Jersey.: Prentice Hall.
● Waller, D. Kiangsi Soviets Republic: Mao and the National Congress of 1931
and 1934. Berkeley: University of California Press.

Suggested Readings:
● Bailey, Paul J. (2007). Gender and Education in China: Gender discourses and
women’s schooling in the early twentieth century. London: Routledge.
● Cameron, Meribeth H. (1931). The Reform Movement in China, 1898-1912,
Stanford: Stanford University Press.
● Chen, J. (1965). Mao and the Chinese Revolution. London: Oxford University
Press.
● Chesneaux, Jean et. al. (1976). China from the Opium Wars to the 1911
Revolution. New York: Random House, (Chapters 2-4, 7).
● Cohen, P. A. and John E. Schrecker. (1976). Reform in Nineteenth Century
China, Cambridge: Harvard University Press.
● Duara, Prasenjit. (2009). The global and the regional in China’s nation-
formation. London: Routledge.
● Fairbank, J. K. (1953). Trade and Diplomacy on the China Coast: the opening of
the treaty ports, 1842-54. Cambridge: Harvard University Press.
● Fairbank, J.K. (Ed.). (1983). Cambridge History of China: Volume XII:
Republican China 1912-1949, Cambridge: Cambridge University Press
● Fairbank, J.K. and Merle Goldman. (2006). China: A New History. Harvard:
Harvard University Press, (Chapter 12).
● Fairbank, J.K., E.O. Reischauer and A.M. Craig. (1998). East Asia: Tradition and
Transformation. New Jersey: Houghton Mifflin.
● Fenby, J. (2009). The Penguin History of Modern China: The Fall and Rise of a
Great Power 1850- 2009. London: Penguin Books, 2009.
● Franke, Wolfgang. (1980).A Century of Chinese Revolution, 1851-1949,
Colombia: University of South Carolina Press.
● Goodman, Bryna and Wendy Larson (Ed.). (2005). Gender in Motion: Divisions
of Labor and Cultural Change in Late Imperial and Modern China. Lanham:
Rowman and Littlefield Publishers.
● Hsu, I.C.Y. (1985). The Rise of Modern China. Hong Kong: Oxford University
Press, (Chapter 10).
● Hsu, I.C.Y. (Ed.). (1971). Readings in Modern Chinese History, Part Two. Hong
Kong: Oxford University Press, (Chapter 2).
● Lovell, J. (2011). The Opium War: Drugs, Dreams, and the Making of China,
London: Picador.
● Schram, S.R. (1963). The Politics and Thoughts of Mao Tse Tung. London: Pall
Mall.
● Schurmann, F. and O. Schell (Ed.). (1968). China Reader Series: Vol. I– Imperial
China, Vol. II– Republican China. Harmondsworth: Penguin Books.
● Schwartz, B. (Ed.). (1972). The Reflections on the May Fourth Movement: A
Symposium. Cambridge: Harvard University Press.
● Sheng, Hu. (1981). Imperialism and Chinese Politics, Beijing: Foreign
Languages Press.
● Spence, J.D. (1972). The Gate of Heavenly Peace. London: Faber and Faber
Limited.
● Twitchett, D. and J.K. Fairbank. (1978). The Cambridge History of China.
Cambridge: Cambridge University Press.
● Wasserstorm, Jeffrey N. (2003). Twentieth Century China: New Approaches
(Rewriting Histories). London: Routledge.
● Wasserstorm, Jeffrey N. (2016). The Oxford Illustrated History of Modern
China, Oxford: Oxford University Press.
● पुणतांबेकर, . ीकृ 1 ण व 3 कटेश.(1967) ए>शया क@ A वकासोǎ मुख एकता.
लखनऊ : K ह ǎिN स>म O त, सच उ U र Vिेश. ना A वभाग,
● A वनाके , हरे ǐ ड, एम. (1974). पव Z ए>शया का आध O नक इ O तहास. लखनऊ:
K ह ǎिN स>म O त सच ना A वभाग.
● ए^सटाइन, इजराइल.(1984). अफ@म युc ध से मर्ु e ततक.Kिǐ ल N:
अ ǎ तररा1fN य V काशन. चीन का भग ोल, (1985). A विेशी भाषा V काशन गह,
पेइ i चग
● पंत, शैला. (2005) आधुO नक चीन का उिय. Kिǐ ल N : इ m डप 3 ड 3 ट
र्प n लके शन कं पनी
● >म.,कृ 1 णकाǎ त.(2005).बीसवीं सिN का चीन: रा1f वाि और साp यवाि,
qǎ थ>श ǐ पी.
 ● A व c यालंकार, स s यके तु. (2015). ए>शया का आध O नक इ O तहास, मसरू N: .
ी सर t वती सिन. सराओ, के . ट N. एस. (2015) आध O O निेशालय. नक चीन का
इ O तहास. Kिǐ ल N A व v व A व c यालय: K ह ǎिN माw यम कायाZǎ वय
● मोहतं ी, मनोरंजन.(2017) माओ s से-तंुग का राजनीO तक i चतन. Kिǐ ल N :
qǎ थ>श ǐ पी.
● पांडेय, धनप O त. (2017). आध O नक ए>शया का इ O तहास. Kिǐ ल N: मोतीलाल
बनारसीिास.

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

Branch, University of Delhi, from time to time.
 Credit distribution, Eligibility and Pre-requisites of the Course
DISCIPLINE SPECIFIC ELECTIVE COURSE– 1 (DSE-1): Global Environmental History
Course title & Credit Credit distribution of the Eligibility Pre-requisite
Code s course criteria of the
course (if
Lectur Tutori Practical/
any)
e al Practice
Global 4 3 1 0 12 th NIL
Environmental Pass
History

Learning Objectives

The objective of this course is to introduce the students to the emerging field of
global environmental history. It will explore the transformations in the relationship
between society and nature in various places and various time periods around the
world. Drawing on environmental, political ecology, and historical geography studies
perspectives, the course will introduce the concepts, methods and ideas of global
history. Moving beyond regional and national scales of analysing historical processes,
the following units elaborate the global interconnectedness of socio-environmental
histories. The course adopts a chronological approach to address issues such as
human interactions with other living species, modes of resource use, technologies of
energy harnessing, migration, modes of transportation, nature protection, pollution,
use of fossil fuel and carbon emission, and global warming, among others. Each unit
focuses on a general period in history, based on major patterns and large-scale
changes in the relationship between societies and the natural world. The role of
human agency and unequal power relations in organizing, exploiting, and
transforming the natural world will be the central focus of the course. This will
enable students to critically assess how historical experiences provide insights in
understanding what is happening to human-nature interactions today and to explore
ways to achieve socially inclusive ways of addressing climate crisis.

Learning outcomes

Upon the completion of this course the student shall be able to:
● Understand the interconnected histories of the relationship between social
formations and environmental transformations around the globe from
prehistory to the present.
● Critique an understanding of environmental concerns based on a narrow
scientific/technological perspective
● Discuss environmental issues within a socio-political framework.
 ● Identify the historical roots of current climate crisis.
● Apply interdisciplinary methods of Humanities and Social Sciences to
understand the past.
● Examine the role of social inequality, i.e., unequal distribution of and unequal
access to environmental resources. This is critical in gaining an understanding
of the environmental crisis of the world - from the global to the local
● Locate solutions to environmental problems within a framework of greater
democratisation of resource use.
● Problematise the notion of a pristine past and of perfect balance between
human societies and nature in pre-modern times.

SYLLABUS OF DSC-3

Unit I: Thinking Globally in the Era of Climate Crisis

1. What is Global Environmental History
2. Interdisciplinary Approaches: Archaeology, Anthropology, Historical-
Geography, Political Ecology

Unit II: Ecologies of Subsistence in the Early Societies

1. Human-animal interactions
2. Pre-Industrial Prime Movers and Fuels

Unit III: Into the Early Modern Condition

1. Emergence of the European Empires as Ecological Process; The Columbian
Exchange
2. Early Colonialism and Environmental Transformations of the small islands-St.
Helena and Mauritius
3. Global Cooling and General Crisis in the Seventeenth Century.

Unit IV: Fossil Fuel, Capitalism, and Planetary Environmental Changes

1. Industrial Agriculture
2. Steam Ships and Hydraulic Engineering
3. Cities and Environment

Unit V: The Great Acceleration and the Anthropocene

1. Carbon Politics; the Middle East Crisis
2. Anthropogenic Natural Disasters; Fukushima
3. The Anthropocene Debate

Practical component (if any) - NIL

Essential/recommended readings
Unit I: This unit will introduce the important themes and perspectives within the
emerging field of global environmental history. The readings and discussion will help
the students to understand the interdisciplinary methodologies developed by
environmental historians to examine source materials. (Teaching time: 9 hrs.
approx.)
● McNeil, J. R. and Mauldin, E. S. (2012), A Companion to Global Environmental
History. Oxford: Wiley-Blackwell, Introduction pp. xvi-xxiv.
● Conrad, Sebastian (2016), What is Global History. Princeton: Princeton
University Press, pp. 1-17, [“Introduction”].
● Corona, Gabriella (2008), “What is Global Environmental History?” Global
Environment,
● No. 2, pp. 228-249.
● Bayly, C. A, et al., “AHR Conversation: On Transnational History,” The
American Historical Review, Vol. 111, No. 5, pp. 1440-64.
● Hughes, Donald J. (2001), An Environmental History of the World:
Humankind’s Changing Role in the Community of Life. London: Routledge, pp.
242-248 [“Bibliographical Essay: Writing on Global Environmental History”]

Unit II: This unit provides an overview on the nature and dynamics of human
interactions with the environment in the pre-modern world. By focusing on the
changing technologies and modes of energy harnessing, the themes discussed in this
unit expects the students to explore how the relationship of humans with the
animals, plants, landforms and water bodies in turn shaped social relationships, ideas
and beliefs. (Teaching time: 9 hrs. approx.)
● Radkau, Joachim (2008), Nature and Power: A Global History of the
Environment. Cambridge: Cambridge University Press, pp. 45-54 [Chapter 2.2;
“Humans and Animals: Hunting and Domestication”].
● Smil, Vaclav (1994), Energy in World History. Colorado: Westview, 1994
[Chapter 2 “Energy in Prehistory”, pp. 15-27; Chapter 3 “Traditional
Agriculture,” pp. 28-91; Chapter 4 “Pre-Industrial Prime Movers and Fuel, 92-
156].
● Bulliet, Richard (2005), Hunters, Herders and Hamburgers: The Past and
Future of Human-Animal Relationships. New York: Columbia University Press,
pp. 205 -224.
● Edmund Burke III. “The Big Story: Human History, Energy Regime and the
Environment” in Edmund Burke III and Kenneth Pomeranz, eds., the
Environment and World History. Berkeley: University of California Press, 2009.
pp. 33-53.

Unit III: The first rubric of this unit explores how Empires of the New World
transferred flora and fauna across continents, affected the demography of local
societies and completely transformed landscapes. The second rubric explores how
the colonial plantations resulted in rapid socio- environmental changes on oceanic
islands, with special focus on the small islands-St. Helena and Mauritius. The third
rubric explores the social and cultural impacts of the “Little Ice Age”, or the global
cooling that continued from the thirteenth through the eighteenth century, with
special focus on interlinking climate change and the intensification of famines, and
spread of epidemics in the seventeenth century. (Teaching time: 9 hrs. approx.)
● Crosby, Alfred W. (1986). Ecological Imperialism: The Biological Expansion of
Europe, 900-1900. New York. Cambridge University Press, pp.294-308.
● McNeill, J.R. (2012). “Biological Exchange in Global Environmental History”, in
J. R. McNeill & E. S. Maudlin, eds., Companion to Global Environmental
History. Oxford: Blackwell, pp. 433-452.
● Grove, Richard H. (1995), Green Imperialism: Colonial Expansion, Tropical
Island Edens and the Origins of Environmentalism, 1600-1860. Cambridge:
Cambridge University Press, pp. 16-72 [“Edens, Islands and Early Empires”].
● Brooke, John L. (2014), Climate Change and the Course of Global History: A
Rough Journey. New York: Cambridge University Press, pp. 370-383 [“The
Little Ice Age and the Black Death].
● Parker, Geoffrey (2013), Global Crisis: War, Climate Change and Catastrophe
in the Seventeenth Century. New Haven: Yale University Press, pp. xxi-xxix
[“Introduction: The ‘Little Ice Age’ and the ‘General Crisis’].

Unit IV: This unit studies the new energy regimes of the modern world, with a special
focus on industrialization and a major shift towards fossil fuel. It offers a historical
perspective on the increasing inequality of access to natural resources, especially in
the context of industrialisation of agricultural production, hydraulic engineering,
urbanization of natural resources, and industrial pollution. (Teaching time: 9 hrs.
approx.)
● McKittrick, Meredith (2012), “Industrial Agriculture”, In J. R.McNeill & E. S.
Maudlin , eds., Companion to Global Environmental History. Oxford:
Blackwell, pp. 411-432.
● Carse, Ashley (2014), Beyond the Big Ditch: Politics, Ecology, and
Infrastructure at the Panama Canal. Cambridge, MA: The MIT Press, [Chapter
3: Making the Panama Canal Watershed, pp. 37-58; Chapter 6: “Canal
Construction and the Politics of Water, 93-120; Chapter 13: “A Demanding
Environment, 129-222].
● Bauer Jordan and Melosi, Martin V. (2012). “Cities and the Environment” in J.
R. McNeill and E. S. Maudlin, eds., Companion to Environmental History.
Oxford: Blackwell, pp. 360-376.
● Culver, Lawrence. (2014). “Confluence of Nature and Culture: Cities in
Environmental History”, in A. C. Isenberg (ed.), The Oxford Handbook of
Environmental History. New York: OUP, pp. 553-572.
● McNeill, John R. (2000), Something New Under the Sun: An Environmental
History of the Twentieth-Century World, New York, pp. 50-83 [Chapter 3: “The
Atmosphere: Urban History”].

Unit V: This unit provides a critical historical perspective on contemporary

environmental issues including the global-imperial competition to control oil
resources, environmental issues created by nuclear plants, and issues related to
carbon emission and global warming. This unit also introduces the concept of
Anthropocene to discuss emergent concerns regarding the influence of humans on
the planet’s history. (Teaching time: 9 hrs. approx.)
● Jones, Toby C. (2012), “America, Oil, and the War in the Middle East,” Journal
of American History, Vol. 99, No. 1, pp. 208-218.
● Mitchell, Timothy. (2011). Carbon Democracy: Political Power in the Age of
Oil. Lon-don: Verso, “Conclusion: No More Counting on Oil,” pp. 231-254.
● Smil, Vaclav (2005), “The Next 50 years: Unfolding Trends,” Population and
Develop-ment Review, Vol 31, No. 4, pp. 605-643.
● Pritchard, Sara B. (2013), “An Envirotechnical Disaster: Negotiating Nature,
Technolo-gy, and Politics at Fukushima,” In Ian Jared Miller, et al. eds., Japan
at Nature’s Edge: The Envi-ronmental Context of a Global Power. Honolulu:
University of Hawaii Press, 2013, pp. 255-279.
● Steffen, Will, Crutzen, Paul J and McNeill J. R. (2008). “The Anthropocene: Are
Hu-mans Now Overwhelming the Great Forces of Nature”, Ambio, Vol. 36,
No.8, pp. 614-621.

Suggested Readings:
● Beinart William and Hughes Lotte. eds. (2007). Environment and Empire.
Oxford: OUP, pp. 200-214 [Imperial Scientists, Ecology and Conservation]
● Beinart William and Middleton, Karen. (2004), “Plant Transfers in Historical
Perspective: A Review Article”. Environment and History, Vol. 10, No. 1, pp. 3-
29.
● Bulliet, Richard. (2005). Hunters, Herders and Hamburgers: The Past and
Future of Human-Animal Relationships. New York: Colombia University Press.
pp. 205 -224.
● Chakrabarty, Dipesh (2021), The Climate of History in a Planetary Age.
Chicago: The Univeristy of Chicago Press.
● Crist, Eileen. And Helen Kopina (2014), “Unsettling Anthropocentrism”,
Dialectical Anthropology, Vol. 38, No 4, pp. 387-396.
● Crosby, Alfred W. (2006). Children of the Sun: A History of Humanity’s
Unappeasable Appetite for Energy. New York: W. W. Norton. pp. 159-166 &
pp. 117-158
● Dickinson, William. (2013). “Changing Times: The Holocene Legacy” in J. R.
McNeil and Alan Roe, eds., Global Environmental History: An Introductory
Reader. London: Routledge, pp 3-23.
● Fitzgerald, Amy J. (2015). Animals as Food Reconnecting Production,
Processing and Impacts. Michigan: Michigan State University Press, pp 9-34.
● Freese, Barbara (2003), Coal: A Human History. Cambridge: Perseus
Publishing, Chapter 8: “A Sort of Black Stone”, pp. 199-232.
● Guha, Ramachandra. (2000). Environmentalism: A Global History. New York:
Longman.
● Kalof, Linda. (2007). Looking at Animals in Human History. London: Reaktion
Books. pp. 1-71
● Lewis, Simon L. and Maslin, Mark A. (2015). “Defining the Anthropocene”,
Nature,
● Vol.519(12March), 171-80.
 ● Malm, Andreas. (2016). The Rise of Steam Power and the Roots of Global
Warming.
● London: Verso. pp.389-394
● McAfee, Kathleen. (2016). “The Politics of Nature in the Anthropocene” in
“Whose Anthropocene? Revisiting Dipesh Chakrabarty’s ‘Four Theses,’”
Robert Emmett and Thomas Lekan (eds.), RCC Perspectives: Transformations
in Environment and Society No. 2, pp.65–72.
● McKenney Jason. (2002). Artificial Fertility: “The Environmental Costs of
Industrial Age Fertilisers” In Andrew Kimbrell (ed.), The Fatal Harvest Reader:
The Tragedy of Industrial Agriculture. London: Island Press, pp.121-129
● Moore, Jason W. (ed.) (2016) Anthropocene or Capitalocene?: Nature, History
and the Crisis of Capitalism. Oakland: PM Press. pp. 173-195.
● Moore, Jason W. (2015), Capitalism in the Web of Life: Ecology and the
Accumulation of Capital. London: Verso, pp. 241-290 [“The Long Green
Revolution: The Life and Times of Cheap Food in the Long Twentieth Century”]
● Morrison, Kathleen D. (2015). “Provincializing the Anthropocene”, Seminar,
No. 673, 75- 80.
● Nunn, Nathan and Qian, Nancy (2010) “The Columbian Exchange: A History of
Disease, Food, and Ideas”, Journal of Economic Perspectives, Vol. 24, No.2, pp.
163–188.
● Radkau, Joachim (2008), Nature and Power: A Global History of the
Environment.
● Cambridge: Cambridge University Press.
● Sayre, Nathan F. (2012). “The Politics of the Anthropogenic”, Annual Review of
Anthropology, Vol. 41, pp. 57-70.
● Urry, John. (2013) Societies Beyond Oil: Oil Dregs and Social Futures. London:
Zed Books, pp. 202 -240.

