5th Semester 1

BA HISTORY HONOURS
5th SEMESTER PAPERS

SEMESTER 5 PAPERS: BA HISTORY HONOURS
1. CREDIT DISTRIBUTION FOR BA HONOURS HISTORY
Core Papers
History of Modern Europe – I 5+1

Core
Papers History of India – VII (c.1600-1750) 5+1
DSE Papers
History of the USA: Independence to Civil War 5+1

DSE I Or
History of the USSR: From Revolution to World

War. 1917-1945
Or
History of Africa, (c. 1500-1960)

Or
Gender in Indian History up to 1500 CE
DSE II History of Modern China (c. 1840-1950s) 5+1

Or
The Making of pre-Colonial Southeast Asia

Or
Global Ecological Histories

2 SEMESTER-WISE DISTRIBUTION OF COURSES
Semester Core Courses Discipline Generic Skill Ability

Specific Elective Enhancement Enhancement
Courses Courses Courses
V History of Modern Europe – I

DSE I and DSE
History of India VII (c.1600- II
1750)
V History of Modern Europe – I
DSE I and DSE
II
Core Course XI
History of Modern Europe – I
Course Objectives
This paper shall provide a critical overview of the French Revolution, and acquaint the
students with the repercussions of the revolution, both within and beyond France. It shall also
trace the patterns and outcomes of social upheaval throughout Europe in the first half of 19th
century. The debates on the development and impact of industrial capitalism shall be discussed.
The birth of new social movements, political ideas and structures shall be contextualised within
developing capitalism of the nineteenth century.
Learning Outcomes:
On completing this course, the students will be able to:

 Identify what is meant by the French Revolution.
 Trace short-term and long-term repercussions of revolutionary regimes and Empire-
building by France.
 Explain features of revolutionary actions and reactionary politics of threatened
monarchical regimes.
 Delineate diverse patterns of industrialization in Europe and assess the social impact
of capitalist industrialization.
 Analyse patterns of resistance to industrial capital and the emerging political
assertions by new social classes.
Course Content:
Unit I: A Period of Revolutions 1789-1850

[a] Crisis of the Ancien Regime and the Enlightenment
[b] Phases of the French Revolution 1789-99
[c] Social classes and emerging gender relations
[d] Bonapartist State and Features of the first French Empire
[e] Restoration of the old order, social and political currents in the early nineteenth century,
revolutions:1830s-1850s
Unit II: Industrial Revolution and Social Transformation (the 19th century)
[a] Process of capitalist development in industry and agriculture; Changing class structure in
France, Germany and Russia
[b] Industrial Revolution and Society: Family Life and Gender
Unit III: Liberal democracy, working class movements and Socialism in the 19th and 20th
centuries
[a] The struggle for parliamentary democracy and civil liberties in Britain : Parliamentary and
institutional reforms; working class discontent chartists; suffragettes
[b] Socialism: Early socialist thought, Marxian socialism, Debates and Strategies: The
International working class movement
Unit IV: Culture and Society: 1789-1850s

[d] Art and culture in revolutionary France: neoclassical art; reformation of the royal academies
[b] The Consumption of Culture in 19th century Europe; Romanticism in art and literature
[c] The City in the age of Industrialization
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: At the end of this rubric students would have developed an understanding of the
significant transformations in European polity and society till the mid nineteenth century. They
would have explored various themes starting from the French Revolution, transformations in
French Society, the nature of the Bonapartist regime and events leading up to the revolutions
1848. (Teaching time: 6 weeks Approx.)
 McPhee, Peter. (2002).The French Revolution 1789-1799. New York: Oxford

University Press (Chs.1 -- 9)
 Campbell, Peter R. (Ed.).(2006). The Origins of the Revolution. New York:
Palgrave Macmillan, pp. 1-34, 139-159 (Introduction and Ch.5).
 Rude, George (2000).Revolutionary Europe1783-1815. Somerset, New Jersey,
U.S.A.: Wiley-Blackwell (Ch.1).
 Furet, Francois, (1988). The French Revolution 1770-1814. Oxford: Blackwell,
pp.3-100 and 211-66.
● Landes, Joan B. (1988). Women and the Public Sphere in the Age of the French
Revolution. Ithaca, London: Cornell University Press,
● Darnton, Robert. (1996). “What was Revolutionary About the French Revolution.”
in Peter Jones, (Ed.).The French Revolution in Social and Political Perspective.
London: Edward Arnold, pp. 18-29.
● Kates, Gary. (Ed.).(1998).The French Revolution: Recent debates and
Controversies. London and New York: Routledge.
● Grabb, Alexander.(2003).Napoleon and the Transformation of Europe. New York:
Palgrave Macmillan (Ch. 2 &Ch.3).
● Lyons, Martin. (2006).Post-Revolutionary Europe, 1815-1856, New York: Palgrave
Macmillan.
● Price, Roger (1988).The Revolutions of 1848. London: Macmillan.
Unit II: In this Unit the student would learn about the social and economic changes in Europe
during the nineteenth century. The student would be expected to develop on her/his
understanding of the social and economic dimensions of the Industrial revolution in eighteenth
century Britain to compare and understand the specific case studies of France, Germany and
Russia in the nineteenth century.(Teaching time: 3 weeks Approx.)
 Stearns, Peter N.(2013).The Industrial Revolution in World History. Boulder:

Westview Press.
 Trabilcock, Clive. (2000). “Industrialization of Modern Europe 1750-1914.” in
T.C.W. Blanning (Ed.).The Oxford History of Modern Europe. Oxford: Oxford
University Press, pp. 46-75.
 Cameron, Rondo. (1985). “A New View of European Industrialization.”Economic
History Review 38 (1), pp. 1-23.
 Beaudoin, Steven M.(2003).The Industrial Revolution. Boston, New York:
Houghton Mifflin Company (Ch.4 & Ch.5)
 Simonton, Deborah. (1998).The Routledge History of Women in Europe since 1700,
London and New York: Routledge, pp.134-176 (Ch.5).
Unit III: At the end of this rubric the student will be expected to demonstrate an understanding
of the transformations of the political systems in nineteenth century Europe. Taking up the case
study of nineteenth century Britain the student will study the development of parliamentary
institutions alongside a new politically assertive working class. The student will also be
expected to bring together her/his understanding of the economic and political transformations
in this period when exploring the emergence of socialist thought and critique of
capitalism.(Teaching time: 3 weeks Approx.)
 Lang, Sean (2005).Parliamentary Reform, 1785-1928. London and New York:

Routledge.
 Walton, John K.(1999).Chartism, London and New York: Routledge.
 Geary, Dick (1981).European Labour Protest 1848-1939. London: Croom Helm
London
 Kolakowski, Leszec. (1978).Main Currents of Marxism. Volume I. Oxford:
Clarendon Press.
 Lichthem, George. (1970). A Short History of Socialism. London: Weidenfield and
Nicolson.
 Joll, James. (1990).Europe Since1870.New York: Penguin Books, pp. 49-77
Unit IV: Culture and Society: 1789-1850s: Approx. In this Unit the student will be expected
to link various themes from the earlier rubrics and develop an understanding of the cultural,
artistic and urban transformations in nineteenth century Europe. The student will be expected to
develop a competent understanding of the emergence of new art forms, reformation of various
art and cultural academies, the developing notions of consumption of culture and the changing
patterns of urbanism.(Teaching time: 2 weeks Approx.)
 Kennedy, Emmet. (1989).A Cultural History of the French Revolution. New Haven
and London: Yale University Press.
 Hunt, Lynn.(2004).Politics, Culture, and Class in the French Revolution. Oakland:
University of California Press.
 Hunt, Lynn.(1989). “Introduction: The French Revolution in Culture, New
Approaches and Perspectives.”Eighteenth-Century Studies 22(3), Special Issue: The
French Revolution in Culture, Spring.
 Blanning, T.C.W. (2000). “The Commercialization and Sacralization of European
Culture in the Nineteenth Century.” in T.C.W. Blanning, (ed.).The Oxford History
of Modern Europe. Oxford: Oxford University Press, pp. 101-125 &126-152.
 Blanning, T.C.W. (2010).The Romantic Revolution: A History. London: George
Weidenfeld & Nicholson.
 Bergdoll, Barry. (2010).European Architecture 1750-1890 (Oxford History of Art).
New York: Oxford University Press.
 Lees, Andrew and Lynn Hollen Lees.(2007).Cities and the Making of Modern
Europe 1750-1914. Cambridge: Cambridge University Press.
SUGGESTED READINGS:
 Bayly, C.A. (2004).The Birth of the Modern World, 1780-1914. Oxford: Blackwell
Publishing, pp.199-242.
 Berger, Stefan. (Ed.).(2004).A Companion to Nineteenth Century Europe 1789-
1914, Oxford: Blackwell Publishing.
 Bottomore, Tom. (Ed.).(1983).A Dictionary of Marxist Thought, Oxford: Blackwell.
● Breunig, Charles. (1977).The Age of Revolution and Reaction 1789 to 1850. New
York: W.W. Norton and Company, pp. 252-278 (Ch.7).
 Davies, Peter. (2006).The Debate on the French Revolution. Manchester and New
York: Manchester University Press.
 Deborah Simonton, Deborah. (1998).A History of European Women's Work: 1700
to the Present. London and New York: Routledge.
 Dowd, David L. (1951). “Art as National Propaganda in the French Revolution.”The
Public Opinion Quarterly 18 (3), pp. 532 – 546.
 Dowd, David L. (1959). “The French Revolution and the Painters.”French
Historical Studies 1 (2), pp. 127-148.
 Engels, Frederick.(1970 reprint). Socialism: Utopian and Scientific, trans. Edward
Aveling. Moscow: Progress Publishers. Also available at
 Frey, Linda S. and Marsha S. Frey.(2004). The French Revolution, Westport, CT:
Greenwood Press, pp. 37-46 (“A New Political Culture”).
 Hobsbawm, Eric (2011).How to Change the World, Reflections on Marx and
Marxism. New Haven and London: Yale University Press.
http://www.marxists.org/archive/marx/works/download/Engels_Socialism_Utopian
_and_Scientific.pdf.
● Hufton, Olwen. (1971). “Women in Revolution 1789-1796.”Past & Present53, pp.
90-108.
 Hunt, Lynn; Tomas R. Martin, Barbara H, Rosenwein, Bonnie G. Smith.(2010).The
Making of the West: Peoples and Cultures, A Concise History. Boston and New
York: Bedford / St. Martin.
 Kemp, Tom. (1978). Historical Patterns of Industrialization. New York: Longman
● Lee, Stephen J. (1998). Aspects of European History 1789-1980. London and New
York: Routledge (Ch. 3 & Ch. 4).
 McPhee, Peter. (2013). A Companion to the French Revolution. New Jersey: Wiley-
Blackwell (Ch.2, Ch.3, Ch.12, Ch.13, Ch.14, Ch.26 and Ch.28).
 Merriman, John. (2002). A History of Modern Europe: From the Renaissance to the
Present. New York: W.W. Norton
 Merriman, John. Open Yale Course Lectures [audio].
 Ozouf, Mona. (1988). Festivals and the French Revolution. Cambridge: Harvard
University Press (Introduction).
 Perry, Marvin and George W. Bock. (1993). An Intellectual History of Modern
Europe. Princeton: Houghton Mifflin Company.
 Perry, Marvin. (1990).Western Civilization: Ideas, Politics and Society. Volume II.
Boston and New York: Houghton Mifflin Harcourt Publishing Company.
 Price, Roger. (1993). A Concise History of France. Cornwell: Cambridge University
Press
 Rapport, Michael. (2005). Nineteenth Century Europe. New York: Palgrave
Macmillan.
● Sperber, Jonathan (2005). The European Revolutions, 1848-1851. Cambridge:
Cambridge University Press.
● Thomson, David. (2007). Europe since Napoleon, New Delhi: Surjeet Publications,
pp.79-103 (Ch.6 & Ch.7).
 Willis, Michael. (1999). Democracy and the State, 1830-1945.Cambridge:
 Wright, D.G. (1988). Popular Radicalism: The Working Class Experience 1780-
1880 - Studies In Modern History. Second edition. New York: Longman.
Teaching Learning Process:
Classroom teaching, classroom discussions and student presentations in class and/or in

tutorials. Presentations shall focus either on important themes covered in the class lectures, or
on specific readings. As this is a paper tracing the history of regions outside the Indian
subcontinent, supporting audio-visual aids like documentaries, maps and power point
presentations shall be used widely. Students shall also be encouraged to participate in
talks/seminar presentations by specialists in the field. Since this is history of a region/s less
familiar to students, adequate attention shall be given to background introductory lectures and
discussions. Overall, the Teaching Learning Process shall emphasise the interconnectedness of
themes within the different rubrics to build a holistic view of the time period/region under
study.
Assessment Methods:
Students will be regularly assessed for their grasp on debates and discussions covered in class.
Two written assignments will be used for final grading of the students. Students will be
assessed on their ability to engage with a sizeable corpus of readings assigned to the theme for
written submissions, i.e. being able to explain important historical trends and tracing
historiography reflected in the assigned readings.
Internal Assessment: 25 Marks
Written Exam: 75 Marks
Total: 100 Marks
Keywords:
Ancien Regime, Gender Relations, Art and Culture, Napoleonic Consolidation, 1848,
Industrialization, Demography, Gender, Family, British parliamentary Democracy, Protest
Movements, Marxism, First & Second International
Core Course XII
History of India- VII (c. 1600-1750)
Course Objectives:
The course draws students into a discussion of the multiple historiographical narratives
available for the history of India in the period between the early seventeenth and the mid-
eighteenth centuries. It intends to familiarise them with internal as well as external problems
and challenges that the Mughal state faced in the process of territorial expansion. Students also
get to explore state sponsored art and architecture as part of the courtly cultures. Further they
are encouraged to critically examine the major strides that were made in trade, technologies and
artisanal activities during this period. In addition, the course aims to introduce students to
contrasting religious ideologies of the time besides developing a critical insight into the
historiographical debate on interpreting the eighteenth century in Indian history.
Learning Outcomes:
On completion of this course, the students shall be able to::

