Political Science

BENGALURU CITY UNIVERSITY
CHOICE BASED CREDIT SYSTEM

(Semester Scheme with Multiple Entry and Exit Options for
Under Graduate Course-as per NEP 2020)
Syllabus for Political Science

(III & IV Semesters)
2022-23 onwards
Political Science Syllabus wef 2021-22
Table of Contents
Sl. No Content Page No
1 List of BOS Members 1
2 Structure for Political Science Discipline 3-4
3 Political Science Model Curriculum Design 5-6
4 Semester III 7-27
5 Semester IV 28-49
6 General Pattern of Political Science Question 50-54

Paper(NEP-2020)
Sd/-
Chairperson, BOS
1
Structure for Political Science Discipline

Semester III
No .of Total
Course Paper Credits Teaching Marks/
Hours/Week Assessment
DSC-5 Indian Government and 3 3 100 (60+40)

Politics
DSC-6 Parliamentary Procedures in 3 3 100 (60+40)

India
3.1 Gender and Politics 3 3 100 (60+40)

3.2 Understanding Gandhi 3 3 100 (60+40)
OE-3
3.3 Citizen, Citizenship and 3 3 100 (60+40)
the Indian Constitution
Semester IV
DSC-7 3 3 100 (60+40)

Ancient Indian Political Ideas
and Institutions
DSC-8 Modern Political Analysis 3 3 100 (60+40)
4.1Good Governance in 3 3 100 (60+40)
India
OE-4 4.2 Understanding 3 3 100 (60+40)

Dr. B R. Ambedkar
4.3PoliticalJournalism 3 3 100 (60+40)
Ability
Enhancement 2 2 50(30+20)
Compulsory Constitution of India
Courses
(AECC)
NOTE:
 The College/University can offer more than two Open Elective (OE) in a semester,
provided there are minimum Ten (10) students opting for each of the OE paper.
2
 The Ability enhancement compulsory courses (AECC) paper – “Constitution of

India‟‟ (a) should be taught only by the Political Science/Law teachers. (b) This
paper should be offered in III rd semester for B.Com/BBA courses. In the IV th
Semester, this paper should be offered to BA/BSc/BFA/BCA/BHM/BSW and other
all UG courses.
3
Political Science Model Curriculum (III & IV Semester)
Name of the Degree Program: BA/BSc,/BCom/BBA/BCA…Without Practical

Course
Discipline Core: Political Science
Total Credits fo rthe Program:
Starting year of implementation:2021-22
Program Outcomes:
By the end of the program the students will be able to:
 Not only upgrade the learning of Political Science as a contemporary discipline but also to
inculcate the Indian political ethos and the moral standards of functioning of political
institutions in India. These in fact, brought laurels to our acumen in politics and
Kautilya‟s Arthashatra stands as a proof of this.
 Understand voluminously about the dimensions of Indian Government, its

Parliamentary Procedures, the concerns of Gender in Politics, Gandhian Philosophy
and an understanding of the citizens duties and responsibilities in the 3rd semester.
Understand the papers such as Ancient Indian Political Ideas and Institutions throws
light on the wisdom of Indian Political Thought bringing along its side the Modern
Political Analysis which is skill based paper.
 Understand the papers which are hybridised like Political Journalism and focused
papers like Good Governance and Understanding Dr.B.R.Ambedkar which will bring
to the fore facts and normative ways of running governments.
Thus, these semesters represent both knowledge and skill components and making it
contemporary in its content. Learning among the students will thus make it interesting
and lively.
4
Assessment:
Weightage for assessments(in percentage)
Type of Course Formative Assessment /IA Summative Assessment
Theory 40 (60+40) =100
Practical - -
Projects - -
Experiential Learning - -
(Internships etc.)
AECC 20 (30+20)=50
5
Semester III
6
INDIANGOVERNMENTANDPOLITICS
DSC-5
Course Title: INDIAN GOVERNMENT AND POLITICS
TotalContactHours:45 Course Credits: 3

No. of Teaching Hours/Week:3 Duration of ESA/Exam:2 Hours
Formative AssessmentMarks:40 Summative Assessment Marks: 60+40=100
Course Objective:
The course will explain the functioning of the Indian government and the performance of both
the union and the state governments. It discusses the philosophy of our constitution and the
commitment of the Indian state to its citizenry. It will help the students to develop interest in
politics and grasp the dynamics/nuances of the politics, dynamics of leadership and the role of
socio-economic, religious and lingual issues.
Learning Outcome:
At the end of the course the students shall-
 Learn how the governments both at the union as well state level operates and what are its
challenges.
 Understand the characteristics of power structures in India and the response of the political parties to
the socio-political dynamics.
 Measure and understand the effects of judicial decisions on policy making and social
development in India.
Unit Contents of Course-5 45Hours
Unit-I Chapter-1:Indian Politics: Approaches to study of State and 15Hours

politics in India (Liberal, Marxist and Gandhian).
Chapter-2:Constituent Assembly-Composition and Major

Debates regarding the structure of Indian State
Chapter-3: Preamble and Salient Features of Indian

Constitution.
7
Unit-II Chapter-4:The Union Executive: The President, Vice-President, 15Hours

Prime Minister and the Council of Ministers.
Chapter-5: Parliament: Powers and Functions of LokSabha and

Rajya Sabha, Amendment Process and Major Amendments 73rd,
74th ,86th,101st).
Chapter-6: Judiciary and Judicial Review, Appellate Authority
Public Interest Litigation (PIL).
Unit- III Chapter-7:Nature of Indian Political System, Union-State 15Hours

Relations (Sarkaria Commissions and ARC Committees),
Governor and President‟s Rule: Processes and politics.
Chapter-8: Ideology of - National Political Parties, Regional

Political Parties, Coalition Politics
Chapter-9:Issues in Indian Democracy: Caste, Gender

Religion, Communalism, Regionalism, Criminalization and
Terrorism.
Exercise:
 Debate on the „basic structure of Indian Constitution‟ and the need for changes in the
constitution, functioning of the Constitution-Cases regard to Governor and President‟s Rule.
 List out the major amendments to the constitution, Commission and committee to review
power sharing.
 Examine the functioning of various political parties, its inclusive approaches, influence of
dynasties on their performance.
8
Suggested Readings
1. Iqbal Narain, State Politics in India, Meenakshi Prakashan, New Delhi,1967.

