PONDICHERRY UNIVERSITY

NEP REGULATIONS FOR AFFILIATED

COLLEGES

2023-24

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 Pondicherry University
(School of Social Sciences & International Studies)

Department of History

COURSE STRUCTURE AND SYLLABUS

(For Affiliated Colleges)

B.A. HISTORY (THREE YEARS COURSE)

(Effective from Academic Year 2023 -2024)

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 PONDICHERRY UNIVERSITY
NEP - AFFILIATED COLLEGES REGULATIONS FOR
2023-24

MAJOR HIGHLIGHTS

1. These NEP Regulations are applicable to all Arts and Science

Colleges affiliated to Pondicherry University from the Academic
Year 2023-24.
2. Multi Disciplinary 4 years UG programmes with award of Hons
degrees are proposed.
3. Exiting students may be considered for award of a Certificate (after 1
year of study), Diploma (after 2 years of study)
4. Existing CBCS system is replaced with NEP Curriculum framework.
5. Along with Major, Minor disciplinary courses all students are
expected to learnMulti-disciplinary subjects, ability enhancement
courses, skill focused vocational courses
6. Course work shall focus on learning outcomes expected by NEP.
7. Learning through Internships/Field studies/Community service, etc is
embodied in Curriculum.
8. Activity based learning for increased employability skills is the focus
of Teaching-Learning process.
9. Colleges/Institutions shall develop network/MoUs with Industry,
Natural Institutes for Training.
10. Dual degree programme with Foreign Universities is
Encouraged

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3. Programmes of Study, Eligibility

3.1. Programmes to be offered at Colleges:

The Curriculum Framework designed by UGC for implementing
NEP 2020 specifies that all Undergraduate (UG) degree programmes
are to be for a period either for 3 years or for 4 years leading to
award of UG or UG(Hons) Degrees.

All UG courses shall focus on conceptual understanding and

development of critical thinking in a given field of Study,
incidentally the skills such as communication, team work and
leadership shall embodied in Teaching-learning process to facilitate
for career option in the given field of specialization.

3.2. Degrees, Diplomas and Certificates:

NEP 2020 introduces the facility to breakdown the Programme of
study at Undergraduate(UG) level after completion of every year of
study. The students will be awarded the following:
 An UG Certificate after completion of 1 Year (2 Semesters) of
study in the chosen field of study.(After completing specific
number of courses and 4 week internship)
 An UG Diploma after completing 2 years (4 Semesters) of
Study and an Internship.
 A Bachelor Degree after completing 3 Years (6 Semesters) of
Programme of Study.
 A 4 year Bachelor Degree with Honors after completion of
8 Semesters (4 Years) of Programme of Study and a Research
Project in final semester).

4. Structure of Academic Programmes:

All Academic Programmes offered under NEP shall be stylised in
terms of credits. Each course/subject in a given Programme of

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 study shall carry certain number of credits which will be awarded
on completion of the said course.

4.1. Breakup of Credits and Courses:

Every Undergraduate (UG) programme offered by a College shall
confirm to the Structure specified by the UGC’s Framework, 2023.
A student of 3 year UG programme is mandated to complete a
minimum of 120 credits and the student of 4 year Honors degree
shall complete 160 credits.
An UG student shall complete the following courses under different
heads as listed below:
1. Major Disciplinary Courses
2. Minor Disciplinary Courses
3. Multi Disciplinary Courses
4. Ability Enhancement Courses
5. Skill Enhancement Courses
6. Value added/Common Courses
7. Internships and Community Service based projects
8. Research Project work for (Honours degree)

NEP Framework has specified the minimum number of credits that

a Bachelor student has to earn in ¾ year period. Table I specifies
the number of credits and number of courses that a 3 year UG
student and a 4 year UG (Hons) Degree student is expected to
complete in 3 and 4 year duration respectively.

Table I
Breakup of Credits and Courses
Sl. Component 3 Year Degree 4 Year Hons
No. Degree

1 Major Disciplinary 60 Credits 80 Credits

Courses
(15 Courses of 4 (20 Courses of 4
credits each) credits each)

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2 Minor Discipline 24 Credits 32 Credits
Courses
(6 Courses of 4 (8 Courses of 4 credits
Credits each) each)

3 Multi-Disciplinary 9 Credits 9 Credits

Courses
(3 courses of (3 courses of 3 credits
3credits each) each)

4 Ability Enhancement 8 Credits 8 Credits

Courses
(4 courses of 2 ( 4 courses of 2 credits
credits each) each)

5 Skill Enhancement 9 Credits 9 Credits

Course
(3 courses of 3 ( 3courses of 3 credits
credits each) each)
6 Common Value added 8 Credits 8 Credits
courses
( 4 course of 2 ( 4 course of 2 credits
credits each) each)

7 Community Science 2 Credits 2 Credits

(1 field based (1field based course)
course)

8 Research Dissertation - 12 Credits

Project
(Project report &
background subjects)
9 Total ( 3 year) credits 120 Credits 160 Credits1
required

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Note:Honours students not under taking research will do 3 courses for 12
credits in lieu of research project /Dissertation.

4.2. NEP Classification of Courses:

i) Major Disciplinary courses (MJD): (60/80 credits)

Major disciplinary courses are subject specific compulsory

subjects that a student has to complete to obtain the UG/UG

(Hons) Degree in the given discipline. Major disciplinary courses

shall constitute 50% of the total credits.

All discipline specific major courses shall be designed for 4

credits each with one/two additional hours or guidance of teaching

at Tutorials/Practicals.

UG programmes may be offered in a single major discipline or in

Multiple Major disciplines giving equal weightage in credits. For

example a B.Sc. course may be in a single discipline like

B.Sc.(Maths) or with multiple major disciplines like B.Sc.(Maths,

Physics& Chemistry).

ii) Minor Disciplinary Course (MID): (24/32 credits)

Minor disciplinary courses refer to those subjects which are

Allied/Specialisation/Electivesubjects to the Major discipline.
These allied courses are expected to provide additional
understanding of the subject in a specific focused area. For
example a B.A. (Political Science) student shall study allied

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subjects like Public Administration, Sociology as these subjects
have inter linkages with the Major Disciplinary subjects.

Minor disciplinary courses(MID) may also be designed by the

parent department or collaborated with sister departments. Parent

departments may introduce minor specialisations to students by

offering a set of 6 to 8 courses in one/two streams as electives or

specialisation subjects. A BBA/MBA programme may have

electives in HR, marketing, finance, etc. with a set of 6 to 8

subjects in each.

In order to provide choice to the students to choose a particular

specialisation/elective, the BOS may develop 2 to 3 streams of

minor specialisation courses to focus on such trades for better

placemen of students. Each stream of 6/8 specialisation/elective

subjects may facilitate award of two/three unique degrees in a

given major Eg.B.Sc. (Physical Chemistry), B.Sc. (Pharmaceutical

chemistry), etc.

iii) Multi-Disciplinary courses (MLD): (9 Credits)

All undergraduate students are mandated to pursue 9 credits

worth of courses in such Multi-disciplinary areas/Courses out of

9/10 NEP defined subjects. Colleges may identify any 3 multiple

disciplinary streams listed below based on availability of resources

and manpower.

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 a) Natural Sciences
b) Physical Sciences
c) Mathematics & Statistics
d) Computer Science/Applications
e) Data Analysis
f) Social Sciences
g) Humanities
h) Commerce & Management
i) Library Science
j) Media Sciences, etc.

Students are expected to learn basic/introductory courses

designed by other departments for this purpose. Colleges may list

any 3 introductory courses (one each in natural Sciences, Physical

Sciences, Humanities) for uniform adoption of all UG students.

iv) Ability Enhancement (AEC) courses: (8 Credits)

All Undergraduate (UG) students are mandated to complete

atleast 8 Credits worth of Courses which focus on Communication

and Linguistic skills, Critical reading, writing skills. These courses

are expected to enhance the ability in articulation and

presentation of their thoughts at workplace. Colleges may design

these ability enhancement courses tuned to the requirements of

given major discipline. Eg. A course in Business Communication is

more appropriate in place of literature/prose/poetry.

Ability Enhancement Course

I. English Language II. Indian Language (two
courses)

a) English Language &

Literature – 1 and 2 a) Indian language &
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 b) Functional English – 1 and Literature – 1 and 2
2 b) Functional language – 2
c) Communicative English – 1 c) Communicative language - 1
and 2 &2

v) Skill Enhancement Course: (9 Credits)

These courses focus at imparting practical skills with hands-

on Training. In order to enhance the employability of students,

Colleges are expected to design such courses that they deem fit for

their students for better employment/entrepreneurship/career

development, etc.Colleges may also outsource the Skill

Enhancement Courses to AICTE approved agencies for conducting

short term Training Workshops, Skill India initiatives of GOI and

approved Trades by Skill development of corporation are to be

considered. short term courses.

vi) Value Added Common courses (VAC): (8 credits)

Under NEP, the UGC has proposed for 6 to 8 credits worth of

common courses which are likely to add value to overall knowledge

base of the students. These courses include:

a) Understanding India
a) Environmental Sciences/Education
b) Digital and Technological solutions
c) Health, Wellness, Yoga Education, Sports & Fitness

The course structure and coverage of topics are suggested by

UGC in its draft documents, colleges/UG Boards of Studies may

design the methodology for conducting these value added courses.

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vii) Summer Internship (2 to 4 Credits)

As per the UGC guidelines all UG students should be

exposed to 4 to 6 week Summer Internship in an industrial

organisations/Training Centres/Research Institution, etc. Such

Summer Internship is to be conducted in between 4th Semester

and 5th semester. A review of report and award of grade based on

Work based learning by students is to be recorded during the 5th

Semester.

a) Community Engagement and Service (CES) (2 credits)

All UG students are also mandated to participate in a 15

days community engagement activity during their winter vacation

between 5th and 6th Semesters. This Community engagement

activity is expected to expose the students to social problems of

neighbourhood village students may prepare a report on the

activities carried out for a award of 2 credits.

viii) Research Project(12 Credits)

All UG(Hons) Degree studentsare expected to conduct a

semester long Research work - during their 8th Semester and

submit a Research Report. Students may be given necessary

guidance by faculty members in identifying the research problem,

conduct of study and preparation of a Project Report.

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 All these Research Reports are evaluated by a Jury of

external experts. A presentation of Results and Viva may also be

part of evaluation. A Publication out of findings of the Research

Project may also be encouraged .

5. Eligibility, Admissions, Lateral Entry

5.1. Eligibility:
All students who have completed their Higher Secondary
School Certificate are eligible for admission into an undergraduate
degree programme, subject to securing specified percentage of
marks at 12th standard fixed by the respective Universities/State
Govts for each UG Programme.

5.2. Admissions:
As per the NEP, students shall be admitted to
Undergraduate Programmes on basis of merit order in an All-India
Admission Test like CUET, NEET, etc. However, the respective
State/UT Govts shall decide the order of merit for admission of
students for different courses offered at Colleges.

5.3. Lateral Entry:

As per NEP, students have a choice of exit and entry into
the Programme of Study multiple number of times. UGC specifies
that about 10% of seats over and above the sanctioned strength
shall be allocated to accommodate the Lateral Entry students.
Detailed guidelines for lateral Entry would be finalized by the
University shortly.

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Evaluation
6.1. Total Marks: 100
All Credit courses are evaluated for 100 marks. Internal
Assessment component is for 25 marks and the End Semester
University exam is for 75 marks. In case of Practicals, Project work
etc., it is 50:50 marks for Internal and End-Semester Exams.
6.2. Break up of Internal Assessment marks:
Total Internal Assessment mark for a theory subject is 25 marks.
The breakup is:
a) Mid Semester Exam (one) - 20 Marks
b) Percentage of Attendance - 5 Marks
Total - 25 Marks

Marks for Attendance is as follows:

Below 75% 0
75% - 80% 1
80% - 85% 2
85% - 90% 3
90% - 95% 4
95% - 100% 5

6.3. Internal Test Scheme:

Principal of the College schedules the Mid-Semester Exam for

all courses during 8/9th week of start of classes. All faculty
members are expected to conduct this Mid-Semester exam for 1.30
hr duration and evaluate, upload the marks to Controller of
Examinations of University. Colleges are also requested to preserve
the answer books of Mid-Semester exams until declaration of
results by the University.
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6.4. Internal Assessment marks for Practicals/Project work/
Internships subjects:
Faculty member in-charge of Lab practicals shall evaluate
the practical subjects for 50 marks. The break up is as follows:

a) Observation note/Demo 20
note/Work dairy
b) Practical Record/Internship 30
Report
Total 50

6.5. End-Semester University Exam:

Controller of Examinations (COE) of Pondicherry University

schedules the End-Semester exams for all theory and practical
subjects based on University calendar.

A detailed Exam Time Table shall be circulated to all Colleges

atleast 15 days before the start of exams mostly during 15/16th
week of the Semester. Question Papers shall be set externally
based on BOS approved syllabus. All students who have a
minimum of 70% attendance are eligible to attend the end-
semester exams. The breakup of end semester marks:

a) Theory subjects 75 marks

(Sec A, Sec B and Sec C)
Question from all units of
syllabus
b) Practical/Internship Project 50 marks
Work subjects
(Based on Practical
Exams/Presentation/Viva)

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6.6. Consolidation of Marks and passing Minimum

Controller of Examinations of the University consolidates the

Internal Assessment marks uploaded by the Colleges and marks
secured by students in end-semester examination. The total marks
will be converted into letter grades as shown in the following Table
2. As per NEP Regulations, the passing minimum is 50% marks
(IA+End semester put together) However, Pondicherry University
considers 40% marks as pass during first 3 years of study and
students who secured less than 50 will be awarded ‘P’ (Pass
Grade)

6.7. Arrear Exam:

A student who failed to secure 50% marks in aggregate is

declared as Failed and he is eligible to take up supplementary
examination by registering to the said course in the following
Semester. All other candidates who failed due to shortage of
attendance, those who are seeking to improve the gradeshall
repeat the course.