 Critically evaluate the gamut of contemporaneous literature available in Persian and
non-Persian languages for the period under study
 Describe the major social, economic, political and cultural developments of the
times
 Explain the intellectual ferment of the seventeenth and eighteenth centuries and its
relation to state policies.
 Discern the larger motives behind the Imperial patronage of art and architecture
 Appreciate and express the continued expansion and dynamism of agriculture, crafts
and maritime trade in India
Course Content
Unit 1: Sources
(a) Persian Histories, Memoirs: Jahangirnama, Ma’asir-i Alamgiri
(b) Travelogues: Bernier, Manucci
(c) Vernacular literary cultures: Mangalkavya and Rekhta
Unit 2: Political developments and state formation

(a) Issues in the wars of succession
(b) Mughal relations with Rajput States (Mewar and Marwar)
(c) Maratha state formation under Shivaji and expansion under the Peshwas
(d) Sikh Community formation in the seventeenth century
Unit 3: Religion, Society and the State

(a) Orthodoxy and syncretism: Naqshbandi Sufis and Dara Shukoh
(b) Historiography on Aurangzeb: jizya, temples and music
Unit 4: Political and Visual Culture

(a) Mughal courtly culture: Umara, Haram, Mirzai
(b) Shahjahanabad
(c) Mughal Painting: allegory and symbolism under Jahangir and Shah Jahan
Unit 5: Trade and Crafts

(a) Indian Oceanic trade: European commercial enterprise-Kerala, Coromandel
coast, Western India
(b) Crafts and technologies
Unit 6: Interpreting the Eighteenth Century
Unit I: Introduces students to the writing of history in the seventeenth and the eighteenth
centuries. Through reading official and non-official, courtly and vernacular, public and
personal accounts students shall be urged to think through histories, genres, and sources and
rethink the above categories. The unit thus, contemplates a critical historiography. (Teaching
Time: 3 weeks Approx.)
 Thackston, W. M. (2006).ed. & tr. Jahangirnama – Memoirs of Jahangir: Emperor

of India, New York, Oxford University Press (Refer to the preface of the translator
on Muhammad Hadi--a copier of Jahangirnama)
 Lefèvre, Corinne (2007), “Recovering a Missing Voice from Mughal India: The
Imperial discourse of Jahangir (1605-27) in his Memoirs”, in Journal of Economic
and Social History of the Orient, Vol. 50, No. 4, pp. 452-89.
 Moin, Afzar.(2012).The Millennial Sovereign: Sacred Kingship and Sainthood in
Islam, New York: Columbia University Press
 Sarkar, J (1947). Tr. A History of the Emperor Aurangzeb ‘Alamgir (r. 1658-1707
AD) of Saqi Must‘ad Khan, Calcutta: Royal Asiatic Society of Bengal
 Alvi, Sajida. (1976). “The Historians of Awrangzeb (sic): A Comparative History of
three primary sources” in D.R. Little (ed.),Essays on Islamic Civilization presented
to Niyazi Berkes, Leiden: E. J. Brill, pp. 57-73.
 Tambiah, S.J. (1988). “What did Bernier actually say? Profiling the Mughal
Empire”, Contribution to Indian Sociology, vol.31 no.2, pp. 361-86.
 Ray, A. (2005). “Francoise Bernier’s Idea of India” in I. Habib, (Ed.). India: Studies
in the History of an Idea, New Delhi: Munshiram Manoharlal
 Irvine, William, (1907) tr. Storia do Mogor-Or Mogul India; 1653-1708 by Niccolo
Manucci, Volume I, London: Royal Asiatic Society
 Subrahmanyam, Sanjay. (2008). “Further thoughts on an Enigma: The tortuous life
of Niccolo Manucci 1638-c.1720”inJournal of the Economic and Social History of
the Orient, Vol. 45. No. 1, pp. 35-76.
 Subrahmanyam, Sanjay (2011). Three Ways to be Alien: Travails and Encounters in
Early Modern World, New Delhi: Permanent Black, pp.133-212 (Chap-4,
Unmasking the Mughals)
 Brown, Katherine B. (2007). “Did Aurangzeb Ban Music? Questions for the
Historiography of his Reign” in Modern Asian Studies, Vol. 41. No. 1, pp. 77-120.
 Curley, David L.(2008), Poetry and History. Bengali Mangal-Kabya and Social
Change in Pre-Colonial Bengal, New Delhi: Chronicle Books (Chaps. 1 and 5).
 Chatterjee, Kumkum(2013), “Goddess Encounters: Mughals, Monsters and the
Goddess in Bengal” in Modern Asian Studies, Vol. 47, Issue-5, pp. 1435-87
 Faruqui, S.R. (2003), “A long History of Urdu Literary Culture: Part 1: Naming,
Placing a Literary Culture” Chap 14, and Frances W. Pritchett, “Part 2: Histories,
Performances and Masters” , Chap., 15, in Pollock, Sheldon. (Ed.).Literary Cultures
in History: Reconstructions from South Asia, Berkeley: University of California
Press
Unit II: Foregrounds issues in the formation and maintenance of political power in the Mughal
and Maratha states. It analyses events of successions, alliances, and contestations to sketch an
image of pre-colonial India. (Teaching Time: 3 weeks Approx.)
 Ali, Athar. (2006). “Religious Issues in the war of succession”, in Athar Ali,
“Mughal India: studies in Polity, Ideas, Society and Culture”. Delhi: Oxford
University Press.
 Richards, J. F. (2007). The Mughal Empire: The New Cambridge History of India,
Volume 5, Cambridge: Cambridge University Press
 Hussain, S. M. Azizudin. (2002). Structure of Politics under Aurangzeb. Delhi:
Kanishka Publishers.
 Faruqui, Munis (2014). “Dara Shukoh Vedanta and Imperial Succession”, in
Vasudha Dalmia and Munis Faruqui, (Eds.). “Religious Interaction in Mughal India.
Delhi: Oxford University Press, pp.30-64.
 Chandra, Satish (1993). Mughal Religious Policies, Rajputs and the Deccan, New
Delhi: Oxford University Press.
 Bhargava, V S. (1966). Marwar and the Mughal Emperors. Delhi: Munshiram
Manoharlal
 Ziegler, Norman. P. (1998). “Some notes on Rajput Loyalties during the Mughal
Period” in J. F. Richards (Ed.) Kingship and Authority in South East Asia. Delhi:
Oxford University Press.
 Hallissey, Robert C. (1977).The Rajput Rebellion against Aurangzeb: A Study of the
Mughal Empire in Seventeenth-Century India, Columbia: University of Missouri
Press.
 Taft Frances H. (1994). “Honour and Alliance: Reconsidering Mughal-Rajput
Marriages” in Karine Schomer, Joan L. Erdman, Deryck O. Lodrick and Lloyd I.
Rudolph, (Eds.). The Idea of Rajasthan, Delhi: Manohar, Vol. 1, pp. 217-41.
 Gordon, Stewart. (1998). The Marathas, 1600-1818, Cambridge: Cambridge
University Press.
 Chandra, Satish. (1982). Medieval India: Society, the Jagirdari Crisis and the
Village. Delhi: Macmillan
 Wink, Andre (1986), Land and Sovereignty in India: Agrarian Society and Politics
under Eighteenth Century Maratha Swarajya, Cambridge: Cambridge University
Press.
 Syan, Hardip Singh. (2013). Sikh Militancy in the Seventeenth Century: Religious
Violence in Mughal and Early Modern India. London: I.B. Tauris.
Unit III: Contends with state and doctrinal attitudes towards religious belief and practice and
their relation to state policy. To that end, it surveys taxations policy, orthodox observances and
state sanctioned desecration in the 17th Century. (Teaching Time: 2 weeks Approx.)
 Friedmann, Y. (2001). Shaykh Ahmad Sirhindi: An Outline of his thought and a

study of his Image in the Eyes of Posterity, Delhi: OUP
 Habib, Irfan. (1960). “Political Role of Shaikh Ahmad Sirhindi and Shah Waliullah”
in Proceeding of Indian History Congress.
 Hasrat Bikrama J. (1982). Dara Shikuh: Life and Works. Delhi: Munshiram
Manoharlal, pp. 1-42, (Introduction: Chap1).
 Kinra Rajeev. (2009). “Infantilizing Baba Dara: The Cultural Memory of Dara”, in
Journal of Persianate Studies, Vol. 2, pp. 165-93
 Dalmia Vasudha & Munis Faruqui, (ed.) (2014). Religious Interactions in Mughal
India, Delhi: Oxford University Press, (Chap. 1-2)
 Chandra, Satish. (1993). Mughal Religious Policies, the Rajputs and the Deccan.
Delhi: Vikas Publishing House.
 Brown Katherine B. (2007). “Did Aurangzeb Ban Music? Questions for the
Historiography of his Reign” Modern Asian Studies, Vol. 41, No. 1, pp. 77-120.
 Eaton, Richard M. (2003). Essays in Islam & Indian History 711-1750, Delhi: OUP.
(Introduction and Chapter 4-Temple Desecration and Indo-Muslim State).
 Hussain, Azizuddin. (2002). Structure of Politics under Aurangzeb: 1658 -1707,
Delhi: Kanishka Publishers.
Unit IV: Acquaints students with core elements and the constitution of a courtly culture. It
attends to sites of authority and domesticity, norms of comportment and masculinity, issues of
urbanism and imperial identity. (Teaching Time: 2 weeks Approx.)
 Richards, J. F. (1998). “Formulation of Imperial Authority under Akbar and

Jahangir” in Muzaffar Alam and Sanjay Subrahmanyam ed. The Mughal State,
Delhi: Oxford University Press
 Richards, J. F. (1984). “Norms of Comportment among Mughal Imperial Officers “
in Barbara D Metcalf ed. Moral conduct and authority: The place of Adab in South
Asian Islam, Berkeley: University of California Press
 Lal, Ruby. (2005). Domesticity and Power in early Mughal North India,
Cambridge: Cambridge University Press.
 Hanlon, Rosalind. O. (1999). “Manliness and Imperial Service in Mughal North
India” Journal of the Economic and Social History of the Orient, Vol. 42, No. 1, PP.
47-93.
 Blake, Stephen. (1991). Shahjahanabad: The Sovereign City in Mughal India, 1639-
1739. Cambridge: Cambridge University Press. (Chapter 3 on “Society” and
Chapter 5 on “Courtly and Popular Culture”)
 Schimmel, Annemarie. (2004). The Empire of the Great Mughals: History, Art and
Culture, London: Reaktion Books. (Chapter 5 “ Women in court” and chapter 7 “
Life of a Mirza”)
 Mukhia, Harbans. (2009). The Mughals of India, Delhi: Blackwell Publishing.
 Balabanlilar, Lisa. (2012). Imperial Identity in the Mughal Empire: Memory and
Dynastic Politics in Early Modern South and Central Asia, New York: I B Tauris
 Asher, Catherine (1995). Architecture of Mughal India, The Cambridge History of
India: Vol. 1 Part 4. Cambridge: Cambridge University Press.
 Koch, Ebba. (2001). Mughal art and Imperial Ideology: Collected Essays, Delhi:
 Koch, Ebba. (revised 2013). Mughal Architecture: An outline of its History and
Development (1526- 1858). Delhi: Primus.
 Blake, Stephen. (1991). Shahjahanabad: The Sovereign City in Mughal India, 1639-
1739. Cambridge: Cambridge University Press.
 Koch, Ebba. (2001). “The Hierarchical Principles of Shah Jahani Painting” in Ebba
Koch, Mughal Art and Imperial Ideology. Delhi: Oxford University Press.
 Moin, Afzar. (2012), The Millennium Sovereign: Sacred Kingship and Sainthood in
Islam, New York: Columbia University Press
 Beach, M.C. (1992), Mughal and Rajput Painting, New Cambridge History of India
Vol.1. Part 3. Cambridge: Cambridge University Press.
 Talbot, Cynthia and Asher, Catherine B. (2006). India Before Europe, Cambridge;
Unit V. Discusses developments in the practices and representation of Oceanic trade and its
attendant influence on craft and technology. (Teaching Time: 2 weeks Approx.)
 Chaudhuri, K. N.(1982), “European Trade with India” in Tapan Raychaudhuri and