2. RajaniKothari,PoliticsinIndia,Orient Longman,1970.
3. D. Basu,AnIntroductiontotheConstitutionofIndia, NewDelhi,PrenticeHall, 1980.
4. GranvilleAustin,TheIndianConstitution:CornerStoneofaNation,OxfordUniversityPress,I
ndia,1966.
5. C. P.Bhambhari, TheIndianState,FiftyYears,NewDelhi,Shipra, 1997.
6. V. Pylee,ConstitutionalGovernmentinIndia, Bombay,AsiaPublishingHouse, 1977.
7. J.C.Johri,IndianGovernmentandPolitics,Vol.1,ShobanLalandCompany,India,2012.
8. Weiner,PartyPoliticsinIndia,PrincetonUniversityPress,1957.
9. A.G.Noorani,ConstitutionalQuestionsinIndia:ThePresident,ParliamentandtheStates,Delh
i,OxfordUniversityPress,2000.
10. A.S.Narang,IndianGovernmentandPolitics,GeetanjaliPublishingHouse,NewDelhi,1996.
11. BidyutChakrabarty&RajendraKumarPandey,IndianGovernmentandPolitics,SAGE,New
Delhi,2008
12. D.D.Basu, AnIntroductiontotheConstitutionofIndia,25thEdition,LexisNexis, India,2021.
13. M.P.Singh&RekhaSaxena,IndianPolitics:ContemporaryissuesandConcerns,Prentice
HallofIndia,Delhi,2008.
14. M. V.Pylee,AnIntroductiontotheConstitutionofIndia,NewDelhi,Vikas,1998.
15. NirjaGopalJayal&PratapBhanuMehta,TheOxfordCompaniontoPoliticsinIndia,OxfordU
niversityPress,New Delhi,2010.
16. SunderRaman.IndianGovernmentandPolitics,AlliedPublishers,NewDelhi,1988.
17. C.P.Bhambhari,TheIndianStateSinceIndependence:70Years,NewDelhi,Shipra,2017.
9
Pedagogy:
The course shall be taught through the Lecture, Tutorial, Interactive Sessions, Self-guided
Learning Materials, Open Educational Recourses (OER) as reference materials, Practical
Exercises, Assignments, Seminars, Group Discussions Field Visit and Week-end Counseling
Classes.
Formative Assessment
Assessment Occasion/type Weightage in Marks
AssessmentTest-1 10
Seminar/Group Discussion/Field Visit 10
AssessmentTest-2 10
Assignment 10
Total 40
Sd/-
Chairperson, BOS
10
PARLIAMENTARYPROCEDURESIN INDIA
DSC-6
Course Title: PARLIAMENTARY PROCEDURES IN INDIA

Formative AssessmentMarks:40 Summative Assessment Marks:60+40=100
Course Objective:
The course attempts to make the students familiar with legislative practices in India with an
orientation to equip them with the adequate skills of participation in deliberative processes and
democratic decision making. This aims at providing the basic understanding of the
constitutional provisions relating to parliamentary procedures and the accessories of the same.
This will help the students to understand the working of democracy through an institutional
mechanism.
Learning Outcome:
 Aim at understanding the procedural aspects of parliamentary system of governments.

 Learn about the privileges of people‟s representatives and match it with their
performance.
 Understand the working of committees, budgetary aspects and deliberative mechanism
within the parliament.
 
Unit Contents of Course-6 45 Hours
Unit-I Chapter-1: E l e c t i o n Commission: Powers and

F u n c t i o n s Elections to the Legislatures: Parliament and State
Legislatures.
Chapter-2: Powers, Functions and Privileges of People's

Representatives-Members of Parliament and State Legislature.
Chapter-3:Legislative Procedures of the Parliament: Articles

107-122.
11
Unit-II Chapter-4: Kinds of Bills: Ordinary Bills, Money Bills, Finance 15Hours
Bills, Private Member Bills.
Chapter-5: Drafting of the Bill, First Reading and Departmental

Standing Committee, Second Reading, Third Reading, Passage
of the Bill, Consent by the President, Gazette Notifications.
Chapter-6: Parliamentary Committees: Composition and

Functioning (Departmental Standing Committees, Select
Committees, Joint Parliamentary Committees, Public Accounts
Committee on Privilege Business, Advisory Committee, Ethics
Committee).
Unit-III Chapter-7: Motions and Hours in the House: Question Hour, 15Hours
Zero Hour, Half an Hour Discussion, Calling Attention Motion,
Adjournment Motion, Privilege motion, Censure motion, 'No-
confidence' motion, Cut motion.
Chapter-8: Parliamentary Questions: Types, Starred and

Unstarred Questions, Questions Addressed to Private Members
and Short Notice Questions.
Chapter-9: Parliamentary Privileges: Constitutional Provisions,

Codification of Privileges, Privileges of Parliamentarians and
Legislators, Breach of Privilege.
Exercise:
 The college can organize mock parliaments and teach students the etiquettes of
parliamentary behaviour.
 Can organise debates on the codification of privileges and match it with the performance
of people‟s representatives.
 Can organize special lectures by inviting officers / bureau crats to deliberate on the
procedural aspects of democracy.
12
Suggested Readings
1. M.N. Kaul and S.L. Shakdher, Practice and Procedure of Parliament, Metropolitan, New
Delhi,1968.
2. Subhash C. Kashyap,Our Parliament, National Book Trust, New Delhi, 2021.
3. S H. Belavadi, Theoryand Practice of Parliamentary Procedure in India,1988.
4. StudyMaterialonParliamentaryPracticesandProcedures.LokSabhaSecretariatParliamentar
y Research and Training Institute for Democracies (Erstwhile BPST), NewDelhi.
5. Apoorva Shankar and Shreya Singh, Parliamentary Procedures A Primer
RajyaSabha,PRSLegislativeResearch,2015.
6. C£ÀAvÀgÁªÀÄAiÀÄå, C£ÀÄªÁzÀPÀgÄÀ , £ÀªÀÄªÀÄ ¸ÀA¸ÀvÀÛ ¸ÀÄ¨sÁµÀ PÀ±ÀAiÀÄå¥À Dgï J¯ï
National Book Trust, India, 2015.
7. Dr.K.S. Chauhan,ParliamentPowers Functions AndPrivileges,LexisNexis,India,2013.
8. AjitRanjanMukharjea,ParliamentaryProcedureinIndia,OxfordUniversityPress,1958.
9. MN.Kaul,ParliamentaryInstitutionsandProcedures,NationalPublishingHouse,1978.
10. Jalan,India‟sPolitics,Penguin,NewDelhi,2007.
11. Abbas,H.,Kumar,R.&AlamM.A.,IndianGovernmentandPolitics,Pearson,NewDelhi,2011
.
12. Chakravarty,B.&Pandey,K.P,IndianGovernmentandPolitics,Sage,NewDelhi,2006.
13. K.Sanyal,StrengtheningParliamentaryCommittees,PRS,CentreforPolicyResearch,New
Delhi,2011.
Available
at:http://www.prsindia.org/administrator/uploads/media/Conference%202011/Strengthen
in g%20Parliamentary%20Committees.pdf.
13
Pedagogy:
Learning Materials, Open Educational Recourses (OER)as reference materials, and Mock
Parliaments as Practical Exercises, Assignments, Seminars, Group Discussions, Field Visit and
Week-end Counseling Classes.
AssessmentTest-1 10
AssessmentTest-2 10
Assignment 10
Total 40
Sd/-
Chairperson, BOS
14
GENDER AND POLITICS
Open Elective-OE-3.1
Course Title: GENDER AND POLITICS

Formative Assessment Marks:40 Summative Assessment Marks:60+40=100
Course Objective:
The course provides an overview of political participation of women in general and specifically
in India. It enables students to understand the issues related to women leadership, participation
and governance and how they have progressively become integrated into political science to
inform and shape contemporary social sciences. It helps in sensitizing the patriarchal society to
improve the relationship between men and women removing the obstacles of exploitation,
violation of her rights, bringing into focus the need for the education and empowerment.
Learning Outcomes:
 Answer how ideologies have shaped the women in politics

 Bring awareness of the relevance of gender issues in politics.
 Through discussions on women and governance understand the ground realities
about politics in relation to women.
Unit ContentsofCourse-OE-3.1 45Hours
Unit-I Chapter-1: Defining Gender, Significance of Gender Studies, 15Hours

Difference between Gender Studies and Women Studies,
Feminist Perspectives (with reference to India).
Chapter-2: Gender Imbalance in Political Representation and

Electoral Process, Gender Discrimination in Indian Politics–
including LGBTQ, Feminist Critique of Politics.
Chapter-3: Governance and Gender Structures,