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

Branch, University of Delhi, from time to time.
 Credit distribution, Eligibility and Pre-requisites of the Course
DISCIPLINE SPECIFIC ELECTIVE COURSE– 2 (DSE-2): History of South East Asia – I
Course title & Credit Credit distribution of the Eligibility Pre-requisite
Code s course criteria of the
course (if
Lectur Tutori Practical/
any)
e al Practice
History of South 4 3 1 0 12 th NIL
East Asia – I Pass

Learning Objectives

This course offers an overview of pre-colonial Southeast Asian history. It seeks to

familiarise students with historiographical debates involving the construction of
Southeast Asia as a region. It analyses processes of state formations, the impact of
maritime activity on society and polity in the mainland and the archipelago. It
focuses on the development and localization of religious traditions across a
linguistically and culturally diverse region. The paper will require students to engage
with recent developments in the historiography especially with recent research on
aspects of social and political history, external influences on the region, architecture,
urban history and its local histories. Through this the student will develop a clear and
comprehensive understanding of different aspects of pre modern Southeast Asian
history.

Learning outcomes

Upon the completion of this course the student shall be able to:
● Explain the processes of state formation, the localization and spread of
religious traditions like Islam and Buddhism
● Analyse the impact of the European presence on local society
● Examine the impact of maritime activity of local society and polity and the
developments in the economic and architectural history of the region.
● Discern the history of Populist and Progressive movements along with
introduction of New Deal in response to the Great Depression.
● Describe the historiographical trends to study history of Southeast Asia
SYLLABUS OF DSC-3

Unit I: Introducing maritime and mainland Southeast Asia

1. Environments, Language, Cultures and People; the macro region
2. Sources and the study of Southeast Asian History
3. Perceptions of the Region, historiographical trends

Unit II: Early State formations

1. The religion, architecture, economy and state formation: Pagan, Khmer
2. The maritime trade and political formations in Sea Asia: Champa, Srivijaya-
Java

Unit III: Religion in Early Southeast Asia

1. Localisation of Buddhism and Hinduism; The Epics and Buddhist texts

Unit IV: Early modern in South East Asia

1. Majapahit Empire, regional formations

Unit V: Religion in Early Modern Southeast Asia

1. Localisation of Islam: The Hikayats
2. Christianity in Pre Colonial Southeast Asia

Practical component (if any) - NIL

Essential/recommended readings
Unit I: In this unit the student will better appreciate the region and its linguistic,
ecological and ethnic diversity. She/he will become familiar with various aspects of
the regions micro histories. Recent historiographical debates. In this unit the student
will be introduced to the important aspects of the recent historiographical debates.
She/he will be familiarised with the questions of social formations linked to the
influence of India and China over the region. The student will also engage with recent
debates that draw attention to local factors in the regions development. (Teaching
time: 9 hrs. approx.)
● Tarling, N., ed. (2000). The Cambridge History of Southeast Asia (vol. 1, part 1:
from earliest times to 1500 CE), Cambridge: Cambridge University Press. (A
basic text book for the course).
● Wolters, O.W. (1999). History, Culture and Region in Southeast Asian
Perspectives, Singapore: Institute of Southeast Asian Studies
● Andaya, Leonard Y. (2008). Leaves of the Same Tree: Trade and Ethnicity in
the Straits of Melaka, Honolulu: University of Hawaii Press
● Monica L Smith. (1999). “‘Indianization’ from the Indian Point of View: Trade
and Cultural Contacts with Southeast Asia in the Early First Millennium C.E”,
Journal of the Economic and Social History of the Orient, Vol. 42, No. 1, pp. 1-
26
 ● Suarez, Thomas. (1999). Early Mapping of Southeast Asia: The Epic Story of
Sea- farers, Adventurers and Cartographers who first mapped the regions
between China and India, Singapore: Periplus.
● Hall, D.G.E. (eds.) (1961) Historians of South East Asia, Oxford University Press,
London.
● Mabbet, I. W. The ‘ Indianization’ of Southeast Asia, reflections on the
Historical Sources, Journal of Southeast Asian Studies, Vol.8, No.2 9Sept.,
1977), pp.143-161
● Coedes, George. (1968), The Indianized States of Southeast Asia, Hawaiian
University Press, Honolulu.

Unit II: At the end of this rubric the students would be able to discuss the process of
state formation in the region. They will develop a better understanding of the
evolving social structures in the region and will be familiar with the important
networks of trade and artistic patronage. (Teaching time: 12 hrs. approx.)
● Miksic, John N. and Geok Yian Goh. (2017). Ancient Southeast Asia, London:
Routledge
● Kenneth R. Hall, (2011). A History of Early Southeast Asia: Maritime Trade and
Societal Development, 100-1500, London: Rowman & Littlefield Publishers
● Kulke, H. (1993; 2001). Kings and Cults: State Formation and Legitimation in
India and Southeast Asia, New Delhi: Manohar.
● Tarling, N., ed. (2000). The Cambridge History of Southeast Asia (vol. 1, part 1:
from earliest times to 1500 CE), Cambridge: Cambridge University Press. (A
basic text book for the course).
● Wolters, O.W. (1999). History, Culture and Region in Southeast Asian
Perspectives, Singapore: Institute of Southeast Asian Studies
● Andaya, Leonard Y. (2008). Leaves of the Same Tree: Trade and Ethnicity in
the Straits of Melaka, Honolulu: University of Hawaii Press
● Majumdar, R.C. (1927) Ancient Indian Colonies in the Far East, Vol. 01,
Modern Greater India Society: Lahore
● Coedes, George, (1968), The Indianized States of Southeast Asia, Honolulu:
University of Hawai Press
● Kulke, Hermann, (2016) Śrīvijaya Revisited: Reflections on State Formation of a
Southeast Asian Thalassocracy, Bulletin de l'École française d'Extrême-Orient,
Vol. 102, pp. 45-96
● Kumar, Bachchan, (2011) Art and Archaeology of Southeast Asia, Delhi: Aryan
Book International

Unit III: The student will be expected to develop an understanding of local beliefs
and ritual practices in both maritime and mainland southeast Asia. She/he will be
able to demonstrate familiarity with the historical time line and local impact of the
spread and localization of important religious traditions in the region. (Teaching time
6 hrs. approx.)
● Miksic, John N. and Geok Yian Goh. (2017). Ancient Southeast Asia, London:
Rout- ledge
 ● Klokke, M., (Ed.) (2000). Narrative Sculpture and Literary Traditions in South
and Southeast Asia. Leiden: Brill.
● Kulke, H. (1993; 2001). Kings and Cults: State Formation and Legitimation in
In- dia and Southeast Asia, New Delhi: Manohar.
● Girard-Geslan, M., M. Klokke, A. Le Bonheur, D.M. Stadtner, T. Zephir, (1998).
Art of SoutheastAsia, London: Harry N. Abrams
● Guy, J., et al. (2014). Lost Kingdoms: Hindu-Buddhist Sculpture of South and
Southeast Asia. New York: Metropolitan Museum of Art and Yale University
Press.
● Acri, Andrea, Helen Creese and Arlo Griffiths (Eds.). (2011). From Lanka
eastwards: The Ramayana in the Literature and Visual Arts of Indonesia,
Leiden: Brill
● Klokke, M., (Ed.) (2000). Narrative Sculpture and Literary Traditions in South
and Southeast Asia. Leiden: Brill.
● Majumdar, R.C. (1938), Ancient Indian Colonies in the Far East, Vol. 02,
Calcutta: Modern Publishing.

Unit IV: By the end of this rubric the students will be able to trace the changing
character of political formations and the establishment of a European presence in
Southeast Asia. The student will learn about various dimensions of the maritime
activity involving communities, commodities and port cities. The student will read
about the beginnings of the European presence in the region and its impact on the
local polities, patterns of trade and social networks. (Teaching time: 12 hrs. approx.)
● Andaya, Leonard Y. (2008). Leaves of the Same Tree: Trade and Ethnicity in
the Straits of Melaka, Honolulu: University of Hawaii Press
● Pinto, Paulo Jorge de Sousa. (2012). The Portuguese and the Straits of Melaka,
1575-1619: Power Trade and Diplomacy, Singapore: National University of
Singapore Press
● Reid, Anthony. (1988). Southeast Asia in the Age of Commerce, 1450-1680:
The Lands Below the Winds, New Haven: Yale University Press
● Reid, Anthony (Ed.). (1993). Southeast Asia in the early modern era: Trade,
power and belief, Ithaca, New York: Cornell University Press
● Bulbeck, David, Anthony Reid, Lay Cheng Tan and Yiqi Wu,(1998). Southeast
Asian Exports since the 14th century: Cloves, Pepper, Coffee and Sugar,
Singapore: Institute of Southeast Asian Studies

Unit V: The student will be expected to learn about the spread of Islam and
Christianity in the region. She/he will develop an understanding of how practitioners
of these monotheistic religious traditions interfaced with local beliefs and ritual
practices in southeast Asia. She/he will be able to demonstrate familiarity with the
historical time line and local impact of the spread and localization of important
religious traditions in the region. (Teaching time: 6 hrs. approx.)
● Hill, A.H., (1963) The Coming of Islam to North Sumatra, Journal of Southeast
Asian History, Vol.4, No.1, (Mar), pp.6-21
 ● Hussein, Ismail, (1966) The Study of Traditional Malay Literature, Journal of
the Malaysian Branch of the Royal Asiatic Society, Vol 39, No 2 (210),
December, pp.1-22
● Porath, Nathan, (2011) Hikayat Patani: The Kingdom of Patani in the Malay
and Thai Political World, The Journal of the Malaysian Branch of the Royal
Asiatic Society, Vol 84, No 2 (301), December, pp.45-65
● Morgan David O. and Anthony Reid. (2010). The New Cambridge history of
Islam: The Eastern Islamic World eleventh to eighteenth centuries, Vol. 3,
Cambridge: Cambridge University Press
● Aritonang, Jan Sihar and Karel Steenbrink (Eds.). (2008). A History of
Christianity in Indonesia, Leiden: Brill
● Tara Albert. (2014). Conflict and Conversion: Catholicism in Southeast Asia,
1500- 1700, Oxford: Oxford University Press
● Reid, Anthony, (2006) Continuity and Change in. The Austronesian Transition
to Islam and Christianity in Peter Bllwood, James J Fox and Darrell Tyron (eds.)
The Austronesians, Historical and Comparative Perspectives, Perth: Australia
National University Press.

Suggested Readings:
● Ahmad, Abu Talib and Tan Liok Ee, (2003). New Terrains in Southeast Asian
History,
● Singapore: Singapore University Press
● Andrea, Acri, Helen Creese and Arlo Griffiths (eds.) (2011). From Lanka
eastwards: The Ramayana in the Literature and Visual Arts of Indonesia,
Leiden; Brill
● Borschnerg, Peter. (2010). The Singapore and Melaka Straits: Violence,
Security and Diplomacy in the 17th century, Singapore: National University of
Singapore
● Broese, Frank. (1997). Gateways of Asia: Port Cities of Asia in the 13th - 20th
cen- turies, London: Routledge.
● Chaudhuri, K.N. (1985). Trade and Civilization in the Indian Ocean: An
Economic History from the Rise of Islam to 1750, New Delhi: Munshiram
Manoharlal.
● Goh, Robbie B.H. (2005). Christianity in Southeast Asia, Singapore: Institute of
Southeast Asian Studies
● Hall, K. (1985). Maritime Trade and State Development in Early Southeast
Asia. Honolulu: University of Hawaii Press.
● Hall, K.R. and Whitmore, J.K. (1976). Explorations in Early Southeast Asian
Histo- ry: the origins of Southeast Asian Statecraft. Ann Arbor: Centre for
Southeast Asian Studies, University of Michigan. Michigan Papers on South
and Southeast Asia,
● Henley, David and Henk Schulte Nordholt (eds.). (2015). Environment, Trade
and Society in Southeast Asia, Leiden: Brill
 ● Kulke, H, K. Kesavapany, and V. Sakhuja. (2009). Nagapattinam to
Suvarnadwipa: Reflections on the Chola Expeditions to Southeast Asia.
Singapore: Institute of Southeast Asian Studies.
● Kulke, H. ([1993] 2001). Kings and Cults: State Formation and Legitimation in
India and Southeast Asia. New Delhi: Manohar.
● Lieberman, Victor. (2009), Strange Parallels: Southeast Asia in Global Context,
c.800- 1830, Volume 2, Mainland Mirrors: Europe, Japan, China, South Asia
and the Islands, Cambridge: Cambridge University Press
● Manguin, Pierre-Yves, A. Mani & Geoff Wade (eds.). (2012). Early Interactions
be- tween South and Southeast Asia: Reflections on Cross Cultural Exchange,
Singapore: Institute of Southeast Asian Studies.
● Morgan, David O. and Anthony Reid. (2010), The New Cambridge history of
Islam: The Eastern Islamic World eleventh to eighteenth centuries, Vol. 3,
Cambridge: Cambridge University Press
● Ray, H.P. (1994). The Winds of Change: Buddhism and the Maritime links of
Early South Asia Delhi: Oxford University Press.
● Singh, Upinder and P. Dhar ed., (2014). Asian Encounters: exploring connected
histories, New Delhi: Oxford
● Smith, R.B. and W. Watson. (1979). Early South East Asia: Essays in
Archaeology, History and Historical Geography, New York and Kuala Lumpur:
Oxford University Press.
● पुरी, बैधनाथ, सुिरू पूवि में भारतीय संस्कृ र्त और उसका
इर्तहास, र्हिं ी सर्मर्त, सना र्वभाग उिर प्रिेश।
● Majumdar, R.C. Ancient Indian Colonies in the Far East, Vol. 02, Modern
Publishing, Calcutta, 1938.
● Majumdar, R.C. Ancient Indian Colonies in the Far East, Vol. 01, Modern
Greater India Society, Lahore, 1927
● Kumar, Bachchan, (2005) “ The Devaraja Cult and Khmer Architecture”, God
and King, the Devaraja Cult in South Asian Art ad Architecture: Proceedings of
the Seminar 2001, No.2, Delhi: Daya Books
● Kulke, Hermann, (2010) Nagapattinam to Suvarnadwipa: Reflections on the
Chola Naval Expeditions to Southeast Asia, Delhi: Manohar
● Ray, Himanshu Prabha (2021) Coastal Shrines and Transnational Maritime
Networks Across India and Southeast Asia, Delhi: Routledge.
● Coedes, George, (1966) The Making of Southeast Asia, translated in English by
H. M. Wright, London: Routledge & Paul.

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

Branch, University of Delhi, from time to time.
 Category II

(Courses for Undergraduate Programme of study with Discipline as one of

the Core Disciplines)

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

DISCIPLINE SPECIFIC CORE COURSE (DSC-1): History of India, 1200 – 1550

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code criteria of the course
Lecture Tutorial Practical/ (if any)
Practice
History of India 4 3 1 0 12 th Pass Should have
1200 – 1550 studied History
of India 750-
1200

Learning Objectives

This course provides an analytical study of the history of India from 1200 to 1550 CE.
It introduces students to a thematic study of the main aspects of the period
delineating major transitions, changes and developments that include the
establishment of the Delhi Sultanate, Vijayanagara and Bahmani, encompassing
political, administrative, cultural and economic aspects. Through selected regional
case studies it also underlines the inter-connectedness of the sub continental region
in its transition.

Learning outcomes

After the successful completion of this Course, the students will be able to:
 Identify the major political developments in the history of India during the
period between the thirteenth and the first half of sixteenth century.
 Outline the changes and continuities in the field of culture, especially with
regard to art, architecture, Bhakti movement and Sufi movement.
 Discuss the economic history of the period under study in India especially,
where agrarian production and its implications are concerned.
 Delineate the development of trade and urban complexes during this period.

SYLLABUS OF DSC-1
Unit I: Foundation, expansion and consolidation of the Sultanates of Delhi c.13th to
15th century:
Expansion; Iqta system; nobility; North-Western frontier and the Mongols.
Unit II: Military, administrative and economic structure under the Khaljis and
Tughlaqs.
Unit III: Regional political formations: Vijayanagara and Bahmanis.
Unit IV: Second Afghan Empire.
Unit V: Society, culture and religion: Bhakti -- Kabir and Mira Bai; Sufism – Chishti and
Suhrawardy.
Unit VI: Art and architecture: Qutb complex; Vijaynagara (Hampi).
Unit VII: Trade and Commerce: Indian merchants in overseas trade, 12th -15th
century.

Practical component (if any) - NIL

Essential/recommended readings
Unit I: This unit would have provided students an insight about foundation,
expansion and process of consolidation under the various Sultanate regimes.
(Teaching Time: 9 hrs. approx.)
 Jackson, P. (2003). The Delhi Sultanate: A Political and Military History.
Cambridge: Cambridge University Press.
 Raychaudhuri, T and I. Habib (Ed.). (1982). The Cambridge Economic History of
India, Vol.1: c1200-1750. Delhi: Orient Longman, pp. 45-101
 Habib, Irfan. (1992). ‘Formation of Sultanate Ruling class during the thirteenth
century’, in Medieval India: Researches in the History of India 1200-1750,
Vol.1, ed.by Irfan Habib, OUP, New Delhi, pp.1-21.
 Habib, I. (2003). Madhyakalin Bharat ka Arthik Itihas ek Sarvekshan. Delhi:
Rajkamal.
 Habib, I. (Ed.). (1981-2003). Madhyakalin Bharat, 10 volumes. Delhi;
Rajkamal.
 Verma, H.C. (ed.). (2003). Madhyakalin Bharat, Bhag 1, Delhi: Hindi Madhyam
Karyanvan Nideshalaya, Delhi University.

Unit II: This unit would have imparted students an overview of military, political,
economic and administrative structure under the Khaljis and Tughlaqs. (Teaching
Time: 9 bhrs. approx.)
 Chandra, Satish. (2004). Medieval India: From Sultanate to the Mughals, Part
1, Haranand Publications, Delhi.
 Jackson, Peter. (2003). The Delhi Sultanate: A Political and Military History,
University, Press, Cambridge.
 Habib, Irfan (1984), ‘Price Regulations of Alauddin Khilji-A Defence of Zia
Barani’, Indian Economic and Social History Review, Vol. 21. No. 4. pp. 393-
414. Also reprinted in Money and the Market in India: 1100-1700, ed., by
Sanjay Subrahmanyam, OUP, New Delhi, 1994. Pp. 85-111.
  ------------------, (1992), ‘Alauddin Khilji ke mulya niyantaran ke upay: Zia Barani
ke samarthan mein’, Madhyakalin Bharat, Vol. 4 (ed.), Irfan Habib. Delhi.
Rajkamal Prakashan, pp.24-46.
 Verma, H C. (ed.). Madhyakalin Bharat, Part 1, Hindi Madhyam Karyanvayan
Nideshalaya, Delhi University.

Unit III: This unit would have taught students about the politics, society and
economy of the southern kingdoms. They will also learn how recent studies have
looked at the representations in the Vijayanagara state in context to culture, rituals,
etc. (Teaching Time: 6 hrs. approx.)
 Stein, Burton. (1989). The New Cambridge History of India I.1, Vijayanagara.
Cambridge: Cambridge University Press.
 Fritz, John M. (1986). “Vijayanagara: Authority and Meaning of a South Indian
Imperial Capital”. American Anthropologist, New Series, vol. 88 no.1, pp. 44-
55
 Sinopoli, Carla. (2003). Political Economy of Craft Production: Crafting empire
in South India c.1350-1650. Cambridge: Cambridge University Press. (“The
South Asian State” and “Vijayanagara: The Historical Setting”)
 Wagoner, Phillip B. (1996). “Sultan among Hindu Kings: Dress, Titles, and the
Islamicization of Hindu Culture at Vijayanagara”. Journal of Asian Studies,
vol.55 no.4, pp. 851-80.
 Sastri, K. A. Nilakanta. (1976). A History of South India from Prehistoric Times
to the Fall of Vijayanagar. Madras. OUP.
 Ali, B Sheik. (2011). History of Bahmani and Adil Shahi Rulers. Mysore.

