MA History Full Syllabus With LOCF

(Based on UGC – Learning Outcomes-Based Curriculum Framework)
Department of History and Archaeology

School of Social and Behavioural Sciences
Central University of Karnataka
Vision:
To emerge as a centre of excellence in History and Archaeology disciplines, fostering the spirit
of historical wisdom and inquiry among the learners, engaging in the unbiased reconstruction
and revision of the past through research of international standards and promoting tolerance
and appreciation of diverse societies, geographies and cultures.
Mission:
MS-1 To produce human resources of international standards at Postgraduate and doctoral

levels in History and Archaelogy, with a broader, deeper and holistic understanding of the
societies and cultures of the past to recent.
MS-2 To conduct objective-based research and contribute to new findings in filling the
unidentified gaps in the disciplines of History, Archaeology and other interdisciplinary areas
and publish the findings in reputed international and national journals
MS-3 To strengthen the learners in comprehensive knowledge in multidisciplinary and

advanced studies in History and enhance their competing abilities and employable skills.
MS-4 To collaborate with the History and Archaeology departments of other reputed
universities in India and abroad to achieve excellence in teaching, research and dissemination
of new knowledge
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Name of the Academic Program: M.A in History
Qualification Descriptors (QDs)
After completion of the M.A program in History, the postgraduates will be able to-
QD-1: Demonstrate the comprehensive understanding of the spatial-temporal nature of the

discipline of History and its scope for retrieving the past knowledge in theory and practice in
the modern world.
QD-2: Apply relevant knowledge and skills in the advanced branches in the discipline to
develop divergent perspectives on politics of power and administration, societal practices,
religious ideologies, ecology, gender, ethnicity and resources.
QD-3: Identify geographical diversity in contributing to cultural evolution in the old and new
world and locate the scope of regional historiography to know the least known.
QD-4: Synthesize theory and practices, literature and cultural materials in the conduct of
methodological/ systematic research and communicate the findings in a clear and concise
manner
QD-5: Demonstrate objective based learning and research with tolerance to idiosyncratic
understanding of the micro groups in the society and contribute to the timely revision of the
historical theories.
QD-6: Demonstrate specialized and transferable skills in the multidisciplinary areas and allied
disciplines of history and archaeology such as field archaeology, archives, museums, and
tourism & heritage management relevant for employment opportunities in academic
institutions, museums, Archaeology, tourism and heritage management departments
Mapping Qualification Descriptors (QDs) with Mission Statements (MS)
MS-1 MS-2 MS-3

QD-1 3 3 3
QD-2 3 3 1
QD-3 3 2 1
QD-4 3 2 2
QD-5 3 2 2
QD-6 2 2 3
2
Name of the Academic Program: M.A in History
Program Learning Outcomes (PLOs)
After completion of the M.A program in History, the postgraduates will be able to-
PLO-1: Demonstrate the comprehensive knowledge in the rise of civilization, disintegration

and transitions in the geo-cultures with rigorous understanding to urbanization, trade (internal
and foreign), politics and reformations.
PLO-2: Question and defend the power transformation from monarchical states to colonial
powers, colonial powers to sovereign India, convergent to ideologies and policies adopted in
structuring the administration during ancient, medieval and modern India.
PLO-3: Explain qualitative and quantitative physiognomies in different branches of History
having contributed to formation and dissemination of primary and secondary sources and also
define conceptual frameworks dealing with the discipline, specific to history and prehistory of
different regions of the world, in further blossoming of the discipline.
PLO-4: Express thoughts and ideas in all the fields of History and Archaeology effectively and
communicate to different groups using appropriate media, in a clear and concise manner
PLO-5: Examine the role of ecology, environment and sustainable development in the
discourse of man-land relationships.
PLO-6: Differentiate the scope of advanced branches of history in examining different spheres
of the society such as, gender, ethnic groups, class groups, economic layers, trade and policies
and also critically evaluate practices and policies on the basis of empirical evidence.
PLO-7: Estimate the impact and influence of art, architecture, paintings, music, tangible and
intangible heritage down the line of cultural evolution, and determine the present demographic
diversity in modeling the past and also demonstrate the ability to use ICT in one’s profession
PLO-8: Formulate policies for the conservation of cultural properties and intangible heritage
for preservation of literary data, artifacts & monuments that are prerequisite for future studies.
PLO-9: Demonstrate research- related skills such as defining problem, formulating and testing
hypotheses, analyse, interpret and draw conclusions from data; plan, execute and report the
results of an experiment or investigation in the form of a dissertation, from across the branches
of history and archaeology
PLO-10: Design and prepare the pathways to demonstrate (with ethical and social
responsibility) their employable skills in the multidisciplinary based working platforms such
as curation in museums, planning and developing tourist sites and developing research projects
for archaeological and literary surveys.
PLO-11: Demonstrate ability to work effectively with diverse teams as member or leader of
the team and facilitate collaborative and cooperative effort to achieve the common goal
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PLO-12: Demonstrate the ability to acquire knowledge and skills throughout life, through self-
directed learning to update one’s knowledge and meet the changing demands of work place.
Mapping of Program Learning Outcomes (PLOs)
with Qualification Descriptors (QDs)
QD-1 QD-2 QD-3 QD-4 QD-5 QD-6

PLO-1 3 3 3 2 2 1
PLO-2 3 2 3 2 2 1
PLO-3 2 3 2 1 1 2
PLO-4 3 3 2 3 2 2
PLO-5 3 3 3 3 2 1
PLO-6 3 3 2 2 1 1
PLO-7 2 2 2 2 2 2
PLO-8 1 1 2 1 3 1
PLO-9 3 3 3 3 2 2
PLO-10 3 3 2 2 2 2
4
Course Mapping, MA in History and PhD.
Semester Foundation Course Discipline Specific GE AECC SECC

(4 credits) Elective (3 credits) (2credits)
(2 credits) (2
credits)
I  Philosophy of Choose any ONE Modern India -- From

History and  Indian 1858-1947 MOOC
23 Historiography Numismatics (offered for
Credits  Principles and  Indian Epigraphy other
Methods of and Palaeography
departments)
Archaeology  Historical
 Pre and Proto Geography and Our students
Historic cultures Demography of
to opt from
of India India
 Ancient  Ecology and other
Societies Environmental departments
History in India or
 Cultural History
of Deccan MOOC
platforms
II  Outline of Choose any ONE India After From From

Ancient Indian Independence MOOC MOOC
21 History (Vedic  Oral History (offered for
Credits period to 13th  History of
other
Century) Science and
Technology in departments)
 Outline of
Medieval Indian Pre-Independent
Our students
History 13th to India
18th century A.D  History of to opt from
 History of Art Medicine and other
and Architecture Public Health in departments
in India India or
 History of
Religions and MOOC
Religious Reform platforms
Movements in
India
 Principles and
Methods of
Museology
Students to choose ONE Specialisation from Group A, B and C for Semester III &
Semester IV
5
III Common 2x4=8 1x3= 3 From MOOC From From
MOOC MOOC
25  Medieval Group A 1x3=3
Credits Societies
 Outline of  Indian
History of Iconography
Karnataka with  Secular and
special reference Defence
to Hyderabad Architecture
Karnataka OR
region
Group B 1x3=3
+
Specialisation  Field
Group A 2x4=8 Archaeology
 Ethno
 Art in Pre and Archaeology
Proto-Historic  Indian Ocean
India Archaeology
 Religious OR
Architecture in
Ancient India
OR
Group C 1x3=3
Group B 2X4=8
 Maritime
 Early Farmers History of
and pastoralists India
in India  Gender
 Early Iron Age History of
in India India
OR from
earliest
Group C 2x 4=8 times to
17th
 Social and
century
Economic
History of
Ancient India
 Social and
Economic
History of
Medieval India
IV  Outline of 1x3=3
Modern Indian Group A 1x3=3
19 History Since
Credits 1707  Religious
 Twentieth Architecture
Century World in Early
 Dissertation Medieval
1x4=4 OR Deccan
Internship= 4  Recent trends
and Methods
6
+ in Art
Historical
Specialisation Studies
OR
Group A 1x4=4
Group B 1x3=3
 Medieval
Indian  Quantitative
Architecture Methods and
OR Information
Sciences in
Group B 1x4=4 Archaeology
 Cultural and
 Historical Heritage
Archaeology Tourism in
OR India
Group C 1x4= 4 OR
Group C 1x 3= 3
 Economic
History of  Caste and
Modern Class in India
India  Contemporary
Social Issues
Total -88 60 12 6 4 6
PhD  Research
course Methodology
work and
Historiography
Semester  Sources for the
I study of Indian
History
 Research and
Publication
Ethics
 Advance level
Course-
Research area
7
Semester I Code Title Course
23 Credits PHITC12001 Philosophy of History and Core Course
Historiography
PHITC12002 Principles and Methods of Core Course
Archaeology
PHITC12003 Prehistoric and Protohistoric Cultures Core Course
of India
PHITC12005 Ancient Societies Core Course
PHITD22006 Indian Numismatics Discipline Specific

Elective
PHITD21007 Indian Epigraphy and Palaeography Discipline Specific
Elective
PHITD11003 Historical Geography and Discipline Specific

Demography of India Elective
PHITD41015 Ecology and Environmental History in Discipline Specific

India Elective
PHITD41019 Cultural History of Deccan Discipline Specific

Elective
PHITG12001 Modern India 1858-1947 Generic Elective

Semester PHITC12004 Outline of Ancient Indian History Core Course
II (Vedic period to 13th century CE)
21 Credits PHITC22007 Outline of Medieval Indian History Core Course
(13th to 168h century CE)
PHITC22009 History of Art and Architecture in Core Course
India
PHITD31012 Oral History Discipline Specific
Elective
PHITC42017 History of Science and Technology in Discipline Specific

Pre-Colonial India Elective
PHITD11004 History of Medicine and Pubic Health Discipline Specific

in India Elective
PHITD31014 History of Religions and Religious Discipline Specific

Reform Movements in India Elective
PHITD41016 Principles and Methods of Museology Discipline Specific

Elective
PHITG22001 India After Independence Generic Elective
Semester PHITC22010 Medieval Societies Core Course

III
25 Credits PHITC32011 Outline History of Karnataka with Core Course
special reference to Hyderabad
Karnataka region
8
PHITC30013 Art in Pre and Proto Historic India Core Course
Specialisation Group A
PHITD21008 Religious Architecture in Ancient Core Course

India Specialisation Group A
PHITC30015 Early Farming and Pastoralism in Core Course

India Specialisation Group B
PHITC30016 Iron Age and Megalithic Tradition Core Course

Specialisation Group B
PHITD11002 Social and Economic History of Core Course

Ancient India Specialisation Group C
PHITC31018 Social and Economic History of Core Course

Medieval India Specialisation Group C
PHITD21005 Indian Iconography Discipline Specific

Elective
PHITD30012 Secular and Defence Architecture Discipline Specific

Elective
PHITD30013 Field Archaeology Discipline Specific

Elective
PHITD41017 Ethno Archaeology in India Discipline Specific

Elective
PHITD30014 Indian Ocean Archaeology Discipline Specific

Elective
PHITD31010 Maritime History of India Discipline Specific

Elective
Specialisation Group C
PHITC32013 Gender History in India from the Discipline Specific

earliest times to 17th century Elective
9
Semester PHITC32014 Outline of Modern Indian History Core Course

IV Since 1707
19 Credits PHITC42018 Twentieth Century World Core Course
PHITD31013 Medieval Indian Architecture Core Course

Total Specialisation Group A
credits 88
PHITC40022 Historical Archaeology Core Course
PHITC32012 Economic History of Modern India Core Course

PHITD40017 Religious Architecture in early Discipline Specific

Medieval Deccan Elective Specialisation
Group A
PHITD40018 Recent Trends and Methods in Art Discipline Specific

Historical Studies Elective Specialisation
Group A
PHITD40019 Quantitative Methods and Information Discipline Specific

Sciences in Archaeology Elective Specialisation
Group B
PHITD31011 Cultural and Heritage Tourism in Discipline Specific

India Elective Specialisation
Group B
PHITD11001 Caste and Class in India Discipline Specific

Elective Specialisation
Group C
PHITD42023 Contemporary Social Issues Discipline Specific

Elective Specialisation
Group C
PHIRC4024 OR Dissertation or Internship Core Course

PHIIC4025
PhD DHITC12001  Research Methodology and Course work
Historiography
DHITC12002  Sources for the study of Indian Course work

History
DHITC11003  Research and Publication Ethics Course work
DHITC11004  Advance level Course-Research Course work

area
10
CENTRAL UNIVERSITY OF KARNATAKA
Department of History & Archaeology
P.G. Semester I, Foundation Course
Philosophy of History and Historiography
Credit: 4
Maximum marks: 100
Contact Hours: 60
Course Description: The course introduces the student to the methods developed by various
historiographical schools that have constructed the knowledge of the past by the use of primary and
secondary sources. This course will benefit the learner to explore some fundamental components of
historical thinking, including ideas about the context and causation, methods of historical analysis,
issues of facts and objectivity, conflicting interpretations, and inquiry into varied historical approaches
and genres.
Course Objectives: The course is aimed at educating the students about the theories of history followed
by a fundamental understanding of the subject matter and it is the scope in historical reconstruction of
the past. Here the students will also learn the evolution of historical theories, their relation with other
subjects, the contribution of Greek, Latin, Islamic and Indian historiography along with the method of
collecting data in historical research and making use of primary and secondary sources.
Course Outcomes: By the completion of the course, Students will be able to;
1) Distinguish the scope and limitation of primary and secondary sources composed during different
periods, and develop the writing skills required to write past.
2) Examine/ evaluation of evidence for establishing the authenticity of the sources with appropriate
methodological tools.
3. Students will demonstrate in written work and class discussions the ability to recognize.
4)This course will also help in theoretical considerations to articulate the diversity of human experience,
ethnicity, race, language, gender, as well as political, economic, social, and cultural structures over time
and space have made its impact of writing and reinterpreting the past.
Unit-I
Introduction to Historiography
A) History: Definition, meaning and nature

B) Scope and purpose of History
C) Types of History–social, economic, intellectual, agrarian, urban, art history etc. Use and Misuse of
history
D) Problems of Periodization
E) Historian and the facts
F) E.H.Carr’s Historical facts
G) Historical causation versus accident
H) Subjectivity and objectivity
Unit-II
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Philosophy and Research Methodology in History
A) Philosophy and theories of history- Critical philosophy of History, Covering law theory, Speculative
philosophy of History, Scientific and rational theory etc.
B) Definition and Meaning of Historical Source Materials – Classification of Historical Source
Materials – Limitations in using Historical Source Materials -Types of Sources, Collection and selection
of data.
Unit-III
History and other Disciplines
A) History and primary sources: paleography, epigraphy, numismatics, Archaeology.
B) History and interdisciplinary approach: Geography, Sociology, Economics, Psychology,
Anthropology, Political science, Linguistic
C) Other aids of history:
Unit-IV
Traditions of Historical Writings outside India
A) Origin of historical narrative

B) Chinese Historiography
C) Latin and Greek historiography: Herodotus and Thucydides
D) Church Historiography
E) Rise of Historical Criticism during Renaissance in Europe
F) The effects of European “enlightenment”
G) Schools of historiography: Marxist, subaltern and impact of postmodernism in history writing.
Unit-V
Traditions of Historical Writings in India
A) Indian Historiography during ancient period: Itihasa Purana tradition Kalhana’s Rajatarangini and
others
B) Islamic Historiography till the 18th century: Tabari, Ibn Khaldun, Barani and Abul Fazl, Isami,
Ferishta, etc.
C) Indian Historiography during modern period
Essential Readings:
Bernard J Thompson, James Westfall & Holm. 1967. A history of Historical writing, Vols 1-2. london:
Peter Smith.
Ali, B. S. 1978. History: its theory and method. Bangalore: Macmillan.
Bloch, M. 2017. The Historian's Craft. Delhi: Aakar Books.
Carr, E. H. 2018. What is History? London: Penguin Classic.
Collingwood, R. G. 1994. The idea of history. london: Oxford University Press.
Elton, G. 1987. The practice of History. london: Fontana press.
Gardiner, J. 1998. What is history today? london: Palgrave Macmillan.
Guha, R. 1997. Subaltern Studies, Vols-1-4. london: Oxford University Press.
Habib, I. 1988. Interpreting Indian History. Shillong: North-Eastern Hill University Publications.
Jenkins, K. 1995. On What is history. london: Routledge.
Lemon, M. 2003. The Philosophy of History. london: Routledge.
Marwick, A. 1970. The Nature of History. london: Macmillan Education.
Marwick, A. 2001. The New Nature of History: knowledge, evidence, language. london: Palgrave
Macmillan.
Munslow, A. 2006 . Deconstructing History . India: Routledge .
Pargiter, E. 2016. Ancient Indian Historical Traditions. Delhi: Motilal Banarsidass.
12
Said, E. 1978. Orientalism. New York : Pantheon Books.
Sen, S. 1973. Historians and Historiography in Modern India. Delhi: Imprint.
Sreedharan, E. 2004. A Textbook of Historiography 500 BC to AD 2000. Delhi: Orient BlackSwan.
Walsh, W. H. 2008. Philosophy of History. New Delhi: Cosmo publication.
Webster, J. C. 2019. The Studying History. Delhi: Primus Books.

Principles and Methods of Archaeology
Credit: 4
Maximum marks: 100
Contact Hours: 60
Course Description: This course is fundamental to archaeology discipline, teaching the significance
of archaeological studies and various methods employed in retrieving and constructing primary data of
past societies through the cultural materials. With the employ of multidisciplinary and advanced
archaeological sciences such as geospatial tools, radiometric dates and geochronometry, establishing
sequence of chronology, hands-on experience of stone tools, ceramics and their recording and analysis
taught.
Course Objectives: The objective of this course is to, i) introduce the students to basics of archaeology
discipline which enables to conduct field works and (ii) familiarize with various fundamental theories
and practical studies that are essential tools to study archaeology based courses such as the prehistory
and Protohistoric.
Course Outcomes: The student will i) know the history of archaeology disciplines and various
developments in the studies at two phases: pre-independent and independent India. ii) The learner will
be able to conduct archaeological explorations and excavations and develop interest in field studies by
applying different field methods in their desired region and cultural periods to further specialize.
Unit-I
Introduction to Archaeology
A) Archaeology: definition, scope, relevance; Types of Archaeology – Marine Archaeology-

ethnoarchaeology, experimental archaeology, contemporary archaeology and other categories;
Archaeology- Natural Sciences and Social Sciences; Terminologies in archaeology.
B) Growth of Archaeology in India: Pre and Post Independent India.

C) Archaeological Theories: Antiquarianism, processual archaeologies, post processual Archaeologies,
archaeology and gender.
Unit-II
Archaeological methods
A) Field explorations/Survey: aims and methods of Explorations; Chance discoveries; Map and satellite
image studies; Village to village survey, salvage archaeology, geophysical methods, sampling methods,
Photogrammetry, Geographical Information System, Geological landscapes and stratigraphy, Artefact
analysis, Map reading; Geospatial tools and analysis, sampling artefacts. Landscapes - Site Database
and GIS
13
B) Archaeological excavations: aims and methods, scope of excavations, planning excavations,
techniques of excavations, tools and equipment Documentation of Excavations.
C) Excavation of type-sites: habitational site, burial site, rock-shelter sites, Mound/ stupa sites.
D) Sampling in archaeological excavations: Retrieval of botanical and other non-artifactual remains:

Floatation technique, soil analysis, sample collection of various materials.
Unit-III
Post-Excavation: Documentation and Analysis
A) Recording methods: Drawing-pottery, site and antiquity, plan, elevation, section; Photography-
indoor, elementary photochemistry; Surveying; instruments and their use, preparation of maps,
cartography.
B) Classification of objects / findings: Reconstruction of socio-economic aspects, including contextual

and site catchment analysis. -Settlement Patterns -Landscape Archaeology
C) Interpretation Report writing and Statistical Methods
Unit-IV
Chronology and Dating Methods
A) Relative Dating: Stratigraphy: Principles of stratification, factors and process of formation of layers,
Identification and recording of strata, Reconstruction of cultural sequence
B) Absolute/ radiometric dating methods: Radiocarbon, Potassium-argon, Thermoluminescence, Pollen
analysis, Fluorine test, Obsidian hydration, Dendrochronology
Essential Readings:
Bahn, C. R. 2000. Archaeology: Theories, Methods, and Practice. New York: Thames & Hudson Ltd.
Barker, P. 2015. Techniques of Archaeological Excavation. London: Routledge.
Clive, G. 2015. Archaeology The Basics. New York: Routledge.
Drewett, P. 2000. Field Archaeology: An Introduction. London: Routledge.
Greene, K. 1983. An Introduction: The History, Principles and Methods of Modern Archaeology.
Delhi: Batsford Ltd.
Higgs, D. B. 2016. Science in Archaeology. New York: University of York.
Jim Grant, G. S. 2005. The Archaeology Course book. An Introduction to Study Skills, Topics and
Methods. London: Routledge.
L.R., B. 1972. An Archaeological Perspective. London: Seminar Press Limited .
Piggott, S. 2015. Approach to Archaeology. London: Cambridge University Press.
Rajan, K. 200. Archaeology: Principles and Methods. Manoo Pathippakam: Thanjavur.
14
Department of History& Archaeology
Prehistoric and Protohistoric Cultures of India
Credit: 4
Maximum marks:100
Contact Hours: 60
Course description: This paper begins with the development occurred since 1.5 million years
unlearning the cultural evolution parallel to human evolution from hominine to Homo Sapiens
Sapiens.This line of evolution witnessed various inventions from stone tools to metals such as copper
and iron and adoption to diverse climate and ecology that sustained demographic transformation from
foragers, hunter-gatherers to settled villages through sedentary societies by the domestication of plants
and animals. The journey of human species from the very first use of stone tools to the foundation of
first civilization is studied in various phases.
Course objectives: The objective of this paper is to i) study human behaviour reflected by cultural
materials, types & techniques of production, cognitive growth by accessing the function and activities
of humans in different cultural periods. ii) The diversity of sites from different regions and cultural
periods are discussed correlating the nature of local ecology, landscape and climatic impact on cultural
expansion and population distribution in India.
Course outcomes: The students will learn to i) identify sites and cultural materials representing various
cultural period of the Indian subcontinent spanning from Stone Age to the age of metals, and ii)
development of prehistoric and protohistoric studies in India with prominent excavated sites and their
settlement system that have outlined various level of knowledge of Indian culture are acquainted.
Unit-I
Introduction to Stone Age
A) World Prehistory and Human Evolution – Prehistory of Africa and Asia - Introduction to cultural
sequence of Indian prehistory, Three Age system by EP Thompson, Developments in Indian Prehistoric
studies. DNA Studies and Human evolution
B) Stone tool technology.
C) Geology and Geoarchaeology: Geological Ages and Quaternary Period, Paleoclimate and
paleoenvironment study.
A) Palaeolithic cultures (Lower, middle and upper): Site distribution in Indian subcontinent, tool types
and technology, Human dispersal theories connecting South Asia. Important sites: Bhimbetka, Isampur,
Jwalapuram, Attirampakkam.
15
B) Mesolithic and microlithic cultures in India: distribution, artefacts, technology, raw material,
economy, question of microliths, pottery, etc. in association with animal domestication. Important sites:
Methakheri, Mahadaha, Watgal.
C) Rock Art: recording system, interpretation of rock art, dating of rock art Survey of rock art in
India.
Unit III
New Stone Age cultures and Chalcolithic sites: Early Domestication of Plants and Animals
A) Neoltihic distribution in Indian Subcontinent: Settlement and subsistence formation in Neolithic
cultures: establishment of village settlements, archaeobotony, archaeozoology, burials, rock art and
soundscapes, ashmound sites. Important sites: Mehargarh, Burzoham, Ganga Valley cluster, Budihal,
Sanganakallu-Kupgal.
Unit IV
Chalcolithic and Bronze Age cultures
A) The First Civilization: Early Harappa, Mature Harappa and Late Harappa. Urbanisation and town
planning, arts and crafts, distribution pattern of sites on the Indus, trade networks and economy, Decline
of the civilization. Important sites: Harappa, Mohenjadaro, Rakhigrahi, Lothal, Dholavira.
B) Chalcolithic Cultures: Distribution in copper using villages in the Deccan, North and Central India.
Settlement pattern of the chalcolithic cultures. Important sites: The Ahar-Banas Culture, Kayatha,
Savalda, Malwa, Jorwe cultures. Important sites: Chandoli, Daimabad, Inamgaon, Jorwe, Kaothe,
Nasik, Nevasa, Prakash, Savalda.
Unit V
Iron Age cultures and Second urbanization
A) Ochre Coloured Pottery & copper hoards: Distribution, Typology , Associated pottery and the
cultural affiliation and Dating.
B) Painted Grey Ware sites in Pakistan and India: Important sites: Ahichchhatra, Hastinapur,
Bhagwanpura, Atranjikhera.
C) Iron Age Cultures: Second urbanisation and Iron; Regional focus of Iron Age cultures, Antiquity of
iron in India , Impact of Iron technology, Distribution Iron Age sites and settlement systems.
D) Megalithic cultures of South India: Meaning, different types of megaliths, socio-political
differentiation theories.
Important sites : Burzahom, Naikund, Veerapuram, Adichanallur, Kodumanal, Brahmagiri.
Essential Readings:
B.N.Mukherjee, R. H. 1997. Political history of Ancient India. London: Oxford University Press.
Bridget Allchin and Raymond Allchin. 1982. The Rise of Civilization in India and Pakistan. London:
Cambridge University Press.
Chakrabarati, D. K. 2009. India An Archaeological History. London: Oxford University Press.
Deo, S. 1970. Problem of South Indian Megaliths. Mannheim: Leibniz Institute for the Social Sciences
.
Dhavalikar, M. K. 1999. Historical archaeology of India. Michigan: Books & Books.
Habib, I. 2017. Indus civilization. Delhi: Tulika Books.
Habib, I. 2017. PreHistory. Delhi: Tulika Book.
Harappa, U. 2017. Understanding Harappa. Delhi: Tulika Books.
Korisettar(eds), S. S. 2002. Indian Archaeology in Retrospect vol. I: Prehistory. New Delhi: Manohar
Publishers.
Korishettar, R. 2017. Beyond Stones and More Stones Vol. I, II. Bangalore: The Mythic Society.
Moorti, U. 2006. Megalithic Cultures of South India. Bangalore: Antiquity.
Possehl, G. L. 1980. Ancient Cities of the Indus. New Delhi: Vikas Publishing House Pvt Ltd.
Possehll, G. L. 1982. Harappan Civilization: A Contemporary Perspective. Delhi: Aris & Phillips Ltd.
16
Rao, B. K. 1972. The Megalithic Culture in South India. Mysore: University of Mysore.
SANKALIA, H. D. 1963. Pre History and proto history of India and Pakistan. Bombay: Bombay
University Press.
Shashi Asthana B. B. Lal, S. P. 1984. Frontiers of the Indus Civilization. Delhi: Books & Books.
Tripathi, V. 1976. The Painted Grey Ware: An Iron Age Culture of Northern India. Delhi: Concept Pub.
Co.