Irfan Habib (eds.) The Cambridge Economic History of India, Vol. 1 (c.1200-c.
1750). Delhi: Orient Longman
 Gupta, Ashin Das (1982). “Indian Merchants and the Trade in Indian Ocean” in
Tapan Raychaudhuri and Irfan Habib (Eds.) The Cambridge Economic History of
India, Vol. 1(c.1200-c. 1750). Delhi: Orient Longman
 Gupta, Ashin Das (1998), “Trade and Politics in 18th Century India” in Alam,
Muzaffar and Subrahmanayam, Sanjay. (ed.) The Mughal State. Delhi: Oxford
University Press
 Raychaudhuri, Tapan. (1962). Jan Company in Coromandel, The Hague: Martinus
Nijhoff.
 Malekandathil, Pius. (2013), The Mughals, the Portuguese and Indian Ocean:
Changing Imageries of Maritime India, New Delhi: Ratna Sagar Private Limited,
 Om Prakash, J. (1998). European Commercial Enterprise in Pre-colonial India. The
Cambridge History of India II.5, Cambridge: Cambridge University Press
 Chaudhuri, Sushil. (2017). Trade, Politics and Society: The Indian Milieu in the
Early Modern Era, London: Routledge, (Chapter 1)
 Raychaudhuri, Tapan. (1982). “Non-Agricultural Production, Mughal India” in
Tapan Raychaudhuri and Irfan Habib, (Eds.). The Cambridge Economic History of
India, Vol. 1 (c.1200-c. 1750). Delhi: Orient Longman.
 Habib, Irfan (2016). Technology in Medieval India c.650-1750, Tulika Books
 Qaisar, Ahsan Jan. (1998), The Indian Response to European Technology and
Culture (AD 1498-1707), Delhi: Oxford University Press
Unit VI: Concerns with the debate centring on the eighteenth century as a dark age or as an era
of prosperity and the diverse historiography related to it. (Teaching Time: 2 weeks Approx.)
 Alavi, Seema. (ed.) (2002). The eighteenth century in India. Delhi: Oxford
University Press
 Patnaik, Prabhat. (ed.) (2011). Excursion in History: Essays on Some Ideas of Irfan
Habib. Delhi: Tulika Books
 Dalal, Urvashi. (2015). “Femininity, State and Cultural Space in Eighteenth Century
India” The Medieval History Journal, vol.18 no.1, pp. 120-65.
 Malik, Z. U. (1990). “The core and periphery: A contribution to the debate on 18th
century”, Social Scientist, Vol. 18 No.11/12, pp. 3-35
 Alam Muzaffar and Sanjay Subrahmanyam (1998). The Mughal state 1526 – 1750,
Delhi: Oxford University Press
 Alam, Muzaffar. (2013), Crisis of the Empire in Mughal North India, Delhi: Oxford
University Press.
 Bhardwaj, Surajbhan. (2017). “Conflict over Social Surplus: Challenges of Ijara
(Revenue Farming) in Eighteenth Century North India: A Case study of Mewat” in
Surajbhan Bhardwaj, R.P. Bahuguna and Mayank Kumar. (Eds.). Revisiting the
History of Medieval Rajasthan: Essays for Professor Dilbagh Singh. Delhi: Primus,
pp. 52-83.
 Bhargava, Meena. (2014). State, Society and Ecology: Gorakhpur in Transition:
1750-1830, Delhi: Primus.
 Sahai, Nandita Prasad. (2006). Politics of Patronage and Protest: The State, Society,
and Artisans in Early Modern Rajasthan. New Delhi: Oxford University Press.
 Bayly, Christopher. (1983). Rulers, Townsmen and Bazaars: North Indian Society in
the age of British Expansion, 1770-1870, Cambridge: Cambridge University Press
 Habib, Irfan. (1995). “Eighteenth Century India” Proceedings of Indian History
Congress.
SUGGESTED READINGS:
 Alam, Muzaffar (1991) “Eastern India in the early eighteenth century – Some
evidence from Bihar”, Indian Economic and Social History Review, Vol. No. 28,
Issue-I, pp43-71.
 Bhardwaj, Surajbhan, R. P. Bahuguna & Mayank Kumar. (2017). Revisiting the
History of Medieval Rajasthan: Essays for Professor Dilbagh Singh, Delhi: Primus
 Bhargava, Meena (Ed.,) (2014). The decline of the Mughal Empire, Delhi: OUP
 Chenoy, Shama Mitra (1998), Shahjahanabad, Delhi: Munshiram Manoharlal
 Dutta, Rajat (2003) “Commercialization, Tribute and the transition from Late
Mughal to early Colonial in India” The Medieval History Journal, Vol. 6, No 2,
pp.259-91.
 Ehlers, Eckart and Krafft, Thomas (2003), Shahjahanabad / Old Delhi. Tradition
and Colonial Change, Delhi: Manohar
 Faruqui, Munis D. (2012), The Princes of the Mughal Empire, 1504-1719.
 Faruqui, S.R. (2002). “Urdu Literature” in Zeenat Zaidi (ed.) The Magnificent
Mughals, Karachi: Oxford University Press.
 Habib, Irfan ed. (2016), Akbar aur Tatkalin Bharat, New Delhi: Rajkamal
Prakashan
 Jha, Mridula (2017). “Mingling of the Oceans: A Journey through the Works of
Dara Shikuh”, in Raziuddin Aquil& David L. Curley, (Ed...) Literary and Religious
Interactions in Medieval and Early Modern India, New Delhi: Routledge, pp. 62-
93.
 Juneja, Monica (Ed.) (2010). Architecture in Medieval India: Forms, Contexts,
Histories, Delhi: Orient Blackswan.
 Khan, Sumbul Halim. (2015). Art and Craft Workshops Under the Mughals: A
Study of Jaipur Karkhanas, Delhi: Primus Books
 Mukherjee, Anisha Shekhar (2003). The Red Fort of Shahjahanabad, New Delhi:
Oxford University Press
 Petievich, Carla. (2010). “Gender Politics and the Urdu Ghazal: Exploratory
Observations on Rekhta verses Rekhti” in Meena Bhargava (Ed.).Exploring
Medieval India, Vol. II, Delhi: Orient Blackswan, pp.186-217.
 Sreenivasan, Ramya. (2014). “Faith and Allegiance in the Mughal Era: Perspectives
from Rajasthan” in Vasudha Dalmia and Munis D. Faruqui (Ed.). Religious
Interactions in Mughal India, Delhi: Oxford University Press, pp. 159-191.
 Tillotson, G.H.R (1990), Mughal India, New Delhi: Penguin Books. (chapter on
Shahjahanabad and Red Fort)

on specific readings. Supporting audio-visual aids like documentaries and power point
presentations will be used where necessary. Overall, the Teaching Learning Process shall
emphasise the interconnectedness of themes within the different rubrics to build a holistic view
of the time period/region under study. The process shall consistently underline how various
macro and micro-level developments/phenomena can be historicised.
Assessment Methods:
Two written assignments will be used for final grading of the students. Students will be
assessed on their ability to engage with a sizeable corpus of readings assigned to the theme for
written submissions, i.e. being able to explain important historical trends and tracing
historiography reflected in the assigned readings.
Total: 100 Marks
Keywords:
Jahangirnama; Ma’asir-i Alamgiri, Manucci, Bernier, Mughal Conquest, the Deccan, War of
Succession, Marathas, Shivaji, Peshwas, Sikhism, Dara Shukoh, Courtly Culture,
Shahjahanabad, Mughal paintings, Indian Ocean, the 18th Century.
DSE-I
History of the USA: Independence to Civil War
Course Objective
The course attempts to study the beginnings of the ‘New World’ and its diverse demography. It
facilitates the understanding of the invaluable contributions of the marginalized social groups
that contributed to the development of USA. It focuses on the evolution of American
democracy, capitalism and its limitations along with USA’s quest for dominance in world
politics.
Learning Outcomes:
Upon completion of this course the student shall be able to:

 Explain the evolving and changing contours of USA and its position in world
politics.
 Examine the limits of American democracy in its formative stages.
 Analyse the character of early capitalism in USA and resultant inequities.
 Describe the economics of slavery in USA along with details of slave life and
culture.
 Explain the main issues related with the Civil War in USA and its various
interpretations
Course Content:
Unit I: A New World

[a] The Growth of American Colonies: Diverse Demography; Forms of Labour: indigenous
tribes, indentured labour, slaves
[b] Revolution: sources, historiography
Unit II: Limits of American democracy

[a] The Federalist Constitution: Structure and its Critique
[b] Jeffersonian Democracy: Its Limitations
[c] Westward Expansion: Jefferson and Jackson; Marginalization, Displacement of the
indigenous tribes; case histories of the Shawnee and the Cherokee tribes
Unit III: Early Capitalism and its inequities

[a] Growth of Market Society: Industrial Labour: gender, race, ethnicity
[b] Immigrant Labour: religious, racial, ethnic bias; case history of Irish immigrants
Unit IV: U.S. quest for dominance

[a] Imperialism and Changing Diplomacy: Manifest Destiny, War of 1812; Monroe Doctrine
Unit V: Slavery
[a] The economics of slavery: South vs. North/Debate
[b] Slave life and culture; nature of female slavery; slave resistance (including female slave
resistance)
Unit VI: The Civil War

[a] Issues of the War
[b] Interpretations
Unit I: Student will know the growth of colonies in America, its diverse demography, forms of
labour and indigenous tribes. Student will also learn about American Revolution.(Teaching
time: 3 weeks Approx.)
 Foner, E. (2007). Give Me Liberty! An American History. Vol. I. New York: W.W.
Norton & Co. 2nd ed.
 Boyer, P.S., H. Sitkoff et al. (2003). The Enduring Vision: A History of the
American People. Vol. I. 5th ed. Massachusetts: Houghton Mifflin Company.
 Bailyn, B., D. Wood, J. L. Thomas et.al. (2000). The Great Republic, A History of
the American People. Massachusetts: D.C. Heath & Company .
 Datar, K. America Ka Itihas. (1997). University of Delhi: Directorate of Hindi
Medium Implementation Board.
 Grob, G.N. and G.A. Billias. (2000). Interpretations of American History: Patterns
and Perspectives. Vol. I. New York: The Free Press.
 Billias, George A. (2005). The American Revolution, how revolutionary was it.
(American Problem Studies). New York: Holt, Rinehart & Winston.
 Lemisch, Jesse. ‘The American Revolution Seen From the Bottom Up’. In Barton
Bernstein. ed. (1970). Towards A New Past: Dissenting Essays in American History.
New York: Pantheon Books. 1968. Also London: Chatto &Windus.
Unit II. This unit will explain limits of American Democracy in its initial phase. It will also
examine the westward expansion and its’ implications. Unit will also highlight marginalization
and displacement of the indigenous tribes.(Teaching time: 2 weeks Approx.)
 Bailyn, B., D. Wood, J. L. Thomas et.al. (2000) The Great Republic, A History of
the American People. Massachusetts: D.C. Heath & Company.
 Datar, K. (1997). America Ka Itihas. University of Delhi: Directorate of Hindi
 Grob, G.N. and G.A. Billias. (2000). Interpretations of American History: Patterns
and Perspectives. Vol. I. New York: The Free Press.
 Levy, L.W. (1987). Essays on the Making of the American Constitution. New York:
 Beard, C. (1963). ‘The Constitution as an Economic Document’. Sheehan, D. The
Making of American History: The Emergence of a Nation. Vol. I. New York: Holt,
Rinehart & Winston.
 Diggins, J.P. (1981). ‘Power and Authority in American History: The Case of
Charles Beard and His Critics’. American Historical Review, Vol. 86, October, pp.
701-30.
 Berkhofer, R. Jr. (1989). ‘The White Advance Upon Native Lands’. Paterson, T.G.,
Major Problems in American Foreign Policy: Documents and Essays. Lexington,
Massachusetts: D.C. Heath.
 Edmunds, R.D. (1983). ‘Tecumseh, The Shawnee Prophet and American History’.
Western Historical Quarterly, Vol. 14, No. 3, pp.261–276.
 Young, M. (1981). ‘The Cherokee Nation: Mirror of the Republic’. American
Quarterly, Vol. 33, No. 5, Special Issue: American Culture and the American
Frontier. pp. 502-24.
Unit III: This unit will examine the growth of early Capitalism through study of growth of
market society, industrial labour. It will also explore resultant inequities most visible in terms
of race, migrant labour.(Teaching time: 2 weeks Approx.)
 Bruchey, Stuart. (1990). ‘The Early American Industrial Revolution’. In Stuart
Bruchey. Enterprise: The Dynamic Economy of the Free People. Massachusetts:
Harvard University Press.
 Gutman, H. (1977). Work, Culture & Society in Industrializing America. New York:
Random House Inc.
 Foner, Eric. (1981). ‘Class, Ethnicity and Radicalism in the Gilded Age: The Land
League and Irish America’. In Eric Foner. Politics and Ideology in the Age of the
Civil War. New York: Oxford University Press.
Unit IV: This unit proposes to examine U.S. quest for dominance. US Imperialism and
Changing Diplomacy which was manifested in Manifest Destiny and War of 1812 and
subsequent enactment of Monroe Doctrine.(Teaching time: 2 weeks Approx.)
 Merk, F. (1995). Manifest Destiny and Mission in American History. Massachusetts:
Harvard University Press.
 Goodman, W. (1963). ‘The Origins of the War of 1812: A Survey of Changing
Interpretations’. Sheehan, D. (ed.), The Making of American History: The
Emergence of a Nation. Vol. I. New York: Holt, Rinehart & Winston.
 Perkins, D. (1963). ‘The First Challenge: Monroe Hurls Defiance at Europe’.
Sheehan, D. (ed.), The Making of American History: The Emergence of a Nation.
Vol. I. New York: Holt, Rinehart & Winston.
Unit V: This unit examines the economics of slavery and its diverse often contradictory
implications for South and North. It will also examine slave life and culture, and nature of
female slavery along with a study of slave resistance (including female slave
resistance).(Teaching time: 3 weeks Approx.)
American People. Vol. I. Massachusetts: Houghton Mifflin Company.
 Datar, K. America Ka Itihas. (1997). University of Delhi: Directorate of Hindi
 Gerald N. Grob& George A. Billias. (2000). Interpretations of American History:
Patterns and Perspectives. Vol. I. New York: The Free Press.
 Genovese, Eugene. (1968). ‘Marxian Interpretation of the Slave South’. In Barton
Bernstein. ed. Towards A New Past: Dissenting Essays in American History. New
York: Pantheon Books, pp. 90-125.
 Bracey, John H., August Meier, Elliott Rudwick. (Ed.). (1971). American Slavery:
The Question of Resistance. California: Wadsworth Publishing Co. Inc.
 White, D.B. (1985). ‘The Nature of Female Slavery’. in Ar’n’t I a Woman? Female
Slaves in the Plantation South. New York: W.W. Norton.
Unit VI: This unit deals with the history of Civil War in the United States. Various
interpretations to explain the issues involved, causes and impact will be explained.(Teaching
 Gerald N. Grob& George A. Billias. (2000). Interpretations of American History:
Patterns and Perspectives. Vol. I. New York: The Free Press.
 Foner, E. (1981). ‘The Causes of the American Civil War: Recent Interpretations
and New Directions’. In Eric Foner. Politics and Ideology in the Age of the Civil
War. New York: Oxford University Press.
 Barrington, M. Jr. (2015). ‘The American Civil War: The Last Capitalist
Revolution’. In M. Barrington Moore Jr. Social Origins of Dictatorship and
Democracy, Lord and Peasant in the Making of the Modern World. Boston: Beacon
Press.
 Beale, Howard. (1963). ‘What the Historians have said about the Causes of the Civil
War’. In Donald Sheehan. ed. The Making of American History: The Emergence of
a Nation. Vol. I. New York: Holt, Rinehart & Winston.
SUGGESTED READINGS
 Barney, William L. (2000). The Passage of the Republic: The Inter-Disciplinary