Gender Budgeting and Gender Issues in Governance.
15
Unit-II Chapter-4:Gender and Empowerment Process: Education, 15Hours

Economic, Political and Socializing and sensitizing gender
issues.
Chapter-5: Gender Differentiation in Political Parties and

Leadership, Challenging Gender Stereotype sin Socio-Political
sphere.
Chapter-6: Capacity Building and Role of Women in Karnataka

Politics, Women Representation in Local Governments.
Unit- III Chapter-7:Women and Poverty, Women and Health, Women 15Hours
and wealth creation, Violence against Women, Women and
Armed Conflict.
Chapter-8: Women and Literature, Women and the Media,

Women and the Environment.
Chapter-9: Women and Societal Challenges: Dowry, Sexual

Harassment, Girl Child - Programmes of the Governments for
the uplift of Women, Educating male child and socio-religious
taboos including patriarchy.
Exercise:
 Conduct one day workshop and make an assessment of role of women in politics.
 Collage making, short films and video watching can be done by the students and
measures can be discussed to minimise the gender gap.
 Students can make field visits to understand the persistent of patriarchal values and
traditions.
16
Suggested Readings
1. P.K.SwaibandS.N.Tripathy,“UnequalTreatmenttoWomenandGender”,Bias,SonaliPublic
ations,NewDelhi,2006.
2. Malashrilal,ChandraMohan,EnakshiK.Sharma,DevikaKhannaNarulaandAmritKaurBasr
a,“GenderandDiversity”,RawatPublications,Jaipur,2015.
3. AndrewHeywood,“GlobalPolitics”,PalgraveMacmillanPublication,NewYork,2014.
4. KrantiRana,“ModernWorkingWomenandtheDevelopmentDebate”,KanishkaPublishers,
NewDelhi,1998.
5. Dr.TanujaTrivedi,“EncyclopediaofWomen‟sEmpowerment”,JanapadaPrakashan,New
Delhi,2012.
6. BhaswatiDasandVimalKhawas,“GenderIssuesinDevelopment–Concernsforthe21st
century”,RawatPublications,NewDelhi,2009.
7. U.Kalpagam,“GenderandDevelopmentinIndia:CurrentIssues”,RawatPublication,2011.
8. B.N.Singh,“RuralWomenandEducation,”vistaInternationalPublishingHouse,Delhi,2016.
9. Meerakosambi,“WomenwritingGender”,PermanentBlockPublication,NewDelhi,2012.
10. Brush,LisaD.,GenderandGovernance,RawatPublications,NewDelhi,2007.
11. SangeetaBharadwaj,“Gender,Social
StructureandEmpowermentStatusReportofWomeninIndia”,RawatPublication,2009.
12. Dr.TapanBiswal,“HumanRightsGenderandEnvironment”,VivaBooksPrivateLtd,New
Delhi,2006.
13. Dr.S. Murty, “WomenandEmployment”,RBSAPublishers,Jaipur, 2001.
14. Singh,Narpat,„ChangingStatusofWomen‟VistaInternationalPublishingHouse,Delhi,2008
15. Anuradhamathu,“GenderandDevelopmentinIndia”,KalpazPublication,Delhi,2008.
16. M.BahatiKumba,“GenderandSocialMovements”,RawatPublication,NewDelhi,2003.
17. Saxena,Alka,WomenandPoliticalLeadership,AltarPublishingHouse,NewDelhi,2011.
17
Pedagogy:
Exercises, Assignments, Seminars, Group Discussions, Field Visit and Week-end Counseling
Classes.
AssessmentTest-1 10
Seminar/Group Discussion/ Field Visit 10
AssessmentTest-2 10
Assignment 10
Total 40
Sd/-
Chairperson, BOS
18
UNDERSTANDING GANDHI
Open Elective– OE-3.2
Course Title: UNDERSTANDING GANDHI
Total Contact Hours:45 Course Credits: 3

Course Objective:
The course objective is to bring to the attention of the younger generation the core elements of
Gandhian thought and Gandhi‟s approach to the key issues of contemporary India. This paper
covers a wide range of issues including politics, economics, social reconstruction, religion and
issues of sustainable development which provides insight into the idea of what Gandhi
propagated as a political thinker. His ideas of Hindu-Muslim relations or critique of modern
society, Swadeshi etc., makes Gandhi relevant to the current political is courses.
Learning Outcome:
 Be able to explain the idea of truth and non-violence which is the foundation of
Gandhian Philosophy.
 Know the position of Gandhi on issues like Hindu-Muslim relations, gender question,
cow protection, caste and untouchability questions.
 Answer his reason for his choice of Swadeshi and his critique of modern Civilization.
19
Unit Contents of Course-OE-3.2 45 Hours
Unit-I Chapter-1: Background Influences: Historical: South Africa, 15 Hours

Intellectual: Thoreau, Rusk in and Tolstoy.
Chapter-2: Gandhian Experiments: Truth, Non-Violence,

Satyagraha, Movements led by Gandhi- Champaran, Bardoli,
Khilafat, Non-Cooperation, Salt Satayagraha.
Chapter-3: Social Movements-Ahmedabad MillStrike, Vaikom

Satyagraha, Forest, Health and Naturopathy, Sustainable
Development.
Unit-II Chapter-4: Gandhi as a Leader: Gandhi as a model, Gandhian 15Hours
Methodology: Prayer, Consensus Building and Fasting.
Chapter-5: Gandhian Views on Politics: Role of Ethics,

Morality, Religion and Service.
Chapter-6:Gandhi‟scritiqueon British Parliament, Gandhi on

Nation and Nationalism.
Unit- III Chapter-7: Gandhi on Swadeshi and Swaraj, Critique on 15Hours

Modern Civilization, Modern Education and Machines.
Chapter-8: Gandhi on Violence (Doctrine of the Sword)

Gandhi and Sins, Gandhi‟s views on Women and Sustainable
Development.
Chapter-9: Gandhi as Political Strategist, Gandhi's Views on

Hindu-Muslim Relation, Cow Protection, Untouchability and
Caste Question.
Exercise:
 Students shall have a group reading of Gandhiji's texts like Hindswarj, My
Experiment with truth, Sarvodaya, etc,.
 Shall conduct the group discussion on the significance of Satyagraha,
Sustainable Development, Swadeshi, etc.
 By reviewing literature on Gandhian critiques students can discuss the strengths
and weakness of Gandhian Philosophy and his relevance in 21st century.
20
Suggested Readings
1. Lal, V, The Gandhi Everyone Lovesto Hate, Economic and Political Weekly, 43(40), 2008, pp. 55-64.
2. Power, P, Towards a Re-Evaluation of Gandhi‟s Political thought. The Western Political
Quarterly, 16(1), 1963, pp.99-108.
3. Gandhi, M. K, Hind Swaraj, Navajivan Publishing House, Ahmedabad, 1939, pp 49-55.
4. Indian Council for Historical Research, The Logic of Gandhian Nationalism Civil Disobedience
and the Gandhi-Irwin Pact, 1930-31, Indian Historical Review,1976.
5. Dey, A. Islamand Gandhi: A Historical Perspective. Social Scientist, 41(3/4),2013, pp. 19-34.
6. Chandra, B,Gandhiji, Secularism and Communalism. Social Scientist, 32(1/2), 2004, pp. 3-29.
8. Parekh, B, The Critique of Modernity In Gandhi: A Brief Insight, Sterling Publishing Company,
Delhi, 1997. pp. 63-74.
9. Heredia, R, Interpreting Gandhi's Hind Swaraj, Economic and Political Weekly, 34(24),
1999.pp.1497-1502.
10. Parel, A. J. (Ed.), Introduction. In:Gandhi, freedom and Self Rule, Vistaar Publication, Delhi,
2002.
11. Kumar, R. Class, Community or Nation? Gandhi”s Quest for a popular consensus in India,
Modern Asian Studies, 3(4), 1969, 357-376.
12. Parel,A.J.(Ed), Introduction. In: Gandhi, Freedom and Self Rule, Vistaar Publication, Delhi,
2002.
15. Sarah Claerh out Gandhi, Conversion, and the Equality of Religions: more experiments with
truth, Numen-International Review for the History of Religions, 61(1), 2014, p.53-82.
16. Collected Works of Mahatma Gandhi Hindu-Muslim Tension: Its Cause and Cure, Young
India, 1924, pp.58-59.
17. Collected Works of Mahatma Gandhi: Save the Cow, Young India,1921.
18.http://www.gandhiashramsevagram.org/gandhi-literature/mahatma-gandhi-collected-
worksvolume-23.pdf.
21
Pedagogy:
Classes.
AssessmentTest-1 10
AssessmentTest-2 10
Assignment 10
Total 40
Sd/-
Chairperson, BOS
22
CITIZEN, CITIZENSHIP AND THE INDIAN CONSTITUTION
Open Elective OE-3.3
Course Title: CITIZEN, CITIZENSHIPAND THE INDIAN CONSTITUTION