Ancient Societies
Credit: 04
Maximum marks: 100
Contact Hours: 60
Course Description: This course intends to develop a comprehensive understanding of the earliest
human activities/ developments on earth and study the first major civilizations that emerged in the
world. It imparts a general chronology of human history and an overview of geographical distribution
of the early civilizations. At the same time it tries to examine important themes and trends that affect
more than one civilization across the globe. World over, the ancient society has influenced later cultures
and in many ways continues to do so. This course provides a crucial overview of polity, society, science
& technology, religion, economy and achievements in various other fields of these early civilizations
and also to showcase their influence on later cultures world over.
Course Objectives: The main objective of this paper are to describe the ways of life of the hunter-
gatherers, trace the evolution of the earliest types of tools used by prehistoric people, trace the factors
that led to the development of the civilizations and big empire all around the globe and their contribution
to ancient world.
Course Outcomes: By the completion of this course, students would have learnt;
1. How the sedentary society developed into large towns and civilizations.
2. Describe the key features of each civilizations and their regional diversity in the formation of
economy, advances made in science and technology.
3. Evaluate the nature of beliefs, traditions, art, architecture and religious philosophies of the first
civilizations of the world.
Unit-I
Beginnings: The Background to Civilization
A) Before the rise of Civilization
B) The Pre-historic times: Paleolithic and Mesolithic periods
C) The Neolithic and Urban Revolutions and their relevance (cover household approaches)
Unit-II
History of Early Civilizations and Indus valley
A) Origins of Civilization: Sumeria & Mesopotamia
B) The Nile Valley: Egyptian Civilization
C) Indian Subcontinent-Indus Valley civilization: Town-Planning and Decline.
17
D) Cultural interaction and maritime activities among the Indus and other civilizations.
Unit-III
Growth of civilization in China and Meso-America
A) Chinese Civilization: Polity, Society and economy

B) The Aztecs- Origin, Society, Religion, Economy and Decline
C) Maya Civilization: Special focus on Architecture and Astronomical Knowledge.
D) The Incas: Origin, Art and Architecture, Landscape designing, Machu Pichu, Decline
Unit-IV
Classical Civilizations of Roman, Greek and Persia
A) Roman Civilization: Establishment of Republic, Society and Cultures achievements
Later Rome & the Rise of Christianity
B) Greek Civilization: Athenian Democracy, Society and Culture, Classical Greece, Art &
Architecture, Golden Age of Athens
C) Persian Civilization: Origins, Achievements in Religion, Literature and Architecture.
Unit-V
A) Emergence and spread of New Religions in West Asia: Judaism, Christianity, Rise and of
Islam; Arabic Culture
B) Science and Technology in the Ancient World: Writing – Cuneiform, Hieroglyphic scripts
Mathematics and Astronomy – Mesopotamia, Egypt, China, Persia, India, Greece, Rome;
Technology – Irrigation, Measurement techniques, building styles
Essential Readings:
Bauer, Susan Wise,1987. The History of the Ancient World. London, OUP
Clement Huart, 1965. Ancient Persian and Iranian Civilization, CUP.
Cowan, A. R. 1985 . A Guide to World History, New York,
Curtis, John E. 1992 .Nigel Tallis, London,Thames & Hudson
Darmesteter, Jas., ed. and tr., 2010 .The Zend-Avesta, 2 vol. Nabu Press.
Dawson, Miles, 2005 The Ethical Religion of Zoroaster,Kessinger.
Dhalla, M. N., 1938. Zoroastrian Civilization, New York ,OUP
Curtis.j and Nigel Tallis (Ed) , 2005 : Forgotten Empire: The World of Ancient Persia,University of
California Press.
Harari, Yuval Noah, 2015. Sapiens. Penguin Random House.
Harman, Chris, 2008, A People’s History of the World. Verso.
Hermann Schneider, 1931 History of World Civilization, tr. Green. 2vols,London,CUP.
Huart, Clement. 2013 : ,Ancient Persian and Iranian Civilization, Routledge.
Jastrow, Morris, Jr., 2014 ,The Civilization of Babylonia and Assyria, Create Space Independent.
John E. Curtis &Nigel Tallis. 2005 : Forgotten Empire: The World of Ancient Persia, University of
California Press.
Needham, Joseph. 1956 , :Science and Civilisation in China, University of California Press.
Parmelee, M., 1981 Oriental and Occidental Culture. London, Humanities
Perry, Marvin, 2015 Western Civilisation-A brief History.Wadsworth Publishing Co
Philip Souza, 2003, The Greek and Persian Wars 499-386 BCE.Osprey Publishing.
Pierre Briant, 2002, .From Cyrus to Alexander: a history of the Persian Empire. Eisenbrauns.
Ralph, Burns, et al, 2011, World Civilization, 3 vols, Goyalsaab.
Schneider, Hermann , 2017. History of World Civilization, tr. Green. 2vol,London CUP.
18
P.G. Semester I, Discipline Specific Elective
Indian Numismatics
Credit: 3
Maximum marks: 75
Contact Hours: 45
Course Description: The course is designed for students to understand the basics of Indian
Numismatics as part of history. Definition of Numismatics, Importance of coins, and information
derived from them across various streams of History is discussed. Recognizing script used in coins like
Brahmi, Persian etc, the art of identifying coins using practical hands-on experience, and methods of
coin minting are familiarizing to the students in this course. They will also be introduced to key terms
and terminologies such as Obverse, Reverse, Rim, Countermark, Overstrike, Banker Marks etc. the
course also explains the concepts of Regiospecificity, Numismatic type continuity, Provenance study,
Hoard Study and their applications. However Special focus is given to the coinage of medieval India in
the Deccan region under various political regimes.
Course Objectives: The course aims to provide the learner insights into studying the coins as an
historical object and a source for history, they also provide important chronological information in the
archaeological excavations, and information related to economy - trade, monetary policy, currency
system and a bit about art and culture
Course Outcomes: After completion of this course students are expected to be capable of;
1. Using numismatics in the reconstruction of history, minting, monetary policy, and the currency
system of different eras.
2. Recognize and identify the contrast scripts, symbols, and language etc. found on the coin.
3. Analysis the metrological similarities and dissimilarities present in coins of different kingdoms,
empires, rulers of different regions.
Unit I
Numismatics as a Source of History
A) Significance of Numismatics for Reconstructing the History
B) Origin and evolution of the coinage in India
C) Minting Techniques (Punching, Casting, Die-Striking and Machine Striking).
Unit II
Ancient Indian Coinage (North India)
A) Punchmarked Coin
B) Early Uninscribed Caste Coins
C) Indo Greek, Indo- Scythian Indo-Parthian, Kushana and Western Kshatrapas
D) Gupta coinage
Unit III
Ancient Indian Coinage (South India)
A) Satavahanas.
B) Roman coins in India.
C)Vishnu Kundin, Chalukya and Eastern Chalukiyas and their contemporary dynasties.
19
Unit IV
Indian Coinage: Early Medieval to Medieval
A) Bull/ Horseman Type Coins, Lakshmi type Coins and Indo Sassanian Coins.
B) Medieval Indian coins and its Features: Inscription, Mint and Date.
C) Coinage and Metrology of Delhi Sultans (Mameluk, Khaljis, Tughluq, Lodi and Suri.
D) Coinage of Provincial sultanates.
Unit V
Medieval Indian Coins
A) The Coinage and Metrology of Deccan Sultanates: Bahamani and its disintegrate. (Adil
Shahi of BijapurQutubshahi of Golconda NizamShahi of AhmadnagarBaridShahi of
Bedar, ImadShahi of Berar)
B) Coinage and Metrology of Vijayanagar.
C) Coinage of Mughals (Babur, Humayun Akbar, Jahangir, Shahjahan , Aurangzeb and his successors.
Essential Reading
Altekar A.S. 1953.Origins and Early History of Coinage in Ancient India. JNSI Vol. 15:1-26
Altekar A.S. 1954.The Gupta Gold Coins in the Bayana Hoard. Bombay: Numismatic Society of India.
Altekar A.S. 1957. The Coinage of the Gupta Empire. Banares: Numismatic Society of India.
Andrew Liddle. 2005. Coinage of Akbar the Connoisseur’s Choice. New Delhi: Manohar Publishers
& Distributors.
Brown C. J. 1920. Catalogue of the Coins in the Provincial Museum, Lucknow; Coins of the Mughal.
Oxford, Oxford University Press.
Collin Bruce, Deyall John (et.al.) 1981. Standard Guide to South Asian Coins and Paper Money Since
1556. Wisconsin: Krause Publication.
Cribb Joe. 1999. The Indian Coinage Tradition: Origins, Continuity & Change. Nashik: IIRNS
Cunnningham Alexander. 1894. Coins of Medieval India. London: B. Quaritch.
Dasgupta Kalyan Kumar. 1974. A Tribal History of Ancient India: A Numismatic Approach. Calcutta:
Nababharat Publishers.
Deyell John S. - Living Without Silver: The Monetary History of Early Medieval north India. New
Delhi: OUP.
Goron Stan, and Goenka J.P. 2001. The Coins of Indian Sultanates. New Delhi: Munshiram
Manoharlal.
Gupta P.L 2014 (Reprint) The Punch Marked Coinage of the Indian Subcontinent. Nashik: IIRNS
Gupta P.L. 1969. Coins. New Delhi: National Book Trust.
Gupta P.L. 1970. Coin-Hoards from Maharashtra. Bombay: Numismatic Society of India.
Gupta P.L. and Hardaker, T. Ancient Indian Silver Punchmarked coins of the Magadha-Maurya
Karshapana Series. Nashik: IIRNS.
Gupta P.L. and Khan Abdul Wali. 1982.Copper Coins of BaridShahi of Bidar and Nizam Shahi of
Ahamednagar. Hyderabad: Birla Archaeological & Cultural Research Institute.
Handa Devendra, 2010, Tribal Coins of Ancient India, Aryan Books International, India
Hussain S.E,2003 The Bengal Sultanate: Politics, Economy and Coins, A.D. 1205-1576, Manohar
Publishers and Distributors New Delhi
Jha Amiteshwar 2003. Bhartiy sikke ka itehasik Parichay (in Hindi).Nashik: IIRNS
John Allan- Catalogue of coins in the British Museum, Ancient India.
Karim, Abdul. 2013.Corpus of Muslim Coins of Bengal. Dhaka: Asiatic Society of Dhaka.
Khan Abdul Wali. 1961. Qutub Shahi Coins in the Andhra Pradesh Government Museum. Hyderabad:
Govt. of Andhra Pradesh.
Moin Danish and Verma L.B - Copper Coins of Jahangir on Silver Pattern in Numismatic Digest.
20
Moin, Danish. 1999. Coins of the Delhi Sultanate. Nashik: IIRNS
Moin. Danish. 2010. Catalogue of Medieval Coins in Assam State Museum. Guwahati: Directorate of
Museum.
Rahman, Aman Ur.2005. Zahiruddin Muhammad Babar; A Numismatic Study.
Rajgor Dilip. 1991. Standard Catalogue of Sultanate Coins of India. Amrapali Publication.
Rode, V.P. and Dikshit, M.G.1973. Catalogue of the Coins in Central Museum Nagpur, Coins of
Mughal Emperors. Bombay: Directorate of Archives and Archaeology.

Title: Indian Epigraphy and Palaeography
Credit: 3
Maximum marks: 75
Contact hours: 45
Course description: The beginning of writing script postdates the possible linguistic verbal
communication, but the earliest attempt to writing script dates back to the Indus Valley civilisation.
However, various scripts in the form of Brahmi and Karoshti evolved during the early historic India
that determined documentation of the India’s past through and inscriptions and Manuscripts. This paper
covers on the art & science of writing system and early developments in the proto-script and scripts
during the ancient India.
Course objectives: 1) the course introduces the learners to the origin of writings and the development
of scripts in early India. 2) Enhance the knowledge of the past through the inscriptions, and unlearn the
methods employed in the construction of Indian History through the descriptions in reference to those
of cultural, administrative and political importance.
Course outcomes: 1) the student will be able to unlearn the development of scripts and attempt to read
the ancient writings. 2) By this course, the learner will have a practical exposure to identify the
inscriptions and systematic decipherment of the same.
Unit I
Introduction
A) Introduction to Epigraphy and Palaeography.
B) Scope and Importance in the Reconstruction of History.
C) Historiography of Epigraphic Studies in India.
D) Sanskrit and Tamil inscriptions in Sri Lanka and Southeast Asia- an overview
Unit II
Scripts, Materials, Dates and Eras
A) Indus valley scripts.

B) Brahmi.
C) Kharoshti.
D) Writing Materials- Engraving-Forged Records-Seals.
E) Dates and Eras Vikrama Era to Hijiri Era.
Unit III
Ashokan Edicts
21
A) Pillar edicts, major rock edicts and minor rock edicts of Ashoka.
Unit IV
Select inscriptions of South India
A) Banavasi Naga Inscriptions.

B) Halmidi Inscriptions.
C) Gudnapur Inscriptions.
D) Talagunda Inscriptions.
E) Nagarjunakonda Inscription of Virapurisudatta.
F) Badami Cliff Inscriptions of Pulakesi-I.
G) Aihole Inscription of Pulakesi-II.
H) Uttaramerur Inscription of Parantaka.
Unit V
Select Inscriptions of North India
A) Besnagar Garuda Pillar Inscription of Heliodorus.

B) Hathigumpha Inscription of Kharavela.
C) Junagarh Inscription of Rudradamana.
D) Allahabad Prashasti of Samudragupta.
E) Mathura Stone Inscription of Huvishka (A.D.106)
F) Mathura Pillar Inscription of Chandragupta-II.
G) Gwalior Prashasti of Bhoja
Essential Reading:
Allchin F.R. and K.R. Norman. 1985. Guide to the Ashokan Inscriptions, South Asian Studies, I: 43-50
Bhandarkar D.R. 1929. A List of the Inscriptions of Northern India in Brahmi and its Derivative Scripts,
from about 200 B.C. Appendix to Epigraphia Indica vols. 19-23.
Dani, A.H. 1963. Indian Palaeography. Oxford: Clarendon Press.
George, Bühler 1959.Indian Palaeography. Calcutta: Indian Studies Past and Present.
Hultzsch, E. 1925. Corpus Inscriptionum Indicarum, Vol.I, Inscriptions of Asoka, Oxford University
Press.
Pandey, Rajbali. 1952. Indian Palaeography. Banares: Motilal Banarsidas.
Ramesh K.V. 1984. Indian Epigraphy. Humanities Press.
Sircar D.C. 1942. Select Inscriptions. Vol. I. Calcutta: University of Calcutta.
Sircar D.C. 1965. Indian Epigraphy. Banares: Motilal Banarsidas.
Soloman,. Richard 1998.Indian Epigraphy, oxford: Oxford University Press.
Talim, Meena. 2010Edicts of King Ashoka. New Delhi: Aryan books International.
22
Historical Geography and Demography of India
Credit: 3
Maximum marks: 75
Contact Hours: 45
Course Description: Geography is a major factor in determining historical processes. The specific
geographic conditions have considerable impact in social formations and cultural growth of humanity.
Human interactions with space has also contributed to the rise and fall of civilizations. The course
familiarizes the students to the concepts of historical geography and demography through varied
sources, the historical notions of geography and human interactions with it and the use of these
information for historical studies. Historical demography of India through the ages is specifically
focused in a separate chapter. Current theoretical discourses in the subject is also introduced to the
students.
Course Objectives: The course principally aims to introduce the geographic perspective to study the
history of humans. It also provides opportunity to explore indigenous notions and understanding of
space and world views as known from ancient texts of India. Spread and growth of political powers,
people, cultural and religious centers and the geopolitical dynamics of the past could be presented in a
new light with addition of the geographic perspective.
Course Outcome: A study of this paper enable the student to;

1. Comprehend history in its geographic context.
2. Know the ancient notions and concepts of space and time that determined their historical
consciousness.
3. Trace the pattern of distribution of historical centers in its time and space context.
4. Familiarize with theories of geopolitics and enable to analyze the past from different perspectives of
geography.
Unit I
Introduction
A) Sources-
Historical Geography- Geological, Archaeological and literary sources
Historical demography-Census, bills of mortality, fiscal documents, military records, inventories of
properties, genealogies, marriage practices, origin and extent of towns, archaeological remains,
administrative geography, colonization of new land, cemetery data, traveler’s tales.
B) Difference between History of Demography, Demographic History and Historical Demography.
C) Historiography of the concepts- Cunningham’s Ancient Geography of India and development of
new trends in Indian Archaeological and historical studies.
D) Development of historical demography: Developments in Europe, USA, and India
Unit II
Concepts and Ideas from Ancient Texts
A) Concept of Time and Space in early Indian traditions

B) Geographic notions in ancient India- Buddhist, Jain and Brahmanic notions
C) Geographical details in early Indian literature: Names and Physical Divisions of India- concepts of
Saptadvipa, Navakhanda, Jambudvipa, Bharatavarsha etc.
D) People, Places and Geopolitics in Silappadikaram, Kavirajamarga,, Adipuranam and Sandesha
Kavyams
23
Unit III
Early Historic Geographic Traces
A) Geographic records in Chinese itineraries
B) Distribution Pattern of Early Historical Sites– Urbanization, Asokan Sites
C) Sacred Geography
D) Early Medieval Political Geography- urbanization and distribution of historical centres
Unit IV
India’s Demographic History
A) Cultural Evolution and Peopling of India -Pre-historic, ancient, medieval and Modern Periods.
B) Colonial Census and Anthropological Investigations- census enumeration and caste
consciousness; Enumeration of religious identity and communalism.
C) Epidemics, famine and Mortality; Infanticide, child marriages, and conditions of Widow.
D) Family planning methods and health practices in India – a historical perspective.
UNIT V
The Theoretical Questions
A) Geographic determinism vs human agency
B) Geo-Politics and Political Geography - theories and application in Indian historiography
Essential Readings:
Chakrabart, D. K. 2012. The Ancient Routes of the Deccan and the Southern Peninsula. Delhi: Aryan
Books International.
Chakrabarti, D. k. 2011. Royal Messages By The Wayside: Historical Geography Of The Asokan
Edicts. Delhi: Aryan Books.
Champakalakshmi, R. 1997. Trade, Ideology and Urbanization: South India, 300 BC to AD 1300 .
Delhi: OUP.
Chattopadhyaya, B. 2002. A Survey of Historical Geography of Ancient India. Delhi: Manohar
Publishers and Distributors.
Chattopadhyaya, B. D. (2006). Studying Early India: Archaeology, Texts and Historical Issues. Delhi:
Anthem Press.
Chattopadhyayaa, B. D. 2017. The Concept of Bharatavarsha. Delhi: The Orient Blackswan.
Erdosy, G. 1988. Urbanisation in Early Historic India. London: British Archaeological Reports.
Falk, H. 2006. Asokan Sites and Artefacts. Delhi: Books.
Gokhale, S. 2008. Lord of Daksinapatha: Coins, Trade and Trade-Centres Under The Satavahanas.
Delhi: Reesha Books Internationa.
Harris, P. M. 2003. History of Human Populations, Vol.II (Migration Urbanization and structural
change). Praeger.
Howells, W. W. 1960. Estimating Population Numbers Through Archeological and Skeletal.Remains”
in Robert F. Heizar and Sherburne F. cook.The application of Quantitative methods in
Archeology. Vikas Publications .
Krishnan, P. 2009. Historical Demography Through Literature: Preliminary Report on Indian Historical
Demography. Delhi: B.R. Publishing Corporation.
Lad, G. 1983. Mahabharata and Archaeological Evidence. Poone: Deccan College Post-Graduate and
Research Institute.
Law, B. C. 2016. Historical Geography of Ancient India. Delhi: Manohar.
Nundo Lal Dey. 1990. The geographical dictionary of ancient and mediaeval India. Delhi: Low Price
Publications.
Period, T. A. 2013. The Ancient Geography of India: The Buddhist Period. London: Cambridge
University Press.
24
Ecology and Environmental History in India
Credit: 3
Maximum marks: 75
Contact Hours:45
Course Description: Environmental studies is an emerging branch in advanced history courses which
helps in understanding the ancient to recent ecologies, landscape alterations, man-environment
relationships, issues and problems which had political and economic implications. This course will
examine the relationship between humanity and the biosphere from the prehistoric era to present. We
will focus less on regional histories and more on processes of environmental change at the larger scale.
The goal is to impart a general understanding of the concepts, methods, and ideas of environmental
history of India.
Course Objectives: Environmental studies is an emerging branch of advanced history to understand

ancient to recent ecological changes and its impact on human-environment relationships having political
and economic implications. This course will examine 1) Indulge the students on historical and rational
thinking on environmental degradation; 2) Understand human and ecological interfaces from multiple
disciplines such as anthropology, politics and economic studies, and 3) Take an interdisciplinary
approach to environmental history and develop environmental ethics, which is essential for ecological
sustainability.
Course Outcomes: The objective of this course is to;

1) Indulge the students on historical and rational thinking on sweltering issues of the modern world
related to environmental degradation in reference to the Indian subcontinent.
2) Understand human and ecological interfaces from multiple disciplines such as anthropology, politics
and economic studies.
3) Take an interdisciplinary approach to environmental history and develop environmental ethics, which
is essential for ecological sustainability.
Unit I
Ecology & Environment
A) Introduction to Ecology and Environment of India, Scope of Sciences and Social Sciences in
environmental studies.
B) Nature-Human Interface; Environment and Social Formations: Pastoral, Agricultural, Forests and
Non- Agricultural.
C) Environmental determinism and ecological approaches, eco-systemic approach.
D) Indigenous perception of the environment; through Indian traditions and literature, Buddhist and
Jaina texts, Tinai of Tolkapiuam (landscapes in India); sacred forest/ groves of India.
Unit II
Environment, Early Societies and Agricultural Societies
A) Nomadic Pastoralism, Hunting-Gathering, Resource Use and Human Societies, Agricultural