6.8. Letter Grades and Calculation of CGPA:

Total Marks Secured by a student in each subject shall be

converted into a letter grade. UGC Framework has suggested a
Country wide uniform letter grades for all UG courses. The
following Table shows the seven letter grades and corresponding
meaning and the grade points for calculation of CGPA.

TABLE – II

Equivalent Meaning Grade Points

Letter Grade for Calculation
of CGPA
O Outstanding 10
A+ Excellent 9
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 A Very Good 8
B+ Good 7
B Above Average 6
C Average 5
P Pass 4
F Fail 0
Ab Absent 0

In order to work out the above letter grades, the marks secured by a
student (Total of IA and Semester End) would be categorized for
relative grading.
The ranges of marks for each grade would be worked as follows:

Highest marks in the given subject: X

Cut of marks for grading purpose: 50 marks
Passing mark (for 3 year of UG) = 40
Number of grades (excepting P grade)
(O,A+,A,B+,B,C) = 6
Range of marks = K

K= x-50
G

The following table given the range of marks and letter grades.
According to K value, one of the following grading scheme will be
followed.
(i) If K ≥ 5, then the grades shall be awarded as given in Table II.

Table II
Letter Grade Letter Grade
Range of Marks in %
Points for Points for
X to (X-K)+1 O 10
(X-K) to (X-2K)+1 A+ 9
(X-2K) to (X-3K)+1 A 8
(X-3K) to (X-4K)+1 B+ 7
(X-4K) to (X-5K)+1 B 6
(X-5K) to 50 C 5
40 – 49 P 4
Below 40 F 0
Absent (Lack of Attendance) Ab 0

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 (ii) If K<5, then the grades shall be awarded as given in Table III.

Table III
Letter Grade Letter Grade
Range of Marks in %
Points for Points for
80-100 O 10
71-79 A+ 9
66-70 A 8
61-65 B+ 7
56-60 B 6
50-55 C 5
40-49 P 4
Below 40 F 0
Absent (lack of attendance) Ab 0

6.8.1. Calculation of Semester Grade Point average and

CGPA:
Semester Grade point Average (SGPA) is calculated by taking a
weighted average of all grade points secured by a candidate from all
subjects registered by him/her in the given Semester. The weights
being the number of credits that each subject carries.
Cumulative Grade Point Average (CGPA) CGPA shall be calculated
as the weighted average of credits that course carries and the vale
of Grade points averaged for all subjects.
Computation of SGPA and CGPA
The following procedure shall be followed to compute the Semester
Grade Point Average (SGPA) and Cumulative Grade Point Average
(CGPA):
The SGPA is the ratio of the sum of the product of the number of credits
with the grade points scored by a student in all the courses taken by a
student and the sum of the number of credits of all the courses
undergone by a student, i.e. SGPA (Si) = Σ(Ci x Gi) / ΣCi
Where Ci is the number of credits of the ith course and Gi is the grade
point scored by the student in the ith course.

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(i) Example for Computation of SGPA where candidate has not failed
in any course.

Grade Credit Point

Letter
Semester Course Credit point (Credit x
Grade
Grade)
I Course 1 3 A 8 3 X 8 = 24
I Course 2 4 B+ 7 4 X 7 = 28
I Course 3 3 B 6 3 X 6 = 18
I Course 4 3 O 10 3 X 10 = 30
I Course 5 3 C 5 3 X 5 = 15
I Course 6 4 B 6 4 X 6 = 24
20 139
SGPA 139/20=6.95

(ii)Example for Computation of SGPA where candidate has failed in

one course.

Grade Credit Point

Letter
Semester Course Credit point (Credit x
Grade
Grade)
I Course 1 3 A 8 3 X 8 = 24
I Course 2 4 B+ 7 4 X 7 = 28
I Course 3 3 B 6 3 X 6 = 18
I Course 4 3 O 10 3 X 10 = 30
I Course 5 3 C 5 3 X 5 = 15
I Course 6 4 F 0 4 X 0 = 00
20 115
SGPA 115/20=5.75

(iii)Example for Computation of SGPA where candidate has failed in

two courses.

Grade Credit Point

Letter
Semester Course Credit point (Credit x
Grade
Grade)
I Course 1 3 A 8 3 X 8 = 24
I Course 2 4 B+ 7 4 X 7 = 28
I Course 3 3 F 0 3 X 0 = 00
I Course 4 3 B 6 3 X 6 = 18
I Course 5 3 C 5 3 X 5 = 15
I Course 6 4 F 0 4 X 0 = 00
20 85
SGPA 85/20=4.25

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The CGPA shall also be calculated in similar way as shown in examples
(i), (ii) and (iii) of SGPA for all subjects taken by the students in all the
semesters. However, if any student fails more than once in the same
subject, then while calculating CGPA, the credit and grade point related
to the subject in which the student fails in multiple attempts will be
restricted to one time only. The SGPA and CGPA shall be rounded off to
2 decimal points and reported in the transcripts.

In case of audit courses offered, the students may be given (P) or (F)
grade without any credits. This may be indicated in the mark sheet.
Audit courses will not be considered towards the calculation of CGPA.

6.9. Declaration of Results:

Controller of Examinations (COE) of the University shall declare the
results of given UG programme following the CGPA secured by
students by the end of 6th Semester and 8th Semester.

PASS CLASSES

Range of CGPA Result

9.0 above First Class with distinction
6.0 above First Class
5.0 Below 5.99 Second Class
4.0 4.99 Pass Class

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 B.A. Programme in History
Semester wise Distribution of courses and credits.
Certificate in Museology
Semester I
Sl. No Course Title of the Course Credits
Code
Major
1. HIST 101 Introduction to Museology I 4
Minor
2. HIST 102 Introduction to World Civilization 4
Skill Enhancement Course I
3. HIST 103 Museum Techniques 3
4. Multi-disciplinary Course I 3
5. Ability Enhancement Course I 2
English 1 (Four hours of Teaching)
6. Common value-added Courses 1 &2 4
1. Environmental Studies//Education
2. Understanding India
Total 20

Certificate in Museology
SemesterII
Sl. No Course Title of the Course Credit
Code s
Major
1. HIST 101 Introduction to Museology II 4
Minor
2. HIST 102 Introduction to Medieval World 4
Skill Enhancement Course II
3. HIST 103 Archaeological Survey Methods 3
4. Multi-disciplinary Course II 3
5. Ability Enhancement Course II 2
English 2 (Four hours of Teaching)
6. Common value-added Courses 3&4 4
3. Health and Yoga
4. Digital Technology
Total 20

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 Diploma in Archeology

Semester III
Sl. No Course Title of the Course Credits
Code
Major
1. HIST 201 The Principles and Methods of 4
Archeology
2. HIST 202 History of South India I(up to 624CE) 4
Minor
3. HIST 203 Modern World History I 4
Skill Enhancement Course3
4. HIST 204 Cultural resource management 3

5. Multi-Disciplinary Course 3 3

Ability Enhancement Course 3 2

Indian Language 1 (Four hours of
Teaching)
Total 20

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 Diploma in Archeology
Semester IV
Sl. No Course Title of the Course Credits
Code
Major
1. HIST 251 Introduction to Indian Archeology 4
2. HIST 252 History of South India II (624to1565CE) 4
3. HIST 253 Indian Numismatics 4
Minor
4. HIST 254 Modern World History II 4
5. Ability Enhancement Course 3 2
Indian Language 1 (Four hours of
Teaching)
Community Engagement 2
(Summer Internship is initiated during
holidays and continued in the next
semester)
Total 20

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 B.A. History
Semester V
Sl.No Course Title of the Course Credits
Code
Major
1. HIST 301 Ancient India (up to1stmillennium BC) 4
2. HIST 302 Medieval India I (600to 1526CE) 4
3. HIST 303 Modern India I (1707to 1857 CE) 4
Minor
4. HIST 304 History of Indian Architecture 4
5. HIST 305 Internship (Major) 4
(continued from summer holidays)
Total 20

B.A. History
Semester VI
Sl.No Course Title of the Course Credits
Code
Major
1. HIST 351 Historiography & Historical Methods 4
2. HIST 352 Ancient India II (up to 6 Century CE)
th
4
3. HIST 353 Medieval India II (1526 to1707 CE) 4
4. HIST 354 Modern India II (1857 to 1947 CE) 4
Minor
5. HIST 355 History of Pondicherry 4
Total 20

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 Semester I
HIST 101-Introduction to Museology I
(Major Course -4 Credits)
Course Overview

This course will not only create the right environment for the young minds to gain
necessary insights on theoretical, functional and practical aspects of cultural heritage
and museums, but also play a crucial role in enhancing their ability to plan, organize
and implement relevant projects as per international standards. Students in this
certificate programme will also contribute to the new professional literature in the
discipline along with relevant field experiences through scientific report writing.

Objectives
This field-based course is aimed at training undergraduate students for their
employment in various museums and cultural centres.It will not only explore the key
theoretical frameworks of museology and archaeology, but also focus on the practical
aspects by equipping and enabling the participants with the practical know-how and
critical tools essential for effective documentation of cultural objects, putting up
exhibitions,museum management, education, as well as community involvement will
also form an important component of this course.

Outcome of the Course:

1. Basic knowledge of acquisition methods for collection management.
2. Documentation of tangible, intangible and natural heritage objects along with
archiving
3. Preparation of exhibition plans to display heritage objects using latest technologies
and
Innovative tools along with museum management and visitor engagement.
4. Introducing knowledge of how to make museums a cultural tourism destination.
5. Impart training in managing museums through local communities and public
outreach.
6. Gain exposure to a range of digital resources available for teaching with themes and
incorporating works of art, archaeology and anthropology.
7. Introduction of basic knowledge of ICT technologies.

As part of the course work, the students shall do a practical session in a ‘Field Trip’ to
museums during the last two weeks of the programme culminating with the
‘submission of the field work report’.

Teaching-Learning Process
The pedagogic methods adopted involves direct lectures, tutorial discussions, as well as
technology-supported presentations. Emphasis will be on interactive learning and all
sessions between students and teachers are based upon reciprocity and respect. The
students are provided with bibliographic references and encouraged to gothrough at

25
least some readings so that they could be more interactive and ask more
relevantquestions in the class.

Module1: Definitions and Concepts – What is a Museum? Museum Movement -

History and development of Museums in India and in the World - Concepts of
museology and museography-Cultural Heritage Management and museology –
Types of museums – scope and functions.

Module 2: Museum Collection-Architecture-Education – Documentation-

Accessioning and De-accessioning-Collection management- Museum Ethics and
procedures- Collection policies and methods- through field exploration,
excavation, purchase, gift and bequests, loans and deposits, exchanges and
others – Types of Documentation – indexing, cataloguing, digital – Removal of
Collections – Procedural rules.

Module 3: Museum Exhibitions: Types of exhibits and exhibitions – Temporary,

travelling, mobile and exhibitions abroad. Principle of display techniques –
Reserve collection – Objectives and communication goals, target audience,
concept development, storyline, gallery development, space, showcases and
structural installations, colour scheme, lighting, labels and scripts.

Module 4: Museum Architecture – Security – Education: Museum building –

Architecture – Management – Museum security – Types of visitors – Facilities –
Research and Education – In-house educational programmes and activities,
outreach programmes – seminars, workshops, museum camps, special
celebrations – Use of multimedia in museums – Popular publications – guide
books, brochures, posters, picture postcards.

Module 5: Field Work – Visiting Museums - Galleries – Note Taking –

Photography – Videography -Learning Display Techniques – Audio-Visual
Techniques – Multimedia Techniques – ICT Techniques - Arrangement of
Museum Objects – Documentation – Antiquity Registration – Labelling.

Suggested Readings
Banerjee, N.R. 1990. Museum and Cultural heritage in India. Delhi. Agam Kala.
Butler, Patricia, M. 1970. Temporary Exhibitions. London.
Morley, Grace. 1981. Museums Today, Department of Museology, M.S.University,
Baroda.
Sarkar, H. 1981. Museums and Protection of Monuments and Antiquities in India.
Delhi.
Satya Prakash. 1964. Museums and Society. Baroda: M.S.University.
UNESCO, 1968.‚Museums and Education‛.Museum.Vol.21, no. 1, Paris.
26
Carbonell, B. M. (ed) (2004) Museum studies: an anthology of contexts, Oxford:
Blackwell.
Demas, Martha. (2003). Conservation and Management of Archaeological Sites: A Select
Annotated Bibliography: Sorted by Category. GCI Project Bibliographies Series. Los
Angeles, CA: Getty Conservation Institute.
Dickey, Jennifer W., Samir El Azhar, and Catherine M. Lewis, eds. (2013). Museums in a
global context: National identity, international understanding. Washington, DC: AAM
Press.
Greenberg, R., Ferguson, B. W., and Nairne, S. (eds) (1996) Thinking about exhibitions,
London: Routledge.
Hooper-Greenhill, E. (2000) Museums and the interpretation of visual culture, New
York: Routledge.
Karp, I. and Lavine, S. D. (eds) (1991) Exhibiting cultures: the poetics and politics of
museum display, Washington: Smithsonian Institution Press.
Knell, S., Watson, S. and Macleod S. (eds) (2007) Museum revolutions: how museums
change and are changed, London: Routledge.
Latham, Kiersten F., and John E. Simmons. (2019). Whither museum studies? Journal of
Education for Library and Information Science 60.2: 102 -117. DOI: 10.3138/jelis.2018-
0050
Macdonald, S., and Fyfe, G. (eds) (1996) Theorising museums: representing identity and
diversity in a changing world, Oxford, Blackwell.
Macdonald, S. (ed) (2006) A companion to museum studies, Oxford: Blackwell
Publishing.
Marstine, J. (ed). (2006) New museum theory and practice: an introduction, Oxford:
Blackwell.
Planning Commission. (2011). Faster, sustainable and more inclusive growth an
approach to the twelfth five year plan, (2012-17). New Delhi: Planning Commission,
Government of India.
Preziosi, D., and Farago, C. (eds) (2004) Grasping the world: the idea of the museum,
Aldershot: Ashgate.
Sherman, Daniel J., and Rogoff, I. (eds) (1994) Museum culture: histories, discourses,
spectacles, Minneapolis: University of Minnesota Press.
Wiens, John J., and Catherine H. Graham. "Niche Conservatism: Integrating Evolution,
Ecology, and Conservation Biology." Annual Review of Ecology, Evolution, and
Systematics 36, no. 1 (December 2005): 519-39.
http://dx.doi.org/10.1146/annurev.ecolsys.36.102803.095431.
Welsh, Peter H. (2014). Preparing a new generation: Thoughts on contemporary
museum studies training. Museum Management and Curatorship 28.5: 236-254.
Williams, Stephen L., and Catharine A. Hawks, eds. (2007). Museum studies:
Perspectives and innovations. Washington, DC: Society for the Preservation of Natural
History Collections.
Vergo, P. (ed) (1989) The new museology, London: Reaktion.