Course Objective:
This course aims at understanding the concept of citizenship. This course supports to develop an
understanding of mindfulness, empathy and compassion and use these as tools to enhance one‟s
emotional wellbeing and social relationships within a society. It further helps nation building by in
culcating responsible citizenship among the students.
Learning Outcome:
 Take part in social reconstruction as responsible individuals and will learn to develop own
identities.
 Demonstrate pro-social behavior towards others, including those belonging to a different race,
ethnicity, culture, colour, gender or nationality.
 Understand and appreciate rights and privacy of other fellow citizens.
Unit Contents of Course-OE-3.3 45Hours
Unit-I Chapter-1:Concept of Citizen: Subject-Slave-Citizen: a 15Hours

Comparison, Aspirational Citizenship.
Chapter-2: Citizenship in India: Milestones- Citizenship and
Partition of India (Nehru and Liyaqat Ali Khan Pact) The
Citizenship Act, 1955, The Citizenship (Amendment) Act, 1986,
The Citizenship (Amendment) Act, 2003, 2005 and National
Register of Citizens (NRC).
Chapter-3: Citizens and Constitutional Provisions:
Fundamental Rights and Duties, Socio-Economic and Cultural
Rights.
23
Unit-II Chapter-4: Citizenship Issues in India: Laws for Immigrants, 15Hours

Laws for Migrants, Refugees and Asylum seekers, Process of
acquiring Citizenship.
Chapter-5: Dual Citizenship: Needs and Demands- Impact of

Globalization, Advantages of Dual Citizenship.
Chapter-6: IPC and Citizens Rights: First Information Report,

Arrest, Detention, Bail Provisions, Sedition Act, Citizen and
Civic Culture.
Unit- III Chapter-7:Citizen and Responsibility: Constitutional 15Hours

Provisions, Local Acts, Rightto Privacy, Role of NGO's.
Chapter-8: Citizen and Discrimination: Caste, Gender

(LGBTQ), language, Race, Colour, Place of Origin.
Chapter-9: Protection of Citizens: Women and Property

Rights, Rights of Forest Dwellers, and Displaced People (War,
Natural Calamities and Rehabilitation), Universal Declaration of
Human Rights.
Exercise:
 Students and teachers collectively work towards building communication network among
vulnerable citizens who have no knowledge about their own rights.
 Through activities they may form empowering groups and support immigrants /migrants
resolve their legal issues with authorities like police and government.
 They may visit courts, police stations, regional passport offices and spread the laws relating
to migrants, immigrants regarding their rights.
24
Suggested Readings
1. Marcus Raskin, „Nation Building and Citizenship: Studies of our Changing order‟
RutledgeIndia,NewDelhi,1996.
2. AtulKolhi,„DemocracyandDiscontent:India‟sgrowingcrisesofGovernability,Cambridge
UniversityPress,1991.
3. AtulKolhi,ThesuccessofIndiaDemocracy,CambridgeUniversityPress,2001.
4. SavitahaRao,India‟sPositiveCitizenBuilding-
AGreatNationOneActionAtATime,WingsPublishing,Bangalore,2020.
5. AnupamaRoy,„MappingCitizenshipinIndia‟,(OxfordIndiashortintroductions),OxfordUniver
sityPress,NewDelhi,2012.
6. NiragGopalJayal, „CitizenshipanditsDiscontents‟, HarvardUniversityPress, 2013.
7. OrnitShani,„HowIndiabecomeademocraticcitizenshipandmakingoftheUniversalFranchise‟,
CambridgeUniversityPress,NewDelhi,2017.
8. KoenigLion,„CulturalCitizenshipinIndia;PoliticsPowerandMedia‟,OxfordUniversityPress,N
ewDelhi,2016.
9. Blog.mygov.in/we-the-people-we-the-citizen.
10. Subrata.K.Mitra,„Citizenshipasculturalflow,structureagencyandflow‟,e-
Book,2013,springerlink.
25
Pedagogy:
The courses hall be taught through the Lecture, Tutorial, Interactive Sessions, Self-guided
Learning Materials, Open Educational Recourses(OER) as reference materials, Practical Exercises,
Assignments, Seminars, Group Discussions, Field Visit and Week-end Counseling Classes.
Assessment Test-1 10
Assignment 10
Total 40
Sd/-
Chairperson, BOS
26
SemesterIV
27
ANCIENT INDIAN POLITICAL IDEAS AND INSTITUTIONS

DSC- 7
Course Title: ANCIENT INDIAN POLITICAL IDEAS AND INSTITUTIONS

No. of Teaching Hours/Week:3 Duration of ESA/Exam: 2 Hours
Course Objectives:
The paper aims at developing an understanding of the Social and political philosophy of ancient
India to assess the modern notions about socio-political arrangements. Further it helps to analyze
the process of decolonizing Indian minds related to India‟s glorious past. The objective thus being
to throw light on the indigenous political theories and the irrelevance to changing times.
Learning Outcome:
 Reflection the native concepts like Dharma, Rajadharma, Nyaya, Viveka etc., in the light of
their modern connotations.
 Understand the role of texts and stories in the Indian context by reflecting upon our own
experiences.
 Revisit our own socio-political structures through the textual and non-textual sources from
the early Indian period in order to quell the European representation of Indian Society and
heritage.
28
Unit ContentsofCourse-DSC7 45Hours
Chapter-1: Sources of Early Indian Thought: Sources and 15Hours

Unit-I Limitations: Pre and Post-Colonial.
Chapter-2: Perspectives: Orientalists, Nationalists, Marxian

(Asiatic Mode of Production) and Gandhiji on Varna shrama
Dharma, Dr. Radhakrishan perspective.
Chapter-3:IndianCulture: Colonial Narratives (William Jones,

Macaulay) and Contemporary Discourses (Dharampal and
Edward Said).
Chapter-4: Socio-Political Ideas in the Early Indian 15Hours
Unit-II Thought: Dharma, Rajadharma, Dandaniti, Nyaya,
Varnadharma, and Ashramadharma.
Chapter-5: Kingship: Origin Stories, Gopati to Bhupati,

NatureandStructure.
Chapter-6: Functions of Institutions: Sabha, Samiti, Vidhata,