Diffusion and Regional Specificities-II, Agricultural Diffusion and Regional Specificities-I, River
Valley Civilization, Origins of Agriculture. Impact of human culture on environment
B) Ancient and Medieval states and their policies. Treatises on environment such as Arthashastra, Krishi
Parashark, Upavana Vinodha etc.
25
Unit III
Environmental Boundaries and Identities of Politics
A) Power, identity and ecology; animals and politics; coasts and river waters; ‘scarcity’, landscape and
development.
B) Nationalism and Nature.
Unit IV
Environmental Policies during Modern and Contemporary India
A) Colonial Interests on Forests (Forest Acts 1865, 1878 and 1927); agriculture and cultivation policies;
tribal economy and impacts; Forest Policy; Resolutions and Acts (1952, 1980 and 1988).
Unit V
Select Movements
A) Movements- Chipko Movement - Appiko Movement, Silent valley movement; International
Environmental Ethics –Conventions and Protocols and others.
B) Eco-criticism and Eco-critical ethics
Essential readings:
Agrawal Arun. Sivaramakrishnan Kalyanakrishnan (eds): Social Nature, Resources, Representations

and Rule in India, Oxford University Press, New Delhi 2001.
Arnold, David and Ramachandra Guha (eds): Nature, Culture and Imperialism: Essays on the
Environmental History of South Asia, Oxford Universiy Press , New Delhi 1996.
Grove, Richard, Damodaran Vinita and Satpal Sangwan (eds): Nature and the Orient: The
Environmental History of South and Southeast Asia, Oxford University Press, New Delhi 2000.
Guha, Ramachandra and Gadgil Madhav , This Fissured Land: An Ecological History of India,
Oxford University Press, 1992.
Rajan Ravi, Modernizing Nature: Forestry and Imperial Eco Development 1800-1950, Oxford
University Press , New York 2006.
Rangarajan ,M and Sivaramakrishnan, K. India’s Environmental History: Volumes 1 and 2, Permanent
Black New Delhi . 2012.
Rangarajan, Mahesh Fencing the Forest: Conservation and Ecological Change in India’s Central
Provinces, 1860-1914, Oxford University Press, 1996.
Dwivedi,O.P and B.N.Tiwari , 1987, Environmental Crisis and Hindu Religion, New Delhi.
Jaswal,P.S and N.Jaswal, 2007, Environmental Law , Faridabad: Pioneer Publications.
Jha,D.N , 2003, Ancient India in Historical Outline , New Delhi: Manohar.
Kane, P.V (ed.), 1933, Katyayana Smriti, Bombay.
Koshambi,D.D, 1996, The Culture and Civilization of Ancient India: In Historical Outline, New Delhi:
Vikas Publishing House Pvt. Ltd..
Majumdar,Dipa, 2004, “Antiquity of Tree Worship in India”, Indian Museum Bulletin, XXXIX: 37-38.
Manasi,R.P, 2005, “Caste and the Structure of Society'' in G.T.Garratt (ed.) The Legacy of India, New
Delhi: Black and White.
Fisher, M. (2018). An Environmental History of India: From Earliest Times to the Twenty-First Century
(New Approaches to Asian History). Cambridge: Cambridge University Press.
doi:10.1017/9781316276044.
26
Cultural History of Deccan
Credit: 3
Maximum marks: 75
Contact Hours: 45
Course Description: This course is designed to acquaint students with the rise and development of a
vast commercial economic and trade network which lasted for about thousand years in Deccan. It also
includes in its purview, existence of mining, Textiles, timber and Maritime actives. Feudal system in
Deccan would be studied in the context of the ongoing debate
Course Objectives: This course is intended to give an idea about the types of economy and social
structure prevalent in Deccan. It involves a study of the influence of economy on social formation and
how polity of a particular period shapes the economy. The course also aims to give an idea about the
conception of state and kingship as it emerges with the Turkish, Iran conquest and the Mughals
Course Outcomes: Understand the diversity of the human experience as influenced by geographical
location, race, ethnicity, cultural traditions, gender and class.
1. Discuss and define technological advancements in Deccan.
2. Critically discuss major social, economic, structures, events, and themes shaping the Middle
Ages.
Unit I
Introduction to Deccan
A) Sources: Inscription, coins, literature.
B) Chronology and formation of the states in Deccan, from Satavahanas to 1200 CE.
C) Land Revenue, land ownership, Irrigation, Crafts and Urbanization.
Unit II
Structure of economy in Medieval Deccan
A) Structure of the society
B) Feudal economy
C) Mining activities with focus on gold, and diamond.
D) Trading Networks of the Deccan
Unit III
Maritime trading network in Ancient Deccan
A) Early Historical Deccan: A Study in its Material Milieu

B) Evolution of Intra-Regional Trade: Voyages and Seafaring Tradition
C) Merchants and Trading Communities of Ancient Deccan
D) Centres of Trade and Sea Ports of the Deccan and their Administration
E) Exchange of Commodities: Textiles, timber, precious and semi-precious stones (gold, diamond,
rubies, etc), metals (tin, ivory, copper, etc), etc.
Unit IV
Maritime traditions Medieval Deccan
A) Maritime History of Medieval Deccan

B) Medieval Ports and Maritime Centres
C) Trading Communities, Merchant Guilds and Institutions
27
D) Commodities Traded: spices, horses, subsistence goods, fine clothes, precious and semi-precious
stones, metal, etc.
E) Navigation and Shipbuilding Technology
Essential Readings
Ashin Dasgupta (ed.). 2001. The World of the Indian Ocean Merchant 1500-1800: Collected Essays
of, Oxford University Press, New Delhi 2001.
Bhandarkar, R.G., The Early History of the Deccan, Asian Educational Services, 1996.
Chakravarti, R, Visiting Far Away Ports: India’s trade with Western Indian Ocean 800-1500 , in Datta
Rajat ed.s. Rethinking a Millennium, Perspectives on Indian History from Eighth to Eighteenth
century , Aakar Books, 2008.
Chakravarti, R,2020. The Pull Toward the Coasts and Other Essays. New Delhi: Primus.
Champakalalshmi R, Trade and Urbanization Early South India: 300B.C. to 1300 B.C. , Oxford
University Press, New Delhi 1999.
Gurukkal, Rajan Social Formations of Early South India, Oxford University Press, New Delhi , 2012.
K. S. Mathew (Ed.), Shipbuilding and Navigation in the Indian Ocean Region AD 1400-1800,
Munshiram Manoharlal , New Delhi , 1997.
Narayan M.G.S, Foundations of South Indian Society and Culture, Bharatiya Book Cooperation, 1994.
Noboru Karashima, A Concise History of South India: Issues and Interpretations, Oxford University
Press, New Delhi 2014.
Noboru Karashima, Ancient to Medieval: South Indian Society in Transition, Oxford University Press
, New Delhi , 2009.
Pearson, M.N. (ed.) India and the Indian Ocean 1500-1800, Oxford University Press, New Delhi , 1987.
Prakash, Om and Lombard, Denys (ed.), Commerce and Culture in the Bay of Bengal 1500-1800,
Manohar , New Delhi 2000.
Prakash, Om, European Commercial Enterprise in Pre-Colonial India, Volume 5, Cambridge
University Press, Cambridge , 1998.
Gurukul Rajan,2016, Rethinking Classical Indo-Roman Trade: Political Economy of Eastern
Mediterranean Exchange Relations, Oxford University Press
Rajan. K 2016, Churning the Ocean: Early Historic Maritime Trade of Peninsular India
Rolima Thapar, Recent Perspective of Early Indian History, Book Review Trust, New Delhi, 1995.
Shastri K.A.N, Sources of Indian History with special reference to South India, Asia Publishing House
, New Delhi, 1964.
Steensgaard, Neils, The Asian Trade Revolution of the Seventeenth Century, University of Chicago
Press , Chicago , 1973.
Stein, Burton Peasant State and Society in Medieval South India, Oxford University Press, 2009.
Veluthat, Kesavan, The Early Medieval in South India, Oxford University Press, 2010.
28
P.G. Semester II, Foundation Course
Outline of Ancient Indian History (Vedic period to 13th century CE)
Credit: 4
Maximum marks: 100
Contact Hours: 60
Course description: The history of India from the Vedic times to 13th century is provides a survey of
major historical aspects in the ancient phase of Indian history. The process of social institutional
formations emergence of state, new political structures and diversity of material culture across India of
the given period will be discussed in a thematic and chronologic manner. This course will also touch
upon the development of new religious ideas in the form of Buddhism & Jainism, and the nature of
urbanisation in northern and southern India. The transitions of society ancient to early medieval and
slipping into the medieval will be elaborated. Various theoretical approaches also will be part of the
course.
Objectives: This course trains the students in understanding the historical construction and
reconstruction of India’s ancient past through various types of source materials and identifying the
changing cultural traditions during the ancient times. The course aims to enable student to access major
stages of historical developments with cause- effect framework
Learning Outcomes: The students will be able to

1. develop critical understanding of Early and early Medieval history of India with reference to
primary sources such as literature, inscriptions and numismatic.
2. This course also results in shifting paradigm and perspectives from monarchy and genealogy
based studies to examine rural societies, economy and ethnography with a combination of
archaeological and historical sources.
3. The students will possess a clear insight into the chronological and thematical progression of
ancient Indian history
Unit -I
Sources: Types and interpretations
A) Primary sources- the material evidences and their relevance; epigraphical evidences- the types,
contents and significance; coins- from punch-marked to the early medieval coinage; structural and
art evidences- religious and non-religious evidences and their historical meanings.
B) Literary sources- from Vedic to early medieval- the nature and types of texts and ways of using as
source for history.
C) Interpreting early history-Colonial, Imperial, Nationalist, Materialist, Marxist and Subaltern
Schools
Unit II
New social and political formations
A) Vedic age: geographic distribution; religion and rituals; new material culture- iron, NBPW,
agricultural expansion and impact on society, economy and polity; emergence of new social
institutions and stratifications
B) State formation in Northern India- the social and material milieu of the 6th century BC-second
urbanisation and growth of territorial states
C) Emergence of new religious traditions- Ajivikas, Jainism and Buddhism- their origin and nature
and historical impact on the social order
29
Unit-III
Rise and fall of Mauryan empire
A) Rise of Magadha from c. 550 BC to the Mauryas- political and cultural impacts Iranian and
Macedonian Invasions
B) Mauryan Administration and Ashokan Dhamma- Decline and legacy of Mauryan rule in history
C) Post- Mauryan political scenario- new states of north west India- political and cultural
contributions of Sungas, Indo-Greeks, Sakas, Pahlavas, Kushanas and Satavahanas
D) The Tamilakam and its cultural and political ecozones
E) The maritime trade and economy
Unit-IV
The new Empire and kingdoms
A) Gupta empire-The debate on ‘Golden Age’, the ‘Threshold time’ and ‘Classical Age’ and
theories on empire
B) Territorial expansion, development in literature, arts and fields of science and knowledge.
C) Administration, economy, normative texts, religious patronage and new social theories
D) Disintegration of the empire and emergence of new regional powers.
Unit V
The early medieval
A) Theoretical explanations of transition- changes in nature of society, economy and polity-

regionalism- new kingdoms
B) Conflicts for power- Chalukyas, Pallavas, Rashtrakutas, Pratiharas, Palas, Senas etc
C) Emergence of feudalism in India: debate, concept, origin and development, debates on
urbanisation.
D) The Chola Empire: administration and dawn of new religious ideas and culture
E) Changing Power politics- Mahmud’s invasions The Ghorian conquests
Essential Readings:
Bari, M. N. 2017. Material Culture of Northern India. Delhi: Agam Kala Prakashan.
Basham, A. 1973. A cultural history of India. Delhi: Clarendon Press.
Chakravarti, R. 2016. Exploring Early India. Delhi: Primus Book.
Chattopadhyaya, B.D. 1994. The Making of Early Medieval India. New Delhi: OUP.
Ghosh, S. 2017. From the Oxus to the Indus: A Political and Cultural Study C. 300bce - C. 100. Delhi:
Ratna Saga.
Jha, D. N. 2007. Ancient India - An Introductory Outline. Delhi: Manohar Publishers and Distributors.
Jha, D. N. 1993. Economy and society in early India. Delhi: Munshiram Manoharlal Publishers.
K.A.Nilakanta, S. 1997. History of South India. Delhi: Oxford.
Kosambi, D. 1997. Culture and civilisation of ancient India. Delhi: Vikas Publishing House.
Mazumdar, S. B. 2016. Mauryas in Karnataka. Kolkata: Centre tor Archaeological Studies & Training
eastern India.
Parasher-Sen, A. 2007. Subordinate and Marginal Groups in Early India. India: Oxford University Press.
Sharma, R. S. 2015. Aspects of Political Ideas and Institutions in Ancient India. Delhi: Motilal Banarsidass
Publisher.
Sharma, R. S. 2007. Material Culture and Social Formations in Ancient India. Delhi: Laxmi Publications.
Sharma, R. S. 2003. The State and Varna Formation in the Mid-Ganga Plains. Delhi: Motilal Banarsidas
Publisher.
30
Singh, U. 2009. History of Ancient and Early Medieval India. Delhi: Pearson Education India.
Thapar, R. 2010. Ancient Indian Social History. Delhi: Orient Blackswan.
Thapar, R. 2003. The Penguin History of Early India: From the Origins to AD 1300. Delhi: Penguin India.
Veluthat, K. 1993. Political Structures of Early Medieval South India. India: OUP

P.G. Semester II, Foundation Course
Outline of Medieval Indian History (13th to 18th century A.D)
Credit: 4
Maximum marks: 100
Contact Hours: 60
Course Description: This course introduces the students to the history of medieval India with particular
focus on the establishment of Delhi Sultanate followed by unstable political powers of the regional
states to the establishment of centralized political structure ruling over the northern part of the Indian
subcontinent. New developments in various spheres like in the economy, administration, art,
architecture and literature are studied. The course also examines the main political, social, and religious
institutions and processes, and their role in determining state and society in India. Towards the end there
is a debate on the theme of the decline of this magnificent Mughal empire and the emergence of
Successor States like Marathas, Nizam, Awad and Bengal British in the Indian subcontinent.
Course Objectives: The aim of this course is to understand major episodes in the Indian historical
developments primarily during the 13th and 18th centuries through primary sources that are of political
and cultural focus. The paper will essentially familiarize the students with administrative, economic
changes and its impact on various aspects of public life and feudatory states. This paper also elaborates
on the social reform movements and emergence of Sufi philosophies and literature. It also analyzes the
important institutions like revenue, governance, and policies, the relationship established between the
Mughals and other contemporary kings like the Deccani Sultans, the Marathas and others
Learning Outcomes:
After completing this course, the students shall be able to;
1. Critically evaluate both literary sources of various historiography and also dealing on coins,
inscriptions, art and architecture.
2. Examine the policies and reforms of the Sultans- Kings, theory of kingship, emergence of states in
Deccan such as Bahamani and Vijayanagara.
3. The social position of Sufi and Bhakti Saints in the formation of composite cultures are evaluated.
4. Examine the administrative reforms and contributions of various states in different geographical
regions such as Marathas, Shur and others.
5. Debate on various theories relating to the decline of Mughals and 18th century situations.
Unit I
Sources
A) Sources for the study of the Delhi Sultanate and the Mughal Empire: Persian histories, official
documents and European accounts.
B) Sufi Texts- Malfūzāt ), Travelogues-Ibn Battuta and Inscriptions
31
Unit II
Territorial expansion phase I (1200 to 1526)
A) Conquests under Ghorid , consolidation of the Delhi under Aibak, Iltutmish and Balban and role
of bureaucracy.
B) Khaljis and Tughlaqs: Consolidation and the expansion of the Sultanate; conquests of the Deccan
states
C) Disintegration of the Sultanate and rise of the regional kingdoms; Syeds and Lodis .
Unit III
Territorial expansion phase II (1526 to 1707)
A) Conquest under Babar and Humayun, and Afghan conflict, the second Afghan Empire (Sher
Shah).
B) . Territorial expansion and consolidation under Akbar to Aurangzeb, the role of military strategy
and technology.
C)Political Strategy and Policies of Mughal: the nobility and relations with Rajputs, Religious
measures and Sulh- ikul, and Deccan policy. Crisis and decline of the Mughal Empire.
Unit IV
Political Structure
A) Kingship, Nobility, central and provincial administrative structures; composition and organization
of ruling elites; Iqta and revenue grants, Ulema and Sufis;
B) The formation of Mughal state: Revenue, Mansab and Jagir systems, organization and composition
of Mughal nobility, relations with Rajputs and Zamindars.
Essential Readings:
Ayyangar, Krishnaswami S. 1986. Sources of Vijayanagar History. Hampi: Gian Publishing.

Chand, Tara. 2006. Influence of Islam on Indian Culture. Read Books.
Chandra, Satish 2007. Medieval India from Sultanate to the Mughals,vol,1. New Delhi: Har Anand
Publications.
Eaton, Richard M. 2019. India in the Persianate Age (1000-1765). London: Allen Lane Books.
Eaton, Richard M. and Wagoner, Phillip B. 2014. Power, Memory, Architecture: Contested Sites on
India's Deccan Plateau. New Delhi: OUP.
Ernst, Carl W. 2017.Sufism: An Introduction to the Mystical Tradition of Islam. Berkeley: Shambhala
Publications.
Fukazawa, Hiroshi. 1998. Medieval Deccan Peasants, social system and states (sixteenth to Eighteenth
Centuries). New Delhi: OUP.
Habib M.and K.A.Nizami(eds.), 1992. Comprehensive History of India, Vol-5: The Delhi Sultanat.
Calcutta: Indian History Congress.
32
Habib, Irfan. 2011. Economic History of Medieval India, 1200-1500. New Delhi: Pearson Education
India.
Habib, Mohammad. 2016. The Delhi Sultanate and Its Times. New Delhi: OUP India.
Hasan, Muhibul (ed.), 2018. Historians of Medieval India. New Delhi: Aakar Books.
Iraqi, Shahabuddin 2009.Bhakti movement in Medieval India: Social and Political Perspectives. New
Delhi: Manohar Publishers and Distributors.
K.A, Nizami. 2002. Religion and politics in India during the 13th century. New Delhi: OUP
Karashima, Noburu. 2014. A Concise History of South India: Issues and Interpretations. New Delhi:
OUP.
Kumar, Sunil. 2010 Emergence of the Delhi Sultanate: A.D 1192 to 1286. Ranikhet: Permanent Black.
Lal K.S. 1980. History of Khaljis. New Delhi: Munshiram Manoharlal Publishing.
Michell, George. Islamic Architecture of Deccan India.
Nath R., 1995.Studies in Medieval Indian Architecture. M.D. Publications.
Pillai,S. Manu. 2018. Rebel Sultans: The Deccan from Khilji to Shivaji. New Delhi: Juggernaut.
R.P., Tripathi 1936 Some aspects of Muslim administration in North India. Allahabad: The Indian Press.
Ray, Aniruddha. 2019.The Sultanate of Delhi (1206-1526): Polity, Economy, Society and Culture.
Oxfordshire: Taylor and Francis
Rizvi S.A.A. 1994. A History of Sufism in India, vols. 2. New Delhi: Munshiram Manoharlal
Publishing.
Sherwani H.K. 1943 Mahmud Gawan: The great Bahmani Wazir. Allahabad: Kitabistan.
Sherwani H.K. 1985 Bahamanis of the Deccan. Munshiram Manoharlal Publications.
Siddiqui H. 2014.Indo-Persian Historiography up to the Thirteen Century. New Delhi: Primus Books.
Siddiqui, Iqtidar Husain. 2006. Authority and Kingship under the Sultans of Delhi: Thirteenth-
Fourteenth Centuries. New Delhi: Manohar Publishers.
Stein, Burton. 1980. Peasant State and Society in Medieval South India. New Delhi: Oxford University
Press.
Stein, Burton. 2010. History of India. New Jersey: Wiley.
Stein, Burton.1989. Vijaynagara (The New Cambridge History of India). Cambridge: Cambridge
University Press.
Wagoner, Phillip B. 1993. Tidings of the King: A Translation and Ethnohistorical Analysis of the
"Rayavacakamu". Hawaii: University of Hawai Press.
33
P.G. Semester II, Foundation course
Paper Title: History of Art and Architecture in India
Credit: 4
Maximum marks: 100
Contact Hours: 60
Course Description: Art objects and monuments from the past form a major category of primary source
to study history. This course familiarizes the learner to various types of art evidence from different
phases like prehistoric rock art, religious and defence architecture and plastic art under different patrons,
their styles, methods etc.
Course Objectives: The objective of this paper is to acquaint students with the history of ancient and
medieval Indian architecture from the earliest times to C.1700AD. The main aim is to familiarise
students with the ancient and medieval monuments and architectural planning including the lay-out of
cities and secular buildings as well as the religious monuments including the Buddhist stupas, rock-cut
caves, temples, mosque and tombs.
Course Outcome: The students will be able to:

1. Understand the development of art activity in India from prehistoric to medieval times.
2. They can identify art objects- sculpture, painting and architecture- to specific historic phases, their
stylistic affinity and context.
3. Appreciate art as essential human cultural expression and source of history.
Unit I
Early Phase: Origin and Formations
A) Art in historical studies- Scope, approaches and methods.

B) Origins of art- prehistoric phase- rock art, cave paintings, engravings, graffiti. Important sites.
C) The protohistoric phase- Harappan age- structural art, organization and utilization of space- town
planning, architecture; plastic art- sculptures, seals, figurines.
D) Early historic phase- religious art and architecture- The Mauryan court art.
E) The Buddhist monuments- Stupas, Chaityagrihas and Viharas- rock cut and structural
architecture- important sites.
Unit II
Proliferation and Diversity of Structural and Sculptural art
A) The post Mauryan Phase- Sungas, Satavahanas, Sakas, Kushanas- continuation and augmentation
of Mauryan tradition- rock cut architecture of western India, sculptures and paintings
B) The New schools of art- towards anthropomorphism- Gandhara, Mathura, Amaravathi
C) Gupta phase- emergence of Temple architecture, Mathura Saranath schools
D) Post Gupta phase- proliferation of Temple architecture- evolution of canonical styles their
classifications and interpretations- Regional forms- Nagara, Dravida, Vesara and their variations
E) Emergence of canonical iconography- principles and theories- Major schools-Chola Bronzes,
Pala-Sena Sculptures
Unit III
Indo-Islamic style
A) Architecture during the Sultanate period: Main characteristics of the Islamic architecture;
architecture under the various dynasties of the Delhi Sultanate.
B) Regional styles – Deccan, Gujarat, Bahamani, Kashmir.
34
C) Main Characteristics of the Mughal architecture: Development of architecture during the reign of
Babar, Humayun, Sher Shah, Akbar, Jahangir, Shahjahan, Aurangzeb.
D) Indo-Islamic architecture.
Unit IV
Regional Painting Traditions
A) Miniature paintings- Rajput and Mughal painting: Salient features of Rajput painting
B) Important centres- Jodhpur, Bikaner, Kota, Bundi, Mewar, Nathdwara, Kishangarh and Jaipur.
Mughal painting;
C) Western Indian Manuscript painting; Provincial Schools of Painting.
Unit V
Medieval Architecture
A) Defence architecture- Forts of Medieval India: Salient features of medieval forts

B) Major forts of India- Chittor, Kumbhalgarh, Ranthambor, Jalore, Mehrangarh, Daulatabad, and
Agra.
C) Forts- Gulbarga, Bidar, Yadgir, Raichur, Koppal and Bellary
D) Defence structures of Hampi.
E) Irrigation and water management
Essential Readings:
Agarwala V.S 1965 Studies in Indian Art. Varanasi: Vishwavidyalaya Prakashan

Agarwala V.S. 1965. Masterpieces of Mathura Art. Varanasi: Prithvi Prakashan.
Balasubrahmaniam S.R. 1960. Early Chola Temples. Bombay: Orient Longman
Balasubrahmaniam S.R. 1979. Later Chola Temples. Mudgala Trust
Brown Percy - Indian Architecture Buddhist and Hindu Periods. Bombay: DB Taraporevala Sons &
Co.
Brown Percy. 1920. Indian Painting. Calcutta: The Association Press.
Chandra Pramod. 1983. On the Study of Indian Art. Harvard: Harvard University Press.
Coomaraswamy A.K. 1956. Introduction to Indian Art. Adayar: The Theosophical Publishing House.
Dhaky M.A. 1977 Indian Temple Forms. Ajmer: Abhinava Publications
Fergusson James. 1876. History of Indian and Eastern Architecture. London.
Fergusson, James. 1845. Rock cut Temples of India. London: John Weale.
G.J Dubreuil 1927. Dravidian Architecture.
Ghosh, A. (ed.). 1996. Ajanta Murals. New Delhi: ASI.
Gupta S.P. 2002. Elements of Indian Art. New Delhi: D.K. Printworld.
Gupte, R.S. 1972. Iconography of Hindus, Buddhists and Jains. Bombay: DB Taraporevala Sons & Co.
Harle J.C. 1996. Gupta Sculpture. New Delhi: Munshiram Manoharlal Publishers.
Huntington, Susan. 1985. The Art of Ancient India. New Delhi: Motilal Banarsidass Publications.
Kramrisch, Stella. 1933. Indian Sculpture. Calcutta: Y.M.C.A. Publishing.
Mate, M. S. 1969-70. Early Historic fortifications in the Ganga Valley, Puratattva Vol. 3: 58-69.
Meister M.W and Dhaky M.A. (eds.) 1984. Encyclopaedia of Indian Temple Architecture. Relevant
volumes on North India and South India.Gurgaon: AIIS.
Michell, George. 2014. Temple Art and Architecture of Early Chalukyas. New Delhi: Niyogi Books.
Mitra Debala. 1971. Buddhist Monuments. Calcutta: Sahitya Samsad.
Nagaraju S. 1981.Buddhist Architecture of Western India, The Journal International Association of
Buddhist Studies. Vol.4: 106-112
35
Pant Susheela. 1976. Origin and Development of Stupa Architecture in India. Varanasi: Bharat Manisha
Research Series.
Rao, T. A. Gopinath. 1914. Elements of Hindu Iconography. Madras: The Law Printing House.
Roy N.R. 1975 Maurya and Post-Mauryan Art. New Delhi: ICHR.
Saraswati, S.K.1957. A Survey of Indian Sculptures. Calcutta: Firma L.Mukhopadhyaya.
Settar S. 1992. The Hoysala Temples. Dharwar: Institute of Indian Art History.
Sharma R.C. 2019.Buddhist Art of Mathura. New Deli: Agam Kala Prakashan.
Sivaramamurti C. 1961.Indian Sculptures. New Delhi: Allied Publishers.
Soundara Rajan K.V. 1969. Early Temple Architecture in Karnataka and its Ramifications. Dharwar:
Kannada Research Institute, Karnatak University.
Spink, Walter. 1967. Ajanta to Ellora. New Delhi: Marg Publication.
Thakur, Priya. 2019. Secular Architectural Landscape of Vijayanagara Period. New Delhi: Kaveri
books.
36
P.G. Semester II, Discipline Specific Elective
Paper Title: Oral History
Credit:3
Maximum marks:75
Contact Hours:45
Course description: The course will introduce the student to approach history from unconventional
sources like oral traditions, legends, epics, folk and memories. Types of sources, their validity and
critical analysis will initiate to the rethinking process of conventional historical practices. Western and
Indian methods as well existing theoretical applications and their implications will also be critically
discussed in this course.
Course Objectives: To expand the scope of historical thinking beyond empiricism and written forms.
Oral history will enable the practitioner to find evidences of past in varied forms and in day to day life.
The study will help the student to identify historically significant moments of present and add new
perspectives to understand history. The lived experiences and human ways of preserving information
will be major focus.
Course Outcomes: A faithful participation and successful completion of the course will enable the
student to
1. Apply oral history to comprehend the processes of social change.
2. Develop critical thinking, reading, and understand history beyond the meta narrative.
3. Discuss oral history as an interpretive act of past with continuity.
4. Locate resources for further study and practice of oral history.
Unit I
Introduction
A) Understanding Oral History- definition, scope, historiography, discourses and trends

