ANDHRA PRADESH STATE COUNCIL OF HIGHER EDUCATION

(A Statutory body of the Government of Andhra Pradesh)

3rd, 4th and 5thfloors, NeeladriTowers, Sri Ram Nagar, 6th Battalion Road,
Atmakur(V), Mangalagiri(M), Guntur-522 503, Andhra Pradesh
Web: www.apsche.org Email: [email protected]

REVISED SYLLABUS OF HISTORY UNDER CBCS FRAMEWORK WITH

EFFECT FROM 2020-2021

PROGRAMME: THREE-YEAR BA
(History, Economics and Pol Sc., Disciplines)

(With Learning Outcomes, Unit-wise Syllabus, References, Co-curricular Activities &

Model Q.P.)
For Fifteen Courses of 1, 2, 3 & 4 Semesters)
(To be Implemented from 2020-21 Academic Year)
 ANDHRA PRADESH STATE COUNCIL OF HIGHER EDUCATION
(A Statutory body of the Government of Andhra Pradesh)

CBCS – UG SYLLABUS SUBJECT REVIEW COMMITTEE

(To Be Implemented From 2020-21 Academic Year)
PROGRAMME: THREE-YEAR B.A (With History, Economics and PolSc., Disciplines)

Domain Subject: History

(Syllabus with Outcomes, Co-curricular Activities, References& Model Q.P
for Five Courses of 1, 2, 3 & 4 Semesters)

Structure of HISTORY Syllabus under CBCS for 3-year B.A. Programme (with domain
subject covered during the first 4 Semesters with 5 Courses)

Sl. Code Sem Courses Name of Course Hours/ Credits Marks

No 1, II, III, (Each Course consists 5 Units with Week
IV &V each Unit having 12 hours of class- Mid Sem
work) Sem End
Ancient Indian History & Culture
I I (From Indus Valley Civil. to 13 Century
1 5 4 25 75
A.D)

Medieval Indian History & Culture (1206

2 II II A.D To 1764 A.D) 5 4 25 75

Modern Indian History & Culture (1764-

3 III III 1947 A. D) 5 4 25 75

History & Culture of Andhra (from 1512

4 IV IV to 1956 AD) 5 4 25 75

History Of Modern World (From 15th

5 IV V Cent. AD to 1945 AD) 5 4 25 75

Total 20 125 375

 PROGRAMME: THREE-YEAR B.A.
(With History, Economics and Political Science Disciplines)

Course Code:
Domain Subject: History
Semester-wise Syllabus under CBCS
I Year B. A. –Semester – I
Course1: ANCIENT INDIAN HISTORY & CULTURE (from Indus Valley Civilization
to 13th Cen A.D)

Learning Outcomes:
After successful completion of this course, the student will be able to:

 Identify and define various kindsof sources and understand how history books are
shaped
 Compare and contrast various stages of progress from IVC to Vedic age and
analyze the Jain, Buddhist and Vedic faiths
 Increase the awareness and appreciation of Transition from Territorial States to
Emergence of Empires

 Analyze the emergence of the Mauryan and Gupta empires during the “classical
age” in India
 Evaluate the key facets of ancient society, polity and culture in South India—the
feudalism, and the rise of technology and commerce.
 Critically examine the nature of monarchic rule and develop an comprehensive
understanding of cultural evolution during ancient period
 Visualize where places are in relation to one another through map pointing

Syllabus:

Unit - 1 Ancient Indian Civilization (from Circa 3000 BC to 6th BC): Indus Valley
Civilization - Salient Features;Vedic Age - Society, Polity, Economy, Culture
during early and later Vedic period
Unit - II Ancient Indian History & Culture (6th Century BC to 2rd Century AD): Doctrines
and Impact of Jainism and Buddhism; Mauryan Administration, Society,
 Economy & Culture - Ashoka’s Dhamma; Kanishka’s Contribution to Indian
Culture

Unit - History & Culture of South India (2nd Century BC to 8th Century AD): Sangam
III Literature; Administration, Society, Economy and Culture under Satavahanas;
Cultural contribution of Pallavas

Unit - India from 3rd century AD to 8th century AD: Administration, Society, Economy,
IV Religion, Art, Literature and Science & Technology under Guptas –
Samudragupta; Cultural contribution of Harsha: Arab Conquest of Sind and its
Impact