Unit IV: This unit would have taught students about politics, economy and
administrative set up under the second Afghan empire. (Teaching Time: 6 hrs.
approx.)
 Aquil, Raziuddin. (2007), Sufism, Culture and Politics, Afghans and Islam in
Medieval North India. Delhi, OUP.
 Siddiqui, IH. (1996). Sher Shah Suri and his dynasty. Jaipur. Publication
Scheme.
 ---------------. (1969). Some Aspects of Afghan despotism. India. Aligarh. Three
Men Publication.

Unit V: This unit would have taught students about the cultural and religious
traditions in the medieval period with special reference to Kabir, Mirabai, Chishti and
Suhrawardy silsilah. (Teaching Time: 9 hrs. approx.)
 Charlotte Vaudeville. (2007). A Weaver named Kabir. Delhi: Oxford University
Press.
 Dwivedi, Hazari Prasad. (2019) Kabir. Delhi: Rajkamal Prakashan.
 Habib, Irfan. (2007), ‘Kabir; The Historical Setting’, in Irfan Habib (Ed.) Religion
in Indian History, Tulika Books. New Delhi.
 Hawley, John Stratton. (2005). Three Bhakti Voices, Mira Bai, Kabir and Surdas
in their Times. Delhi: Oxford University Press.
  Manushi (1989). Special Issue. Nos. 50-51-52 (Jan-June). (Madhu Kishwar,
Ruth Vanita and Parita Mukta articles on Mirabai.)
 Pinto, Desiderio S.J. (1989). “The Mystery of the Nizamuddin Dargah: The
Account of Pilgrims” in Christian W Troll (ed.) Muslim Shrines in India. Delhi:
Oxford University Press, pp.112-124.
 Lawrence, Bruce B. (1986). “The Earliest Chishtiya and Shaikh Nizam al-Din
Awliya.” in R E Frykenberg, (Ed.). Delhi Through the Ages. Delhi: Oxford
University Press, pp.104-128.
 Currie, P M (1989). The Shrine and Cult of Muin-al-Din Chisti of Ajmer. Delhi.
OUP
 Rizvi, S A A (1978). A History of Sufism, Vol. 1. Delhi: Munshiram Manoharlal.
(Chapters on Chishti and Suhrawardy).

Unit VI: This unit deals with the architectural traditions in the Sultanate period. The
students will be able to appreciate the political and artistic complexities that played
an important role during the period of study and for this as case study, Qutb
Complex and Hampi, the imperial city of Vijayanagra has been taken up. (Teaching
Time: 6 hrs approx.)
 Kumar, Sunil. (2002). ‘Qutub and Modern Memory’ in The Present in Delhi’s,
Delhi: The Three Essay Press, pp1-61.
 Spear, Percival. (1994). Delhi, Its Monuments and History, New Delhi, Oxford
University Press.
 Verghese, Anila (2002). Hampi, Delhi: Oxford University Press.
 Fritz, M John and Michell. George. (2014). Hampi Vijaynagara, Delhi. Jaico
Publishing House.

Unit VII: This unit will provide an overview about the trade and commerce from 12th
to 15th century especially the Indian Ocean trade, the trading communities and its
impact on the South Asian economy and beyond. (Teaching Time: 6 hrs. approx.)
 Raychaudhuri, T and I. Habib. (Eds.). (1982). The Cambridge Economic History
of India, Vol.1: c1200-1750. Delhi: Orient Longman, pp. 214-434.
 Chandra, Satish. (2005). Religion, State and Society in Medieval India:
Collected Works of Nurul Hasan. Delhi: Oxford University Press, pp. 173-278.
 Bhargava, Meena. (Ed.). (2010). Exploring Medieval India: sixteenth to the
eighteenth centuries. Delhi: Orient Black Swan.
 Prakash, Om. (1998). The New Cambridge History of India: European
Commercial Enterprise in Pre-Colonial India. Delhi: Cambridge University
Press.
 Gupta, Ashin Das and M.N. Pearson. (1997) India and the Indian Ocean 1500-
1800. Delhi: Oxford University Press.

Suggestive readings
 Asher, Catherine B. and Cynthia Talbot. (2006). India before Europe.
Cambridge: Cambridge University Press.
 Aquil, Raziuddin. ed. (2010). Sufism and Society in Medieval India. Delhi:
Oxford University Press.
 Bahuguna, RP (2009). Madhyakalin Bharat mein Bhakti aur Sufi Andolan.
Delhi: Granth Shilpi.
 Brown, Percy. (1968). Indian Architecture: Islamic Period.Bombay.DB
Taraporevala.
 Chandra, S. (2004). Medieval India: From Sultanate to the Mughals, Part 1.
Delhi: Haranand Publications.
 Chandra, S. (2004). Madhyakalin Bharat: Sultanate se Mughal tak, Bhag 1.
Delhi: Jawahar Publishers.
 Chandra, S. (2007). History of Medieval India (800-1700). Delhi: Orient
Longman.
 Chandra, S. (2007). Madhyakalin Bharat: Rajniti, Samajaur Sanskriti, Aathwi se
Satrahvis shtabditak. Delhi: Orient Black Swan.
 Digby, Simon. (2004). “Before Timur came: Provincialization of the Delhi
Sultanate through the fourteenth century.” Journal of the Economic and Social
History of the Orient vol. 47no.3, pp. 298-356
 Ernst, Carl W. and Bruce Lawrence. (2002).” The Major Chishti Shrines” in Sufi
Martyrs of Love in the Chishti Order in South Asia and Beyond. New York:
Palgrave Macmillan, pp.85-104.
 Flood, Finbarr Barry (Ed.). (2008). Piety and Politics in the Early Indian
Mosque. Delhi: Oxford University Press.
 Eaton, Richard M. (1996). The Sufis of Bijapur, 1300-1700: Social Roles of Sufis
in Medieval India. Princeton: Princeton University Press.
 Green, Nile. (2002). Sufis and Settlers in the Early Modern Deccan, Delhi:
Oxford University Press.
 Habib, I. (2003). Madhyakalin Bharat ka Arthik Itihas Ek Sarvekshan. Delhi:
Rajkamal, 2003.
 Habib, I. (Ed.). (1981-2003). Madhyakalin Bharat. 10 volumes. Delhi; Rajkamal.
 Hess, Linda. (1983). "The Cow is Sucking at the Calf's Teat: Kabir's Upside-
Down Language."History of Religions vol. 22, pp. 313-37.
 Khanna, M. (2007). Cultural History of Medieval India. Delhi: Social Science
Press.
 Khanna, M. (2012). Madhyakalin Bharat Ka Sanskritik Itihas. Delhi: Orient
Black Swan.
 Koch, E. (2013). Mughal Architecture: An Outline of its History and
Development (1526-1858). Delhi: Primus.
 Kumar, S. (2007). The Emergence of the Delhi Sultanate. Delhi: Permanent
Black Kumar, Sunil. (2014). “Bandagi and Naukari: Studying Transitions in
Political Culture and Service under the North Indian Sultanates, 13th-16th
centuries” in Francesca Orsini and Samira Sheikh, (Eds.), After Timur Left:
Culture and Circulation in fifteenth century North India. Delhi: Oxford
University Press, pp. 60-108.
 Moosvi, Shireen. (1987). The Economy of the Mughal Empire. Delhi: Oxford
University Press.
 Sastri, K. A. Nilkanta. (1998). A History of South India. Delhi. OUP.
 Vaniana, Eugenia. (2004). Urban Crafts and Craftsmen in Medieval India
(Thirteenth-Eighteenth Centuries). Delhi: Munshiram Manoharlal.
 Note: Examination scheme and mode shall be as prescribed by the Examination
Branch, University of Delhi, from time to time.

DISCIPLINE SPECIFIC CORE COURSE (DSC-2): Cultural Transformations in Early Modern

Europe-I
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Credit Credit distribution of the Eligibility Pre-requisite

Code s course criteria of the course
(if any)
Lectur Tutori Practical/
e al Practice
Cultural 4 3 1 0 12 th Pass NIL
Transformations
in Early Modern
Europe – I

Learning Objectives

The objective of the course is designed to make the students familiar with the
essential transitions and transformations in early modern European economy, polity
and socio-cultural life. The first unit aims to critically examine the dynamics of
Europe that emerged from the Middle Age. The second unit dealing with the
Renaissance focuses on the developments in art, literature, science and philosophy
and also deals with Renaissance beyond Italy. The content in third unit will enable
them to understand the spread of Reformation and Counter Reformation and it’s
economic and cultural impact. The last unit will explore the conquest of the New
World with focus on: material, social and cultural aspects. The idea is to give them
European perspective of cultural transformations in early modern Europe.

Learning outcomes

After completing this course, students will be able to:

 ● Understand the different perspectives of cultural developments in Europe.
● Explain the Renaissance in the realm of art, literature, science and philosophy
and the processes by which major transformation unfolded in European
society and culture.
● Trace the upheaval in Religion in the form of Protestant Reformation and
Counter Reformation.
● Identify the material, social and cultural aspects after the conquest of the New
World.

SYLLABUS OF DSC-1

Unit I. Key concepts and historical background

1. The idea of the early Modern; perspectives on culture in history
2. An overview of the classical and medieval legacy

Unit II. The Renaissance

1. Society and politics in Italian city-states
2. Humanism in Art and literature
3. Development in science and philosophy
4. Renaissance beyond Italy

Unit III. Upheaval in Religion

1. The papacy and its critics
2. The spread of Protestant sects in Northern Europe
3. Counter Reformation and Religious Strife
4. The economic and cultural impact of the Reformations

Unit IV. The Conquest of the New World: material, social and cultural aspects
1. A Case Study of Portugal or Spain

Practical component (if any) - NIL

Essential/recommended readings

Unit I: The Unit will give critical concepts for the understating of early modern and
the perspective on culture in history. The idea of Early modern Europe will be
introduced. (Teaching Time: 9 hrs. approx.)
● Anderson, M.S. Europe in the Eighteenth Century, 1713-1783. New York:
Longman.
● Burke, Peter. Popular Culture in Early Modern Europe. UK: Ashgate, 2009.
● Davies, Norman, Europe: A History. New York: Harper Collins, 1998.
Unit II. This Unit imparts the understanding of the socio-cultural movements and
progress in science and philosophy in medieval and early modern Europe.
Renaissance artists and scholars celebrated the beauty of nature and the dignity of
humanity, helping shape the intellectual and cultural history of the early modern
world. (Teaching Time: 12 hrs. approx.)
● Burckhardt, Jacob. The Civilisation of the Renaissance in Italy. University of
Virginia: Phaidon Press, 1965.
● Burke, Peter. (1999). The Italian Renaissance, Culture and Society in Italy.
Princeton: Princeton University Press. (Chpts: Introduction, chpts:1, 2, 3, 4 &
6)
● Kaborycha, Lisa. (2011). A Short History of Renaissance Italy. New York:
Pearson
● Nauert, C.G. (2006) Humanism and the culture of Renaissance Europe.
Cambridge University Press.
● Kraye, J. and Jill, K. eds. (1996) The Cambridge companion to Renaissance
humanism. Cambridge University Press.

Unit III. The Unit emphasizes different dimensions of Reformation and Counter-
Reformation and helps in learning the challenges and changes in the religious sphere
and their influences on the economic and socio-cultural lives of the people in various
regions of Europe. (Teaching Time: 12 hrs. approx.)
● King, Margaret L. Western Civilisation: A Social and Cultural History. New York:
Prentice- Hall, 1999
● Parish, Helen L. (2018). A Short History of the Reformation. London, New York:
I. B. Tauris.
● Mac Culloch, Diarmaid. (2004). Reformation: Europe's House Divided, 1490-
1700. London: Penguin Books Ltd.
● Cameron, E. (2012) The European Reformation. Oxford University Press.
● MacCulloch, D. (2005) The reformation. Penguin.

Unit IV. This Unit engages the students with the beginning of the explorations and
conquests of the world beyond Europe and their socio-cultural and economic effects.
(Teaching Time: 12 hrs. approx.)
● Anderson, M.S. Europe in the Eighteenth Century, 1713-1783. 2nd and. New
York: Longman
● Burke, Peter. Popular Culture in Early Modern Europe. UK: Ashgate, 2009.
● Davies, Norman, Europe: A History. New York: Harper Collins, 1998
● Burns, E. M., Ralph, P. L., Lerner, R. E., & Meacham, S. (1986). World
Civilisation, vol. AWW Norton & Co., New York, NY.
● McAlister, L.N. (1984) Spain and Portugal in the New World, 1492-1700 (Vol.
3). U of Minnesota Pre

Suggested Readings:
● Rosener, Werner. The Peasantry of Europe. England: Basil Blackwell, 1994
(translated from German).
 ● Anderson, Perry. Lineages of the Absolutist State. London: New Left books,
1974.
● Braudel, Ferdinand. Civilisation and Capitalism- 15th to 18th century Vol. I.
California: University of California Press, 1992 (paperback).
● Burckhardt, Jacob. The Civilisation of the Renaissance in Italy. University of
Virginia: Phaidon Press, 1965.
● Chartier, Roger. Arthur Goldhammer, Phillippe Aries and George Duby, eds. A
History of Private Life, Vol III: Passions of the Renaissance. U.S.A.: Harvard
University Press, 1988.
● Davis, Natalie Zemon. The Return of Martin Guerre, Massachusetts, London:
Harvard University Press, 1983. • Gay, Peter. The Enlightenment: An
Interpretation. New York: Alfred K. Knopf, 1966
● Ginsberg, Carlo. The Cheese and the Worms. U.S.A.: John Hopkins University
Press (JHUP) 1983
● Huizinga, J. The Waning of the Middle Ages. New York: Dover Publications,
1999.
● Jacob, Margaret C. The Cultural Meaning of the Scientific Revolution, U.S.A.:
Tem-ple University Press, 1988.
● Kearney, Hugh. Science and Social Change 1500 – 1700. University of
Wisconsin-Madison: McGraw- Hill, 1971.
● Thomas, Keith. Religion and the Decline of Magic. England: Penguin Books,
1991.
● Ladurie, Emmanuel Le Roy. The Peasants of Languedoc. Urbana and Chicago:
Universi-ty of Illinois Press, 1974.
● Merriman,J. (2009) A History of Modern Europe: from the Renaissance to the
Present (Vol. 1). WW Norton & Company.
● Merriman, J. (2019) A History of Modern Europe: Volume 2 (Vol. 2). WW
Norton & Company.
● संक्रांततकलीन र्ूरोप : अरतवंि तसन्हा , ग्रंथ तशल्पी
प्राइवेट तलतमटेड, 2015.
● आधुतनक र्ूरोप का इततहास :आर्ाम एवं तिशाएँ : िेवेश तविर्,
मीना भारद्वाि एवं वंिना चौधरी
● आधुतनक र्ूरोप का इततहास: आर्ाम एवम तिशाएं ] (सह-संपािन),
तहन्दी माध्यम कार्ाान्वर्न तनिेशालर् तिल्ली-7, 2010 (revised
second edition, 2013)
● र्ूरोपीर् संस्कृ तत (1400-1800): िे वेश तविर्,संपातित, तहन्दी
माध्यम कार्ाान्वर्न तनिेशालर्, तिल्ली- 7, 2006,2010.
● आधुतनक पतश्चम के उिर् का इततहास , मीनाक्षी फू कन, लक्ष्मी
पम्भब्लके शन,2012.
● आधुतनक पतश्चम के उिर् , पाथासारतथ गुप्ता, तहन्दी माध्यम
कार्ाान्वर्न तनिेशालर् ,तिल्ली- 7,2015(New Edition)

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

Branch, University of Delhi, from time to time.
 CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE
DISCIPLINE SPECIFIC ELECTIVE COURSE (DSE -1): Environment in Indian History
Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code criteria of the course
Lecture Tutorial Practical/ (if any)
Practice
Environment in 4 3 1 0 12 th Pass NIL
Indian History

Learning Objectives:
This course aims to introduce the students to the major themes in the environmental history
of the Indian subcontinent. A historically informed understanding on how the past societies
shaped the natural world shall enable the students to critically situate the environmental
issues that we encounter at present. The issues include global warming, contestation over
natural resources, changing land use patterns, human interaction with other living species,
impacts of agrarian expansion, ecological consequences of imperialism, impacts of mega
infrastructure projects, urban pollution, emergence of environmental justice movements and
environmental regulations, changing ideas about the natural world, and gendered dimension
of environmental degradation. The course has the following broad objectives: a) to introduce
the historical studies that explores the long-term trajectories of man-nature interactions and
revises the political history-based periodization of the sub-continent’s past as self-contained
ancient, medieval, and modern periods; b) to introduce interdisciplinary approaches-
cartographic, geological, zoological, ecological knowledges -that helps historians study the
crucial role played by ecology in the shaping of the past societies; c) to familiarize the
students to the methods of using archaeological, bio and geo-archival sources, artistic
depictions and oral history sources to study the past relationship between humans and the
natural world. By the end of this course, the students are expected to develop an in-depth
understanding of the interdisciplinary approaches to historical thinking and the significance
of the environment in human history.

Learning Outcomes:
After completing this course, students should be able to:
● Understand the historical methodologies and concepts to explain the environmental
contexts of the past social and cultural transformations.
● Develop a historical perspective on the complex relationship between society and
nature from prehistory to the present in the context of the Indian subcontinent.
● Discuss how societies developed technologies, sources of energy, and modes of
organizing lives to adapt to varied ecological landscapes.
● Discuss environmental issues within a socio-cultural framework.
● Examine the social, political and economic contexts of creating inequalities in
resource use, with reference to the case studies regarding water rights, forest rights,
and the right to have livable cities.
● Locate solutions to environmental problems within a framework of greater
democratization of resource use.