B) Types of Sources- Folk sources, Oral Epics, Testimonies, memory etc.
C) Lessons from Anthropology, Sociology and Ethnography.
Unit II
Reconstructing history
A) Historical Consciousness – choice and ways of recording the past

B) Oral vs written- bias and unlearning
C) Memory, testimony and prejudices- History v/s Histories- New History
D) Facts and memory, Preservation of facts and cultural traditions- songs, narratives and
performances
Unit III
Methods and practices
A) Western- present as past-Interview, Recording and digitization

B) Indian- past and continuity- reflections of past society
C) Folk versions of epics, bridging the ‘dark ages’
D) Oral preservation of past society and its aspirations
Unit IV
Theories of Oral History
A) Colonialism and theoretical frameworks of history
37
B) J. Locke, F. Bacon, George. Berkeley and the Intellectual hegemony
C) Impact of western Historiography on Indian historical studies
Unit V
Applications of Oral History
A) Applications in Indian History

B) Case studies of traditions- Helavars, Paanas, Neelagaras, Guddas, Goravas etc.
C) Case studies of events- freedom movement, partition, tsunami, violence etc.
D) Local history, Village history, family history etc.
Essential Readings:
Alf Hiltebeitel. 1999. Rethining India’s Oral and Classical Epics. University of Chicago Press.
Dharwadkar, Vinay (ed.). 2004. Collected Essays of A.K. Ramanujan. Oxford
Donald A. Ritchie, Doing Oral History. New York: Oxford University Press.
Kosambi, D.D. 1962. Myth and Reality. Popular Prakashan. Popular Prakashan Ltd.
Leslie Ballard. 2007. History of Oral History: Foundations and Methods. Altamira: Rowman Altamira
Press.
Lynn Abrams. 2016. Oral History Theory. New York NY: Routledge.
Nonica Dutta. 2009. Violence, Martyrdom and Partition: A Daughter’s Testimony. New Delhi: Oxford
University Press.
Paul Thompson. 2000. The Voice of the Past. Oxford: Oxford University Press.
Robert Perks. 2016. The Oral History Reader. New York NY: Routledge.
Sadhana Naithani. 2006. In Quest of Indian Folktales. Indiana University.
38
Paper Title: History of Science and Technology in Pre-Independent India
Credit: 3
Maximum marks:75
Contact Hours: 45
Course Description: The course is designed to familiarize the students to the origin and development
various disciplines and its milieu. The interface of Colonialism with native knowledge, progress of
science and technology in India during the Colonial times.
Course Objectives: The module will discuss the development of science and technology in colonial
India; it looks at the scientific explorations in Physical and Natural sciences, engineering, roads,
transport and communication under the East India Company and British Raj in the Indian subcontinent.
Course Outcome:
1. The student will be aware of the process of knowledge production.
2. they will be familiarized to the cultural context of knowledge.
3. they will understand major developments in scientific knowledge during the time.
Unit I
Introduction to Early Scientific Systems
A) Historiography & Philosophy of science and technology

B) Emergence of scientific disciplines in West- Western Encounter with the ‘New Worlds’-
explorations, discoveries and quest for resources
C) Theorization, structuring and new definitions of Knowledge- experimentation, validation; memory
vs writing
D) Development of Science and technology in ancient & medieval world with special reference to India
E) Renaissance, Colonialism and expanding horizon for human knowledge
F) Innovations, discoveries and Industrial revolution in Europe: Its impact
G) Astronomy in epigraphs, Traditional measurements in Karnataka, Kerala school of Mathematics
Unit II
Developments in Princely States of Modern India
A) Scientific developments under Indian Princely states- Mysore, Amber etc.

B) Western science and Technology: Indian response to new scientific knowledge.
C) East India Company and Scientific Explorations - Science and Orientalist ideas -Early European
Scientists: Surveyors, Botanists, Doctors under the Company’s Service in India.
C) Growth of techno-scientific institutions, technical education, establishment of engineering and
medical sciences colleges and institution, universities, establishing scientific institutions.
Unit III
Technological Changes During the World Wars
A) Innovations: Industry, agriculture, science, technology, communication, information
B) Science and Technology between two world wars: First World war and: scientific minds and
science and technological innovations
C) Science and technology after second world war
D) Pioneers- Sreenivasan Ramanujan, J.C. Bose, C. V. Raman, Vikram Sara Bhai, Homi Bhabha etc.
39
Unit IV
Contemporary Reports
A) Royal Commission and their reports

B) Contemporary socio -economic scenario and Professionalization of science and technology
Unit V
Policy Making for Development
A) Premier Institutes and Major Research Laboratories- IITs, PRLs, Atomic Research Centre, TIFR
B) Planning for development; National Planning Committee; Bombay plan.
C) National Planning Advisory Board; and Central Advisory Board of Education; Transition from
Dependent to Independent science.
Essential Readings:
Amma, T. S. 2017. Geometry in Ancient and Medieval India. Delhi: Motilal Banarsidass.
Baber, Z. 1996. Science of Empire, The: Scientific Knowledge, Civilization, and Colonial Rule in India.
New York: State University of New York Press.
Bag, A. 1997. History of Technology in India. Delhi: PA Books.
Bharadwaj, H. 1979. Aspects of Ancient Indian Technology. Delhi: Motilal Banarsidass.
Bhardwaj, H.C and Sharma, V.L. 1987. Technology Tools and Appliances. Banaras: IJHS.
Biswas A.K and S. Biswas. 1995. : Minerals and Metals in Ancient India, & Vol. I. D.K. Print World
Ltd.
Bose, S. D. 2000. A Concise History of Science in India . Universities Press.
Chakrabarti, D. K. 1993. The Early Use of Iron in India. Delhi: OUP.
Chattopadhyaya, D. 1987. History of Science and Technology in Ancient India. Delhi: South Asia
Books.
Derry, T. K. Williams, T. I. 1993. A short history of technology. Delhi: Dover Publication.
Dharampal. 1972. Indian Science and Technology in the Eighteenth Century. Delhi: Impex.
Forbes, R. 1965. Studies in Ancient Technology. London: E.J. Brill.
Jagadish K.S 2017, Alternative Building Materials and Technologies, New Age International Private
Limited, India.
Jagadish K.S 2019, Structural Masonry, Dreamtech Press, India.
Jagadish K. S 2019, Sustainable Building Technology, I K International Publishing House Pvt.Ltd,

India.
Joseph G.G 2011, Kerala Mathematics: History and Its Possible Transmission to Europe, BR Publishing
Corporation, India
Hoodbhoy, P. 1991. Islam and Science: Religious Orthodoxy and the Battle for Rationality. Zed Books
Ltd.
Inkster. 1991. Science & Technology in History. Rutgers University Press.
K.T.M, H. 1991. An Introduction to Ancient Indian Metallurgy. Delhi: Geological society of India.
Kaye, G. R. 2010. Indian Mathematics. Createspace Independent .
Kelley, D. H. 2011. Exploring Ancient Skies: A Survey of Ancient and Cultural Astronomy . Springe.
Kumar, D. 2006. Science and the Raj: A Study of British India. India: Oxford University Press.
40
Meadows, A. 1972. Science and Controversy: A Biography of Sir Norman Lockyer. Palgrave
Macmillan.
Raina, D. 2010. Images and Contexts: The Historiography of Science and Modernity in India . India:
OUP.
Rao, S. 2012. Indian Mathematics and Astronomy : Some Landmarks. Bharathiya Vidya Bhavan.
Sankalia, H. D. 1970. Some Aspects of Prehistoric Technology in India. Indian National Science
Academy.
Sir Shanti Swarupa Bhatnagar, V. V. 1993. S S Bhatnagar on Science, Technology, and Development.
Wiley Easter.
Subbarayappa, B. V. 2010. Science in India: A Historical Perspective. Rupa & Co.
41
History of Medicine and Pubic Health in India
Credit:3
Contact Hours: 45
Maximum marks: 75
Course description: This course traces the history and politics of overseas intervention in medicine
and public health from pre- modern to the modern period. It reconstructs the historical origins of modern
global health movement, highlighting the movement’s roots in practices of colonialism and empire
building.
Course objectives: Institutionalization of medical knowledge is an essential feature of modernity. An

examination of the history of medicine and health system in modern India can indicate how specialized
knowledge in a particular branch has been used for colonial hegemony and power relation. Therefore,
the objective of the paper is to examine how the development of colonialism led to the hegemonic
institutionalization of medical knowledge and health system in this region.
Course outcomes: The students would enable to understand
1. How medical knowledge and health system have been evolved in India over the years.
2. They would able to examine how the hegemonic assumptions of colonial knowledge systems
produced various forms of authority and power structure.
3. The students would able to recognize how colonial knowledge produced notions of body, alienate
medicines and health systems in India.
Unit I:
Approaches to the History of Science as Intellectual History and as Social History
A) Interpreting the history of modern science in India – emergence of the paradigm of colonial
science under the East India Company – early surveying operations, geological and botanical
investigations – Orientalists intervention.
B) The early Indian response to western science from Rammohan Roy to Mahendralal Sircar – the
colonial science policy and emergence of a scientific community in the twentieth century – careers of
J.C. Bose, P.C. Ray, C.V. Raman, Meghanad Saha.
C) Science, Technology and shifting imperatives of nationalist politics – Gandhi, Bose and Nehru
D) The politics of decolonization and making of science policy under independent Indian state
Unit II:
Evolution of history of medicine from ancient to modern era – an overview
A) Different system of medical knowledge in India

B) Historiography of various debates on history of medicine in colonial India
C) Colonial Climate and Race
D) Imperialism and Tropical medicine
E) Medicine and colonial army
Unit III:
Reception of Public Health in British India
A) Concept of Public Health.

B) Institutionalizing Public Health.
42
C) History, Prevention and Control of diseases – Cholera, Small pox, Influenza and Tuberculosis etc.
epidemic and popular culture.
Unit IV:
Women, Health and Medicine
A) Women in medical education, motherhood and reproductive health.

B) Maria Stope’s manual on health and family.
C) Nursing and child health
Unit V:
History of psychiatry
A) Its evolution and changing nomenclature

B) Study of asylums in India from early nineteenth century to mid twentieth century
Essential Readings
Arnold, David Science, Technology and Medicine in Colonial India. Cambridge: Cambridge University
Press.
Arnold David. 1986. Cholera and Colonialism in British India,” Past and Present, No . 113 (Nov. 1986).
Oxford: Oxford University Press.
Arnold David. 1988. Imperial Medicine and Indigenous Societies. Manchester: Manchester University
Press
Arnold David. 1993. Colonizing the body; State, Medicine and Epidemic Disease in nineteenth century.
Cambridge: Cambridge University Press.
Arun Bandopadhyay. Science and Society in India, 1750-2000. New Delhi: Manohar
Chakrabarti Pratik. 2013. Medicine and Empire 1600-1960. London: Palgrave Macmillan
David Hardiman, and Projit Bihari Mukherjee (eds.) 2012. Medical Marginality in South Asia, Situating
Subaltern Therapeutics. Routledge
Deepak Kumar (ed.). 2017. Disease and Medicine in India: A historical Perspective. New Delhi: Tulika
Books.
Deepak Kumar. 2006. Science and the Raj (ed.2). New Delhi: Oxford University Press.
Dutta Ashanta, Palit Chittabrata ed. History of Medicine in India and the Medical Encounter. New
Delhi: Kalpaz Publications.
Harrison, Mark. limates and Constitutions: Health, Race, Environment and British Imperialism in India,
1600-1850. New Delhi: OUP India.
Harrison Mark. 1994. Public Health in British India: Anglo- Indian Preventive Medicine 1859-1914.
New Delhi: Cambridge University Press.
Kumar N (ed). 2012.Gender and Science Studies across cultures. New Delhi: Foundation Books.
Levine, P. Prostitution, Race, Politics, Venereal Disease in the British Empire.
Mukherjee, Sujata, Gender, Medicine and Society in Colonial Indian: Women Health care in nineteenth
and early twentieth century Bengal.
Poonam Bala. 1991. Imperialism and Medicine in Bengal. New Delhi, Newbury Park, London: Sage
Publications
Poonam Bala. 2012. Contesting Colonial authority medicine and indigenous responses in nineteenth
and twentieth century India. Lexington Books
Porter R. 2006. The New Cambridge History of Medicine. Cambridge: Cambridge University Press.
Rajsekhar Basu and Kumar Deepak (ed.). 2013. Medical encounters in British India. Oxford: Oxford
University Press.
Sujata Mukherjee. 2012. Medical Education and Emergence of Women Medics in Colonial Bengal.
Kolkata: Institute of Development Studies
Waltraud Ernst. Mad Tales from the Raj: Colonial Psycharity in South Asia 1800-1858. Anthem Press.
43
History of Religion and Religious Reform Movements in India
Credit: 3
Maximum marks -75
Contact Hours: 45
Course Description: The course is designed as a survey into the history of religion as well as the many
reform movements that emerged from time to time. The origins of beliefs, formation of religion and its
evolution into institutionalized social institutions through centuries will be discussed in detail. In that
backdrop, the emergence of new religious ideas, and their reformative roles in the ancient and medieval
times follows. The reformation of religions and their impact and course in Indian society will be
discussed as historical process. The implications of such movements, their philosophical and ideological
foundations and continuity will also be matter of discourse for this paper.
Objectives: The objective of this paper is to present to the students the evolution of religions in India,
their philosophies beliefs and practices. It will clearly articulate the reciprocal relation between religion
and society in Indian history. It aims to present to the student various reform movements, their goals,
ideologies and impacts on Indian society factually and objectively.
Learning Outcomes: After completion of the course the students are expected to
1. Comprehend and view religion as dynamic social process and also recognize the coexistence
of mutually contradicting as well as complementing ideologies as nature of Indian society.
2. Analyze the past and present religious scenarios based on facts, milieu and context.
3. Appreciate human efforts to comprehend and represent complex philosophical questions
through beliefs and practices
Unit- I
Origins of religion
A) Prehistoric and proto historic phases- burial practices; ancestor worship, spirit worship,
fertility cult etc
B) Vedic religious traditions: beginning of Text based religion and prescribed rituals; nature and
divinity
C) Upanishads and philosophic foundations of Brahmanic religion
Unit II
New religious ideas
A) Heterodox Sramanic traditions- Ajivika, Jainism and Buddhism- Monastic order and
institution; Its socio-economic milieu, fundamental principles and impact on society
B) Normative texts and Puranas- attributions and forms of divinity and new rituals in
Brahmanical religion
C) Agamas and ritual based Brahmanical religion- space, structure and divinity
Unit- III
Theistic traditions and Practices
44
A) Theistic traditions- Saiva, Vaishnava, Sakta and other Sampradayas- philosophic
standardisation -six systems of Indian philosophy (Darsana) with special focus on Uttara
Mimamsa (Sankara and Ramanuja)
B) Bhakti tradition- the concept and spread; Alwars and Nayanmars and their impact on society
and mainstream religion
C) Vachana/ Lingayata movement; ideology, philosophy and challenges. Spread and Impact of
the movement
Unit IV
Religious traditions in Medieval India
A) Spread of Tantrism
B) Women Bhaktas and the nature of their devotion
C) Sufism: Growth of Sufism, Sufi shrines and the State; Nature of Bhakti-Sufi Interaction
D) Nathpantha, Siddhas, local deities (Manteswamy, Siddappaji, Mylara linga, Madappa,
Mutthappan etc) and religious dissent movements against inequality
Unit V
Socio-Religious Reform Movements in Colonial India
A) Impact of Western Education- Brahmo Samaj, Arya Samaj, Wahabi Movement, Aligarh
movement
B) Spiritual reform movements- Ramakrishna Mission and SNDP
C) Khalsa Movement.
D) Social reform movements- SJPS, Satya Shodhak Samaj, Dr. B.R Ambedkar’s activism, Self-
respect movement and indigenous consciousness.
Essential readings:
Allchin, Raymod and Bridget Allchin. 1997. Origins of a Civilization: The Prehistory and Early
Archaeology of South Asia. Viking.
Asim Kumar Chatterjee- A Comprehensive History of Jainism (2 vols),
Chakrabarti, Kunal. 2018. Religious Process: The Puranas and the Making of a Regional Tradition.
New Delhi: OUP.
Chakravarti, Uma. 2018. Gendering Caste through a Feminist Lens. New Delhi: SAge Publications.
Chakravarti, Uma: The Social Dimensions of Early Buddhism. Delhi: Oxford University Press.
Champakalakshmi, R.2011. Religion, Tradition and Ideology: Pre-Colonial South India. New Delhi:
OUP.
Chatterjee, Asim Kumar: A Comprehensive History of Jainism
Chattopadhyaya, S. 2000. Evolution of the Theistic Sects. New Delhi: Munshiram Manoharlal.
Desai A.R. 2011. Social Background of Indian Nationalism. New Delhi: Popular Prakashan.
Devadevan,V. Manu. 2016. A Prehistory of Hinduism. Washington: Ingram Short Title.
Elliot, Charles. 2016. Hinduism and Jainism. Createspace Independent Publishers.
Ernst, Carl W. 1992. Eternal Garden: Mysticism, History, and Politics at a South Asian Sufi Centre.
New York: State University of New York.
Gilmartin, David and Lawrence, Bruce B. (eds.): Beyond Turk and Hindu: Rethinking Religious
Identities in Islamicate South Asia. Florida: Florida University Press.
Hawley, John Stratton. 2012. Three Bhakti Voices. New Delhi: OUP.
45
Jaiswal, Suvira. 2000. Caste: Origin, Function and Dimensions of Change. New Delhi: Manohar
Publishers.
Lingat, Robert. 1998. The Classical Law of India. New Delhi: Munshiram Manoharlal Publishers.
Lorenzen, David N. 1991. Kapalikas and Kalamukhas. Motilal Banarsidas.
Lorenzen, David N. (ed.). 2002. Bhakti Religion in north India: Community Identity and Political
Action. New Delhi: Manohar Publications.
Lorenzen, David N. (ed.). 2005. Religious Movements in South Asia 600-1800. New Delhi: OUP.
Mohan, Sanal. 2015. Modernity of Slavery: Struggles Against Caste Inequality in Colonial Kerala. New
Delhi: OUP.
Narayanan, M. G. S. and Veluthat, Kesavan ‘The Bhakti Movement in South India’, in S.C.Malik,
(ed.), Indian Movements: Some Aspects of Dissent and Protest, Simla, 1978, pp 33-66.
Nizami K.A. 2002 Some Aspects of Religion and Politics in India During the Thirteenth Century. New
Delhi: OUP.
P.S. Velayudhan- Cultural renaissance in Modern Kerala
Pandey, Rekha. 2005. Religious Movements in Medieval India. New Delhi: Gyan Publishing House.
Pandey, Rekha. 2010. Divine Sounds from The Heart. Cambridge University Press.
Rajan, Mavali, V.P., Remya and S. Khettry. 2018. Facets of Temple Culture: Perspectives on Religious
and Social Traditions in Early Medieval India. New Delhi: Kaveri Books.
Ramanujan, A.K. 1973. Speaking of Siva. London: Penguin Classics.
Raychaudhuri, .H.C. 1920 Early History of Vaishnava Sects. Calcutta: Bhattacharya.
Richard M. Eaton, (ed.) 2006. India’s Islamic Traditions, 711- 1750. Themes in Indian History. New
Delhi: OUP.
Sen, Aloka Parasher. 1991. Mlecchas in Early India: A Study in Attitudes towards Outsiders up to AD
600. New Delhi: Munshiram Manoharlal.
Sharma, R. S. 1990. Sudras in Ancient India: A Social History of the Lower Order Down to circa AD
600. New Delhi: Motilal Banarsidas.
Shivaprakash, H.S. 2010. I Keep Vigil of Rudra. New Delhi: Penguin India.
Singh, Upinder. 2004. The Discovery of Ancient India: Early Archaeologists and the Beginnings of
Archaeology.Permanent Black.
Somarajan, C.N. and Sivadasan, S. 1995. Civil Rights Movements in Travancore. Kollam
Thapar, Romila 2010. Ancient Indian Social History: Some Interpretation. New Delhi: OUP.
Thapar, Romila. 2008. Imagined Religious Communities: Ancient History and the Modern search for a
Hindu Identity. Cambridge University Press.
Thapar, Romila. Ancient Indian Social History: Some Interpretation. New Delhi: OUP
Vaudeville, Charlotte. 2017.A Weaver Named Kabir. New Delhi: Motilal Banarsidas.Charlotte
Venkatesan, Archana. 2016. The Secret Garland: Andal's Tiruppavai and Nacciyar Tirumoli. New
Delhi: Harper Perennial India.
VijayaRamaswamy. 1996. Walking Naked: Women, Society, and Spirituality in South India, Simla:
Indian Institute of Advanced Studies.
46
Principles and Methods of Museology
Credit: 3
Maximum marks: 75
Contact Hours: 45
Course Description: Museology deals with technical theoretical aspects of collection, documentation
preservation and exhibition of artefacts and objects. The course deal with the origin of the subject, its
development, organizational set up and significance and role as an institution. Museum visit is also part
of the course for providing practical hands on experience.
Course Objectives: In this paper students will learn about different aspects of museology including
documentation and preservation, museum exhibitions, museum managements, research and educations.
Course Outcomes: 1) The course will equip the student with practical knowledge in Museology along
with theory. 2) The student will get trained in museum functions like collection, documentation,
preservation and exhibition and, 3) the course will enhance the awareness about heritage preservation
and its institutional methods.
Unit I
Introduction to Museology
(A) Definition of museology and museography.

(B) History of development of museums in the world with special reference to India.
(C) Types of museums, their scope and functions.
(D) Heritage education; museum and accessibility, modernisation of museum including the virtual
exhibition.
Unit II
Collection, Documentation and Preservation
(A) Global and Indian legislations relating to Artefacts and Museums.

(B) Collection: field exploration, excavation, purchase, gift and bequests, loans and deposits,
exchanges, treasure trove, confiscation and others.
(C) Documentation: accessioning, indexing, cataloguing, digital documentation and de-
accessioning.
(D) Preservation: curatorial care, preventive conservation, chemical preservation and
restoration.
Unit III
Exhibition- Planning, Design and Display
(A) Types of exhibits and exhibitions, exhibition designing, planning, fabrication, installation and
related issues
(B) Permanent Exhibition- Gallery set up, Objectives and communication goals, target audience,
concept development, story line, designing and layout of exhibits, gallery development, space,
showcases and structural installations, colour scheme, lighting, labels & caption writing, evaluation
(C) Objectives and communication goals, target audience, concept development, story line, designing
and layout of exhibits, gallery development, space, showcases and structural installations, colour
scheme, lighting, labels & scripts, evaluation
47
(D) Temporary exhibition- Types of temporary exhibitions, Design and display, content making, label
and caption writing, fund raising, Marketing and branding, Merchandise the exhibition.
Unit IV
Museum Research and Publications
(A) Research based on museum collections, research publications, catalogue.