Unit - V History and Culture of South India (9th century AD to 13th century AD): Local
Self Government of Cholas; Administration, Society, Economy and Culture under
Kakatiyas – Rudram Devi
References:

1 A.L. Basham, The Wonder That Was India

2 D.N.Jha, Ancient India
3 D.D.Kosambi, An Introduction to the Study of Indian History
4 D.P.Chattopadhyay, Science and Society in Ancient India
5 B.N.Mukherjee, The Rise and Fall of the Kushana Empire
6 K.A. NilakanthaShastri, A History of South India
7 R.C.Majumdar, K.K.Dutta&H.C.RoyChowdhuri (ed.), Advanced History of India
8 Kumkum Roy, The Emergence of Monarchy in North India: eighth to fourth centuries
BC
9 RomilaThapar (et. al). India: Historical Beginnings and the Concept of the Aryan
10 M.L.K. Murthy, Pre-and Protohistoric Andhra Pradesh upto 500 B.C., New Delhi,
2003
11 K. Sathyanarayana, A Study of the History and Culture of Andhras
.

Mandatory Co-Curricular Activity:

Map pointing should be a compulsory activity as it helps student to understand vividly and
clearly than the text and should be made part of Internal Examination by allotting 10
marks out of 25 marks for this skill-based activity.

Suggested Co-Curricular Activities

# Cultural Clubs
# Assignments
# Student seminars
# Literature surveys and book reviews
# Map pointing
# Individual / Group Field Studies
# Co-operative learning
# Students can be asked to create a calendar charting the dates of key events
# Students should be asked to prepare an inventory of items preserved in the museum
and their usage
# Encourage the habit of Numismatics
# Collection of news reports and maintaining a record of paper-cuttings relating to
topics covered in syllabus
# Group Discussions on problems relating to topics covered by syllabus
# Examinations (Scheduled and surprise tests)
# Any similar activities with imaginative thinking beyond the prescribed syllabus
 PROGRAMME: THREE-YEAR B.A.
(With History, Economics and Political Science Disciplines)

Course Code:
Domain Subject: History
Semester-wise Syllabus under CBCS
I Year B. A. – Semester – II
Course 2:MEDIEVAL INDIAN HISTORY &CULTURE (1206 A.D to 1764 A.D)

Learning Outcomes:
After successful completion of this course, the student will be able to:

 Understand the socio, economic and cultural conditions of medieval India

 Describe the advent of Islam in India and study the traces of political and cultural
expansion of Turks & Afghans
 Explain the Administration and art and architecture ofVijayanagar Rulers, Mughals
and also analyse the rise of the Marathas and the contribution of Shivaji
 Evaluate the establishment of the British rule in India and understand the dangerous
consequences disunity at all levels
 Analyze the emergence of composite culture in Indian
 Visualize where places are in relation to one another through map pointing

Syllabus:

Unit - 1 Impact of Turkish Invasions – Balban, AllauddhinKhilji, Md. Bin Tughlaq -

Administration, Society, Economy, Religion and Cultural developments under
Delhi Sultanate (from 1206 to 1526 AD)

Unit - II Impact of Islam on Indian Society and Culture – Bhakti Movement;

Administration, Society, Economy, Religion and Cultural developments under
Vijayanagara Rulers

Unit - Emergence of Mughal Empire – Babur – Sur Interregnum - Expansion &

III Consolidation of Mughal Empire – Akbar, Jahangir,Shah Jahan, Aurangazeb
Unit - Administration, Economy, Society and Cultural Developments under the Mughals
IV – Disintegration of Mughal Empire - Rise of Marathas under Shivaji

Unit - V India under Colonial Hegemony : Beginning of European Settlements - Anglo-

French Struggle – Conquest of Bengal by EIC
References:

1 Chandra, S History of Medieval India (800 – 1700)

2 Chattopadyay, B.D The Making of Early Medieval India. (Delhi, 1994)
3 Habib, Irfan, Medieval India: The Study of a Civilization
4 Habibullah, A.B.M, The Foundation of Muslim Rule in India
5 Kumar Sunil, The Emergence of the Sultanate of Delhi
6 Nizami, K.A. Some Aspects of Religion and Politics in India in the 13th c
7 K.A. NilakantaSastri, A History of South India from Prehistoric Times to the Fall of
Vijayanagara
8 K.A.NilkantaSastri, The Cholas
9 ShireenMoosvi, The Economy of the Mughal Empire
10 Stein, B Peasant, State & Society in Medieval South India
11 Yazdani, G. (ed) The Early History of the Deccan
12 R.C.Majumdar, The Age of Imperial Kanauj
15 R. Soma Reddy, Late Medieval Andhra Pradesh, A.D. 1324-1724 A.D., New Delhi,
2014
16 HarbansMukhia, The Mughals of India
17 C.A.Bayly, Indian Society and the Making of the British Empire

Mandatory Co-Curricular Activity:

Map pointing should be a compulsory activity as it helps student to understand vividly and
clearly than the text and should be made part of Internal Examination by allotting marks for
this skill-based activity.