Course Content:
Unit I: What is Environmental History
1. Historiography and Sources
2. Interdisciplinarity

Unit II: Living with Nature

1. Environment and Early Urban Societies: Harappan Civilization
2. Beliefs, Practices and Natural Resources

Unit III: Era of Major Agrarian Expansion

1. Pastoralism, Agrarian Expansion
2. Forests and Tribal Groups
3. Irrigation and Canals

Unit IV: Colonialism and Transformation of Nature

1. Changing Land Use Patterns; Railway and Deforestation, Dams and Hydroelectric
Power
2. Inland Waterbodies and Fisheries
3. Urbanization and Environment; Delhi

Unit V: Development, Environment, and Migration in Contemporary India

1. Big Dams and Displacement; Narmada and Tehri
2. Gender and Environmental Justice
3. Green Revolution; Biodiversity Loss; Species Extinction

Essential Readings and Unit Wise Teaching Outcomes:

Unit 1: This unit provides an overview of environmental historiography of the Indian
subcontinent. The first rubric introduces the methods, theoretical concepts, sources, and the
major sub-fields of environmental history. The second rubric explores how archeological
records, literary sources, bio-mass, artistic depictions of nature, material cultural artifacts and
oral history sources are integrated into environmental history narratives. (Teaching time: 9
hrs. approx)
● Hughes, Donald (2006), What is Environmental History? Cambridge: Polity Press.
pp. 1-17 [Chapter 1: “Defining Environmental History]
● Mann, Michael (2013), “Environmental History and Historiography on South Asia:
Context and some Recent Publications,” South Asia Chronicle, Vol. 3, pp. 324-357.
● Rangarajan, Mahesh (2015), Nature and Nation: Essay on Environmental History.
Ranikhet: Permanent Black, pp. 1-45 [Chapter 1: “Introduction: Issues in the Writing
of Environmental History”]

Unit II: This unit gives a synoptic overview of human interaction with the animals, plants,
and natural elements that sustained life. It shows how from the times of gathering, scavenging
and hunting to the beginning of agriculture, humans adapted to the environment even as they
tried to manipulate it, and maintained harmony with it and advocated conservation of earthly
resources. (Teaching time: 9 hrs. approx.)
● Mishra, V. N. (2008), “Climate, a Factor in the Rise and Fall of the Indus Civilization:
Evidence from Rajasthan and Beyond,” In Mahesh Rangarajan, ed., Environmental
Issues in India: A Reader. Delhi: Pearson,pp. 7-16.
● वी. एन मिश्रा (2010)जलवायु, सिंधुघाटीसभ्यताकेउथान - पतनमेंएकघटक:
राजस्थानऔरपारकेतथ्य,
महेशरंगाराजनसंपादितभारतमेंपर्यावरणकेमुददे, पियर्सन, दिल्ली.
● Allchin, Bridget (1998), “Early Man and Environment in South Asia,” In Richard
Grove, Vinita Damodaran, and Satpal Sangwan, Nature and the Orient: The
Environmental History of South and Southeast Asia. Delhi: Oxford University Press,
pp. 29-50.
● Lal, Makkhan, “Iron Tools, Forest Clearance and Urbanization in the Gangetic
Plains,” In Mahesh Rangarajan, ed., Environmental Issues in India: A Reader. Delhi:
Pearson,pp. 18-32.
● मखनलाल, (2010), गंगाकेमैदानोंमेंलोहेकेउपकरण,
वनोंकीसफाईऔरनगरीकरणकासंबंध,
महेशरंगाराजनसंपादितभारतमेंपर्यावरणकेमुददे, पियर्सन, दिल्ली.
● Thapar, Romila (2008), “Forests and Settlements”, In Mahesh Rangarajan, ed.,
Environmental Issues in India: A Reader. Delhi: Pearson,pp. 33-41.
● रोमिलाथापर, वनऔरबस्ती,
महेशरंगाराजनसंपादितभारतमेंपर्यावरणकेमुददे, पियर्सन, दिल्ली,
2010
● Gosling, David L. (2001), Religion and Ecology in India and Southeast Asia. London:
Routledge.
● Rangarajan, Mahesh (2008), “The Forest and the field in Ancient India,” In Mahesh
Rangarajan, ed., Environmental Issues in India: A Reader. Delhi: Pearson,pp. 42-48.
● महेशरंगाराजन (2010), प्राचीन भारत में वन और खेत, महेशरंगाराजन
संपादित भारत में पर्यावरण के मुददे, पियर्सन, दिल्ली.
● Chakravarti, Ranabir, “The Creation and Expansion of Settlements and Managements
of Hydraulic Resources in Ancient India,” In Richard Grove, et al, eds, Nature and
the Orient: The Environmental History of South and Southeast Asia. Oxford: Oxford
University Press, 1998, pp. 87-105.
Unit III: This unit explores the patterns and processes of the expansion of agrarian
landscapes, pastoralism and forest economies in India up to the eighteenth century. Providing
an overview of the dynamics of human-nature interaction during the medieval times will help
students to challenge the notions of considering pre-modern environments as a timeless
continuum. (Teaching time: 9 hrs. approx.)
● Murty, M. L. K, (2012), “Sheep/Goat Pastoral Cultures in the South Decan: The
Narrative as a Metaphor,” In Rangarajan, Mahesh and K. Sivaramakrishanan, eds
(2014), India’s Environmental History: A Reader. Ranikhet: Permanent Black.
● Singh, Chetan (1995), “Forests, Pastoralists and Agrarian Society in Mughal India,”
In David Arnold & Ramachandra Guha, eds., Nature, Culture, Imperialism: Essays
on the Environmental History of South Asia. Delhi: Oxford University Press, pp. 21-
48.
● Guha, Sumit (2008), “A Historical Study of the Control of Grass and Fodder
Resources in Eighteenth-Century Maharashtra,” In Mahesh Rangarajan,
Environmental Issues in India: A Reader. Delhi: Pearson,pp. 97-106.
● सुमितगुहा (2010)
अठारहवींशताब्दीकेमहाराष्ट्रमेंघासऔरचारेपरनियंत्रण:
एकऐतिहासिकअध्ययन,
महेशरंगाराजनसंपादितभारतमेंपर्यावरणकेमुददे, पियर्सन, दिल्ली.
● Singh, Abha (2014), “Irrigating Haryana: The Pre-Modern History of the Western
Yamuna Canal”, in Habib, Irfan, Medieval India 1: Researches in the History of India
1200-1750, Delhi: Oxford University Press, pp.49-61.
● Sengupta, Nirmal (1985), “Irrigation: Traditional vs Modern”, Economic and
Political Weekly, Vol. 20, No.45-47, pp.1919-1938.

Unit IV: This unit explores how colonial capitalism as a powerful agent of environmental
transformations made fundamental changes to the land use patterns and livelihood resources.
The first rubric explores the environmental history of the colonial appropriation of forests as
raw material for railways expansion and rivers as dams and other hydraulic infrastructures for
industrial production and long-distance transportation. The second rubric elaborates how the
colonial appropriation of water bodies and common lands through the new revenue policies,
acts and regulations affected indigenous fishing and other livelihood patterns based on
hydraulic resources.The third rubric elaborates the environmental problems of urbanization in
the context of the colonial city of Delhi. (Teaching time: 9 hrs. approx.)
● Das, Pallavi (2013), “Railway fuel and its impact on the forests in colonial India: The
case of the Punjab, 1860– 1884”, Modern Asian Studies, Vol.47, No.4,pp.1283-1309.
● Morrison, Kathleen D. (2010), “Dharmic Projects, Imperial Reservoirs, and New
Temples of India: An Historical Perspective on Dams in India,” Conservation and
Society, Vol. 8, No. 3, pp. 182-195.
● D’Souza, Rohan (2012), “Damming the Mahanadi River: The Emergence of Multi-
Purpose River Valley Development in India (1943-946),” In Mahesh Rangarajan & K.
Sivaramakrishnan, eds., India’s Environmental History: Colonialism, Modernity, and
the Nation. Ranikhet: Permanent Black, pp. 550-583.
● Singh, Vipul (2018), Speaking Rivers: Environmental History of a Mid-Ganga Flood
Country, 1540-1885. Delhi: Primus Books, pp. 122-158 [Chapter 6:
“Decommonization of the River”].
 ● Reeves, Peter, (1995), “Inland Waters and Freshwater Fisheries: Some Issues of
Control, Access and Conservation in Colonial India,” In David Arnold &
Ramachandra Guha, eds, Nature, Culture, Imperialism: Essays on the Environmental
History of South Asia. Delhi: Oxford University Press, pp. 260-292.
● Gadgil, Madhav and Guha, Ramachandra. (1992). “Conquest and control.” In Madhav
Gadgil and Ramachandra Guha, eds., This Fissured Land: An Ecological History of
India. Delhi: OUP, pp. 113- 145.
● Sharan, Awadhendra B. (2014), In the City, Out of Place: Nuisance, Pollution, and
Dwelling in Delhi, c. 1850-2000. Delhi: Oxford University Press [“Introduction” and
Chapter 4: “Pollution: Industrial Landscapes, 1936-2000].

Unit V: This unit explains how the issues of development such as the construction of big
dams and other mega infrastructural projects are often associated with displacement,
biodiversity loss, species extinction, and how the industrialization of agricultural production
transforms livelihood patterns and cultural landscapes. It offers a historical perspective on
increasing the inequality of access to natural resources for women and the poor (Teaching
time: 9 hrs. approx.)
● Sangvai, Sanjay (2008), “The Tragedy of Displacement,” In Mahesh Rangarajan, ed.,
Environmental Issues in India: A Reader. Delhi: Pearson,pp. 437-443.
● संजय संगवई(2010), विस्थापनाकाएकदर्दनाककिस्सा,
महेशरंगाराजनसंपादितभारतमेंपर्यावरणकेमुददे, पियर्सन, दिल्ली.
● Asthana, Vandana (2012), “Forced Displacement: A Gendered Analysis of the Tehri
Dam Project,” Economic and Political Weekly, Vol. 47, No. 47/48, pp, 96-102.
● Singh, Satyajit K. (1990), “Evaluating Large Dams in India,” Economic and Political
Weekly, Vol. 25, No. 11, pp. 561-574.
● Agarwal, Bina. (1992). “The Gender and Environment Debate: Lessons from India”,
Feminist Studies, Vol. 18, No.1. pp. 119-158.
● Shiva, Vandana. (1988). “Women in the Food Chain” (Ch.5) in Vandana Shiva,
Staying Alive: Women, Ecology and Survival in India. New Delhi: Kali for Women.
pp.96-178.
● McNeill, J. R. (2008), “The Green Revolution,” In Rangarajan, Mahesh,
Environmental Issues in India: A Reader. Delhi: Pearson,pp. 184-194.
● Shiva, Vandana (2016), Stolen Harvest: The Hijacking of the Global Food Supply.
Kentucky: The University Press of Kentucky, [Chapter 1: “The Hijacking of the
Global Food Supply”] pp. 5-20.
● Shiva, Vandana (1993), The Violence of the Green Revolution: Third World
Agriculture, Ecology and Politics, London and New Jersey: Zed Books,pp. 19-60;
[Chapter 1: “Science and Politics in the Green Revolution”], pp. 61-102 [Chapter 2:
“Miracle Seeds’ and the destruction of Genetic Diversity”]; pp. 171-193 [Chapter 5:
“The Political and Cultural Costs of the Green Revolution”].

Suggested Readings:
● Erdosy, George (1998), “Deforestation in Pre- and Proto Historic South Asia,” In
Richard Grove, Vinita Damodaran, and Satpal Sangwan, Nature and the Orient: The
Environmental History of South and Southeast Asia. Delhi: Oxford University Press,
pp. 51-69.
● Adve, Nagraj (2022), Global Warming in India: Science, Impacts, and Politics.
Bhopal: Eklavya Foundation.
 ● Agarwal, Ravi (2010), “Fight for a Forest,” In Seminar, No. 613, pp. 48-52 (On Delhi
Ridge)
● Bhattacharya, Neeladri (1992), ‘Colonial State and Agrarian Society,’ In Burton
Stein, ed. The Making of Agrarin Policy in British India, 1770-1900. Delhi: Oxford
University Press.
● Bulliet, Richard. (2005). Hunters, Herders and Hamburgers: The Past and Future of
Human-Animal Relationships. New York: Colombia University Press. pp. 205 -224.
● D’souza, Rohan (2006), Drowned and Dammed: Colonial Capitalism and Flood
Control in Eastern India. New Delhi: Oxford University Press.
● Dangwal, DhirendaraDatt (2009), Himalayan Degradation: Colonial Forestry and
Environmental Change in India. New Delhi: Cambridge University Press.
● Gadgil, Madhav and Ramachandra Guha (2000), The Use and Abuse of Nature. Delhi:
Oxford University Press.
● Grove, Richard (1997), Ecology, Climate and Empire. Delhi: Oxford University
Press.
● Hardiman, David (1996), ‘Small-dam Systems of the Sahyadris,” in David and
Ramachandra Guha, eds, Nature, Culture, Imperialism: Essays on the Environmental
History of South Asia. Delhi: Oxford University Press, pp. 185-209.
● Kapur, Nandini Sinha (2011), Environmental History of Early India: A Reader. New
Delhi: Oxford University Press.
● Malamoud, Charles (1998), Village and Forest in Ancient India. Delhi: Oxford
University Press.
● Mann, Michael (2007), “Delhi’s Belly: The Management of Water, Sewerage and
Excreta in a Changing Urban environment during the Nineteenth Century, Studies in
History, Vol. 23, No. 1, pp. 1-31.
● Meadow, R. H. (1981), “Early Animal Domestication in South Asia: A First Report of
Faunal Remains from Mehrgarh, Pakistan,” In H. Hartel, ed. South Asian
Archaeology. Berlin: Dietrich Reimer Verlag, pp. 143-79.
● Murali, Atluri (1995), “Whose Trees? Forest Practices and Local Communities in
Andhra, 1600-1922,” In David Arnold & Ramachandra Guha, eds., Nature, Culture,
Imperialism: Essays on the Environmental History of South Asia. Delhi: Oxford
University Press, pp. 86-122.
● Rangarajan, Mahesh (2002), “Polity, Ecology and Landscape: Fresh Writing on South
Asia’s Past,” Studies in History, Vol 17, No. 1, pp. 135-48.
● Rangarajan, Mahesh ed. (2008), Environmental Issues in India. Delhi: Pearson.
● Singh, Satyajit K. (1990), “Evaluating Large Dams in India,” Economic and Political
Weekly, Vol. 25, No. 11, pp. 561-574.
● Singh, Vipul (2018), Speaking Rivers: Environmental History of a Mid-Ganga Flood
Country, 1540-1885. Delhi: Primus Books

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

Branch, University of Delhi, from time to time.
 CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

DISCIPLINE SPECIFIC ELECTIVE COURSE (DSE -2): Cultures in Indian Subcontinent – I

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code criteria of the course
Lecture Tutorial Practical/ (if any)
Practice
Cultures in Indian 4 3 1 0 12 th Pass NIL
Subcontinent – I

Learning Objectives

This course aims to provide an overview of Indian cultural traditions and cultural
experience. It will help students to understand the meaning, perspectives and
approaches to the study of culture. The section dealing with Indian languages and
literature focuses upon the development of Sanskrit, Prakrit, vernacular, Indo-
Persian and Urdu language and literature respectively. The content of performing
arts will help one appreciate the traditions of music, dance and drama in Indian
culture through the ages. This also explores the development of different forms of
architecture in India since ancient period.

Learning outcomes
After the successful completion of this Course, the students will be able to:
● understand different perspectives and approaches to the study of culture,
● explain the plurality in Indian cultural traditions,
● learn the growth of Sanskrit, Prakrit, vernacular, Indo-Persian and Urdu
language and literature,
● trace the evolution of and the distinction between the Hindustani and
Carnatic music culture,
● identify Indian classical dance forms, musical and theatre cultures,
● explain the rich architectural traditions of India.

SYLLABUS OF DSC-1

Unit I: Definitions of Culture and its various aspects

1. Perspective on Cultures: Indian Cultural tradition: An overview.
2. Plurality of Cultures: Social Content of Culture

Unit II: Language and Literature

1. Sanskrit: Kavya – Kalidasa’s Ritusamhara; Prakrit: Gatha Saptasati.
2. Development of Vernacular language and literature.
3. Indo-Persian literature: Amir Khusro’s works; Urdu poetry and prose:
Ghalib.
Unit III: Performing Arts
1. Music: Hindustani, Carnatic Classical Music, Devotional Music: Bhakti and
Sufi
2. Dance: Classical and Folk
3. Theatre: Classical, Folk, Colonial and Modern

Unit IV: Architecture: Meanings, Forms and Functions

1. Rock-cut and structural temples: Mamallapuram or Ellora; Khajuraho
complex and Tanjavur temple.
2. Fort – Daulatabad or Chittor forts; Palace–dargah at Fatehpur Sikri.
3. Colonial architecture– Lutyens’ Delhi.

Practical component (if any) - NIL

Essential/recommended readings
Unit-I: This unit will enable students to understand the meaning of culture and its
various perspectives. It will further help them to explain the plural
characteristics of cultures in the Indian subcontinent and explore their content
which conveys diverse ideas. (Teaching Time: 9 hrs. approx.)
 ● Basham, A.L. The Wonder That was India. Volume I, Rupa & Co., New Delhi,
1997. (in Hindi translation Adhbhut Bharat)
● Maxwell, T.S. Image: Text and Meaning: Gods of South Asia, Oxford University
Press, Delhi, 1997.
● Thakaran, R.C, Sheo Dutt and Sanjay Kumar, ed. Bhartiya Upamahadvipa ki
Sanskritiyan, (in Hindi), Directorate of Hindi Medium Implementation Board,
University of Delhi, 2013.

Unit II: This unit will help students to understand the literary traditions of India since
ancient times. The section deals with some of the important literary works of
Sanskrit and Prakrit literature in ancient India. It also explores about the origin
and development of vernacular literature in India along with the development
of Indo-Persian literature in medieval times and, Urdu poetry and prose of
modern period. (Teaching Time: 12 hrs. approx.)
● Basham, A.L. The Wonder That was India. Volume I, Rupa & Co., New Delhi,
1997. (in Hindi translation Adhbhut Bharat)
● Khanna, Meenakshi, Madhyakalin Bharat Ka Saanskritic Iihas, (translated in
Hindi by Umashankar Sharma), Orient Blackswan, Delhi, 2012.
● Majumdar, R.C. ed. The History and Culture of the Indian People, Vol. 3 (The
Classical Age), Bhartiya Vidya Bhawan, Bombay, 1954. (chapters XV, XIX) (in
Hindi translation Shrenya Yug translated by Shivdaan Singh Chauhan, Motilal
Banarsidass, 1984)
● Thakaran, R.C, Sheo Dutt and Sanjay Kumar, ed. Bhartiya Upamahadvipa ki
Sanskritiyan, (in Hindi), Directorate of Hindi Medium Implementation Board,
University of Delhi.

Unit III: This unit highlights various kinds of performing art forms practiced in India
since our ancient past. These include music, dance and theatre. This part deals
with the musical traditions of north and south India. The focus is also on the
devotional music of the Bhakti and Sufi traditions. Classical and folk forms of
dance and theatre are also dealt with. (Teaching Time: 12 hrs. approx.)
● Thakaran, R.C, Sheo Dutt and Sanjay Kumar, ed. Bhartiya Upamahadvipa ki
Sanskritiyan, (in Hindi), Directorate of Hindi Medium Implementation Board,
University of Delhi.
● Vatsyayan Kapila; Indian Classical Dance, Publications Divisions, New Delhi,
1974 (also in Hindi translation)
● Venkatasubramanian, T.K. Music as History in Tamil Nadu, Primus Books,
Delhi, 2010.
● Zimmer, H. Myths and Symbolism in Indian Art and Civilization, Princeton
Press, New Jersey, 1992.

Unit IV: This unit explains the different architectural forms in India through the ages.
It deals with the rock-cut and structural temples of India, fort and palaces of
 medieval period and the colonial buildings of modern era with special
reference to Lutyens’ Delhi. (Teaching Time: 12 hrs. approx.)
● Agrawala, Vasudev Sharan, Bhartiya Kala (in Hindi), New Edition, Prithvi
Prakashan, Delhi, 2020.
● Asher, Catherine. (ed.): Perceptions of India’s Visual Past, American Institute
of Indian Studies, Delhi, 1994
● Asher, Catherine, Architecture of Mughal India, Cambridge University Press,
1992.
● Brown, Percy. Indian Architecture, Buddhist Hindu and Islamic, Vol. I, II,
Mumbai, 1956 Chandra Pramod, ed. Studies in Indian Temple Architecture,
American Institute of Indian Studies, Delhi, 1975. (Chapter 1)
● Majumdar, R.C. ed. The History and Culture of the Indian People, Vol. 3 (The
Classical Age), Bhartiya Vidya Bhawan, Bombay, 1954. (chapters XV, XIX) (in
Hindi translation Shrenya Yug translated by Shivdaan Singh Chauhan, Motilal
Banarsidass, 1984)
● Thakaran, R.C, Sheo Dutt and Sanjay Kumar, ed. Bhartiya Upamahadvipa ki
Sanskritiyan, (in Hindi), Directorate of Hindi Medium Implementation Board,
University of Delhi.
● Zimmer, H. Myths and Symbolism in Indian Art and Civilization, Princeton
Press, New Jersey, 1992.

