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ST.TERESA’S COLLEGE ERNAKULAM

(AUTONOMOUS)

Affiliated To Mahatma Gandhi University

CURRICULUM FOR MASTER’S PROGRAMME IN HISTORY

Under Credit & Semester System

(2015 Admission Onwards)

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MEMBERS OF BOARD OF STUDIES

1. Dr. Sreekala S. (Chairman)

Head of the Department of History

Associate Professor, St. Teresa‟s College, Ernakulam

2. Dr. Muhammed Maheen A.

Associate Professor & Head,

Department of History,

Calicut University

3. Radhika P. , Assistant Professor, School of Social Sciences, M. G. University, Kottayam 4. Dr. G. Mohan,

Medical Officer,

Dept. of Palliative Medicine,

General Hospital, Ernakulam

5. Dr. Divya T.,

Assistant Professor,

Department of History,

St. Joseph‟s College for Women, Alapuzha.

6. Midhuna C.K., Lecturer, Department of History, St. Teresa‟s College, Ernakulam

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7. Lisa M.J. Lecturer, Department of History,

St. Teresa‟s College, Ernakulam 8. Vinitha T Tharakan

Assistant Professor,

Department of History,

St. Teresa‟s College, Ernakulam

9. Sr.Stancy

Assistant Professor,

Department of History,

St. Teresa‟s College, Ernakulam

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FACULTY MEMBERS OF THE DEPARTMENT

1. Dr. Sreekala S.

Head of the Department of History

Associate Professor,

St. Teresa‟s College, Ernakulam

2. Midhuna C.K.,

Lecturer,

Department of History,

St. Teresa‟s College, Ernakulam

3. Lisa M.J.

Lecturer,

Department of History,

St. Teresa‟s College, Ernakulam

4. Vinitha T Tharakan

Assistant Professor,

Department of History,

St. Teresa‟s College, Ernakulam

5. Sr.Stancy

Assistant Professor,

Department of History,

St. Teresa‟s College, Ernakulam

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ACKNOWLEDGEMENT

I would like to extend my sincere and heartfelt gratitude towards all members of the Board of Studies, Dr. Muhammed Maheen A. Associate Professor & Head Department of History, Calicut University, Radhika P, Assistant Professor, School of Social Sciences, M. G. University, Kottayam, Dr. G. Mohan, Medical Officer, Dept. of Palliative Medicine, General Hospital, Ernakulam, Dr. Divya T. Assistant Professor, Department of History, St. Joseph‟s College for Women, Alapuzha, who helped us in co-ordinating all activities leading to successful completion of the Syllabus restructuring.

The guidance of Dr. Beena Job Associate Professor, Department of English and IQAC Co-ordinator and Dr. Latha Nair, Associate Professor, Department of English and member of the Governing Council helped give shape to the overall structure. I wish to express my sincere thanks to Dr. N J Rao, Visiting Professor, International Institute of Information Technology, Bangalore and Dr. Rajan Gurukal, Former Vice-Chancellor, M.G. University, currently Visiting Professor, Centre for Contemporary Studies, Indian Institute of Science, for their selfless and timely service and for giving us all the help and guidance we needed . I also acknowledge my thanks to Dr. Achuthshankar S. Nair, Professor & Head, Department of Computational Biology and Bio Informatics, University of Kerala, for his invaluable suggestions.

Dr. Sreekala S Chairman, PG Board of Studies.

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FOREWORD

The Higher Education environment is changing rapidly in India and particularly so in the year 2014-15, when the Government of Kerala decided to give autonomy to13 educational institutions in the state with the aim of improving quality. Quality in Higher education has been a matter of high concern and priority in India especially after the National Policy on Education 1986 has very categorically questioned the impact of education and suggested many measures for bringing innovative practices in education.

The autonomous status asks for more responsibility and increased accountability to frame a curriculum keeping in mind the ever changing academic environment and the plethora of demands placed by the diversity of students who have a high literacy level when it comes to choosing their course.

Keeping in mind that the purpose of Higher Education is the development of the people, society and environment, special care has been taken by the IQAC team at St. Teresa‟s College to give the necessary Orientation and to conduct Workshops related to curricula and scientific syllabus design as part of the Faculty Development Programme. Curriculum relates to the total experience of the student and it should contain knowledge that is essentially valid. The Graduate and Post Graduate Departments have worked diligently to frame curricula and develop programmes that foster analytical ability and critical thinking and enable the students to acquire the skills required by employers. The pedagogy adopted within the context of curriculum is to facilitate valid transmission of knowledge and proper evaluation of the same. The Courses designed at the Graduate and Post Graduate Levels have defined the competencies to enable effective teaching/learning of all the modules of the courses, both Core (compulsory) and Designate (elective). The blueprint of the final assessment of every course guarantees that all modules are taught and furthers integrity. The details of the course curriculum and structure are set in accordance with the course specifications of the affiliating university.

With sincere gratitude I acknowledge the efforts of Dr. N. J. Rao and Dr. Rajan Gurukkal who extended to us their academic expertise, astute guidance and unstinting support. I also thank Dr. Achuthshankar S. Nair for his timely guidance. I specially thank all the faculty members and the IQAC coordinator Dr. Beena Job for their diligence, commitment and exceptional contribution towards this endeavor.

Dr. Sr. Celine E

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NO. CONTENTS PAGE NO.

Members Board of studies BOS signed certificate List of teachers who contributed to BOS Acknowledgement Foreword Preamble 1 Graduate Attributes 2 Objectives of the Proggramme 3 Course structure 4-9 Distribution of credits 10 Grading and Evaluation 11 Attendance Evaluation 12 Pattern Of Question Paper For Final Examination 13-17 Syllabi For Course 18-124

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

PREAMBLE

Board of Studies in History has designed the curriculum for History with an aim to equip the students with the capabilities to think comprehend and present issues in the proper perspectives , to make students inquisitive and intellectually more sharp, to give thrust on studying History subject as a process rather than an aggregate of finished state of affairs.

A balanced and effective History programme prepares students to be active and responsible citizens. Students acquire perfect knowledge, understanding and skills of individual and group inquiry and examine a broad range of peoples and cultures. Students from History also gain values that enable them to be effective problem solvers good decision makers and wise planners. As a result of an effective education in History they are prepared to deal with present recurring and unforeseen problems at the local, state, national and global levels.

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

GRADUATE ATTRIBUTES

 The ability to conduct oneself with dignity in the workplace and in society reflecting ethical and moral values.  The ability to engage in life learning in the discipline.  The ability to communicate effectively, and appropriately in all modes of communication- written, oral, and electronic-in all settings-formal as well as informal and with different types of people across profession, gender or nationality.  The ability to demonstrate knowledge of the discipline in professional situations and the ability to use it in task fulfillment and problem solving.  A positive attitude towards criticism and the capacity for reflection and self assessment.  The ability to use conventional printed sources information and contemporary information technology effectively and independently.  The ability to collect, organize and interpret data for surveys and investigation.  Sensitivity to the needs of peers.  .The willingness to share good qualities practice and values with other members in the society.

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

OBJECTIVES OF THE PROGRAMME

 History is an inquiry into the human condition. Students of History learn to explore and interpret the human experience by reading and evaluating documents, artifacts, and the oral tradition other forms of evidence of a remembered past in their historical context.  Students learn to ask questions, to challenge assumptions, and employ a variety of sources to give an accurate account or articulate their insight into historical experiences.  Students will be able to Define, explore, and explain major historical problems.  Students in History will learn historical facts, and be able to evaluate historical interpretations.  Students will learn critical thinking and writing skills essential to thinking historically.  Students will identify and discuss the ethical dimensions of historical practice.  Students will explore how public historians preserve and present the past to the public, in museums, archives, and historical sites.  By choosing a concentration track, a student will gain a deeper understanding of the history of a particular area, people, region, or of an historical method.  Students will analyze the meaning and implications of the past for the present.

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

COURSE STRUCTURE

GENARAL SCHEME OF THE PAPERS There will be five papers in each semester, one project / dissertation during the entire course and a comprehensive viva voce at the end of the last semester. The papers in the first three semesters will constitute the core element, common to all students who undergo the same course and the papers in the final semester will be the optional component, selection of the paper is in accordance to the decision of the Department. Notes: 1. Students must do 15 compulsory papers,5 elective paper , a Dissertation comprising an Evaluation and a Viva-Voce. 2. Questions shall be set to assess knowledge acquired, standard application of knowledge, application of knowledge in new situations, critical evaluation of knowledge and ability to synthesize knowledge. COURSE CODE

Every course in the programme is coded according to the following criteria.

a) The first two letters of the code indicate the name of the discipline i.e. HY(HISTORY). b) One digit to indicate the semester. E.g., HY1 (HISTORY, 1st semester). c) One letter to indicate the type of course - Core Course – C and Elective Course – E. E.g., HY1C (HISTORY, 1st semester, Core Course), HY 1E (HISTORY 1st semester, Elective Course) d) Two digits to indicate the number of the course. All the courses are to be numbered continuously i.e., Core courses 01, 02, 03, etc., across the four Semesters. E.g. HY 3C04 (HISTORY, 3rd Semester, Core Course, No 04). For Elective Papers, instead of two digits to represent the number of the course, there shall be one letter (denoting the elective) and one digit denoting the number of the elective course. E.g. HY 4E2 (HISTORY, 4th Semester, Elective, Course no. 2)

e) One letter to indicate the Programme, i.e. Master‟s – M.

HY 3C04M (HISTORY, 3rd Semester, Core Course, No 04, Master‟s Programme).

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Course Code: PG:- Discipline Sem Core/Elective Course Programme

No

2 letter 1 digit 1 letter 2 digit 1 letter

HY3C04M (HISTORY, 3rd Semester, Core, Course, No 04, Master‟s Programme).

semester Name of the course with course code Teaching Credit Total Hours Hrs /SEM HY1C01TM- Approaches to History 5 4 90

HY1C02TM- Transition from Pre- 5 4 90 State to State Societies in Indian History HY1C03TM- Social Formations in 5 4 90 I Kerala Till the End of Perumal Rule HY1C04TM- Revenue Administration 5 4 90 in India c. A.D.1000 to 1800 HY1C05TM- History of Social 5 4 90 Revolutions in the World

HY2C06TM- History of Social 5 4 90 Institutions and Structures of Early

India

II HY2C07TM- Social Formations of 5 4 90 Kerala c. A.D.1200 - 1800 H21C08TM- Agriculture, Crafts 5 4 90 Production and Exchange in India from AD l000 to 1800.

HY2C09TM Perspectives of Women‟s 5 4 90 History and the History of Gender in India HY2C10TM- Making of the Indian 5 4 90 Nation: Historical Antecedents.

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HY3C11TM- History and Social 5 4 90 Theory

HY3C12TM- History of Revolts and 5 4 90 Protest Movements in Colonial Kerala III

HY3C13TM- State and Society in 5 4 90 India c.AD 1000 -1800 HY3C14TM- Methods or Techniques 5 4 90 of Research HY3C15TM- Knowledge Systems in 5 4 90 Pre-modern India

HY4E16TM- Ancient Society 5 3 90 HY4E17TM- History of Democratic 5 3 90 Institutions and Movements in

England. HY4E18TM- Landmarks in 5 3 90 Environmental History of India.

HY4E19TM- Diplomatic History of 5 3 90 USA

HY4E20TM- Social History of Art 5 3 90 and Architecture: Select Regions And Periods HYCM21-Dissertation - 3

IV HYCM22-VIVA - 2 TOTAL CREDITS 80

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Distribution of Credits

The total credit for the programme is fixed at 80.The distribution of credit points in each semester and allocation of the number of credit for theory courses, project and viva is as follows. The credit of theory courses is 4 per CORE course and 3 per Elective Courses, the project and viva voce will have a credit of 2 each. The distribution of credit is shown below.

Semester Courses Hours Credit Total Credit

I CORE PAPERS 5 4 20 II CORE PAPERS 5 4 20 III CORE PAPERS 5 4 20 IV ELECTIVES 5 3 15 DISSERTATION CUM VIVA 3 3 GENERAL VIVA 2 2

Total Credit of the M.A Programme 80

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

GRADING AND EVALUATION

EXAMINATIONS

The evaluation of each course shall contain two parts such as Sessional and Final. The ratio between sessional and final shall be 1:3. The Sessional assessment will be made on Mark based system while Final assessment shall be made using Mark based Grading system based on 7-point scale.

SESSIONAL EVALUATION

Sessional evaluation is to be done by continuous assessments of the following components. The components of the sessional for theory and their mark distributions are given in the table below. The sessional assessment will be fair and transparent. Evaluation of the components shall be published and acknowledged by students. All documents of sessional shall be made available for verification. The responsibility of sessional evaluation is vested on the teacher(s) who teach the course. The two test papers will be in the same model as the final question paper.

EVALUATION AND MARK DISTRIBUTION

a) Final : Sessional Ratio The final sessional ratio shall be 75:25 - For all papers

(b) Distribution of marks:

The distribution of the sessional marks is as following

CORE AND ELECTIVE PAPERS

COMPONENT MARKS

ATTENDANCE 5

ASSIGNMENT 5

SEMINAR 5

TEST PAPERS (AVERAGE OF 2) 10

TOTAL 25

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

ATTENDANCE EVALUATION

Monitoring of attendance is very important and teachers document attendance in each semester.

Distribution of marks for attendance

 Students should have a minimum attendance of 75%

Attendance Assignments Seminar

% of Attendance Marks Components Marks Components Marks

≥ 90% 5 3 ≥ 85% and < 90% Punctuality 2 Content 4

≥ 80% and < 85% 3

≥ 75% and < 80% 2 2 Content 3 Presentation

< 75% 0

Table: split up of attendance marks and components of Seminar & Assignment

TEST PAPER

 Two sessional examinations shall be conducted and average mark of two sessional examinations shall be taken as the marks of the test paper. FINAL EVALUATION

The finals of all semesters will be conducted by the institution on the close of each semester. There will be no supplementary examinations.

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

PATTERN OF QUESTION PAPER FOR FINAL EXAMINATION

The question paper for final assessment will be of three hours duration and will consist of three parts

Part A: Questions from this part are of the very short answer type. Five questions have to be answered from among seven questions. Each question will have 3 marks and Part A will have a total of 15 marks.

Part B: Part B contains nine questions out of which six have to be answered. Each question has 5 marks making the Part B to have total marks of 30 marks.

Part C: Part C will have four questions. Two questions have to be answered out of four. Each question will have 15 marks making the total marks 30 in Part C.

PART A

5 questions of 3marks each out of 7 Total (5x3=15)

PART B Total (6x5=30)

6 questions of 5 marks each out of 9

PART C Total (2x15=30)

2 questions of 15 marks each out of 4

The pass minimum for each paper will be 40 marks (out of 100) with a separate minimum of 30 marks out of 75 marks for final examinations and 10 out of 25 marks for sessional examinations

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

PROJECT EVALUATION

All students have to begin working on the project in the third semester and must submit it in the fourth semester.

The ratio of sessional to final component of the project is 1:3. The mark distribution for sessional assessment of the various components is shown below.

PROJECT AND VIVA VOCE EXAMINATIONS

Project Evaluation: The project is evaluated by one external and one internal examiner. The dissertation of the project is examined along with the oral presentation of the project by the candidate. The examiners should ascertain that the project and report are genuine. Innovative projects or the results/findings of the project presented in national seminars may be given maximum advantage. The different weight for assessment of different components is shown in below.

Sessional Evaluation of Project

Component Marks

Punctuality 5

Topic and content 5

Methodology 5

Presentation 5

Data sources and data collection 5

Total 25

Table : Components and marks of sessional evaluation of the project

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Final Evaluation of project

Component Marks

Quality of project under study 10

Theses /Presentation of the project 10

Theoretical setup/Data Collection 20

Result and Dissertation layout 10

Oral presentation and Viva on Project 25

Total 75

Table : Components and marks of final evaluation of the project .