Suggested Co-Curricular Activities

@ Book Reading
@ Student seminars
@ Viva voce interviews
@ Quiz Programs
@ Individual / Group Field Studies
@ Co-operative learning
@ Students should be encouraged to prepare a chart on sequence of events
@ Collection of news reports and maintaining a record of paper-cuttings relating to
topics covered in syllabus
@ Group Discussions on problems relating to topics covered by syllabus
@ Examinations (Scheduled and surprise tests)
@ Students may be asked to prepare a project on influence of Islam and Hinduism in
their respective localities
 PROGRAMME: THREE-YEAR B.A.
(With History, Economics and Political Science Disciplines)

Course Code:
Domain Subject: History
Semester-wise Syllabus under CBCS
I Year B. A. – Semester – III
Course 3:MODERNINDIAN HISTORY & CULTURE (1764-1947 A. D)

Learning Outcomes:
After successful completion of this course, the student will be able to:

 Unearth the true nature of the British rule and its disastrous impact on Indian
economy and society
 Gauge the disillusionment of people against the Company’s rule even during the
early 19th century
 Assess the causes and effects of Reformation movements and also inspire the public
to overthrow inequalities of the present day society
 Rise above petty parochial issues after understanding the sacrificial saga of freedom
struggle
 Evaluate the undercurrent of communal politics that led to India’s partition and
identify the enemies of India’s integrity and sovereignty
 Visualize where places are in relation to one another through map pointing

Syllabus:

Unit - 1 Policies of Expansion –Warren Hastings, Cornwallis - Subsidiary Alliance &

Doctrine of Lapse – Causes & Results of 1857 Revolt – Lytton, Rippon, Curzon

Unit - II Social, Religious & Self-Respect Movements – Raja Rammohan Roy,

DayanandaSaraswathi, Swami Vivekananda, JyotibaPhule, Narayana Guru,
Periyar, Dr. B. R. Ambedkar

Unit - .Causes for the growth of Nationalism - Freedom Struggle from 1885 to 1920:
III Moderate Phase –– Militant Phase: Vandemataram Movement - Home Rule
Movement

Unit - Freedom Struggle from 1920 to 1947: Gandhiji’s Role in the National Movement
IV – Revolutionary Movement – Subhas Chandra Bose

Unit - V Muslim League & the Growth of Communalism – Partition of India – Advent of
Freedom - Integration of Princely States into Indian Union – SardarVallabhai
Patel
References:

1 Anil Seal, Emergence of Indian Nationalism

2 Banerjee, Sekhar, From Plassey to Partition
3 Bipan Chandra, Rise and Growth of Economic Nationalism in India
4 Chandra, Bipan, et. al., India’s Struggle for Independence
5 Bipan Chandra, Modern India
6 Joshi, P.C., Rammohun and the Forces of Modernisation in India
7 R.P.Dutt, India Today

Mandatory Co-Curricular Activity:

Map pointing should be a compulsory activity as it helps student to understand vividly and
clearly than the text and should be made part of Internal Examination by allotting marks for
this skill-based activity.

Suggested Co-Curricular Activities

@ Debates
@ Student seminars
@ Viva voce interviews
@ Quiz Programmes
@ Photo Album
@ Recording local history
@ Role Play of freedom struggle events
@ Organizing photo exhibition on freedom fighters
@ Celebrations of important events / personalities
@ Conducting Philately
@ Examinations (Scheduled and surprise tests)
@ Students may be asked to prepare a project on the differences between Mughal
and British administration
@ Encourage students to write their autobiography or biography of their inspiring
personalities
 PROGRAMME: THREE-YEAR B.A.
(With History, Economics and Political Science Disciplines)

Course Code:
Domain Subject: History
Semester-wise Syllabus under CBCS
II Year B. A. – Semester – IV
Course 4: HISTORY & CULTURE OF ANDHRA (FROM 1512 TO 1956 AD)