History of the Nineteenth Century America. Massachusetts: D.C. Heath &
Company.
 Beard, Charles A. (1998). An Economic Interpretation of the Constitution of the
United States. New Brunswick: Transaction Publishers.
 Carnes, M.C. & J.A. Garraty. (2006). The American Nation, A History of the United
States. New York: Pearson Longman.
 Donald, David H., Jean H. Baker, Michael F. Holt. (2001). ed. Civil War and
Reconstruction. New York: W.W. Norton & Co.
 Faragher, J.M., M.J. Buhle et al. (1995). Out of Many: A History of the American
People. Vol. I. New Jersey: Prentice Hall.
 Faulkner, Harold U. (1978). American Economic History. New York: Harper &
Row. (available online).
 Fitz, C.A. (2015). ‘The Hemispheric Dimensions of Early U.S. Nationalism: The
War of 1812, its Aftermath and Spanish American Independence’. The Journal of
American History, Vol. 102, Issue 2, September.
 Foner, E. (1981). Politics and Ideology in the Age of the Civil War. New York:
 Foner, E. (2010). The Fiery Trial: Abraham Lincoln and American Slavery.
 Genovese, E.D. (2011). Roll, Jordan, Roll: The World The Slaves Made. 9th edition.
New York: Knopf Doubleday Publishing Group.
 Genovese, Eugene. (1989). The Political Economy of Slavery: Studies in the
Economy and Society of the Slave South. Connecticut: Wesleyan University Press.
 Hofstadter, Richard. (1989). The American Political Tradition and the Men who
Made it. New York: Vintage.
 McDonald, Forrest. (1992). We The People: The Economic Origins of the
Constitution. New Brunswick: Transaction Publishers.
 Randall, James G. & David H. Donald. (1969). The Civil War and Reconstruction.
Massachusetts: D.C. Heath & Co.
 Remini, Robert V. (1989). ‘Andrew Jackson and Indian Removal’. In T.G. Paterson.
ed. Major Problems in American Foreign Policy: Documents and Essays.
Lexington, Massachusetts: D.C. Heath. pp. 222-239.
 Stampp, K. The Peculiar Institution: Slavery in the Ante-Bellum South. New York:
Vintage, 1989.
 Stampp, Kenneth. (1980). The Imperilled Union: Essays on the Background of the
Civil War. New York: Oxford University Press.
 Stephanie M.H. Camp. (2002). Closer to Freedom: Enslaved women and everyday
resistance in the Plantation South. Review of this is available in American
Historical Review. Vol. III Issue 1. February 1, 2006.
 Vinovskis, Maris A. (Ed.). (1990). Towards A Social History of The American Civil
War: Explanatory Essays. Cambridge: Cambridge University Press.
 Wallace, A.F.C. and E. Foner. (1996). The Long, Bitter Trail: Andrew Jackson and
the Indians. New York: Hill and Wang.
 Zinn, H. (2003). A People’s History of the United States, 1492-Present. New York:
Harper Collins.
Selected Films
 ‘Lincoln’ Directed and Co-produced by Steven Spielberg, 2012.

 ‘The Birth of a Nation’ (based on slave Nat Turner, who led a rebellion in
Southampton, Virginia in 1831) Directed and Co-produced by D.W. Griffith, 2016.
 ‘The Birth of a Nation’ (showcases assassination of Lincoln; originally based on
‘The Clansman’ and ‘The Leopard’s Spots’ by T.F. Dixon Jr.) Directed and Co-
produced by D.W. Griffith, 1915.
 ‘Glory’ (set during the Civil War) Directed by Edward Zwick, Produced by Freddie
Fields, 1989.
 ’12 Years a Slave’ Directed and Co-produced by Steve McQueen, 2013.
 ‘Django Unchained’ (set in Old West and Ante-Bellum South) Directed by Quantin
Tarantino, Produced by Stacey Sher and others, 2012.
 ‘Amistad’ (based on events in 1839 aboard the slave ship Le Amistad) Directed and
Produced by Steven Spielberg, 1997.
 ‘Gone with the Wind’ (set in the Civil War era) Directed by Victor Fleming and
Produced by David Selznick, 1939.
 ‘Uncle Tom’s Cabin’ (set in 1856) Directed by Stan Lathan and Produced by Jeffrey
A. Nelson and Others, 1987.
 ‘Roots’ (based on Alex Haley, ‘Roots: The Saga of American Family, 1976)
Directed by Bruce Beresford and Produced by Ann Kindberg and others, 2016.

presentations shall be used widely. Overall, the Teaching Learning Process shall emphasise the
interconnectedness of issues within the different rubrics to build a holistic view of the time
period and region under study.
Assessment Methods:
Two written assignments will be used for final grading of the students. As this is a discipline-
specific elective paper actively chosen by the student, his/her engagement with the paper shall
be assessed, preferably, through at least one project as a written submission. Overall, students
will be assessed on their ability to engage with a sizeable corpus of readings assigned to the
theme for written submissions, and to draw concrete connections between issues/events/debates
discussed in this paper and the corresponding issues/events/debates discussed in their Core
history papers.
Total: 100 Marks
Keywords:
Colonies, Revolution, Federalist Constitution, Jeffersonian Democracy, Westward Expansion,

Indigenous tribes, Capitalism, Labour, Gender, Race, Manifest Destiny, 1812, Monroe
Doctrine, Slavery, The Civil War
DSE II
History of the USSR: From Revolution to World War II (c. 1917-1945)
Course objective:
The course introduces students to the history of the USSR from the two revolutions of 1917 to
the end of the Second World War. Students study the various challenges faced by the
Bolsheviks and the steps taken to resolve these issues. Students will also trace the evolution of
new institutions and ways of organizing production both in the factory and at the farm. They
will also evaluate important foreign policy issues like the setting up of the Comintern, Soviet
foreign policy and the Soviet Union’s involvement and role in the World War.
Learning Outcomes:

 Demonstrate a nuanced understanding of the major issues in the History of the
USSR between 1917 to 1945.
 Explain how USSR emerged out of Imperial Russia.
 Summarize the steps in the consolidation of Bolshevik power.
 Explain the new organization of production in the fields and in the factory.
 Identify linkages between ideology, purges and propaganda.
 Examine Soviet policies for the period of the course in relation to nationalities and
gender questions and literature and art forms.
 Outline Soviet foreign policy issues.
COURSE CONTENT:
Unit I: Background to the Russian Revolutions of February and October 1917:

a) Peasants and workers movements
b) Literature and arts in post emancipation Russia
c) War and the revolutions of February and October
Unit II: Consolidation of Bolshevik Power, Economic Policies and Debate in the 1920s: an
overview
Unit III: Collectivisation and industrialisation
Unit IV: Ideology Party and State: Centralization and its Problems
Unit V: Life under the Soviet System: 1917-1945
a) The Nationalities question
b) Gender
c) Literature and art forms
Unit VI: Foreign Policy Issues: Comintern [anti-colonial struggles-India/Indo-China; the

politics of United Front); World War II.
Unit I:In this unit students will learn about the background to the Russian Revolutions of
February and October 1917. They will also examine peasant and labour movements along with
role of literature and arts in post emancipation Russia.(Teaching time: 3 weeks Approx.)
 Acton, Edward, Vladimir Cherniaev and William Rosenberg eds. (1997). Critical
Companion to the Russian Revolution, 1914-1921. London: Arnold.
 Figes, Orlando. (1996). A People’s Tragedy: A History of the Russian Revolution.
London: Jonathan Cape.
 Kenez, Peter. (1999). A History of the Soviet Union from the beginning to the end.
 Suny, Ronald Grigor, ed. (2006). Cambridge History of Russia. Volume 3.
 Figes, Orlando. (2002). Natasha’s Dance: A Cultural History of Russia. New York:
Picador.
 Fitzpatrick, Sheila. (2001). The Russian Revolution 1917-1932. New York, USA:
Unit II: In this unit students will learn about the consolidation of Bolshevik Power, its
economic policies and associated debate in the 1920s.(Teaching time: 3 weeks Approx.)
 Fitzpatrick, Sheila. (2001). The Russian Revolution 1917-1932. New York, USA:
 Nove, Alec. (1993). An Economic History of the USSR, 1917-1991.London:
Penguin Books, (revised edition).
Unit III: In this unit students will learn about the issues related to processes of Collectivisation
and Industrialisation in Russia.(Teaching time: 2 weeks Approx.)
 Lewin, Moshe. (1985). The Making of the Soviet System: Essays in the Social
History of Inter-war Russia. New York: Pantheon.
 Allen, Richard. (2003). From Farm to Factory: A Reinterpretation of the Soviet
Industrial Revolution. Princeton and Oxford: Princeton University Press.
 Nove, Alec. (1993). An Economic History of the USSR, 1917-1991.London:
Penguin Books, (revised edition).
 Fitzpatrick, Sheila. (1999). Everyday Stalinism: Ordinary Life in Extraordinary
Times: Soviet Russia in the 1930s. New York: Oxford University Press.
 Davies, R.W., Mark Harrison and S.G. Wheatcroft (Eds.). (1994).The Economic
Transformation of the Soviet Union, 1913-1945.Cambridge: Cambridge University
Press.
Unit IV: In this unit student will understand the interplay between the ideology of the Party
and the State. It will also address issues related to centralization and its problems.(Teaching

 Getty, J. Arch and Oleg V. Naumov. (1999). The Road to Terror: Stalin and the
Self-Destruction of the Bolsheviks, 1932-1939. New Haven: Yale University Press.
 Service, Robert. (1998). A History of 20th Century Russia. London: Penguin Books.
Unit V: In this unit students will learn about women, the minorities and the question of
“nationalities” during the period of the Soviet system, 1917-1945. (Teaching time: 2 weeks
Approx.)
 Engel, Barbara Alpern. (2004). Women in Russia 1700-2000. Cambridge:

 Martin, Terry. (2001). The Affirmative Action- Empire: Nations and Nationalisms in
the Soviet Union 1923-1939. Ithaca: Cornell University Press.
 Erlich, Victor. (1994). Modernism and Revolution: Russian Literature in Transition.
Cambridge: Harvard University Press.
Unit VI: In this unit students will learn about Soviet foreign policy issues with reference to
anti-colonial struggles in India/Indo-China. It also examine role of the USSR during the second
World War.(Teaching time: 2 weeks Approx.)
 McDermott, Kevin and Jeremy Agnew. (1996). The Comintern: A History of

International Communism from Lenin to Stalin. Basingstoke: Macmillan.
 Roberts, Geoffrey. (2006). Stalin’s Wars 1939-53: From World War to Cold War.
New Haven: Yale University Press.
 Suny, Ronald Grigor.(Ed.). (2006). Cambridge History of Russia. Volume 3.
 Service, Robert. (1998). A History of 20th Century Russia. London: Penguin Books.
SUGGESTED READINGS
 Carley, M.J. (1999). 1939: The Alliance that Never Was and the Coming of World
War II. Chicago: Ivan R. Dee.
 Carr, E.H. (1950-1964). A History of Soviet Russia, 7 volumes. New York:
Macmillan.
 Cohen, Stephen. (1973). Bukharin and the Russian Revolution: A Political
Biography, 1888-1938. New York: Alfred Knopf.
 Davies, R.W. (1980-1996).The Industrialization of Soviet Russia. Vol. 1: The
Socialist Offensive: The Collectivization of Soviet Agriculture, 1929-1930.
Basingstoke: Macmillan, Vols. 2,3, and 5.
 Dobrenko, Evgeny and Marina Balina ed. (2011). The Cambridge Companion to
Twentieth Century Literature. Cambridge: Cambridge University Press.
 Dobrenko, Evgeny. (2007). Political Economy of Socialist Realism, New Haven:
Yale University Press.
 Filtzer, Donald. (1986). Soviet Workers and Stalinist Industrialization, 1928-1941.
Pluto Press.
 Gatrell, Peter. (2014). Russia’s First World War: a social and economic history.
New York: Routledge.
 Goldman, Wendy. (2002). Women at the Gates: gender and industry in Stalin’s
Russia. Cambridge: Cambridge University Press.
 Gregory, Paul. (2004). The Political Economy of Stalinism: Evidence from the
Soviet Secret Archives. Cambridge: Cambridge University Press.
 Kotkin, Stephen. (1995). Magnetic Mountain: Stalinism as a Civilization. Berkeley:
University of California Press.
 Lieven, Dominic.(Ed.). (2006). Cambridge History of Russia, Vol. 2: Imperial
Russia, 1689-1917. Cambridge: Cambridge University Press.
 Moser, Charles.(Ed.). (1992). Cambridge History of Russian Literature. Cambridge:
 Viola, Lynne.(Ed.). (2002). Contending with Stalinism: Soviet Power and Popular
Resistance in the1930s. Ithaca: Cornell University Press.
 Volkov, Solomon. (2009). The Magical Chorus: A History of Russian Culture from
Tolstoy to Solzhenitsyn. New York: Vintage Books.