Suggestive readings
● Agrawala, Vasudev Sharan, Kala Aur Sanskriti (in Hindi), New Edition, Prabhat
Prakashan, Delhi, 2019.
● Agrawala, Vasudev Sharan, Bhartiya Kala (in Hindi), New Edition, Prithvi
Prakashan, Delhi, 2020.
● Asher, Catherine. (ed.): Perceptions of India’s Visual Past, American Institute
of Indian Studies, Delhi, 1994
● Asher, Catherine, Architecture of Mughal India, Cambridge University Press,
1992.
● Basham, A.L. The Wonder That was India. Volume I, Rupa & Co., New Delhi,
1997. (in Hindi translation Adhbhut Bharat)
● Brown, Percy. Indian Architecture, Buddhist Hindu and Islamic, Vol. I, II,
Mumbai, 1956 Chandra Pramod, ed. Studies in Indian Temple Architecture,
American Institute of Indian Studies, Delhi, 1975. (Chapter 1)
● Cohn. Bernard. India: The Social Anthropology of a Civilization in Bernard Cohn
Omnibus, Oxford University Press, 2004
● Deva, B.C. An introduction to Indian Music, Delhi, 1973.
● Khanna, Meenakshi, Madhyakalin Bharat Ka Saanskritic Iihas, (translated in
Hindi by Umashankar Sharma), Orient Blackswan, Delhi, 2012.
● Majumdar, R.C. ed. The History and Culture of the Indian People, Vol. 3 (The
Classical Age), Bhartiya Vidya Bhawan, Bombay, 1954. (chapters XV, XIX) (in
Hindi translation Shrenya Yug translated by Shivdaan Singh Chauhan, Motilal
Banarsidass, 1984)
● Maxwell, T.S. Image: Text and Meaning: Gods of South Asia, Oxford Uuiversity
Press, Delhi, 1997.
 ● Thakaran, R.C, Sheo Dutt and Sanjay Kumar, ed. Bhartiya Upamahadvipa ki
Sanskritiyan, (in Hindi), Directorate of Hindi Medium Implementation Board,
University of Delhi.
● Vatsyayan Kapila; Indian Classical Dance, Publications Divisions, New Delhi,
1974 (also in Hindi translation)
● Venkatasubramanian, T.K. Music as History in Tamil Nadu, Primus Books,
Delhi, 2010.
● Zimmer, H. Myths and Symbolism in Indian Art and Civilization, Princeton
Press, New Jersey, 1992.

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

Branch, University of Delhi, from time to time.
 Category III
Courses for Undergraduate Programme of study with discipline as one of
the Core Disciplines

(For e.g. courses for B.A. Programmes with (discipline’s name) as non-Major or Minor
discipline)

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

DISCIPLINE SPECIFIC CORE COURSE (DSC-1): History of India, 1200 – 1550

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code criteria of the course
Lecture Tutorial Practical/ (if any)
Practice
History of India 4 3 1 0 12 th Pass Should have
1200 – 1550 studied History
of India 750-
1200

Learning Objectives

This course provides an analytical study of the history of India from 1200 to 1550 CE.
It introduces students to a thematic study of the main aspects of the period
delineating major transitions, changes and developments that include the
establishment of the Delhi Sultanate, Vijayanagara and Bahmani, encompassing
political, administrative, cultural and economic aspects. Through selected regional
case studies it also underlines the inter-connectedness of the sub continental region
in its transition.

Learning outcomes

After the successful completion of this Course, the students will be able to:
 Identify the major political developments in the history of India during the
period between the thirteenth and the first half of sixteenth century.
 Outline the changes and continuities in the field of culture, especially with
regard to art, architecture, Bhakti movement and Sufi movement.
 Discuss the economic history of the period under study in India especially,
where agrarian production and its implications are concerned.
 Delineate the development of trade and urban complexes during this period.
SYLLABUS OF DSC-1

Unit I: Foundation, expansion and consolidation of the Sultanates of Delhi c.13th to

15th century:
Expansion; Iqta system; nobility; North-Western frontier and the Mongols.
Unit II: Military, administrative and economic structure under the Khaljis and
Tughlaqs.
Unit III: Regional political formations: Vijayanagara and Bahmanis.
Unit IV: Second Afghan Empire.
Unit V: Society, culture and religion: Bhakti -- Kabir and Mira Bai; Sufism – Chishti and
Suhrawardy.
Unit VI: Art and architecture: Qutb complex; Vijaynagara (Hampi).
Unit VII: Trade and Commerce: Indian merchants in overseas trade, 12th -15th
century.

Practical component (if any) - NIL

Essential/recommended readings
Unit I: This unit would have provided students an insight about foundation,
expansion and process of consolidation under the various Sultanate regimes.
(Teaching Time: 9 hrs. approx.)
 Jackson, P. (2003). The Delhi Sultanate: A Political and Military History.
Cambridge: Cambridge University Press.
 Raychaudhuri, T and I. Habib (Ed.). (1982). The Cambridge Economic History of
India, Vol.1: c1200-1750. Delhi: Orient Longman, pp. 45-101
 Habib, Irfan. (1992). ‘Formation of Sultanate Ruling class during the thirteenth
century’, in Medieval India: Researches in the History of India 1200-1750,
Vol.1, ed.by Irfan Habib, OUP, New Delhi, pp.1-21.
 Habib, I. (2003). Madhyakalin Bharat ka Arthik Itihas ek Sarvekshan. Delhi:
Rajkamal.
 Habib, I. (Ed.). (1981-2003). Madhyakalin Bharat, 10 volumes. Delhi;
Rajkamal.
 Verma, H.C. (ed.). (2003). Madhyakalin Bharat, Bhag 1, Delhi: Hindi Madhyam
Karyanvan Nideshalaya, Delhi University.

Unit II: This unit would have imparted students an overview of military, political,
economic and administrative structure under the Khaljis and Tughlaqs. (Teaching
Time: 9 hrs. approx.)
 Chandra, Satish. (2004). Medieval India: From Sultanate to the Mughals, Part
1, Haranand Publications, Delhi.
 Jackson, Peter. (2003). The Delhi Sultanate: A Political and Military History,
University, Press, Cambridge.
 Habib, Irfan (1984), ‘Price Regulations of Alauddin Khilji-A Defence of Zia
Barani’, Indian Economic and Social History Review, Vol. 21. No. 4. pp. 393-
 414. Also reprinted in Money and the Market in India: 1100-1700, ed., by
Sanjay Subrahmanyam, OUP, New Delhi, 1994. Pp. 85-111.
 ------------------, (1992), ‘Alauddin Khilji ke mulya niyantaran ke upay: Zia Barani
ke samarthan mein’, Madhyakalin Bharat, Vol. 4 (ed.), Irfan Habib. Delhi.
Rajkamal Prakashan, pp.24-46.
 Verma, H C. (ed.). Madhyakalin Bharat, Part 1, Hindi Madhyam Karyanvayan
Nideshalaya, Delhi University.

Unit III: This unit would have taught students about the politics, society and
economy of the southern kingdoms. They will also learn how recent studies have
looked at the representations in the Vijayanagara state in context to culture, rituals,
etc. (Teaching Time: 6 hrs. approx.)
 Stein, Burton. (1989). The New Cambridge History of India I.1, Vijayanagara.
Cambridge: Cambridge University Press.
 Fritz, John M. (1986). “Vijayanagara: Authority and Meaning of a South Indian
Imperial Capital”. American Anthropologist, New Series, vol. 88 no.1, pp. 44-
55
 Sinopoli, Carla. (2003). Political Economy of Craft Production: Crafting empire
in South India c.1350-1650. Cambridge: Cambridge University Press. (“The
South Asian State” and “Vijayanagara: The Historical Setting”)
 Wagoner, Phillip B. (1996). “Sultan among Hindu Kings: Dress, Titles, and the
Islamicization of Hindu Culture at Vijayanagara”. Journal of Asian Studies,
vol.55 no.4, pp. 851-80.
 Sastri, K. A. Nilakanta. (1976). A History of South India from Prehistoric Times
to the Fall of Vijayanagar. Madras. OUP.
 Ali, B Sheik. (2011). History of Bahmani and Adil Shahi Rulers. Mysore.

Unit IV: This unit would have taught students about politics, economy and
administrative set up under the second Afghan empire. (Teaching Time: 6 hrs.
approx.)
 Aquil, Raziuddin. (2007), Sufism, Culture and Politics, Afghans and Islam in
Medieval North India. Delhi, OUP.
 Siddiqui, IH. (1996). Sher Shah Suri and his dynasty. Jaipur. Publication
Scheme.
 ---------------. (1969). Some Aspects of Afghan despotism. India. Aligarh. Three
Men Publication.

Unit V: This unit would have taught students about the cultural and religious
traditions in the medieval period with special reference to Kabir, Mirabai, Chishti and
Suhrawardy silsilah. (Teaching Time: 9 hrs. approx.)
 Charlotte Vaudeville. (2007). A Weaver named Kabir. Delhi: Oxford University
Press.
 Dwivedi, Hazari Prasad. (2019) Kabir. Delhi: Rajkamal Prakashan.
 Habib, Irfan. (2007), ‘Kabir; The Historical Setting’, in Irfan Habib (Ed.) Religion
in Indian History, Tulika Books. New Delhi.
  Hawley, John Stratton. (2005). Three Bhakti Voices, Mira Bai, Kabir and Surdas
in their Times. Delhi: Oxford University Press.
 Manushi (1989). Special Issue. Nos. 50-51-52 (Jan-June). (Madhu Kishwar,
Ruth Vanita and Parita Mukta articles on Mirabai.)
 Pinto, Desiderio S.J. (1989). “The Mystery of the Nizamuddin Dargah: The
Account of Pilgrims” in Christian W Troll (ed.) Muslim Shrines in India. Delhi:
Oxford University Press, pp.112-124.
 Lawrence, Bruce B. (1986). “The Earliest Chishtiya and Shaikh Nizam al-Din
Awliya.” in R E Frykenberg, (Ed.). Delhi Through the Ages. Delhi: Oxford
University Press, pp.104-128.
 Currie, P M (1989). The Shrine and Cult of Muin-al-Din Chisti of Ajmer. Delhi.
OUP
 Rizvi, S A A (1978). A History of Sufism, Vol. 1. Delhi: Munshiram Manoharlal.
(Chapters on Chishti and Suhrawardy).

Unit VI: This unit deals with the architectural traditions in the Sultanate period. The
students will be able to appreciate the political and artistic complexities that played
an important role during the period of study and for this as case study, Qutb
Complex and Hampi, the imperial city of Vijayanagra has been taken up. (Teaching
Time: 6 hrs. approx.)
 Kumar, Sunil. (2002). ‘Qutub and Modern Memory’ in The Present in Delhi’s,
Delhi: The Three Essay Press, pp1-61.
 Spear, Percival. (1994). Delhi, Its Monuments and History, New Delhi, Oxford
University Press.
 Verghese, Anila (2002). Hampi, Delhi: Oxford University Press.
 Fritz, M John and Michell. George. (2014). Hampi Vijaynagara, Delhi. Jaico
Publishing House.

Unit VII: This unit will provide an overview about the trade and commerce from 12th
to 15th century especially the Indian Ocean trade, the trading communities and its
impact on the South Asian economy and beyond. (Teaching Time: 6 hrs. approx.)
 Raychaudhuri, T and I. Habib. (Eds.). (1982). The Cambridge Economic History
of India, Vol.1: c1200-1750. Delhi: Orient Longman, pp. 214-434.
 Chandra, Satish. (2005). Religion, State and Society in Medieval India:
Collected Works of Nurul Hasan. Delhi: Oxford University Press, pp. 173-278.
 Bhargava, Meena. (Ed.). (2010). Exploring Medieval India: sixteenth to the
eighteenth centuries. Delhi: Orient Black Swan.
 Prakash, Om. (1998). The New Cambridge History of India: European
Commercial Enterprise in Pre-Colonial India. Delhi: Cambridge University
Press.
 Gupta, Ashin Das and M.N. Pearson. (1997) India and the Indian Ocean 1500-
1800. Delhi: Oxford University Press.

Suggestive readings
 Asher, Catherine B. and Cynthia Talbot. (2006). India before Europe.
Cambridge: Cambridge University Press.
 Aquil, Raziuddin. ed. (2010). Sufism and Society in Medieval India. Delhi:
Oxford University Press.
 Bahuguna, RP (2009). Madhyakalin Bharat mein Bhakti aur Sufi Andolan.
Delhi: Granth Shilpi.
 Brown, Percy. (1968). Indian Architecture: Islamic Period.Bombay.DB
Taraporevala.
 Chandra, S. (2004). Medieval India: From Sultanate to the Mughals, Part 1.
Delhi: Haranand Publications.
 Chandra, S. (2004). Madhyakalin Bharat: Sultanate se Mughal tak, Bhag 1.
Delhi: Jawahar Publishers.
 Chandra, S. (2007). History of Medieval India (800-1700). Delhi: Orient
Longman.
 Chandra, S. (2007). Madhyakalin Bharat: Rajniti, Samajaur Sanskriti, Aathwi se
Satrahvis shtabditak. Delhi: Orient Black Swan.
 Digby, Simon. (2004). “Before Timur came: Provincialization of the Delhi
Sultanate through the fourteenth century.” Journal of the Economic and Social
History of the Orient vol. 47no.3, pp. 298-356
 Ernst, Carl W. and Bruce Lawrence. (2002).” The Major Chishti Shrines” in Sufi
Martyrs of Love in the Chishti Order in South Asia and Beyond. New York:
Palgrave Macmillan, pp.85-104.
 Flood, Finbarr Barry (Ed.). (2008). Piety and Politics in the Early Indian
Mosque. Delhi: Oxford University Press.
 Eaton, Richard M. (1996). The Sufis of Bijapur, 1300-1700: Social Roles of Sufis
in Medieval India. Princeton: Princeton University Press.
 Green, Nile. (2002). Sufis and Settlers in the Early Modern Deccan, Delhi:
Oxford University Press.
 Habib, I. (2003). Madhyakalin Bharat ka Arthik Itihas Ek Sarvekshan. Delhi:
Rajkamal, 2003.
 Habib, I. (Ed.). (1981-2003). Madhyakalin Bharat. 10 volumes. Delhi; Rajkamal.
 Hess, Linda. (1983). "The Cow is Sucking at the Calf's Teat: Kabir's Upside-
Down Language."History of Religions vol. 22, pp. 313-37.
 Khanna, M. (2007). Cultural History of Medieval India. Delhi: Social Science
Press.
 Khanna, M. (2012). Madhyakalin Bharat Ka Sanskritik Itihas. Delhi: Orient
Black Swan.
 Koch, E. (2013). Mughal Architecture: An Outline of its History and
Development (1526-1858). Delhi: Primus.
 Kumar, S. (2007). The Emergence of the Delhi Sultanate. Delhi: Permanent
Black Kumar, Sunil. (2014). “Bandagi and Naukari: Studying Transitions in
Political Culture and Service under the North Indian Sultanates, 13th-16th
centuries” in Francesca Orsini and Samira Sheikh, (Eds.), After Timur Left:
Culture and Circulation in fifteenth century North India. Delhi: Oxford
University Press, pp. 60-108.
 Moosvi, Shireen. (1987). The Economy of the Mughal Empire. Delhi: Oxford
University Press.
 Sastri, K. A. Nilkanta. (1998). A History of South India. Delhi. OUP.
  Vaniana, Eugenia. (2004). Urban Crafts and Craftsmen in Medieval India
(Thirteenth-Eighteenth Centuries). Delhi: Munshiram Manoharlal.

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

Branch, University of Delhi, from time to time.
 DISCIPLINE SPECIFIC ELECTIVE COURSE (DSE -1): Environment in Indian History
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Credit Credit distribution of the Eligibility Pre-requisite

Code s course criteria of the course
(if any)
Lectur Tutori Practical/
e al Practice
Environment in 4 3 1 0
Indian History

Learning Objectives

This course aims to introduce the students to the major themes in the environmental
history of the Indian subcontinent. A historically informed understanding on how the
past societies shaped the natural world shall enable the students to critically situate
the environmental issues that we en-counter at present. The issues include global
warming, contestation over natural resources, changing land use patterns, human
interaction with other living species, impacts of agrarian expansion, ecological
consequences of imperialism, impacts of mega infrastructure projects, urban
pollution, emergence of environmental justice movements and environmental
regulations, changing ideas about the natural world, and gendered dimension of
environmental degradation. The course has the following broad objectives: a) to
introduce the historical studies that explores the long-term trajectories of man-
nature interactions and revises the political history-based periodization of the sub-
continent’s past as self- contained ancient, medieval, and modern periods; b) to
introduce interdisciplinary pproaches- cartographic, geological, zoological, ecological
knowledges-that helps historians study the crucial role played by ecology in the
shaping of the past societies; c) to familiarize the students to the methods of using
archaeological, bio and geo-archival sources, artistic depictions and oral history
sources to study the past relationship between humans and the natural world. By the
end of this course, the students are expected to develop an in-depth under-standing
of the interdisciplinary approaches to historical thinking and the significance of the
environment in human history.

Learning outcomes
After completing this course, students will be able to:
● Understand the historical methodologies and concepts to explain the
environmental contexts of the past social and cultural transformations.
● Develop a historical perspective on the complex relationship between society
and nature from prehistory to the present in the context of the Indian
subcontinent.
● Discuss how societies developed technologies, sources of energy, and modes
of organizing lives to adapt to varied ecological landscapes.
● Discuss environmental issues within a socio-cultural framework.
● Examine the social, political and economic contexts of creating inequalities in
resource use, with reference to the case studies regarding water rights, forest
rights, and the right to have livable cities.
● Locate solutions to environmental problems within a framework of greater
democratization of resource use.