27
 Semester I
HIST 102- Introduction to World Civilizations
((Minor Course - 4 Credits)

Course Overview: This course presents a complete understanding of the struggle and
progress of the human race towards civilization in the early times. The aim is to give
both an appreciation of the distinctive achievements and limitations of the principal
human societies and cultures in the past. Political events, inevitably, are important and
at the same time formed bases for the cultural, social and economic developments in the
early civilizations.

Objectives: By the end of this course, students should be able to:

 Understand the concepts of civilizations across the world and their roles in
shaping various dynasties, republics and empires
 Identify and evaluate the salient features of different types of civilizations, like
the Egyptian, Mesopotamian, Persian, Greek and Roman
 Comprehend the frameworks that operate among different societies in different
times through economy, agriculture, craft specialization and trade
 Understand the developments in various cultures worldwide through religion,
art, literature, architecture and writing systems
 Appreciate the challenges and achievements of the Early Civilizations.

Course Outcome: Upon completing this course, students will have developed a
strong foundation in the understanding of early world civilizations through the
study and analysis of primary documents and secondary sources. They will be
equipped with the knowledge and skills to identify, assess, and visualize the
characteristic features of early world civilizations. They also will learn how the
ancient world civilizations along with the then societies, systems, institutions,
religious traditions, ideologies, belief systems, cultures and technologies operated
overtime demonstrating various changes.

Module 1: Origin of Early Civilizations – Egyptian – Mesopotamian – Persian – Greek –

Roman – Political Developments under Dynastic Rule – Growth of Kingship or
Republic – Law.

Module 2: Establishment and Spread of Early Empires under Different Civilizations –

Egyptian – Mesopotamian – Persian – Greek – Roman.

Module 3: Society and Economy – Growth of Social Groups – Warrior Elites – Priestly
Classes – Noble Aristocracies and Lower Social Groups –Economy – Agriculture, Craft,
Metallurgy – Trade – Development of Professional Groups.

Module 4: Developments in Culture – Religion – Art – Literature – Architecture –

Emergence of Writing Systems.

Module 5: Achievements of Early Civilizations – Science and Philosophy.

28
Suggested Readings

Allan, O. Knownslar and Terry L. Smart, People and Our World: A Study of World History,
Holt, Rinehart and Winston Publishers, New York, 1981.
Bruce G. Trigger, Understanding Early Civilizations: A Comparative Study, Cambridge
University Press, New York, 2003.
Douglas J.Brewer, Egypt and the Egyptians, Cambridge University Press, New York,
2007.
Felipe Fernandez-Armesto, Civilizations, Macmillan, London, 2000.
Joseph R. Strayer& Hans W. Gatzke, The Mainstream of Civilization, Harcourt Brace Jo
Vanovich, Inc, New York, 1979.
Lynn Thorndike, Encyclopaedia of World Civilizations, 2 Vols., Shubhi Publications, Delhi,
2000.
Robert E. Lerner and Standish Meacham, Western Civilizations, WW Norton &
Company, New York & London, 1986.
Simon Hornblower& Antony Spawforth, The Oxford Companion to Classical Civilization,
OUP, 1998.

29
 Semester 1
Skill Enhancement Course -3 Credits
HIST 103 - Museum Techniques

Course Overview:
The museum and heritage studies forming an integrated Certificate Course of the B.A.
Honours Programme (One Year: Two Semesters), is an intensive, immersive, hands-on
programme offered by the Department of History, Pondicherry University that will
provide the active participants with the knowledge and professional skillset required to
comprehend the overall functioning of museums and cultural centres. This field-based
course is aimed at training undergraduate students for their employment in various
museums and cultural centres. Museum management, education, as well as
community involvement will also form an important part of this course.

Objectives:

This skill-based course will preliminarily prepare the students to manage the growing
volume and variety of digital data of long-term value that museums globally are now
producing, acquiring, storing and sharing with researchers, educators, and the public.
It will train the students to work with digital collections, exhibitions, and research data
frameworks that will ensure the longevity of our global and local cultural heritage of
which museums are the custodians.

Course Outcome:
Basic knowledge of acquisition methods for collection management. Documentation of
tangible, intangible and natural heritage objects along with archiving. Application of
preventive and curative conservation methods to protect heritage objects. Preparation
of exhibition plans to display heritage objects using latest technologies and innovative
tools along with museum management and visitor engagement. Introducing
knowledge of how to make museums a cultural tourism destination. Impart training in
managing museums through local communities and public outreach. Gain exposure to
a range of digital resources available for teaching with themes and incorporating works
of art, archaeology and anthropology. Introduction of basic knowledge of ICT
technologies. Field experience to collate all the above-mentioned knowledge through
scientific report writing

Module 1: Definitions and Concepts – What is a Museum? Museum Movement -

History and development of Museums in India and in the World - Concepts of
Museology and Museography - Cultural Heritage Management and Museology – Types
of Museums – scope and functions.

Module 2:Museum Collection - Architecture-Education – Documentation -

Accessioning and De-accessioning - Collection management - Museum Ethics and
procedures - Policies and Ethics – Collection through field exploration, excavation,
purchase, gift and bequests, loans and deposits, exchanges and others – Types of

30
Documentation – indexing, cataloguing, digital – Removal of Collections – Procedural
rules.

Module 3: Museum Exhibitions: Types of exhibits and exhibitions – Temporary,

travelling, mobile and Exhibitions abroad. Principle of display techniques – Reserve
Collection – Objectives and communication goals, target audience, concept
development, storyline, gallery development, space, showcases and structural
installations, colour scheme, lighting, labels and scripts.

Module 4:Museum Architecture – Security – Education: Museum building –

Architecture – Management – Museum security – Types of visitors – Facilities –
Research and Education – In-house educational programmes and activities, outreach
programmes – Educational activities, seminars, workshops, museum camps, special
celebrations – Use of multimedia in museums – Popular publications – guide books,
brochures, posters, picture postcards.

Module 5:Field Work – Visiting Museums - Galleries – Note Taking – Photography –

Videography -Learning Display Techniques – Audio-Visual Techniques – Multimedia
Techniques – ICT Techniques - Arrangement of Museum Objects – Documentation –
Antiquity Registration – Labelling - Scientific Report Writing.

Suggested Readings

Banerjee, N.R. 1990. Museum and Cultural heritage in India. Delhi. Agam Kala.
Butler, Patricia, M. 1970. Temporary Exhibitions. London.
Morley, Grace. 1981. Museums Today, Department of Museology, M.S.University,
Baroda.
Sarkar, H. 1981. Museums and Protection of Monuments and Antiquities in India.
Delhi.
Satya Prakash. 1964. Museums and Society. Baroda: M.S.University.
UNESCO, 1968. Museums and Education, Museums, Vol.21, no. 1, Paris.

31
 Semester II
HIST 151- Introduction to Museology II
(Major Course -4 Credits)
Course Overview:
This field-based course is aimed at training undergraduate students for their
employment in various museums and cultural centres. This paper will focus on
providing the theoretical background for the preservation of museum artifacts and
cultural materials.
Necessary reading material on each module shall be provided to the students in both
soft/hard copies before the contact programme and Field Trip. As part of the course
work, the students shall do a practical session in a ‘Field Trip’ to museums during the
last two weeks of the programme culminating with the ‘submission of the field work
report’.

Outcome of the Course

1. Application of preventive and curative conservation methods to protect heritage
objects
2. Field experience to collate all the above mentioned knowledge through scientific
report writing.

Teaching-Learning Process

The pedagogic methods involve direct lectures, tutorial discussions, as well as

technology-supported presentations. Emphasis will be on interactive learning and all
sessions between students and teachers are based upon reciprocity and respect. The
students are provided with bibliographic references and encouraged to gothrough at
least some readings so that they could be more interactive and ask more relevant
questions in the class.

Module 1: Definition and Concepts - Conservation and Preservation: General principles

of conservations – Conservation of organic and inorganic materials – Physical, chemical
and biological effects – Preservation and restoration – Temperature, humidity, pollution
– Effects of light – Conservation of metals, paintings, manuscripts, stone, textiles,
leather, building materials, coins, wood, Monuments and films – Care and preservation
of excavated material.

Module 2: Conservation of Heritage Assets – Physical conservation intervention –

preservation – maintenance – restoration – reconstruction – adaptation and
interpretation – Perception, appreciation and understanding of cultural heritage asset –
Policy Guidelines – Ethics- Socio-Cultural-Environmental contexts – conservation,
preservation, appreciation, promotion and enhancement of Cultural Heritage – Legal
Framework – Professional Code – Public Participation.

Module 3: Preventive Conservation - Care, maintenance, repair, continuing use,

procedures for storage, exhibition handling, packing and transport –Scientific,
32
technical, historical, environmental investigations –Trialled conservation intervention –
Value, character, appearance, fabric, integrity restoration of Heritage objects –Potential
risk assessment and mitigation- Tangible evidence – Community identity – Continuity,
Historicity, authenticity, integrity.

Module 4: Promotional activities –Academic work – Research Work – Conservation

Training –Dissemination of research outcomes –Public outreach –Creation of database
and conservation manuals - Preservation of Heritage Objects – aesthetic, artistic,
documentary, environmental, historic, scientific, social or spiritual significance – Goals
and evaluation of conservation and preservation –Apprenticeships and training
programmes.

Module 5: Field Work – Visiting Museums - Galleries – Note Taking – Photography –

Videography -Learning physical conservation techniques – Chemical treatments –
Manuscript conservation - Conservation and restoration of heritage materials – Non-
destructive conservation techniques – Use of various scientific equipment - ICT
Techniques – Labelling-Report Writing.

Suggested Readings

Agarwal, O.P. 1993. Preservation of Art Objects and Library Material. New Delhi.
ArunGhose. 1989. Conservation and Restoration of Cultural Heritage. Delhi: Agam Kala.
Cronyn. 1995. Elements of Archaeological Conservation. Rouletge, London.
Plenderleith,H.J. 1956. Conservation of Cultural Property & Works of Art.UNESCO.
Singh, A.P. 1987. Conservation and Museum Techniques. Delhi: Agam Kala.
Carbonell, B. M. (ed) (2004) Museum studies: an anthology of contexts, Oxford:
Blackwell.
Demas, Martha. (2003). Conservation and Management of Archaeological Sites: A Select
Annotated Bibliography: Sorted by Category. GCI Project Bibliographies Series. Los
Angeles, CA: Getty Conservation Institute.
Dickey, Jennifer W., Samir El Azhar, and Catherine M. Lewis, eds. (2013). Museums in a
global context: National identity, international understanding. Washington, DC: AAM
Press.
Greenberg, R., Ferguson, B. W., and Nairne, S. (eds) (1996) Thinking about exhibitions,
London: Routledge.
Hooper-Greenhill, E. (2000) Museums and the interpretation of visual culture, New
York: Routledge.
Karp, I. and Lavine, S. D. (eds) (1991) Exhibiting cultures: the poetics and politics of
museum display, Washington: Smithsonian Institution Press.
Knell, S., Watson, S. and Macleod S. (eds) (2007) Museum revolutions: how museums
change and are changed, London: Routledge.
Latham, Kiersten F., and John E. Simmons. (2019). Whither museum studies? Journal of
Education for Library and Information Science 60.2: 102 -117. DOI: 10.3138/jelis.2018-
0050
Macdonald, S., and Fyfe, G. (eds) (1996) Theorising museums: representing identity and
diversity in a changing world, Oxford, Blackwell.

33
Macdonald, S. (ed) (2006) A companion to museum studies, Oxford: Blackwell
Publishing.
Marstine, J. (ed). (2006) New museum theory and practice: an introduction, Oxford:
Blackwell.
Planning Commission. (2011). Faster, sustainable and more inclusive growth an approach to
the twelfth five year plan, (2012-17). New Delhi: Planning Commission, Government of
India.
Preziosi, D., and Farago, C. (eds) (2004) Grasping the world: the idea of the museum,
Aldershot: Ashgate.
Sherman, Daniel J., and Rogoff, I. (eds) (1994) Museum culture: histories, discourses,
spectacles, Minneapolis: University of Minnesota Press.
Wiens, John J., and Catherine H. Graham. "Niche Conservatism: Integrating Evolution,
Ecology, and Conservation Biology." Annual Review of Ecology, Evolution, and
Systematics 36, no. 1 (December 2005): 519-39.
http://dx.doi.org/10.1146/annurev.ecolsys.36.102803.095431.
Welsh, Peter H. (2014). Preparing a new generation: Thoughts on contemporary
museum studies training. Museum Management and Curatorship 28.5: 236-254.
Williams, Stephen L., and Catharine A. Hawks, eds. (2007). Museum studies:
Perspectives and innovations. Washington, DC: Society for the Preservation of Natural
History Collections.
Vergo, P. (ed) (1989) The new museology, London: Reaktion.

34
 Semester II
HIST 152 - Introduction to Medieval World
(Minor Course -4 Credits)

Course Overview:

This course will give a deeper understanding of the rise of three great cultures in the
medieval world. The Byzantine culture, Christianity and Islamic civilizations were the
successors of the Roman Empire in the east and as well as the west. With the rise of
these cultures a different pattern of agricultural, commercial and intellectual life
developed all over Europe and West Asia, which had far reaching effects in various
parts of the world in the later period. The European Middle Ages is characterized by
the decline of the Roman Empire, the rise of Christianity, the development of feudalism,
the growth of towns and trade, and the emergence of nation-states. The end of the
medieval period is often marked by the beginning of the Renaissance, which is
characterized by a renewed interest in classical learning and art, and the dawn of the
early modern period.