Assessment Methods:
history papers.
Total: 100 Marks
Keywords:
Russian Revolutions 1917, Peasants, Literature, Bolsheviks, Economic Policies,

Collectivization, Centralization, Soviet System, Nationalities Question, Gender
DSE III
History of Africa, c.1500-1960s
Course Objectives:
This paper offers a historical overview of the African continent. It traces major long-term
continuities and changes in Africa’s socio-economic structures, cultural life and political
formations from the 16th century to the mid-twentieth century. The paper closely examines
colonial trade and rule, as well as anti-colonial resistance. It offers a critical analysis of the
immediate post-independence years, and situates the specific positioning of Africa in connected
histories of a globalising world.
Learning Outcomes:
On completion of this course the student shall be able to

 Critique stereotypes on the African continent and outline major shifts in
African history.
 Explain elements of change and continuity in the African political
experience, political regimes and national formations, economy, society and
cultural milieu from the 16th to 20th centuries.
 Contextualise the impact of colonialism on the African continent.
 Explain social protest and anti-colonial resistance in Africa, as well as
practices of ‘transculturation’.
 Discuss the dilemmas and contradictions emerging from the post-
independence economic, social, political and cultural milieu.
Course Content:
Unit I: Africa as ‘The Dark Continent’: The historiographic gaze and a brief survey of pre-
15thcentury cultures and civilizations in Africa
Unit II: Trade in gold and slaves between Europe and Sub-Saharan Africa: economy,
society and state in Africa from the end of the15th to nineteenth centuries.
Unit III: Africa in the Atlantic world: slaves, slave-ships, piracy and slave rebellions;
Africa’s contribution to the development of European capitalism.
Unit IV: The abolition of the slave trade 1800 onwards: the end of the slave trade and the
shift to ‘Legitimate Commerce’ and ‘Informal Empire’.
Unit V: Imperialism and ‘The Scramble for Africa’
[a] Collaboration, conflict and state formation
[b] The making of colonial economies in Sub-Saharan Africa, towards the end of the 19th
century
Unit VI: Decolonization, 1940’s to 1960’s: Worker protests, peasant rebellions and National
Liberation Movements century to 1939: cash crops, mining, forced labour; peasant and worker
protests, popular culture, gender and ethnicity.
Unit VII: Case studies:

[a] The historical roots and meaning of Apartheid in South Africa and the struggle against
Apartheid
[b] The colonial experience of Algeria under the French, and the National Liberation
Movement of Algeria
Unit-1: This unit deals with portrayal of Africa as ‘The Dark Continent’ with reference to
historiography and a brief survey of pre-15thcentury cultures and civilizations in
Africa.(Teaching time: 2 weeks Approx.)
 Mazrui, A.A., (Ed.). (1993). UNESCO General History of Africa: Africa Since 1935
Vol. VIII. London: Heinemann.
 Fanon, F.(1963). The Wretched of the Earth. New York: Grove Press.
 Rediker, M. (2007). The Slave Ship: A Human History. New York: Viking.
Unit-2: This unit will deal with the trade in gold and slaves between Europe and Sub-Saharan
Africa, from the end of the fifteenth to the nineteenth centuries. It also examines the nature of
economy, society and state in Africa.(Teaching time: 2 weeks Approx.)
 Rodney, W. (1972). How Europe Underdeveloped Africa. London: Bogle-

L’Ouverture Publications.
 Williams, E. (1944). Capitalism and Slavery. University of North Carolina Press.
 Sparks, A. (1991). The Mind of South Africa: The Story of the Rise and Fall of
Apartheid. New York: Ballantine Books.
Unit-3: This unit examines the history of Africa in the Atlantic world with specific reference
to slaves, slave-ships, piracy and slave rebellions. It also elaborates upon Africa’s contribution
to the development of European capitalism.(Teaching time: 2 weeks Approx.)
 Austen, R. (1987). African Economic History. London: Heinemann.
 Reid, R. J. (2012). A History of Modern Africa: 1800 to the Present. Hoboken:
Wiley Blackwell.
Unit-4: This unit traces history of the abolition of the slave trade and the shift to ‘Legitimate
Commerce’ and ‘Informal Empire’, 1800 onwards. (Teaching time: 2 weeks Approx.)

 Freund, B. (1988). The African Worker. Cambridge: Cambridge University Press.
 Vansina, J. (1990). Paths in the Rainforests: Towards a History of Political
Tradition in Equatorial Africa. Wisconsin: University of Wisconsin Press.
Unit-5: This unit deals with the history of Imperialism and ‘The Scramble for Africa’. It also
deals with the making of colonial economies in Sub-Saharan Africa towards the end of the 19th
century.(Teaching time: 2 weeks Approx.)
 Ahmida, A.A. (Ed.). (2000). Beyond Colonialism and Nationalism in the Maghrib:
History, Culture, Politics. London: Palgrave.
 Vansina, J. (1990). Paths in the Rainforests: Towards a History of Political
Tradition in Equatorial Africa. Wisconsin: University of Wisconsin Press.
 Davidson, B. (1978). Africa in Modern History: The Search for a New Society.
London: Allen Lane.
Unit-6: This unit traces the history of Decolonization from 1940’s to 1960’s. It also examines
Worker protests, peasant rebellions and National Liberation Movements in Africa.(Teaching
 Crummy, D. (Ed.). (1986). Banditry, Rebellion and Social Protest in Africa.

London: Heinemann.
 Sueur, J.L. (Ed.). The Decolonization Reader. Abingdon: Psychology Press, 2003.
 Freund, B. (1988). The Making of Contemporary Africa. London: Palgrave
Macmillan.
Unit-7: This unit examines two Case studies to highlight the historical roots and meaning of
Apartheid in South Africa and the struggle against Apartheid history. And the colonial
experience of Algeria under the French, and the National Liberation Movement of
Algeria.(Teaching time: 2 weeks Approx.)
 Ross, R. (1999). A Concise History of South Africa. Cambridge: Cambridge
University Press.
 Ruedy, J. Modern Algeria: The Origins and Development of a Nation. Bloomington:
Indiana University Press, 2005.
 Stora, B. Algeria, 1830-2000: A Short History. (2001). Ithaca: Cornell University
Press, 2001.
 Thompson, L. A History of South Africa. (2000). New Haven and London: Yale
University Press.
SUGGESTED READINGS:
 Memmi, A. (1991). The Colonizer and the Colonized. Boston: Beacon Press.
 Owen, R., and Bob Sutcliffe. (Eds.). (1972). Studies in the Theory of Imperialism.
London: Longman Publishing Group, 1972.
 Robinson, D., and Douglas Smith. (Eds.). (1979). Sources of the African Past: Case
Studies of Five Nineteenth-Century African Societies. London: Heinemann.
 Bennoune, M. (1988). The Making of Contemporary Algeria: Colonial Upheavals
and Post-Independence Development. Cambridge: Cambridge University Press.
 Callinicos, L. (1995). A People’s History of South Africa: Gold and Workers 1886-
1924, Volume1. Johannesburg: Ravan Press Ltd.
 Callinicos, L. (1987). A People’s History of South Africa: Working Life 1886-1940,
Volume 2. Johannesburg: Ravan Press Ltd.
 Callinicos, L. (1993). A People’s History of South Africa: A Place in the City,
Volume 3. Johannesburg: Ravan Press Ltd.
 Du bois, W.E.B. (1979) The World and Africa: An Inquiry into the part which
Africa has played in World History. New York: International Publishers.
 Rediker, M. (2014). Outlaws of the Atlantic: Sailors, Pirates and Motley Crews in
the Age of Sail. Boston: Beacon Press.
 Inikori, J.E. (2002). Africans and the Industrial Revolution in England: A Study in
International Trade and Economic Development. Cambridge: Cambridge University
Press.

Assessment Methods:
history papers.
Total: 100 Marks
Keywords:
Gold, Slavery, Europe and Sub Saharan Africa, Atlantic Slave Trade, European Capitalism,
Imperialism and the Scramble for Africa, Nationalist Movements, Decolonization, Apartheid,
Algeria
DSE-IV
Gender in Indian History up to 1500 CE
Course Objectives:
The course teaches how ‘Gender’ is not an innocent term denoting biological differences but a
social and culturally constructed unequal relationship that needs careful historical analysis in
the context of Indian history. The focus is not merely on studying ‘women’s history’ but to go
beyond and explore aspects of masculinities as well as alternative sexualities, spanning
temporal frames from prehistory to 1500 CE. There is an added emphasis on learning inter-
disciplinary analytical tools and frames of analysis concerning familiar topics such as class,
caste, and environment that enriches an understanding of historical processes.
Learning Outcomes:
On completion of this course students shall be able to
 Explain critical concepts such as gender and patriarchy and demonstrate their use as
tools for historical analysis
 Examine the role and functioning of power equations within social contexts in Indian
history during the ancient period, in the construction of gender identities
 Critically examine representations of gender in literature, focusing on ideas of love,
manliness and religiosity
 Examine the role of social and political patronage of art and literature in perpetuating
gendered inequalities
Course Content:
Unit I: Theories and concepts
[a] Gender: a tool of historical analysis
[b] Understanding Origins and Structures of patriarchy
Unit II: Aspects of Gender: Politics, Power and Household

[a] Economic and Social Roles: household, patronage and Property
[b] Women and Power: Raẓiyya and Rudramadevi
[c] Questions of Sexualities
Unit III: Gender, Representation and Literature

[a] Religious Literature in the early period: Vedic, Buddhist and Puranic
[b] Love and Manliness in Hindawi Romances; case studies of Padmavat, Purushpariksha and
histories of Mira
[c] Representations of the Divine Feminine: Virasaivism, Warkari Panths, Korravai-Durga in
Tamil Traditions
Unit -1. The unit should familiarise students with theoretical frames of gender and patriarchy
and how these concepts provide tools for historical analysis.(Teaching time: 3 weeks
Approx.)
 Geetha, V. (2002). Gender. Calcutta: Stree.

 Kent, Susan Kingley. (2012).Gender and History. New York: Palgrave McMillan.
pp. 49-75.
 Scott, J. W. (1986). “Gender a useful Category of Historical Analysis”.The
American Historical Review vol.91/9, pp.1056-1075.
 Lerner, G. (1979). The Majority Finds its Past: Placing Women in History. New
York: Oxford University Press.
 Walby, S.(1990).Theorizing Patriarchy. Oxford: Basil Blackwell. pp.1-24, 109-127.
Unit -2. This section should apprise students to locate fluctuating gender relations within
households, court and also explore linkages between gender, power and politics. Additionally
discussion on the question of sexualities would open up vistas for a nuanced historical learning
of normative and alternative sexualities as well as issues of masculinities. (Teaching time: 6
weeks Approx.)
 Bhattacharya, N.N. (1999). “Proprietary Rights of Women in Ancient India”,

Kumkum, Roy (Ed.). Women in Early Indian Societies. Delhi: Manohar, pp.113-
122.
 Chakravarti, U. (2006). Everyday Lives Every Day Histories: Beyond the Kings
and Brahmans of ‘Ancient’ India. Tulika Books: New Delhi.138-155.
 Jaiswal, Suvira. (2008). “Caste, Gender and Ideology in the making of India”.
Social Scientist vol. 36, no. 1/2. pp. 3-39.
 Shah, S.(2012). The Making of Womanhood; Gender Relations in the
Mahabharata. Revised Edition, Delhi: Manohar, pp. 32-83.
 Singh, Snigdha.(2018). ‘‘Exploring the Question of Gender at an Early Stupa:
Inscriptions and Images”’, Snigdha, Singh et. al. (Ed.). Beyond the Woman
Question: Reconstructing Gendered Identities in Early India. Delhi: Primus
Books, pp. 21-62.
 Tyagi, J. (2004). “Hierarchical Projections of Women in Household:
Brahmanical Perceptions Recorded in the Early Grhyasutras c.800-500BC”.
Social Scientist vol. 32, no.5-6, pp.3-20.
 Gabbay, Alyssa. (2011). “In Reality a Man: Sultan Iltutmish, His Daughter,
Raẓiyya, and Gender Ambiguity in Thirteenth Century Northern India”. Journal
of Persianate Studies, vol. 4, 45-63.
 Roy, K. (2010). “Construction of Gender Relations in the Rajatarangini of
Kalhana”; “Gender Relations during the First Millenium: An Overview”, in
Kumkum Roy, The Power of Gender and the Gender of Power, Explorations in
Early Indian History, New Delhi: Oxford University Press, pp.142-164 and
pp.195-222.
 Talbot, Cynthia. (1995). “Rudrama Devi The Female King: Gender and Political
authority in medieval India”. David Shulman(Ed.), Syllables of the Sky: Studies
in South Indian Civilisation. OUP: New Delhi, pp.391-428.
 Sahgal, Smita. (2009-10). “Masculinity in Early India: Constructing an
Embryonic Frame”. Proceedings of Indian History Congressvol.70, pp. 151-
163.
 Zwilling, L and M. Sweet. (1996). “Like a City Ablaze’: The Third Sex and the
Creation of Sexuality in Jain Religious Literature.” Journal of History of
Sexuality. vol.6/3, pp. 359-384.
Unit -3. The focus is on studying gender representation in literature that highlights the idea of
love as well as manliness on the one hand and religiosity across temporal and regional spread
on the other.(Teaching time: 5 weeks Approx.)
 Blackstone, R. K. (1998).Women in the Footsteps of Buddha: Struggle for

Liberation in the Therigathas. Britain: Curzon Press.
 Chitgopekar, N. (2002). ‘Indian Goddess: Persevering and Antinomian Presences’;
and Kumkum, Roy. “Goddess in the Rgveda-An Investigation” Nilima Chitgopekar
(Ed.), Invoking Goddess, Gender Politics in Indian Religion. Delhi: Shakti Books,
pp.11-61.
 Chakrabarti, Kunal. (2001). “Introduction”. The Religious Process: The Puranic
and the Making of a Religious Tradition. Delhi: Oxford University Press, pp.1-43.
 Jha, Pankaj. (2019). ‘Political Ethics and the Art of Being a Man’. Pankaj Jha, A
political History of Literature: Vidyapati and the Fifteenth Century. Delhi: Oxford
University Press, pp.133-183.
 Sreenivasan, Ramya.(2003). “Padmini, The Ideal Queen: Sufi and Rajput Codes in
Malik Muhammad Jayasi's Padmavat”. Vijaya Ramaswamy, (Ed.), Re-searching
Indian Women. New Delhi: Manohar, pp. 97-118.
 Sangari, Kumkum. (1990) “Mirabai and the Spiritual Economy of Bhakti”.
Economic and Political Weekly, vol. 25/ 27. July 7, pp. 1461-1475.
 Mahalaksmi, R. (2011). “Inscribing the Goddess: Female Deities in Early Medieval
Inscriptions from Tamil Region”, R., Mahalakshmi. The Making of the Goddess:
Korravai-Durga in Tamil Traditions. New Delhi: Penguin Books India, pp. 156-98.
 Ramaswamy, V. (1997). “Rebels- House wives”; and “Women in and Out: Women
within the Warkari Panths”. Vijaya, Ramaswamy, Walking Naked: Women and
Spirituality in South India. Simla: Indian Institute of Advanced Study, pp.145-194;
pp.195-230.
SUGGESTED READINGS:
 Ali, A. (2013). “Women in Delhi Sultanate”. The Oxford Encyclopaedia of Islam