Viva Voce Examination: Viva voce examination is conducted only by the internal and the external examiner. The viva voce examination is given a credit two. The examination should be conducted in the following format shown below.

Reappearance/Improvement: For reappearance / improvement as per university rules, students can appear along with the next regular batch of students of their particular semester.

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

COMPUTATION OF CCPA

Grade and Grade Point is given to each course based on the percentage of marks obtained as follows:

Percentage of Grade Grade Marks Point

90 and above A+ - Outstanding 10

80-89 A - Excellent 9

70-79 B - Very Good 8

60-69 C - Good 7

50-59 D - Satisfactory 6

40-49 E - Adequate 5

Below 40 F - Failure 4

Note: Decimals are to be rounded to the next whole number

CREDIT POINT AND CREDIT POINT AVERAGE

Credit Point (CP) of a course is calculated using the formula

CP = C x GP, where C = Credit for the course; GP = Grade point

Semester Credit Point Average (SCPA) is calculated as

푇표푡푎푙퐶푟푒푑푖푡푃표푖푛푡푠 (푇퐶푃) SCPA= 푇표푡푎푙퐶푟푒푑푖푡푠 (푇퐶)

where TCP = Total Credit Point; TC = Total Credit

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Grades for the different semesters / programme are given based on the corresponding SCPA on a 7-point scale as shown below:

SCPA Grade

Above 9 A+ - Outstanding

Above 8, but below or equal to 9 A - Excellent

Above 7, but below or equal to 8 B -Very Good

Above 6, but below or equal to 7 C - Good

Above 5, but below or equal to 6 D - Satisfactory

Above 4, but below or equal to 5 E - Adequate

4 or below F - Failure

Cumulative Credit Point Average for the programme is calculated as follows:

푇퐶푃 + ……… + 푇퐶푃 CCPA = 1 4 푇퐶1+ ….+푇퐶4

Where TCP1…... TCP4 are the Total Credit Points in each semester and TC1…... TC4 are the Total Credits in each semester

Note: A separate minimum of 40% marks each for Sessionals and Finals (for both theory and practical) is required for pass for a course. For a pass in a programme, a separate minimum of Grade E is required for all the individual courses. If a candidate secures F Grade for any one of the courses offered in a Semester/Programme only F grade will be awarded for that Semester/Programme until he/she improves this to E grade or above within the permitted period. Candidate who secures E grade and above will be eligible for higher studies.

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

The Syllabus MASTER OF ARTS (MA) in HISTORY SEMESTER I HY1CO1TM: Approaches to History HY1CO2TM: Transition from Pre-State to State Societies in Indian History HY1CO3TM: Social Formations in Kerala Till the End of Perumal Rule HY1CO4TM: Revenue Administration in India c. A.D.1000 to 1800 HY1CO5TM : History of Social Revolutions in the World

SEMESTER II HY2CO6TM: History of Social Institutions and Structures of Early India HY2CO7TM: Social Formations of Kerala c. A.D.1200 - 1800 HY2CO8TM: Agriculture, Crafts Production and Exchange in India from. AD l000 to 1800 HY2CO9TM: Perspectives of Women‟s History and the History of Gender in India HY2C10TM: Making of the Indian Nation: Historical Antecedents. SEMESTER III HY3CO11TM : History and Social Theory HY3CO12TM: History of Revolts and Protest Movements in Colonial Kerala HY3CO13TM : State and Society in India c.AD 1000 -1800 HY3CO14TM: Methods or Techniques of Research HY3CO15TM: Knowledge Systems in Pre-modern India SEMESTER IV HY4E16TM:Ancient Society HY4E17TM:Landmarks in Environmental History of India. HY4E18TM:Diplomatic History of USA HY4E19 TM: Social History of Art and Architecture: Select Regions And Periods HYCM21: Dissertation HYCM22: Viva Voce

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

SEMESTER I

HY1CO1TM: Approaches to History HY1CO2TM: Transition from Pre-State to State Societies in Indian History HY1CO3TM: Social Formations in Kerala Till the End of Perumal Rule HY1CO4TM: Revenue Administration in India c. A.D.1000 to 1800 HY1CO5TM : History of Social Revolutions in the World

ST. TERESA’S COLLEGE (AUTONOMOUS)

M A Programme in History

Syllabi for Core Courses

COURSE 1: Approaches to History

Course Code: HY1C01TM

Name of the Course: Approaches to History

Duration: One semester

Semester: 1

Credits: 4

Total Lecture Hours: 90

Aim of the Course:

The paper requires from the students concerted efforts to gain knowledge about the perspectives of past that evolved and the student to grasp why history came to be rewritten differently from time to time and under what conceptual presuppositions, The readings appended are highly selective and devoid of articles as one can see. Both the teachers and the students should augment the list to make it comprehensive.

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Course Overview and Context:

The course seeks to provide an outlook regarding the trends followed in historical writing. It aims to orient students to new trends with a view to improve their understanding of historical perspectives

Syllabus Content:

Module-1 (22)

Concept of past in India: From Vedic Tests to Rajatarangini - From Tarikies to Fatehnamas – from orient to critique of orientalism

Module-II (23)

Historical perceptions during Enlightenment – Vico, Hume and Herder Romanticism,– Legacy of Hegel – Positivism and History as a Science – Rankean positivism – Critiques of Positivism: Dilthey, Croce and Colling wood.

Module-III (22)

The Four Generations of Annales Historiographic Approaches: Marc Bloch and Lucien Febvre - The Agenda of Total History - Braudelian Concepts of Structure, Conjuncture and Event -the Return of the Narrative and the Explanatory Narrative Approach - Ladure, Chartier. Revell et.al. - The History of Mentalities in History - History of Emotions and History of Everyday Life.

Module-IV (23)

The Collapse of positivist Empiricism- post positivist Critique, of Determinism –Anti- foundationalism - Michel Foucault‟s notion of History as „Discourse‟ - History from Below - The New History.

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Competencies of the course:

 study the Concept of past in India.  analyse the features of Enlightenment historiogaphy  Study about the importance of Annales school and the modern and post modern Trends  Learn about Post-Positivist Approaches.

Readings

R.G. Collingwood: The Idea of History, Oxford University Press, London.1994

Brockington, C.F., The Righteous Rama, Oxford University Press

Bulcke, Kamil, Ramakatha

Pargiter, F.E., Ancient Indian Historical Tradition, London,1974

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐., The Puranic Accounts of the Dynasties of the Kali Age, Delhi,1927

Pathak V.S., The Ancient Historians of India, Delhi,1966

Warder A.K., An Introduction to Indian Historiography

Philips C.H.,ed, Historians of India, Pakistan and Ceylon, London,1961

Sankalia H.D., Ramayana: Myth or Reality

Thapar, Romila., Exile and the Kingdom, Bangalore,1978

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐., Ancient Indian Social History: Some Interpretations, Delhi,1975

Romila Thapar, Cultural Pasts, Section I, Oxford University Press, New Delhi, 2000

Arthur Marwiek, Nature of History, London, rpt.1990

Alban Widgery, Interpretations of History, London

P. Rardiner, Theories of History, London

J. W. Thomson, A History of Historical Writing, 2 vols, New York, 1968

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

H.E. Barnes, History of Historical Writing, New York, 1963

Louie Gottschalk, Generalization in the Writing of History, London

W.H. Wash, An Introduction to Philosophy of History, London

Perry Anderson, In the Tracks of Historical Materialism, London, 1983

C.A. Cohen, Karl Marx‟s Theory of History, London, 1983

Lynn Hunt, The New Cultural History, London, 1989

A. Momigliano, Essays in Ancient and Modern Historiography, Oxford, 1977

Paul Ricoeur, The Contribution of French Historiography to the Theory of History, Oxford

University Press, 1980

Fernand Braudel, Of History, Chicago University Press, 1980 lIya Prigocine and Isabelle Strangers, Order out of Chaos: Man‟s New Dialogue with Nature

(Aamingo, 1985)

Michel Foucault, Archaeology of Knowledge, Polity Press, London, 1972

Peter Burke ed, New Perspective of Historical Writing, Polity, London, 1991

Keith Jenkins, Rethinking History

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

BLUE PRINT

Units Hours 5/7 6/9 2/4 Total 3 marks 5 marks 15 marks I 22 2 2 1 31 II 23 2 2 1 31 III 22 2 3 1 36

IV 23 1 2 1 28

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

MODEL QUESTION PAPER

FIRST SEMESTER

FACULTY OF SOCIAL SCIENCES

BRANCH- HISTORY

HY1CO1TM -APPROACHES TO HISTORY

Time : Three Hours Maximum Marks:75

I . Short Answer (One Paragraph Each)

Answer any five questions. Each question carries 3 marks.

1. Rajatarangini 2. Positivism 3. Total History 4. Ranke 5. Marc Bloch 6. Orientalism 7. Discourse

(5x3=15)

II. Short Essay. (Two pages each) Answer any six questions. Each question carries 5 marks.

8. What is the concept of past in ancient India? 9. Examine the role of orientalists in historiography. 10. Examine the teleological speculations of Hegel. 11. Discuss the theory of discourse by Michael Foucault.

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12. Examine the importance of local history. 13. Analyse the nature and significance of Annales School. 14. What is the history of mentalities? 15. What is „History from below‟? 16. Compare the positivist approaches of Auguste Comte and Leopold Von Ranke (6x5=30)

\III. Long Essay. (Five Pages Each)

Answer any two questions. Each question carries15 marks . 17. Examine the historical works of Post Modernism 18. Explain the dialectical materialism of KarlMarx 19. Examine the nature of history revealed in the Harshacharita of Bana and Akbar Nama of Abul Fazl. 20. Discuss the Braudelian concept of history. (2x15=30)

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

ST. TERESA’S COLLEGE (AUTONOMOUS)

M A Programme in History

Syllabi for Core Courses

COURSE II: Transition from Pre-state to State Societies In

Indian History

Course Code: HY1C02TM

Name of the Course: Transition from Pre-state to State Societies In

Indian History

Duration: One semester

Semester: 1

Credits: 4

Total Lecture Hours: 90

Aim of the Course:

The paper requires the students to be knowledgeable about the processes of social transition from one formation to another and the characteristic features of each formation. This necessitates acquaintance with the relevant social theories. The purport of the paper is to provide the students conceptual insights into the transitional processes of early societies in the Indian subcontinent. The readings appended are highly selective and devoid of articles as one can see. Both the teachers and students should augment the list to make it comprehensive

Course Overview and Context:

The course seeks to make the study of the history of the early Indian society , a thought provoking and enjoyable experience.

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Syllabus Content:

Module-I (23)

State and Society as represented in Colonial Writings -Oriental Despotism and Asiatic Society - Asiatic Mode of Production Debate –Insights from Social sciences - Theoretical Preliminaries: a) Pre-State and State Situations and b) Formation of the State.

Module-II (22)

Political Organization - the Harappan Society - Archaeological Evidences for the Harappan State - The Unicorn: Lineage Organization and the Mode of Political Expansion - Characterization of the Harappan State.

Module-III (23)

Political Processes in the Rig Veda- Pre-state situation in the Middle Ganga Valley - Lineage Society- Processes of transition from Lineage to State -State and the Varna system - Political structure of the Mahajanapadas - The Tribal confederacies-Emergence of Monarchy in the Gangetic North India-Saptanga Theory of the State.- Influence of Buddhism and Jainism on Indian Culture .

Module-IV (22)

The Formation of the Mauryan Empire - The Structure of the State under Asoka - The Form of the state in the Arthasastra - The Recent Interpretations of the Mauryan State.

Competencies of the course:

 Understand the State and Society in Colonial Writings-Oriental Despotism and Asiatic Mode Of Production  know more about the Harappan State & Societies  Analyze the Political Structure of Post-Harrappan Scenario.  understand the Structure of Mauryan State

34

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Readings

Claessen, H.J.M. and P. Skalinik , The Early State, The Hague, 1978, Krader, L.The Formation of the State, London, 1968

Shereen Ratnagar, Enquiries in to the Political Organization of Harappan Society, Ravish Publishers, Pune, 1991

Kumkum Roy, Enquiries of Monarchy in North India, Oxford University Press, New Delhi, 1995

Romila Thaper, Asoka and the Decline of the Mauryas, Oxford University Press

Romila Thaper, From Lineage to State, Oxford University Press, 1984

Romila Thaper, The Mauryas Re-visited, K.P. Bagchi & Company, New Delhi, 1984

D.D. Kosambi, An Introduction to the Study of India History (Bombay, 1956)

R.S. Sharma, Material Culture and Social Formations in Ancient India, Mac Millan, New Delhi, 1983.

R.S. Sharma, The State and Varma Formation in the Mid-Ganga Plains, Manohar Publications, New Delhi, 1996

R.S. Sharma, Aspects of Political Ideas and Institutions in Ancient India, Mac Millan, New Delhi, rpt.1990

Mabbet , Truth, Myth, and Politics in Ancient India, Oxford University Press, New Delhi, 1980.

Fussman,Gerard, “Central and Provincial Administration under the Mauryas”,Indian

Historical Review,1978

35

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

BLUE PRINT

Units Hours 5/7 6/9 2/4 Total 3 marks 5 marks 15 marks I 23 2 3 1 36

II 22 2 1 1 26

III 23 2 3 1 36

IV 22 1 2 1 28

36

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

M.A. DEGREE (CSS) EXAMINATION

FIRST SEMESTER

FACULTY OF SOCIAL SCIENCES

BRANCH – HISTORY

HY1CO2TM – TRANSITION FROM PRE-STATE SOCIETIES IN INDIAN HISTORY

Time : Three Hours Maximum Marks: 75

1. Answer (One paragraph each) Answer any five questions. Each question carries3 marks

1. Orintal despotism. 2. R.S. Sharma on Indus Polity. 3. Lineage Society 4. Saptanga theory. 5. AMP. 6. Unicorn 7. Saba

(5X3=15)

II. Short Essay (Two Pages each) Answer any six questions

Each question carries 5 marks:

8. Critically examine the contributions of D. D . Kosambi. 9. Explain the features of Asiatic Society. 10. Write a note on the archaeological evidences for the Harappan State.

37

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

1. Why is the Rig Vedic Society called tribal and patriarchal? 2. Analyse the factors that led to the emergence of Monarchy in the Gangetic Valley. 3. Trace the history of the tribal confederacies. 4. Give an account of the structure of the state under Asoka. 5. Trace the expansion of the Magadhan empire. 6. Analyse the features of Oriental Despotism. (6x5=30) III. Long Essay (Five pages each) Answer any two question.

Each questions 15 marks:

7. Bring out the features of state and society as represented in colonial writing. 8. Describe the political organization of the Harappan Civilization. 9. Write an essay on political structure of the Mahajanapadas. 10. Throw light on the form of the state in the Arthasastra.

(2X15=30)

38

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

ST. TERESA’S COLLEGE (AUTONOMOUS)

M A Programme in History

Syllabi for Core Courses

COURSE III: Social Formations in Kerala till the End of the Perumal Rule

Course Code: HY1C03TM

Name of the Course: Social Formations in Kerala till the End of the Perumal Rule

Duration: One semester

Semester: 1

Credits: 4

Total Lecture Hours: 90

Aim of the Course:

The paper requires the students to have already graduated in the methodological perspectives enabling conceptualization of society in terms of formations or systems to study this paper. They are expected to acquire knowledge about the ancient and early social formations of Kerala. The purport of paper is to enable the students to grasp the interconnectedness of social aspects and develop holistic perspective

Course Overview and Context:The course seeks to an outline of the Cultural History of the land and people with in the Geographical limits of Kerala State.