Paura-Janapada.
Chapter-7: Ganasaghas: Nature, Structure, Functions Role 15Hours

Unit- III ofStoriesinIndianTradition and its Relevance
Chapter-8:Ramayana(Valmiki):Ramarajya, Subaltern and

Adhyatmic perspective and its Relevance
Chapter-9:Mahabharata(Vyasa):Rajadharma in Shantiparva,
Idea of war and Peace and its Relevance
Exercise:
 Closer eading sessions to be organized to understand the ancient extinits original context
by way of discussions.
 Students shall visit the nearby historical places and collect artifacts, stories, and other relics
with the help of the native people.
 Students shall respond to accommodate the important criticisms of Ramayana and
Mahabharata by its critics and enact dramas and costumes.
29
Suggested Readings
1. AlterkarA.S,StateandGovernmentinAncientIndia,MotilalBanarsidass,ChowkBanaras,1949.
2. R.S.Sharma,EarlyIndianSocialandPoliticalThoughtandInstitutions(AspectsofthePoliticalIde
asand Institutionsin AncientIndia,MotilalBanarsidass,Delhi,1991.
3. JayaswalK.P,HinduPolity,BangalorePrintingandPublishingCo.LTD,Bangalore,1943.
4. GoshalU.N,HistoryofHinduPoliticalTheory,OxfordUniversityPress,Culcutta, 1923.
5. KangleR.P,Kautilya‟sArthasastra,MotilalBanarsidassPublishersPvt.Ltd,NewDelhi,1986.
6. BhandarkarD.D,SomeAspectsofAncientIndianCulture,Madras,University of Madras,1940.
7. RomilaThaper.FromLineagetoState,OxfordUniversityPress, UnitedKingdom,1984.
8. R.S.Sharma,ShudarasinAncient India,MotilalBanarsidass, Delhi,1957.
9. Sharma,R.SIndia's,AncientPast,OxfordUniversityPress,NewDelhi,2006.
10. Sharma,R. S,RethinkingIndia'sPast, OxfordUniversityPress,NewDelhi, 2010.
11. KraedarLawarence,“Formationofthestate”,PrenticeHall,United State,1968.
12. Kosambi.D.D,“IntroductiontotheStudyofIndian History”,PopularPrakashan,Mumbai,1956.
13. SaidEdward, Orientalism,PantheonBooks,USA,1978.
14. MisraVibhutiBhushan,FromtheVedastotheManusamhita,City/CountryBrillAcademic,Unite
dStates,1982.
15. SircarD.C,StudiesintheReligiouslifeofAncientandMedievalIndia,MotilalBanarsidass,Delhi,
1971.
16. AiyangarK.R,AncientIndianPolity,OrientalBooksAgency, Poona,1941.
17. PargiterR,AncientIndianHistoricalTradition, OxfordUniversityPress,London,1922.
18. LevinG.M,Bongard,AComplexStudyofAncientIndia–
MultidisciplinaryApproach,AmericanOrientalSociety,USA,1989.
19. KumarS,“RoleofStateinAncientIndiaEconomy”,RamanandVidyaBhawan,Delhi,1986.
20. SircarD.C,Political andAdministrative System of Ancientand Medieval
India.MotilalBanarsidass,Delhi,1975.
21. MaityS.KandUpendraThakur,IndologicalStudies.AbhinavPublications,NewDelhi,1991.
22. MukherjeeShobha,TheRepublicantrendsinAncientIndia.MunshiramManoharialPublishersPr
ivateLimited,New Delhi,1989.
23. BandyopadhyaN.C,DevelopmentofHinduPolityandPoliticalTheories,MunshiramManoharlal
Publishers,NewDelhi,1980.
24. ChattopadhyayaD. Lokayata, PeoplesPublishing House,NewDelhi,1959.
30
25. Kosambi D.D,The Culture and Civilization of Ancient India and Historical Outline, Vikas
Publishing House Pvt. Ltd, Noida,1965.
26. Majumdar R.C,History and Culture of Indian People,Vol.I, Dacca University, Bangladesh,
1977.
27. Kulke, Hermen (Ed),State in India,1000 to 17000, Oxford University Press, Delhi, 1995.
28. Kane P.V, History of Dharmashastras,Vol-1-5, Bhandarkar Institute Press, Poona,1930.
Pedagogy:
The course shall be taught through the lecture, tutorial, interactive sessions, self-guided learning
materials, Open Educational Recourses (OER) as reference materials, Close-Reading Sessions of
texts, assignments, seminars, group discussions, Field Visit and week- ends Seminars.
AssessmentTest-1 10
AssessmentTest-2 10
Assignment 10
Total 40
Sd/-
Chairperson, BOS
31
MODERN POLITICAL ANALYSIS

DSC-8
Course Title: MODERN POLITICAL ANALYSIS

Course Objective:
The objective is to equip students to develop insights into political institutional functioning
keeping in insight both the normative and empirical ways of understanding. This paper also throws
light on value laden functioning and value neutral aspects of systems output that will help students
to understand and evaluate Governments. It aims at scientifically assessing the functioning of the
government as result oriented institutions.
Learning Outcome:
 Understand the key concepts of Political Institutional working and science within them.
 Be familiar with the Phenomenon of politics and various explanations relating to the influences
that mould the decision making process.
 Help the students to visualize the working of political institutions and the process of decision
making through diagrammatic presentations.
.Unit Contents of Course: DSC-8 45 Hours
Unit-I Chapte-1 Genesis and Emergence of Modern Political Analysis, 15 Hours

Modern Political Analysis-Meaning, Nature, Scope and Goals
Chapter-2 Political System-Types, similarities and differences,

classification-Aristotle and Webber.
Chapter-3Approaches–Traditional-Philosophical, Historical
Institutional, Modern-Behavioral, Systems, Game.
32
Unit-II Chapter-4 Talcott Parson's General Systems theory-Pattern of 15Hours

Inter Relationship, Hierarchical order, Integration.
Chapter-5 David Easton‟s Input-Output model of Political

System, Features, Functions and Critical Evaluation.
Chapter-6 Power-Meaning, significance, and measurement,

difference between Power, Authority, Legitimacy and Influence,
Harold Lass well‟s contribution.
Unit- III Chapter-7Almondon Structural–Functional Analysis Karl 15Hours
Deutsch‟s Communication Theory.
Chapter-8 Richard C Snyder‟s Decision Making Theory,

Arthur F. Bentley and David Truman Group theory of Politics.
Chapter-9 Political Development-Concept of Political