and Women, vol. 1. New York: Oxford University Press, pp.197-200.
 Altekar, A. S. (1956) The Position of Women in Hindu Society. Delhi: Motilal
Banarsidas.
 Behl, Aditya. (2003). “The Magic Doe, Desire and Narrative in a Hindavi Sufi
Romance, circa 1503”, Richard M. Eaton (Ed.),India’s Islamic Traditions 711-1750.
New Delhi, OUP, pp.180-208. (Also available in Hindi, in Meenakshi Khanna (Ed.),
(2007).ममममममममममममममममममममममममममममममम, New Delhi:
Social Science Press. pp. 173-202)
 Bhattacharya, S. (2014). “Issues of Power and Identity: Probing the absence of
Maharani-A survey of the Vakataka inscription”. Indian Historical Reviewvol.41/1,
pp. 19-34.
 Bhattacharya, Shatarupa. (2018). “Gender, Dana and Epigraphs: Access to
Resources in Early Medieval Central India”. Singh, Snigdha et al (Ed.), Beyond
Woman Question: Reconstructing Gendered Identities in Early India. Delhi:
Primus, pp.63-100.
 Ernst, Carl W. and Bruce B. Lawrence. (2002). Sufi Martyrs of Love: The Chishti
Order in South Asia and Beyond. New York: Palgrave Macmillan.
 Miller, B.S. (Ed.) (1992), The Powers of Art and Patronage in Indian Culture,
Delhi: Oxford University Press. pp.1-16.
 Orr, Leslie, (2000). “Women’s Wealth and Worship: Female Patronage of
Hinduism, Jainism and Buddhism in Medieval Tamil Nadu”. Mandaktranta Bose
(Ed.).Faces of the Feminine in Ancient Medieval and Modern India. New Delhi:
Oxford University Press, pp. 124-146.
 Rangachari, Devika. (2013). Exploring Spaces for Women in Early Medieval
Kashmir, NMML Occasional Papers.
 Roy, Kumkum. (2010). Power of Gender and the Gender of Power, Delhi: Oxford
University Press, 2010, pp 195-219.
 Roy, Kumkum.(1994). Emergence of Monarchy in North India, Eighth-Fourth
Centuries BC: As Reflected in the Brahmanical Tradition. Delhi: Oxford University
Press.
 Sahgal, Smita. (2017). “Defining Sexuality and Locating it in Logic in Early India
Text: Advocacy of the practice of Niyoga in Early Sanskrit and non-Sanskrit Texts”.
Niyoga: Alternative Mechanism to Lineage Perpetuation in Early India; A Socio-
Historical Enquiry, Delhi: ICHR and Primus Books, 2017, pp.1-7 and pp.21-81.
 Sahgal, Smita.(2019). “Goddess Worship and Mutating Gender Relations within
Hindu Pantheon: From Vedic to Puranic”. Veenus Jain and Puspraj Singh (Ed.),
Women: A Journey Through Ages, New Delhi: New Delhi Publishers, pp.23-32.
 Scott, J. W. (1998). Gender and the Politics of History. New York: Columbia
University Press.
 Sharma, Sunil, (2005). “Amir Khusraw, “Poetics of the Sacred and Profane
Ghazal”, The Poet of Sultans and Sufis, Oxford: Oneworld, 2005, pp. 40-51.
 Sreenivasan, Ramya. (2002) “Alauddin Khalji Remembered: Conquest, Gender and
Community in Medieval Rajput Narratives”. Studies in History vol. 18/2, pp. 275-
294.
 Tyagi, J. (2008). Engendering the Early Households, Brahmanical Precepts in early
Grhyasutras, middle of the First millennium BCE, Delhi: Orient Longman.
 Wright, R. P. (1991). “Women’s Labour and Pottery Production in Prehistory”
Margret Conkey and Joan Gero (Ed.), Engendering Archaeology, USA: Basil
Blackwell.
 Zwilling, L. (1992). “Homosexuality as Seen in Indian Buddhist Texts” . J. I.
Cabezon (Ed.), Buddhism, Sexuality and Gender, Delhi: Sri Satguru Publications,
pp. 203-214.
 ममम,मममममम. (2016). मममममममममममम: ममममममम ममम मममममम
मममममम ममममममम, Delhi: Granthshilpi.
Students who opt for this course have already touched upon some fundamental concepts in their
study of Indian history papers. So the classroom teaching can start with an element of recall
that would help them to build on the course further. Tutorial classes can assist in both clarifying
doubts as well as sharing knowledge and experience. Students can be encouraged not only to do
meticulous readings but to make presentations, get feedback, and evolve their arguments.
Audio-visual aids such as screening of films followed by discussions can add value to
classroom interactions. The thrust should be on conducting micro studies and then connect it
with macro historical processes analysed from the perceptive of gender.
Assessment Methods:
history papers.
Total: 100 Marks
Keywords:
Gender, Gender relations, historical analysis, household, power, politics, literary
representations.
DSE IX
HISTORY OF MODERN CHINA (c. 1840s-1950s)
Course Objectives:
The course studies the transformation of China from an imperial power into a modern nation
taking its place among a constellation of world powers. This transition has been studied in the
context of the impact of a specific form of western imperialism on China and the country’s
numerous internal fissures and contradictions.. This paper seeks to focus on a range of
responses to the tumultuous changes taking place: various strands of reform (from liberal to
authoritarian), popular movements, and revolutionary struggles. It facilitates an understanding
of the multiple trajectories of China’s political and cultural transition from a late imperial state,
to a flawed Republic, to the Communist Revolution led by Mao Tse Tung. The paper shall
expose students to historiographical debates pertaining to each of these themes, keeping in
mind historical and contemporary concerns centred on such issues.
Learning Outcomes:

 Develop an in-depth understanding of China’s engagement with the challenges
posed by imperialism, and the trajectories of transition from feudalism to a
bourgeois/ capitalist modernity.
 To locate these historical transitions in light of other contemporaneous trajectories
into a global modernity, especially that of Japan.
 Analyse significant historiographical shifts in Chinese history, especially with
reference to the discourses of nationalism, imperialism, and communism.
 Investigate the political, economic, social and cultural disruptions caused by the
breakdown of the centuries old Chinese institutions and ideas, and the recasting of
tradition to meet modernist challenges.
 Comprehend the genesis and unique trajectories of the Chinese Communist
Revolution.
 Locate the rise of China and Japan in the spheres of Asian and world politics
respectively.
Course Content:
Unit I: Late Imperial China: Society, Economy, Polity

(a) Confucian Value System
(b) China and the Great Divergence Debate
Unit II. Imperialism, Popular Movements and Reforms in the 19th century
(a) Opium Wars and the Unequal Treaty System
(b) Taiping and Boxer Movements – Causes, Ideology, Nature
(c) Self-Strengthening Movement; Hundred Days Reforms of 1898
Unit III: Emergence of Nationalism

(a). The Revolution of 1911: Context, Nationalist Ideologies, Role of Social Groups, Changing
Gender Roles.
(b). Sun Yat-sen (Sun Zhong Shan) — Ideology and Three Peoples Principles
(c) May Fourth Movement of 1919
Unit IV: Nationalism and Communism

(a). 1921-1927: Formation of the CCP and early activities; Reorganization of the KMT
(Nationalist Party); The First United Front
(b). 1928-1949: Kiangsi (Jiangxi) Period; Evolution of Maoist Strategy and Revolutionary
Measures; the Yenan Phase; Peasant Nationalism and Communist Victory
Unit I:This unit will introduce student to history of China since early modern times. As a
backdrop it will discuss Confucianism and it will also examine the Great Divergence debate.
(Teaching time: 4 weeks Approx.)
 Latourette, K.S. (1954). History of Modern China. London: Penguin Books,

(Chapter 2 & Chapter 3).
 Gray, J. (1990). Rebellions and Revolutions: China from 1800s to the
1980s.Oxford:Oxford University Press, (Chapter 1).
 Pomeranz, K. (2000). The Great Divergence: China, Europe and the Making of the
Modern World. Princeton: Princeton University Press, (Introduction, Chapter 1).
 Wong, R. Bin. (1997). China Transformed: Historical change and the Limits of
European Expansion. Ithaca and London: Cornell University Press, pp. 1-52 (The
“Introduction” is available on line:
http://www.history.ubc.ca/sites/default/files/documents/readings/bin_wong_introduction_1.pdf.
Unit II: This unit deals with European imperialism in China. It also examines the nature and
consequences of popular Movements; Taiping and Boxer Movements. It also deals with
Hundred Days Reforms of 1898.(Teaching Time: 4 weeks Approx.)
 Peffer, N. (1994).The Far East- A Modern History. New Delhi: Surjeet Publications,
(Chapter VI &Chapter VII).
 Chung, Tan. (1978). China and the Brave New World: A Study of the Origins of the
Opium War. New Delhi: Allied Publishers, (Chapter 2, Chapter 6 & Chapter 7).
 Vinacke, H.M. (1982).A History of the Far East in Modern Times. Delhi: Kalyani
Publishers, (Chapter II).
 Chesneaux, J. (1973). Peasant Revolts in China 1840-1949. London: Thames and
Hudson, (Chapter 2).
 Cohen, P.A. (1997).History in Three Keys: The Boxer as Event, Experience and
Myth. New York: Columbia University Press.
 Fairbank, J.K. and Merle Goldman. (2006). China: A New History. Harvard:
Harvard University Press, (Chapter 10& Chapter 11).
 Gray, J. (1990 reprint). Rebellions and Revolutions: China from 1800s to the 1980s.
Oxford: Oxford University Press, (Chapter 3& Chapter 6).
 Purcell, V. (1963).The Boxer Rebellion: A Background Study. Cambridge:
Cambridge University Press, (Chapter VI, Chapters IX, Chapter X& Conclusion).
 Tan, Chester C. (1967). The Boxer Catastrophe, New York: Octagon Books.
 Shih, Vincent. (1967). Taiping Ideology: Its Sources, Interpretations and Influences.
Seattle: University of Washington Press.
Unit III: This unit examines the history of emergence of Nationalism in China. The Revolution
of 1911, its character, nature of protest and participation etc. It also deals with the rise and
impact of Sun Yat-sen (Sun Zhong Shan), his ideology and Three Peoples Principles.
(Teaching Time: 3weeks Approx.)
 Wright, M. C. (Ed.). (1968).China in Revolution: the First Phase, 1900-1913.

London: Yale University Press, (Introduction).
 Zarrow, P. (2005). China in War and Revolution 1895-1949. London: Routledge.
 Lazzerani, Edward J. (Ed.). (1999).The Chinese Revolution. Westport, Connecticut:
Greenwood Press, pp 19-32.
 Linebarger, P.M.A. (1973). The Political Doctrines of Sun Yat-sen: An Exposition of
the San min Chu I. Westport (Connecticut): Greenwood Press, (“Introduction”. Also
available online: http://www.gutenberg.org/ebooks/39356).
 Schiffrin, H.Z. (1968). Sun Yat-sen and the Origins of the Chinese Revolution,
Berkeley: University of California Press, (Chapter 1, Chapter II & Chapter X).
 Bianco, L. (1967). Origins of the Chinese Revolution 1915-1949. Stanford: Stanford
University Press, (Chapter 2).
 Chow, Tse-tung. (1960).The May Fourth Movement. Stanford: Stanford University
Press, (Chapter I, Chapter XIV).
 Sheridan, J.E. (1975). China in Disintegration: The Republican Era in Chinese
History 1912-1949. London: Free Press, Collier Macmillan Publishers, (Chapter
IV).
 Spence, J. (1999).The Search for Modern China. New York: W.W. Norton,
(Chapter 11. 13).
Unit IV: This unit will examine nature of Nationalism and emergence of Communism in
China. It will also examine the formation of the CCP and its early activities. History of
Reorganization of the KMT (Nationalist Party) and The First United Front will also be
elaborated upon. (Teaching time: 3 weeks Approx.)
 Bianco, L. (1967).Origins of the Chinese Revolution 1915-1949. Stanford: Stanford

University Press, (Chapter 3 & Chapter 4).
 Fairbank, J.K. (1987). The Great Chinese Revolution 1800-1985, Part Three.
London: Chatto and Windus, (Chapter 12, Chapter 13 & Chapter 14).
 Harrison, J.P. (1972). The Long March to Power: A History of the Chinese
Communist Party, 1921-1972, London: Macmillan, (Chapter 2, Chapter 3 &Chapter
9).
 Isaacs, H. (1961).The Tragedy of the Chinese Revolution. Stanford: Stanford
University Press, (Preface, Chapter 1, Chapter 2, Chapter 3, Chapter 4 & Chapter
18).
 Johnson, Chalmers A. (1962). Peasant Nationalism and Communist Power: The
Emergence of Revolutionary China, 1937-1945. Stanford: Stanford University
Press, (Chapter I).
 Selden, M. (1971). The Yenan Way in Revolutionary China. Cambridge: Harvard
University Press, (Chapter 1 & Chapter VI).
 Shinkichi, E. and H. Z. Schiffrin, (Ed.). (1984).The 1911 Revolution in China:
Interpretive Essays. Tokyo: University of Tokyo Press, pp. 3-13.
 Snow, E. (1937). Red Star over China, Part Three. London: Victor Gollancz,
(Chapter 2).
 Spence, J. (1999). The Search for Modern China. New York: W.W. Norton,
(Chapter 16).
SUGGESTED READINGS:
 Bailey, Paul J. (2007).Gender and Education in China: Gender discourses and