Objectives: By the end of this course, students should be able to:

 Understand the major events, people, and ideas that shaped medieval Europe
 Analyze primary and secondary sources to develop a nuanced understanding of
medieval world history
 Evaluate different historical interpretations and perspectives on medieval
Europe& World
 Appreciate the challenges and achievements of the Medieval Societies

Course Outcome: Upon completing this course, students will have developed a strong
foundation in the understanding of the medieval world through the study and analysis
of primary documents and secondary sources.They will be equipped with the
knowledge and skills to identify, assess and visualizethe characteristic features of
medieval societies. They also will learn how the medieval world along with the then
societies, systems, institutions, religious traditions, ideologies, belief systems, cultures
and technologies operated overtime demonstrating various changes.
Module 1: Roman Empire’s Three Heirs – The Byzantine, Islamic and Early Medieval
Western World – Christianity, Islam and Byzantine culture.

Module 2: The High Middle Ages I –Economic, Social and Political Institutions –
Agricultural Revolution – Lord and Serf: Life in Manorial Regime.

Module 3: The High Middle Ages II – Economic, Social and Political Institutions –
Revival of Trade– Urban Revolution – Feudalism and the Rise of National Monarchies.

Module 4: Religion and Developments – Consolidation of Papal Monarchy – The

Crusades.

35
Module 5: The Medieval Intellectual Revival – The Blossoming of Literature, Art,
Architecture and Music.

Suggested Readings

Bloch, Marc, Feudal Society, London, 1961, 2 Vols.

Deanesly, Margaret, A History of Early Medieval Europe, 476-911, London, 1969.
Deanesly, Margaret, A History of Early Medieval Church, London, 1969.
Hawfing, G.R. (ed.), Muslims, Mongols and Crusades, Routledge Curzon, London & New
York, 2005.
Holton, R.H. (ed.), Transition from Feudalism to Capitalism, New York, 1976.
John, France, The Crusades and the Expansion of Catholic Christendom, 1000-1714,
Routledge, New York, 2005.
Lewis, Bernard, Islam in History, London, 1973.
Peter Linehan and Janet L. Nelson (ed.), The Medieval World, Routledge, London & New
York, 2001.
Peter Lock, The Routledge Companion To The Crusades, New York, 2006.
Rosenthal, J. Erwin, Political Thought in Medieval Islam, Cambridge University Press,
Cambridge, 1968.
Saliba, George, Islamic Science and the Making of the European Renaissance, MIT Press,
Massachusetts, 2007.
Stierlin, Anne and Henri Stierlin, Islamic Art and Architecture, Thames and Hudson, New
York, 2002.

36
 Semester II
Skill Focused Course -3 Credits
HIST 153- Archaeological Survey Methods

Course Overview:

Under the National Education Policy, the mandatory Skill Focused Course for the First
Semester students of the Integrated M.A Programme is targeted to impart training in
Practical Activities and designed to experiment a scientific theory/on the job training on
a specific trade/understanding different socio-economic contexts in first hand/ hands on
practice of an equipment that guide the value addition processes.

Keeping these objectives in focus the department of History is offering a major paper
‚Field Survey Methods‛ with an objective to provide hands on field training in the use
and operation of different tools and gadgets essential in Archaeological exploration and
excavations.

The paper will consist of two components: the Theory and the Practical.1.The Theory
part consists of enlightening the student about the significance of Archaeological
Exploration and Excavation in unravelling the human heritage and past is taught in the
class room with the help of ICT learning, and hands on knowledge of the actual tools,
gadgets and equipment. 2. The practical component consists of taking the students to
the archaeological and heritage sites and train them in the operation of the tools,
gadgets and equipment and record the outcomes in the form of a field report.

I. Theoretical component: In the Archaeological and historical field survey methods we

try to understand what is already known regarding a particular place on the landscape.
It can be a monument, rock-shelter, cave or any other type of archaeological or historic
site. Through a broad based literature survey the knowledge gaps regarding the
positioning of the sites on the landscapes, their tentative timeframes, cultural periods
and other details can be ascertained. Any types of written records about the sites form
the foundational basis of the site survey. It is the first step towards a proper structural
and methodological field work based approach. After having studied the literature
thoroughly we try to understand the scale of the survey work, particularly the area of
any given landscape along with the accuracy that we aim to achieve in the field in terms
of results.

To do survey work a lot of scientific equipment is required, depending on the exact

type of the survey. Normally we start the survey with a survey map having 1:50,000
scale. The choice of the survey map differs based on the research questions and survey
objectives. Normally archaeologists and historians use electronic and satellite linked
survey equipment. Aerial photography, drone photography and computer based
mapping techniques are also used to comprehend the landscape and the sites.

Presently several sophisticated techniques are present to map the landscape with
minute details. The advent of side scan sonar for underwater archaeology and 3D Laser
Scanning for rock art sites and other monuments including historic sites have enhanced
the total corpora of site survey techniques. Geophysical surveys unlike remote sensing
37
surveys rely on resistivity measurement, magnetometry measurement and ground
penetrating radar (GPR). Walls buried under the soil, metal objects and burnt materials
can be identified and 3D pictures of the buried remains can be captured deploying the
geophysical survey methods.

II.Practical Training Component: In the field we aim to first identify the type of
landscape and sites that are the topics of the survey methods. Survey maps can be used
preliminarily to locate the exact positions of the sites. Hand held GPS (Global
Positioning System) can be used next to pinpoint the actual position of the site/s on the
vast landscape that might have been surveyed already. All the records can be entered
in the excel spreadsheet for further refined database creation later on.

Photographs can be taken while locating the sites. A Total Station can be taken to the
site/s to establish the precise locations. While handheld GPS is useful to understand the
geographic location of the sites, Total Station helps to measure the horizontal and
vertical angles and extreme distances by laser pulses. Points on the lines and curves
and distances on the landscapes can be identified by the Total Station quite efficiently.
Total station provides accurate measurements whereas Theodolite’s accuracy level is
low. However, Total Station is more expensive than Theodolite. Directional studies out
in the landscape in a cloudy day can be conducted using a simple compass and Munsell
Soil Colour Chart is useful to identify and characterize sediments, soils, stone tools and
other archaeological materials like ceramics.

Apart from Total Station and Theodolite, the use of Dumpy Level can also be extremely
useful in the sites. Elevations of different points and distance between the points of
same elevation situated on the historical landscape and/or the archaeological landscape
can be measured and determined by dumpy level. However, like Theodolite and
unlike Total Station the Dumpy Level has certain limitations. Only horizontal angles
can be measured deploying the Dumpy Level and the obtained angles are often
inaccurate.
The knowledge of Flint Knapping and the reduction sequence is another important part
of the survey methods. However, the surveyors and the accompanied persons should
refrain from knapping any stone tool within the archaeological setting. It is always
advisable to conduct flint-knapping exercises away from the actual sites. The exercise
of flint-knapping and the understanding of the reduction sequence enable the surveyors
and other related peoples to identify characteristic stone tools while surveying for
particular sites.

The students will be taught by experts in the domain in the hands on learning mode
and they also require writing assignment/seminar/project report on the outcome of the
training programme.

38
 SEMESTER III
HIST 201 - The Principles and Methods of Archaeology
(Major course - 4 Credits)
The course is designed to introduce various exploration and excavation techniques practiced in
India. The principles and methods followed in archaeological exploration, excavation, and
documentation of archaeological material are emphasized.

Module 1: Introduction
Kinds of Archaeology: Classical Archaeology – Historical Archaeology –
Environmental Archaeology – Underwater Archaeology – Ethno archaeology–
Linguistic Archaeology – Salvage Archaeology.

Module 2: History of Archaeology

Classical Archaeology – Antiquarianism - Three-Age theory – Scientific archaeology -
Antiquity of Mankind – The Dawn of Prehistoric Archaeology.

Module 3: Exploration and Excavation Methods

Exploration Methods – Determination of archaeological data – Types of archaeological
sites -On-site investigations – Site Survey methods – Excavation Methods – Excavation
of a burial.

Module 4: Archaeological Stratigraphy and Recording

Concept of Stratigraphy in geology and in archaeology – Haris Matrix – Laws of
Archaeological Stratigraphy – Archaeological Recording – Maps – Site Plan – Site note
book.

Module 5: Dating Methods in Archaeology

Dating System – Absolute dating methods – Relative dating methods.

Suggested Readings
Barker, Philip 1977, Techniques of Archaeological Excavation, Universe Books, New York.
Colin Renfrew 2000, Archaeology: Theories Methods and Practices, Thames and Hudson,
London.
Clive Gamble, 2001, Archaeology: The Basics, Routledge, London.
Dancey, W.S., 1981, Archaeological Field Methods: An Introduction, Burgess, Minneapolis.
Daniel, Glyn E., 1976, A Hundred and Fifty Years of Archaeology, Gerald Duckworth.
London.
Dillon, B.D. (ed.) 1989, Practical Archaeology: Field and Laboratory Techniques and
Archaeological Logistics, Institute of Archaeology, University of California, LosAngeles.
Harris, Edward, C., 1989, Principles of Archaeological Stratigraphy, Academic Press,
London.
Rajan K., 2002, Archaeology: Principles and Methods, Manoo Pathippakam, Thanjavur.
Raman, K.V., 1986, Principles and Methods of Archaeology, Parthajan Publications, Madras
Trigger, G. Bruce, 1989, A History of Archaeological Thought, C.U.P. Cambridge.
39
 SEMESTER III
HIST 202- History of South India I (Upto 624 CE)
(Major Course – 4 Credits)

Course Overview:
The paper will help the student to understand the dynamic relationship between the
geographical factors and the evolution of historical events. It will also highlight the
nature and limitations of the sources for the reconstruction of the History of south India
from the earliest times up to the end of the early Historical phase. The paper will equip
the students with the theoretical developments in the historical studies of early south
India

Objectives:

 Equip the student with a critical understanding of the analytical study and
interpretation of the source material.
 Understand the evolutionary trajectory of social, economic, religious and
political institutions in this part of the subcontinent.
 Perceive the geo-political forces that operate behind the emergence of literate
societies and chiefdoms.
 Grasp the contributions of the early historical ruling dynasties in the cultural,
religious, literary, inscriptional and art & architectural domains.
 Get insights into the transformation from early historical to early medieval
times.

Course Outcome:
Provides a comprehensive understanding of the Prehistoric- historical transformations
based on the analysis of primary sources. Impart training in the assessment of
historigraphical developments for a pragmatic reconstruction of the historical
transformations. Training to read the inscriptions for a better appreciation of the origin
and growth of writings systems, scripts and languages.

Module 1: Geographical factors & Sources: Natural Features -River systems and
ecology. Nature of Sources- Archaeological –Literary and Epigraphical - Limitations –
Prehistoric Societies – Early historical transitions – Periodization – Historiographical
trends.

Module 2: Cultural contacts with the north India: The pre-Mauryan Context- Ashokan
Inscriptions- Social, Political, cultural and economic implications

Module 3: The dawn of Historical period: The Megalithic Context - Pre-Satavahana

Chiefdoms- Literary and Archaeological sources - The Satavahana Empire- Literary
and archaeological sources – Cultural developments- Religious and economic
transformations- The Sangam Age- Socio -political conditions.

40
Module 4: The Post –Satavahana period in South India: Post-Satavahana dynasties-
Socio-Cultural transformations – Religious developments- growth of sectarian faiths-
art & architecture – cultural and economic conditions.

Module 5: The Rise of regional kingdoms in south India: Ikshvakus- Pallavas-

Vishnukundins- Kadambas - Badami Chalukyas- Pandyas- Nature of State- Agrarian
expansion- Temples and sectarian architecture. Social and economic transformations.

Suggested Readings:

Balasubrahmanyam, S.R., 1966, Early Chola Art, Asia Publishing House, Bombay.
Barret Douglas, 1974,Early Chola Architecture and Sculpture, Faber and Faber, London.
Begley, Vimla. Ancient Port of Arikamedu, vol I and II Pondicherry,
1996 & 2000. Cherian, P. J. Pattanam Excavations/Plorations,
Trivandrum 2013.
Bhattacharya, B., 1958,Indian Buddhist Iconography, K.L.Mukhopadhyaya, Calcutta.
Carswell, John. Mantai: City by the Sea Colombo, 2013.
Champakalakshmi, R., Religion, Tradition and Ideology: Pre Colonial South India, New
Delhi: OUP, 2011.
Gopinatha Rao, T.A., 1914,Elements of Hindu Iconography, Motilal Banarsidass, New
Delhi.
Gurukkal, Rajan.,Social Formations of Early South India, New Delhi: OUP, 2010.
Hall, Kenneth, Maritime Trade and State Formation in Early South East Asia, Honolulu,
University of Hawaii,1985.
Heitzman, James,The Gifts of Power; Lordship in Early Medieval South India, Oxford
University Press,1992.
Heitzmen, James.,Gifts of Power, New Delhi: OUP, 2001.
Karashima, Noboru,South Indian Society and Economy, Oxford University Press, 1988.
Karashima, Noboru.Ancient and Medieval Commercial Acrivities in the Indian Ocean,
Tokyo, 2002. Wheeler, Mortimer Sir, Ancient India, vol II New Delhi, 1946.
Lokesh, Chandra 1987,Buddhist Iconography, 2 vols, Aditya Prakashan, New Delhi.
Mukund, Kanakalatha.Merchants of Tamilagam: Pioneers of International Trade,New
Delhi, 2012.
Stein, Burton,Peasant State and Society in Medieval South India, New Delhi Oxford
University Press,1980.
Subbarayulu, Y., South India under the Cholas, New Delhi: OUP, 2012.
Suresh, B.Pillai, 1976,Introduction to the Study of Temple Art, Equator and Meridian,
Thanjavur.
Veluthat, Kesavan.,The Early Medieval in South India, New Delhi: OUP, 2010.