Development- its variables, Development syndrome, Theory of
Lucian Pye.
Exercise:
 The department can lead the students to a nearby political institution and explain to them
the process of administrative decision making.
 The department may invite functionaries of these institutions to deliberate upon issues of
redundancy and simplifying administration.
 Assignments can be given to the students to innovate methods of simplification of
administrative procedures in offices of Governments and offer consultancy.
33
Suggested Readings
1. Almond,G.andColeman.J.S.“ThepoliticsoftheDevelopingAreas”,PrincetonUniversityPress,Pri
ncetonNJ,1960.
2. Almond,G.A.and Verba,S,“The Civic Culture: political Attitudesand Democracy in
FiveNations”,PrincetonNJ,PrincetonUniversityPress,1963.
3. Amin,S,“AccumulationonanoldScale:ACritiqueoftheTheoryofUnderdevelopment”,MonthlyRe
viewPress,NewYork,1974.
4. Apter, D.E,“ThePoliticsofModernization”,UniversityofChicagoPress,Chicago,1965.
5. GabrielAlmond,“CooperativePolitics:ADevelopmentapproach”LittleBrown,Boston,1966.
6. HannahArendt,“TheOriginsofTotalitarianism”,HarcourtPress,NewYork,1951.
7. Johari, J.C, “Comparative Government and Politics”, Sterling Publishers Private Limited,
NewDelhi,1982.
8. Powell,G.B,RussellJ.D,andKaareStrom,“ComparativePoliticalToday,AWorldView”.LondonPr
ess,NewYork, 1970.
9. RodHague.MartinHarrop,ShaunBreslin,“ComparativeGovernmentandPolitics”,PalgraveMacm
illanpress,UK,1992.
10. VerbaSandAlmond,“TheCivicCultureRevisited”,littleBrown,Boston, 1980.
11. Dahl, RobertA,ModernPoliticalAnalysis,PrenticeHallofIndia,NewDelhi,1981.
12. U.R.Ghai- Contemporary Political Analysis
34
Pedagogy:
Classes.
Seminar/Group Discussion / Field Visit 10
Assignment 10
Total 40
Sd/-
Chairperson, BOS
35
GOODGOVERNANCE ININDIA
Course Title: GOOD GOVERNANCE IN INDIA

Course Objective:
The course directed to familiarize the student to understand the elements of Good Governance which has
the effect on day today life. The purpose is to show to them that states are changing their approach to
Administration giving importance to stake holders. Some of the programs mentioned in the syllabi
exemplifies the same. The aim is to help students to link the theory in the class room with realities in the
outside world.
Learning Outcome:
 Understand the difference between traditional form of Administration and the concept of
Governance
 Get a perspective of changing modes of Governance with the examples drawn from central and
state Governments.
 Appreciate the participation of citizens in day today Administration through a charter and other
programmes like Sakala, Bhoomi etc,.
Unit Contents of Course:OE-4.1 45Hours
Unit-I Chapter-1 Meaning, Characteristics, Elements, Growth and 15Hours

need for Good Governance.
Chapter-2 Theories and Concepts of Governance-Public Choice
and Public Value Theory, Good Governance and
36
Globalization.
Chapter-3 Corporate Governance- Networking and

collaborative Governance.
Unit-II Chapter-4 Public Service Guarantee Act 2011: Features, 15Hours

Provisions and Impact, Right to Information Act-Meaning,
Characteristics and Importance.
Chapter-5 E-Governance-Meaning, Characteristics, Importance

and EGovernance Policy, ICT and Governance.
Chapter-6 Citizens Charter, Digital India, Gender and

Governance.
Unit- III Chapter-7 Sakala Project, Bhoomi Yojana, SWAYAM and 15Hours
E-Kissan, E-Court.
Chapter-8 People‟s Participation and Role of Civil Society,

Ethics and Accountability in Governance.
Chapter-9 Challenges before good governance in India.
Exercise:
 Students and the department can undertake survey regarding causes and consequences of
failed administration.
 Through activities they can visit their respective villages and prepare papers regarding the
working of programmes like Sakala, Bhoomi etc,.
 The department may invite officers connected to Governance projects and have interaction
with the students.
Suggested Readings
1. KanakKantiBagchi,GoodGovernanceandDevelopment,AbhijeetPublications,NewDelhi,2009,
2. C.PBharthwalEd.GoodGovernanceinIndia,DeepandDeep,NewDelhi,2003.
3. DhamejaAlka Ed, Contemporary Debates in Public Administration, Prentice Hall of India,
NewDelhi,2003.
4. WorldBank,GovernanceandDevelopment,Washington,DC, 1992.
5. NirajaGopalJayal,Ed,DemocraticGovernance inIndia,Sage,NewDelhi,2003.
37
Pedagogy:
Classes.
AssessmentTest-1 10
AssessmentTest-2 10
Assignment 10
Total 40
Sd/-
Chairperson, BOS
38
UNDERSTANDING Dr. B. R. AMBEDKAR

Open ElectiveOE-4.2
Course Title: UNDERSTANDING Dr. B.R.AMBEDKAR

No. of Teaching Hours/Week:3 Duration of ESA/Exam:2Hours
Course Objective:
This course is designed to familiarize the students with arguments and position of
Dr. B.R. Ambedkar on key social, political, constitutional and democratic issues in India and
enable them to critically examine his perceptions. Besides the constitutional questions and fight for
the oppressed communities which are largely popular in academic and political discourses, has
been designed to make students to understand his ideas. On the partition of the country and the
Indian historiography his views have been valuable and this paper intends to bring to the reach of
the students.
Learning Outcome:
 Be able to understand his life, mission, vision and his key role in the making of the
Indian Constitution.
 Be able to appreciate and sensitize his views on democracy, citizenship, freedom, equality
equal treatment and justice.
 Understand his views on the some of the important debates like Aryan Invasion
Theory, Uniform Civil Code, Islam and partition of India.
.Unit Contents of Course OE4.2 45Hours
Unit-I Chapter:1- Dr. B .R. Ambedkar's Journey of Life and 15Hours

xperiences.
Chapter:2-Dr.B.R.Ambedkar's perception on Hindu Social

Order, Caste and Untouchability, Annihilation of Caste, His
views on Manusmriti
39
Chapter-3- Dr. B. R. Ambedkar‟s Initiatives: Mahad

Satyagraha, Kalaram Temple Entry Movement.
Unit-II Chapter: 4- Dr. B. R. Ambedkar and Round Table Conference: 15Hours
His Memorandum, Communal Award and Poona Pact.
Chapter:5- Dr.B.R.Ambedkar‟s contribution as the Chairman of

the Drafting Committee.
Chapter:6- Dr.B.R.Ambedkar‟s deliberations on key issues in

the Constituent Assembly (Article 40, Article 370, Uniform
Civil Code, Shariyat Laws, Hindu Code Bill, and Affirmative
Action).
Unit- III Chapter:7-Dr.B.R.Ambedkar‟s Political Ideas: Democracy, 15Hours

Citizenship, Equality, Freedom and Justice.
Chapter:8:Dr.B.R.Ambedkar‟sviews:onIslam,Buddhism,onRelig
iousConversion,onAryanInvasionTheory.
Chapter: 9- Dr.B.R.AmbedkarViews on Language Question,

Education, Women Empowerment and Nationalism.
Exercise:
 Students and teachers collectively debate on the issues of Reservation,Constitutional

provisions of reservation, reservation within reservation,creamy layer theory, etc,.
 Give assignments to students tovisit colonies of Scheduled Caste and Scheduled Tribes and
discuss it in the group about the perception that they have carried.
 Debate on the need for social reform, inclusiveness, changing the cultural and religious
outlook among the Indian citizens keeping the view inhuman practice like untouchability,
exploitation. And further visit courts, police stations, etc, to understand conflict resolution
mechanisms.
40
Suggested Readings
1. Ambdekar, B.R. "What Congress and Gandhi have Done Untouchables