(B) Popular publications such as guide books, brochures, worksheets, pamphlets, posters, picture
postcards.
(C) Museum research, visitor surveys and exhibit evaluation studies.
Unit-V
Museum Education and Communication
(A) In house educational programmes and activities, outreach programmes.

(B) Educational activities like lectures, seminars, workshops, museum camps, special events
celebrations
(C) Use of multimedia in museums.
Practical Work for internal assignment

Students shall undertake practical work and assignments related to the topics of study. Including case
study of prominent museums such as National Museum, New Delhi, Salarjung Museum, Hyderabad,
Madras Museum and Madras etc.
Essential Readings:
Basu M.N, 1943. Museum Method - Process of Cleaning and Preservation, Calcutta University,
Calcutta.
Chakrabarti, Mahua, Museums in India, NBT 2016.
Greenhill, Eilean Hooper. 2007. Museum and Education: Purpose, Pedagogy, Performance, Taylor and
Francis.
Mac Donald Sharan. 2011. A Companion to Museums Studies, Wiley.
Madhuparna Roy Chaudhary. 2015. Displaying India's Heritage: Archaeology and the Museum
Movement in Colonial India. Orient Blackswan.
UNESCO, Museums and Monuments, the Organisation of Museums: Practical Advice, 1960.
48
P.G. Semester III, Foundation Course
Medieval Societies
Credit: 4
Maximum marks: 100
Contact Hours: 60
Course Description: The medieval societies witnessed the spread of two major religions of the world
i.e. Islam and Christianity. Christianity became very powerful in Europe and Islam spread across the
eastern part of the world, playing significant role in the state formation. The course begins with a
discussion of the murky world of feudalism that had engulfed Europe and processes that helped the
whole region in coming out of it. The cultural developments during this period also form a part of this
course. The influence of medieval societies and culture have made an indelible influence in shaping the
world that we live in.
Course Objective: The objective of this paper is to describe the nature of transition from ancient to
medieval world, and its impact on the socio-political and economic life of the people around Europe,
west Asia and south Asia. Also to critically examine the influence of religious institutions on state
formation.
Course Outcomes: After the completion of this course, students will be able to differentiate,
1. Various factors have led to the transformation of ancient society into the medieval period.
2. Distinguish agrarian and feudal structure in medieval societies, and how the transformation of
feudalism to capitalist society was developed by the interdependency of church and state.
3. Emergence and functioning of Islamic culture, and contribution of Muslims in various fields of
knowledge building.
Unit I
A) Medieval Europe: Transition from Ancient Society to Medieval Society
B) Feudalism: Origin and Nature; first phase- agrarian structure and relations, manorial system,
agrarian technology.
Unit II
A) Developments in the second phase of feudalism- growth of foreign trade and commerce,
technology, urban centers and society
B) Transition from feudalism to capitalism
Unit III
A) Medieval Church: Nature and its structure.
B) Medieval State and its relation with church
C) Medieval mentalities and folkloric culture
Unit IV
A) Pre-Islamic Arab Culture
B) Rise of Islam and the pious Caliphate
Unit V
A) Evolution of Islamic State during Umayyad and Abbasid Caliphs- society, economy, intellectual
and cultural contribution
B) Emergence of sultanates- Samanids, Ghaznavids, Saljuq, Ghorids
49
Essential Readings:
Anderson, Perry. 1974. Passages from Antiquity to Feudalism. London: NLB

Chase F. Robinson (ed.) 2011. The New Cambridge History of Islam, Vol. I: The Formation of the
Islamic World, Sixth to Eleventh Centuries. Cambridge University Press.
Cipolla Carlo M. (ed.). 1976.The Fontana Economic History of Europe: The Middle Ages, Vol.1. New
York: Barnes and Noble Books.
Coleman D.C. 1969. Revisions in Mercantilism. London: Methuen & Co.
Dobb Maurice and Dobb Sweezy - Studies in the Development of Capitalism.
Duby George. 1976.The Age of Cathedrals: Art and Society, 980-1420, trs. Eleanor Levieux and
Barbara Thompson. Chicago University Press.
Duby George. 1990. The Legend of Bouvines: Religion and Culture in the Middle Ages. University of
California Press.
Farooqi Amar 2012. Early Social Formations. New Delhi: Manak Publications.
Ganshof F.L. 1944. Feudalism. University of Toronto Press.
Gurevitch. 1983. Categories of Medieval Culture, London: Routledge Kegan & Paul.
Hall A.R. 1954.The Scientific Revolution 1500-1800. London: Longmans, Green & Co.
Hodgson, Marshall G.S.1975. The Venture of Islam- The Gunpowder Empires and Modern Times, Vol.
3. University of Chicago Press.
Le Goff Jacques. 1957. Intellectuals in the Middle Ages. London: Wiley- Blackwell.
Le Goff Jacques. 1964. Medieval Civilization. London: Wiley.
Lineham Peter and Nelson Jonet (ed.) 2018. The Medieval World. London: Routledge.
Mukhia Harbans (ed.).1999. The Feudalism Debate. New Delhi: Manohar Publishing.
Sweezy, Paul M.and Maurice Dobb. 1950. The Transition from Feudalism to Capitalism. Science &
Society Vol.14, no. 2: 134-67.
W. M Watt. 1961. Islam and the Integration of Society. London: Routledge
W. M. Watt .1953. Muhammad at Mecca. Oxford: Oxford University Press.
White Lynn. 1962. Medieval Technology and Social Change. New York: OUP USA.
Bloch, March. 1961. Feudal Society, 2 Vols. Chicago: Chicago University Press.
50
P.G. Semester III, Foundation Course
Outline History of Karnataka with special reference to Hyderabad- Karnataka region
Credit: 4
Maximum marks: 100
Contact Hours: 60
Course description: Hyderabad Karnataka region is the former dominion of the Nizams of Hyderabad.
This region has witnessed as assimilation of culture, literature and languages of Kannada, Telugu,
Marathi and Deccani Urdu. In this paper, a general outline history of this region is discussed with
particular focus on the formation and growth of administration under various rulers and their
contribution to state infrastructure and trade, development of art and literature, reform movements &
role of Karnataka in the socio-political movements such as freedom movement and Karnataka union
formation.
Course objective: 1) This course is specially focused on regional history of Karnataka for learning the
general history of the region in the cross road of three states of south India targeting students of the
region and outside Karnataka. 2) The course is aimed at highlighting the social, cultural and linguistic
diversity within a state, which was a seat of most prominent empires of South India.
Course outcome: 1) The learner will have a thorough outline understanding of the advanced history of
Karnataka, helps in identifying potential areas to research, and 2) access the impact and role of
ecological and geographical features of the region in shaping the economy and revenue system in coastal
lines, Ghats and inland of Deccan Plateau.
Unit I
Situating Karnataka
A) Geographical Features of Karnataka.
B) Sources for the study of History of Karnataka region: Inscriptions, literature and numismatics.
C) Ashokan Rock edicts in Kalayana Karnataka Region.
Unit II
Society and polity in Ancient Karnataka
A) Kadambas– Socio-politcs, economy and cultural contribution.

B)The reign of Chalukyas, from Badami to Kalyani-Socio-politics, economy and cultural
contribution.
C) Rashtrakutas – Socio-politics, economy and cultural contribution.
Unit III
Society and polity in Medieval Karnataka
A) Hoysalas of Dorasamudra: Political developments from North and South India, transformation in art
and religion.
B) The Vijayanagara Empire: The nature of state, inland and overseas trade economy, town planning,
festivals of celebration, literature and philosophy.
A) The Bahmani Kingdom: Nature of state, administration and revenue, culture and linguistic
influences, patronage to Sufism and literature.
51
Unit V
Modern Mysore to state reorganisation of Karnataka
A) Wodeyars of Mysore: From feudatories of Viajayanagara to independent state, Wodeyars-Hyder Ali

&Tippu Sultan alliance with French & British. Mysore under Commissioners Rule.
B) Freedom Movement in Karnataka: Swadeshi Movement – Non Co-operation movement – Historic
Belgaum Congress session – civil Disobedience movement – Quit India movement in Karnataka –
Backward class movement
C) Reorganisation of modern administration and infrastructure, education and industrialisation.
D) The Nizhams Dominion and Hyderabad-Karnataka Region to the Unification of Karnataka.
Essential reading
Aloka Parashaer Sen (ed.). 1993. Social and Economic History of Early Deccan. Delhi: Manohar
Publishers & Distributors.
Aloka Parashaer Sen. 2021. Settlement and Local Histories of the Early Deccan. Routledge
Altekar A.S. 1967. The Rashtrakutas and their Times. Delhi: Oriental Book Company.
Bari M.N. and Maheshwariah (ed). 2017. Deccan- Heritage, Culture and Literature. Delhi: Manak
Publications Pvt.
Burton Stein. 2011. The New Cambridge History of India- Vijayanagara. Cambridge: Cambridge
University Press.
Burton Stein. The Economic Function of a Medieval South Indian Temple. Cambridge: Cambridge
University Press.
Desai P.B. 1970. History of Karnataka. Dharwar: Kannada Research Institute.
Diwakar R.R. (ed) al. 1968. Karnataka through the Ages Govt. of Karnataka. Bangalore: Literary and
Cultural Development Department, Government of Mysore.
Habib. M., & Nizami K.A: Comprehensive History of India, vol. 5. New Delhi: People's Publ. House.
Nilkanthashastri K.A.1955. A History of South India: From Prehistoric Times to the fall of Vijayanagar.
Robert Sewell. 2008. A Forgotten Empire – Vijayanagar. Delhi: Mastermind Publication .
Sherwani H.K. 1970. History of Medieval Deccan, 1295-1724.Hyderbad: Government of Andhra
Pradesh. New Delhi: People's Publishing House.
Sherwani H.K. 1985. The Bahmanis of Deccan. New Delhi: Munshiram Manoharlal Publishers Pvt Ltd.
Suryanath Kamath. 2018. Concise History of Karnataka. Bangalore: MCC.
Yazdani. G (ed). 1960. The Early History of the Deccan, Vol. II. London: Oxford University. Press.
52
P.G. Semester III, Foundation Course- Specialization Group A
Art in Pre and Protohistoric Period
Credit: 4
Maximum marks: 100
Contact Hours: 60
Course Description: The course is the first one in the series of Art History specialization. It
introduces the student to emergence of aesthetics in human history. The possible thought
processes, motives and notions of art from the very beginning is discussed in the course. The
progress of aesthetic expressions from earliest times are traced through different stages through
the civilization, into dawn of historic phase of India.
Course Objectives: The course is aimed at creating a strong foundation for the art history.
Following a chronological sequence, this paper provides the origin and development of art
activity form the earliest times.
Course Outcomes: By the completion of the course, Students will be able to;
1) Clearly discern the origin and development of art in prehistoric times
2) Identify the types and nature of different art evidences from the pre and protohistoric
phases
3) Track the progression of art parallel to human progression
UNIT I
Rock art
A) Historiography, chronology and geographic distribution
B) Types and techniques- additive, reductive etc
C) Content and Meaning- themes, iconic and aniconic depictions
D) Materials and rock types
UNIT II
Sepulchral and Non sepulchral Structures
A) Megalithic age- origins of conscious construction
B) Types, forms and meaning
C) Expression of belief, nature and orientations and its continuity
UNIT III
Indus Valley Civilization- structural art
A) Town planning- utilisation and allocation of space
53
B) Distribution of structures
C) Types of structures- residential, public utility, others etc
D) Water management and sewage systems
UNIT IV
Indus Valley Civilization-visual art
A) Sculptures- materials and methods of making

B) Reflections of society through diversity of art expression- stone, metal and terracotta
C) Seals and the depictions- fauna, flora, landscape, symbols etc
D) Pottery, graffiti, jewellery- their styles and designs
54
P.G. Semester III, Foundation Course- Specialization Group A
Paper Title: Religious Architecture in Ancient Indian
Credit: 4
Maximum marks: 100
Contact Hours: 65
Course description: the course exclusively focuses on the ancient period of Indian art and architecture.
It surveys the art from its origin in the prehistoric period to elaborate religious edifices. Various religious
architecture and iconographic developments, the theoretical foundations of these art forms are also
discussed in detail. The development of modes of architecture and the canonical classifications are also
focused in the units.
Course Objectives: the course aims to provide specialized understanding of origin and development
of Indian art to the learners. Types of art, their stylistic changes, regional specificities and will be made
clear to the students.
Course Outcomes: the course will enable the students to’

1. Know the trajectories of Indian art through ages
2. Use art objects as evidence for historical studies
3. Understand and appreciate ancient art as evidence of ancient wisdom and aesthetic sense.
Unit I
Introduction
A) General features of early Indian art- its sacred character- ‘Anonymous’ Artists- patrons- major
phases in early Indian art
B) Early rock art- Madhya Pradesh, Karnataka, Kerala
C) Town planning, structures and plastic art of Indus civilization
Unit II
Early Phase of Indian Art
A) Mauryan court art- Columns and Caves

B) Buddhist and Jaina monuments- rock-cut monuments- Stupas, Chaityagrhas and Viharas
C) Rock-cut and structural modes of architecture
D) Reflections of the society in art
Unit III
The Experimentations and Transitions
A) Rock cut architecture centres- Bhaja, Bedsa,Ajanta, Karle, Ellora etc. (Western India); Udayagiri,
Khandagiri (Eastern India); Badami and Aihole (Southern India); Udaigiri, Junnar etc. (Central
India)
B) Structural mode centres- Takshasila, Gandhara (North West); Sanchi, Saranath, Bharhut (Central);
Amaravati, Nagarjunakonda, Kanaganahalli, Bavikonda (South India)
C) The sculptures- figures, narrative panels; different mediums and centres
Unit IV
Canonical Art and Architecture
A) Culmination of Rock cut mode
B) Gupta temples- Formative phase, typologies and genesis of styles
55
C) Canonical texts- Vastu vidya, Vastu Sastra, Silpa Sastras
D) Classifications- definitions and explanations in texts
Unit V
Canonical Styles and Regional Art
A) Nagara- salient features; developmental stages; sub styles- Kalinga, Sekhari, Bhumija, Maru,
Gurjara etc; important centres
B) Dravida- salient features, formation under Pallavas, progress under different dynasties, regional
variations; Important centres- Kanchipuram, Mamallapuram, Tanjavur, Ganagikondacholapuram,
Vadakkunnathan, Hampi etc.
C) Vesara- the disputed identity and origin; problem of nomenclature; different phases- Early Chaluky;
Rashtrakuta; Later Chalukya, Kakatiya and Hoysala.
D) Iconography- salient features; materials and methods.
Essential Readings:
Agarwala V.S 1965 Studies in Indian Art. Varanasi: Vishwavidyalaya Prakashan

Agarwala V.S. 1965. Masterpieces of Mathura Art. Varanasi: Prithvi Prakashan.
Banerjee J.N. 1947. Development of Hindu Iconography. Calcutta: University of Calcutta.
Bhandarkar D.R. 1939.Jaina Iconography. Delhi: Motilal Banarsidas Publication.
Brown Percy - Indian Architecture Buddhist and Hindu Periods. Bombay: DB Taraporevala Sons &
Co.
Chandra Pramod. 1983. On the Study of Indian Art. Harvard: Harvard University Press.
Coomaraswamy A.K. 1935. Elements of Buddhist Iconography. Cambridge: Harvard University Press.
Coomaraswamy A.K. 1956. Introduction to Indian Art. Adayar: The Theosophical Publishing House.
Dhaky M.A. 1977 Indian Temple Forms. Ajmer: Abhinava Publications
Dhar, Parul Pandya. 2011. Indian Art History: Changing Perspectives. New Delhi: D.K. Print World.
Fergusson James. 1876. History of Indian and Eastern Architecture. London.
Fergusson, James. 1845. Rock cut Temples of India. London: John Weale.
Ghosh, A. (ed.). 1996. Ajanta Murals. New Delhi: ASI.
Gupta S.P. 2002. Elements of Indian Art. New Delhi: D.K. Printworld.
Gupte R.S. 1972. Iconography of Hindus, Buddhists and Jains. Michigan: University of Michigan.
Harle J.C. 1996. Gupta Sculpture. New Delhi: Munshiram Manoharlal Publishers.
Kramrisch, Stella. 1933. Indian Sculpture. Calcutta: Y.M.C.A. Publishing.
Meister M.W and Dhaky M.A. (eds.) 1984. Encyclopaedia of Indian Temple Architecture. Relevant
volumes on North India and South India.Gurgaon: AIIS.
Michell, George. 2014. Temple Art and Architecture of Early Chalukyas. New Delhi: Niyogi Books.
Mitra Debala. 1971. Buddhist Monuments. Calcutta: Sahitya Samsad.
Nagaraju S. 1981.Buddhist Architecture of Western India, The Journal International Association of
Buddhist Studies. Vol.4: 106-112
Pant Susheela. 1976. Origin and Development of Stupa Architecture in India. Varanasi: Bharat Manisha
Research Series.
Settar S. 1992. The Hoysala Temples. Dharwar: Institute of Indian Art History.
Soundara Rajan K.V. 1969. Early Temple Architecture in Karnataka and its Ramifications. Dharwar:
Kannada Research Institute, Karnatak University.
Spink, Walter. 1967. Ajanta to Ellora. New Delhi: Marg Publication.
56
P.G. Semester III, Foundation Course- Specialization Group B
Early Pastoralism and Farming in India
Credit: 4
Maximum marks: 100
Contact Hours: 65
Course Description: The cultural history of pastoralism and agriculture has its roots in
Neolithic culture dating back to 10,000 years ago and 3000 years ago. What are the natural and
cultural causes foe the change in subsistence strategy of hunting-gathering to domestication of
animals and plants is the theme of this paper. Various theories, practices and cultural adaptions
in eight zones of the Indian Subcontinent are the specialised focus of this course.
Course Objectives: The objective of this course is to learn archaeobotany, archaeozoology

and ecological nature of early pastoralist and agricultural economy in the diverse landscapes
of Indian Subcontinent.
Course Outcome: The student will learn how nations like India have its deep rooted majority
of the population depend on agricultural and how animal domestication traditions and
communities have sustained their basic economy.
Unit I
Introduction
A. Introduction to Neolithic culture in Indian Subcontinent.

B. Paleoclimate and Climatic Zones in South Asia
C. Impact of global climate change and the Monsoon
D. the Beginnings of Farming and Food Production: From Hunter to farmer – Theories; from
Hunter to Farmer – The known Facts; the Transitional sites
Unit II
Neolithic traditions in the Indian subcontinent
A. Baluchistan and the Indus-Sarasvati Basin: Select sites for study

B. Himalayan Region: Select sites for study
C. North-eastern Region: Select sites for study
D. Middle Ganga Basin: Select sites for study
E. Vindhya Region: Select sites for study
F. Gujarat and Rajasthan in Deccan Chalcolithic: Select sites for study
G. Western Deccan & Vidarbha: settlements and cultural materials
H. Southern Neolithic & ashmound tradition: Select sites for study
Unit III
Archaeobotany and archaeozoology
A. Wild crops and cultivated crop suits

B. Domestication of animals and hinting-gathering of wild animals for diet.
57
UnitIV
Cultural materials
A. Ceramic types and technologies
B. Lithic tradition: Edge and Non-edge tools; microliths and blade technologies; mullers and
grinding grooves.
Recommended readings
Allchin, B. and Allchin, R. (1982). The Rise of Civilization in India and Pakistan. Cambridge:
Cambridge University Press.
Allchin, F.R. 1963. Neolithic Cattle Keepers of South India (A study of the Deccan
Ashmounds). Cambridge: Cambridge University Press.
Allchin, F.R. 1963. Neolithic Cattle Keepers of South India (A study of the Deccan
Ashmounds). Cambridge: Cambridge University Press.
Asouti, E., and Fuller, D.Q. 2008. Trees and Woodlands of South India. Archaeological
Perspectives. Walnut Creek: Left Coast Press.
Asouti, E., and Fuller, D.Q. 2008. Trees and Woodlands of South India. Archaeological
Perspectives. Walnut Creek: Left Coast Press.
Chakrabarati, D. K. 2009. India An Archaeological History. London: Oxford University Press.
Deo, S. 1970. Problem of South Indian Megaliths. Mannheim: Leibniz Institute for the Social
Sciences .
Dhavalikar, M. K. 1999. Historical archaeology of India. Michigan: Books & Books.
Dhavalikar, M.K. (1988). The First Farmers of the Deccan. Pune: Ravish Publishers.
Dhavalikar, M.K. (2002). Early farming cultures of Central India: A recent perspective. In:
Indian Archaeology in Retrospect Vol. I: Prehistory (ed. S. Settar and R. Korisettar),
253–262. New Delhi: Indian Council of Historical Research and Manohar.
Dhavalikar, M.K., Sankalia, H.D. and Ansari, Z.D. (1988). Excavations at Inamgaon. Pune:
Deccan College.
Foote, R.B. 1887. Notes on Prehistoric Finds in India. The Journal of the Anthropological
Institute of Great Britain and Ireland 16, 70-75.
Foote, R.B. 1916. The Foote collection of Indian Prehistoric and Protohistoic Antiquities:
notes on their Ages and Distributions. Madras: Government Press.
Fuller, D.Q. 2006a. Agricultural Origins and Frontiers in South Asia: A Working Synthesis.
Journal of World Prehistory 20, 1–86.
Fuller, D.Q. 2006b. Dung Mounds and Domesticators: Early Cultivation and Pastoralism in
Karnataka, pp. 117- 127 in Jrrige, C. and Lefevre, V (eds.), South Asian Archaeology
2001, Prehistory. Paris: Editions Recherche sur les Civilisations ADPF.
Gordon, D.H. 1950. The Stone Industries of the Holocene in India and Pakistan. Ancient India
6, 64-90.
Korisettar(eds), S. S. 2002. Indian Archaeology in Retrospect vol. I: Prehistory. New Delhi:
Manohar Publishers.
58
Korishettar, R. 2017. Beyond Stones and More Stones Vol. I, II. Bangalore: The Mythic
Society.
Moorti, U. 2006. Megalithic Cultures of South India. Bangalore: Antiquity.
Possehll, G. L. 1982. Harappan Civilization: A Contemporary Perspective. Delhi: Aris &
Phillips Ltd.
Rao, B. K. 1972. The Megalithic Culture in South India. Mysore: University of Mysore.
Sankalia, H. D. 1963. Pre History and proto history of India and Pakistan. Bombay: Bombay
University Press.
Gordon, D.H. 1950a. The Early Use of Metals in India and Pakistan. The Journal of the Royal
Anthropological Institute of Great Britain and Ireland 80 (1/2), 55-78.
Joshi, R.V. 1978. The Stone Age Cultures of Central India: Report of the Excavations at Rock
Shelters at Adamgarh M.P. Poona: Deccan College.
Kajale, M.D. 1989. Ancient grains from excvations at Hallur (1976 season), district Dharwar,
Karnataka. Bulletin of the Deccan College Post Graduate and Research Institute 47-
48, 123-28.
Kalale, M.D. 1989a. Archaeobotonical Investigations on Megalithic Bhagimohari and its
Significance for Ancient Indian Agriculture System. Man and Environment XIII, 87-
100.
Korisettar, R., Fuller, D.Q., and Venkatasubbaiah, P.C. 2002. Brahmagiri and Beyond: the
archaeology of the southern Neolithic, pp. 313–481 in Settar, S. and Korisettar, R
(eds.), Indian Archaeology in Retrospect: Prehistory, Archaeology of South Asia. New
Delhi: Indian Council of Historical Research and Manohar Publishers.
Korisettar, R., Joglekar, P.P., Fuller, D.Q., and Venkatasubbaiah, P.C. 2001. Archaeological
Re-investigation and Archaeozoology of Seven Southern Neolithic Sites in Karnataka
and Andhra Pradesh. Man and Environment 26 (2), 47–66.
Krishnaswami, V. D. 1960. The Neolithic Pattern of India. Ancient India 16, 25-64.
Morrison K.D, Reddy S.N., and Kashyap, A. 2012. Agrarian Transitions in Iron Age Southern
India: Social and Environmental Implications. In The 21st conference of the European
Association for South Asian Archaeology and Art, Paris.
Morrison, K.D. 2009. Daroji Valley: Landscape History, Place, and the Making of a Dryland
Reservoir System. New Delhi: Manohar Publishers & Distributors.
Morrison, K.D. 2015. Archaeologies of Flow: Water and the Landscapes of Southern India
Past, Present, and Future. Journal of Field Archaeology. DOI
10.1179/2042458215Y.0000000033
Neumayer, E. 2011. Rock Art of India, the Prehistoric cave-art of India. New Delhi: Oxford
University Press.
Rami Reddy, V. 1976. The Prehistoric and Protohistoic cultures of Palavoy, South India: with
Special Reference to the Ashmound Problem. Hyderabad: Government of Andhra
Pradesh.
59
Sankalia, H.D. 1963. Prehistory and Protohistory in India and Pakistan. Bombay: Bombay
University Press.
Subbarao, B . 1948. The Stone Age Cultures of Bellary. Pune: Deccan College.