39

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Syllabus Content:

Module1 (22)

Geographical and Environmental Features of Kerala -Archaeology of the Landscape - History of Human Adaptation to the Environment - Pre -historic Evidences -The Stone Ages - The Iron age societies and their Remains –Typology and Extent - The Nature of the Social formation.

Module-II (23)

Eco-systems, Clans and Means of subsistence - Material Cultures - Forms of Exchange and Transmarine Contacts – The Structure of the Chiefdom Polity - The Power Structure Cera chiefdom - The Features of the Social Formation.

Module-III (22)

The changing Processes - Indications of a Dissolution Crisis - Shift in the Dominant Economy - Emergence of Paddy Fields and the Expansion of Organized Agriculture – The Transformation of clans into Hereditary Occupation Groups and jati-s- The Emerging Social Form of Labour Appropriation of a New Political Structure - Towards the Making of a New Social Formation.

Module-IV (22)

Consolidation of Brahman Settlements - The Thirty -two settlements and their Landscape Eco- system- Paddy Production as the Dominant Economy - The Pulayas and the atimai form of Labour Appropriation - The Institution of the karanmai system - The Urala Land control as brahmasvam and devasvam – The Temple‟s Pivotal Position in Socio-economic Processes - The Temple movement and the Alvars and Nayanars - Social Implications of the bhakti cult - Trade, Trading corporations and Forms of Exchange - Structure of Land Relations- The Character of the Social Formation: Conceptual consideration.

40

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Competencies of the course:

 understand the Geographical Features and Iron Age Cultures of Kerala  learn about the Social Formation of Clans and Chiefdoms  Understand the Transformation of clans into Hereditary Occupation Groups and jati-s  focus on Brahman Settlements and the Temple‟s Pivotal Position in Socio-economic Processes

Readings

Rajan Gurukkal & Raghava Varier eds: Cultural History of Kerala, vol.I (Cultural

Publications, Govt. of Kerala)

Elamkulam P.N. KunJan Pillai, Studies in Kerala History Kesavan Veluthat , Brahmin

Settlements in Kerala

Kesavan Veluthat, Brahmin Settlements in Kerala

Kesavan Veluthat, The Early Medieval in South India

Rajan Gurukkal, Kerala Temple and the Medieval Agrarian System.

Raghava Varier & Rajan Gurukkal , Kerala Charitram .

P.J. Cheriyan (ed), Perspectives of Kerala History (Gazetteers, Govt. of Kerala)

M.G.S. Narayanan, Perumals of Kerala

M.G.S. Narayanan, Cultural Symbiosis of Kerala

M.G.S. Narayanan, Kerala Charitrathinte Atisthana Silakal

M.G.S. Narayanan & Kesavan Veluthat, „Bhakti Movement in South India‟

S.C. Malik ed. Dissent and Protest in Early Indian Traditions, Shimla

Aju.K.Narayanan, Kerelathile Budhamatha Paramparyam Naatarivilude (SPCS, NBS.2012)

41

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

BLUE PRINT

Units Hours 5/7 6/9 2/4 Total 3 marks 5 marks 15 marks I 22 2 2 1 31

II 22 2 2 1 31

III 23 1 2 1 28

IV 23 2 3 1 36

42

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

MODEL QUESTION PAPER

FIRST SEMESTER FACULTY OF SOCIAL SCIENCES BRANCH –HISTORY HY1CO3TM - SOCIAL FORMATIONS IN KERALA TILL THE END OF THE PERUMAL RULE

Time: Three hours Maximum Marks : 75

I. Short Answer (One paragraph each) Answer any five (5) questions; each question carries 3 marks 1. Periyar 2. Chiefdom polity 3. jati 4. Ventar 5. Backwaters of Kerala 6. Anchuvannam 7. Atimai system (5x3=15)

II. Short essay (Two paragraph each)

Answer any six questions; each question carries 5 marks

8. Trace the role of rivers in the geography of Kerala 9. Bringout the role of R.B. Foote in the archaeological excavations of pre-historic relics in Kerla . 10. Trace the role of Vaishnava saints in the growth of classical Hinduism

43

11. BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

12. Discuss the forms of exchange in clan economy 13. Whether „Kerala was a Kurinji dominated area‟? 14. How did Kerala society get stratified with the emergence of jati hierarchy? 15. Analyse the social crisis indicated in the Kilkkanakku text. 16. Explain the development of Karanmai system 17. Give a brief note on Brahmin settlements. (6x5=30) III. Long Essay (Five paragraph each) Answer any two questions; each question carries 15 marks 18. How does the geography of Kerala create an ideal environment for human habitation? 19. Explain the structure of chiefdom polity 20. Examine how clans transformed in to hereditary occupational groups and jati 21. Trace the role of temple movements in the revival of classical Hinduism. (2x15=30)

44

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

ST. TERESA’S COLLEGE (AUTONOMOUS)

MA Programme in History

Syllabi for Core Courses

COURSE IV: Revenue Administration in India from c. A.D. 1000 to 1800

Course Code: HY1C04TM

Name of the Course: Revenue Administration in India from c. A.D. 1000 to 1800

Duration: One semester

Semester: 1

Credits: 4

Total Lecture Hours: 90

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam Aim of the Course:

The Paper seeks to provide specific focus on Revenue Administration with a view to enabling the students to learn the nature of resources and modes of their management in enabling the students to learn the nature of resource and the past. It is intended to be an „in- depth study of the various aspects of theme. Though it is a routine theme the readings appended will not be enough for they do not include articles.

Course Overview and Context:

The course seeks to help the students develop insights in to the art of management of resource and their allocative efficiency in historical perspective

45

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Syllabus Content:

Module-I (18)

Methods of Land classification and Assessment of Agriculture - Types of Agricultural Revenue under the Sultans - Rates and Modes of Revenue Exaction - Land Relations and Dues - Ijara system and Hereditary Jagir - The Iqta System.

Module-I1(18)

The Agriculture in the Cola Kingdom -Land Relations and Land Revenue System - Puravuvari Tinaikkalam - Kinds and Forms of land Dues - Taxation under the Cola Kings.

Module-III (18)

Sher Shah‟s Revenue System – His system of Land classification and Assessment - Batai, Kankut and Zabhat - Akbar‟s Adoption of the system and changes - The Mughal system of Land assessment – The taxation system under the Mughals - Mansabdari System.

Module-IV (18)

Extent of Agriculture in the Vijayanagara Kingdom - The Land classification under the Rays - The system of Revenue Assessment- The Tenurial Relations and the nature of due - The Nayankara System.

Module- V (18)

East India Company‟s Acquisition of Dewani; - The Cornwallis System of the Permanent Settlement – The company Official‟s Understanding of the Zamindars as the Indian Counterpart of the Landlords in England - The changing Character of the Zamindari system- The Ryotwari System - The Mahalwari System.

46

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Competencies of the course:

 understand the Types of Agricultural Revenue under the Sultans  Study about the Land classification and Assessment of Mughal Empire.  understand the Agricultural Revenue in the Vijayanagara Kingdom  focus on the Beginning of European Land control and Appropriation

Readings

Lallanji Gopal, Economic Life of Northern India, A.D. 700-1200 Delhi. 1965 John s. Deyell,Living without Silver, Oxford University Press New Delhi, 1999 Nilakanta Sastri, The Colas, Madras University Publications.

P. Shanmughan , Revenue System of the Cholas 850-1279 (New Era Publications, Madras)

Y.Subbarayulu, South India under the Cholas,(2012,Oxford University Press)

Irfan Habib, An Atlas of the Mughal Empire (Oxford University Press) lrfan Habib, Agrarian System of Mughal India (Oxford University Press New Delhi)

Moreland. W. Agrarian System of Moslem India (D.K. Publishers, New Delhi)

Tapan Raychaudhari and Irfan Habib (eds) The Cambridge

Economic History of India volume 1 (Orient Longman and Cambridge University Press)

Shireen Moosvi, The Mughal Economy (Oxford University Press)

J.F. Richards, The Mughal Empire 1-5 (The New Cambridge History of India, Cambridge University Press)

Burton Stein, Vijayanagara 1-2 (The New Cambridge History of India)

Burton Stein, Peasant state and Society in Medieval South India (Oxford University Press, New Delhi)

Bipan Chandra, Rise and Growth of Economic Nationalism (Peoples Publications, New Delhi)

Karashima,Noburu, South Indian History and Society (Oxford University Press)

47

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

BLUE PRINT

Units Hours 5/7 6/9 2/4 Total 3 marks 5 marks 15 marks I 18 2 2 1 31

II 18 1 1 - 8

III 18 2 2 1 31

IV 18 1 1 1 23

V 18 1 3 1 33

48

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

MODEL QUESTION PAPER

FIRST SEMESTER FACULTY OF SOCIAL SCIENCES BRANCH -HISTORY HY1CO4TM - REVENUE ADMINSTRATION IN INDIA FROM C.A.D 1000 TO 1800

Time: Three Hours Maximum Mark: 75

I. Short Answer (one paragraph each) Answer any five questions Each question carries 3 marks

1. Ijra System 2. Batai and Bhaoli 3. Puravuvari Tinaikkalam 4. The Ayagar system 5. Mansabdari system 6. Iqta system 7. Mahalwari system

(5x3=15)

II Short Essay (Two Pages each) Answer any six questions Each question carries 5 marks

8. How did Alauddin Khalji excel himself in the field of revenue administration? 9. Explain the revenue system under Sher Shah 10. Review the importance of Ain-i-Akbari as a source to the study of Mughal sources of revenue 11. What were the different types of land revenue collected by Delhi sultanate

49

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

12. Examine the nature of Melvaram taxes. 13. Trace the important features of the Nayankara system 14. Sketch the role of Sir Thomas Munro in the administration of the Ryotwari system 15. What were the causes for the decline of Zamindari system? 16. Explain the Cornwallis System of Permanent Settlement

(6x5=30)

II. Long Essay (Five pages each) Answer ant two questions.

17. Explain the revenue administration of the early Sultan rulers of Delhi 18. Explain the aspects of revenue administration in the Mughal Empire under Akbar with special reference to the services of Raja Todar Mal 19. Examine the origin and nature of Nayankara system in the Vijayanagara kingdom. How did this system affect the central government? 20. How did the English East India Company obtain land control in India?

Highlight their mechanism of appropriating land revenue.

(3x5=15)

50

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

ST. TERESA’S COLLEGE (AUTONOMOUS)

M A Programme in History

Syllabi for Core Courses

COURSE V: History of Social Revolutions in the World

Course Code: HY1C05TM

Name of the Course: History of Social Revolutions in the World

Duration: One semester

Semester: 1

Credits: 4

Total Lecture Hours: 90

Aim of the Course:

This is a survey paper that seeks to provide good awareness about the major social revolutions of the modern world. The focus is on the linkage between the socio-economic revolutions of the modern world.. The paper does not require the students to depend on articles

Course Overview and Context:

The course seeks to provide the students insights into the factors that make a revolution possible in time and space.

51

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam Syllabus Content:

Module-I (18)

Scientific revolutions as paradigm shifts - Copernican revolution in astronomy and the replacement of the geocentric theory -Bacon and the methodological revolution - Newton and the “laws of nature” – Leibniz and Calculus - the Cartesian position - the impact of Scientific revolution in the perception of nature and society .

Module-II (18)

The inventions and discoveries - the factory system replaces the guild system of production - changes in the means and, relations of production -impact of society and economy- the intellectual impact - economics, political theory and sociology - literature.

Module-III (18)

The ancient regime - economic, social and political issues – the warming of the aristocracy and the self- assertion of the bourgeoisie - the ideological role of the philosophers- the „crowd‟ in the French Revolution - the effect in the country side -principles of the revolution and their fulfillment plan- the continental impact - reactions.

Module-IV (18)

The Tzarist despotism in Russia- Westernization and its problems - contradictions in Russian society- Marx and Russia - Mensheviks and Bolsheviks - the Leninist coup- Rationalization- NEP and Five Year Plans - the Soviet Union and its fortunes - Communism in East Europe.

Module-V (18)

Basic Features of Mao Zedong Thought- Redirecting the Revolution: The Reform Ideology of Deng Xiaoping- „One nation, Many people‟s: Han and Non-Han in the making of the PRC, China‟s relation with ,the Soviet Union, and the United States - Greater China: The PRC, Hong Kong and Taiwan – Interpreting China‟s Revolution: Impact and Consequences.

52

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam Competencies of the course:

 study in detail the Scientific Revolutions.  Focus on the events leading the French Revolution  Learn about the The Tzarist despotism in Russia.  Study in detail the Chinese Revolution.

Readings

A.J. Stavrianos, World since 1500, New York, 1981

Rodney Hilton Ed. The Transition from Feudalism to Capitalism London, 1982, Verso Editions „

Maurice Dobb, Studies in the Development of Capitalism, Routledge & Kegan Paul, London,1972

Crane Briton, Anatomy of Revolutions

Alfred Cobban, Aspects of the French Revolution

Albert Soboul, French Revolution

G. Lefebvre, French Revolution, 2 Vols.

E.J.Hobsbawm, Industry and Empire, Penguin Publishers, Sphere Books Ltd. 1989

E.J.Hobsbawm, Age of Extremes, Viking Publishers, Indian Edn. Rupa Co.

E.J. Hobsbawm, Age of Revolution, Penguin, Sphere Books Ltd. 1989

R.R. Plamer, A History of Modern World, Macmillan, London, 1976

L. Huberman, Man‟s Worldly Goods, Peoples Publishing House, Delhi

E.H. Carr, A History of Soviet Russia, 3 vols.

E.H. Carr, Russian Revolution, 1917-1921

W.H. Charmberilin, The Russian Revolution, 1917-1921

Harry Magdoff, Imperialism, Rout age & keg an Paul, London

I. Wallerstein, Historical Capitalism Verso, London 1984

53

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam Andre Gunther Frank, Latin America and Underdevelopment,Monthly Review Press, New York, 1969

Suyin Han, Thee Morning Deluge: Mao Tse -Dung and the Chinese Revolution, 1893-1952 London : Jonathan Cape, 1972

Immanuel C.Y. Hsu, The Rise Modern China (2d ed) New York: Oxford University Press, 1975

Jerome Chen, Mao and the Chinese Revolution,

Andre Gunther Frank, Latin America: Under Development of Resolution, Monthly Review Press, New York, 1978

T.K. Hopkins & I. Wallerstein, World Systems analysis: Theory and Mythodology, Sage Publishers, New Delhi 1982.

54

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

BLUE PRINT

Units Hours 5/7 6/9 2/4 Total 3 marks 5 marks 15 marks I 18 2 3 1 36

II 18 2 1 1 26

III 18 1 2 1 28

IV 18 1 2 1 28

V 18 1 1 - 8

55

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

MODEL QUESTION PAPER

FIRST SEMESTER FACULTY OF SOCIAL SCIENCE BRANCH - HISTORY HY1CO5TM - HISTORY OF SOCIAL REVOLUTIONS IN THE WORLD Time: Three Hours Maximum Marks: 75 I. Short Answer (One paragraph each) Answer any five questions. Each question carries 3 Marks. 1. Sir Francis Bacon 2. Johannes Kepler 3. Flying shuttle loom 4. Intellectual Revolution 5. Guild System 6. Paris Commune 7. Deng Xioaping (5x3=15) II. Short Essay (Two pages each). Answer any five questions Each question carries 5 marks 8. Examine the major aspects of the Cartesian philosophy. 9. what was the impact of Scientific evolution?