"http://www.ambedkar.org/ambcd/41A.What%20Congress%20and%20Gandhi%20Preface
.htm.
2. AmbedkarAnnihilationofCaste,Navayana,11thEdition,2015.
3. DhanjayaKeer,Dr.Ambedkar-LifeandMission,PopularPrakashana,Bombay,1964.
4. ValerianRodrigues,EssentialWritingsonAmbedkar,OUP,NewDelhi, 2003.
5. Marcus Raskin, „Nation Building and Citizenship: Studies of our Changing order‟
RutledgeIndia,NewDelhi,1996.
6. AtulKolhi,„DemocracyandDiscontent:India‟sgrowingcrisesofGovernability,Cambridge
UniversityPress,1991.
7. AtulKolhi,The SuccessofIndianDemocracy,CambridgeUniversityPress,2001.
8. SavitahaRao,India‟sPositiveCitizenBuilding-
AGreatNationOneActionAtATime,WingsPublishing,Bangalore,2020.
9. NiragGopalJayal, „CitizenshipanditsDiscontents‟, HarvardUniversityPress, 2013.
10. KoenigLion,„CulturalCitizenshipinIndia;politicspowerandmedia‟,OxfordUniversityPress,N
ewDelhi,2016.
11. SubrataK.Mitra,„Citizenshipasculturalflow;structureagencyandflow‟,e-
Book,Springerlink,2013.
12. Sharma,A,Dr.B.R.AmbedkarontheAryanInvasionandtheEmergenceoftheCasteSysteminIndi
a,JournaloftheAmericanAcademyofReligion,73(3),2005, pp.843-870.
13. Ambedkar,B.R.(1946).PakistanorThePartition ofIndia,InNarke,H.(2nd ed.),2014.
14. Dr.B.R.AmbedkarWritingandSpeeches,Vol.8.Delhi:Dr.AmbedkarFoundation,MinistryofSo
cialJustice&Empowerment,Govt. ofIndia.
Availableat:https://mea.gov.in/Images/attach/amb/Volume_08.pdf.
15. Misra,J.,& Mishra,J.Dr. B.R.Ambedkarand TheConstitution -Making In
India,ProceedingsoftheIndianHistoryCongress,1991, 52,pp.534-541.
16. ConstituentAssemblyDebates,Ambedkar‟sspeechonDraftConstitutionon4thNovember
1948, CAD Vol. VII, LokSabha Secretariat, Government of India, 3rd Print, pp.31-41.
17. Ambedkar, B.R.ThoughtsonLinguisticStates.Bombay:RamakrishnaPress,1955.
18. Dr. BabasahebAmbedkar Writings & Speeches – Vol.1, to Vol. 17- Published by
SocialJusticeand Empowerment,Govt.ofIndiaandAmbedkar Foundation,NewDelhi,2015.
41
Pedagogy:
Classes.
AssessmentTest-1 10
Assignment 10
Total 40
Sd/-
Chairperson, BOS
42
POLITICAL JOURNALISM
Course Title: POLITICAL JOURNALISM

Formative Assessment Marks:40 Summative Assessment Marks :60+40=100
Course Objective:
The objective is to equip students to develop insights into political reporting with an understanding
of writing skills supported by grammatical strength and economy of words. Further to provide a
broad overview of the nuances of interpreting the political phenomena that takes place in political
institutions starting from the grass roots to the parliament.
Learning Outcome:
 Understand the skills of reporting and research insights about the system and its structural
contours focusing on Politics.
 Carry out political reporting covering Government and Governance, campaigns and
candidates, tactics and strategies and policy issues in the public arena.
 Develop writing and interpretative skills.
.Unit Contents of Course-OE-4.3 45Hours
Unit-I Chapter-1: Defining Political Journalism, Traditional and 15Hours

Modern views about State and Politics.
Chapter-2:Understanding of Political Development: Caste,

Gender, Religion, Linguistic and Party Perspectives.
Chapter-3: Defining the Role of Mass Media-Print, Electronic

and Web (Social Media).
43
Unit-II Chapter-4: Political Culture- Shared Beliefs, Values, 15Hours

Ideologies and Norms, Process of Socialization.
Chapter-5:Political Participation–Modes of participation,

Political Apathy.
Chapter- 6:Methods of Political Journalism- Interviews,

Political Debates, Commentary on Legislations.
Unit- III Chapter-7: Communication- Defining Communication, 15Hours
Shaping Public Opinion, Encoding and Decoding.
Chapter-8: Skills of Writing-Vocabulary, Epitomizing,

Punctuation.
Chapter-9: Report Writing- Journalistic Writing Skills,

Yellow Journalism, Ethics in Journalism, Use of Facts, Figures
and Interpretations.
Exercise:
 Conducting class room Common seminars on Media and Politics

 Making students to read and write newspaper headlines focusing on politics,
 Visit to media houses and talks with senior political news room heads.
Suggested Readings
1. Iorio,SharonHartin.QualitativeResearchInJournalism,ErlbaumAssociates,London, 2004.
2. Merritt,Davis,PublicJournalismAndPublicLife,ErlbaumAssociates,London,2004.
3. Kuhn,Raymond,PoliticalJournalismNewChallenges,NewPractices,Rutledge,NewYork,2003.
4. Sedorkin,Gail,&Mcgregor,Judy.Interviewing–
AGuideForJournalistAndWriters,CrowsNest,AllenandUnwin,N.S.W,2002.
5. Mcnair,Brian,JournalismAndDemocracy,Rutledge,London,2000.
6. Bovie,WaxenG,DiscoveringJournalism,GreenwoodPress,WestPortCT,1999.
7. Winch, SamuelP,MappingTheCulturalSpaceOfJournalism,Praeger,WestPortCT,1997.
8. Jangam,R.T.(etal),PoliticalAnalysis,OxfordandIBHPublication,NewDelhi, 1997.
9. Johari,J.C,ComparativePolitics,SterlingPublishers, NewDelhi,1982.
10. Dahl, RobertA,ModernPoliticalAnalysis, PrenticeHallofIndia,NewDelhi,1981.
44
Pedagogy:
Learning Materials, Open Educational Recourses (OER)as reference materials, Practical Exercises,
Assignments, Seminars, Group Discussions Field Visit and Week-end Counseling Classes.
AssessmentTest-1 10
AssessmentTest-2 10
Assignment 10
Total 40
Sd/-
Chairperson, BOS
45
CONSTITUTION OF INDIA
Ability Enhancement Compulsory Courses(AECC)
III Sem B.Com/BBA and IV Sem BA/B.SC/BCA/BHM/BSW
and other Courses
Course Title: CONSTITUTION OF INDIA
Total Contact Hours:24 Course Credits:2

No. of Teaching Hours/Week:2 Duration of ESA/Exam:1Hours
Course Objective:
The purpose of the course is to familiarize the students with the key elements of Indian
constitution. The course has been designed to cover the journey of the India from its emergence as
a Republic. This will enable the students to understand various political Institutions that are
operationalised under the Indian Constitution.
Learning Outcomes:
After completing this course students will be able to-
 Understand the philosophy of the Constitution and its structure.