41
 SEMESTER III
HIST 203- Modern World History I
(Minor Course-4credits)

Course Overview: The period between 15 and 18th century Europe was a radical
transformation in Europe's economic, political and social structure and the intellectual
field. It was an age of revolution, both failed and successful. It witnessed the birth of
nationalism and liberalism, leading to the formation of national identities, changes in
forms of government and, above all, the origins of the present-day industrial society. It
also aims to disseminate the transition from Feudalism to capitalism to the learners.
This will also enlighten the learners about the idea of Mercantilism, absolutism, the Age
of Reason, the Renaissance and the Reformation till 1938.

Objectives:

 To understand the Age of Reason, or in other words, when Reason transcended

tradition in Europe from the Medieval period.
 To analyse the birth of Nationalism in Modern Europe
 To comprehend the process of the Transition from Feudalism to Capitalism
 To spell out the connection between the Age of Exploration and the
technological revolution.
 To discuss the discourse on the genesis of Colonialism

Course Outcome:
Students will be able to understand and comprehend the following points on
successfully completing the course. The meaning of Feudalism and its transition to
capitalism. Rise of trading communities and the emergence of an Absolute Monarch.
How Renaissance and exploration led to Colonialism and imperialism. Emergence of
Mercantile Capitalism. The role of the formation of the alliance in world war I. The
impact of World War I

Module 1: Transition from Feudalism to Capitalism: The Church, Emergence of Trade,

Towns, cities, merchants' class and capitalist economy.

Module 2: The Genesis of Modern Era: Age of Reason, Renaissance & Reformation, the
rise of absolutism, the Seven Years' War, English Revolution, American Revolutions
and the French Revolution.

Module 3: Emergence of Nations and Nationalism: Impact of Industrial Revolution, the

role of the revolutionary thinkers, Unification of Germany, Italy.

Module 4: Colonialism and imperialism: role of explorers and technological revolution,

Colonialism in Africa (scramble for Africa, Atlantic slave trade and apartheid), South
Asia (Mysore and Carnatic war, Battle of Plassey and Buxar, 1857 Revolt and the
partition of India), South East Asia and Far east (opium war, scramble for concession,

42
sino-japanese war1894-95, CCP versus KMT, Russo-Japanese war, (1904-05) and Latin
America.

Module 5: The world between Worlds War I and 1938: Causes of Friction within
Europe (Naval rivalry, Serbian nationalism, formation of Triple Entente & Triple
Alliance), Moroccan crisis 1905-06, Balkan war 1912 & 1913, Assassination of Archduke
of Austria. World War I(Causes and consequences, Treaty of Versailles and its impact ),
League of Nations (aims, structure and evaluation for its success and failures ), The
world from 1919-23(Rise of Turkish nationalism, Anglo-Russian Treaty1921,
Washington conference 1921-22, Genoa conference 1922), Economic crisis of 1929, world
disarmament conference 1932-33. Mussolini's foreign policies.

Suggested Readings
Anderson, Perry (1974) Passages from Antiquity to Feudalism, London: Verso
Adas, Michael, Machines as the Measure of Men: Science, Technology and Ideologies of
Western Dominance, Delhi, 1990.
T. H. Aston and C. H. E. Philpin (eds), The Brenner Debate: Agrarian Class Structure
and Economic Development in Pre-Industrial Europe, Cambridge/ London: Cambridge
University Press
Dobb, Maurice (1946/1963), Studies in the Development of Capitalism. New York:
International Publishers/London: Routledge & Kegan Paul
Ashton, Trevor, Crisis in Europe, 1560-1660, London, 1970.
Tignor, Roger (2005). Preface to Colonialism: a theoretical overview. Markus Weiner
Publishers.
Rodney, Walter (2018). How Europe underdeveloped Africa. Verso, Brooklyn.
Osterhammel, Jürgen: Colonialism: A Theoretical Overview, Princeton, NJ: M. Wiener,
1997.
Prashad, Vijay: The Darker Nations: A People's History of the Third World, The New
Press, 2007
Chickering, Rodger (2004). Imperial Germany and the Great War, 1914–1918.
Cambridge: Cambridge University Press.
Northedge, F.S. (1986). The League of Nations: Its Life and Times, 1920–1946. New
York: Holmes & Meier.
Dante L. Germino (1959). The Italian Fascist Party in Power: A Study in Totalitarian
Rule. U of Minnesota Press.
Francisco J. Romero Salvadó (9 September 2005). The Spanish Civil War: Origins,
Course and Outcomes. Macmillan International Higher Education.

43
 SEMESTER III
HIST 204- Cultural Resource Management:
Preserving Heritage in the Present and for the Future

Course Overview: Cultural Resource Management (CRM) is a multi-disciplinary field

that focuses on the identification, assessment, conservation, prognosis and
interpretation of cultural heritage. This introductory and multi-disciplinary
undergraduate course (Level 100) aims to introduce students to the principles, methods,
and challenges associated with CRM. Through a combination of lectures, classroom
studies, case studies, field visits, and practical hands-on activities; students will gain a
comprehensive understanding of how to manage and protect cultural resources while
balancing the needs of society, peoples, environment and development.

Objectives: By the end of this course, students should be able to:

 Understand the significance of cultural resources and their role in shaping

various types of identities and preserving history.
 Identify and assess different types of cultural resources, including
archaeological sites, historic buildings, cultural and natural landscapes, and
intangible heritage.
 Comprehend the legal and ethical frameworks that guide cultural resource
management practices.
 Develop skills in conducting cultural resource surveys, documentation, and
conservation planning.
 Appreciate the challenges of managing cultural resources sustainably in a
rapidly changing world.

Module 1: Introduction to Cultural Resource Management - Understanding the concept

and significance of cultural resources - Historical development and evolution of
cultural resource management in India and Abroad- Legislation, national and
international conventions related to CRM - Ethics and stakeholders in cultural heritage
preservation.

Module 2: Identifying and Assessing Cultural Resources - Archaeological methods and

techniques for site identification and excavation - Recording and documentation of
historic buildings and structures - Recognizing and preserving cultural and natural
landscapes - Safeguarding both tangible and intangible cultural heritage, folk and oral
traditions.

Module 3: Conservation and Preservation Strategies - Principles of conservation and

restoration - Sustainable management approaches for cultural resources - Risk
assessment and disaster management for cultural heritage - Cultural resource tourism
and its impact on preservation.

44
Module 4: Cultural Resource Management in Practice - Cultural resource planning and
regulatory compliance - Case studies of successful CRM projects in India and
worldwide - Community engagement and participatory approaches in CRM - Role of
technology in cultural resource management.

Module 5: Challenges and Future Trends in CRM - Addressing cultural resource

management in urban development - Dealing with looting, illegal trade, and
repatriation of cultural artefacts - Climate change and its impact on cultural heritage
preservation - Integrating indigenous knowledge and perspectives into CRM.

Outcome: Upon completing this course, students will have developed a strong
foundation in cultural resource management and heritage preservation. They will be
equipped with the knowledge and skills to identify, assess, and manage cultural
resources in a responsible and sustainable manner. Students will also understand the
ethical considerations and challenges faced in CRM and be better prepared to
contribute to the preservation and interpretation of cultural heritage within their
communities, in the respective districts and country and on a global scale.

Selected References
‘A Companion to Cultural Resource Management’ by Thomas F King, eds. (2011)
Wiley-Blackwell.
Cultural Resource Laws and Practice by Thomas F. King (2008), Lanham, MD, AltaMira
Press.
Cultural Resource Management: A Global Perspective by Messenger, Phyllis M. and
George S. Smith, eds. (2010), Gainesville, FL, University Press of Florida.
Historic Preservation: An Introduction to its History, Principles and Practice. by Tyler,
Norman, Ted J. Ligibel, and Ilene R. Tyler (2009), New York: W.W. Norton.
Handbook of Landscape Archaeology by David, Bruno, and Julian Thomas (2008),
Walnut Creek, CA: Left Coast Press.
Thinking about Cultural Resource Management: Essays from the Edge. by Thomas F
King (2002),Walnut Creek, CA: AltaMira Press.
‘Cultural Resource Management’ by Michael Dawson (2020) in Historic Environment:
Policy & Practice Volume 11, no.4: 413–15.
‘New Perspectives in Cultural Resource Management’ by David S Whitley (2019) in
Conservation and Management of Archaeological Sites Volume 21, no.4:280–82.
Cultural resources archaeology: An introduction. by Thomas William Neumann (2001)
Walnut Creek, CA: AltaMira Press.
Cultural Heritage Management: A Global Perspective. by PMMessenger and George,
CSmith (2010) Gainsvill USA: University Press of Florida.
A Future in Ruins. UNESCO, World Heritage, and the Dream of Peace. by Lynn
Meskell (2018) Oxford UK:Oxford Univ Press.
Counterpoint: Essays in Archaeology and Heritage Studies in Honour of Professor
Kristian Kristiansen. by B Sophie and Sabatini S (2013) Oxford UK:Archaeopress.

45
 SEMESTER IV
HIST 251- Introduction to Indian Archaeology
(Major Course - 4 Credits)
The course is intended to give an introduction to the development of archaeological research in
India both in pre-independence and post-Independence era. The survey undertaken by early
explorers have been placed in a given socio-culturalcontext.
Module 1
Antiquarianism to Archaeology - The Surveyors – The Antiquarians – Adventurers –
Early Archaeological writings – William Jones and James Princep.

Module 2
The establishment of Archaeological Survey – Alexander Cunningham as a Surveyor -
His contribution to the field epigraphy and archaeology – His survey – Alexander
Cunningham as Director General of Archaeological Survey of India – His contribution
to the development of archaeology.

Module 3
The role of India in archaeological studies - Lord Curzon – His contribution to the
development of archaeology – Sir John Marshall and his contribution.

Module 4
Robert Bruce Foote – James Burgess – Colin Mackenzie – ACL Carlleyle – H.H.Cole -
T.S.Elliot –Robert Sewell - Era of Mortimer Wheeler – contribution in the development
of excavation techniques.

Module 5
Post-Independence era – Development of Prehistoric studies – Proto-historic studies –
Epigraphical Studies – Numismatic Studies – Archaeological excavations –
Conservation.

Suggested Readings
Dilip K. Chakrabarti 1988 A History of Indian Archaeology from the beginning to 1947,
Dilip K.Chakrabati, 1999 India: An Archaeological History, Oxford University, Press, New
Delhi.
Ghosh, A., ‚Fifty years of the Archaeological Survey of India‛, Ancient India.Vol.9,
pp.29- 52.
Ghosh, A., An Encyclopedia of Indian Archaeology, ICHR, New Delhi
John Kean.2011.To Cherish and Conserve;The early Years of the Archaeological survey of
India.NewDelhi:ASI.Munshiram Manohar Lal, New Delhi.
Sourindranath Roy, 1961 The Story of Indian Archaeology 1784-1947, Archaeological
Survey of India, NewDelhi.
Upinder Singh, 2004 The Discovery of Ancient India: Early Archaeologists and the
Beginnings of Archaeology, Permanent Black, New Delhi.

46
 SEMESTER IV
HIST 252 - History of South India II (624to 1565 CE)
(Major Course– 4 Credits)

Course Overview: The paper will help the student to understand the complexities of
the state, Economy, society, polity, religion, arts and letters fo the Early and late
medieval periods in the history of South India. The vast corpus of inscriptional and
literary sources will be explained about their usefulness for the reconstruction of the
historical events. The paper will equip the students with the theoretical developments
in the historical studies of early south India particularly in terms of the debates about
the nature of state and kingship, emergence of linguistic specificities, growth of trade
guilds, enormous temple building activities, the growth of Puranic theism supported by
the Bhakti Cult, expansion of agrarian economy and the concomitant growth of
complex web of social systems and institutions.
Objectives:
 Equip the student with a critical understanding of the analytical study and
interpretation of the source material.
 Understand the evolutionary trajectory of social, economic, religious and
political institutions during the early and late medieval periods in this part of
the subcontinent.
 Perceive the geo-political forces that operate behind the emergence of regional
kingdoms and the chiefdoms which acted as the buffer zones in small pockets of
south India.
 Grasp the contributions of the early medieval dynasties in expanding the
agrarian economy and the concomitant transformations in the cultural,
religious, literary, inscriptional and art & architectural domains.
 Get insights into the transformation from early medieval to late medieval
period.

Course Outcome
At the end of thew course the students will have comprehensive understanding of the
early medieval historical transformations based on the analysis of literary and
inscriptional sources and training in the assessment of historiographical developments
for a pragmatic reconstruction of the historical transformations. They will have the
ability to read the inscriptions for a better appreciation of the origin and growth of
political, administrative, religious, cultic, economic and educational institutions. The
students will have knowledge of critical historical methods in analysing and
interpreting the inscriptions to reconstruct the genealogical history of the ruling
dynasties, understand the emergence of complex social institutions, agricultural and
administrative terminologies, military establishments etc.

Module 1: Sources: Nature of Sources- Archaeological & Epigraphical – Literary

sources- Indigenous and Foreign accounts – Religious and Secular texts -Limitations –
Early Medieval and Late Medieval transitions – Periodization – Historiographical
trends.

47
Module 2: The Early Medieval Period - Conflict of Three Empires: The Pandyas of
Madurai –The Pallavas of Kanchipuram- The Chalukyas of Badami- The rise of the
Eastern Chalukyas - Rashtrakutas- Social, Political, cultural and economic
transformation.

Module 3: The Early Medieval Period:The Cholas, Kalyani Chalukyas&Seunas: The

emergence of the Imperial line of the Cholas – Political transformations – the Eastern
Chalukyan connection - Religious and economic transformations – Expansion of temple
building activity – spread af agrarian economy and settlements- Growth of monetary
economy- Oversear Trade and military expeditions

Module 4: The Late Medieval Period:ThePandyas, Cheras, Kalyani Chalukyas

,Seunas&Hoysalas: Growth of linguistic specificities – Production of Vernacular
literary works of the religious and secular content -Socio-Cultural transformations –
Religious developments- growth of Jainism and Vira Saivism – Expansion of
Vaishnavism of Ramaniuja and others - art & architecture – cultural and economic
conditions – Beginning of Islamic invasions - impact.