women’s schooling in the early twentieth century. London: Routledge.
 Cameron, Meribeth H. (1931).The Reform Movement in China, 1898-1912,
Stanford: Stanford University Press.
 Chen, J. (1965).Mao and the Chinese Revolution. London: Oxford University Press.
 Chesneaux, J. (Ed.). (1972). Popular Movements and Secret Societies in China
1840-1950. Stanford: Stanford University.
 Chesneaux, Jean et. al. (1976). China from Opium War to 1911 Revolution. New
York: Random House, (Chapters 2-4, 7).
 Cohen, P. A. and John E. Schrecker. (1976). Reform in Nineteenth Century China,
Cambridge: Harvard University Press.
 Duara, Prasenjit. (2009). The global and the regional in China’s nation-formation.
London: Routledge.
 Fairbank, J. K. (1953). Trade and Diplomacy on the China Coast: the opening of the
treaty ports, 1842-54. Cambridge: Harvard University Press,(Basic textbook, select
chapters).
 Fairbank, J.K. (Ed.). (1983). Cambridge History of China: Volume XII: Republican
China 1912-1949, Cambridge: Cambridge University Press
 Fairbank, J.K. and Merle Goldman. (2006). China: A New History. Harvard:
Harvard University Press, (Chapter 12).
 Fairbank, J.K., E.O. Reischauer and A.M. Craig. (1998).East Asia: Tradition and
Transformation. New Jersey: Houghton Mifflin.
 Fenby, J. (2009). The Penguin History of Modern China: The Fall and Rise of a
Great Power 1850-2009. London: Penguin Books, 2009.
 Franke, Wolfgang. (1980).A Century of Chinese Revolution, 1851-1949, Colombia:
University of South Carolina Press.
 Goodman, Bryna and Wendy Larson (Ed.). (2005).Gender in Motion: Divisions of
Labor and Cultural Change in Late Imperial and Modern China. Lanham: Rowman
and Littlefield Publishers.
 Greenberg, M. (1951). British Trade and the Opening of China. Cambridge:
Cambridge University Press, (Basic textbook, select chapters).
 Hsu, I.C.Y. (1985). The Rise of Modern China. Hong Kong: Oxford University
Press, (Chapter 10).
 Hsu, I.C.Y. (Ed.). (1971).Readings in Modern Chinese History, Part Two. Hong
Kong: Oxford University Press, (Chapter II).
 Lovell, J. (2011). The Opium War: Drugs, Dreams, and the Making of China,
London: Picador.
 Michael, F.H. (1966-1971).The Taiping Rebellion: History and Documents. Seattle:
University of Washington Press.
 Schram, S.R. (1963). The Politics and Thoughts of Mao Tse Tung. London: Pall
Mall.
 Schurmann, F. and O. Schell (Ed.). (1968). China Reader Series: Vol. I– Imperial
China, Vol. II– Republican China. Harmondsworth: Penguin Books.
 Schwartz, B. (Ed.). (1972).The Reflections on the May Fourth Movement: A
Symposium. Cambridge: Harvard University Press.
 Sheng, Hu. (1981).Imperialism and Chinese Politics, Beijing: Foreign Languages
Press, (Basic textbook, select chapters).
 Spence, J.D. (1972). The Gate of Heavenly Peace. London: Faber and Faber
Limited.
 Tan Chung. (1986). Triton and Dragon: Studies on the 19th Century China and
Imperialism. New Delhi: Gian Publishing House.
 Teng, S.Y. (1971). The Taiping Rebellion and the Western Powers: A
Comprehensive Survey. Oxford: Clarendon Press.
 Twitchett, D. and J.K. Fairbank. (1978).The Cambridge History of China.
 Vohra, Ranbir. (1987).China’s Path to Modernization: A Historical Review From
1800 to the Present. Englewood: New Jersey.: Prentice Hall.
 Waller, D. Kiangsi Soviets Republic: Mao and the National Congress of 1931 and
1934. Berkeley: University of California Press.
 Wasserstorm, Jeffrey N. (2003). Twentieth Century China: New Approaches
(Rewriting Histories). London: Routledge.
 Wasserstorm, Jeffrey N. (2016).The Oxford Illustrated History of Modern China,
Oxford: Oxford University Press.
 मममम,मममम:(year) आआआआआआ आआआ आआ आआआ.
 ममममम,मममममममममम. (2005).आआआआआआ आआआ आआ आआआ :
आआआआआआआआआआ आआ आआआआआआआआ ,मममममममममममम.
 मममममममम ममममममममममम. (1952). आआआआआ आआ आआआआआआ
आआआआआआ, Masoori: Sarasvati Sadan.
 ममम मम मम. आआआआआआ आआआआआ आआ आआआआआआ.
 ममममममममममम. आआआआआ आआ आआआआआआआआआआआआआआआआ.
 मममम,मम. मम.मम. आआआ आआ आआआआआआ.
 आआआ आआ आआआआआ, (1985). मममममम मममम ममममममम ममम,
ममममममम
 मममममममम,मममममम. (1984). आआआआ आआआआआ आआ आआआआआआआआ.
 मममममम,ममममममम. (1980). ममममममममममम मम मममममममम
ममममम (मममममम: मममम मममममम ममममम), मममममम : ममममममम.
 ममममममम ममममम. (2005). आआआआआआ आआआआआ आआ आआआआआआ. Delhi:
Motilal Banarsidas.
Classroom teaching will be enriched by discussions and presentations made by students in class
and/or in tutorials. Presentations shall focus either on important themes covered in class
lectures, or on specific readings. Overall, the Teaching Learning Process shall emphasise the
period.
Assessment Methods:
Students shall submit two pieces of written work and shall make presentations based on the
prescribed readings during tutorial classes. Since this is a discipline-specific elective paper
chosen by the student, she should be encouraged to explore the subject through as many diverse
media and in as many ways as possible. Students will be encouraged to innovatively use
diverse learning aids, such as maps, texts on historical geography, literature, media reports,
documentaries, and movies.
Total: 100 Marks
Keywords:
China, Nationalism, Canton, Opium, Communism, Mao, KMT, CCP, Soviet, Peasantry,
Reform, Revolt, Revolution, Sun Yat-sen, Imperialism, Confucianism, Great divergence,
Warlordism, Peasant nationalism, Soviets.
DSE X
The Making of pre-Colonial Southeast Asia
Course Objectives:
This course offers an overview of pre colonial Southeast Asian history. It seeks to familiarise
students with historiographical debates involving the construction of Southeast Asia as a
region. It analyses processes of state formations, the impact of maritime activity on society and
polity in the mainland and the archipelago. It focuses on the development and localization of
religious traditions across a linguistically and culturally diverse region. The paper will require
students to engage with recent developments in the historiography especially with recent
research on aspects of social and political history, external influences on the region,
architecture, urban history and its local histories. Through this the student will develop a clear
and comprehensive understanding of different aspects of pre modern Southeast Asian history.
Learning Outcomes:

 Explain the processes of state formation, the localization and spread of religious
traditions like Islam and Buddhism
 Analyse the impact of the European presence on local society
 Examine the impact of maritime activity of local society and polity and the
developments in the economic and architectural history of the region.
 Discern the history of Populist and Progressive movements along with introduction
of New Deal in response to the Great Depression.
 Describe the historiographical trends to study history of Southeast Asia
Course Content:
Unit-I: Introducing maritime and mainland Southeast Asia: Environments, Language,

Cultures and People; the macro region
Unit-II: Sources and historiographical trends: Indianization / Sinicization / Localization
Unit-III: a) State formation: the early kingdoms; later polities (Pagan, Srivijaya,
Khmer);
b) social structures
c) Indian Ocean and overland routes
d) art & architecture
Unit-IV: Religion: Popular beliefs; the spread and localization of Buddhism, Hinduism, Islam
and Christianity
Unit-V: Political and Economic transformations the 14th century: Majapahit Empire,
regional formations, the Portuguese and Spanish commercial enterprise
Unit-VI: The Age of European Commerce: Maritime economy, trade routes, commodities,
business communities and port cities
Unit-I: In this unit the student will better appreciate the region and its linguistic, ecological and
ethnic diversity. S/he will become familiar with recent historiographical debates. (Teaching
 Tarling, N., ed. (2000). The Cambridge History of Southeast Asia (vol. 1, part 1:
from earliest times to 1500 CE), Cambridge: Cambridge University Press. (A basic
text book for the course).
 Wolters, O.W. (1999). History, Culture and Region in Southeast Asian Perspectives,
Singapore: Institute of Southeast Asian Studies
 Andaya, Leonard Y. (2008). Leaves of the Same Tree: Trade and Ethnicity in the
Straits of Melaka, Honolulu: University of Hawaii Press
 Monica L Smith. (1999). “‘Indianization’ from the Indian Point of View: Trade and
Cultural Contacts with Southeast Asia in the Early First Millennium C.E”, Journal
of the Economic and Social History of the Orient, Vol. 42, No. 1, pp. 1-26
 Suarez, Thomas. (1999). Early Mapping of Southeast Asia: The Epic Story of
Seafarers, Adventurers and Cartographers who first mapped the regions between
China and India, Singapore: Periplus.
Unit- II: At the end of this rubric the students would be able to discuss the process of state
formation in the region. They will develop a better understanding of the evolving social
structures in the region and will be familiar with the important networks of trade and artistic
patronage. (Teaching time 4 weeks Approx.)
 Miksic, John N. and Geok Yian Goh. (2017). Ancient Southeast Asia, London:
Routledge
 Kenneth R. Hall, (2011). A History of Early Southeast Asia: Maritime Trade and
Societal Development, 100-1500, London: Rowman & Littlefield Publishers
 Kulke, H. (1993; 2001). Kings and Cults: State Formation and Legitimation in
India and Southeast Asia, New Delhi: Manohar.
 Klokke, M., (Ed.) (2000). Narrative Sculpture and Literary Traditions in South and
Southeast Asia. Leiden: Brill.
 Girard-Geslan, M., M. Klokke, A. Le Bonheur, D.M. Stadtner, T. Zephir, (1998).
Art of SoutheastAsia, London: Harry N. Abrams
 Guy, J., et al. (2014). Lost Kingdoms: Hindu-Buddhist Sculpture of South and
Southeast Asia. New York: Metropolitan Museum of Art and Yale University Press.
Unit-III: The student will be expected to develop an understanding of local beliefs and ritual
practices in both maritime and mainland southeast Asia. She/he will be able to demonstrate
familiarity with the historical time line and local impact of the spread and localization of
important religious traditions in the region. (Teaching time: 4 weeks Approx.)
 Acri, Andrea, Helen Creese and Arlo Griffiths (Eds.). (2011). From Lanka
eastwards: The Ramayana in the Literature and Visual Arts of Indonesia, Leiden:
Brill
 Morgan David O. and Anthony Reid. (2010). The New Cambridge history of Islam:
The Eastern Islamic World eleventh to eighteenth centuries, Vol. 3, Cambridge:
Cambridge University Press
 Aritonang, Jan Sihar and Karel Steenbrink (Eds.). (2008). A History of Christianity
in Indonesia, Leiden: Brill
 Tara Albert. (2014). Conflict and Conversion: Catholicism in Southeast Asia, 1500-
1700, Oxford: Oxford University Press
Unit- IV: By the end of this rubric the students will be able to trace the changing character of
regional political formations and the beginnings of the European presence in the region. They
will also be better acquainted with the various dimensions of the maritime activity involving
communities, commodities and port cities. (Teaching time: 3 weeks Approx.)
 Pinto, Paulo Jorge de Sousa. (2012). The Portuguese and the Straits of Melaka,
1575-1619: Power Trade and Diplomacy, Singapore: National University of
Singapore Press
 Reid, Anthony. (1988). Southeast Asia in the Age of Commerce, 1450-1680: The
Lands Below the Winds, New Haven: Yale University Press
 Reid, Anthony (Ed.). (1993). Southeast Asia in the early modern era: Trade, power
and belief, Ithaca, New York: Cornell University Press
 Bulbeck, David, Anthony Reid, Lay Cheng Tan and Yiqi Wu,(1998). Southeast
Asian Exports since the 14th century: Cloves, Pepper, Coffee and Sugar, Singapore:
Institute of Southeast Asian Studies
SUGGESTED READINGS:
 Ahmad, Abu Talib and Tan Liok Ee, (2003). New Terrains in Southeast Asian
History, Singapore: Singapore University Press
 Andrea, Acri, Helen Creese and Arlo Griffiths (eds.) (2011). From Lanka
eastwards: The Ramayana in the Literature and Visual Arts of Indonesia, Leiden;
Brill
 Borschnerg, Peter. (2010). The Singapore and Melaka Straits: Violence, Security
and Diplomacy in the 17th century, Singapore: National University of Singapore
 Broese, Frank. (1997). Gateways of Asia: Port Cities of Asia in the 13th - 20th
centuries, London: Routledge.
 Chaudhuri, K.N. (1985). Trade and Civilization in the Indian Ocean: An Economic
History from the Rise of Islam to 1750, New Delhi: Munshiram Manoharlal.
 Goh, Robbie B.H. (2005). Christianity in Southeast Asia, Singapore: Institute of
Southeast Asian Studies
 Hall, K. (1985). Maritime Trade and State Development in Early Southeast Asia.
Honolulu: University of Hawaii Press.
 Hall, K.R. and Whitmore, J.K. (1976). Explorations in Early Southeast Asian
History: the origins of Southeast Asian Statecraft. Ann Arbor: Centre for Southeast
Asian Studies, University of Michigan. Michigan Papers on South and Southeast
Asia, 11.
 Henley, David and Henk Schulte Nordholt (eds.). (2015). Environment, Trade and
Society in Southeast Asia, Leiden: Brill
 Kulke, H, K. Kesavapany, and V. Sakhuja. (2009). Nagapattinam to Suvarnadwipa:
Reflections on the Chola Expeditions to Southeast Asia. Singapore: Institute of
Southeast Asian Studies.
 Kulke, H. ([1993] 2001). Kings and Cults: State Formation and Legitimation in
India and Southeast Asia. New Delhi: Manohar.
 Lieberman, Victor. (2009), Strange Parallels: Southeast Asia in Global Context,
c.800-1830, Volume 2, Mainland Mirrors: Europe, Japan, China, South Asia and
the Islands, Cambridge: Cambridge University Press
 Manguin, Pierre-Yves, A. Mani & Geoff Wade (eds.). (2012). Early Interactions
between South and Southeast Asia: Reflections on Cross Cultural Exchange,
Singapore: Institute of Southeast Asian Studies. (A basic text book for the course).
 Masashi, Haneda. (2009). Asian Port Cities, 1600-1800: Local and Foreign
Cultural Interactions, Singapore: National University of Singapore Press.
 Morgan, David O. and Anthony Reid. (2010). The New Cambridge history of Islam:
The Eastern Islamic World eleventh to eighteenth centuries, Vol. 3, Cambridge:
Cambridge University Press
 Ray, H.P. (1994). The Winds of Change: Buddhism and the Maritime links of Early
South Asia Delhi: Oxford University Press.
 Singh, Upinder and P. Dhar ed., (2014). Asian Encounters: exploring connected
histories, New Delhi: Oxford
 Smith, R.B. and W. Watson. (1979). Early South East Asia: Essays in Archaeology,
History and Historical Geography, New York and Kuala Lumpur: Oxford
University Press