SYLLABUS OF DSC-1

Unit I. What is Environmental History

1. Historiography and Sources
2. Interdisciplinarity

Unit II. Living with Nature

1. Environment and Early Urban Societies: Harappan Civilization
2. Beliefs, Practices and Natural Resources

Unit III. Era of Major Agrarian Expansion

1. Pastoralism, Agrarian Expansion
2. Forests and Tribal Groups
3. Irrigation and Canals

Unit IV. Colonialism and Transformation of Nature

1. Changing Land Use Patterns; Railway and Deforestation, Dams and
Hydroelectric Power
2. Inland Waterbodies and Fisheries
3. Urbanization and Environment; Delhi

Unit V. Development, Environment, and Migration in Contemporary India

1. Big Dams and Displacement; Narmada and Tehri
2. Gender and Environmental Justice
3. Green Revolution; Biodiversity Loss; Species Extinction

Practical component (if any) - NIL

Essential/recommended readings
Unit I: This unit provides an overview of environmental historiography of the Indian
subcontinent. The first rubric introduces the methods, theoretical concepts, sources,
and the major sub-fields of environmental history. The second rubric explores how
archeological records, literary sources, bio- mass, artistic depictions of nature,
material cultural artefacts and oral history sources are integrated into environmental
history narratives. (Teaching time: 3 weeks approx.)
● Hughes, Donald (2006), What is Environmental History? Cambridge: Polity
Press. pp. 1-17 [Chapter 1: “Defining Environmental History]
● Mann, Michael (2013), “Environmental History and Historiography on South
Asia: Context and some Recent Publications,” South Asia Chronicle, Vol. 3, pp.
324-357.
● Rangarajan, Mahesh (2015), Nature and Nation: Essay on Environmental
History. Ranikhet: Permanent Black, pp. 1-45 [Chapter 1: “Introduction: Issues
in the Writing of Environmental History”]

Unit II. This unit gives a synoptic overview of human interaction with the animals,
plants, and natural elements that sustained life. It shows how from the times of
gathering, scavenging and hunting to the beginning of agriculture, humans adapted
to the environment even as they tried to manipulate it, and maintained harmony
with it and advocated conservation of earthly resources. (Teaching time: 3 weeks
approx.)
● Mishra, V. N. (2008), “Climate, a Factor in the Rise and Fall of the Indus
Civilization: Evidence from Rajasthan and Beyond,” In Mahesh Rangarajan,
ed., Environmental Issues in India: A Reader. Delhi: Pearson, pp. 7-16.
● वी. एन तमश्रा (2010) िलवार्ु, तसंधु घाटी सभ्यता के उथान - पतन
में एक घटक: रािस्थान और पार के तथ्य, महेश रं गारािन संपातित
भारत में पर्ाावरण के मुििे , तपर्सान, तिल्ली.
● Allchin, Bridget (1998), “Early Man and Environment in South Asia,” In Richard
Grove, Vinita Damodaran, and Satpal Sangwan, Nature and the Orient: The
Environmental History of South and Southeast Asia. Delhi: Oxford University
Press, pp. 29-50.
● Lal, Makkhan, “Iron Tools, Forest Clearance and Urbanization in the Gangetic
Plains,” In Mahesh Rangarajan, ed., Environmental Issues in India: A Reader.
Delhi: Pearson, pp. 18- 32.
● मखन लाल, (2010), गंगा के मैिानों में लोहे के उपकरण, वनों की सफाई
और नगरीकरण का संबंध, महेश रं गारािन संपातित भारत में
पर्ाावरण के मुििे , तपर्सान, तिल्ली.
● Thapar, Romila (2008), “Forests and Settlements”, In Mahesh
Rangarajan, ed., Environmental Issues in India: A Reader. Delhi: Pearson, pp.
33-41.
● रोतमला थापर, वन और बस्ती, महेश रं गारािन संपातित भारत में
पर्ाावरण के मुििे , तपर्सान, तिल्ली, 2010
● Gosling, David L. (2001), Religion and Ecology in India and Southeast Asia.
London: Routledge.
● Rangarajan, Mahesh (2008), “The Forest and the field in Ancient India,” In
Mahesh Rangarajan, ed., Environmental Issues in India: A Reader. Delhi:
Pearson, pp. 42-48.
 ● महेश रं गारािन (2010), प्राचीन भारत में वन और खेत, महेश रं
गारािन संपातित भारत में पर्ाावरण के मुििे , तपर्सान, तिल्ली.
● Chakravarti, Ranabir, “The Creation and Expansion of Settlements and
Managements of Hydraulic Resources in Ancient India,” In Richard Grove, et
al, eds, Nature and the Orient: The Environmental History of South and
Southeast Asia. Oxford: Oxford University Press, 1998, pp. 87-105.

Unit III. This unit explores the patterns and processes of the expansion of agrarian
landscapes, pastoralism and forest economies in India up to the eighteenth century.
Providing an overview of the dynamics of human-nature interaction during the
medieval times will help students to challenge the notions of considering pre-
modern environments as a timeless continuum. (Teaching time: 3 weeks approx.)
● Murty, M. L. K, (2012), “Sheep/Goat Pastoral Cultures in the South Decan: The
Narrative as a Metaphor,” In Rangarajan, Mahesh and K. Sivaramakrishanan,
eds (2014), India’s Environmental History: A Reader. Ranikhet: Permanent
Black.
● Singh, Chetan (1995), “Forests, Pastoralists and Agrarian Society in Mughal
India,” In David Arnold & Ramachandra Guha, eds., Nature, Culture,
Imperialism: Essays on the Environmental History of South Asia. Delhi: Oxford
University Press, pp. 21-48.
● Guha, Sumit (2008), “A Historical Study of the Control of Grass and Fodder
Resources in Eighteenth-Century Maharashtra,” In Mahesh Rangarajan,
Environmental Issues in India: A Reader. Delhi: Pearson, pp. 97-106.
● सुतमत गुहा (2010) अठारहवीं शताब्दी के महाराष्टर में घास और
चारे पर तनर्ंत्रण: एक ऐततहातसक अध्यर्न, महेश रं गारािन
संपातित भारत में पर्ाावरण के मुििे , तपर्सान, तिल्ली.
● Singh, Abha (2014), “Irrigating Haryana: The Pre-Modern History of the
Western Yamuna Canal”, in Habib, Irfan, Medieval India 1: Researches in the
History of India 1200-1750, Delhi: Oxford University Press, pp.49-61.
● Sengupta, Nirmal (1985), “Irrigation: Traditional vs Modern”, Economic and
Political Weekly, Vol. 20, No.45-47, pp.1919-1938.

Unit IV. This unit explores how colonial capitalism as a powerful agent of
environmental transformations made fundamental changes to the land use patterns
and livelihood resources. The first rubric explores the environmental history of the
colonial appropriation of forests as raw material for railways expansion and rivers as
dams and other hydraulic infrastructures for industrial production and long-distance
transportation. The second rubric elaborates how the colonial appropriation of water
bodies and common lands through the new revenue policies, acts and regulations
affected indigenous fishing and other livelihood patterns based on hydraulic
resources. The third rubric elaborates the environmental problems of urbanization in
the context of the colonial city of Delhi. (Teaching time: 3 weeks approx.)
● Das, Pallavi (2013), “Railway fuel and its impact on the forests in colonial
India: The case of the Punjab, 1860– 1884”, Modern Asian Studies, Vol.47,
No.4, pp.1283-1309.
 ● Morrison, Kathleen D. (2010), “Dharmic Projects, Imperial Reservoirs, and
New Temples of India: An Historical Perspective on Dams in India,”
Conservation and Society, Vol. 8, No. 3, pp. 182-195.
● D’Souza, Rohan (2012), “Damming the Mahanadi River: The Emergence of
Multi-Purpose River Valley Development in India (1943-946),” In Mahesh
Rangarajan & K. Sivaramakrishnan, eds., India’s Environmental History:
Colonialism, Modernity, and the Nation. Ranikhet: Permanent Black, pp. 550-
583.
● Singh, Vipul (2018), Speaking Rivers: Environmental History of a Mid-Ganga
Flood Country, 1540-1885. Delhi: Primus Books, pp. 122-158 [Chapter 6:
“Decommonization of the River”].
● Reeves, Peter, (1995), “Inland Waters and Freshwater Fisheries: Some Issues
of Control, Access and Conservation in Colonial India,” In David Arnold &
Ramachandra Guha, eds, Nature, Culture, Imperialism: Essays on the
Environmental History of South Asia. Delhi: Oxford University Press, pp. 260-
292.
● Gadgil, Madhav and Guha, Ramachandra. (1992). “Conquest and control.” In
Madhav Gadgil and Ramachandra Guha, eds., This Fissured Land: An
Ecological History of India. Delhi: OUP, pp. 113- 145.
● Sharan, Awadhendra B. (2014), In the City, Out of Place: Nuisance, Pollution,
and Dwelling in Delhi, c. 1850-2000. Delhi: Oxford University Press
[“Introduction” and Chapter 4: “Pollution: Industrial Landscapes, 1936-2000].

Unit V. This unit explains how the issues of development such as the construction of
big dams and other mega infrastructural projects are often associated with
displacement, biodiversity loss, species ex-tinction, and how the industrialization of
agricultural production transforms livelihood patterns and cultural landscapes. It
offers a historical perspective on increasing the inequality of access to natural
resources for women and the poor. (Teaching time: 3 weeks approx.)

Sangvai, Sanjay (2008), “The Tragedy of Displacement,” In Mahesh Rangarajan, ed.,

● Environmental Issues in India: A Reader. Delhi: Pearson, pp. 437-443.
● संिर् संगवई (2010), तवस्थापना का एक ििानाक तकस्सा, महेश रं
गारािन संपातित भारत में पर्ाावरण के मुििे , तपर्सान, तिल्ली.
● Asthana, Vandana (2012), “Forced Displacement: A Gendered Analysis of the
Tehri Dam Project,” Economic and Political Weekly, Vol. 47, No. 47/48, pp, 96-
102.
● Singh, Satyajit K. (1990), “Evaluating Large Dams in India,” Economic and
Political Weekly,
● Vol. 25, No. 11, pp. 561-574.
● Agarwal, Bina. (1992). “The Gender and Environment Debate: Lessons from
India”,
● Feminist Studies, Vol. 18, No.1. pp. 119-158.
 ● Shiva, Vandana. (1988). “Women in the Food Chain” (Ch.5) in Vandana Shiva,
Staying Alive: Women, Ecology and Survival in India. New Delhi: Kali for
Women. pp.96-178.
● McNeill, J. R. (2008), “The Green Revolution,” In Rangarajan, Mahesh,
Environmental Issues in India: A Reader. Delhi: Pearson, pp. 184-194.
● Shiva, Vandana (2016), Stolen Harvest: The Hijacking of the Global Food
Supply. Ken-tucky: The University Press of Kentucky, [Chapter 1: “The
Hijacking of the Global Food Supply”] pp. 5-20.
● Shiva, Vandana (1993), The Violence of the Green Revolution: Third World
Agriculture, Ecology and Politics, London and New Jersey: Zed Books, pp. 19-
60; [Chapter 1: “Science and Poli-tics in the Green Revolution”], pp. 61-102
[Chapter 2: “Miracle Seeds’ and the destruction of Genetic Diversity”]; pp.
171-193 [Chapter 5: “The Political and Cultural Costs of the Green
Revolution”].

Suggested Readings:
● Erdosy, George (1998), “Deforestation in Pre- and Proto Historic South Asia,”
In Richard Grove, Vinita Damodaran, and Satpal Sangwan, Nature and the
Orient: The Environmental History of South and Southeast Asia. Delhi: Oxford
University Press, pp. 51-69.
● Adve, Nagraj (2022), Global Warming in India: Science, Impacts, and Politics.
Bhopal: Eklavya Foundation.
● Agarwal, Ravi (2010), “Fight for a Forest,” In Seminar, No. 613, pp. 48-52 (On
Delhi Ridge)
● Bhattacharya, Neeladri (1992), ‘Colonial State and Agrarian Society,’ In Burton
Stein, ed.
● The Making of Agrarin Policy in British India, 1770-1900. Delhi: Oxford
University Press.
● Bulliet, Richard. (2005). Hunters, Herders and Hamburgers: The Past and
Future of Human- Animal Relationships. New York: Colombia University Press.
pp. 205 -224.
● D’souza, Rohan (2006), Drowned and Dammed: Colonial Capitalism and Flood
Control in Eastern India. New Delhi: Oxford University Press.
● Dangwal, Dhirendara Datt (2009), Himalayan Degradation: Colonial Forestry
and Environmental Change in India. New Delhi: Cambridge University Press.
● Gadgil, Madhav and Ramachandra Guha (2000), The Use and Abuse of Nature.
Delhi: Oxford University Press.
● Grove, Richard (1997), Ecology, Climate and Empire. Delhi: Oxford University
Press.
● Hardiman, David (1996), ‘Small-dam Systems of the Sahyadris,” in David and
Ramachandra Guha, eds, Nature, Culture, Imperialism: Essays on the
Environmental History of South Asia. Delhi: Oxford University Press, pp. 185-
209.
● Kapur, Nandini Sinha (2011), Environmental History of Early India: A Reader.
New Delhi: Oxford University Press.
 ● Malamoud, Charles (1998), Village and Forest in Ancient India. Delhi: Oxford
University Press.
● Mann, Michael (2007), “Delhi’s Belly: The Management of Water, Sewerage
and Excreta in a Changing Urban environment during the Nineteenth Century,
Studies in History, Vol. 23, No. 1, pp. 1-31.
● Meadow, R. H. (1981), “Early Animal Domestication in South Asia: A First
Report of Faunal Remains from Mehrgarh, Pakistan,” In H. Hartel, ed. South
Asian Archaeology. Berlin: Dietrich Reimer Verlag, pp. 143-79.
● Murali, Atluri (1995), “Whose Trees? Forest Practices and Local Communities
in Andhra, 1600-1922,” In David Arnold & Ramachandra Guha, eds., Nature,
Culture, Imperialism: Essays on the Environmental History of South Asia. Delhi:
Oxford University Press, pp. 86- 122.
● Rangarajan, Mahesh (2002), “Polity, Ecology and Landscape: Fresh Writing on
South Asia’s Past,” Studies in History, Vol 17, No. 1, pp. 135-48.
● Rangarajan, Mahesh ed. (2008), Environmental Issues in India. Delhi: Pearson.
● Singh, Satyajit K. (1990), “Evaluating Large Dams in India,” Economic and
Political Weekly, Vol. 25, No. 11, pp. 561-574.
● Singh, Vipul (2018), Speaking Rivers: Environmental History of a Mid-Ganga
Flood Country, 1540-1885. Delhi: Primus Books

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

Branch, University of Delhi, from time to time.
 DISCIPLINE SPECIFIC ELECTIVE
CREDIT DISTRIBUTION, COURSEAND
ELIGIBILITY (DSE-2): Cultures in Indian
PRE-REQUISITES OF THESubcontinent
COURSE –I

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code criteria of the course
Lecture Tutorial Practical/ (if any)
Practice
Cultures in Indian 4 3 1 0
Subcontinent – I

Learning Objectives

This course aims to provide an overview of Indian cultural traditions and cultural
experience. It will help students to understand the meaning, perspectives and
approaches to the study of culture. The section dealing with Indian languages and
literature focuses upon the development of Sanskrit, Prakrit, vernacular, Indo-
Persian and Urdu language and literature respectively. The content of performing
arts will help one appreciate the traditions of music, dance and drama in Indian
culture through the ages. This also explores the development of different forms of
architecture in India since ancient period.

Learning outcomes

After the successful completion of this Course, the students will be able to:
● understand different perspectives and approaches to the study of culture,
● explain the plurality in Indian cultural traditions,
● learn the growth of Sanskrit, Prakrit, vernacular, Indo-Persian and Urdu
language and literature,
● trace the evolution of and the distinction between the Hindustani and
Carnatic music culture,
● identify Indian classical dance forms, musical and theatre cultures,
● explain the rich architectural traditions of India.

SYLLABUS OF DSC-1

Unit I: Definitions of Culture and its various aspects

 3. Perspective on Cultures: Indian Cultural tradition: An overview.
4. Plurality of Cultures: Social Content of Culture

Unit II: Language and Literature

4. Sanskrit: Kavya – Kalidasa’s Ritusamhara; Prakrit: Gatha Saptasati.
5. Development of Vernacular language and literature.
6. Indo-Persian literature: Amir Khusro’s works; Urdu poetry and prose:
Ghalib.
Unit III: Performing Arts
4. Music: Hindustani, Carnatic Classical Music, Devotional Music: Bhakti and
Sufi
5. Dance: Classical and Folk
6. Theatre: Classical, Folk, Colonial and Modern

Unit IV: Architecture: Meanings, Forms and Functions

4. Rock-cut and structural temples: Mamallapuram or Ellora; Khajuraho
complex and Tanjavur temple.
5. Fort – Daulatabad or Chittor forts; Palace–dargah at Fatehpur Sikri.
6. Colonial architecture– Lutyens’ Delhi.

Practical component (if any) - NIL

Essential/recommended readings
Unit-I: This unit will enable students to understand the meaning of culture and its
various perspectives. It will further help them to explain the plural
characteristics of cultures in the Indian subcontinent and explore their content
which conveys diverse ideas. (Teaching Time: 3 weeks approx.)
● Basham, A.L. The Wonder That was India. Volume I, Rupa & Co., New Delhi,
1997. (in Hindi translation Adhbhut Bharat)
● Maxwell, T.S. Image: Text and Meaning: Gods of South Asia, Oxford University
Press, Delhi, 1997.
● Thakaran, R.C, Sheo Dutt and Sanjay Kumar, ed. Bhartiya Upamahadvipa ki
Sanskritiyan, (in Hindi), Directorate of Hindi Medium Implementation Board,
University of Delhi, 2013.

Unit II: This unit will help students to understand the literary traditions of India since
ancient times. The section deals with some of the important literary works of
Sanskrit and Prakrit literature in ancient India. It also explores about the origin
and development of vernacular literature in India along with the development
of Indo-Persian literature in medieval times and, Urdu poetry and prose of
modern period. (Teaching Time: 4 weeks approx.)
● Basham, A.L. The Wonder That was India. Volume I, Rupa & Co., New Delhi,
1997. (in Hindi translation Adhbhut Bharat)
● Khanna, Meenakshi, Madhyakalin Bharat Ka Saanskritic Iihas, (translated in
Hindi by Umashankar Sharma), Orient Blackswan, Delhi, 2012.
 ● Majumdar, R.C. ed. The History and Culture of the Indian People, Vol. 3 (The
Classical Age), Bhartiya Vidya Bhawan, Bombay, 1954. (chapters XV, XIX) (in
Hindi translation Shrenya Yug translated by Shivdaan Singh Chauhan, Motilal
Banarsidass, 1984)
● Thakaran, R.C, Sheo Dutt and Sanjay Kumar, ed. Bhartiya Upamahadvipa ki
Sanskritiyan, (in Hindi), Directorate of Hindi Medium Implementation Board,
University of Delhi.

Unit III: This unit highlights various kinds of performing art forms practiced in India
since our ancient past. These include music, dance and theatre. This part deals
with the musical traditions of north and south India. The focus is also on the
devotional music of the Bhakti and Sufi traditions. Classical and folk forms of
dance and theatre are also dealt with. (Teaching Time: 4 weeks approx.)
● Thakaran, R.C, Sheo Dutt and Sanjay Kumar, ed. Bhartiya Upamahadvipa ki
Sanskritiyan, (in Hindi), Directorate of Hindi Medium Implementation Board,
University of Delhi.
● Vatsyayan Kapila; Indian Classical Dance, Publications Divisions, New Delhi,
1974 (also in Hindi translation)
● Venkatasubramanian, T.K. Music as History in Tamil Nadu, Primus Books,
Delhi, 2010.
● Zimmer, H. Myths and Symbolism in Indian Art and Civilization, Princeton
Press, New Jersey, 1992.