Learning Outcomes:
After successful completion of this course, the student will be able to:

 Interpret social and political and cultural transformation from medieval to

modern Andhra
 Relate key historical developments during medieval period occurring in
coastal Andhra and Telangana regions and analyze socio - political and
economic changes under QutbShahi rulers
 Understand gradual change, or change in certain aspects of society in
Andhra, rather than rapid or fundamental changes
 Explain how the English East India Company became the most dominant
power and outline the impact of colonial policies on different aspects in
Andhra
 Outline the issues related to caste, women, widow remarriage, child
marriage, social reforms and the laws and policies of colonial
administration towards these issues
 Take pride in the non-violence struggle for Indian Independence and relate
the importance of peace in everyday life
 Apply the knowledge of the regional history to understand the regional,
linguistic and other cultural aspirations of the present day society
 Visualize where places are in relation to one another through map pointing

Syllabus:

Unit - 1 Andhra through 16th& 19th Centuries AD: Evolution of Composite

Culture - The QutbShahis of Golkonda –Administration, Society
 &Economy – Literature & Architecture; Advent of European and
settlements in Andhra - Occupation of Northern Circars and Ceeded
Districts – Early revolts against the British

Unit - II Andhra under British rule: Administration – Land Revenue Settlements

– Society – Education - Religion – Impact of Industrial Revolution on
Economy – Peasantry & Famines – Contribution of Sir Thomas Munroe
& C. P. Brown – Impact of 1857 Revolt in Andhra

Unit - Social Reform & New Literary Movements: KandukuriVeeresalingam,

III RaghupathiVenkataRathnam Naidu, GuruzadaApparao,
KomarrajuVenkataLaxmana Rao; New Literary Movements:
RayaproluSubbarao, ViswanathaSathyanarayana, GurramJashua,
BoyiBheemanna, Sri Sri

Unit - Freedom Movement in Andhra (1885-1947): Vandemataram

IV Movement– Home Rule Movement in Andhra - Non-Cooperation
Movement - AlluriSeetarama Raju &Rampa Revolt (1922-24) - Civil
Disobedience Movement – Quit India Movement

Unit - V Movement for separate Andhra State (1953) and AP (1956): Causes –
Andhra Maha Sabha –Conflict between Coastal Andhra &Rayalaseema
– Sri Bagh Pact – work of various Committees – Martyrdom of
PottiSriramulu – Formation of separate Andhra State (1953); Movement
for formation of Andhra Pradesh (1956): VisalandhraMahasabha – Role
of Communists – States Reorganization Committee – Gentlemen’s
Agreement – Formation of Andhra Pradesh
References:
1 H.K.Sherwani, History of the KutubShahi Dynasty
2 K. Sathyanarayana, A Study of the History and Culture of Andhras
3 B. Kesava Narayana, Political and Social Factors in Modern Andhra
4 K.V.Narayana Rao, The Emergence of Andhra Pradesh
5 M. VenkataRangaiah, The Freedom Struggle in Andhra Pradesh
6 P.R.Rao, History of Modern Andhra
7 SarojiniRegani, Highlights of Freedom Movement
8 SarojiniRegani, ఆంధ్రలోస్వా తంత్ర్యో ద్ో మచరిధ్త
9 V. Ramakrishna, Social Reform Movement in Andhra
10 B. Kesava Narayana, Modern Andhra & Hyderabad – 1858 – 1956 A.D.,
2016
11 K. Koti Reddy, History of Modern Andhra, Telugu Academy, Hyderabad

Mandatory Co-Curricular Activity:

Map pointing should be a compulsory activity as it helps student to understand vividly and
clearly than the text and should be made part of Internal Examination by allotting marks for
this skill-based activity.