P.G. Semester III, Foundation Course- Specialization Group B
Iron Age and Megalithic Tradition in India
Credit: 4
Maximum marks: 100
Contact Hours: 65
Course Description: This is a specialised course in the areas of Indian Iron Age studies, which
has received greater attention of both archaeologist and historians to access the cultural change
and impact of Iron technologies on pastoralists and agricultural communities.
Course Objectives: The aim of this course is to specialise the learner on the most significant
cultural period transforming from prehistory to historical period. Also social and scientific
dimensions of Iron as new technology in demographical developments are critically evaluated.
Course Outcome: 1) The learner will be able to understand the foundations of second
urbanisation what and hoe establish of states in India began. 2) Exposure to various Iron Age
culture zones and sites of India and historiographies centring the archaeological and historical
debates.
Unit 1: Introduction
A. Iron Age, scope and nature in Indian context.
B. Historiography: Archaeological and Literary evidence
C. Iron ore and major Iron ore locations/deposits in India.
D. Social and economic theories of Indian Iron Age
Unit 2: Iron Age Culture of India

A. Iron Age zones in Indian Subcontinent, salient features and cultural developments.
B. Configuration of society, economy and politics.
C. Domestic to industrial scale: Iron processing technologies, craft specialisation, implements
and weapons.
Unit 3: Mortuary practices and Megaliths
A) Megaliths: salient features, typologies- sepulchral and non- sepulchral, regional typological
distribution
B) Settlement and non-settlement sites
C) Grave furniture and variability in cultural materials: craft specialization, food grains and
iron objects.
60
D) Living tradition in mortuary practices and ethnographic data: northeast India, eastern India
and Western Ghats.
Unit 4: Important Excavated Sites
A. Select excavated sites one each from different Iron Age zones: Brahmagiri, Adichennalur,
Kodumanal, Ummichiipoyh, Gandhara, Ahirachhatra, Burzhom, ), Joythma etc.
Allchin, B., and Allchin, F.R. 1968. The Birth of Indian Civilization. Harmondsworth: Penguin.
Allchin, B., and Allchin, F.R. 1983. The Rise of Civilization in India and Pakistan. New Delhi:
Select Book Service Syndicate.
Gururaja Rao, B.K. 1972. Megalithic Culture in South India. Mysore: University of Mysore
Mohanty, R.K and Selvakumar, V. 2002. The Archaeology of Megaliths in India: 1947-97, pp.
313-351 in Settar, S. and Korisettar, R (eds.), Indian Archaeology in Retrospect:
Prehistory, Archaeology of South Asia. New Delhi: Indian Council of Historical
Research and Manohar Publishers.
Mohanty, R.K. and Walimbe, S.R. 1993. A Demographic Approach to the Vidarbha Megalithic
Culture. Man and Environment XVIII (2), 93-103.
Moorti, U.S. 1994. Megalithic Culture of South India: Socio-Economic Perspectives. Varanasi:
Ganga Kaveri Publishing House.
Morrison, K.D. 2005. Brahmagiri revisited a re-analysis of the South Indian sequence, pp 251-
261 in Jarrige, C., LeFevre, V (eds.), South Asian Archaeology. Paris: Recherche sur
les Civilisations, ADPF.
Morrison, K.D., Lycett, M.T., and Trivedi, M., 2015. Megaliths and memory: excavations at
Kadebakele and the megaliths of Northern Karnataka, in Wildorn, V., Franke, U.
(eds.), Proceedings of the 20th Conference of the European Association for South
Asian Archaeology and Art, Contextualizing Material Culture in South and Central
Asia in Pre-modern Times Vol. 2. Brepols: Turnhout.
Munn, L. 1935. Prehistoric and Protohistoic finds in Raichur District. Man in India XV, 225-
250.
Nagaraja Rao, M.S. 1971. Protohistoric Cultures of the Tungabhadra Valley. Dharwad:
Nagaraja Rao.
Narasimhaiah, B. 1980. Neolithic and Megalithic Cultures of Tamil Nadu. New Delhi: Suddeep
Prakashan.
Rao, K.P. 1988. The Deccan Megaliths. New Delhi: Sundeep Prakashan.
Setter, S., and Sontheimer, G. 1982. Memorial Stones: a study of their Origin, Significance,
and Variety. Dharwar: Institute of Indian Art History, Karnataka University.
Sundara, A. 1975. The Early Chamber Tombs of South India: A Study of the Iron Age
Megalithic Monuments of North Karnataka. New Delhi: University Publishers.
61
Taylor, M. 1841. Megalithic Tombs and other Ancient Remains in the Dekhan. Hyderabad:
Department of Archaeology, Hyderabad State.
Taylor, M. 1851. Ancient Remains at the Village of Jiwargi, near Firozabad on the Bhima.
Journal of the Bombay Branch of royal Asiatic Society 3 XIV, 179-195.
Taylor, M. 1853. Notices on Cromlechs, Carins and other Ancient Scythe-druidical remains in
the Principality of Shorapur. Journal of Bombay Branch of the Royal Asiatic Society 4
(XVII), 380-429.
Thaper, B.K. 1957. Maski -1954: A Chalcolithic site of the Southern Deccan. Ancient India
13, 114.
Vibha Tripathi,. 2008. History of Iron Technology in India (from Beginning to Pre-Modern
Times). New Delhi: Rupa and Infinity Foundation.
Wheeler, R.E.M. 1947. Brahmagiri and Chandravalli 1947: Megalithic and other Cultures in
the Chitaldrug District, Mysore State. Ancient India IV, 81–321.
62
P.G. Semester III, Foundation Course- Specialization Group C
Social and Economic History of Ancient India
Maximum marks: 100

Contact Hours: 65
Credit: 4
Course Description: Social and economic history is an important area of historical studies. The course
explores this area through an introduction to the people, their social structures, ways of social
organization and its economic base. It also surveys different phases of early India under different
political scenarios. The dynamisms in trade, rural-urban formations and economic systems are focused
keenly in this course.
Course Objectives: The course aims to focus on the fundamental factors of social and economic
formations of early India. It is intended to analyze the interconnections of different social forces and
their mutual impacts on the economy to understand the course of historical processes.
Course Outcomes: A successful completion of the course will

1. Equip the student to critically analyze the socio economic factors of history.
2. Enable them to recognize and locate socio economic dynamics behind cultural and other
developments.
3. Create a proper historical sense based on facts beyond notions.
Unit I
Beginning of Social Structures
A) The People, an Anthropological introduction- distinction between caste society and kin-based
society
B) Stages in the Evolution of social stratification
C) Society and Economy during the Vedic period—Pastoralism and Agriculture—emergence of
monarchy- The Myth of the Origin of four Varnas and hierarchical order of society social classes
and their functions
D) Use of iron and expansion of agriculture
Unit II
State Formation and its Impact
A) Society and economy since 500 BCE-Second Urbanization; Trade and commerce – trade routes;
Traders and craftsmen – Coins and currency system
B) Impact on social structure - Gahapatis, Dasas, Setthis and Karmakars; origin of untouchability in
society.
C) Birth of new religious movements.
D) Society and economy under the Mauryas.
Unit III
The Post-Mauryan and Gupta Era
A) Society and economy in Deccan—Society and economy in the far south as reflected in early Tamil
texts and inscriptions.
B) Dharmasastras- concept of ideal ruler and society; position of women; Forms of marriage; modes
of education.
C) Patronage to culture, religion, art and literature and Consolidation of hierarchical social order.
D) Changing patterns in trade and commerce– maritime trade and growth in rural economy- Guilds—
currency and medium of exchange—growth of regional economy, society and political centers.
63
Unit IV
Into the Early Medieval
A) Growth of states and expansion of agrarian economy in Deccan and South India: the Agraharas and
the temple institutions.
B) Proliferation of Jatis; Changing position of women; forms of servitude; emergence of rural
aristocracy Integration of local cults and consolidation of Bhakti ideology.
C) Theory of Indian feudalism and de-urbanisation: the debate.
D) Theories on Nature of state.
Essential Readings
Bagchi, Amiya Kumar, ed., 2002 : Money and Credit in Indian History : From Early Medieval Times,
Delhi. Tulika,
Bose, Atindra Nath, (196)1 : Social and Rural Economy of Northern India, 600 BC – 200 AD, 2 Vols.
Calcutta, Firma K.L.Mukhopadhyay.
Chakravarti, Ranabir ,2002 .: Trade and Traders in Early India, Delhi, Manohar.
Chakravrti, Ranabir, ed.,2001 : Trade in Early India, OUP.
Champaka Lakshmi, R. 1996,: Trade, Ideology and Urbanisation: South India 300 BC to AD 1300,
Delhi, OUP,
Chattopadhyaya, Brajadulal, 1990. :Aspects of Rural Settlements and Rural Society in Early Medieval
India, Calcutta, Manohar.
Chattopadhyaya, Brajadulal, 1994 ,:The Making of Early Medieval India, Delhi, OUP.
Chattopadhyaya, Brajadulal, 2003, :Studying Early India: Archaeology, Texts and Historical Issues,
Delhi, Permanent Black
Choudhary, B.K. 1999, :From Kinship to Social Hierarchy: The Vedic Experience, Patna, K.P.Jayaswal
Research Institute.
Economic History, Cambridge, CUP.
Goitein, S.D. and Friedman, Mordechai A, 2008,:Indian Traders of the Middle Ages: Documents from
the Cairo Geniza (‘India Book’), Boston, Brill Leide.
Gopal, Lallanji, 1965, : The Economic Life of Northern India, c.AD 700-1200, Delhi, Motilal
Banarsidass
Gupta, Narayani, ed. 1993 : Craftsmen and Merchants: Essays in South Indian Urbanism,
Jain, V.K, 1990, :Trade and Traders in Western India (AD 1000-1300), Delhi, Munshiram Manoharlal.
Jha, D.N., ed., 2000 :The Feudal Order: State, Society and Ideology in Early Medieval India, Delhi,
Manohar.
Manohar.
Mukhia, Harbns, ed., 1999 . The Feudalism Debate, Delhi, Manohar.
Nandi, R.N., 2001, :State Formation, Agrarian Growth and Social Change in Feudal South India, Delhi,
Manohar.
Ratnagar, Shereen, 2007, : Makers and Shapers: Early Indian Technology in the Home, Village and
Urban Workshop, Books, Tulika.
Ray, Himanshu Prabha, 1986, :The Winds of Change: Buddhism and the Maritime Links of Early South
Asia, Delhi, OUP.
Ray, Himanshu Prabha, ed., 1999, Archaeology of Seafaring : The Indian Ocean in the Ancient Period,
Delhi, Pragati Publications.
Sahu, B.P. (ed), 1997 :Land System and Rural Society in Early India, Delhi,
Sharma, R.S, 1983, : Material Culture and Social Formations in Ancient India, Delhi, Macmillan India.
64
Sharma, R.S. and Shrimali, K.M., eds. 2008. A Comprehensive History of India, Vol.IV,
Delhi.Macmillan.
Sharma, R.S., 2001, Early Medieval Indian Society : A Study in Feudalisation, Orient Longman.
Sharma, R.S., 2006. Indian Feudalism, 3rd edition, Macmillan India, Delhi,
Tomber, Roberta, 2008, Indo-Roman Trade : From Pots to Pepper, London, Duckworth.
Veluthat, Kesavan, 2008, The Early Medieval in South India, Delhi, OUP.
65
P.G. Semester III, Foundation Course- Specialization Group C
Social and Economic History of Medieval India
Maximum marks: 100

Contact Hours: 65
Credit: 4
Course Description: Social and economic history is an important area of historical studies. The course
explores this area through an introduction to the people, their social structures, ways of social
organization and its economic base. It also surveys different phases of early India under different
political scenarios. The dynamisms in trade, rural-urban formations and economic systems are focused
keenly in this course.
Course Objectives: The course aims to focus on the fundamental factors of social and economic
formations of early India. It is intended to analyze the interconnections of different social forces and
their mutual impacts on the economy to understand the course of historical processes.
Course Outcomes: A successful completion of the course will

4. Equip the student to critically analyze the socio economic factors of history.
5. Enable them to recognize and locate socio economic dynamics behind cultural and other
developments.
6. Create a proper historical sense based on facts beyond notions.
Unit I
Agrarian Economy
A) Agricultural Production: Crop patterns, Means of irrigation, agricultural products and
Market
B) Land Tenure and Revenue System
C) Taxation (methods of assessment and collection)
D) Natural calamities (Famines, etc and their Impact)
Unit II
Emergence of Urban Economy
A) Trade and commerce

B) Money and its Circulation: Agents, Mahajans, Sahukar, Baniyas, Sarrafs, and Hundi
C) Composition of trade: Role of Arab, European traders and Indian Merchants
D) Medium of exchange, currency, coinage.
Unit III
Advancement of the technology and Economic development
A) Technological developments during the Sultanate period

B) Technological developments during the Mughal period
C) Transformation of technology from Europe and Central Asia
66
Unit IV
Urbanisation
A) Emergence of Towns and Cities

B) Demographic Changes
C) Urban Communities
Esseatial Readings
1. Appadorai, A, Economic Conditions of Southern India (1000-1500), 2 Vols. Madras,
1936.
2. Banga, Indu (ed.), The City in Indian History Urban Demography, Society and Politics,
Manoharlal Munshiram, Delhi, 1991.
3. Champalakshmi, R, Trade, Ideology and Urbanisation South India 300B.C.-1300 A.D.
O. U. P., Delhi, 1997.
4. Chandra, Satish (ed.), Essays in Medieval Indian Economic History, IHC, Munshiram
Manoharlal Publication Pvt. Ltd., New Delhi, 1987.
5. Chicherov, A. I, India – Economic Development in the 16th – 18th Centuries : Outline
History of Crafts and Trade, Moscow, 1971.
6. Chitnis, K. N, Socio-Economic History of Medieval India, Atlatic Publishers and
Distributors, New Delhi, 1990.
7. Choudhari, K.N, Trade and Civilisation in the Indian Ocean An Economic History From
Rise of Islam to 1750, Munshiram Manoharlal, Delhi, 1985
8. Gordon, Stewart, The Marathas, 1600-1818, New Cambridge History of India
Foundation, Books, Delhi, 1994.
9. Gupta, Ashin Das, Pearson, M. M, (ed.), India and the Indian Ocean, 1500-1800, O. U.
P., O. I. P., 1999.
10. Hasan, S. Nural, Thoughts on Agrarian Relations in Mughal India, P. P. H., Delhi, 1973.
11. Habib, Mohammad and Nizami, K.A, Comprehensive History of India, Vol. V AD 1206-
1526,The Delhi Sultanate, PPH, Delhi, 1987.
12. Habib, Irfan (ed.), Agrarian System of Mughal India 1526-1707, Asia Publishing
House, Mumbai, 1963.
13. Hasan, S. Nural, Thoughts on Agrarian Relations in Mughal India, P. P. H., Delhi, 1973.
14. Kulkarni, A. R, Maharashtra in the age of Shivaji, Deshmukh, Poona, 1969.
15. Kulshrestha, S. S, Development of Trade and Industry under the Mughals, Allahabad,
1964
16. Majumdar, R. C. (ed.) The History and Culture of the Indian People, Vol. VI & VII,
Bharatiya Vidya Bhavan, Bombay, 1960.
17. Moreland, W. H, The Agrarian System of Moslem India, Kant Publication, Delhi, 1988.
(Ist Publication in 1929.)
18. Moreland, W. H, Akbar to Aurangzeb – A Study of Indian Economic History, London,
1923.
19. Moreland, W. H, India at the Death of Akbar - An Economic Study, London, 1920.
20. Mukherji, Radha, Indian Shipping, A History of the Seaborne Trade Kumud Maritime
Activity of the Indians from the Earliest Time, London, reprint, 1972 .
21. Muzaffar, Alam, Subramanyam, Sanjay, (eds.), Themes in Indian History, The Mughal
State, (1526-1750), OUP, Delhi, 1998.
22. Naqvi, H.K, Urbanisation and Urban Centres under the Great Mughals 1556-1707,
Simb. II AS, 1971
23. Raychoudhari, Tapan and Habib, Irfan, Cambridge Economic History of India,
1200-C.1750, Vol. I, S. Chand, Delhi, 1984.
67
24. Richards, J. F. (ed.) The Imperial Monetary Ststem of Mughal India, OUP, Delhi, 1987.
25. Sanger, Pramod, Growth of English Trade under the Mughals, New Delhi, 1993.
26. Sarkar, Jagdish Narayan, Studies in Economic Life in Mughal India, New Delhi, 1975.
27. Sherwani, H. K. Joshi, P.M. (Jt.ed.), History of Medieval Deccan (1295-1724) Vol.I, The
Government of Andhra Pradesh Publ. Hyderabad, 1973.
28. Siddiqui, N. A, Land Revenue Administration under the Mughals1700-1750) ,
Munshiram Manoharlal, Delhi, 1989.
29. Singh, M. P, Town, Market, Mint and Port in the Mughal Empire, New Delhi, 1985.
30. Stein, Burton, Peasant State and Society in Medieval India, O. U. P., O. L. P. New
Delhi, 1994, 2nd impression, 1999.
31. Subramanyam, Sanjay (ed.) Themes in Indian History, Money and the Market in
India- 1100-1700, OUP, OIP, 1998.
32. Wright, H. Nelson, Coinage and Metrology of the Sultans of Delhi, Reprint 1974, Delhi,
1936..
68
P.G. Semester III, Discipline Specific Elective - Specialization Group A
Paper title: Indian Iconography
Credit: 3
Maximum marks: 75
Contact Hours: 45
Course description: The course is an introduction to ancient and medieval sculptural art of India. The
textual and conceptual base and the fundamental principles of studying icons will be elaborately dealt
in this course. It discusses the important centres of art and their salient features. Changing art trends
through stages, impact of social changes on art traditions and reflections of religious transitions in art
are focused.
Course Objectives: The paper is designed to familiarize the students to understand sculptural art
traditions of India through stages. Awareness about theoretical and conceptual aspects relating to icons
and their making will help them to understand art as reflection of contemporaneous society.
Course Outcomes: A successful completion of the course will enable the student to;
1. Be equipped to use and analyze sculpture as a source to study history.
2. capable to appreciate art and its relevance in society in a retrospective manner.
3. Identify sculptures and distinguish its historical / traditional identity.
4. appreciate art creations as human excellence.
Unit – I
Introduction
A) Sources- Origin and development of image worship in early India- shifts from aniconic to iconic
tradition
B) Types of sculptures- rounded, relief, bas relief etc.
C) Materials and techniques of sculpting- Stone, Wood, Clay, Metals, stucco and cutting, carving and
moulding techniques
D) Fundamentals of iconography- textual base and practices
E)
Unit- II
Buddhist and Jain Iconography
A) Buddhist and Jain Iconography
B) Buddha and Bodhisattvas; deities in Buddhism: Avalokiteshvara, Prajnaparamita, Tara etc.
C) Tirthankaras and their forms- semi divine figures- Yaksha, Yakshini and Sasanadevatas
D) Buddhism in India and beyond.
Unit- III
Brahmanical Iconography
A) Brahmanical Iconography: key concepts and terminologies of iconography
B) Major Brahmanical deities and their iconographic representations- Siva, Sakti, Vishnu, Surya and
Ganapati
C) Symbolism
Unit- IV
Development through phases and Major Centres
A) Ancient centres of sculptural art- Gandhara, Mathura, Saranath, Amaravati etc.
69
B) Early medieval- Eastern India under Palas and Senas, South India under Cholas
C) Medieval miniature art forms
Unit- V
Iconography and Society
A) Cultural and political background of art
B) Understanding society through sculptures
C) Art and patronage
D) Icons as indicator of social dynamisms
Essential Readings:
Banerjee J.N. 1947. Development of Hindu Iconography. Calcutta: University of Calcutta.
Bhandarkar D.R. 1939.Jaina Iconography. Delhi: Motilal Banarsidass Publication.
Bhattacharya B. 1924. Indian Buddhist Iconography. Oxford: Oxford University Press.
Bhattasali N.K. 1929. Iconography of Buddhist and Brahmanical Sculptures in the Dacca Museum.
Dacca: Dacca Museum Committee.
Chandra R.P. 1925-26. Svetambara and Digambara Images. ASIAR.
Coomaraswamy A.K. 1935. Elements of Buddhist Iconography. Cambridge: Harvard University Press.
Coomaraswamy A.K. 1957. Dance of Siva. Asia Publishing House.
Dhar, Parul Pandya. 2011. Indian Art History: Changing Perspectives. New Delhi: D.K. Print World.
Gupte R.S. 1972. Iconography of Hindus, Buddhists and Jains. Michigan: University of Michigan.
Jain, J and Fischer, E.1978. Jaina Iconography.Brill.
Rowland Benjamin. 1976. The Evolution of Buddha Images. Virginia: University of Virginia.
Zimmer H. 1955. The Art of Indian Asia. New York: Pantheon Books.
70
P.G. II Semester, Discipline Specific Elective - Specialization Group A
Paper title: Secular and Defence Architecture
Credit: 3
Maximum marks: 75
Contact Hours: 45
Course description: India has a large number of monuments to testify the defence techniques from the
past. This course focuses on the aspects relating to non-religious monuments from India including
palaces, forts, irrigation facilities etc.. The course covers a time span from early historic phase to pre
modern times. And looks into all regions of India. The types of structure, their purpose, designs and
unique features will be discussed.
Course Objectives: The course aims to bring discourses on non-religious architecture into mainstream
academic focus. This aspect has not received adequate attention from historians. The attempts to
understand the time-space distribution of the structures and their historical context.
Course Outcomes: the course enables the students to:
1. To appreciate the creativity of utilitarian structures with aesthetics from
the past.
2. The learner will possess clear understanding of the knowledge systems
pertaining to planning, civil life, engineering techniques from past.
3. The understanding will enhance the protection and preservation of the
monuments.
Unit I
Early Historic phase
A) Textual and actual evidences- Vedic puras, prasadas; references in Sangam literature, Epics,
Pali sources, foreign accounts and inscriptions
B) The ganga valley- evidences from second Urbanisation- important sites and structures
C) Early forts- Badami, Aihole etc..
D) Tanks, reservoirs and canals in texts and inscriptions
Unit II
Early Medieval Phase
A) The proliferation of defence structure- Pratihara, Rashtrakuta, etc

B) Water management- tanks and canals during Cholas
Unit III
Medieval Times
A) The Deccan- new hydraulic techniques and irrigation systems, proliferation of fortifications
- Bahamanis, Adil Shahis, Vijayanagara and Western India
B) The Sultans- Mausoleums, gardens, tanks, watch towers etc.
Unit IV
Unique structures
A) The Jantar Mantars- Jaipur, Varanasi, New Delhi, Ujjain and Mathura- the meaning and
purpose
B) Patronage and scientific temper in pre-Independent times
C) The protection and conservation of monuments- legislations and organisation
71
P.G. Semester III, Discipline Specific Elective - Specialization Group B
Ethno-Archaeology of India
Credits: 3
Hours: 45
Maximum marks: 75
Course Description: Ethno-archaeology is relatively a specialised branch of archaeology which adopts

ethnographic data and ethnography methods for understanding the composition of ancient societies and
their cultural materials.
Course Objectives: The objective of this course is to 1) Introduce a specialised branch of archaeology
and enhance the interest of the students in better understanding of the past. 2) To help bridge the gap
between the theoretical understanding of ancient knowledge and technologies with the same with
practical case studies.
Course Outcomes: The course will have trained the students in one of the potential method for
archaeological researches. 2) They will distinguish modern social demography with the unaltered ethnic
societies indigenous to the Indian Subcontinent/ South Asia.
Unit I
Concepts in Ethno-archaeology
A) Definition, scope and methods; Anthropology, ethnography and ethnoarchaeology.

B) Historiography of Ethno archaeology in India.
C) Reconstruction of past through ethnography.
D) Research Methods and Ethics in anthropological research.
Unit II
Composition of the Adivasis
A) The coinage of the term ‘Tribe’, and the British colony. Colonial researches
B) Select Adivasis in Southern India, Central India and North East India
C) Subsistence economy of the tribes
D) The social composition of the tribes
Unit III
Past Through the Present- I
A) Making of stone tools, from the large to micro tools.

B) Foraging flora and fauna.
C) Subsistence of hunting and gathering.
D) Agro-pastoralism and agricultural implements.
E) The cattle tradition and the ashmounds.
F) Water, fishermen and fishing.
G) Mortuary practices, Megalithic tradition
Unit IV
Past Through the Present- II
A) Taming fire and crossing the river

B) Rock art and the artist ever since the beginning.
72
C) Craft production and technologies.
D) Metallurgy, from copper to steel.
Indigenous craft
Unit V
Ethno archaeology Beyond the Research
A) Ethics and ‘conflict of interests’ in the ethnographic studies.