Module 5: The Late Medieval Period:Muslim invasions and the emergence growth
and decline of Vijayanagara Empire: Sources – Indigenous and Foreign narrations –
Inscriptional sources - The Bahamanis and the rise of the Vijayanagara Empire -Nature
of State- Nayankara System - Agrarian expansion- Social and economic transformations
– Struggle for the control of the Krishna-Godavari Doab- The Gajapatis of Orissa –
Political implications of the Battle of Tallikota.

Suggested Readings:
Karashima, Noboru Concordance of Nayakas, New Delhi Oxford University Press, 2005.
Karashima, Noboru. Towards a New Formation. New Delhi: Oxford University Press,
1996.
Pollock, Sheldon. Language of the Gods in the World of Men, Berkeley, University of
California Press, 2006.
Raghotham, Venkata. ‚Empire and Historiography in Late Medieval South India: A
Study of the Raghotham, Venkata .EarlyVijayanagara State‛ in State and Society in Pre
modern South India ed. R Champakalakshmi et al. 2006.
Rubies, Jean-Pau Travel and Ethnology in the Renaissance:South India Through European
Eyes, Cambridge University Press, 2000.
Stein, Burton. Vijayanagara, Cambridge University Press, 1989.
Verghese, Anila. Art and Archaeology of Vijayanagara, New Delhi: Oxford University
Press, 2007.
Verghese, Anila. Hampi Oxford University Press 2006.
Nilakantha Sastry, K.A. A History of South India..NewDelhi:OUP. 1975
Nilakantha Sastry, K.A. Further Sources on Vijayanagara History. Madras.1946
Sherwani, S.K. The Bahamanis of the Deccan.Hyderabad, 1970.

48
 SEMESTER IV
HIST 253- Indian Numismatics
(Major Course– 4 Credits)

Course Overview:

The paper will help the student to equip with the basic understanding about the
emergence of monetary economy replacing the prehistoric exchange systems and the
proto-historic barter economies. The vast corpus of Vedic literature will be introduced
to the students to glean references to the emergence of metallic currency. Inscriptional
and literary sources will be explained about their usefulness for the understanding the
emergence and expansion of the monetary economy in the early Indian History and its
diversity during the medieval times. One of the important source materials available in
India to reconstruct our past is coins. These coins are issued in different scripts and
languages on different metalsl like, copper, gold, silver, lead, etc. The course is
designed to impart basic knowledge about the development of Coinage in India. The
paper also discusses the theoretical debates in historical discourses on the Coinage in
early India.

Objectives:

 Equip the student with a broad understanding of the importance of coinage as a

source of historical reconstruction.
 Understand the evolutionary dimensions of the monetary economy from the
Prehistoric exchange systes, barter economy and the dawn of coinage during the
early and late medieval periods in the Indian subcontinent.
 Grasp the contributions of various early historical and medieval dynasties in
expanding the monetary economy through the issue of a variety of coinage.
 Understand the continuance of the economic transactions even in the context of
the limited occurrence of coinage.
 Get insights into the significance of the metallic /monetary value of various
coins occurring in various metals.

Course Outcome: Provides a comprehensive understanding of the coinage during

various periods of Indian History. Impart training in the theoretical assessment of the
historical debates about the ‘Golden Age ‘Theory and the ‘Paucity of Coinage’ for a
pragmatic reconstruction of the economic developments and transformations in the
Indian History. Training to read the inscriptions and iconography on the coins for a
better appreciation of the origin and growth of writing systems, languages, sectarian
cults and artistic renditions. Impart knowledge in analysing and interpreting the coins
to reconstruct the genealogical history of the ruling dynasties, corroborating the written
history, emergence of monetary economy, names of a variety of coins mentioned in the
inscriptions and literary texts.

Module 1
Value of Numismatics for Historical Reconstruction - Origin and evolution of coinage
in India.

49
Module 2
Punch Marked coins – Foreign Coins: Coinage of the Indo-Greeks – Coinage of the
Kushanas – Saka Coinage - Gupta Coinage.
Module 3
Pre Satavahana Coinage - Coins of Satavahanas - Sangam age coins - Coins of Chera,
Chola, Pandyas
Module 4
Medieval South Indian Coins - Coins of Pallavas – Chalukyas - Coins of Imperial
Cholas - Coins of Imperial Pandyas
Module 5
Coinage of the Hoyasalas - Coinage of the Vijayanagara Dynasty.

Suggested Readings
Chattopadhyaya, B.D., 1877 Coins and Currency Systems of South India, New Delhi.
Elliot, Walter, 1888 South Indian Coins.Cosmo Publications, Delhi.
Gupta, P.L The Coins. New Delhi:National Book Trust.
Kosambi, D.D. 1981 Indian Numismatics, Orient Longman Limited, New Delhi.
Krishnamurthy, R., 1997 Sangam Age Tamil Coins, Garnet Publications, Chennai.
Raja Reddy, D., 2008 Andhra Coins – Select Articles, Ramaiah Vidhyapeetam,
Hyderabad
Nagasamy, R., Tamil Coins - A Study,TamilNadu State Archaeology Department
Chennai.
Sharma, I.K., 1980, Coinage of Satavahana Empire, Agam kala Prakashan .New Delhi.
Suresh, R., Roman antiquities in Tamil Nadu, C.P.R.Institute of Indological Research,
Chennai.
Vanaja. R., 1983 Indian Coinage, Indian National Museum, New Delhi.

50
 SEMESTER IV
HIST 254 - Modern World History II
(Minor Courser-4credits)
Course Overview:
This course aims to introduce the students with the aims to familiarize them with
modern world history from 1938 to the era of Globalization. It will also closely analyze
the impact of the Second World War and the emergence of the New economic system,
i.e. capitalism, Socialism and communism. It also examines the economic development
and decolonization process globally in Asia, Africa, Latin America, and other third-
world countries. Finally, it will underline the impact of the Cold War and the bipolar
world and the subsequent emergence of Globalisation and great convergence, i.e., the
emergence of economic miracles in the Far East and Asia.

Objectives:

 The primary objective of this course is to make the students understand the
consequences of the First World War.
 Then, a deeper analysisof the root cause for the emergence of Ultra-nationalist
philosophy in Europe will be undertaken.
 The emergence of a new socio-economic system will be carried out.
 The impact of World War II and the decolonisationprocess will be discussed.
 Finally, the critical evaluation of the Great Divergence theory will be discussed.

Course Outcome:
Students will be able to understand and comprehend the following points on
successfully completing the course. The philosophy of Nazism and Fascism. Impact of
Karl Marx and the class struggle. The meaning and implications of the Cold War.
Meaning of decolonization. How Globalisation paved the way for the great
convergence

Module 1: RISE OF ULTRANATIONALIST MOVEMENT& WW II- Adolf Hitler and

the Nazis, Britain's Appeasement policy towards Hitler's policy, Rise of Mussolini & the
Fascist World War II: causes, important events and analysis and its impact. The Spanish
Civil War, 1936-39 and Fascism in Spain 1939-75.

Module 2: EMERGENCE OF NEW SOCIO-ECONOMIC SYSTEM- Capitalism,

Communism and Socialism. Ideas of Karl Marx and his class struggle theory, the
Bolsheviks and Mensheviks in Russia, Stalin and his collectivization, the Brezhnev era
1964-82, and the collapse of communism in Eastern Europe and the USSR. Communism
in China, the Cultural Revolution, Deng Xiaoping, and its economic reforms.

Module 3: COLD WAR & NAM- Genesis and nature of cold war, Cuban missile crisis,
De-Stalinization and Khrushchev Foreign policy. Nationalism and decolonization in
Asia and Africa, Arab –Israeli conflict. Origin and impact of NAM.
51
Module 4: The Problem of Economic Development in the Third World: Africa (Political
instability and SAP of IMF& WB) Latin America, South and south-east Asia - UN and
International agencies such as UNICEF, ILO, UNHCR, UNESCO,FAO.

Module 5: GLOBALIZATION & CONVERGENCE: Emergence of European

Economic Community (1957) Eurozone, OAU&AU, the emergence of Japan and
South Korea as an economic power, rise of China and India as an emerging
economy. Expansion of NATO in the post-September, 11, 2001and other
strategic regional and transnational organisation such as ASEAN, BRICS, G7,
G20, QUAD, SAARC.

Suggested Readings

Duiker, William J, Twentieth-Century World History, Thomson Wadsworth, 2005

Roberts, J.M., 1989. Europe: 1880-1945, Longman (second edition).
Sidney, Pollard. Peaceful Conquest – The Industrialization of Europe, 1760-1970.
Mussolini, Benito (2002) [1934]. Gregor, Anthony James (ed.). Origins and Doctrine of
Fascism. New Brunswick (US); London (UK): Transaction Publishers
Steigmann-Gall, Richard (2003). The Holy Reich: Nazi Conceptions of Christianity,
1919–1945. Cambridge: Cambridge University Press.
Service, Robert (2005). A History of Modern Russia from Nicholas II to Vladimir Putin.
Harvard University Press.
Mccauley, Martin (2014). The Rise and Fall of the Soviet Union. Taylor & Francis.
Blumberg, Arnold (1995). Great Leaders, Great Tyrants?: Contemporary Views of
World Rulers Who Made History. Westport, Connecticut: Greenwood Press.
Bourne, Peter G. (1986). Fidel: A Biography of Fidel Castro. New York City: Dodd,
Mead.
Arnold, Guy. The A to Z of the Non-aligned Movement and Third World (Scarecrow
Press, 2010
Fursenko, Aleksandr (2006), Khrushchev's Cold War, W.W. Norton & Co.
Khrushchev, Sergei (2000), Nikita Khrushchev and the Creation of a Superpower, The
Pennsylvania State University Press.
Thomas, Martin, Bob Moore, and Lawrence J. Butler. Crises of Empire: Decolonization
and Europe's imperial states (Bloomsbury Publishing, 2015)
White, Nicholas. Decolonization: the British experience since 1945 (2nd ed. Routledge,
2014
Lawrence, Adria K. Imperial Rule and the Politics of Nationalism: Anti-Colonial Protest
in the French Empire (Cambridge UP, 2013)
Gunder Frank, Andre, and Robert A. Denemark. ReOrienting the 19th Century: Global
Economy in the Continuing Asian Age (Paradigm Publishers, 2013);
Hopkins, A.G., ed. Globalization in World History (Norton, 2003).

52
 SEMESTER V
HIST 301 - Ancient India I (Upto 1stmilliennium BC)
(Major Course- 4 Credits)

Course Overview:
The paper will help the student to explore and understand the processes of change and
evolution of human societies right from the prehistoric times and understand the
dynamic relationship between the emergence of human geographical factors and the
evolution of historical events. The paper will provide the students with a strong and
comprehensive understanding of early Indian History upto the Second Urbanization
and the emergence of the Mahajanapadas in the Gangetic Valley.

Objectives:
 Equip the student with a critical understanding of the analytical study and
interpretation of the source material starting from the Stone Age.
 Understand the significance of the dawn of food producing economies in the
emergence of the literate societies.
 Highlight the role of Copper and Bronze technology in the First Urbanization of
India.
 Highlight the theoretical debates about the ‘Aryan Invasion’ and understand the
forces that operate behind the emergence of literate societies and chiefdoms
through the study of the Vedic and Epic Literature.
 Analysis of the social and cultural context of the Second Urbanization and the
role of Iron technology in the Second Urbanization in the Gangetic valley.
 Study of the philosophical undercurrents of the Upanishadic ideology behind
the emergence of Buddhism, Jainism and other sectarian faiths in 6th century
BCE.

Course Outcome:
Provides a comprehensive understanding of the Prehistoric- proto-historic
technological transformations and the resultant social, religious and economic
institutions. Impart understanding of the cultural, social and religious dimensions of
the Vedic literature. Training in the assessment of the historical debates about the
Aryan Invasion Theories. Training to understand the role of copper, Bronze and iron in
the growth of urban agglomerations in the Indian Subcontinent.

Module 1: Scope of the Study – Sources – Periodization – Historigraphical trends in

early Indian History – Schools of thought.

Module 2: The Beginnings – Prehistoric Societies: Palaeolithic – Neolithic – Iron Age –

Important excavated sites – Settlement and subsistence Patterns – Material remains -
Characteristic traits
Module 3: Indus valley Civilization – society & economy – Decline and survival-
Debates about its relation with the Vedic people and culture- continuities.

53
Module 4: Early & Later Vedic Periods - Vedic Society and Economy - Myth of the
Aryan Invasion- Age of the Upanishads and Epics- Emergence of Lineage Societies-
Chiefdoms. Philosophical undercurrents of the Upanishads.

Module 5: Sources - 6th Century B.C – Janapadas – Nature of Society & Economy –
Religious Conditions – Buddhism and Jainism- Basic tenets.

Suggested Readings
Agarwal,D.P. 1982. The Archaeology of India. Oxford: New Delhi.
Allchin,B& Allchin F.R. 1984.The Rise of Civilization in India and Pakistan.
Banerjee, R.D.The Age of the Imperial Guptas.
Basham, A.L. The Wonder that was India Oxford: NewDelhi.
Jha, D.N. Ancient India in Historical Outline.
Mazumdar, R.C.1982. Ancient India.
Mazumdar , R.C.(Ed), 1946. The Gupta – Vakataka Age.
Nilakanta Sastry, K.A.1966. A History of South India.
Raychoudary H.C.1996. Political History of Ancient India.
Sankalia, H.D.1974. Pre History and Proto History of India. Pune
Singh, Upinder. 2011. History of Ancient & Medieval India. Delhi: Pearson.
Thapar, Romila.1962. Ashoka and the Decline of the Mauryas. Delhi.
Thapar, Romila. 2002. Early India from the beginning to 1300 CE. Delhi.