Unit IV: This unit explains the different architectural forms in India through the ages.
It deals with the rock-cut and structural temples of India, fort and palaces of
medieval period and the colonial buildings of modern era with special
reference to Lutyens’ Delhi. (Teaching Time: 4 weeks approx.)
● Agrawala, Vasudev Sharan, Bhartiya Kala (in Hindi), New Edition, Prithvi
Prakashan, Delhi, 2020.
● Asher, Catherine. (ed.): Perceptions of India’s Visual Past, American Institute
of Indian Studies, Delhi, 1994
● Asher, Catherine, Architecture of Mughal India, Cambridge University Press,
1992.
● Brown, Percy. Indian Architecture, Buddhist Hindu and Islamic, Vol. I, II,
Mumbai, 1956 Chandra Pramod, ed. Studies in Indian Temple Architecture,
American Institute of Indian Studies, Delhi, 1975. (Chapter 1)
● Majumdar, R.C. ed. The History and Culture of the Indian People, Vol. 3 (The
Classical Age), Bhartiya Vidya Bhawan, Bombay, 1954. (chapters XV, XIX) (in
Hindi translation Shrenya Yug translated by Shivdaan Singh Chauhan, Motilal
Banarsidass, 1984)
● Thakaran, R.C, Sheo Dutt and Sanjay Kumar, ed. Bhartiya Upamahadvipa ki
Sanskritiyan, (in Hindi), Directorate of Hindi Medium Implementation Board,
University of Delhi.
● Zimmer, H. Myths and Symbolism in Indian Art and Civilization, Princeton
Press, New Jersey, 1992.
Suggestive readings
● Agrawala, Vasudev Sharan, Kala Aur Sanskriti (in Hindi), New Edition, Prabhat
Prakashan, Delhi, 2019.
● Agrawala, Vasudev Sharan, Bhartiya Kala (in Hindi), New Edition, Prithvi
Prakashan, Delhi, 2020.
● Asher, Catherine. (ed.): Perceptions of India’s Visual Past, American Institute
of Indian Studies, Delhi, 1994
● Asher, Catherine, Architecture of Mughal India, Cambridge University Press,
1992.
● Basham, A.L. The Wonder That was India. Volume I, Rupa & Co., New Delhi,
1997. (in Hindi translation Adhbhut Bharat)
● Brown, Percy. Indian Architecture, Buddhist Hindu and Islamic, Vol. I, II,
Mumbai, 1956 Chandra Pramod, ed. Studies in Indian Temple Architecture,
American Institute of Indian Studies, Delhi, 1975. (Chapter 1)
● Cohn. Bernard. India: The Social Anthropology of a Civilization in Bernard Cohn
Omnibus, Oxford University Press, 2004
● Deva, B.C. An introduction to Indian Music, Delhi, 1973.
● Khanna, Meenakshi, Madhyakalin Bharat Ka Saanskritic Iihas, (translated in
Hindi by Umashankar Sharma), Orient Blackswan, Delhi, 2012.
● Majumdar, R.C. ed. The History and Culture of the Indian People, Vol. 3 (The
Classical Age), Bhartiya Vidya Bhawan, Bombay, 1954. (chapters XV, XIX) (in
Hindi translation Shrenya Yug translated by Shivdaan Singh Chauhan, Motilal
Banarsidass, 1984)
● Maxwell, T.S. Image: Text and Meaning: Gods of South Asia, Oxford Uuiversity
Press, Delhi, 1997.
● Thakaran, R.C, Sheo Dutt and Sanjay Kumar, ed. Bhartiya Upamahadvipa ki
Sanskritiyan, (in Hindi), Directorate of Hindi Medium Implementation Board,
University of Delhi.
● Vatsyayan Kapila; Indian Classical Dance, Publications Divisions, New Delhi,
1974 (also in Hindi translation)
● Venkatasubramanian, T.K. Music as History in Tamil Nadu, Primus Books,
Delhi, 2010.
● Zimmer, H. Myths and Symbolism in Indian Art and Civilization, Princeton
Press, New Jersey, 1992.

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

Branch, University of Delhi, from time to time.
 (For all the Generic Elective courses offered by your Department, please put it in the
COMMON POOL OF GENERIC ELECTIVES (GE) COURSES

format provided below)

Credit distribution, Eligibility and Pre-requisites of the Course

GENERIC ELECTIVES (GE-1): Politics of Nature

Course title & Code Credits Credit distribution of the Eligibility Pre- Department
course criteria requisite offering the
of the course
Lecture Tutorial Practical/
course
Practice

Politics of Nature 4 3 1 0

Learning Objectives

This introductory course familiarizes students with major themes in the history of
human inter-action with nature. It studies the long-term transformations made by
humans on their surround-ing environment and the reciprocal effects of nature on
societies. The themes include the inter-actions between humans and other living
species, link between imperialism and environmental transformations, profligate use
of resources, population growth, increasing urbanisation, carbon emission, and
climate crisis. By focusing on the planetary scale of ecological interconnected-ness,
the course enables students to understand the social, political, and cultural roots of
the cur-rent environmental crisis. The course will also elaborate how the
interdisciplinary approach enabled the environmental historians to arrive at new
methodology in critically understanding the past. It integrates concepts and insights
from Anthropology, Historical-Geography, Climate Science, Political Ecology, and
Economics. The paper explains the politics of nature in terms of an increasing
inequality in access to natural resources and the social responses to the unequal
distribution of the effects of environmental degradation. Discussions on the politics
of nature on a planetary scale will encourage students to innovate and suggest policy
changes at the national and international level.

Learning outcomes

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

 ● Discuss environmental issues within a social and political framework.
● Examine the role of social inequality. How does unequal distribution of and
unequal access to environmental resources help understand the
environmental crisis of the world - from the global to the local.
● Critique an understanding of environmental concerns based on a narrow
scientific/technological perspective.
● Analyse the historical agency of animals.
● Understand how ideas about the environment have evolved in various socio-
ecological contexts.
● Examine the complexities of resource distribution and inequalities of resource
use, locating these within specific social contexts, with reference to case
studies regarding the urban-environmental problems, industrial hazards and
the environmental impacts of the mega-infrastructure projects.
● Locate solutions to the contemporary environmental problems within a
framework of greater democratisation of resource use.

SYLLABUS OF GE-1

Unit I: Doing Environmental History

1. The themes of Environmental History.
2. Interdisciplinarity; Historical-Geography, Anthropology, Archaeology, and
Political Ecology
Unit II: Societies and Natural Resources in the Pre-Modern World
1. Human-animal interactions
2. Pre-Industrial Prime Movers and Fuels

Unit III: Ecology and Imperial Power in the Early Modern World
1. The Columbian Exchange; Diseases
2. Colonialism and Natural Resources; Ecological Imperialism

Unit IV: The Worlds of Fossil Energy

1. Industrial Agriculture Steam Ships and Hydraulic Engineering
2. Cities and Environment; Delhi and Bombay

Unit V: The Great Acceleration and the Future

1. Carbon Emission and Environmental Justice; Climate Change
2. The Anthropocene Debate

Essential Readings
Unit I. This unit provides an overview of the major themes of environmental history
and elaborates the interdisciplinary approaches developed by the
environmental historians to study the past. (Teaching time: 3 weeks approx)
● Hughes, Donald (2006), What is Environmental History?. Cambridge: Polity
Press. Chapter 1, pp. 1-17 [“Defining Environmental History”]
● McNeil, J. R. and Mauldin, E. S. (2012). A Companion to Global Environmental
History. Oxford: Wiley-Blackwell, Introduction pp. xvi-xxiv.
 ● Conrad, Sebastian (2016), What is Global History. Princeton: Princeton
University Press, pp. 1-17 [“Introduction”].
● Bayly, C. A, et al., “AHR Conversation: On Transnational History,” The
American Historical Review, Vol. 111, No. 5, pp. 1440-64.

Unit II. This unit examines human interactions with the environment in pre-modern
societies. The two rubrics are aimed to explore how human interaction with
animals and the development of energy harnessing technologies transformed
social relationships, practices, and ideas. (Teaching time: 3 weeks approx.)
● Richard Bulliet. Hunters, Herders and Hamburgers: The Past and Future of
Human- Animal Relationships. New York: Columbia University Press, 2005, pp.
205 -224.
● Edmund Burke III. “The Big Story: Human History, Energy Regime and the
Environment” in Edmund Burke III and Kenneth Pomeranz, eds., the
Environment and World History. Berkeley: University of California Press, 2009.
pp. 33-53.
● Smil, Vaclav (1994), Energy in World History. Colorado: Westview, 1994
[Chapter 2 “Energy in Prehistory, pp. 15-27; Chapter 3 “Traditional
Agriculture,” pp. 28-91; Chapter 4 “Pre-Industrial Prime Movers and Fuel, 92-
156].
● Deloche, John (1993), Transport and Communication in India: Prior to Steam
Locomotion. New Delhi: Oxford University Press, pp. 227-254.

Unit III. : This unit explores how Empires of the New World transferred flora and
fauna across continents, affected the demography of local societies and
completely transformed landscapes. The second rubric explains how
colonialism generated new patterns of consumption by appropriating global
resources and fossil fuels for industry, to produce an interconnected but
unequal world. (Teaching time: 3 weeks approx.)
● Crosby, Alfred W. (1967). “Conquistadory Pestilencia: The First New World
Pandemic and the Fall of the Great Indian Empires,” The Hispanic American
Historical Review, Vol.47(No.3), pp. 321-337.
● Crosby, Alfred W. (1988), “Ecological Imperialism: The Overseas Migration of
Western Europeans as a Biological Phenomenon,” In Donald Worster, ed., The
Ends of the Earth. New York: Cambridge University Press. pp. 104-105.
● Cronon, William (1983), Changes in the Land: Indians, Colonists and the
Ecology of New England. New York: Hill and Wang, pp.3-18.
● McNeill, J.R. (2012). “Biological Exchange in Global Environmental History,” In
J. R. McNeill & E. S. Maudlin, eds., Companion to Global Environmental
History. Oxford: Blackwell, pp. 433-452.

Unit IV. This unit studies the new energy regimes of the modern world, with a special
focus on the histories of landscape transformations. It offers a historical
perspective on the increasing inequality of access to natural resources,
especially in the context of industrialisation of agricultural production,
 hydraulic engineering, and the urbanization of natural resources. (Teaching
time: 3 weeks approx.)
● McKittrick, Meredith (2012), “Industrial Agriculture,” In J. R. McNeill & E. S.
Maudlin, eds., Companion to Global Environmental History. Oxford: Blackwell,
pp. 411-432.
● Carse, Ashley (2014), Beyond the Big Ditch: Politics, Ecology, and
Infrastructure at the Panama Canal. Cambridge, MA: The MIT Press, [Chapter
3: “Making the Panama Canal Watershed”, pp. 37-58; Chapter 6: “Canal
Construction and the Politics of Water”, pp. 93- 120; Chapter 13: “A
Demanding Environment,” pp. 129-222].
● Awadhendra B. Sharan. In the City, Out of Place: Nuisance, Pollution, and
Dwelling in Delhi, c. 1850-2000. Delhi: Oxford University Press, 2014
[Introduction; Chapter 4: Pollution-page numbers to be added]
● Riding, Tim (2018), “’Making of Bombay Island’: Land Reclamation and
Geographical Conception of Bombay, 1661-1728,” Journal of Historical
Geography, Vol. 59, pp. 27-39.
● Klein, Ira (1986), “Urban Development and Death: Bombay City, 1870-1914”,
Modern Asian Studies, Vol.20, No.4, pp.725-754.

Unit V. This unit introduces the concept of Anthropocene to discuss emergent

concerns regarding the influence of humans on the planet’s history. This
provides a long-term historical perspective on contemporary environmental
issues including global warming and the need for innovation and policy change
at the national and international levels. (Teaching time: 3 weeks approx)
● Carruthers, Jane, (2011), “Recapturing Justice and Passion in Environmental
His-tory: A Future Path”, RCC Perspectives, No. 3, pp. 57-59.
● White, Sam. (2012). “Climate Change in Global Environmental History,” In J. R.
McNeill and E. S. Maudlin, eds., Companion to Environmental History. Oxford:
Blackwell, pp. 394-410.
● Lewis, Simon L. and Maslin, Mark A. (2015). “Defining the Anthropocene,”
Nature, Vol. 519, pp. 171-80.
● Moore Jason W. ed., (2016), Capitalism in the Web of Life: Ecology and the
Accumula-tion of Capital. London: Verso, pp. 169-192 [“Anthropocene or
Capitalocene?: On the Nature and Origins of Our Ecological Crisis,”].

Suggestive readings
● Agarwal, Ravi (2010), “Fight for a Forest,” In Seminar, No. 613, pp. 48-52 (On
Delhi Ridge)
● Bauer Jordan and Melosi, Martin V. (2012). “Cities and the Environment,” In J.
R. McNeill and E. S. Maudlin, eds., Companion to Environmental History.
Oxford: Blackwell, pp. 360-376.
● Brooke, John L. (2014), Climate Change and the Course of Global History: A
Rough Journey. New York: Cambridge University Press, pp. 370-383 [“The
Little Ice Age and the Black Death].
● Bulliet, Richard. (2005), Hunters, Herders and Hamburgers: The Past and
Future of Human-Animal Relationships. New York: Columbia University Press,
pp. 205 -224.
● Byrne, John, Leigh Glover and Cecilia Martinez, eds. (2002), Environmental
Justice: Discourses in International Political Economy. London: Routledge, pp.
261-291 [“The Production of Unequal Nature”]
● Corona, Gabriella (2008), “What is Global Environmental History?” Global
Environment, No. 2, pp. 228-249.
● Culver, Lawrence. (2014). “Confluence of Nature and Culture: Cities in
Environmental History,” In A. C. Isenberg (ed.), The Oxford Handbook of
Environmental History. New York: OUP, pp. 553-572.
● Fitzgerald, Amy J. (2015). Animals as Food Reconnecting Production,
Processing and Impacts. Michigan: Michigan State University Press, pp 9-34.
● Grove, Richard H. (1995), Green Imperialism: Colonial Expansion, Tropical
Island Edens and the Origins of Environmentalism, 1600-1860. Cambridge:
Cambridge University Press, pp. 16-72 [“Edens, Islands and Early Empires”].
● Lewis, Simon L. and Maslin, Mark A. (2015). “Defining the Anthropocene”,
Nature, Vol.519(12March), 171-80.
● Malm, Andreas. (2016). The Rise of Steam Power and the Roots of Global
Warming. London: Verso. pp.389-394
● McKenney Jason. (2002). Artificial Fertility: “The Environmental Costs of
Industrial Age Fertilisers” In Andrew Kimbrell (ed.), The Fatal Harvest Reader:
The Tragedy of Industrial Agriculture. London: Island Press, pp.121-129
● Mitchell, Timothy. (2011), Carbon Democracy: Political Power in the Age of
Oil. London: Verso, “Conclusion: No More Counting on Oil,” pp. 231-254.
● Moore Jason W. (ed.) (2016) Anthropocene or Capitalocene?: Nature, History
and the Crisis of Capitalism. Oakland: PM Press. pp. 173-195
● Moore, Jason W (2015), Capitalism in the Web of Life: Ecology and the
Accumulation of Capital. London: Verso, pp. 241-306 [“The Long Green
Revolution: The Life and Times of Cheap Food in the Long Twentieth Century”,
and “Conclusion: The End of Cheap Nature?”]
● Moore, Jason W. (2014), “The Value of Everything? Work, Capital, and
Historical Nature in the Capitalist Ecology,” Review (Fernand Braudel Centre),
Vol. 37, No. 3-4, pp. 245- 292.
● Morrison, Kathleen D. (2015), “Provincializing the Anthropocene”, Seminar,
No. 673, 75- 80.
● Moss, Jeremy (2015), Climate Change and Justice: Cambridge: Cambridge
University Press, 2015, pp. 1-16 [Introduction: Climate Justice].
● Nunn, Nathan and Qian, Nancy. “The Columbian Exchange: A History of
Disease, Food, and Ideas”, Journal of Economic Perspectives, Vol. 24, No.2
(2010), 163–188.
● Steffen, Will, Crutzen, Paul J and McNeill J. R. (2008). “The Anthropocene: Are
Humans Now Overwhelming the Great Forces of Nature,” Ambio, Vol. 36,
(No.8), 614-21.
 ● Sutter, Paul S. (2007), “Nature’s Agents or Agents of Empire? Entomological
Workers and Environmental Change during the Construction of the Panama
Canal,” Isis, Vol. 98, No. 4, pp. 724-753.
● White Jr, Lynn (1974), Medieval Technology and Social Change. London:
Oxford University Press, pp. q-38.
● सुर्मत गुहा, (2010) “अठारहवीं शताब्िी के महाराष्र में घास और
चारे पर र्नयंत्रण: एक ऐर्तहार्सक अध्ययन”, महश भारत में
पयािवरण के मिु िे, र्पयसिन, र्िल्ली.

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

Branch, University of Delhi, from time to time.
 Credit distribution, Eligibility and Pre-requisites of the Course
GENERIC ELECTIVES (GE-2): Making of Post-Colonial India

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

Learning Objectives

This thematic course introduces the students to various perspectives on India’s

evolving political, economic, social and cultural conditions from the 1940s to the
2000. The course intends to familiarise the students with some select themes
pertaining to the gradual historical transformation of political organizations, the
emergence of new forms of socio-political mobilization, the patterns of economic
development and cultural representation and peoples’ movements in the period
under study.

Learning outcomes

The Learning Outcomes of this course are as follows:

● Draw a broad outline of the history of the early years of the Indian Republic,
focusing on the framing of the Constitution, the integration of princely states,
the reorganization of states and the features of our foreign policy.
● Examine critically patterns of economic development in the early years of
Independence and the subsequent shifts and the persistent problems of
uneven development.
● Trace a broad history of political organizations at the national level and
political developments in the regional contexts.
● Examine issues of critical relevance with respect to the assertions and
mobilization in the movements on the questions of caste, tribe and women.

SYLLABUS OF GE-2

Unit I: Laying the Foundation of the Nation State

1. Making of Indian Constitution and its salient features;
2. Integration of princely states, delineating provincial boundaries and the
formation of newer states;

Unit II: Political Trajectories.

 1. Politics and Political Parties: I. Congress hegemony and counter-hegemony,
the rise of regional political parties; II. left political parties and Left wing
political radicalism; III. J.P. movement / Nav Nirman movement, Emergency
and Janta interregnum; and IV. Jansangh and Rise of the BJP.
2. Key features of the foreign policy of India.

Unit III: Socio-Economic Development and underdevelopment

1. Concept of planned economy and the key features of respective five year
plans for agrarian, industrial and other sectors;
2. Shift from the model of mixed economy and public sectors to economic
liberalization, privatization and globalisation;
3. Discontents amongst peasants and workers and the larger concerns of
economic re-distribution, inequality, sustainability and environment.
4. Peoples’ Movements for Rights, Liberation and Social Justice: Dalits, Adivasis
and women.