B) Global ethno-archaeology, challenges and problems.
Essential readings
Ansari, S, 2005.Ethno archaeology of Prehistoric Settlement Pattern of South Central Ganga Valley,
Indian Society for Pre Historic and Quarterly Studies.
David, N, Integrating Ethno archaeology: A Subtle Realist Perspective, Journal of Anthropological
Archaeology.
Kramer, C, Ethno archaeology. Guildford Survey: Columbia Survey.
Pratap, Ajay. 2009.Indigenous Archaeology in India Prospects for an Archaeology of the Subaltern,
Archaeopress.
Raju, D.R, Stone Age Hunter-Gatherers: Ethno- Archaeology of Cuddapah Region, South-East India,
Ravish Publishers, 1988.
2008.Recent Study in Indian Archaeology. New Delhi: Muniram Manoharlal.
73
P.G. Semester III, Discipline Specific Elective - Specialization Group B
Indian Ocean Archaeology
Credit: 3
Maximum marks: 75
Contact Hours: 45
Course Description: Indian Ocean rim is a modern concept including the external contacts
between the nations sharing the coastal line of Indian Ocean. This includes the Afro-Asian
countries primarily which have been point of contacts to mobilize goods and involving in
cultural exchanges as well. To access the cultural contacts and navigation among them from
the ancient times, archaeology has made prominent researches to study.
Course Objectives: This course is based on archaeological researches to enhance our

understanding on external contacts of India in Indian Ocean countries, and reciprocal
exchanges among them.
Course Outcome: The course results in understanding the antiquity of cultural and trade
contacts among the Indian Ocean bordering countries and navigation activities.
A) Geography of the Indian Ocean and Indo-pacific line: concept and theme of study
B) Navigation history of Indian Ocean and historiography
C) Methods and concept of underwater archaeology and maritime archaeology
D) Modern ideologies surrounding “Indian Ocean”
Unit 2: Early Culture and Trade exchanges among the counties of Indian Ocean rim
A) Monsoon onset: Navigation, southwest monsoon and northeast monsoon
B) Harbours and trading centres: commodities export and imports.
C) Pirates in Indian Ocean
Unit 3: Ancient ports on the Indian Ocean

A) Indian peninsula
B) African Peninsula
C) Arabian Peninsula
D) South East Asian Islands and China
Unit 4: Medieval and modern ports on the Indian Ocean rim

A) Indian peninsula
B) African Peninsula
C) Arabian Peninsula
D) South East Asian Islands and China
Abraham, S. A. (2007). “South Asian Perspective.” In Berenike 1999/2000: Report on the

Excavations at Berenike, Including Excavations in Wadi Kalalat and Siket, and the
Survey of the Mons Smaragdus Region, edited by S. E. Sidebotham and W. Z.
74
Wendrich, pp. 285– 294. Los Angeles: Cotsen Institute of Archeaology, University of
California. Agius, D. A., J. P. Cooper, A. Trakadas, and C. Zazzaro, eds. (2012).
Navigated S.
Ansari Z.D. and M.S. Mate, Excavation at Dwarka Poona, 1966.Begley, V. and R. De Puma,
Rome and India: the Ancient Sea Trade , 1991.Begley, V. et al, The Ancient Port of
Arikamedu: New Excavations and Researches1989-1992 , 1, Pondicherry, 1996.
Begley, V., and R. Tomber (1999). “Indian Pottery Sherds.” In Berenike 1997. Report of the
1997 Excavations at Berenike and the Survey of the Egyptian Eastern Desert, Including
Excavations at Shenshef, edited by S. E. Sidebotham and W. Z. Wendrich, pp. 161–
182. Leiden: Universiteit Leiden.
Chakrabarti, Dilip K., The External Trade of the Indus Civilization , New
Delhi,1990.Chakravarti, Ranabir, ed., Trade in Early India , New Delhi,
2001.Chakravarti, Ranabir, Trade and Traders in Early Indian Society , Delhi,
2002.Champakalakshmi, R., Trade, Ideology and Urbanization: South India 300 BC to
AD 1300 , New Delhi, 1996.Chattopadhyaya, B. D., The Making of Early Medieval
India , New Delhi,1994.
Gupta, A., D. M. Anderson, and J. M. Overpeck (2003). “Abrupt Changes in the Asian
Southwest Monsoon During the Holocene and Their Links to the North Atlantic
Ocean.” Nature 421: 354–357.
Ray HP. 2021. ED. The Archaeology of Knowledge Traditions of the Indian Ocean World.
Routledge India.
Thomas, R. (2012). “Port Communities and the Erythraean Sea Trade.” British Museum
Studies in Ancient Egypt and Sudan 18: 170–199. Tomber, R. (2000). “Indo-Roman
Trade: The Ceramic Evidence from Egypt.” Antiquity 74: 624–631.
75
P.G. Semester III, Discipline Specific Elective - Specialization Group C
Paper Title: Maritime History of India
Credit:3
Maximum marks:75
Contact Hours:45
Course description: Maritime history is one of the major branch of archaeological and historical
studies focusing on Indian ocean and Mediterranean, as it covers overseas/ external trade of economies
since 5000years. This course covers shipbuilding, ports and navigation technologies as part of
archaeological studies. On historical part the course covers the exchange of commodities and nature of
cultural interactions with the Indian subcontinent during different phases of administrative change.
Course objective: The objective of this course is to, 1) Understand the antiquity of seafaring and
overseas trade of South Asia 2) Trace the technological advancements in the marine activities and
distribution of ports of and harbours in India. 3) Expose the learners to the extent of the overseas trade
economy shaping the economy of states/empires.
Course outcome: Learners will be able to,

1) Evaluate the technology of shipbuilding and marine knowledge of India across the past.
2) Will examine the cultural and economic importance of the Indian Ocean with Europe, Africa and
west/ south East Asia.
Unit I
Beginning of Maritime History and Marine Archaeology
A) Meaning and scope of the study.

B) Sources to study Indian marine technologies and maritime activities.
C) Important Ports and harbours in India.
D) Early shipbuilding and navigation technologies.
E) Indian trade in the Indian Ocean, overview.
Unit II
The Indus Civilisation to Kushanas
A) Indus civilisation and the Mediterranean contacts.

B) Mauryas contact with Persia, and Greece.
C) Early India’s maritime activities with Southeast Asia and West Asia.
Unit III
Maritime trade in early south India
A) The Indo-Roman trade.

B) Trading networks and ports of east and west coast
C) The Pallavas and the Southeast Asian countries.
D) The Chola Navy – overseas activities of the Cholas – Ceylon and Sri Vijaya – Maritime contacts
with South East Asia – Merchants – Princes – Guilds- Sages and Saints in Maritime History.
F) Trade in Malabar; from Arab merchants to colonial merchants.
76
Unit IV
Maritime trade during Medieval India
A) The Delhi sultanates and Mughals.

B) Inland and external trade during the Bahamanis and Vijayanagara period.
Unit V
Colonial maritime trade in India
A) Dutch trade in Kochi and the Kingdom of Travancore.

B) Portuguese in Goa & Dutch English trade in Bombay, Social &Tellicherry.
C) French trade in Pondicherry, Karaikal, Trade in Masulipatnam & Balasore, Trade in Hughli, Malda,
Kasimbazar.
D) French in Chandranagoric Dances at Serapore, Urbanisation of ports, developments of the
Hinterland wearing Centres, Migration of artisans to European Settlements, Impact of the European.
Trading Companies in India.
Essential Readings:
Das Gupta, A., and Pearson, M.N. 1999. India and the Indian Ocean, 1500-1800. The Journal of Asian
Studies, Volume 60, Issue 4, November 2001, pp. 1220 – 1222.
Fuller D.Q., Boivin, N. Hoogervorst, T. and Allaby, R. 2015. Across the Indian Ocean: The prehistoric
movement of plants and animals. Antiquity, Volume 85 , Issue 328 , June 2011 , pp. 544 - 558
Gupta, S. 2010. Nevasa: A type-site for the study of Indo-Roman trade in western India. South
Asian Studies.
Gupta, S. 2018. The Bay of Bengal interaction sphere (1000 BC–AD 500). Bulletin of the Indo-Pacific
Prehistory Association.
Kenoyer, J. M. 1997. Indus and Mesopotamian trade networks. World Archaeology 29 (2): 262-280
Kenoyer, J. M. 2008. Intercultural Relations between South and Southwest Asia. British
Archaeological Reports.
Mukherjee, Rila (ed). 2013. Oceans Connect: Reflections on Water Worlds across Time and Space.
New Delhi: Primus Books.
Ray H.P. & E.A. 2007. Alpers, Cross Currents and Community Networks: Encapsulating the History
of the Indian Ocean World. New Delhi: Oxford University Press.
Ray H.P. & J.-F. Salles, 1996. Tradition and Archaeology: Early Maritime Contacts in the Indian Ocean,
Manohar Publishers, New Delhi.
Ray, H. P. 2003. Archaeology of Seafaring: The Indian Ocean in the Ancient Period. Cambridge
University Press.
Ray, H. P. 2013. The Archaeology of Seafaring in Ancient South Asia, Cambridge University Press,
2003.
Ray, H. P. 2015. Beyond Trade: Cultural Roots of India’s Ocean, Aryan Books International.
Richards, D.S. (ed.). Islam and the Trade of Asia. Pennsylvania: University of Pennsylvania Press.
S.R. Rao. 1965. Shipping and Maritime Trade of the Indus People. Expedition, 7.
Satish Chandra & Himanshu Prabha Ray. 2013. The Sea, Identity and History: From the Bay of Bengal
to the South China Sea, Manohar Publishers.
Selvakumar, V., Shajan, K.P and Tomber R. 2004. Archaeological investigations at Pattanam,
Kerala:New evidence for the location of ancient Muziris. Journal of Roman Archaeology 17:
312-320.
Sridharan, K. 1965. A Maritime History of India. Delhi, Publications Division, Ministry of Information
and Broadcasting.
77
P.G. semester III, Discipline Specific Elective - Specialization Group C
Gender History in India from the earliest times to 17th century
Credit:3
Maximum marks:75
Contact Hours:45
Course description: Gender study is one of the prominent branches of history discipline that has its
own spatial space to study social and economic aspects of women across the different historical periods.
With the sources emerging specifically on women histories, critical examination of literary, art and
cultural materials are contributing to new theorisation and conceptualisation on gender equality and
rights.
Course objectives: This course is designed to provide 1) an opportunity to the students to acquire an
understanding of the status of women through the historical period from the ancient period to 17th
century in relation to the larger developments in polity, economy and society. 2) Such a study would
enable an understanding of the changes and continuities in the lives of women. This course would
focus on institutions and ideas that determined the position and status of women in Indian civilization.
Aspects such as family, society, culture, religion will be highlighted.
Course outcomes: This course will have,1) Formed interest among the readers to identify lesser-known
developments in the society.2) Through the gender studies, the learner will consider to take an in depth
and methodological analysis/ examination for the further research.
Unit I
Understanding Gender and Gender History
A) What is Gender History?

B) The need for the study of women’s (Gender) History
C) Different Historiograhical approaches
D) Creation of Patriarchy- A Debate
E) Sources.
Unit II
Women in Ancient India
A) Representation of women in Early Indian History.

B) Women in Indian Ancient Past.
C) Buddhism and women
D) The Question of Sati in Ancient India.
E) Women, Caste and the creation of Brahmanical Patriarchy.
Unit III
Women in Medieval India.
A) Bhakti Movement and Women- Saiva, Vaishnava and Sufi

B) Women and Power- Raziya Sultana, Kundavai, Santala, Sri Didda
C) Temples and Devdasis in medieval India.
D) Cloistered spaces and invisible politics in Harems- Prostitutes and concubines
E) Portrayal of Women in Literature- Kamasutra, medical texts, poems, treatises etc.
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Unit IV
Women in Modern India.
A) Colonial Discourse on Women.

B) Reform Movement and the Women’s Question.
C) Self Respect Movement
D) Devdasis and Courtesans
E) Dalit Women.
F) Hindu Code Bill and Women.
Unit V
Women Education
A) Access to education
B) Opening of Schools and Higher education centres
C) Pioneers- Savitribai phule, Rokaiya, Pandita Rama Bai, Muthulakshmi Reddy etc.
Essential readings:
Altekar, A.S. 2016. Position of Women in Hindu Civilization from Pre- historic Times to Present day.
New Delhi: Motilal Banarsidas.
Bhattacharji Sukumari. 1987. Prostitution in Ancient India. Social Scientist 15: 32-61.
Chakravarti, Uma. 1996. Social Dimension of Early Buddhism. New Delhi: Munshiram Manoharlal
Publishers.
Dash, Bhagwan& Basu, R.N. 1968. Methods for Sterilization and Contraception in Ancient and
Medieval India, Planning Commission. Nirman Bhavan, Vol 3.
Findly, Ellison B. 1988.The Capture of Maryam-uz-Zamānī's Ship: Mughal Women and European
Traders, Journal of the American Oriental Society, Vol. 108: 108-113.
Gulati, Saroj. 1985. Women and Society, Northern India in 11th and 12th centuries, Chankya
Publications, Delhi. Delhi: Chanakya Publications.
Gupta, Kamala. 2003. Women in Hindu social system, 1206-1707 A.D. New Delhi: Oriental Publishers
& Distributors.
Musallam, B. F. 1983. Sex and Society in Islam: Birth Control before the Nineteenth Century.
Cambridge: Cambridge University Press.
Pande, Rekha and B.Lavanya. 2004.Miniature paintings in Golconda and the representation of
women(16th to 17th ). Journal of Interdisciplinary Studies in History and Archaeology. Vol.
1: 73-86.
Pande, Rekha. 2004. At the service of the Lord- Temple girls in Medieval Deccan (11th to 17th
centuries), in Deccan Studies, Vol.II (2): 25-43.
Pandey, S. M. and Zide. 1965.Norman: Mirabai and Her Contributions to the Bhakti Movement, History
of Religions, Vol. 5: 54-60.
Poonacha, Veena, 2005, ‘Negotiating Historical Spaces: Reclaiming Women’s Agency in the Writing
of History’, in Kirit K. Shah (ed.): History and Gender: Some Explorations, pp. 15- 33, Rawat
Publications, New Delhi. Tharu, Susie and K. Lalita: Women writing in India, Vol. 1.
Wadley , Susan S. 1977. Women and the Hindu Tradition Signs, Vol. 3, No. 1, Women and National
Development: The Complexities of Change.
79
P.G. Semester IV, Foundation Course
Twentieth Century World
Credit: 4
Maximum marks: 100
Contact hours: 60
Course Description: The course is designed to provide the global context of political economy in the
twentieth century. The background for emergence of new ideologies and their spread and impact on the
international relations of the time are dealt in detail. The same is elaborated by focusing on major
historical events. The origin, course, nature and spread of World Wars, the Cold War and emergence of
new nation states are discussed in detail.
Course Objectives: Here students will learn about the causes of the first and second world war and the
end of colonialism. Students will learn about the World history with special emphasis on the cold war
and its impact on world political and economic condition.
Course Outcome: A thorough study of this course will enable the student to:
1. Understand the equations of international relations in global context
2. Get broader perspective to analyze the economic forces and mechanism of colonialism and its
impact on world order
3. Also provide insights into international cooperation, world peace and the forces operating them.
Unit I
Legacy of the Nineteenth Century
A) Capitalism and Imperialism: U.K., France, Germany, Russia and Japan.

B) New socio-economic Systems-Liberalism and Socialism.
C) Nationalism
D) First World War: reasons and antecedents: Nature of war; Conclusion of war- terms and
settlements and its long-term consequences
E) Russian Revolution-Emergence of new political and economic ideologies- Socialism, Communism
and its impact on western world order.
Unit II
World Between the Two Wars
A) League of Nations- Challenges, success and failure- The power play and internal structural crisis
B) Great Depression and its impact on Western world
C) Emergence of Extremist ideas- Nazism and Fascism: Germany, Italy and Japan.
D) Second World War and the New Political Order: Origins, nature and global impact of the War
New notions of Self Determination and Nationalism- Asia and Africa; Nationalist Movements and
Decolonization; Communist Revolution in China and its impact on world politics
Unit III
Cold War and its effects
A) Formation of power blocks and polarization of nations

B) Ideological and political basis of cold war; pacts and treaties, tensions and rivalries
C) Non-Aligned Movement and the Third World
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Unit IV
New Economic and Social orders
A) Industry, Agriculture, science and technology and communication and information
B) Cultural Revolution, Civil Rights Movement Apartheid and Feminism
Unit V
Disintegration of Socialist block and end of Cold War
A) Genesis and process of disintegration-its impact on society and politics.

B) Changes in the political order: from bipolar to unipolar World System.
C) Socialism in decline.
D) Impact of Unipolar world order- Globalization, Liberalization and its impact on East and Western
Societies.
Essential Readings
Bernal J.D , Science in History, MIT Press , 1982.

Hilton, Rodney, Transition from Feudalism to Capitalism, Aakar Books, 2006.
Hobsbawm, Eric , Age of Extremes : The Short Twentieth Century ,1994-1991, Michael Joseph , 1994
Lowe, Norman Mastering Modern World History, Macmillan 1997
Majumdar, Rohit, History of Europe- from Renaissance to end of Cold War, Sage Publications , New
Delhi 2020.
Mazower, Mark, Dark Continent :Europe’s Twentieth Century, Penguine Books , 2018.
P.M.H.Bell, Twentieth Century Europe, A Brief History , 1900 to the Present , Wiley 2014.
Rice, Eugene F. and Grafton, Anthony, ed.The Foundations of Early Modern Europe, 1460-1559,
Weidenfeld Nicolson, 1971.
Rich, E.E, Wilson, W.H., The Cambridge Economic History of Europe, Vol.V
Roberts J.H. (ed), The Penguin History of the Twentieth Century: The History of the World, 1901 to
the Present, Penguin Books , 2004.
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Semester IV, Foundation Course - Specialization Group A
Paper Title: Medieval Indian Architecture
Credit: 4
Maximum marks -100
Contact Hours: 60
Course description: In the medieval era of Indian context witnesses the magnificent capitals of the
Delhi, Deccan sultans and Mughal Empires were representative of the architectural wealth of their
regimes. This course tracks the complexity and surprisingly discontinuous pasts of the urban
agglomerations constructed in the riverine plains of Delhi, its surrounded areas, provinces and Deccani
region. This course challenges these interpretations and intersects with a more recent historiography to
understand the complex relationships of these cities with their respective regimes. The ideologies of the
respective regimes help in comprehending the morphology of monumental architecture, the socio-
cultural livesand the organisation of the courts and elites in their capitals.
Course objectives: The broad aim is to acquaint students with the growth, features, styles and regional
variations in the field of Indo- Islamic architecture
Course outcome: 1) To understand the process of the evolution of Indo-Islamic architecture.1) To

know the origin, features, styles, buildings, art etc. reflection of inherent culture in their art and
architecture.
Unit I
Introduction to Medieval Architecture
A) Style and its relationship to chronology.

B) Debates on origins, antiquity, and cross-cultural transactions in art.
C) Basis of classifications - racial, religious, dynastic, regional.
Unit II
Architecture under the Sultans of Delhi (1200 to 1320)- phase I
A) The Growing sense of aesthetics

B) The main Characteristics of the Indo‐Islamic Architecture
C) Architecture under the slave Dynasty
D) Architecture under the Khaljis
Unit III
Architecture under the Sultans of Delhi (1320 to 1526)- phase II
A) Architecture under the Sultans of Delhi‐II

B) Architecture under the Tughlaqs.
C) Architecture under the Saiyyads and Lodis
Unit IV
Mughals Architecture
A) Mughal Architecture: Main Characteristics

B) Architecture under Babur and Humayun
C) Architecture under, Akbar, Jahangir, Shahjahar, Aurangzeb
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Unit V
Architecture under Daccani Sultans
A) Daccani Architecture: Introduction, its affiliation with Iran

B) Architecture under Bahmani Gulbarga period Bidar period
C) Architecture under AdilshahiArchiterture, Under QutubShahi
Essential Readings:
Asher, Catherine B. 1992. Architecture of Mughal India, Cambridge: Cambridge University Press.
Ali, Syed Nadeem Rizaw. 2013.Fatehpur Sikri Revisited, New Delhi: Oxford University Press.
Ashraf K.M. 2001. Life and Condition of the People of Hindustan 1200-1500, New Delhi: Gyan
Publication House.
Brown, Percy. 1942, Indian Architecture (Islamic Period),Bombay: Taraporevala’s Sons.
Burgess J. 2012, Muhammadan Architecture of Ahmedabad:1412-1520, Archaeological Survey of
Western India, London: William Griggs & sons.
Desai, Z. A. 1979, Mosques of India, Archaeological Survey of India. New Delhi: Publication Division.
Furgusson. J. 2011. History of Indian and Eastern Architecture, New Delhi: Rupa Publication.
Grover, Satish, 1996,. Islamic Architecture in India, New Delhi: South Asia Book.
Michell, George (Eds.). 1984, Architecture of the Islamic World, USA, Thanes and Hudson.
Nath, R. 1995. Studies in Medieval Indian Architecture, New Delhi: M.D. Publication.
Nath, R., 1995. Medieval India: History and Architecture, New Delhi” APH Publication.
Page, J. A. 1991, Historical Memoir of the Qutab, Archaeological Survey of India, New Delhi: Swati
Publication.
Tara Chand. 1936. Influence of Islam on Indian Culture, Allahabad: The Indian Press.
Yazadani, G. 1929. Mandu- the city of Joy, London: Oxford University Press.
Yazadani, G. 1947. Bidar its History and Monuments, London: Oxford University Press.
83
P.G. Semester IV, Foundation Course - Specialization Group B
Historical Archaeology
Credit: 4
Maximum marks: 100
Contact Hours: 60
Course Description: Historical archaeology is another major branch of archaeological studies

which has potential sources to study from literature, inscriptions, numismatics in
addition to sources such as sites, monuments and cultural materials. Historical
archaeology draws its boundaries across ancient and medieval periods of India offering
diverse religious and secular features to study.
Course Objective: The objective of this course is to broaden the outlook of archaeology with
literary sources to verify with field archaeology.
Course Outcome: The learner will be able to access on development of early urbanisation
processes in India, regional towns and trading centres, impact of new technologies and
state formations leading to a massive demographic personality of India.
Unit 1:
Introduction
A) Historical Archaeology: Concept and Development of historical archaeology
B) Sources of Historical Archaeology in India: cities, forts, inscriptions, monuments and the
role of literature.
C) Modern Historiography and Historical archaeology
Unit 2:
Urbanisation in India
A) Concepts of urbanisation
B) Social, economic and political developments in Urbanisation process
C) Chronology and sequence of developments in the Northern and southern India.
Unit 3:
Ancient India
A) Emergence of forts, cities and trading centres

B) Select sites: Rajgrih, Pataliputra, Hastinapur, Taxila, Nalanda, Sisupalgarh, Banavasi,
Amaravati, Kanchi, Badami and others
Unit 4:
Medieval India
A) Emergence of forts, cities and trading centres
B) Select sites: Mathura, Agra, Aurangabad, Kalaburagi, Hampi, Talakadu, Sri Rangapatna,
Madurai and others.
84
Chadha, A. 2010. Commentary: archaeological survey of India and the science of postcolonial
archaeology, in J. Lydon & U.Z. Rizvi (ed.) Handbook of postcolonial archaeology
(World Archaeological Congress Research Handbooks in Archaeology): 227-33.
Walnut Creek (CA): Left Coast Press. India: Historical Archaeology, Fig. 6 A “hero
stone” or virakallu that vandals uprooted and left abandoned among the ruins of a
fourteenth century fort. It may eventually find its way into a local museum or collection
or enter the pipeline that feeds the world market of stolen antiquities (Photo by Barry
Lewis) I 3758 India: Historical Archaeology
Chakrabarti, D.K. 2003. Archaeology in the Third World: a history of Indian archaeology since
1947. New Delhi: D.K. Printworld. - 2006. The Oxford companion to Indian
archaeology: the archaeological foundations of ancient India, Stone Age to AD 13th
century. New Delhi: Oxford University Press. - 2008. The battle for ancient India: an
essay in the sociopolitics of Indian archaeology. New Delhi: Aryan Books International.
- 2010. India: an archaeological history: Palaeolithic beginnings to early historic
foundations (2nd edition). New Delhi: Oxford University Press.
Dhavalikar, M.K. 1999. Historical Archaeology of India. New Delhi Books and Books
Gaur, A.S. & K.H. Vora. 2011. Maritime archaeological studies in India, in A. Catsambis, B.
Ford & D. L. Hamilton (ed.) The Oxford handbook of maritime archaeology: 513–34.
Guha, S. 2005. Negotiating evidence: history, archaeology and the Indus civilisation. Modern
Asian Studies: 39: 399-426.
Harding, D.F. 1997-99. Smallarms of the East India Company, 1600-1856. 4 vols. London:
Foresight Books.
Hatti, N. & J. Heimann. 1991. The return of the “black books”: a unique, new source-material
for reinterpretation of south Indian history. Scandinavian Economic History Review
39: 42-89. HENIGE, D.P. 2005. Historical evidence and argument. Madison:
University of Wisconsin Press.
Lahiri, N., V. Sethi & B. Purushartha. 2002. Historical archaeology of India: an outline of the
work of the Archaeological Survey of India, in S. Settar & R. Korisettar (ed.)
Archaeology and historiography: history, theory and method, Indian archaeology in
retrospect: 71-115. New Delhi: Manohar. ORSER, C.E. 1996. A historical archaeology
of the modern world. New York: Plenum.
Paddayya, K. 2002. A review of theoretical perspectives in Indian archaeology, in S. Settar &
R. Korisettar (ed.) Indian archaeology in retrospect: archaeology and historiography:
history, theory, and method: 117-57. New Delhi: Manohar.
Peabody, N. 2001. Cents, sense, census: human inventories in late precolonial and early
colonial India. Comparative Studies in Society and History 43: 819-50.
Rajeeve, C.B. 2006. Preface, in Indian archaeology 2000- 2001 - a review: unpaginated. New
Delhi: Archaeological Survey of India.
Ray, H.P. & C.M. Sinopoli. (ed.) 2004. Archaeology as history in early South Asia. Delhi:
Indian Council of Historical Research. SETTAR, S. & R. KORISETTAR. 2002.
Introduction, in S. Settar & R. Korisettar (ed.) Indian archaeology in retrospect:
archaeology and historiography: history, theory, and method: xi-xix. New Delhi:
Manohar.
South, Stanley A. 1977. Method and Theory in Historical Archaeology. NY: Academic Press.
Trautmann, T.R. & C.M. Sinopoli. 2002. In the beginning was the word: excavating the
relations between history and archaeology in South Asia. Journal of the economic and
social history of the orient 45: 492-523.
85
Trautmann, T.R. 2005. Introduction, in T.R. Trautmann (ed.) The Aryan debate: xiii-xliii. New
Delhi: Oxford University Press. - 2009. The Madras School of Orientalism: producing
knowledge in colonial south India. New Delhi: Oxford University Press.
Viswesvaran, K., M. Witzel, N. Majrekar, D. Bhog & U. Chakravarti. 2009. The Hindutva
view of history: rewriting textbooks in India and the United States. Georgetown Journal
of International Affairs 10: 101-12.