 Measure the powers and functions of various offices under the Constitution.
 Appreciate the role of Constitution in a Democracy
Unit Contents of Course: 24Hours
Unit-I Chapter- 1 Making of Indian Constitution : Constituent 8Hours

Assembly-Composition, Objectives, Preamble and Salient
features of the Indian Constitution.
Chapter-2 Fundamental Rights, Fundamental Duties, Directive

Principles.
Unit-II Chapter-3 Union Government-President, Prime Minister and 8Hours

Council of Ministers
Chapter-4 State Government-Governor, Chief Minister and

Council of Ministers
46
Unit- III Chapter- 5 Judiciary-Supreme Court and High Court: 8Hours

Composition, Powers and Functions and Judicial Review.
Chapter-6 Electoral Process: Election Commission-

Composition, Powers and Functions, Electoral Reforms.
Exercise:
 Department can debate on the role of Constitution in the country‟s development.
 Students can empirically evidence the effectiveness of concepts like–Freedom, Equality,
Justice, Rights and Duties by conducting surveys.
 Can hold special lectures on various provisions of Constitution like working of Election
Commission, Art 246, 356etc.
Kindly Note:
 The Ability enhancement compulsory courses (AECC) paper – “‟Constitution of India‟‟ (a)
should be taught only by the Political Science/Law teachers. (b) This paper should be offered
in IIIrd semester for B.Com/BBA courses. In the IVth Semester, this paper should be offered
to BA/BSc/BFA/BCA/BHM/BSW and other all UG courses.
Suggested Readings:
1. DurgaDasBasu,IntroductiontotheConstitutionofIndia,Gurgaon;LexisNexis,(23rdedn.)
2018.
2. M.V.Pylee,India‟sConstitution,NewDelhi;S.ChandPub.,(16thedn.) 2017.
3. J.N.Pandey,TheConstitutionalLawofIndia,Allahabad;CentralLawAgency,(55thedn.)
2018.
4. Constitution of India (Full Text), India.gov.in., National Portal of India,
https://www.india.gov.in/sites/upload_files/npi/files/coi_part_full.pdf
5. KBMerunandan,BharatadaSamvidhanaOnduParichaya,Bangalore,MeraguPublications,
2015.
6. ¥ÉÆæÃ.JZï.JA.gÁd±ÉÃRgÀ¨Ás gÀv¸
À ÀPÁðgÀªÀÄvÀÄÛgÁdQÃAiÀÄ,QgÀt¥ÀæPÁ±À£À,ªÉÄÊ¸ÀÆgÀÄ2020.
7. K. Sharma, IntroductiontotheConstitutionofIndia,PrenticeHallofIndia,NewDelhi,2002.
8. P.MBakshi, ConstitutionofIndia,UniversalLawPublishingHouse, NewDelhi,1999.
9. D.C.Gupta,IndianGovernmentandPolitics,VikaspublishingHouse, NewDelhi, 1975.
10.S.N.Jha,IndianPoliticalSystem,:HistoricalDevelopments,GangaKaveriPublishingHouse,
Varanasi,2005.
11.Arora&Mukherji,FederalisminIndia,OriginandDevelopments,VikasPublishingHouse,New
Delhi,1992.
47
Pedagogy:
Classes.
AssessmentTest-1 5
AssessmentTest-2 5
Assignment 5
Total 20
Sd/-
Chairperson, BOS
48
General Pattern of Political Science Question Paper (NEP-2020)

I. Term End Examination for Discipline Specific Core (DSC) and Discipline Specific
Elective (DSE) Papers
Each paper will be for maximum of 60 mark. The minimum mark to pass the examination is 40%
(24 mark) in each theory paper.
Note: Duration of Examination for Discipline Specific Core(DSC)and Discipline Specific Elective
(DSE) Papers is 2hours.
Question paper pattern for Discipline Specific Core (DSC) and Discipline Specific Elective
(DSE) Papers –
Section A: Two Marks Questions
Section B: Short Answer Questions
Section C:LongAnswer Questions
Section A: Multiple Choice Questions

All Questions are Compulsory
(2x10=20)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Section B: Short Answer Questions (5x4=20)
Answer any Two questions. Answer the following questions in not more than 500 words
11.
12.
13.
14.
15.
16.
49
Section C: Long Answer Questions (2X10=20)
17.
18
19.
20
50
II. Term End Examination for Open Elective Papers (OE)
Each paper will be for maximum of 60 mark. The minimum mark to pass the examination is 40%
(24 marks)in each theory paper.
Note: Duration of Examination for Open Elective Papers (OE) is 2hours.
Question paper pattern for Open Elective Papers –

Section A: Two Marks Questions
Section C:Long Answer Questions

(2x10=20)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
51
Section C: Long Answer Questions (2X10=20)
17.
18
19.
20
52
III. Term End Examination for Constitution of Indian (IC)
Paper will be for maximum of 30 mark. The minimum mark to pass the examination is 40%
(12marks).
Note: Duration of Examination for Indian Constitution (IC)is 1hour.
Question paper pattern for Indian Constitution–

Section C:Long Answer Questions

(10x1=10)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Answer any Two questions. Answer the following questions in not more than 3-5 sentences.
11.
12.
13.
Section C:Long Answer Questions (1x10=10)
Answer any One question. Answer the following question in not more than 500 words
14.
15.
53

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BENGALURU CITY UNIVERSITY

CHOICE BASED CREDIT SYSTEM

Under Graduate Course-as per NEP 2020)

Syllabus for Political Science

Sl. No Content Page No

1 List of BOS Members 1

2 Structure for Political Science Discipline 3-4

3 Political Science Model Curriculum Design 5-6

4 Semester III 7-27

6 General Pattern of Political Science Question 50-54

Structure for Political Science Discipline

DSC-5 Indian Government and 3 3 100 (60+40)

DSC-6 Parliamentary Procedures in 3 3 100 (60+40)

3.1 Gender and Politics 3 3 100 (60+40)

DSC-7 3 3 100 (60+40)

OE-4 4.2 Understanding 3 3 100 (60+40)

4.3PoliticalJournalism 3 3 100 (60+40)

 The Ability enhancement compulsory courses (AECC) paper – “Constitution of

Political Science Model Curriculum (III & IV Semester)

Name of the Degree Program: BA/BSc,/BCom/BBA/BCA…Without Practical

Total Credits fo rthe Program:

Starting year of implementation:2021-22

By the end of the program the students will be able to:

 Understand voluminously about the dimensions of Indian Government, its

Weightage for assessments(in percentage)

Type of Course Formative Assessment /IA Summative Assessment

Theory 40 (60+40) =100

Course Title: INDIAN GOVERNMENT AND POLITICS

TotalContactHours:45 Course Credits: 3

Unit Contents of Course-5 45Hours

Unit-I Chapter-1:Indian Politics: Approaches to study of State and 15Hours

Chapter-2:Constituent Assembly-Composition and Major

Chapter-3: Preamble and Salient Features of Indian

Unit-II Chapter-4:The Union Executive: The President, Vice-President, 15Hours

Chapter-5: Parliament: Powers and Functions of LokSabha and

Unit- III Chapter-7:Nature of Indian Political System, Union-State 15Hours

Chapter-8: Ideology of - National Political Parties, Regional

Chapter-9:Issues in Indian Democracy: Caste, Gender

1. Iqbal Narain, State Politics in India, Meenakshi Prakashan, New Delhi,1967.

Course Title: PARLIAMENTARY PROCEDURES IN INDIA

TotalContactHours:45 Course Credits: 3

 Aim at understanding the procedural aspects of parliamentary system of governments.

Unit-I Chapter-1: E l e c t i o n Commission: Powers and

Chapter-2: Powers, Functions and Privileges of People's

Chapter-3:Legislative Procedures of the Parliament: Articles

Chapter-5: Drafting of the Bill, First Reading and Departmental

Chapter-6: Parliamentary Committees: Composition and

Chapter-8: Parliamentary Questions: Types, Starred and

Chapter-9: Parliamentary Privileges: Constitutional Provisions,

GENDER AND POLITICS

Course Title: GENDER AND POLITICS

TotalContactHours:45 Course Credits: 3

 Answer how ideologies have shaped the women in politics

Unit ContentsofCourse-OE-3.1 45Hours

Unit-I Chapter-1: Defining Gender, Significance of Gender Studies, 15Hours

Chapter-2: Gender Imbalance in Political Representation and

Chapter-3: Governance and Gender Structures,

Unit-II Chapter-4:Gender and Empowerment Process: Education, 15Hours

Chapter-5: Gender Differentiation in Political Parties and

Chapter-6: Capacity Building and Role of Women in Karnataka