10. What part did the intellectuals play in bringing about French Revolution? 11. Explain the development of radical political philosophy in Russia in the beginning of the 20th century. 12. Why the Industrial revolution began in Britain during the 18th century? 13. Evaluate the changes which were brought about by the French Revolution in political thinking. 14. Discuss the aims of the NEP and its impact in the USSR. 15. Examine the establishment of scientific societies in Europe 16. What were the basic features of Mao Zedong thought? (6x5=30)

56

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

III. Long Essays (five pages each). Answer any three questions. Each question carries 15 marks 17. Explain the social implication of Scientific Revolution in the 16th and 17th centuries. 18. Critically narrate the major inventions and discoveries of Industrial Revolution. 19. Revolutions happen when the existing system becomes unbearable to vast majority of people. Justify with the example of the French Revolution. 20. How far royal absolutism was a cause for the Russian revolution of 1917? . (2x15=30)

57

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

SEMESTER II

HY2CO6TM: History of Social Institutions and Structures of Early India HY2CO7TM: Social Formations of Kerala c. A.D.1200 - 1800 HY2CO8TM: Agriculture, Crafts Production and Exchange in India from. AD l000 to 1800 HY2CO9TM: Perspectives of Women‟s History and the History of Gender in India HY2C10TM: Making of the Indian Nation: Historical Antecedents

58

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

ST. TERESA’S COLLEGE (AUTONOMOUS)

M A Programme in History

Syllabi for Core Courses

COURSE VI: History of Social Institution and Structures of Early India

Course Code HY2C06TM

Name of the Course : History of Social Institution and Structures of Early India

Duration: One semester

Semester: 1

Credits: 4

Total Lecture Hours: 90

Aim of the Course:

The paper intended to provide the students with knowledge about what the institutions mean and how they evolved and worked in the past societies. The idea is to enable the students to gain insights into the historical roots of social institutions and structures that persist in our times. Articles should enrich the reading

Course Overview and Context:

The course seeks to have a specific focus on the history of institutions and structures of early societies in the subcontinent

59

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Syllabus Content:

Module-I(18)

Historical context of their merged state and inseparability into social, economic, political and religious Institutions - Gotra and Pravara, Varna and Kula - dasya- vidatha, Gana, Gopa and Samiti - Yajna, Dana, Dakshina and Sulka - The Pastoral tribal social structure with slave labour.

Module-I1(18)

The brahmana-Sramana dichotomy -The Jain, Ajivika, and Budhist Religious Orders - The institution -of Sangha, Samaja and Puga - The Sartha- The Grama; Janapada, Narga and Pattina The stratified Varna society with slave labour.

Module-III (18)

The historical process of the information of jati-s - The System of hereditary occupation and endogamy - The System of periodic exaction or taxation in the age of Mauryas - Variety of taxes - The Parishad- The institutional nature of administration and bureaucracy - The continuity .and change in the stratified Varna society based of slave labour.

Module-IV (18)

The Institution of land grants – The mahadana-s such as hiranyagarbha, gosahasra and tulabhara - The proliferation of Jati-s or the phenomenon of sakirnajati - The institutional character of kingship- Chakravarthy model of kingship and the consecration - High Sounding royal titles- The institution of land dues - The Institution of service tenure - The bhakti cull under the bhagauatha movement - The formation of tenurial hierarchy- Hierarchically stratified jati society based of forced labour (vishti).

Module- V (18)

Aintinai and Social grouping-Economic, Social, Political Structures and Institutions - Ventan, Velir, Kizhar levels of the chiefdom- The politics of raids and redistribution- The Institution of Kotai - Pana-s and the pattu tradition - the flowers Symbolism - untattu- Vatakkiruttal -Velan Veriyattu- Karauaikuttu -the Kalauu and Karpu.

60

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Competencies of the course:

 know about the social, economic, political and religious Institutions of the Vedic Societies.  understand the character of the Vedic religious Institutions  understand the historical process of the information of jati-s  Learn about the Hierarchically stratified Jati Society  Study about the Early Historic Society in Tamizhakam

Readings

D.R. Chanana, Slavery in Ancient India, Delhi 1960

S. Chattopadhyaya , Social Life in Ancient India, Calcutta, 1965

Romilla Thapar, From Lineage to State (Oxford University Press)

Uma Chakravarthy, Social Dimensions of Early Buddhism, (Motilal Benarsidas, Delhi, 1984)

D.D. Kosambi, An Introduction to the Study of Indian History (Bombay, 1956)

R.S. Sharma, Material Culture and Social Formations in Ancient India (Oxford University Press,

1983)

R.S. Sharma, Sudras in Ancient India (Motilal Banarsidas, New Delhi, 1980)

H.S. Sharma, Aspects political ideas and Institutions in Ancient India (Motilal Banarsidas, New

Delhi, 1959)

H.S. Sharma, Indian feudalism (Motilal Banarsidas, New Delhi, 1980)

K.K. Plllai, Social History of the Tamils, Madras University Publication

Rajan Gurukkal & Raghava Varier eds. Cultural History of Kerala, vol. I, Department of

Cultural Publication, Trivandrum.31

61

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

BLUE PRINT

Units Hours 5/7 6/9 2/4 Total 3 marks 5 marks 15 marks I 18 2 2 1 31

II 18 2 2 1 31

III 18 1 2 1 28

IV 18 1 1 - 8

V 18 1 2 1 28

62

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam M.A. DEGREE (CSS) EXAMINATION, MARCH/APRIL 2015 SECOND SEMESTER FACULTY OF SOCIAL SCEINCE, BRANCH: HISTORY HY2C06TM - HISTORY OF SOCIAL INSTITUTIONS AND STRUCTURES OF EARLY INDIA

Time: Three Hours Maximum Marks: 75

I .Short Answer (one paragraph each).Answer any five questions:

Each question carries 3 marks:

1. Gotra 2. Varna 3. Janapada 4. Nagara and Pattina 5. Parishad 6. Tulabara 7. Karpu (5x3=15)

II. Short Essay (Two pages each) Answer any six questions.

Each question carries 5 marks.

8. Give an account of the Vedic Assemblies 9. Explain about the Brahmana- Sramana dichotomy 10. Assess the features of the Varna Society 11. Write a note on the Raids and Redistribution of the Chiefs 12. Discuss the features of the Tribal polity of Rig Vedic age 13. Analyse the contribution of Bhagavata Movement 14. How did the Jati effect the economic life of the individual? 15. Evaluate the Taxation system of Mauryas 16. Explain the status of Women during the Sangam age on the basis of Kalavu and Karpu

(6x5=30)

63

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

III. Long Essay (five pages each). Answer any two questions.

Each question carries 15marks.

17. Describe the main teaching of Jainism and its impact on Indian society . 18. Explain the features of Polity and Bureaucracy under the Mauryas . 19. Discuss the political structure and social organization of the Vedic age. 20. Explain the political institutions of early Tamilakam.

(2x15=30)

64

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

ST. TERESA’S COLLEGE (AUTONOMOUS)

M A Programme in History

Syllabi for Core Courses

COURSE VII: Social Formations of Kerala from c. A.D.1200 to 1800

Course Code: HY2C07TM

Name of the Course : Social Formations of Kerala from c. A.D.1200 to 1800

Duration: One semester

Semester: 1

Credits: 4

Total Lecture Hours: 90

Aim of the Course:

The paper requires the students to have already graduated in the methodological perspectives enabling conceptualization of society in terms of formations or systems to study this paper. The purport of the paper is to enable the students to grasp the interconnectedness of social aspects and develop holistic perspective

Course Overview and Context:

The course expected to acquire knowledge about the social formation of Kerala under the Naduvazhi-s and of the eve of the colonial rule.

65

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Syllabus Content:

Module-I-(30)

Historical Antecedents - Further Expansion of Agrarian settlements - Growth of the Upagrama-s- Changes in the Property relations- proliferation of temples - New Institutions, Groups and relations - The Nadus and the consolidation of the Naduvazhi Swarupam-s.

Module-II- (30)

Expansion of the Parambu/Purayitam economy- Expansion of Commercial Crops, Crafts Production and Towns - Monetization and Trade - The Political Growth of orri and panayam - Money lending and the Beginning of the Alienation of the Kanam lands - The Emerging Overseas Links.

Module-III – (30)

Learning and Knowledge Systems - AgrarianTechnology and Forms of Labour Obligations - The Jati system - The Structure of Land Relations - Difference and Uniformities of Land system in Venad, Ernad and Kolattunad -The Changes in the in Roles and Functions of the Temple - The Temple and Brahmin Land Control- The Nature of Land control and Structure of Political Power of Venad - The Nature of Samutiri- s Revenues and Political Power - The Ambalappatis, Desappatisand the diffused nature political power in Kolattunad - The Overall Features of Land System and Appropriation- The Juridico- political Structure- Ideology and Religious Life- Worlds.

Competencies of the course:

 understand the Agrarian Expansion in Kerala  learn about the Economic Growth of the Nadu-s  Focus on the Nature of Social Formation

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Readings

M.H. Raghava Varier, Keraleeyata: Charitramanangal (Vidyapeetham)

M.H. Raghava Varier, Madhyakala Keralam- Charitram, Samooham.

(Chintha Publications, Trivandrum)

KR. Ganesh, Keralathinte Innalekal

M.G.S. Narayan ed. Vanneri Granthavari, Calicut University

M.R. Raghava Varier, ed. Keralololpatti, Calicut University

32

K.K.N. Kurup ed., Kootali Granthavari, Calicut University

Unnikrishnan Nair ed. Tiruvalla Granthavari,Nos. 1 & 2 Mahatma Gandhi University.

K. V. Krishna lyer, Zamorins of Calicut, Calicut University

P.K.S. Raja, Medieval Kerala, Navakerala Co-operative Publishing House, Calicut

P.K. Balakrishnan, Jativyavasthayum Keralacharitravum

N.M. Namboodirl, Smootiriyute Kanappurangal (Vidyapeetham)

P.J. Cheriyan (ed) Perspectives of Kerala History (State Gazetteers Department,

Govt. of Kerala)

Kesavan Veluthat, The Early Medieval in South India

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

BLUE PRINT

Units Hours 5/7 6/9 2/4 Total 3 marks 5 marks 15 marks I 30 2 3 1 36

II 30 2 3 1 36

III 30 3 3 2 54

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

MODEL QUESTION PAPER

SECOND SEMESTER FACULTY OF SOCIAL SCEINCE, BRANCH: HISTORY HY2C07TM - SOCIAL FORMATIONS IN KERALA C.A.D.1200 TO 1800

Time: Three Hours Maximum Marks: 75 I .Short Answer (one paragraph each).Answer any five questions:

Each question carries 3 marks:

1. Upagrama 2. Kanam Tenure 3. Parambu and Purayidam economy 4. Manigramam 5. Venad 6. Naduvazhi 7. Ambalappati

(5x3=15)

II. Short Essay (Two pages each) Answer any six questions. Each question carries 5 marks. 8. Describe the features of agrarian settlements in Kerala. 9. Write a note on Jati system. 10. How did the commercial expansion led to the rise of towns in Kerala?. 11. Analyse the importance of Swarupams in the Kerala society. 12. Discuss the growth of craft production and trade in Kerala. 13. Describe the structure of land relations in under the Swarupams. 14. Review the nature of land system in Venad. 15. Write a note on monetization and trade in Kerala. 16. Describe the expansion of Nadus and consolidation of Naduvazhi Swarupams.

(6x5=30)

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

III. Long Essay (five pages each).Answer any two questions.

Each question carries 15 marks.

17. Give an account of proliferation of temples in Kerala and what were the different functions of temples? 18. What were the differences and uniformities of land system in Venad , Eranad and Kolathunadu? 19. Explain the nature of Samutiri‟s revenue and political administration 20. What were the major overseas links of medieval Kerala?

(2x15=30)

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

ST. TERESA’S COLLEGE (AUTONOMOUS)

M A Programme in History

Syllabi for Core Courses

COURSE VIII: Agriculture, Crafts Production and Exchange in India from

c. A.D. 1000 to 1800

Course Code: HY2C08TM

Name of the Course : Agriculture, Crafts Production and

Exchange in India from c. A.D. 1000 to 1800

Duration: One semester

Semester: 1

Credits: 4

Total Lecture Hours: 90

Aim of the Course:

The paper requires from the students an in depth study of the major economic processes of the Indian subcontinent in the 11 th to 19th centuries. It involves study of coinage and currency in the context of means of payment and measure of value. The purport of the paper is to provide the students insights into the interconnectedness of agriculture, crafts production, exchange and urban growth. The readings have to be supplemented by articles

Course Overview and Context:

The course focus is of the nexus of agriculture, the various other industries, and trade and the process of urbanization.

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Syllabus Content:

Module 1 (18)

Technology of Agriculture – Aspects of irrigation - Agrarian Relations _ Growth of Crafts, Commerce and Towns - Trade, Traders and Trade - routes in the Sultanate - Monetization and Coins.

Module-II(18)

Agrarian Technology - Tank Irrigation- Agrarian Relations _ Crafts Production and Trade in the Deccan and Southern India _ Long distance trade and Nagaram-s- Temples and Merchant Corporations like Ticcai - ayirattainnurruvar, Manigamam, Nanadesi etc. Monetization and Commercialization - Coins and Currency.

Module-III (18)

Irrigation Technology - The Persian Wheel- Agrarian Relations - Crafts, Trade and Urban growth - Local Exchange and Credit - Foreign Trade and Traders- Trade - routes, Gany-s and Serai-s - Commercialization of Agriculture Coins and Currency.

Module-IV (18)

Aspects of Agrarian Technology -Agrarian Relations - Crafts, Commerce and Towns -Coins of Vijayanagar - Inland and Transmarine Trade - Overseas trade and the growth of „Indian Ocean‟ trade network - Merchant Capital and the Role of Indian Merchant in the Asian Trade System‟ (13th-17th centuries)

Module-V (18)

The Beginnings of European Trade and Commerce in the subcontinent Growth of Crafts Production – The Textile industry in western India- Expansion of Export Trade.

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Competencies of the course:

 learn about the Extent of Agriculture in the Sultanate of Delhi  Focus on the Agrarian Expansion in the Godavari, Krishna, Kaveri and Periyar banks  study the Extent of Agriculture in the Mughal and Vijayanagara Empire  Understand the Beginnings of European Trade and Commerce in the subcontinent Growth of Crafts Production

Readings·

Lallanji Gopal, Economic Life of Northern India A.D. 700-1200 Delhi. 1965

Nilakanta Sastrl, The Colas, Madras University Publications Kenneth Hall, Trade and Statecraft in the Age of the Colas (Abhinav Publications, New Delhi)

Mohammad Habib, Politics and Society in Medieval South India.

B.D. Chattopadhyaya, Coins and Currency in Medieval South India (Munshiram Manoharlal

New Delhi)

Burton Stein, Peasant State and Society in Medieval South India (Oxford University Press, New

Delhi)

Burton Stein, Vijayanagara 1-2 (The New Cambridge History of India) lrfan Habib, The Economic History of Medieval India (Tulika Publications, New Delhi, 2001) lrfan Habib, Agrarian System of Mughal India, (Oxford University Press)

Moreland, W., Agrarian System of Moslem India (D.K. Publishers Delhi)

Tapan Raychaudharl and Irjan Habib (eds.) The Cambridge Economic History of India

Volume 1 (Orient Longman and Cambridge University Press) lrfan Habib, Essays in Indian History, Tulika Publications, New Delhi

73

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam Satish Chandra, Medieval India, New Delhi

Musaffar Atam, The Crisis of Mughal Empire (Oxford University Press)

Musaifar Alam & Sanjay Subrahmaniean (ed) , Mughal North lndi (Oxford University Press) .