54
 SEMESTER V
HIST 302- Medieval India I (600-1526CE)
(Major Course - 4 Credits)

Overview: The course on Medieval India aims to provide students with a

comprehensive understanding of the political, social, economic, cultural, and religious
developments that occurred on the Indian subcontinent from 600 to 1526 CE. During
this period, India witnessed the rise and fall of various dynasties and the emergence of
diverse socio-cultural movements that shaped its history.

Objectives:

 To familiarise students with the historical context of medieval India and its
transition from the Gupta Empire to the beginning of the medieval period.
 To assess the historical sources available for studying medieval Indian
history and the challenges of interpreting them.
 To examine the political history of the region, focusing on the emergence of
regional kingdoms and the prominent dynasties that ruled during medieval
era.
 To explore the social structure and dynamics of medieval Indian society
 To analyze the economic developments, including agrarian economy, trade,
and the growth of urban centers.
 To understand the cultural and intellectual life of medieval India, with an
emphasis on art, literature, and the Bhakti and Sufi movements.
 To examine the impact of invasions and migrations, including the
establishment of the Delhi Sultanate and the Mongol invasions.

Course outcome:
 By the completion of the course, students will gain a deep appreciation for
the complexities of medieval Indian history and its enduring impact on the
subcontinent's social, political, and cultural landscape. They will be
equipped with critical analytical skills and a broader perspective on India's
rich historical heritage.

Module 1: Sources –literature, Archaeology, Epigraphy, Numismatics and Foreign

Accounts

Module 2:Post Gupta period: Harshavardhana: Political system and administrative,

Emergence of regional kingdoms - Chalukyas and Pallavas: Society and Economy,
Cultural development

Module 3:Invasions of Central Asian and Afghan rulers – Rise of regional powers:
Pratiharas, Palas, Rashtrakutas.

55
Module 4:Age of three Kingdoms-Cheras, Cholas and Pandyas-Agrarian system and
land grants, Maritime expeditions and Trade, Art and Architecture

Module 5:Establishment of the Delhi Sultanate: Slave, Tughlaq, Khilji and Lodi-Iqta
System-Urbanization- Mongol invasions - Bhakti movements and Sufi movements

Suggested Readings

Habib and Nizami,The Delhi Sultanate, Comprehensive History of India, Vol. V.

Hardy, Peter, Historians of Medieval India, New Delhi, MunshiramManoharlal, 2007.
Jackson, Peter, The Delhi Sultanate, Cambridge University Press, 1997.
Kumar, Sunil,The Emergence of the Delhi Sultanate, Permanent Black 2007.
Chandra, Satish, Medieval India: From Sultanat to the Mughals,Har-Anand publication,
2019
Prasad, Ishwari ,A History of Medieval India,Indian Press, 1940
Sharma, R.S. Medieval India: The Study of a Civilization, Oxford University Press, 2005
Jackson, Peter, The Delhi Sultanate: A Political and Military History, Cambridge University
Press, 1999.
A.L. Basham, The Wonder That Was India: A Survey of the Culture of the Indian Sub-
Continent Before the Coming of the Muslims, Picador India (Macmillan Publishers), 1954
Nizami. K.A, The Sultanate of Delhi: 1206-1526, Aakar Books, 2015.

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 SEMESTER V
HIST 303- Modern India- I (1707 to 1858CE)
(Major -4 Credits)
Course Overview:
The course focuses on the history of modern India from the death of Aurangzeb to the
Revolt of 1857. It familiarises the students with the decline of the Mughal empire, the
expansion and consolidation of British colonial rule in India, the creation of ideas and
institutions by colonial rulers to perpetuate the hegemony of the British and popular
resistance to British rule.

Objectives
 To examine the disintegration of the Mughal empire and the various debates
and discussions regarding its decline;
 To discuss the rise and nature of regional polities in the eighteenth century;
 To delineate the British conquest of India and highlight the British policies and
instruments of expansion
 To explain the impact of British rule on Indian society and economy;
 To trace the development of British administrative structure in India, the
introduction of English education and colonial social legislation; and
 To understand the causes and nature of popular resistance to British rule in the
late 18th and the first half of the 19th century.

Course Outcome:
At the end of the course the students will have a comprehensive understanding of the
transformation that had taken place in India during the eighteenth century and the
impact of British rule on Indian society and economy. They will also gain knowledge of
the establishment of British domination over India through war and diplomacy, the
formation of British administrative policies and institutions in India and popular
uprisings against the British.

Module 1: India in the Eighteenth Century

Decline of the Mughal Empire: Causes – Debates about the decline –Continuity of
Mughal Traditions –Rise of Regional States: Successor States –Bengal, Hyderabad and
Awadh- New States –Marathas, Sikhs and Jats– Independent Kingdoms – Mysore,
Rajputs and Kerala.

Module 2: British Conquest and Consolidation

From Trade to Territory–Anglo-French Conflict in South India and the Carnatic Wars–
Conquest of Bengal –Anglo-Mysore Wars–Anglo-Maratha Wars–Anglo-Sikh Wars–
Policies and Instruments of Expansion: Policy of Ring Fence – Subsidiary Alliance
System– Residency System – Doctrine of Lapse.

Module 3: Colonial Economy

Mercantile Policies and Indian Trade – Land Revenue Settlements – Commercialisation
of Agriculture – De-industrialisation – Economic Impact of Colonial Rule – Drain of
Wealth.

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Module 4: Colonial Apparatus of Administration
British Ideas of Administration – Constitutional Development – Judicial System - Civil
Service, Police and the Army –Introduction of English Education – Abolition of
Infanticide, Sati and Slavery.

Module 5: Popular Resistance to British Rule

Famines, Scarcity and Peasant insecurity – Peasant and Tribal Uprisings in the first half
of the 19th Century – The Revolt of 1857 – Causes, course and suppression.

Suggested Readings
Bandyopadhyay,Sekhar, From Plassey to Partition: A History of Modern India, Orient Black
Swan, 2004.
Bayly, C.A., Indian Society and the Making of the British Empire in The New
Cambridge History of India, CUP,1988.
Bayly, C.A., Rulers, Townsmen and Bazaars: North Indian Society in the Age of
British Expansion, 1770-1870, CUP, 1983.
Chandra, Bipan, History of Modern India, Orient Black Swan, 2009.
Chaudhuri, Binaybhushan, Peasant History of Late Pre Colonial and Colonial India, Pearson
Education India, 2008.
Dutt, R. C., Economic History of India, Vol. 2
Kumar, Dharma ed., Cambridge Economic History of India, Vol. 2
Ghosh, S. C., History of Education in Modern India, Orient Black Swan, 2000.
Metcalf, T. R., Ideologies of the Raj in The New Cambridge History of India, CUP,1997.
Sen, S.N.,Eighteen Fifty-Seven, Delhi: Publications Division, Ministry of
Information and Broadcasting, Government of India, 1957.
Stein, Burton, ed., The Making of Agrarian Policy in British in India, 1770-1790
in Themes in Indian History, Delhi: Oxford University Press, 1992.
Stokes, Eric, The Peasant Armed: Indian Revolt of 1857, Oxford: Clarendon Press. 1986.

Agarwal K. P., British Takeover of India: Modus Operandi, Orient Blackswan, 2022.
Matthews Roderick, Peace, Poverty and Betrayal: A New History of British India, Harper
and Collins, 2021.
Rosie, Llewellyn-Jones, Empire Building: The Construction of British India, 1690-1860,
Hurst and Co, 2023.

58
 SEMESTER V
HIST 304 - History of Indian Architecture
(Minor Course – 3 Credits)
The course surveys the evolution of architecture in India and their transformation through the
years. The various architectural features embedded in the ancient monuments particularly in the
temple would be thrown open to the students to understand the heritage monuments of this
country in rightperspectives.

Module 1
Introduction to Architecture - Architecture of Indus valley - Buddhist Architecture:
Rock-cut caves – Stupas.

Module2
Early Brick Temples - Styles of Temple Architecture: Nagara, Vesara, Dravida - Gupta
Architecture - Orissan architecture: Bubhaneswar, Puri and Konarak - Chandela
dynasty: Khajuraho.

Module3
Early Chalukyan Architecture: Badami, Aihole and Pattadakkal- Pallava Architecture:
Mahabali- puram -Rock cut-caves- Monoliths - structural temples.

Module 4
Chola Architecture: Brihadiswara (Thanjavur Big temple) and
Gangaikondacholapuram- Rastrakuta architecture: Ellora.

Module 5
Hoysala Architecture: Halebid and Somnathpur- Kakatiya Architecture: Warangal -
Vijayanagara architecture - Hampi – Gopuras.

Suggested Readings
Barret Douglas, 1974 Early Chola Architecture and Sculpture, Faber and Faber, London.
Krishna Deva, 1969 Temples of North India, National Book Trust, India, New Delhi.
Michael W. Meister and Dhaky, M.A., 1983 Encyclopaedia of Indian Temple Architecture :
South India Lower Dravida Desa, American Institute of Indian Studies, Oxford University
Press, Delhi.
Michael W. Meister and Dhaky, M.A., 1986 Encyclopaedia of Indian Temple Architecture:
South India Upper Dravida Desa, American Institute of Indian Studies, Oxford University
Press, Delhi
Michell George, 1975 Early Western Calukyan Temples, 2vols. London.
Percy Brown, 1976 Indian Architecture (Buddhist and Hindu Period), D.B.Taraporevala
Sons Bombay.
Saraswathi, S.K., 1957 A Survey of Indian Sculpture, MunishiramManoharlal, New Delhi.
Sivaramamurti, C., 1960 The Chola Temples, Thanjavur, Gangaikondacholapuram and
Darasuram, Archaeological Survey of India, New Delhi.
Sivaramamurthi, C., 1968 South Indian Paintings, National Museum, New Delhi.
Srinivasan, K.R., 1972. Temples of South India.National Book Trust, India, New Delhi.

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 SEMESTER VI
HIST 351 - Historiography and Historical Methods
(Major -4 Credits)

Course Overview:
The course attempts to impart comprehensive knowledge and understanding of the
nature and scope of historical knowledge, theories of history and the various schools of
historical thought spread over the ancient, medieval and modern periods. In recent
years, the study of history has become multi-disciplinary, and hence, the course will
endeavour to equip students with the varieties of history in practice today. The
following themes will be covered.
Objectives:

 To understand the meaning and scope of History

 History, like natural science, has its own methodology, which is well grounded
in Philosophy.
 To disseminate the knowledge that History is one of the most influential
subjects and, therefore, training the student in a proper methodology could help
understand and analyse the biases, use and abuse of History is of utmost
importance.
 To understand the connection between History and other social science
disciplines
 To understand the concept and genesis of Historiography such asGreek, Roman,
Islam and early Christian historiography.

Course Outcome: Students can comprehend the following points after successfully
completing the course. The genesis, nature and meaning of History. The importance
and power of history. The nuance of various historiography. The science and technique
of writing history objectively

Module 1: Nature and Scope of HistoryDefinition and meaning of History - Nature of

historical knowledge – History and other disciplines: Archaeology, Geography,
Anthropology, Sociology and Literature.

Module 2: HistoriographyGreek Historiography: Herodotus, Thucydides, Polybius –

Roman Historiography: Livy, Tacitus – Early Christian Historiography: St. Augustine –
Enlightenment Historiography

Module 3: Varieties of HistoryEconomic History - New Social History – Intellectual

History – Cultural History – Oral History –Environmental History.

Module 4: Historical Method

Historical Evidence - Causation - Objectivity - Generalisation in History.

Module 5: Major Theories in History Historical Materialism- Subaltern, Post-

Structuralism, Post-modernism.

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Suggested Readings

Bloc, Marc, The Historian’s Craft, New York: Vintage Books, 1979.
Moore, Stephen D., Post Structuralism and the New Testament: Derrida and Foucault at
the Foot of the Cross, Augsburg Fortress (1 October 1994).
Eagleton, Terry., The Function of Criticism: From the Spectator to Post-Structuralism
(Radical Thinkers) Verso 2006.
Braudel, Fernand, On History, Chicago University Press, 1982.
Burke, Peter, Varieties of Cultural History, Oxford, 1999.
Carr, E.H., What is History?, New York, 1987 (2nd edition)
Collingwood, R.G., Idea of History, Oxford University Press, 1974.
Gardiner J. (ed.), What is History Today? London, Humanities Press International, 1988.
Wedgewood, C.V., The Sense of the Past: Thirteen Studies in the Theory and Practice of
History, New York: Collier Books, 1960.
Thapar R, Sakuntala : Texts, Readings, Histories,New York,Columbia University
Press,2011.

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 SEMESTER VI
HIST 352 - Ancient India II (upto 6th Century CE)
(Major -4 Credits)

Course Overview:
The paper will help the student to explore and understand the processes of change and
evolution of human societies right from the Second Urbanization upto the end of the
Gupta Era. It will provide the students with a strong and comprehensive understanding
of social, cultural, economic, literary, religious and technological transformations in the
early Indian History from 6th Century BCE upto the 6th century CE.

Objectives:
 Equip the student with a critical understanding of the analytical study and
interpretation of the source material starting from the Later Vedic period.
 Understand the significance of the urban agglomerations in the Gangetic Valley
and the growth of sramanic ideology from the Upanishadic Age and its
culmination in the emergence of the sectarian faiths.
 Highlight the role of Later Vedic Literature and the Epic Literature for the better
appreciation of the contemporary socio-political, economic and religious
transformations.
 Highlight the role of the Lower Gangetic basin in the emergence of the radical
thought processes, political institutions and the cultural efflorescence. Analysis
of the social and cultural context of the Second Urbanization and the role of Iron
technology in the Second Urbanization in the Gangetic valley.
 Study of the archaeological and material remains for understanding the factors
leading to the emergence of Magadhan Imperialism. Understand the historical
developments ona geographical scale across the subcontinent during the post
Mauryan times leading to the growth of kingship, State, ritual sovereignty,
Vedic culture and rituals, growth of ruling dynasties identifying themselves on
the vertical social order.

Course Outcome:
Provides a comprehensive understanding of the socio-cultural processes in the early
Indian History up to the end of the 6th century CE. Impart understanding of the
cultural, social and religious dimensions of the Early Indian History. Training in the
assessment of the historical debates about the emergence of Kingship Political ideas
and Institutions, growth of Puranic theism etc. Training to understand the role
economy, technology and philosophical currents in the growth and expansion of
various social, cultural religious and economic institutions in early India.