Suggested Co-Curricular Activities

@ Students may be asked to identify families/ institutions/ personalities related to

freedom struggle and prepare articles
@ Assign students to write a note on the historical sites or buildings in their respective
areas – thus taking teaching out of the classroom and in to the field, and creating
opportunities for students to socialize with their own surroundings
@ Student seminars
@ Debates
@ Viva voce interviews
@ Quiz Programmes
@ Photo Album
@ Recording local history
@ Role Play of freedom struggle events
@ Organizing photo exhibition on freedom fighters
@ Celebrations of important events / personalities
@ Conducting Philately
@ Examinations (Scheduled and surprise tests)
@ Encourage students to write their autobiography or biography of their inspiring
personalities
 PROGRAMME: THREE-YEAR B.A.
(With History, Economics and Political Science Disciplines)

Course Code:
Domain Subject: History
Semester-wise Syllabus under CBCS
I/II Year B. A. – Semester 4
Course 5: HISTORY OF MODERN WORLD (From 15th Cent. AD to 1945 AD)

Learning Outcomes:
After successful completion of this course, the student will be able to:

 Demonstrate advanced factual knowledge of world histories, politics, and cultures

 Assess and appraise the developments in art, literature, and society during the
Renaissance and utilize content knowledge of the Reformation and Counter
Reformation to make predictions about the evolution of Christianity in Europe and
abroad
 Evaluate the causes for the Glorious Revolution and American Revolution and
identify the background for the evolution of human rights movement
 Understand the main events of the French Revolution and its significance in the shift
in European culture from Enlightenment to Romanticism
 Think how Russia's traditional monarchy was replaced with the world's first
Communist state.
 Know how the world wars affected people all over the world and the destruction
they caused
 Develop the intellectual curiosity and habits of thought that will lead to life-long
learning and continued engagement with European history, literature, culture,
languages, and current affairs and acquire advanced international and intercultural
competency through coursework in international studies
 Visualize where places are in relation to one another through map pointing
Syllabus:

Unit - 1 Transformation from Medieval to Modern Era – Chief Characteristics;

Glorious Revolution (1688) – Origin of Parliament Bill of Rights – Results

Unit - II American Revolution (1776); French Revolution (1789) – Causes, Course and
Results

Unit - III Unification of Italy; Unification of Germany

Unit - IV Communist Revolution in Russia; World War I: Causes – Results of the War –
Paris Peace Conference; League of Nations

Unit - V World War II: Causes, Fascism & Nazism – Results; The United Nations
Organization: Structure, Functions and Challenges
References:

1 Burke, Peter, The Renaissance

2 C.J.H. Hayes, Modern Europe up to 1870
3 C.D. Hazen, Modern Europe up to 1945
4 Christopher Hill, From Reformation to Industrial Revolution
5 Elton, G.R., Reformation Europe, 1517-1559
6 Ferguson, The Renaissance
7 Gilmore, M.P., The World of Humanism, 1453-1517
8 Hilton, Rodney, Transition from Feudalism to Capitalism
9 J.H.Parry, The Age of Renaissance
10 J.N.L. Baker, History of Geographical Discoveries and Explorations
11 The New Cambridge Economic History of Europe, Vol. I, VII

Mandatory Co-Curricular Activity:

Map pointing should be a compulsory activity as it helps student to understand vividly and
clearly than the text and should be made part of Internal Examination by allotting marks for
this skill-based activity.

Suggested Co-Curricular Activities

@ Watch movies related to the topics in the e-class room

@ Organize guest lectures
@ Publication of college-level magazine by encouraging students to write articles on
contemporary history of Europe
@ Viva voce interviews
@ Quiz Programmes
@ Examinations (Scheduled and surprise tests)

#######################
 PROGRAM: B. A. HISTORY (CBCS) MODEL QUESTION PAPER & PATTERN
Max. Marks: 75 Time: 3 hrs

SECTION A (Total: 15 Marks)

Matching (5 Marks: 5 x 1)

A B
1 ( ) A
2 ( ) B
3 ( ) C
4 ( ) D
5 ( ) E

Multiple Choice (5 Marks: 5 x 1)

1.
2
3
4
5.

Map Pointing (5 Marks)

SECTION B(Total: 3x5=15 Marks)

(Answer any three questions. Each answer carries 5 marks

(At least 1 question should be given from each Unit)
1.
2.
3.
4.
5.
6.

SECTION C (Total: 3x15 = 45 Marks)

(Answer any three questions. Each answer carries 15 marks
(At least 1 question should be given from each Unit)

1.
2.
3.
4.
5.
6.
@@@@@
 SUBJECT EXPERTS

Prof.Murali Mohan
Dept of History,
Acharya Nagarjuna University
Nagarjuna Nagar

Dr.Krishna Prasad
Jawahar Bharati Degree College,
Kavali

SYLLABUS VETTED BY

Prof.G.Sambasiva Reddy,
Dept of History,
Yogi Vemana University,
Kadapa