H.K. Nagvi, Urbanization Urban Centres under the Great Mughals (Oxford University Press) ,

34

Burton Stein. Vijayanaqara 1-2 (The New Cambridge History of India)

S. Gordon, The Marathas 11-4 (The New Cambridge History of India)

K. Polanyi, H.Pearson (ed) Trade and Market in Early Empires.

K.N. Chaudhari, Asia before Europe: Economy and Civilization of the Indian Ocean from the

Rise of Islam to 1750

Ashin Dasguptha & M.N. Pearson (ed.) The Indian Ocean -Political Economy of Commerce

SanJay Subrahmaniyan, Political Economy of Commerce

S. Arasarahnan, Merchants, Companies and Commerce in the Coromandel Coast.

Ashln dasguptha, Indian Merchants and tli.e Decline of Surat

Kanakalatha Mukund, The World of Tamil Merchant.

A. Appadorai, Economic Conditions in Southern India (100-1500), Madras University

Publications.

N. Venkataramanayya, Studies in the History of the Third Dynasty of Vijayanagara

A.I.Chicherov, India: Economic Development in 16th - 18th Centuries.

Shireen Moosavi, Economy of the Mughal Empire, (Oxford University Press)

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

BLUE PRINT

Units Hours 5/7 6/9 2/4 Total 3 marks 5 marks 15 marks I 18 1 2 1 28

II 18 2 2 - 16

III 18 2 2 1 31

IV 18 1 2 1 28

V 18 1 1 1 23

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

MODEL QUESTION PAPER

SECOND SEMESTER FACULTY OF SOCIAL SCEINCE, BRANCH: HISTORY HY2C08TM - AGRICULTURE, CRAFTS PRODUCTION AND EXCHANGE IN INDIA FROM C.A.D.1000 TO 1800

Time: Three Hours Maximum Marks: 75

I. Short Answer. (One paragraph each). Answer any five questions. Each question carries 3 marks. 1. Nagaram 2. Sahus & Mahajans 3. Ain-i-Akbari 4. Persian Wheel 5. Manigramam 6. Indian Ocean 7. European Trade

(5x3=15)

II. Short Essay. (Two pages each).Answer any six questions . Each question carries 5 marks. 8. Describe the agrarian system of the Mughal India. 9. Explain the growth of Crafts and Commerce during Sultanate period. 10. Examine the Tank irrigation system in South India. 11. Trace out the Overseas Trade and Indian Ocean Trade network of Vijayanagara. 12. Briefly describe the important merchant corporations in South India. 13. Discuss about the Textile Industries in Western India. 14. What were the major technologies adopted in the agriculture during the period of Sultanate?

76

15. BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

16. How the irrigation technologies help to develop the agriculture during the Mughal period 17. Evaluate the Monitory system of Vijayanagara.

(6x5=30)

III. Long Essay ( Five pages each) Answer any two questions . Each carries 15 marks. 18. Explain the growth of non- agricultural production and trade during the period of Sultanate. 19. Elucidate the agrarian technology and relations of the Vijayanagara . 20. Make a debate on „Commercial Capitalism‟ in Pre-colonial India. 21. Attempt a comparative study between Inland and Overseas trade of Mughals. (2x15=30)

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

ST. TERESA’S COLLEGE (AUTONOMOUS)

M A Programme in History

Syllabi for Core Courses

COURSE IX: Perspectives of Women’s History and the History of Gender

in India

Course Code: HY2C09TM

Name of the Course: Perspectives of Women’s History and the History of Gender

in India

Duration: One semester

Semester: 1

Credits: 4

Total Lecture Hours: 90

Aim of the Course:

The Paper seeks to familiarize the students with the conceptual and methodological innovations brought into the discipline of history by Women‟s History, and expansion and reframing of the issues at its core, that this intervention has entailed. The intervention of feminist history has been uneven. This makes it difficult to envisage a paper entitled „The History of Gender in India‟, because it seems rather premature at present. There has been a concentration of feminist historical scholarship upon the colonial-modern period, and upon certain religions like Bengal. So the workable option to present the existing scholarship may be to divide it into specific topics around which some feminist scholarship has accumulated. All the topics need not be discussed in class; some can be discussed in tutorial sessions. The idea is to convey the fact that Gender History raises a whole set of new questions that enter into the conceptual and political domains of the mainstream historical scholarship

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Course Overview and Context:

The course seeks to familiarize the students with the conceptual and methodological innovations brought into the discipline of history by Women‟s History.

Syllabus Content:

Module-I (30)

Feminism and the Critique of Knowledge - History as Male-centered Knowledge- the challenge of Women‟s History- major debates over the Agenda of Women‟s History- Main Themes - Methodological Innovations - International Scenario of Women History - Towards Gender History.

Module-II (30)

Indian Women in the Writings of Colonial Historians- National Historians and the „Womens Question‟ - Marxist History and Sexual Inequality - The Coming of Women‟s History into the Indian Scene- Critique of the Dominant Ways of Understanding - Creation of Alternate Histories - Female Subalternity

Module-III (30)

Emerging Themes of Gender Studies in Indian Historiography - Issues and Innovations: Reform and Women‟s Emancipation - A Critical Reading of the concept of Reform and Women‟s liberation- The Socio legal Development - Women and Political Struggle- Women and the Economy .

Competencies of the course:

 understand the Feminism and major debates over the Agenda of Women‟s History  Learn about the Indian Women in the Writings of Colonial Historians- National Historians  focus on Emerging Themes of Gender Studies in Indian Historiography - Issues and Innovations:

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Readings

Mary S. Hatmmann and Lois W. Banner (eds) Clio‟s Consciousness Raised: New Perspectives. on the History of Women, New York: Harper & Row, 1974

Renate Bridenthal and Claudia Koonz, Becoming Visible: Women in European History, Boston: Houghton Mifflin, 1976

Berenice A. Carroll (ed), Liberatinq Women‟s History: Theoretical and Critical Essays, Urbana: University of Illinois Press, 1977.

Joan Kelley, Women, History and Theory, Chicago: University of Chicago Press, 1984

K.Offen et.al (ed.s), Writing Women‟s History: Internation Perspectives, London, acmillan,1992

Uma Chakravarti, „Whatever happened to the Vedic Dasi‟ in K Sangari, S. Vaid (cols) Recasting Women, New Delhi: Kali for Women 1989 .

Uma Chakravarti, „Beyond the Altekarian Paradigm: Towards a New Understanding of Gender Relations in Early India, Social Scientist 16 (183), 1988.

U. Chakravarti and K. Roy, „ In search of our Past: A Review of the limitations and Possibilities „of the Historiography of Women in Early India,‟ EPW 23(18) , 30 April 1988

A.S. Altekar, The Position of Women in Hindu Civilization, „New Delhi : Motilal Banarasi Das,1962.

M. Talinn, Women in Early Buddhism, Bombay: Bombay University, 1972

U.Chakravartl, Conceptualizing BrahmanicaI Patricarchy in Early India: Gender, Caste, Class and State, EPW 28 (14)

Kumkum Ray, „King‟s Household: Structure / Space in the Sastraic Tradition‟, EPW 27 (43-44) 24-31 October‟ 92 .

Malavlka Karlekar, Kadambini and the Bhadralok : Early Debates over Women‟s Education in Bengal‟ EPW 21 (17), 1986

80

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam Geraldine H. Forbes „In Search of „Pure Heathen‟ : Missionary Women in 19th Century India‟ EPW, 21 (17) 26, April, 26 1986

M. Kosambi, Women Emancipation & Equality: Pandita Ramabai‟s Contribution to the

Women‟s Cause , EPW 23(44) 29 October 1988 ...... ‟ Anandibai Joshie : Retrieving a fragmented feminist image‟, EPW 31(49), 7 December ‟96

Nlta Kumar, „Windows Education and Social change in 20th Century Benaras‟, EPW 26(17) , 27 April ‟91

Bharati (ed), From the Seams of History, New Delhi : OUP, 1995

Robin Reifrery, Politics, Women‟s and Well Being, New Delhi: OUP 1992

Meera Velayudhan, „Growth of Political consciousness Among Women in Modern Kerala‟ , In perspectives on Kerala History : The Second Millennium, Kerala State Gazetteer Vol. 2, Part 2, Thiruvananthapuram, 1999 .

Madhu Kishar, „Arya Samaj and Women‟s Eucation : Manya Mahavidyalaya, Jalandhar , EPW 27(17), 26 Apnl 96

Amrlt Srinivasan, „Reform and Revival: The Devadasi and her dance‟, EPW 20(44), 2

November „85 „ .

P. Uberoi (ed), Social „Reform, Sexuality and the State, New Delhi: Sage, 1996

K.Sangahari, S.Vaid (eds) Recasting Women, New Delhi: Kali for women, 1989

P. Chatergee, P. Jegannathan (ed.s) Subaltern Studies XI New Delhi, Permanent Black 2000

Janaki Nair, Women and Law in Colonial India, New Delhi: Kali for Women, 1996.

Archana Parasher, Women and Family law Reform in India, New Delhi, Sage 1992 „

Peter Custers, Women‟s role in the Tebhaga Movement‟ ,EPW 21(43), 25 October‟ 96.

Tanika Sarkar, „Polities Women in Bengal - The Conditions and Meanings of Participation‟, IESHR 21(1),1984.

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Indra Munshi Saldanha, „Tribal women in the Warli Revolt 1945-47 : Class and Gender in the Left Perspective‟, EPW 21 (17) April 26, 1986

Apama Basu, „Gujarathi Women‟s Response to Gandhi‟ ,Samya Shakti 1(2) 1984

Tanika Sarkar, „The Hindu Wife and the Hindu Nation : Domesticity and Nationalism il119th Century Bengali Literature‟, EPW 22(47) 21 November „87

Vijaya Ramaswamy , „Aspects of Women and work in early South India‟ IESHR 26(1), 1989

Gregory.C. Kozlowski „Muslim Women and Control Property in North India‟, IESHR 24(2), 1987

Radha Kumar, „Family and Factory : Women Workers in Bombay Cotton Textiles Industry 1919- 1939; IESHR 20(1), 1983

Ranajit Guha, „Chandra‟s Death, Subaltern Studies V, Delhi: OUP, 1987

Zoya Hasan (ed) , Forging Identities: Gender, Communities and The State, New Delhi: Kali for Women, 1994

Joan Wallach Scott, Gender and the Po,tics of History, New York Columbia University Press, 1988 Subaltern Studies IX, New Delhi: OUP, 1989

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

BLUE PRINT

Units Hours 5/7 6/9 2/4 Total 3 marks 5 marks 15 marks I 30 3 3 2 54

II 30 2 3 1 36

III 30 2 3 1 36

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

MODEL QUESTION PAPER

SECOND SEMESTER FACULTY OF SOCIAL SCEINCE, BRANCH: HISTORY HY2C09TM - PERSPECTIVES OF WOMEN’S HISTORY AND THE HISTORY OF GENDER IN INDIA Time: Three Hours Maximum Marks: 75

I. Short Answer. (One paragraph each). Answer any five questions. Each question carries 3 marks. 1. Feminism 2. UWO 3. Saradha Act 4. Black Feminism 5. Annie Besant 6. Dowry Prohibition Act 7. Role of Media (5x3=15) II. Short Essay. (Two pages each). Answer any six questions . Each question carries 5 marks. 8. Illustrate the major Women personalities in Indian Freedom Struggle. 9. What were the contributions of Marx to Women‟s History? 10. Briefly explain the Women Liberation Movement. 11. What is Feminism? Explain different types of Feminism. 12. Explain Women and Economy. 13. Point out the role of Women in the Nationalist Historians writings. 14. Describe the All India Women Conference. 15. Assess the role of James Mill in Women‟s History. 16. Trace the importance and status of women in the contemporary society. (6x5=30)

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

III. Long Essay( Five pages each)Answer any two questions . Each carries 15 marks:

17. Explain the major debates over the Agenda of Women‟s history.

18. Elucidate the major peasants movements participated by women.

19. Examine the major educational programmes for women empowerment

20. Examine critically the different theories of feminist movements

.

(2x15=30)

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

ST. TERESA’S COLLEGE (AUTONOMOUS)

M A Programme in History

Syllabi for Core Courses

COURSE X: Making of the Indian Nation: Historical Antecedents

Course Code: HY2C10TM

Name of the Course: Making of the Indian Nation: Historical Antecedents

Duration: One semester

Semester: 1

Credits: 4

Total Lecture Hours: 90

Aim of the Course:

The paper seeks to put emphasis on the study of the historical process of the nation building, As the title presupposes, the purport is to gain knowledge about the Historical process of the making of the Indian Nation. This necessitates access to recent studies that are eminently noted for their representational riches and level of conceptualization, The teachers have to initiate students in the relevant theories through seminars. The readings have to be augmented and supplemented ,by learned articles from time to time.

Course Overview and Context:

The course seeks to provide an in depth study of Indian National movement. It provides an account of the constitutional developments throughout the British period ending with the independence Act. It also seeks to give the students an awareness about India as a nation in the making

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Syllabus Content:

Module-I (12)

The Colonial Sneer - India as a „geographical expression‟ – The Nationalist Reaction - The Immemorial Nationhood- Understanding the nations and nationalism-The modern character of the Indian Nation -The theory of „nation‟ as Imagined Community.

Module-II (12)

Orientalism and the „discovery‟ of India _ The Reaction to the Evangelical and the Utilitarian Bashing -The Socio- Religious Movements and their Character – English education- Press- Theories of the Indian Modernity - Emergence of Public Sphere.

Module-III (11)

Contradictions in colonialism and Their Exposure - The Economic Critique of Colonialism - The drain theory _ The Expression of moderate nationalism.

Module-IV (11)

Political programmes of Indian Nationalism _ The Constitutional Methods - Stances of Protest and Confrontation - Revolutionary Terrorism - Indian Nationalist Activities Abroad -Gandhian Techniques.

Module-V (11)

Secondary Contradictions - Autonomous or hegemonic-Peasants Movements - Workers‟ Movements Tribal Uprisings-caste and gender Associations - Theorising the Subaltern Movements.

Module-VI (11)

Detractors of Nationalism - Communalism as „Back-door‟ _ The two-nation Theory -

Regionalism.

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Module-VII (11)

The legacy of Indian Nationalism - The Indian constitution - Foreign Policy- The

Socialist Hopes - Secularism - The Civil / Political Society- contemporary Debates:

Module-VIII (11)

Theorising Indian Nationalism - The idea of Nation - in-the Making- Nation as a Process and not a Product: Contemporary Debates.