Module 1
Rise of Magadhan Imperialism- The Nanda Dynasty – The Saisunga dynasty-
Emergence of the Mauryas - The Mauryan Empire – Sources of study - Socio – economic
conditions – The Dhamma of Ashoka – Political Ideas and Institutions of Mauryan Era.

62
Module 2
Sources -Post Mauryan Developments – The rise of small kingdoms – Sungas- Kanvas -
Indo-Greeks – Sakas -Kushanas – Nature of the Society in the Gangetic Valley – Trade
& Economy-Religious developments.

Module 3
The Age of the Satavahanas – Sources- Society & Economy- Religion and Literature-
emergence of Vedic Ritualism – Buddhism and its establishments. Political
developments in the Deccan and South India – The Pre-Satavahana Chiefdoms –
Coinage- Society & Economy-Religious developments. The Sangam Age in the Interior
south India-Literature- Society & Culture.

Module 4
Post Satavahana developments- Rise of Ikshvakus- Kadambas- Pallavas - Growth of
agrarian economy and Sanskritic cultures.

Module 5
The Gupta Era – Society – Economy and Religion – Land grants – expansion of
Agriculture – Economic institutions – Education – Literature – The myth of the Golden
age – Historical discourses.

Suggested Readings
Agarwal,D.P. 1982. The Archaeology of India. Oxford: New Delhi.
Banerjee, R.D.The Age of the Imperial Guptas.
Basham, A.L. The Wonder that was India Oxford: NewDelhi.
Jha, D.N. Ancient India in Historical Outline.
Mazumdar, R.C.1982. Ancient India.
Mazumdar , R.C.(Ed), 1946. The Gupta – Vakataka Age.
Nilakanta Sastry, K.A.1966. A History of South India.
Raychoudary H.C.1996. Political History of Ancient India.
Singh, Upinder. 2011. History of Ancient & Medieval India. Delhi: Pearson.
Thapar, Romila. 2002. Early India from the beginning to 1300 CE. Delhi.

63
 SEMESTER VI
HIST 353 - Medieval India II (AD 1526 to 1707CE)
(Major Course -4 Credits)

Overview:The course "Medieval India II" provides a comprehensive study of the

historical period from 1526 to 1707, focusing on the Mughal Empire's rise and its impact
on Indian society, culture, politics, and economy. The course delves into the significant
events, socio-political developments, and cultural interactions that occurred during this
era, shedding light on the rich tapestry of India's medieval history.

Objectives:

 To understand the political landscape of India during the Mughal Empire,

including the establishment of the empire by Babur and the expansion under
subsequent rulers.
 To examine the socio-cultural developments during the Mughal period,
including religious syncretism, architecture, art, and literature.
 To analyze the economic system and trade patterns prevalent during the
Mughal reign, exploring the empire's prosperity and challenges.
 To explore the interactions between the Mughal Empire and other regional
powers, such as the Deccan Sultanates and the Rajput kingdoms.
 To assess the impact of the Mughal Empire on the various social groups in
India, including the peasantry, artisans, merchants, and religious
communities.
 To study the administration and governance of the Mughal Empire,
understanding the central and provincial administrative structures.

Course Outcome: By the end of the course, students should be able to demonstrate a
comprehensive understanding of the historical events and important developments
during the Mughal Empire's reign from 1526 to 1707.Understand the interactions
between the Mughal Empire and other regional powers, and their significance in
shaping the subcontinent's history and the cultural achievements and contributions of
the Mughal period, including art, architecture, and literature.

Module 1: Sources for the study of Mughals: Archeological, Epigraphy, Numismatic

and Literary.

Module 2: Establishment and Consolidation of Mughal rule: India on the eve of Babur’s
invasion - fire arms, military technology and warfare –Humayun- challenges and
recovery- Sher Shah and his administrative and revenue reforms – Akbar’s campaigns
and conquests - evolution of administrative institutions: zabt, mansab, jagir, madad-i-
maash -Jahangir and Shah Jahan-Aurangzeb: policies and challenges to the empire.

64
Module 3: Expansion and Integration: Incorporation of Rajputs and other indigenous
groups in Mughal Nobility- North-West frontier, Gujarat and the Deccan - Conquest of
Bengal - Relationship with the Uzbek empire of Central Asia, Safavids of Persia and the
Ottomans of Turkey.

Module 4: Society and Economy: Agrarian System - Jagirdari and Zamindari - Internal
trade and artisanal production - overseas trade - Art, Architecture and Literature—
Religious policy of the Mughals - advent of the European companies

Suggested Readings

Habib and Nizami,The Delhi Sultanate,Comprehensive History of India, Vol. V.

Hardy, Peter,Historians of Medieval India, New Delhi, MunshiramManoharlal, 2007.
Jackson, Peter, The Delhi Sultanate, Cambridge University Press, 1997.
Kumar, Sunil,The Emergence of the Delhi Sultanate, Permanent Black 2007.
Alam, Muzaffar& Sanjay Subramaniam., The Mughul State, New Delhi:OUP, 2001.
Habib, Irfan. The Agrarian System of Mughul India, New Delhi: OUP.
Moosvi, Shireen. The Economy of Mughul India, New Delhi: OUP, 1996.
Richards J.F. The Mughul Empire, Cambridge: Cambridge University Press, 1993.
Moreland. From Akbar to Aurangazeb, New Delhi(Reprint), 1992.
Satish Chandra, Medieval India, From Sultanate to the Mughuls, Delhi, HarAnand
Publications, 1997.
R.P.Tripathi. Rise and fall of the Mughal Empire. Allahabad: Central Book Depot, 1979.
R. C. Majumdar (ed). The History and Culture of Indian People (Vol. 7). The Mughul Empire.
Bombay, 1974.
R. C. Majumdar, H. C. Ray Choudhry and Kalikindar Dutta. Advanced History of India.
Delhi, 1971.
K.A. Nizami, On History and Historians in Medieval India. MunshiramManoharlal, Delhi,
1983.
Irfan Habib (ed.), Akbar and His India. Oxford University Press, Delhi, 2000.
S.R. Sharma, Religious Policy of the MughulEmperors,S.L.Agarwala, Agra, 1972.

65
 SEMESTER VI
HIST 354 - Modern India II (1858 to 1947)
(Major Course -4 Credits)

Course Overview:

The course seeks to provide a comprehensive account of the history of modern India
beginning from the year 1858, which marked the start of the British rule over India, to
1947 when India won independence from the British rule. It attempts to explain the
emergence of the nationalism in India with the rise of nationalist associations
particularly Indian National Congress. It focuses on the three phases of national
movement in India. It explains the successes and failures of the provincial governments
during the period of twenty-eight months. It presents the events leading to the freedom
and partition of India. It delineates the integration of Princely states and the role of
Sardar Vallabhbhai Patel in It.

Objectives:

 To examine the conditions of the emergence of nationalism in India under the

British rule.
 To present the emergence of various political associations in the second half of
nineteenth century culminating in the rise of Indian national congress
 To delineate the three important phases in the growth of Indian national
movement leading to the independence of India in 1947
 To focus on the achievements of the provincial governments, the events leading
to the freedom and partition of India, the saga of the integration of Princely
states and the role of Sardar Vallabhbhai Papel in it.

Course Outcome:

By the end of the course, the students gain a comprehensive understanding of the
history of Indian national movement. They develop a clearer perception of the
conditions under which the spirit of Indian nationalism grew and advanced. They also
acquire a sharp knowledge of the nature of British colonial rule in India. They
understand the significance of the three important phases in the rise and growth of
India’s struggle for independence. Their understanding of the successes and failures of
provincial governments, the developments leading to the freedom and partition of
India and the significance of the integration of the Princely states and the historic role of
Sardar Vallabhbhai Patel in it would be greatly enhanced.

66
Module 1: Emergence of Indian Nationalism – Political Change and Growth of Indian
Nationalism – Politics of Associations – Discontent and Agitation.

Module 2: The Three Phases of Indian National Movement – Moderate, Extremist and
Gandhian.

Module 3: Political Reforms – Elections and Ministry-making - Indian National

Congress and Provincial Governments – Achievements and Failures during Twenty -
Eight months

Module 4: Freedom and Partition – Simla Conference – Cabinet Mission- Communal

Conflicts – Mountbatten Plan – The Fifteenth of August

Module 5: The Integration of Princely States – the role of Sardar Vallabhbhai Patel

Suggested Readings

Bandyopadyay, Sekar, 2004, From Plassey to Partition: A History of Modern India,Delhi.

Brown, Judith M., 1972. Gandhi’s Rise to Power: Indian Politics 1915-22, Cambridge.
Chandra, Bipan, 2000. India after Independence 1947-2000, Delhi: Penguin.
Chandra, Bipan, Amales Tripathi & Barun De, 1972.Freedom Struggle. Delhi: NBT.
Chandra, Bipan, 1988. India’s Struggle for Independence, Delhi: Penguin.
Copland, Ian, 1997. The Princes of India in the Endgame of Empire: 1917-1947, Cambridge
studies in Society and History Series, Cambridge, Cambridge UP.
Desai, A. R., 1949. Social Background of Indian Nationalism. Bombay: OUP.
Gallagher, John, Gordon Johnson and Anil Seal, eds., 1973.Locality, Province and Nation,
Cambridge.
Heehs, Peter, 1988. India’s Freedom Struggle, 1857 – 1947, A Short History, Delhi.
Jeffrey, Robin, ed., 1978. People, Princes, and Paramount Power: Society and Politics in the
Indian Princely States, Delhi.
Low, D.A., ed., 1977. Congress and the Raj: Facets of the Indian Struggle, 1917-47,
London.
Pannikar, K. N. ed., 1980.National and Left Movements in India. Delhi: Vikas.
Sarkar, Sumit, 1983. Modern India, 1885-1947, Delhi: Macmillan.
Sarkar, Sumit, 1973. The Swadeshi Movement in Bengal, 1903-1908, New Delhi:
Washbrook, David, 1976. The Emergence of Provincial Politics: The Madras Presidency,
1870-1920.

67
 SEMESTER VI
HIST 355 - History of Pondicherry
(Minor Course - 4 Credits)

Overview: The course "History of Pondicherry" aims to provide students with a

comprehensive understanding of the historical development of the city and its
surrounding region, from ancient times to the present. The course will explore the
influence of various colonial powers, and cultural interactions that have shaped the
unique identity of Pondicherry.

Objectives:

 The course intends to introduce students to the ancient and early medieval
history of Pondicherry, exploring the region's pre-colonial past.
 Students will gain a deeper understanding of Pondicherry's colonial history,
particularly its significance as a French colonial settlement, interactions with
other European powers, and the social and cultural impact of colonial rule.
 The course aims to analyze the various socio-cultural dynamics that have
shaped Pondicherry's identity, such as the fusion of Tamil and French
cultures, religious influences, and the contributions of different
communities.
 Students will study the political history of Pondicherry, including its
administration under various colonial powers, the emergence of local
leadership, and the region's role in the Indian independence movement.
 The course will introduce students to the architectural and artistic heritage
of Pondicherry, with a focus on the French colonial influences and the
preservation of historical landmarks.

Course Outcome: "History of Pondicherry" is centered on the knowledge and skills

that students will acquire upon completing the course. Students will demonstrate a
comprehensive knowledge of Pondicherry's historical development, including its
pre-colonial, colonial, and post-independence periods. Students will have a deep
understanding of Pondicherry, particularly its role as a French colonial settlement
and the impact of European colonialism on the region.Students will be aware of the
diverse socio-cultural dynamics that have contributed to Pondicherry's unique
identity, including the fusion of Tamil and French cultures, religious pluralism, and
other multicultural influences.

68
Module 1: Arikamedu port of Podouk or Industrial port city: Textile, Indo-Pacific
beads etc., Excavations at Arikamedu: Sir Mortimer Wheeler, Marie Casal and Vimala
Begley - Pre-historic Pondicherry: Sangam Period, Age of three Kingdoms: Pallavas,
Cholas and Pandyas – Vijayanagara - Nayaks and Nawabs.

Module 2: The French East India Company - establishment of French settlements -

Francois Martin, Francois Dupleix, Carnatic wars, Ananda Ranga pillai Diaries - Lally,
Sufferen, Bussy -French Revolution.

Module 3: Restoration of French Indian settlements 1816 - French India under the Third
Republic - Constitutional Reforms, Representative Assemblies and Municipal
Administration - Ponnutamby Pillai and Act of Renunciation.

Module 4: Labour and anti-colonial Movement - Merger Movement - Role of

Jawaharlal Nehru-Defacto1954 and De jure 1962.

Module 5: French Colonial Policies: India, Indo-China and Africa.

Suggested Readings
Antony, F.E., ed., Gazetteer of India: Union Territory of Pondicherry, Vol.2, Pondicherry,
1982.
Dodwell, Henry, Clive and Dupleix: The Beginning of Empire, Delhi: AES, 1989.
Krishnamurthy, B., Jawaharlal Nehru and Freedom movement in French India, Pondicherry,
2007.
Malleson, G.B., History of the French in India, 1674-1761, Delhi: Gian Publishing House,
1986.
Miles,William, F. S. ‚Comparative Decolonization French Africa, French Caribbean,
French India‛,
Contemporary French Civilization, Vol.14, 1990, pp. 212-26.
Ray, N. R, ed., Western Colonial Policy: A Study of its Impact on Indian Society, Vols. I-II,
Calcutta: 1983.
Suresh. S, Arikamedu: Its Place in the Ancient Rome - India Contacts, Embassy of Italy,
2007.
Vincent, Rose, ed., French in India: From Diamond Traders to Sanskrit Scholars, Bombay,
1990.
Weber, Jacques. ‚Chanemougam, ‘King of French India: Social and Political
Foundations of an
Absolute Power under the Third Republic’‛, Economic and Political Weekly, Vol-XXVI,
No. 6, 1991, pp. 291- 302.

69