Unit IV: Shaping a new public sphere and its discontents

1. Education, science and technology;
2. Language and Literature;
3. Cinema and visual art.

Practical component (if any) - NIL

Essential/recommended readings
Unit I: This unit deals with laying the foundations of the Indian republic by discussing
key debates in the framing of the Constitution, some aspects of the finally adopted
Constitution and amendments within it particularly focusing upon the questions of
citizenship, language, fundamental rights, directive principles and the rights of the
minorities. The unit also deals with the integration of princely states and the process
of delineating or reorganizing the provincial boundaries. (Teaching Time: 3 weeks
approx.)
● Agnihotri, Rama Kant (2015), Constituent Assembly Debates on Language,
EPW, Feb 21, 2015, pp. 47-56.
● Bhargava Rajiv. (ed.), (2009), Politics and Ethics of the Indian Constitution.
New Delhi: Oxford University Press.
● Khosla, Madhav. (2020), India’s Founding Moment. HUP.
● Ahmad, Aijaz. (1992). “Three World Theory: End of the Debate”. In Theory.
London: Verso.
● Asha Sarangi, Sudha Pai. (2011), Interrogating Reorganisation of States:
Culture, Identity and Politics in India, Routledge India
● Austin, Granville (1999). The Indian Constitution: Cornerstone of Nation, New
Delhi: OUP [relevant sections].
● Damodaran, A.K (1987), “Roots of Indian Foreign Policy”, India International
Centre Quarterly. Vol.14. No. 3., pp. 53-65
● Dhavan, Rajeev. (2008). “Book Review: Sarbani Sen, Popular Sovereignty and
Democratic Transformations: The Constitution if India,” Indian Journal of
Constitutional Law, Vol.8, pp.204-220.
● Markovits, Claude. (2004), A History of Modern India. Anthem Press. (Chapter
21)

Unit II: This unit traces the trends of the emergence of political parties and
movements in post-independence India. This unit will also focus on the key
features of India’s foreign policy in the period under study, including the non-
alignment. (Teaching Time: 4 weeks approx.)
● Bipan Chandra. In the name of Democracy: JP Movement and the
Emergency. Penguin Random House India. [Relevant chapters].
● Chatterjee, Partha (ed.). (1997). State and Politics in India. Delhi: Oxford
University Press. [pp. 92-124].
● Francine Frankel et al, (eds.). (2002), Transforming India: Social and Political
Dynamics of Democracy. Delhi: Oxford Univeresity Press. [Relevant
chapters].
● Hasan, Zoya. (2004). Parties and Party Politics in India. New Delhi: Oxford
University Press. Chapters 9 and 10.
● Jaffrelot, Christophe. (1999). The Hindu Nationalist Movement and Indian
Politics 1925 to 1990s. New Delhi: Penguin. Chapters 3, 5, 7, 11 to 13.
Chhibber, Pradeep K (1999). State Policy, Party Politics, and the Rise of the
BJP in Democracy without Associations: Transformation of the Party System
and Social Cleavages in India. Ann Arbor: University of Michigan Press. (pp.
159-176).
● Kochanek, Stanley. (1968). The Congress Party of India: The Dynamics of
One-Party Democracy. Princeton: Princeton University Press. Chapters 1 to
4, 13 and 16.
● Kumar, Ashutosh (ed). (2016), Rethinking State Politics in India: Regions
within Regions. New Delhi: Routledge India. [Relevant chapters].
● Nirija Gopal Jayal and Pratap Bhanu Mehta (2011) Oxford Companion to
Politics in IndiaOxford University Press
● Subhash C. Kashyap, Our Parliament (National Book Trust) (Chapter 15).
● Tarlo, Emma. (2003) Unsettling Memories: Narratives of the Emergency in
Delhi, Berkeley: University of California Press. Introduction and C (2017),
Chapte (2017), r 2.

Unit III. This unit deals with the history of economic developments from 1950s till
2000. It focuses on planning, agrarian issue and industrialisation in the first two
decades of Independence and goes on to explore the subsequent liberalization of
the Indian economy and the concomitant uneven development. It also links this
history with the unrest amongst peasants and workers as well as with the issues of
sustainability and environment. (Teaching Time: 4 weeks approx.)
● Bhalla, G.S. (2007). Indian Agriculture since Independence, New Delhi:
National Book Trust
 ● Chadha, G.K. Khurana, M.R. (1989). Backward Agriculture, Unrewarded
Labour and Economic Deprivation: Bihar’s Contrast with Punjab. EPW, Nov
25, 1989, pp. 2617 - 2623
● Partha Chatterjee (ed.) (1997 State and Politics in India. Delhi: OUP)
“Chapter-7: Development Planning and Indian State.”
● Roy, Tirthankar. Indian Economy after Independence: Economic History of
India 1857- 2010. [Chapter-13].

● Singh, Satyajit K. (2010).“State, Planning and Politics of Irrigation

Development: A Critique of Large Dams”, in in Achin Vanaik and Rajeev
Bhargava (eds.), Understanding Contemporary India: Critical Perspective
(Hyderabad: Orient BlackSwan), pp. 105-148.
● Kohli, Atul (2006). Politics of Economic Growth in India, 1980-2005: Part I &
2 -- The 1980s. EPW, V 41, No 13, April 1-7, 2006, pp 1251-1259; and EPW,
Vol. 41, No. 14 (Apr. 8-14, 2006), pp. 1361-1370.
● Frankel, Francine R. (2005). India’s Political Economy. New Delhi: OUP.
Chapters 1, 3 and 4.
● Prasad, Archana (2003). Preface: Ecological Romanticism and
Environmental History. In Against Ecological Romanticism Verrier Elwin and
the Making of an Anti-Modern Tribal Identity.
● Sangeeta Dasgupta, Introduction: Reading the Archive, Reframing ‘Adivasi’
Histories. IESHR, 53, 1, 2016, pp 1-8.
● Gadgil, Madhav and Ramachandra Guha (1994), Ecological Conflicts and the
Environmental Movement in India, Development and Change. Vol 25.
pp.101-136.

Unit IV. Shaping a new public sphere and its discontents: This unit traces the
official policies as well as their contestations and alternatives with regard to some
key themes of public sphere in post-independence India, such as Education policy:
issues of access and participation; role and nature of the intervention of science
and technology; politics over Language; emerging trends in Literature; and
representations in Cinema and visual art. (Teaching Time: 4 weeks approx.)
● Balaran, Rakhee., Mitter, Partha., Mukherji, Parul Dave. (2021) 20th
Century Indian Art: Modern, Post- Independence, Contemporary. Thames &
Hudson.
● Brass, Paul R. (2005), Language, Religion and Politics in North India.
Cambridge University Press, 1974. (Specially Introduction pp 3-50 and
Chapters 3-5 pp 119-275).
● Das Gupta, Jyotirindra. (2018), Language Conflict and National
Development: Group Politics and National Language Policy in India.
University of California Press. First published, 1970.
● Deshpande Anirudh. (2014), Class, Power and Consciousness in Indian
Cinema.
● Dwyer, Rachel. (2002). Cinema India: The Visual Culture of Hindu Film. New
Jersey: Rutgers University Press.
 ● Gupta, Vikas. (2014), ‘Changing Discourses on Inequality and Disparity:
From Welfare State to Neoliberal Capitalism’, in Ravi Kumar, (Ed.),
Education, State and Market: Anatomy of Neoliberal Impact, Aakaar, pp 19-
57.
● Gupta, Vikas. Agnihotri, Rama Kant. and Panda Minati (Ed.), (2021).
Education and Inequality: Historical and Contemporary Trajectories. Orient
Blackswan. (Relevant Chapters)
● Hasan Zoya. (ed,), (2019), Forging Identities: Gender, Communities, And
The State In India. Routledge. Relevant chapters.
● Qaiser, Rizwan. (2013), “Building Academic, Scientific and Cultural
Institutions, 1947- 1958”, in his Resisting Colonialism and Communal
Politics, Delhi, Manohar, (First published 2011). Pp. 179-240.
● Raina, Dhruv. (2006), “Science Since Independence.” India International
Centre Quarterly 33, no. 3/4: 182–95,
http://www.jstor.org/stable/23006080.
● Sahu, Sudhansubala. (2018). “Revisiting Television in India,” Sociological
Bulletin, Vol. 67 (2), August, pp. 204-219.
● Sinha Gayatri. (2009), Art and visual culture in India, 1857-2007. Relevant
Chapters.
● Vasudevan, Ravi. (2011), The Melodramatic Public: Film Form and
Spectatorship in Indian Cinema. Palgrave Macmillan.

Suggestive readings - NIL

● Chandra, Bipan. (2008). India Since Independence. Delhi: Penguin
● Guha, Ramachandra. (2008). India After Gandhi.
● रामचंद्र गुहा. (2016). भारत गांधी के बाि, र्िल्ली: पेंगुइन
बुक्स

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

Branch, University of Delhi, from time to time.
 Credit distribution, Eligibility
GENERIC and Pre-requisites
ELECTIVES (GE-3): Indianof the Course
Science and Technology

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

Learning Objectives

This course proposes to examine the interlinkages between science and technology
with respect to society in India and its historical relevance and evolution. This paper
is thematically arranged and provides a historical overview of Indian Science and
Technology and acquaints students with historiographical debates. Further this paper
takes a brief survey of the material culture as it evolved in Indian history. The
students will study the evolution of agriculture in relation to the environment and
animals. This paper will also explore the Indian contribution to the development of
astronomy and mathematics, medicine, military and warfare technologies.

Learning outcomes

The Learning Outcomes of this course are as follows:

● Critically understand the evolution of science and technology in India.
● Understand the interrelationship between science, technology and society.

SYLLABUS OF GE-3

Unit I: Historiography of Science and Technology

Unit II: The Environment, Agriculture and Animals

Unit III: Mathematics and Astronomy: From Aryabhatta to Sawai Jai Singh

Unit IV: Patients, Doctors and Medicines

Unit V: Military and Warfare Technologies

Practical component (if any) - NIL

Essential/recommended readings
Unit I: In this unit students will understand the debates pertaining to the
historiography of Science and Technology in India. They will also examine and
explore the question why science did not flourish in India despite significant
scientific developments. Factors like the prevalence of social inequality acting
as a barrier to the development of scientific temperament and
experimentation will be explored. (Teaching Time: 3 weeks approx.)
● Chattopadhyay, D.P. (1986). History of Science and Technology in Ancient
India: The Beginnings, Calcutta: Farma KLM Pvt Ltd, pp. 1-54.
● मुले, गुणाकर. (२००५). भारतीर्तइतहासमेंत वज्ञान. त
िल्ली:र्ात्रीप्रकाशन. (अध्यार्:त वज्ञानऔरसमाि; पृष्ठ११-29,
ज्योत तषकाआरिऔररवकास; पृष्ठ४१-49, वैत िकतगणतकीसमीक्षा;
पृष्ठ५ 0--66).

Unit II: In this unit students will explore the process of human settlement,
domestication of animals and transformation in the environment due to the
advent of agriculture and introduction of new crops. (Teaching Time: 2.5
weeks approx.)
● Saxena, R.C. et al. (1994). A Textbook on Ancient History of Indian Agriculture.
Secunderabad: Asian Agri-History Foundation (Chapter 5 Crop Domestication
and Diffusion, pp. 29-36).

Unit III: This unit will trace the development of astronomical and mathematical
sciences from Aryabhatta to Sawai Jai Singh. Students will be acquainted with
the rich Indian heritage of astronomy and mathematics. (Teaching Time: 3.5
weeks approx.)
● Kochar, Rajesh and Jayant Narlikar. (1995). Astronomy in India: A Perspective,
New Delhi: INSA, pp. 1-27.
● Bag, A.K. (1995). ‘Mathematical and Astronomical Heritage of India’ in D.P.
Chattopadhyay et. al., Mathematics Astronomy and Biology in Indian
Tradition: Some Conceptual Preliminaries, Delhi: Indian Council for
Philosophical Research, pp. 110-128.

Unit IV: In this unit, students will delve into the diverse healing systems and practices
in India. They will explore the emergence of a syncretic culture of health,
healing practices and healers. (Teaching Time: 3 weeks approx.)
● Majumdar, R.C. (1971). ‘Ayurveda: Origins and Antiquity’, in D.M. Bose,
Concise History of Science in India, New Delhi: Indian National Science
Academy, pp. 213-216; ‘Ayurveda and its Classical Division’, pp. 227-234;
‘Ayurveda in the Middle Ages’, pp. 262-265.
● Arnold, David (2000). Science, Technology and Medicine in Colonial India, The
New Cambridge History of India, Cambridge: Cambridge University Press, pp.
1-9.
● Nanda, Meera. (2016). Science in Saffron, Delhi: Three Essays (Chapter 3,
‘Genetics, Plastic Surgery and other Wonders of Ancient Medicines’, pp. 93-
120).
 ● Alavi, Seema. (2008). Islam and Healing: Loss and Recovery of an Indo-Islamic
Medical Tradition, 1600-1900. New Delhi: Permanent Black (Introduction).

Unit V: This unit will examine the emergence of new military technologies and how
these changed the course of warfare techniques in medieval times. Further
this unit will also explore the advance-ment of military technologies for
colonial dominance in the Indian subcontinent. (Teaching Time: 3 weeks
approx.)
● Khan, I.A. (2004). Gunpowder and Firearms: Warfare in Medieval India. New
Delhi: Ox-ford University Press.
● Habib, Irfan. (2008). Technology in Medieval India 650-1750, New Delhi:
Tulika, pp. 87- 98.

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

Branch, University of Delhi, from time to time.
 Credit distribution, Eligibility
GENERICandELECTIVES
Pre-requisites
(GE-4):ofMedia
the Course
in History

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

Print media – Radio Transmission – The Cinematic Turn – Television and Digital
Media

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

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

Course Content

Unit I: Forms and Contexts

1. Introduction – Types of media to be studied and their unique Indian context and
adaptation
2. Significance and impact of media in history

Unit II: Press/Print media

1. Press censorship in British India; Vernacular Press Act
2. Role of the Indian press in the freedom movement; views of Leaders,
3. Press in India after independence: The Press Commissions, Contemporary
Opportunities and Challenges
Unit III: Radio Transmission
1. Radio Transmission in Colonial India – Foundation, Inter-war years; AIR
Programming, Expansion and broadening of listenership base
2. Establishment and Expansion of Akashvani after 1947 – The Keskar years; Classical
vs. Popular; Radio Ceylon and Vividh Bharati
3. Government Policies and Bandwidth matters since the 1970s – end of License Raj;
FM Radio Wave; Community Radio; Podcasts

Unit IV: The Cinematic Turn

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

Unit V: Studying Television and Digital Media

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

Essential Readings and Unit-Wise Teaching Outcomes:

Unit I: As the introductory unit, the focus will be on types of media to be studied and their
unique Indian context and adaptations. The cross-fertilization between the terrains of
technology, circulation of ideas, means and methods of propagation, and patterns of
patronage, production and consumption can be elucidated. (Teaching time: 2 week approx.)
● Sarkar, S. 2015. Modern Times: India 1880s to 1950s: Environment, Economy,
Culture. New Delhi: Orient Blackswan.
● Khanna, A. 2019. Words. Sounds. Images: A History of Media and Entertainment in
India. New Delhi: Harper Collins.
● Chatterjee, K, 2020. Media and Nation Building in Twentieth-Century India: Life and
Times of Ramananda Chatterjee. New Delhi: Routledge.

Unit II This unit will give a broad historical overview of the coming of the printing press in
the Indian Subcontinent, and discuss aspects of book production under colonial conditions.It
aims to make a historical assessment of how Indian readers consume printed contents through
well-chosen case studies. (Teaching time: 3 weeks approx.)
● Robert Darnton (2002) “Book Production in British India, 1850-1900” Book History,
vol. 5, pp. 239-262.
● A.R. Venkatachalapathy (2012) The Province of the Book, Ranikhet: Permanent
Black, “Readers, Reading practices, modes of reading” (chapter 7).
● Krishna Murthy, Nadig (1966) Journalism - Origin Growth and Development of
Indian Journalism from Ashoka to Nehru, Prasaranga, University of Mysore.
● Rao, M. Chalapathi (1974) The Press. National Book Trust, New Delhi.
● Devika Sethi. 2016. War over Words : Censorship in India, 1930-1960.Cambridge:
Cambridge University Press.
● रामशरण जोशी (2012), मीडिया, मिथ और समाज, Shilpayan; First edition.
● रत्नाकर पाण्डेय, हिंदी पत्रकारिता और समाचारों की दुनिया.
 ● बिपिन चंद्र, मृदुला मुखर्जी, आदित्य मुखर्जी, के एन पन्नीकर,
सुचेता महाजन: भारत का स्वतंत्रता संघर्ष, अध्याय आठ- प्रेस की
आज़ादी के लिए संघर्ष।

Unit III: The section on Radio will help the students to understand the complex trajectories
of the beginnings and development of Radio transmission in India. With its establishment in
the colonial period, radio has expanded its reach and remains the most widespread popular
medium of entertainment, infotainment and news across the country. The shifts in
government policies, technical and programming/content related matters reflect the changing
socio-political and economic milieu, and this section will acquaint the students with the same.
(Teaching Time: 3 weeks approx.)
● Malik, K.K. Mixed Signals: Radio Broadcasting Policy in India.
● Chatterjee, P.C. Broadcasting in India
● Bandopadhyay, P.K. 2015. The Genesis and Growth of Broadcasting in India: From
Lionel Fielden to the Present Day. New Delhi: B.R.Publishing Corporation Ld
● Gupta, P.S. 2001. “Radio and the Raj.” Power, Politics and the People: Studies in
British Imperialism and Indian Nationalism. New Delhi: Permanent Black, pp 447-80.
● Pinkerton, A. 2008. “Radio and the Raj: Broadcasting in British India, 1920- 1940.”
Journal of the Royal Asiatic Society, Vol. 18, No. 2, pp 167-91.

Unit IV: The unit will focus on the development of Indian cinema during the colonial period
and afterwards. The post-independence cinema and the changes brought about in 1990s and
after will also be studied. (Teaching time: 4 weeks approx.)
● Rangoonwala, Firoze, 75 years of Indian Cinema, Indian Book Company, Delhi, 1975
● Rangoonwala, Firoze, Bhartiya Chalchitra Ka Itihas, Rajpal & Sons, Delhi, 1975
● Kaul, Gautam, Cinema and the Indian Freedom Struggle, Sterling Publishers Pvt.
Ltd., Delhi, 1999
● Vasudev, Aruna, Liberty and Licence in the Indian Cinema, Vikas Publishing House
Pvt. Ltd., Delhi, 1978
● Sharma, Manoj, National Movement and Currents of Social Reform in Hindi Cinema:
1931-1947, Proceedings of Indian History Congress, Vol. 66, (2005-2006), pp.492-
498, JSTOR
● Chatterji, Shoma A. Subject: Cinema, Object: Women: A Study of the Portrayal of
Women in Indian Cinema, Parumita Publications, Calcutta, 1998

Unit V: The unit will focus on the development of television and spread of its programming.
It will also look into the arrival of 24x7 televisions programming and viewing. Digital media
will also be discussed and analyzed. (Teaching time: 3 weeks approx)
● Conrad, P. (2016). Television: The medium and its manners. Routledge.
● Devi, S. (2022) Media Discourse in Contemporary India: A study of select news
channels. Routledge.
● Fiske, J. (2004) Reading Television. Routledge.
● Ghose, B. (2005). Doordarshan Days. Penguin/Viking
● Gray, J., & Lotz, A. D. (2019). Television Studies. John Wiley & Sons

Suggested Readings:
● Finkelstein, D. & Peers, D.M. 2000. Negotiating India in Nineteenth Century Media.
London: Palgrave Macmillan
● AS Iyengar. Role of Press and Indian Freedom Struggle
 ● Madan Gopal. Freedom Movement & The Press : The Role of Hindi Newspapers
● Mann, M. 2017. Wiring the Nation: Telecommunication, Newspaper-Reportage, and
Nation Building in British India, 1850–1930. New Delhi: Oxford University Press
● Robert Darnton (2001) “Literary Surveillance in the British Raj: The Contradictions
of Liberal Imperialism”, Book History, Volume 4, 2001, pp. 133-176.
● Lelyveld, D. 1995. “Upon the Subdominant: Administering Music on All India
Radio.” Social Text, Vol. 39, pp 111-27
● Kripalani, C. 2018. “All India Radio’s Glory Days and Its Search for Autonomy” in
Economic and Political Weekly, Vol. 53, No. 37, pp 42-50.
● Jhingan, S. 2011. “Re-embodying the Classical: The Bombay Film Song in the
1950s” in Bioscope, Vol 2, No. 2, pp 157-79
● Vasudev, Aruna, New Indian Cinema, Delhi, MacMillan, 1986
● Thoravel, Yves, The Cinemas of India, Macmillan, Delhi, 2000
● Rini Bhattacharya Mehta & Rajeshwari V. Pandharipande ed, Bollywood and
Globalisation; Indian Popular cinema: Nation and Diaspora, Anthem Press, London,
2010
● डॉ. परमवीर सिंह , भारतीय टेलिविज़न का इतिहास। एडुक्रीएशन
पब्लिशिंग, (२०१७)

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

Branch, University of Delhi, from time to time.