Competencies of the course:

 study the different approaches in Indian National Movement.  understand The Socio- Religious Movements and their Character in India  analyse the Socio-economic impact of British rule in India  know more about the Contradictions in colonialism and Their Exposure  Learn about Political programmes of Indian Nationalism  Study about the Autonomous or hegemonic-Peasants Movements  understand the The legacy of Indian Nationalism  study the different theories of Indian Nationalism

Readings:

C.H. Philips, Historians of India, Pakistan and Ceylon, (Oxford 1961)

O.P. Kejariwal, The Asiatic Society of India and the Discovery of India‟s Past 1784-1838 (Oxford 1988)

John Keay, India Discovered (Rupa, 1989)

Thomas R. Trautmann, Aryans and British India (Vistaar Sage, 1996)

David Kopf, British Orientalism and the Indian Renaissance, 1773- 1835 (California, 1969)

Kenneth Jones, Socio-Religions Reform Movements in British India, (Cambridge ,1994)

88

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam Arabinda Poddar, Renaissance in Bengal Quests and Conformations, (Simla, Indian Institute of Advanced Studies, 1970)

K.N. Panikkar, Culture Ideology, Hegemony: Intellectuals and Social Consciousness in Colonial India (Tulika, New Delhi 1995)

Sumit Sarkar, A Critique of Colonial India, (Oapyrus, Calcutta, 1985)

Sumit Sarkar, Modern India (1885 - 1947) (Macmillan, 1996)

Sumit Sarkar, Writing Social History, (Oxford India, .1982)

Bipan Chandra, et.al., India‟s Struggle For Independence, (Penguin India, 1989)

Bipan Chandra, The Rise and Growth of Economic Nationalism in India, (People‟s

PublishingHouse New Delhi, 1982)

Bipan Chandra, Nationalisms and Colonialism in Modern India (Orient Longman, New Delhi 1979)

Bipan Chandra, Communalism in India, Vani Educational Books-Vikas, New Delhi, 1984

R.C. Majumdar, British Paramountcy and the Indian Renaissance, Pts. I & II (Bharatiya Vidya

Bhavan)

R.C. Majumdar, Struggle for Freedom (Bharatiya Vidya Bhavan)

A.R. Desai, Social Background of Indian Nationalism (Popular , Prakashan Bombay, 1959)

A.R. Desai (led) Peasant Struggles in India (Oxford, 1979)

S. Wolpert, Tilak and Gokhale (California, 1962. Also Oxford Indio 1990)

Peter Hardy, The Muslims of British India (Cambridge Universiiy Press1998)

Aijas Ahamad, Lineages of the Present, Tulika Publications

Eugene Irschik, Politics and Social Conflict in Sou/h India; Non Brahamin Movement and Tamil

Separations (1916.29) (California, Also Oxford)

89

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam Gail Omvedt, Culture and Revolt in a Colonial Socie;y ; Non Brahamin Movement in Western India (1873,1930), (Bombay, 1976)

Ranajith Guha, Elementary Aspects of Peasant Insurgency in India (Oxford 1982)

Subaltern Studies, Vol I to XI

Janaki Nair, Miller and Miners, Oxford University Press, New DeIhi

G. Alosiuss, Nationalism Without a Nation in India, Oxford University New Delhi.

Partha Chattergee, Wages of Freedom, Oxford University Press, New Delhi

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

BLUE PRINT

Units Hours 5/7 6/9 2/4 Total 3 marks 5 marks 15 marks I 12 1 1 1 23

II 12 1 2 1 28

III 11 1 1 1 23

IV 11 1 1 - 8

V 11 1 1 - 8

VI 11 1 1 - 8

VII 11 1 1 1 23

VIII 11 - 1 - 5

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

MODEL QUESTION PAPER

SECOND SEMESTER

FACULTY OF SOCIAL SCEINCE, BRANCH: HISTORY HY2C10TM- MAKING OF THE INDIAN NATION: HISTORICAL ANTECEDENTS

Time: Three Hours Maximum Marks: 75

I. Short Answer. (One paragraph each). Answer any five questions. Each question carries 3 marks. 1. Nationalist Historiography 2. Minto-morely Reforms 3. Extremists 4. Regionalism 5. Indigo Revolt 6. Communalism 7. Orientalism (5x3=15)

II. Short Essay. (Two pages each) .Answer any six questions .

Each question carries 5 marks. 8. Discuss the contribution of Moderates to the Indian Movement. 9. What were the major ideologies & Programmes of Indian National Congress? 10. Examine the Two-Nation Theory. 11. Narrate the causes & phases of Tribal Movements in India. 12. Examine the basic principles of India‟s Foreign Policy 13. What was the legacy of Indian Nationalism? 14. Account the Quit India Movement of 1942. 15. Examine the role of English Education and Press in Indian History. 16. What was the colonial sneer of the Whiteman‟s burden? (6x5=30)

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

II. Long Essay( Five pages each)Answer any two questions . Each carries 15 marks: 17. Explain Gandhism . What were the Methods and Techniques of Gandhiji . 18. Discuss the theory of Nation as a „imagined Society‟ put forward by Benedict Anderson in the context of India. 19. “The Congress was established as „Safety Valve „ for the British rule in India” How far do you agree with this view. 20. Describe the Socio-religious Movements of the 19th c and their character.

(2x15=30)

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

SEMESTER III

HY3CO11TM : History and Social Theory HY3CO12TM: History of Revolts and Protest Movements in Colonial Kerala HY3CO13TM : State and Society in India c.AD 1000 -1800 HY3CO14TM: Methods or Techniques of Research HY3CO15TM: Knowledge Systems in Pre-modern India

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

ST. TERESA’S COLLEGE (AUTONOMOUS)

M A Programme in History

Syllabi for Core Courses

COURSE XI: History and Social Theory

Course Code: HY3C11TM

Name of the Course : History and Social Theory

Duration: One semester

Semester: 1

Credits: 4

Total Lecture Hours: 90

Aim of the Course:

The paper seeks to emphasise the fact that theory is indispensable for reading history seriously .It requires the students to learn the major contributions in social theory that enables appreciation of history with intellectual depth. The purport is to develop and encourage critical consciousness among the students

Course Overview and Context:

The course requires the students to learn the major contributions in social theory

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BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Syllabus Content:

Module-I (18)

Marxist social theory: Historical Materialism - modes of production and socio economic system - Theory of social change - critique of Evolutionism.

Module-II (18)

Contemporary Social theory: Emile Durkhiern‟s social theory - Max Weber‟s Sociological Materialism.

Module-III (18)

Antonio Gramsci and G. Lukacs - Structuralist Marxism - Critical Theory- Habermas‟s

Social Theory.

Module-IV (18)

Post structuralism - critique of Grand theory - Deconstruction – Post Modernism -Feminism - Michel Foucault and Discourse Analysis - Edward Said‟s Orientalism -„Crisis of Representation‟

Module-V (18)

Science of the Construction and Validation of Knowledge Methodological Debates :Structure and Agency - Explanation and Understanding - Methodological Individualism and Methodological Holism - Pierre Bourdieu and Reflexive Sociology.

96

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Competencies of the course:

 understand the Marxist social theory  learn about the Contemporary Social theory  know the Structuralist Theories  focus on Post structuralism- Post Modernism  Study about the Science of the Construction and Validation of Knowledge Methodological Debates Readings

Perry Anderson, In the Tracks of Historical Materialism, London 1983

G.A. Cohen, Karl Marx‟s Theory of History London 1978

G. Lukacs, History and Class Consciousness, London Merlin Press, 1971

A. V. Cicourel eds. Advances in Social Theory and Methodology (Routledge & Kegan Paul,London, 1981)

Pierre Bourdieu, Outline of a Theory of Practice (Cambridge University 1977)

Anthony Giddens, Central Problems in Social Theory (Hutchinson, London, 1977)

Michael Foucault, The Order of Things. (Vintage Books, New York 1973)

Jean-Francois Lyotard, The Post modern Condition: A Report on Knowledge (The Manchester University Press, 1986

Keith Lehrer, Theory of Knowledge (Routledge, London, 1990)

Thomas S. Kuhn, The Structure of Scientific Revolulions (University of Chicago Press,1970)

Paul Feyerabend, Against Method (Verso Edition, London, 1984)

Willinam J. Goods & Paul K. Hatt, Methods in Social Research, (Mcgraw-HilI Book Company,1981)

97

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Royce A. Singleton, Approaches to Social Research Oxford et.al.University Press (New York, 1993)

Raymond Aron, Main Currents in Sociological Thought, vol. 2, Pelican Book

C. Wright Mills, Sociological Imagination, Pelican book

J. Habermas, The Theory of Communicative ACtion 2 vols. Heinemann, London

J. Habermas, Philosophical Discourse of Modernity, Polity Press, London

98

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

BLUE PRINT

Units Hours 5/7 6/9 2/4 Total 3 marks 5 marks 15 marks I 18 1 2 1 28 II 18 1 2 1 28 III 18 2 2 1 31 IV 18 2 2 1 31

V 18 1 1 - 8

99

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

ST. TERESA’S COLLEGE (AUTONOMOUS)

M A Programme in History

Syllabi for Core Courses

COURSE XII: History of Revolts and Protest Movements in Colonial Kerala

Course Code: HY3C12TM

Name of the Course : History of Revolts and Protest Movements in Colonial Kerala

Duration: One semester

Semester: 1

Credits: 4

Total Lecture Hours: 90

Aim of the Course

This is a paper of indepth study that seeks to keep the student knowledgeable in the history of the major Social revolts of modern Kerala. The focus is on the linkage between the Socio Economic and Political milieu of the colonial period that engendered revolts and protests. The paper requires the students to depend on articles and be up to date in their readings.

Course Overview and Context:

The course seeks to provide the students insights into the condition that makes dissents,

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protest and reforms Possible.

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Syllabus Content: Module-I (19)

The British Land Revenue Administration in Malabar-Modification of the Janmi System, Tenurial Alteration and Peasant Exploitation- The Tenurial Reforms of Travancore - The situation in the Cochin state- Evangelical Activism-English Education - Features of Colonial modernisation.

Module-II (15)

The Pazhassi Revolt- The Veluthambi Revolt- the Kurichiya Revolt- The Nattukuttam Revolts.

Module-III (16)

The Background of Tenurial Contradiction and Peasant Exploitation- The peasant Uprising In nineteenth Century- The uprising of 1921.

Module-IV (20)

Caste System in Colonial Kerala- Caste based Hereditary Occupations and caste structure- The practices of Savarna domination-Subjection, Immobility and sale of the atiyalar - Untouchability- Anti Caste Movements -Chattampi Swamikal - Sri Narayana Guru - Caste based Reform Movements - SNDP Yogam - Nayar Samajam - Yogakshemasabha – Ayyankali and Sadhujanaparipalana Movement - Pandit Karuppan and the Vala Caste Movement- Poikayil Yohannan‟s Socio - religious Movement- Sahodaran Ayyappan – Caste Organizations and Women - Rise of Women Organization- Vaikom Satyagraha- Guruvayur Satyagraha- The Temple Entry Movement.

Module-V (20)

Nationalist Movement and State Congress- Memorials - Abstention Movement - Spread of the Communist Ideology and the Formation of Radical Group - The Origins of the Communist Party - Growth of Trade Union Movement- Kochi Prajamandalam and the Communists - Communist

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Movement in Malabar – Karshaka Prasthanam - The Kayyur and Karivallur Riots- Movements of the School Teachers, Youth and Students - The Communist Upsurges in Punnapra and Vayalar.

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Competencies of the course:

 understand the Colonial Context in Malabar  Know about the Political Revolts and Protests in Kerala  learn about the Peasant Uprisings in Malabar  focus on The Anti Caste and Reform Movements in Colonial Kerala  Study about the Nationalist Movement in Kerala Readings

William Logan, Malabar Manual, Vols. I & II new Edn. Kerala Gazetteer Department 2001.

Perspectives on Kerala History (Unit 3, Kerala Gazetteer Department, 1999)

Nagam Aiya, Travancore State Manual, vols

T.K. Velu Pillai, Travancore State Manual, vol. III

Dick Kooiman, Conversion and Social Equality in India: The London Missionary Society in South Travancore in 19th Century, Delhi, 1989

A. Ayyappan, Social Revolution in a Kerala Village: A study in Cultural Change, Bombay, 1965

K.N. Panlkkar, Against Lord and State, Oxford University Press 1989

K.N. Ganesh, Keralathinte Innalekal, Thiruvananthapuram, 1990

P.K. Michael Tharakan, “Socio-religious Reform Movements and- Demand for indications of Development” Alok Bhalla & Peter Bunke eds. Images of Rural India, Sterling Publishers, New Delhi, 1992

T.K. Raveendran, Asan and Social Revolution in Kerala

T.K. Raveendran, Vaikkom Satyagraha and Gandhi

A.K. Poduval, Keralathile Karshaka praasthanam, Thiruvananthapuram 1976

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C. Kesavan, Jeevitha Samaram

Robin Jeffry, The Decline of Na~ Dominance, New Delhi, 1976

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Robin Jeffry, Politics, Women and Welbeing, Oxford University Press,. 1992

George Mathew, Communal Road to Secular Kerala, Delhi, 1989

T.C. Varghese, Agrarian Change and Economic Consequences, Bombay, 1970

R.K.K. Menon, The History 01 Freedom Struggle in Kerala, Thiruvananthapuram, 1972

T.J. Nossiter, Communism in Kerala, A study in Political Adaptation, Oxford University Press,New Delhi 1982

K.P. Kannan, Of Rural Proletarian Struggles, Mobilization and Organization of Rural Workers in South West India, Delhi, 1988

103

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

BLUE PRINT

Units Hours 5/7 6/9 2/4 Total 3 marks 5 marks 15 marks I 19 1 1 1 23 II 15 1 2 - 13 III 16 1 1 1 23 IV 20 2 3 1 36 V 20 2 2 1 31

104

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

ST. TERESA’S COLLEGE (AUTONOMOUS)

M A Programme in History

Syllabi for Core Courses

COURSE XIII: State and Society in India C. A.D. 1000 -1800

Course Code: HY3C13TM

Name of the Course : State and Society in India C. A.D. 1000 -1800

Duration: One semester

Semester: 1

Credits: 4

Total Lecture Hours: 90

Aim of the Course

The paper requires an in-depth study of the structure, composition and pattern of power relations that the state under the Sultanate of Delhi and Mughal Empire presented. The idea is to enable the students to learn the correspondence as well as interface between the social relations of Power and the state‟s power structure. The paper emphasises a holistic appreciation of political Power against its social milieu in contra- distinction from the

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conventional treatment of polity as an autonomous facet. It underlines the social process behind state power.

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Course Overview and Context:

The course seeks to provide an in depth study State and Societies in India. It provides an account of the Political Power under the Sultanate of Delhi and Mughal Empire presented.

Syllabus Content:

Module-I (15)

Institutions and Practices of Administration - Nature and Working of the Government - The Influence of Religion, Trade and Urbanism of the State - Characterization of the State.

Module-II (15)

Pallava, Pandya, Chera and Chola States - Theories of Characterization: Centralized and Bureaucratic Model- The Feudal Model- The Segmentary Model - The Debates - The Influence of the Temple and the Landed on the

Structure of the state.

Module-III (14)

The Structure and Combination - The Form of the Rajput Government - The Nature of Institutions - The Working of the State.

Module-IV (16)

Forces of Centralization and Decentralization- Institutions and Organizations - Bureaucracy and the Nobles - The Changing Character and Nature of working of the State- The Influence of Race; Religion, Trade and Agriculture on the State- Characterization of the State : Conceptual Consideration.

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Module-V (15)

The Structure and Composition of the Vijayanagara State - The Institutions and Organizations of the State -The Influence of Agriculture and trade- Characterization of the State.

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Module-VI (15)

The Structure and Composition of the Maratha State – The Institutions and Organizations - The Influence of Agriculture and trade - Theories of the Characterization of the Maratha State.

Competencies of the course:

 Discover the Structure and Composition of State under the Sultan of Delhi  know more about the State in Southern India- Pallava, Pandya, Chera and Chola States.  understand the Structure and Combination of Rajput State  understand the Institutions and Organizations of Mughal State  Learn about the Structure and Composition of the Maratha State

Readings

Andre Wink, AI Hind: The Making of the Indo Islamic World, 2 vols (vol 17th -11th centuries

Vol II. 11th -13th centuries) Oxford University Press, New Delhi, 1999

Nilakanta Sastri, The Colas, Madras University Publications Burton Stein (ed), Essays on

South India, Vikas Publishing House, New Delhi

Burton Stein, Peasant State and Society in Medieval South India, Oxford University Press, New

Delhi

Kesavan Veluthat, Political Structures in Early Medieval South India, Orient Longmann, New

Delhi

C. Minakshi, Society and Administration Under the Pallavas, Madras University Publication.

N. Karashima, State and Society in South India, Oxford University Press, New Delhi

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N. Karashima, Towards New Formations, Oxford University Press

H. Kulka (ed) The State in India, Oxford University Press, New Delhi

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Mohd. Habib, Politics and Society in Medieval India .