Assessment Methods:
history papers.
Total: 100 Marks
Keywords:
State Formation, Pagan Srivijaya, Indian Ocean, Art & Architecture, Localisation of Religious
Traditions, Buddhism, Hinduism, Islam, Portuguese and Spanish Commercial Enterprise
DSE XI
Global Ecological Histories
Course Objectives:
This course will examine the relationship between society and nature from prehistoric times to
the present. Drawing on environmental, political ecology, historical geography and gender
studies perspectives, the course will introduce students to the concepts, methods and ideas of
global ecological histories. Moving beyond regional and national scales of analysing historical
processes, the following units elaborate the global interconnectedness of socio-ecological
histories. With a long-term perspective on the overlapping nature of historical and geological
time, the course provides critical perspectives on how social differences including class,
gender, caste, ethnicity and nationality were articulated ecologically.
Learning Outcomes

 Critique an understanding of environmental concerns based on a narrow
scientific/technological perspective
 Discuss environmental issues within a social- political framework
 Examine the role of social inequality, i.e. unequal distribution of and unequal access
to environmental resources. This is critical in gaining an understanding of the
environmental crisis of the world - from the global to the local
 Examine the complexities of resource distribution and inequalities of resource use,
locating these within specific social contexts, with reference to case studies regarding
water rights and forest rights
 Locate solutions to environmental problems within a framework of greater
democratisation of resource use
 Problematise (or critique?) the notion of a pristine past - of perfect balance between
human societies and nature in pre-modern times.
Course Content:
Unit-I: Political Ecologies and Societies

Global Ecological interconnectedness and writing histories
Anthropocentrism and critical histories
Unit-II: Energy Regimes in World History

Prime Movers in Pre-Industrial Societies
Industrial Energy Regimes
Unit-III: Ecologies of the Industrial World.
Ecological Imperialism
Colonialism and the re-articulation of inequalities
Colonialism and the re-articulation of inequalities
Unit-IV: Industrial Appropriation of Nature

Industrial Agriculture
Gendered access to natural resources
Cities and Urban Landscapes
Unit-V: Debating Anthropocene/Capitalocene

Climate change and writing ecological histories
Whose Anthropocene?
Unit-1: This unit introduces students to history of conflict over natural resources. It also
examines human nature interactions, with specific reference to anthropogenic
activities.(Teaching Time: 4 weeks Approx.)
 Dickinson, William. (2013). “Changing Times: the Holocene Legacy” in J. R. McNeil

and Alan Roe, eds., Global Environmental History: An Introductory Reader. London:
Routledge, pp 3-23.
 McNeil, J. R. and Mauldin, E. S. (2012). A Companion to Global Environmental
History. Oxford: Wiley-Blackwell, Introduction pp. xvi-xxiv.
 Crist, Eileen. and Kopnina, Helen. (2014) “Unsettling Anthropocentrism”, Dialectical
Anthropology, Vol. 38, No 4, pp. 387-396.
 Sayre, Nathan F. (2012). “The Politics of the Anthropogenic”, Annual Review of
Anthropology, Vol. 41, pp. 57-70.
Unit-2: Introduces students to the emerging field of energy studies. An In-depth reading of
energy histories, especially forest, pastoralism, agriculture will enable students to critique the
assumption regarding harmonious co-existence between man and nature in pre-modern
societies. (Teaching Time: 3 weeks Approx.)
 Vaclav Smil, (2017). Energy and Civilisation. Cambridge: MIT, pp. 127-224.
 Burke III, Edmund. (2009) “The Big Story: Human History, Energy Regime and the
Environment” in Edmund Burke III and Kenneth Pomeranz, eds., the Environment and
World History. Berkeley: University of California Press, pp. 33-53.
 Mitchell, Timothy. (2011). Carbon Democracy: Political Power in the Age of Oil.
London: Verso, pp. 231-254.
 Urry, John. (2013) Societies Beyond Oil: Oil Dregs and Social Futures. London: Zed
Books, pp. 202 -240.
Unit-3: This unit explores how Empires of the New World transferred flora and fauna across
continents, affected the demography of local societies and completely transformed landscapes.
The second rubric explains how colonialism generated new patterns of consumption by
appropriating global resources and fossil fuels for industry, to produce an inter-connected but
unequal world.(Teaching Time: 3weeks Approx.)
 Crosby, Alfred W. (1986). Ecological Imperialism: The Biological Expansion of

Europe, 900-1900. New York. Cambridge University Press, pp.294-308
 McNeill, J.R. (2012). “Biological Exchange in Global Environmental History”, in J.
R. McNeill & E. S. Maudlin, eds., Companion to Global Environmental History.
Oxford: Blackwell, pp. 433-452
 Gadgil, Madhav and Guha, Ramachandra. (1992). “Conquest and control.” In
Madhav Gadgil and Ramachandra Guha, eds., This Fissured Land: An ecological
History of India. Delhi: OUP, pp. 113- 145.
 Prabhakar, R. and Gadgil, Madhav. (1995) ‘Maps as Markers of Ecological Change:
A Case study of the Nilgiri Hills of Southern India’ in David Arnold and
Ramachandra Guha. eds., Nature, Culture and Imperialism: Essays on the
Environmental History of South Asia. New Delhi: OUP, pp. 152-84.
Unit-4: This unit studies the new energy regimes of the modern world, with a special focus on
industrial agriculture. It offers a historical perspective on increasing inequality of access to
natural resources for women and the poor (within their own locations and across the
world).(Teaching Time: 3weeks Approx.)
 McKittrick, Meredith.(2012). “Industrial Agriculture”, in J. R. McNeill & E. S.

Maudlin, eds., Companion to Global Environmental History. Oxford: Blackwell, pp.
411-432.
 Fitzgerald, Amy J. (2015). Animals as Food Reconnecting Production, Processing
and Impacts. Michigan: Michigan State University Press, pp 9-34.
 Agarwal, Bina. (1992). “The Gender and Environment Debate: Lessons from India”,
Feminist Studies, Vol. 18, No.1. pp. 119-158.
 Unger, N. G. (2014). “Women and Gender”, in A. C. Isenberg (ed.), The Oxford
Handbook of Environmental History. New York: OUP, pp 600-643.
 Bauer Jordan and Melosi, Martin V. (2012). “Cities and the Environment” in J. R.
McNeill and E. S. Maudlin, eds., Companion to Environmental History. Oxford:
Blackwell, pp. 360-376.
 Culver, Lawrence. (2014). “Confluence of Nature and Culture: Cities in
Environmental History”, in A. C. Isenberg (ed.), The Oxford Handbook of
Environmental History. New York: OUP, pp. 553-572.
Unit-5: Introduces the concept of Anthropocene to discuss emergent concerns regarding the
influence of humans on the planet’s history. This provides a long-term historical perspective on
contemporary environmental issues including global warming and need for innovation, policy
change at the international level and the production of post humanist histories.(Teaching
Time: 1 week Approx.)
 Steffen, Will, Crutzen, Paul J and McNeill J. R. (2008). “The Anthropocene: Are
Humans Now Overwhelming the Great Forces of Nature”, Ambio, Vol. 36( No.8),
614-21.
 Morrison, Kathleen D. (2015). “Provincializing the Anthropocene”, Seminar, 673
(Sept.), 75-80.
 Lewis, Simon L. and Maslin, Mark A. (2015). “Defining the Anthropocene”,
Nature, Vol.519(12March), 171-80.
SUGGESTED READINGS:
 Beinart, William and Hughes Lotte. eds. (2007). Environment and Empire. Oxford:
OUP, pp. 200-214 (Imperial Scientists, Ecology and Conservation)
 Beinart, William and Karen Middleton. (2004), “Plant Transfers in Historical
Perspective: A Review Article”. Environment and History, vol. 10 no.1, pp. 3-29.
 Bulliet, Richard. (2005). Hunters, Herders and Hamburgers: The Past and Future
of Human-Animal Relationships. New York: Colombia University Press. pp. 205 -
224.
 Chakrabarty, Dipesh “Whose Anthropocene? A Response” in: Whose
Anthropocene? Revisiting Dipesh Chakrabarty’s ‘Four Theses. Robert Emmett and
Thomas Lekan, (eds.), (2016). RCC Perspectives: Transformations in Environment
and Society No. 2, pp.103–113.
 Cronon, William. (1996). “The Trouble with Wilderness: Or, Getting Back to the
Wrong Nature”. Environmental History, vol. 1 no.1, pp. 7-28.
 Cronon, William. (1996). Uncommon Ground: Rethinking the Human Place in
Nature. New York: W. W. Norton & Co. pp. 23-68.
 Crosby, Alfred W. (2006). Children of the Sun: A History of Humanity’s
Unappeasable Appetite for Energy. New York: W. W. Norton. pp. 159-166 & pp.
117-158
 D’Souza, Rohan. (2015). Mischievous Rivers and Evil Shoals: “The English East
India Company and the Colonial Resource Regime” in V. Damodaran,
A.Winterbottom and A. Lester (ed.), The East India Company and the Natural
World. New York: Palgrave, pp.128-146
 Guha, Ramachandra. (2000). Environmentalism: A Global History. New York:
Longman.
 Heynen, Nik, Maria Kaika, and Erik Swyngedouw. (2006), ‘Urban Political
Ecology: Politicizing the production of Urban nature” in Nik Heynen et al. (Eds.). In
the Nature of Cities: Urban Political Ecology and Politics of Urban Metabolism.
London: Routledge, pp. 1-19.
 Kalof, Linda. (2007). Looking at Animals in Human History. London: Reaktion
Books. pp. 1-71
 Malm, Andreas. (2016). The Rise of Steam Power and the Roots of Global
Warming. London: Verso. pp.389-394
 McAfee, Kathleen. (2016). “The Politics of Nature in the Anthropocene” in “Whose
Anthropocene? Revisiting Dipesh Chakrabarty’s ‘Four Theses,’” Robert Emmett
and Thomas Lekan (eds.), RCC Perspectives: Transformations in Environment and
Society No. 2, pp.65–72.
 McKenney, Jason. (2002). Artificial Fertility: “The Environmental Costs of
Industrial Age Fertilisers” in Andrew Kimbrell (Ed.), The Fatal Harvest Reader:
The Tragedy of Industrial Agriculture. London: Island Press, pp.121-129
 McNeill, William. (2012). Mosquito Ecology and War in the Greater Caribbean
1620-1914. New York: CUP pp.137-192
 Moore, Jason W. (ed.) (2016) Anthropocene or Capitalocene?: Nature, History and
the Crisis of Capitalism. Oakland: PM Press. pp. 173-195
 Peretti, Jonah H. (1998). “Nativism and Nature: Rethinking Biological Invasion”
Environmental Values, Vol. 7(No.2), pp 183-192.
 Sklan, Daniela (2007). The Rise and Predictable Fall of Industrial Agriculture.
International Forum on Globalisation San Francisco: International Forum on
Globalisation, pp.38-56
 Shiva, Vandana. (1988). “Women in the Food Chain” (Ch.5) in Vandana Shiva,
Staying Alive: Women, Ecology and Survival in India. New Delhi: Kali for Women.
pp. 96-178.
 Tully, John. (2011). The Devil’s Milk: A Social History of Rubber. New York:
Monthly Review Press. pp. 345-360

Assessment Methods:
history papers.
Total: 100 Marks
Keywords:
Energy Regimes, Industrialisation, Gender, Urban Landscapes, Anthropocene, Ecological

Histories.

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BA HISTORY HONOURS

5th SEMESTER PAPERS

History of Modern Europe – I 5+1

History of the USA: Independence to Civil War 5+1

History of the USSR: From Revolution to World

History of Africa, (c. 1500-1960)

Gender in Indian History up to 1500 CE

DSE II History of Modern China (c. 1840-1950s) 5+1

The Making of pre-Colonial Southeast Asia

Global Ecological Histories

Semester Core Courses Discipline Generic Skill Ability

V History of Modern Europe – I

History of Modern Europe – I

On completing this course, the students will be able to:

Unit I: A Period of Revolutions 1789-1850

Unit IV: Culture and Society: 1789-1850s

ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:

 McPhee, Peter. (2002).The French Revolution 1789-1799. New York: Oxford

 Stearns, Peter N.(2013).The Industrial Revolution in World History. Boulder:

 Lang, Sean (2005).Parliamentary Reform, 1785-1928. London and New York:

Teaching Learning Process:

Classroom teaching, classroom discussions and student presentations in class and/or in

History of India- VII (c. 1600-1750)

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

Unit 2: Political developments and state formation

Unit 3: Religion, Society and the State

Unit 4: Political and Visual Culture

Unit 5: Trade and Crafts

Unit 6: Interpreting the Eighteenth Century

ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:

 Thackston, W. M. (2006).ed. & tr. Jahangirnama – Memoirs of Jahangir: Emperor

 Friedmann, Y. (2001). Shaykh Ahmad Sirhindi: An Outline of his thought and a

 Richards, J. F. (1998). “Formulation of Imperial Authority under Akbar and

 Chaudhuri, K. N.(1982), “European Trade with India” in Tapan Raychaudhuri and

Teaching Learning Process:

Classroom teaching, classroom discussions and student presentations in class and/or in

History of the USA: Independence to Civil War

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

Unit I: A New World

Unit II: Limits of American democracy

Unit III: Early Capitalism and its inequities

Unit IV: U.S. quest for dominance

Unit VI: The Civil War

ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:

 Barney, William L. (2000). The Passage of the Republic: The Inter-Disciplinary

 ‘Lincoln’ Directed and Co-produced by Steven Spielberg, 2012.

Teaching Learning Process:

Classroom teaching, classroom discussions and student presentations in class and/or in

Colonies, Revolution, Federalist Constitution, Jeffersonian Democracy, Westward Expansion,

History of the USSR: From Revolution to World War II (c. 1917-1945)

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

Unit I: Background to the Russian Revolutions of February and October 1917:

Unit III: Collectivisation and industrialisation

Unit VI: Foreign Policy Issues: Comintern [anti-colonial struggles-India/Indo-China; the

ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:

 Fitzpatrick, Sheila. (1999). Everyday Stalinism: Ordinary Life in Extraordinary

 Engel, Barbara Alpern. (2004). Women in Russia 1700-2000. Cambridge:

 McDermott, Kevin and Jeremy Agnew. (1996). The Comintern: A History of