I.H. Quereshl, Administration 01 the Mugho! EmPire

M. Alathar Ali. Mugho! Nobility under Aau”,ngazeb, Oxford Univetsily Press, New Delhi

John F. Richard, Mughal Empire., Oxlmd Unive”ity 17ess, New Delhi

Musalfar Alom & Sanjay Subrahmanlyan, The Mughal State, Oxford University Press

Irian Habib, An Atlas of the Mugho! Empire, Oxford University Press

Allhar Ali, Apparatus of the Empire, Oxford University Press

Satish Chandra, Parties and Politics of the Mugho! Court, Oxford University Press

Stewart Gordon, The Marattas, Oxford University Press

Richard Fox, Kin, Clan, Raja and Rule, Oxford University Press

Nicholas B. Dirks, The Hollow Crown, Oxford University Press

Rao, Shulman & Sanjay Subrahmanyan, Symbols of Substances, Oxford University Press

108

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

BLUE PRINT

Units Hours 5/7 6/9 2/4 Total 3 marks 5 marks 15 marks I 15 1 2 1 28 II 15 1 2 1 28 III 14 1 1 - 8 IV 16 2 2 1 31 V 15 1 1 1 23 VI 15 1 1 - 8

109

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

ST. TERESA’S COLLEGE (AUTONOMOUS)

M A Programme in History

Syllabi for Core Courses

COURSE XIV: Methods or Techniques of Research

Course Code: HY3C14TM

Name of the Course : Methods or Techniques of Research

Duration: One semester

Semester: 1

Credits: 4

Total Lecture Hours: 90

Aim of the Course

The Paper seeks to provide the students the methods of research ie, the basic tools and techniques of research as distinguished from methodology ie, science of the construction of knowledge. It is primarily a Practice Oriented paper directly linked to research. However, it is not altogether devoid of theory, for it requires the students to gain considerable theoretical knowledge in textual analysis and Source criticism.

Course Overview and Context:

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The course seeks to provide an outlook regarding the Methods , basic tools and techniques of research.

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Syllabus Content:

Module-I (22)

Primary Sources: Archaeological and Archive Sources-Secondary Sources : Later literary Accounts, the contemporary Studies and publications.

Module-II (23)

Textual Analysis - Texts, Hyper Texts and Contexts – Contextualisation of Texts. Oral Texts - Features of Oral Compositions - Structural Methods of Oral Textual Analysis - Formalist Methods.

Module-III (24)

Authority, Credibility and Veracity of the Source material- The Problem of Representation - Methods of Authentication-Internal and External Criticisms -Data Production - Conceptualization of Evidences- Causation and Generalization-

Hypothesis and Theory.

Module-IV (21)

Footnoting or End-noting, Preparation of Bibliography, Indexing.

Competencies of the course:

 understand the different kinds of Sources  Know about the Analysis of Sources  learn about the Criticism of Sources  Study about the techniques of Exposition

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Readings

Jan Vansina, The Oral Tradition, London, 1965

V. Propp, Morphology of the Folktale, New York, 1979

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

C.M. Brouira, Heroic Poetry, Cambridge University Press, London, 1966

Romila Thapar, Exile and the Kingdom, Mythic Society, Bangalore 1978

Marc Bloch, Historian‟s Craft, Manchester University Press, London

E.H. Carr, What is History?, London

G. Elton, The Practice of History, London

J. Tosh, The Pursuit of History, London, 1984

Louis Gottschalk, Generalization in the Writing of History, London

C. Wright Mills, Sociological Imagination, Pelican book

Jacques Barzum and Graft, The Modern Researcher Boston: Houghton Mifflin, 1992

Kate Turabian, A Manual for Writers of Term Papers, Theses and Dissertations. Chicago:University of Chicago Press, 1987

Kitson Clark, The Critical Historian

Joseph Gibaldi, MLA Handbook for Writers of Research Papers, New York: Modern Language Association of America, 1984

112

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

BLUE PRINT

Units Hours 5/7 6/9 2/4 Total 3 marks 5 marks 15 marks I 22 2 2 1 31 II 23 2 2 1 31 III 24 2 3 1 36 IV 21 1 2 1 28

113

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

ST. TERESA’S COLLEGE (AUTONOMOUS)

M A Programme in History

Syllabi for Core Courses

COURSE XV: Knowledge Systems in Pre-modern India

Course Code: HY3C15TM

Name of the Course : Knowledge Systems in Pre-modern India

Duration: One semester

Semester: 1

Credits: 4

Total Lecture Hours: 90

Aim of the Course

The Paper requires the teacher to handle the topics with epistemological insights. The purport is to acquaint the students with the traditional knowledge form of Indian subcontinent in the most demystified manner. The secondary readings are very few for most of the topics and

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none of them is comprehensive enough to facilitate proper understanding of the subject matter. So it is essential to arrange seminars and special lectures on topics that are largely inaccessible through English.

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Course Overview and Context:

The course seeks to enable the students to gain preliminary access to the indigenous knowledge systems of India.

Syllabus Content:

Module-I ( 18)

Technology and Science out of Harappan Relics - Pottery Technology- Copper/bronze Metallurgy -Post-Harappan Metallurgy- Iron Technology- Megaliths - Iron Age Ceramics – Polished Ware Technology: RCPW, PGW, NBPW - The Brahmi Script and Its System.

Module-II (20)

Vedanga-s and specialized knowledge systems: Siksha, Kalpa, Nirukta, Chhandas Jyotisha, Vyakarana - Sulba Sukta and the Vedic Geometry - Pali Canons and Knowledge forrns - Features of the theoretical Traditions in Sanskrit and Pali Texts - The Buddhist Logic - Hetuvidya- Sunyavada.

Module-III (18)

Astronomy and Mathematics - Bhaskara- Aryabhata-Varahamihira - Treatises on Statecraft: The Arthasastra Texts- The Various Knowledge forms in the Arthasastra- Knowledge in Health care Systems: Ayurueda: Vrksha, Hasti and Asva - Samhita-s of Charaka, Susruta and Bhela - Lexicography: Amara and Hemachandra - Histrionics : Bharata and Natyasastra - Samarankana Sutradhara.

115

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Module-IV(17)

Bhartruharai‟s Semantic Philosophy- Sphota vada – The Anumana Siddhanta - Apoha Siddhanta - Anandavarma and the Dhvani Siddhanta - Mahimabhatta and the Vyaktiviveka - Kuntaka‟s Vakrokti - The Pancasandhi Sidhanta.

Module-V (17)

Persian and Arab contributions - Science and Technology in the Age of the Mughals- Raja Jai Singh and Contemporary Astronomy -The Knowledge of Sea Voyage: The Lakshadweep Tradition of Rahmani – Kerala Mathematics: The Colonial Phase and Cognitive Encounters.

Competencies of the course:

 learn about the archaeology and ancient Knowledge system of the Indian Sub continent  Know about the Ancient Literary Works and Knowledge attained from those Works  Recognise the Classical Knowledge System  Understand the theoretical discourses of Knowledge System  Contribution and impact of West Asian Knowledge on the Indian Science Readings:

Shereen Ratnagar, Encounters: The Westerly Trade of Harappan Civilization, Oxford

University Press, New Delhi

G.L. Possehl, Urban Civilization, Oxford University Press, New Delhi

D.P- Agarwal, The Copper Bronze Age in India. Munshiram Manoharalal, New Delhi

D.B. Chakrabarti and Nayanjyothi Lahiri. Copper and Its Alloy in Ancient India. Munshiram

Manoharalal, New Delhi

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A.K. Bag , Science and Civilization in India vol. 1. Navarang Publishers

A.K. Bag, History of Mathernalics in Ancient and Medievai India,Chaukhamba Orientalia, Delhi .

A.K. Bag, History of Technology in India. 4 vols, Indian National Science Academy, New Delhi

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

A.K. Bag, India and Central Asia , Science and Technology. 2 vols, Indian National Science Academy, New Delhi

D.M. Bose, Sen & Subbarappa : A Concise History of Sciences in India, Indian National Science Academy

Rehman ed, History of Science and Technology in India. vol. II

George Joseph Geevarughese : Crest of the Peacock, Penguin,London

D.P. Sighal, India and World Civilization. Rupa & Co. New Delhi (The Chapter on Science)

117

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

BLUE PRINT

Units Hours 5/7 6/9 2/4 Total 3 marks 5 marks 15 marks I 18 1 2 1 28 II 20 2 2 1 31 III 18 2 2 1 31 IV 17 1 2 1 28 V 17 1 1 - 8

118

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

SEMESTER IV

HY4E16TM:Ancient Society HY4E17TM:Landmarks in Environmental History of India. HY4E18TM:Diplomatic History of USA HY4E19 TM: Social History of Art and Architecture: Select Regions And Periods HYCM21: Dissertation HYCM22: Viva Voce

119

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

ST. TERESA’S COLLEGE (AUTONOMOUS)

M A Programme in History

Syllabi for Core Courses

COURSE XVI: Ancient Society

Course Code: HY4E16TM

Name of the Course : Ancient Society

Duration: One semester

Semester: 1

Credits: 3

Total Lecture Hours: 72

Aim of the Course

The Paper is intended to enable the students to gain in-depth knowledge about very ancient societies in terms of their formations.. The readings have to be augmented with additions

120

Course Overview and Context:

The course seeks to have a special focus on the institutional and organizational features of ancient Societies.

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Syllabus Content:

Module-I (22)

The West Asian Neolithic Societies - Expansion of the Neolithic- Chalcolithic Societies.

Module-II (25)

Ancient Slave Society of Bronze Age Egypt- The Nature of Egyptian Political power - Mesopotamian Bronze Age - The Sumerian Urban Society- Bronze Age Society in the Indus Valley - The Bronze Age Urban Societies.

Module-III (25)

Agro -pastoral iron Age Societies in the Western and Peninsular India- Dasa Using Societies of the Iron Age Gangetic Valley - Slave Using Societies of Iron Age Greece and Rome- The Similarities and contrasts between the Dasya System and Helotage.

Competencies of the course:

 Identify the Origins of Food Production  Understand Socio-Political relations during the Bronze Age.  focus on Iron Age and the Concept of Social Formations.

Readings B.G. Trigger et al, Ancient Egypt, A Social History, Cambridge University Press, 1983N. Grlmal, A History of Ancient Egypt, Blackwen, 1002 B.Bender, Farming in Pre History, London, 1977 C.Reed, Origins of Agriculture, The Hague, 1977

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D.Rlndos,The Origins of Agriculture, New York, 1984 J.N. Postgate, Ancient Mesopotamia, Society and Economy at the Dawn of History, London,1991 Shereen Ratnagar, An Enquiry into the Political Organization of Harappan Society, Ravish Publishers, Pune 1991 Shereen Ratnagar, Understanding Harappa, Tulika New Delhi, 2001 Shereen Ratnagar, The End of Great Harappa, Tradition, New Delhi, 2000

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Devraj Chanana, Slavery in Ancient India, New Delhi, 1960 C.G. Starr, The Economic and Social Growth of Early Greece, New York,1977 M.I. Finely, The Ancient Greek, Harmondsworth, 1977 M.l. Finely, Ancient Slavery and Modern Ideology, London, 1980 G. Alfoldy, The Social History of Roman Empire, London 1982 P.A. Brunt, Social Conflicts in the Roman Empire, London, 1982 K. Hopkins, Conquerors and Slaves: Sociological Studies in Roman History, Cambridge, 1978 R.S. Sharma, Material Culture and Social Formations in Ancient India, New Delhi, 1983 Gururaja Rao, Megalithic Culture of South India Mysore, 1972 A. Sundar, Early Chamber Tombs of South India, Delhi, 1975

122

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

BLUE PRINT

Units Hours 5/7 6/9 2/4 Total 3 marks 5 marks 15 marks I 22 2 3 1 36 II 25 3 3 2 54 III 25 2 3 1 36

123

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

ST. TERESA’S COLLEGE (AUTONOMOUS)

M A Programme in History

Syllabi for Core Courses

COURSE XVII: History of Democratic Institutions and Movements in England

Course Code: HY4E17TM

Name of the Course : History of Democratic Institutions and Movements in England

Duration: One semester

Semester: 1

Credits: 3

Total Lecture Hours: 72

Aim of the Course

This is a survey paper that seeks to provide good knowledge about the history of the rise of democratic institutions and the major social movements in England. The focus is on the history of the(This is a survey paper that seeks to provide good knowledge about the history of the rise of democratic institutions and the major social movements in England. The focus

124

is on the history of the democratization process.

Course Overview and Context:

The course seeks to provide the students insights into the factors that facilitated and controlled the making of democratic institutions.

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Syllabus Content:

Module-I (20)

The Great Charter - The Writs of Right : Evolution of the Writ of Habeas Corpus - Judicial Reforms : Administrative Tribunals - Origins of the Parliament - Establishment of the Parliamentary Monarchy- Puritan Ideas of Democracy in State and Church - Successful Implementation of Puritan Ideas in America - Lock‟s Political Ideas.

Module-II (18)

Emergence of the Political Parties-Tendencies towards the Cabinet Dictatorship - The Common Control over the Cabinet - The Need for a Second Chamber: Reform of the House of Lords - The End of the Age of Aristocracy.

Module-III (18)

Impact of the French Revolution of the English Working Class - Robert Owen and the Owenist Impact - Labour Movement and Labour Reforms in Britain- The Chartists and Chartism - The formation of the Working class - Working class Radicalism - The Politics of Industrial Britain.

Module-IV (16)

Women Action in Victorian and Edwardian - England – Women Suffrage Movement - Anti Suffragist Movement - The Debates.

Competencies of the course:

 Learn about the Antecedents of Democratic Governance  Understand the Beginning of the Cabinet System.

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 Know about the chartist movement  Study about the Women‟s Movement

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Readings David Kinsay Keir, The Constitutional History of Modern Britain Since 1485, English

Languages Book Society and Adam Charles Black, London

Sir Ivor Jennings, The British Constitutions, The English Language Book Society and

Cambridge University

Reed Browning, Political and Constitutional Ideas of the Court Whigs, London

John Carswell, The Descent on England ,A Study of the English Revolution of 1688, London

William B. Willcox and Walter L. Arnstein, The age of Aristocracy, 1688-1830. Lexington,MA.D.C. Heath, 1996, Seventh Edition.

Wolter L. Arnstein, Britain Yesterday and Today 1830 to the Present Lexington, MA: D.C.Heath, 1996 Seventh Edition

Frank Hordie, The Political Influence of the British Monarchy, London, 1970

Keith Middlemas , Politics in Industrial Society: The Experience of the British System Since 1911, London 1979

Walter Bagehot, The English Constitution, London 1963

J .F.C. Harrison, Robert Owen and the ()wenites in Britain and America (1969)

D. Thompson, The Chartists (1984)

M. Hovell, M.The Chartist Movement (1918)

Paul Pickerling, Chartisrn and the Chartista in Manchester and Salford (1995)

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E.P. Thompson, The Making of the English Working Class (1968)

T. Tholfsen, Working Class Radicalism in Mid-Victorian England (1976)

I. Prothero, Artisans & Politics in Early 19th Century London (1979)

R. Dennis, English Industrial Cities of the 19th Century-A Geography (1984)

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

John T. Ward, The Factory Movement 1830-1855 (1963)

D. Fraser, The Evolution of the British Welfare State (1973)

D. Bytheil, The Handloom Weavers. A Study in the English Cotton Industry During Industrial Revolution (1969)

Purvis J. (ed) Women‟s History in Britain, 1850-1945, UCL Press (1995)

Lewis J., Women and Social Action in Victorian Edwardian England.

Murphy C. The Women‟s Suffrage Movement and Irish Society in the Early Twentieth Century. Harvester Press, London (1989)

Pugh M. Wornen and Women‟s Movement in Britain 1915.1959 Macmillan London (1992)

127

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

BLUE PRINT

Units Hours 5/7 6/9 2/4 Total 3 marks 5 marks 15 marks I 20 2 2 1 31 II 18 2 2 1 31 III 18 2 3 1 36 IV 16 1 2 1 28

128

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

ST. TERESA’S COLLEGE (AUTONOMOUS)

M A Programme in History

Syllabi for Core Courses

COURSE XVIII: Landmarks in Environmental History of India

Course Code: HY4E18TM

Name of the Course : Landmarks in Environmental History of India

Duration: One semester

Semester: 1

Credits: 3

Total Lecture Hours: 72

Aim of the Course

It tries to address various Issues related to the theme. It is necessary for the teachers to initiate issue-based discussions in the seminars rather than delivering exhaustive lectures in the classrooms. The readings have to be augmented and supplemented from time to time

Course Overview and Context:

129

This course attempts to investigate and make the student to look into the historical perspective of environmentalism and its influence in the global and Indian scenario

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Syllabus Content:

Module-I (12)

What is environmental history? Varieties and questions of Environmental history-

Historiography-Global and Indian trends-Scope-Sources

Module-II (13)

Environmental approach to pre-historic studies-Perceptions of environment in Precolonial India- Habitat and livelihood patterns-modes of production and modes of resource use-hunter gatherer- pastoralism-agriculture-cultural ecology- sacred grovesconservation from above –conservation from below

Module-III (16)

Colonialism and Environment-Ecological Imperialism-Forest history as the growth area of environmental history-Historiography-colonial, neo- colonial and Indian environmental historians- Guha-Grove debate-Reservation of forests and colonial legislations- Monoculture plantations- Forest Acts-Colonialism as a watershed-Railways-World Wars and forest destruction–Agrarian and tribal resistance-wildlife history and hunting

Module-IV(16)

Post colonial scenario-Industrialisation Drive-Hydro electric projects, dams-mines deforestation and pollution- urban agglomerations-Contesting development- Interpretations of Environment – Conflicting perspectives-Ecological Nationalisms-Issue of Sustainable Development

130

Module-V (15)

Emergence of environmental movements-Ideological dimensions and strategies-Critique of development and creation of alternatives-Chipko-Silent Valley-Narmada Bachao Andolan-Role of women in Indian environmental movements

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Competencies of the course:

 Understand the environmental history of India  Leran about the environmental approach to pre-historic studies.  Know about colonial, neo- colonial and Indian environmental History  Describe the Pre Colonial Scenario of Environmental Studies  Recognise the Emergence of environmental movements Readings

Arnold, David and Ramachandra Guha, eds.1995, Nature, Culture and Imperialism: Essays on the Environmental History of South Asia. Delhi: Oxford University Press.

Baviskar, Amita, 1995, In the Belly of the River: Tribal Conflicts over Development in Narmada Valley. Delhi: Oxford University Press.

Baviskar, Amita, ed.2008, Contested Waterscapes: Delhi, Oxford University Press.

Brandis,Dietrich, 1897, Indian Forestry, Woking.

Cederlof, Gunnel and K.Sivaramakrishnan, ed.2005, Ecological Nationalisms: Nature, Livelihoods and Identities in South Asia, Delhi: Permanent Black.

Crosby, Alfred.W, 1986, Ecological Imperialism: The Biological Expansion of Europe,900- 1900,New York.

Gadgil, Madhav, 1995, Ecology and Equity: The Use and Abuse of Nature in Contemporary India, Delhi. ------,„Towards an Ecological History of India‟, EPW, vol.XX, 1985.

131

Gadgil, M. and R.Guha, 1992, This Fissured Land: An Ecological History of India. Delhi: Oxford University Press.

Gadgil, M.and V.D Vartak, 1975, “Sacred Groves of India: A Plea for Continued Conservation”. Bombay Natural History Society Journal, vol.72, pp.312-20.

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Grove, Richard, 1995, Green Imperialism: Colonial Expansion, Tropical Island Edens and the Origins of Environmentalism, 1600-1860.Cambridge: Cambridge University Press.------,1997 Ecology, Climate and Empire: Colonialism and Global Environmental History, 1400-1940, Cambridge.

Grove, Richard, Vinita Damodaran and Satpal Sangwan, eds.1998, Nature and the Orient: The Environmental History of South and South East Asia. Delhi: Oxford University Press.

Guha, Ramachandra, 1989, The Unquiet Woods: Ecological Change and Peasant Resistance in the Himalaya. Delhi: Oxford University Press.

Habib, Irfan, 2010, Man and Environment:The Ecological History of India,Aligarh:Tulika

Rangarajan, Mahesh and K.Sivaramakrishnan, eds, 2011, India‟s Environmental History: Volumes 1 and 2.Delhi: Permanent Black.

Rangarajan, Mahesh, 2001, India‟s Wildlife History: An Introduction. Delhi: Permanent Black.

Ribbentrop, Berthold, 1900, Forestry in British India, Calcutta.

Skaria, Ajay, 1999, Hybrid Histories: Forests, Frontiers and Wildness in Western India, New Delhi.

Stebbing E.P, 1921, The Forests of India, vol.I, London.

Worster, D, ed, 1988, The Ends of the Earth: Perspectives on Modern Environmental History. New York: Cambridge University Press.

132

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

BLUE PRINT

Units Hours 5/7 6/9 2/4 Total 3 marks 5 marks 15 marks I 12 1 1 - 8 II 13 2 2 1 31 III 16 2 2 1 31 IV 16 1 2 1 28 V 15 1 2 1 28

133

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

ST. TERESA’S COLLEGE (AUTONOMOUS)

M A Programme in History

Syllabi for Core Courses

COURSE XIX: Diplomatic History of the USA Since 1914

Course Code: HY4E19TM

Name of the Course : Diplomatic History of the USA Since 1914

Duration: One semester

Semester: 1

Credits: 3

Total Lecture Hours: 72

Aim of the Course

This is a survey paper seeking to keep the students knowledge about the diplomatic history of USA since the First World War. The purport of the paper is to equip the students to be insightful in today‟s World Order Politics

Course Overview and Context:

It enables the students to learn the history of USA‟s Capitalist World Diplomacy.

134

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Syllabus Content:

Module-I (13)

Historical Backdrops of US Diplomacy- Wilsonian Statecraft - The Evolution of the New Diplomacy _ The policy of Intervention and the Open Door - Woodrow Wilson and the World War - The World Peace Movement – The Politics of Morality:

Module-II (15)

The Policy of Isolationism and Conservatism _ The Depression and the Dollar Diplomacy - Features of the Foreign Policy of Hoover - ED. Roosevelt and the Good Neighbor Policy _ The Inter War Situations: The Open Door Diplomacy – The Battle Against intervension - Roosevelt and the isolationists- The illusion of Neutrality - FDR‟s Undeclared Wars - The Munich Drama - Pearl Harbour and Its Aftermath.

Module-III (16)

From War to Cold War - Beginning of Intervention –The Russo Phobia - The Rise of ClA - The years of Diplomacy Dilemma - Roosevelt > Litvinov Agreements - Features of the Soviet >Amencan Diplomacy - Cold War Alliance With France- The Diplomacy of Detente - Anglo > US Relations - The Western Alliance : US > European Relations - The US > Cuban Relations : From Confrontation to Negotiations.

Module-IV (16)

The Korean War - Sino > American Policy - US and Japan : The Troubled Partnership - American Involvement in Vietnam - Vietnam War and Aftermath - American Military System – American

135

Diplomacy in the Oil Countries - The Origins of the US > Israeli Alliance - US and Saudi Arabia - US > Iranian Relations - US Diplomacy with Iraq - US and Latin America: Diplomacy and Reality - Latin American Policy of the US - US Penetration of Brazil – US and the Mexican Revolution.

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Module-V (12)

The CIA in Transition - Trade Diplomacy in the Multi-polar world - The Military Intervention in West Asia - The Big Power Policing - The CTBT Strategy.

Competencies of the course:

 Learn about the World War Diplomacy  Understand the Post War Situation.  Know about the Cold War Diplomacy  Study about the Relations with the Far East, West Asia and Latin America  Focus on the Post Cold War World Order

Readings

Carridu Ronald, 20th Century American Foreign Policy: Security and Self-Interest, Englewood Cliffs, NJ, 1974

Combs, Jerald, American Diplomatic History: Two Centuries of Changing Interpretations Berkeley, 1983

Ekrich, Arthur, Ideas, Ideals, and American Diplomacy: A History of their Growth and

Interaction, NY, 1966

Hunt, Michael, Crises in U.S. Foreign Policy: An International History Reader, New Haven,1995

136

Bartlett, Ruhl J., Power and Policy: Two Centuries of American Foreign Relations, New York,1963

Boll, Michael, National Security Planning: Roosevelt through Reagan, Lexington, 1988

Buckley, Thomas and Edwin Strong, American Foreign and National Security Policies, 1914- 1945, Knoxville, 1987

Calleo, David and Benjamin Rowland, America and the World Economy: Atlantic Dreams and National Realities, Bloomington, IN, 197

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Blum, William, The CIA : A Forgotten History: US Global Interventions Since War 2, Atlantic Highlands, NJ, 1986

Shwadran, Benjamin, The Middle East, Oil and the Great Powers, 3rd ed., NY, 1973

Bromley Simon, American Hegemony and World Oil : The Industry, the State System and the World Economy, Cambridge, England, 1991

Sick, Gray, All Fall Down: America‟s Tragic Encounter with Iran, NY, 1985

Rubin, Barry, The Great Powers in the Middle East, 1941-1947: The Road to the Cold War, Totowa, NJ, 1980

137

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

BLUE PRINT

Units Hours 5/7 6/9 2/4 Total 3 marks 5 marks 15 marks I 13 1 2 - 13 II 15 2 2 1 31 III 16 2 2 1 31 IV 16 1 2 1 28 V 12 1 1 1 23

138

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

ST. TERESA’S COLLEGE (AUTONOMOUS)

M A Programme in History

Syllabi for Core Courses

COURSE XX: Social History of Art and Architecture in India: Select Regions and

Periods

Course Code: HY4E20TM

Name of the Course : Social History of Art and Architecture in India: Select

Regions and Periods

Duration: One semester

Semester: 1

Credits: 3

Total Lecture Hours: 72

Aim of the Course:

139

This is a specialized course that seeks in-depth knowledge in a select area or theme under social history of art and architecture. It is concerned with the relation between the structure of society and the nature of art and architecture, highlighting the latter‟s functions, values and assumptions inseparable from the former. The general theoretical readings with a content outline for India till the Mughals are given below. Focusing on selected regional examples and themes, the teacher can prepare the content of the course as well as the

Course Overview and Context:

This course offers a critical introduction to art and architecture against the background of social structural developments and power relations.

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Syllabus Content:

Module-I (19)

Social History of Art and Architecture of India Till the Mughals Art and Architecture: Social Perspective – Societies are socio-economically uneven and their art and architecture reflect the level of material culture and power relations – Social power relations are carried forward to art and architecture – Hence nature, structure, composition, themes, styles and magnitude of art and architecture signify the nature of society and social relations of power

Module-II (19)

Features of Political Power Relations in the Ancient social formation – Classical Mauryan Art and Architecture: The Sanchi, Sarnatha and Barhut sites – Socioeconomic and political aspects of the Jain and Buddhist Monuments – Royal Patronage of Art and Architecture – Political implications – Wooden Architecture carried forward to Rock

Module-III (18)

Early Medieval Social Formation and the features of Art and Architecture: the Gupta and Post- Gupta Art and Architecture – Socio-economic and political aspects of the Jain, Buddhist and

140

Hindu Art and Architecture – Chaityas, Viharas and Temples – Ajanta, Ellora, Bhaja, Karle, Kanheri, Aurangabad Caves – Wooden Styles as Facsimiles in Stone

Module-IV (18)

Medieval Social formation and the features of the Art and Architecture under the Delhi Sultans and the Mughals – Kutab Minar: Socio-economic Purposes and Political implications – Maqbaras (Tombs) – Nature of Monarchy and state power – Mughal Monuments: Forts, Mosques, and Mausoleums – Royal Monuments as Statements of Political Power

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Competencies of the course:

 Study about the general features of Art and Architecture in India  Understand the Mauryan Art And Architecture  Know about Art and Architecture during Gupta and Post Gupta Period  Focus on Art and Architecture under the Delhi Sultans and The Mughals Readings a) Theoretical Readings:

Arnold Hauser, Social History of Art (4 vols), Routledge & Kegan Paul, London, 1999

Peter Stewart, The Social History of Roman Art, Court auld Institute of Art,

London, 2008 b) Period Specific Readings in Indian Art and Architecture

James Fergusson, History of Indian and Eastern Architecture (3rd ed.). New Delhi:

Low Price Publications, 1997.

Percy Brown, Indian Architecture, D.B. Taraporevala Sons, Bombay, 1965

Ananda K. Coomaraswamy, History of Indian and Indonesian Art, rpt. Kessinger

Publishing, Delhi, 2003

141

Heinrich Zimmer, The Art of Indian Asia, 2 vols. Princeton University Press, London,

1960

Ernest Binfield Havell, The Ideals of Indian Art, J. Murray Publishers, London, 1920

Niharranjan Ray, Idea and Image in Indian Art, Munshiram Manoharlal, New Delhi,

1973.

Niharranjan Ray, An Approach to Indian Art, Publication Bureau, Punjab University,

1974

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

K. Sundaram, Monumental Art and Architecture of India, D.B. Taraporevala Sons,

Bombay, 1974

A. L. Basham, The Wonder that was India, 2nd ed., Sidgwick & Jackson, London,

1967

Basil Gray (ed.), The Arts of India, Cornell Univ. Press,1981

J.C. Harle, The Art & Architecture of the Indian Subcontinent, The Yale University

Press Pelican History of Art Series, 1994

B. Stoler Miller, (ed.) The Powers of Art: Patronage in Indian Culture, Harman

Publishing, New Delhi, 1992

Christopher Tadgell, The History of Architecture in India, Publisher: Phaidon Press

Ltd., London, 1990

Giles Tillotson, (ed.) Paradigms of Indian Architecture: Space and Time in

Representation and Design, Oxford University Press, 1998

Catherine Asher, Architecture of Mughal India, Cambridge University Press, 1992

142

Shiela S.Blair & Jonathan M.Bloom, The Art and Architecture of Islam 1250-1800,

New Haven and London: Yale University Press, 1994

Shiela S.Blair & Jonathan M.Bloom, Islamic Arts, Phaidon Press Ltd., London, 1997

Barbara Brend, Islamic Art, British Museum Press, 1991

Robert Hillenbrand, Islamic Architecture: Form, Function and Meaning, Columbia

University Press, 1994

M.C. Beach, Mughal & Rajput Painting, Cambridge University Press, 1992 Robert Skelton, (ed.) The Indian Heritage: Court Life & Arts under Mughal Rule, Oxford University Press, 1982

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

Niharranjan Ray, Mughal Court Painting: A Study in Social and Formal Analysis ,

Munshiram Manoharlal, New Delhi, 1974

Niharranjan Ray, The Sikh Gurus and the Sikh Society, Munshiram Manoharlal, New

Delhi, 1975

Niharranjan Ray, Eastern Indian Bronzes, Lalit Kala Academy, New Delhi, 1986

R. Nagaswamy, Facets of South Indian Art and Architecture, 2 vols. Aryan Books

International, Delhi, 2009

143

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

BLUE PRINT

Units Hours 5/7 6/9 2/4 Total 3 marks 5 marks 15 marks I 17 1 1 1 II 19 2 2 1 III 18 2 3 1 IV 18 2 2 1

144

BA Programme In History, St.Teresa‟s College (Autonomous), Ernakulam

COURSE XXI : Dissertation (For Regular Students)

COURSE XXII : Viva Voce

145