P.G. Semester IV, Foundation Course - Specialization Group C
Paper Title: Economic History of Modern India
Credit:4
Maximum marks -100
Contact Hours:60
Course description: This paper aims at introducing the subject of economic history of modern India
as a discipline which emerged during the seventeenth century with the proponents of mercantilism,
establishing the material welfare of a nation as the proper object of economic history. The paper tries
to analyse the pioneer studies in economic history, which had its origin in the controversy over the
beneficial or harmful effect of British rule. Themes discussed include colonial and nationalist of the
Indian economy, how the Indian economy shifted from traditional to modern forms and the impact of
British imperialism on Indian economic processes.
Course objectives: Students will be learning.1) To understand the core economic principles and how
they apply to a wide range of real-world issues.2) To become familiar with salient developments in the
world economy, in both present-day and historical contexts
Course Outcomes: Students will be able to,1) Present economic theory and applications in written and
oral form.2) Understand how factor market works, identify the various manpower and resources
management, need of credit/finance for initiating and accelerating projects
Unit I
Introduction
A) Historiography of Economic History of India

B) Nationalist, Imperialist and Marxist
C)The Genesis and the Apparatus of the Company’s rule: Administrative and Economic Rights,
Merchantilism and Laissez Faire
Unit II
Rural Economy
A) Land revenue settlements and its impact
86
B) Commercialisation of Agriculture indebtedness, famines growth of landless labour, Famine and
British Policy
Unit III
Urban Economy
A) Development of communication and transport- Effects: Social, Economic and Political

B) Growth of Modern Industries & Indian Capitalist Class.
C) Rise of internal markets and urban centres- rise of cities: Calcutta, Bombay and Madras.
D) Institutions of finance and banking- Managing Agencies, Foreign banking and Indigenous
banking.
Unit IV
Colonial Transition
A) Drain of Wealth- Theory, Volume and Effects.

B) Handicraft industry in transition under colonialism.
C) Debate on de-industrialization – various views and regional variations.
D) Economic impact of British imperialism- A Critical Approach.
Unit V
India during the 20th century
A) Swadeshi enterprise in Bengal, Business and Politics in Colonial India.)

B) Industrial enterprises in India: Big bourgeoisie and its relations with the Colonial State.
C) Post-colonial changes: from Tenancy Legislation to Operation Barga, food crisis
D)Planning and Development in India, Green Revolution.
E) Neo-liberal Policy: Liberalization, Privatization and Globalization, ‘Special Economic Zones’.
Essential Readings:
Aditya Mukherjee and Mridula Mukherjee. 1988. Imperialism and Growth of Indian Capitalism in the
Twentieth Century. EPW.
Amartya Sen. 1981. Poverty and Famine. Oxford: Clarendon Press.
Amiya Bagchi. 2010. Private Investment in India. Cambridge: Cambridge University Press.
Bhatia B.M. 1963. Famines in India 1860-1945. New Delhi: Asia Publishing House.
Bipan Chandra. 1966. Rise and Growth of Economic Nationalism in India: New Delhi: People's
Publishing House..
Bipan, Chandra. 1979. Nationalism and Colonialism in Modern India. Delhi: Orient Longmans.
Coleman D.C. 1980. Mercantilism Revisited,The Historical Journal:773-791.
Dutt R.C : The Economic History of India under Early British rule, Vol. I, Great Britain: Kegan Paul.
Irfan Habib. 1975. Colonialization of the Indian Economy, 1757-1900, Social Scientist, Vol. 3.Social
Scientist: 25-53.
Kochanek, S.A. 1974. Business and Politics in India. California: University of California.
Latika, Chaudhary, Bishnupriya Gupta and Tirthankar Roy (Ed.). 2015. A New History of Colonial
India. London: Routledge.
Robert Travers. 2007. Ideology and Empire in Eighteenth Century India: The British in Bengal.
Oxford: Cambridge University Press.
Sabyasachi, Bhattacharya : Financial Foundations of the British Raj
Sekhar Bandyopadhyay. 2004. From Plassey to Partition - A History of Modern India. Orient
Blackswan Pvt Ltd.
Suniti Kumar Ghosh. 2013. The Indian big bourgeoisie. Radical Impression.
87
P.G. Semester IV, Discipline Specific Elective - Specialization Group A
Paper Title: Religious Architecture in early Medieval Deccan
Credit: 3
Maximum marks: 75
Contact Hours: 45
Course description: Early medieval Deccan has produced some of India’s masterpieces of
architecture. The location facilitating cultural interaction from different regions and with
foreigners has resulted in creation of unique religious architecture. Through a survey of the
religious structures, the course will discuss the debates about theory-practical discourse on art,
the problems of stylistic classification and different theoretical explanations. The possible
reasons for the nature of art forms and the socio political and cultural milieu of this region will
also be discussed.
Course Objectives: To specifically understand the art activity in the Deccan in its context.
The time-space frame is fixed to contextualise the study to help the learner to identify and
analyse what contributes into the making of art and art traditions in society.
Course Outcome: with successful completion of the course, the student will posses
1.A thorough understanding of architecture as a product of society
2. will be capable to identify and analyse the structures based on its style and features and
ascertain tentative dates.
Unit I
A) Design and its relationship to historiography.

B) Debates on origins, and cultural transactions in art.
C) Basis of classifications - racial, religious, dynastic, regional.
Unit II
A) The Techniques: The Trabeate, the Corbel and the Arcuate
B) Building Materials: Wood, Stone, Bricks & Mortar
Unit III
C) Temple Architecture in South India
D) Development of Temples under Rastrakutas, early Jain Architecture, Ellora
Unit IV
A) Kalyani Chalukya - Basic layout, structure, articulation, sculptures
B) Hoysala, Kakatiyas
88
P.G. Semester IV, Discipline Specific Elective - Specialization Group A
Paper Title: Recent Trends and Methods in Art Historical Studies
Credit: 3
Maximum marks: 75
Contact Hours: 45
Course description: The course focus on updated methods and techniques employed in
studying art. The use of new technology, information sciences, devices and gadgets etc for
quantitative and qualitative analysis of art objects will be elaborately discussed. The methods
of analysing structures, sculptures and paintings are discussed under different units.
Course Objectives: The course aims to provide updated information in the field of art
history. It will help the students to understand the subject in a progressive manner and take up
further studies into the filed.
Course Outcome: Successful completion of the course will enable the student to
1.Use updated techniques to study art

2.Apply state of the art knowledge system to analyse and interpret historical art.
3.Equipped to take up further study in the filed
Unit-I
Historiography
A) Recent historiographic developments- application of sociological and ethnographic
theories
B) The subaltern and gender perspectives of art
C) Quest for continuity into past and living traditions
Unit II
Theories
A) Theorising identity of artists and patronage
B) Contextualising art
C) Theoretical discourses- aesthetic or utilitarian or propaganda
Unit III
Analysis and interpretation- sculptures and paintings
A) Restoration and conservation- chemical treatment for metals, peeling and coating of
paintings
B) Iconometry- proportions and alignments; conjecturing the fragments and
reconstruction
C) Softwares for conjunction and analysis- 3D imaging, CIG, CAD etc.
89
Unit IV
Analysis and interpretation – structures
A) Ground plan and elevation through automation

B) Aerial photography and LIDAR
C) Conjunction and 3D imaging- CIG, Auto CAD etc.
90
P.G. Semester IV, Discipline Specific Elective - Specialization Group B
Quantitative Methods and Information Science
Credit: 3
Maximum marks: 75
Contact Hours: 45
Course Description: Archaeology is both social science and science. Archaeological research
includes various science branches to uncover the various properties surrounding the cultural
evidences. Likewise, archaeology adopts a range of statistical tools and programing softwares
to record, analyse and interpret the findings.
Course Objectives: The learner will understand the role of information sciences in
archaeological and historical learning and how modern sciences aid in better access and
managing the data for posterity.
Course Outcome: The student will develop soft skills and abilities to perform various
softwares and devices that help in modern archaeological sciences which are crucial in
enhancing their employment opportunities in archaeology.
Unit 1: Computing Fundamentals

A. Information Science: Development and scope.
B. Readymade software and programming languages
C. Managing Information (5 hrs) i. Excavation and Computers ii. Archaeological Database
management a. What is database? b. What is archaeological data? c. Recording artefacts d.
Analyzing data e. Data Security
Unit 2: Digitisation
A) Digital Landscapes: GIS and Remote Sensing
B) Digital Image Processing.
C) Maps and GPS based cartography
D) Antiquity documentation
Unit 3: Preservation and Conservation of data

A) Preserving and Managing Evidence of the Past
B) CRM and increasing computer usage
C) Museums, computers and archaeological collections
D) Communicating Archaeology: Interactive multimedia and the Internet, Use of web
resources for research and E-Publication.
Unit 4: Quantitative methods in archaeological research

A) Basics to quantitative methods: archaeological theory and quantitative thinking, validity
and reliability of quantitative analysis.
B) Unit 7: Basic Statistics and classification and tabulation of data.
C) Sampling Techniques and probability and non-probability methods.
91
Anderssen, J., Madsen T. and Scollar I. (Edss). 1993. Computing the Past: Computer
Applications and Quantitative Methods in Archaeology, CAA 92. Aarhus: Aarhus
University Press.
Drennan R.D. 2009. Statistics for Archaeologists: A Commonsense Approach. New York:
Plenum Press.
Garg K. C. 1991. Quantitative Methods in Information Science, Collection
Management, 14:3-4, 75-100.
Lock Garry and Zoran Stancic (eds.) 1995. Archaeology and Geographical Information
Systems. London : Taylor & Francis
Lock Gary and J. Moffett (eds.) 1992. Computer Applications and Quantitative Methods in
Archaeology 1991. London : BAR International Series
Lock, G. (2003). Using computers in archaeology: Towards virtual pasts. London and New
York, Routledge.
Reilly, P. and S. Rahtz. 1992 Archaeology and the Information Age: A Global Perspective.
London and New York: Routledge.
Richards, J. D. (1998). Recent Trends in Computer Applications in Archaeology. Journal of
Archaeological Research 6(4): 331-382.
Shennan, S. 1988 Quantifying Archaeology. Edinburgh: University Press.
Sinha, P. 2009. Cogitating Prehistoric Archaeological Landscape With Pattern Recognition,
Computer Applications to Archaeology Williamsburg, Virginia, USA. March 22-26,
2009.
Sushama G. Deo and P.P. Joglekar. 2008-09. Use of GPS-based field methods: An
Introduction, iii. Bulletin of the Deccan College Research Institute 68-69: 135-144.
VanPool, T. L. and R. D. Leonard (2010). Quantitative Analysis in Archaeology, John
Wiley& Sons.
92
P.G. Semester IV, Discipline Specific Elective - Specialization Group B
Cultural and Heritage Tourism in India
Credit: 3
Maximum marks: 75
Contact Hours: 45
Course Desperation: Tourism is one oldest industry which has been mobilising the people
across different regions and continents for various reasons including visiting historical and
archaeological sites embedded with tangible and intangible cultural values. Cultural and
Heritage Tourism has developed itself a major sub-industry in a country like India which had
regional diversities and large corpus of places as such. Such activities have not only mobilise
the people, but create consciousness on the access to cultural heritage we possess and involve
in the conservation and preservation of the Indian past.
Course Objectives: The aim of this course is to sensitise the learner to one of the potential
branches, which is instrumental in dissemination of Indian cultural heritage through tourism.
Course Outcome: The learner will get exposed to one of the emerging branch of
archaeological studies, and acquaint with various organisations and legislations involved in
the function of Heritage tourism at the global level.
A) Heritage: Definition, scope and types.
B) Tourism: Definition and scope, types of tourism, role in preservation and conservation of
cultural heritage.
Unit 2: Organisations and key functions

A) UNESCO, ASI and private groups: Origin, function and role in cultural heritage
management.
B) History of Cultural Heritage in India Role of Government bodies Indian Legislation about
Cultural Heritage Role of Non-Government Organizations and Universities.
C) Heritage Management: Policy and Practice Developmental issues and their impacts Impact
of natural factors, e.g. natural calamities Illegal trade of art objects and smuggling.
Unit 3: General public awareness and heritage management

A) Public participation in preservation of cultural heritage Enhancing public awareness:
formal and non-formal education Tourism and cultural heritage.
B) Crowd funding and crowd participation
Unit 4: Select heritage Sites

A) UNESCO protected and declared sites: Dholavira, Pattadkal,
B) Archaeological Survey of India and state archaeology protected sites: Brahmagiri,
93
Basham, A.L. 2007. The Illustrated Cultural History of India. Oxford: Oxford University Press.
Bashm, A.L. 1997. A Culture of History of India. Oxford. Oxford University Press.
Batra, M.L. 1997. Conservation: Preservation and Restoration of Monuments. New Delhi:
Aryan Books International.
Bhowmik S.K. 2004. Heritage Management: Care, Understanding and Appreciation of Cultural
Heritage. Jaipur: Publication Scheme.
Biswas, Sachindra Sekhara. 1999. Protecting the Cultural Heritage (National Legislation and
International Conservation). New Delhi. Aryan Books International.
Deshpande, M. N. 2001. Care of Cultural Heritage. New Delhi: National Museum Institute.
Dhawan, Shashi. 1996. Recent Trends in Conservation of Art Heritage. Delhi: Agam Kala
Prakashan.
Ghoshmaulik, S. K. and K.K. Bass 2001. Understanding Heritage: Role of Museum.
Bhubaneswar: Academic Staff College.
Howard, Peter. 2003. Heritage: Management, Interpretation, Identity. London: Continuum.
Paddayya, K. 2 0 0 4. Heritage management with special reference to modern impacts on
archaeology sites of lower Deccan. Deccan Studies 1 (2): 7-24.
Rao P.R. 1988. Cultural Heritage of India. Delhi: Sterling.
Renfrew, C. 2000. Loot, Legitimacy and Ownership. London: Duckworth.
Singh, L.K. 2008. Indian Cultural Heritage from Tourism Perspective. Delhi: ISHA Books.
Thapar, B.K. 1989. Conservation of the Indian Heritage. New Delhi: Cosmo Publication.
Canizaro, V.B. 2007. Architectural Regionalism. Collected Writings on Place, Identity,
Modernity, and Tradition. New York: Princeton Architectural Press.
Cohen, N. 2001. Urban Planning Conservation and Preservation. United States of America:
McGraw-Hill.
Hough, M. 1990. Out of Place. Restoring Identity to the Regional Landscape. New Haven,
London: Michael Hough.
Kirshenblatt-Gimblett, B. (2000). Intangible Heritage as Metacultural Production. United
Kingdom: Blackwell Publishing. Newman, P., & Jennings, I. (2008). Cities as
Sustainable Ecosystems. Principles and Practices. Washington D.C.: Island Press.
Norberg-Schulz, C. (1980). Genus Loci. Towards a Phenomenology of Architecture. United
States of America: Rizzoli Inc.
Pietrobruno, S. (2009). Cultural Research and Intangible Heritage: Culture Unbound. Journal
of Current Cultural Research. No. 1, pp. 227-247.
Potteiger, M., & Purinton, J. (1998). Landscape Narratives. Design Practices for Telling
Stories. Canada: John Wiley and Sons, Inc.
Raj Isar, Y. (2004). Tangible and intangible heritage: are they really Castor and Pollux?. New
Delhi: INTACH.
Saleh, Y., Mat Said, Z., Nayan, N., & Che Leh, F. (2007). Survival Warisan Budaya Dalam
Sektor Pelancongan. Satu Tinjauan Di Melaka. Perak: Universiti Pendidikan Sultan
Idris.
Smeets, R. (2003). Intangible Cultural Heritage and Its Link to Tangible Cultural and Natural
Heritage. UNESCO.
Smith, L. (Ed.) (2006). Cultural Heritage: Critical Concepts in media and Cultural Studies.
New York: Routledge.
Smith, L., & Akagawa, N. (Eds). (2009). Intangible Heritage. New Yoirk: Routledge.Strange,
Y. (199). Local Politics, a New Agendas and Stratergies for Change in English Historic
Cities. Leeds, UK: Leeds Metropolitan University.
94
P.G. Semester IV, Discipline Specific Elective - Specialization Group C
Caste and Class in India
Credit: 3
Maximum marks: 75
Contact Hours: 45
Course descriptive: This paper aims at introducing the subject of caste and class in India. It begins by
exploring the notion of varna order, and chaturvarna scheme of social stratification and heterogeneous
identities of Dalits. The course will focus on social political movements of the colonial period, and post-
colonial constitutional enactments to safeguard these vulnerable groups to locate discursively the
processes of exclusion in the various public and private sector organizations. Some of the main
components in this paper would be mapping the transitions and transformation of the Dalits historically
within the caste society and to develop an ethnographic approach to class and how both caste and class
were related in understanding the course of history.
Course objectives: A comprehensive and critical exploration of multiple processes and forms of
exclusions in socio -political and cultural spheres will prepare students to undertake empirical research
in social sciences. To make the student aware about the issues of caste and class in India, its origin,
significance and relevance in contemporary India.
Course outcomes: With successful completion of the course;

1. The student possesses sound knowledge of the social order with its historical background.
2. They also develop a critical view point about caste identity in contemporary India based on
historical facts
3. Student is equipped to objectively participate in society with awareness
Unit I
Concepts of Caste and Class
A) Approaches to the study of caste and class- the myth, reality and discourses.
B) Caste through the ages (Varna Jati)- texts, inscriptions and traditions vis-a-vis archaeological
evidence and living traditions.
C) Stratification and Hierarchy- theories of validation; power, wealth and social structure.
D) History of untouchable identity- questions and changing nature of their nomenclature from time to
time.
E) Caste: Sanskritization and anti Brahmanical trends.
Unit II
Socio-Political Movements during Colonial Rule
A) Social, political developments in early 20th century- indigenous claims and regional movements-
Adi Dravida, Adi Andhra movements in South India, Adi-Dharma movement in Punjab, Adi-Hindu
movement in northern provinces.
B) Gandhi’s Approach to caste and untouchability; Ambedkar’s perspective on caste. Adopt uniform
style for all individuals.
C) The Constitution of India- the Constituent Assembly, Debates in Parliament and establishing Legal
validity of individual equality.
D) Land reforms and social change.
Unit III
Caste and Class in Contemporary India
A) Constitutional provisions and affirmative actions- reservation and representation
95
B) Marxist interpretation of class associated with Dalit identity
C) Caste and gender
D) Dalit intellectual history
E) Caste and identity politics
Unit IV
Challenges of new Economic Order
A) Economic Reforms, Globalisation, Liberalisation and impact on Indian Social Order- creation of
new classes.
B) Impact of Neo Imperial policies and Privatisation on the socio-economic stability of weaker
sections- deprivation to opportunities and inaccessibility to resources.
C) Caste politics and challenges of democracy.
Essential Readings:
Ambedkar, B. R. 1916. Castes in India: Their Mechanism, Genesis and Development. Bombay:
Education Department, Government of Maharashtra,.
Basu, R. S. 2011. Nandanar's Children: The Paraiyans' Tryst with Destiny, Tamil Nadu 1850 - 1956:.
Delhi: Sage India.
Basu, S. 2015. Readings on Dalit Identity: History, Literature and Religion. Delhi: Orient
BlackSwan.
Bayly, S. 2006. Caste, Society and Politics in India from the Eighteenth Century to the Modern Age
South Asia Edition. Delhi: CUP.
Das, B. 2010 . Untouchability, Scheduled Castes and the Nation Building. Delhi: Book.
Dirks, N. B. 2001 . Castes of Mind: Colonialism and the Making of Modern India . London:
Princeton University Press.
Ghurye, G. S. 1957 . India: Caste and Class in India . Bombay: Sage,Popular Book Depot.
Gould, H. 1960 . Castes, Outcastes, and the Sociology of Stratification. International Journal of
Comparative Sociology , 66.
Gupta, D. Volume 10, 1980 - Issue 3 . “From Varna to Jati: The Indian Caste System, from the
Asiatic to the Feudal Mode of Production. Journal of Contemporary Asia , 10.
china Rao, Y. 2007. Writing Dalit History and Other Essays. Delhi: Kanishka Publishing House.
Jaiswal, S. 1980 . Studies in Early Indian Sodal History: Trends and Possibility. The Indian Historical
Review, Vol VI , 43.
Narayan, B. 2001 . Documenting Dissent: Contesting Fables, Contested Memories and Dalit Political
Discourse. Delhi: Indian Institute of Advanced Studies.
Narayan, B. 2006 . Women Heroes and Dalit Assertion in North India:culture, Identity and Politics.
India: Sage.
O'Malley, L. S. 2012 . Popular Hinduism: The Religion of the Masses. London: Cambridge
University Press.
Omvedt, G. 2003. Buddhism in India: Challenging Brahmanism and Caste. Delhi: Sage India.
Omvedt, G. 1991 . The anti-caste movement and the discourse of power . sage , 22.
Patankar, B. 2010. The Dalit liberation movement in the colonial period. Delhi: Bharat Patankar.
Patel, H. K. 1984. Aspects of Mobilisation of Dalits in Bihar. Komkata: Univesity of Komkata.
Sarkar, S. 2003 . Beyond Nationalist Frames. Delhi: Permanent Black.
Sarkar, S. 2018 . Caste in Modern India. Delhi: Permanent Black.
Sharma, K. L. 1986 . Caste and Class in India : Some Conceptual Problems . Sage India , 57.Society,
D. H. 2015 . Debrahmanising History: Dominance and Resistance in Indian Society . Delhi:
Manohar.
Thapar, R. 1999. From Lineage to State: Social Formation in the Mid-First Millennium BC in the
Ganga Valley. Delhi: Oxford University Press.
White, B. H. 2013. Dalits and Adivasis in Indias Business Economy: Three Essays and an Atlas.
India: Three Essays Collective.White, B. H. 2010. India Working. London: Cambridge
University Press.
96
P.G. Semester IV, Discipline Specific Elective - Specialization Group C
Paper Title: Contemporary Social Issues
Credit: 3
Maximum marks: 75
Contact Hours: 45
Course Description: This course will provide an overview of how socio-cultural concepts and
approaches can be applied to the study of causes and consequences of various social issues in
contemporary society. A theoretical and practical survey of selected problems. Students will explore
approaches for defining problems, explaining causes and critiquing solutions. Topics may include
poverty, crime, violence, social isolation, urban decay, changes in family structure, consumerism, health
disparities and emphasis is on generating questions rather than finding answers.
Course Objectives: This course provides different perspectives on evolving social, political,
environmental and gender issues in India, and helps in examining the impact of policies on the
demographic developments contributing on the national identities.
Course Outcomes: At the end of this course, 1) the learns will have comprehensive picture of the
socio-cultural and political developments in the recent past, which has been shaping the personality of
India. 2) They will be able to examine and evaluate issues in the policy making across politics, media
and other social arenas that impact on gender empowerment, environmental conservation and
multiculturalism.
Unit I
Reading and writing Contemporary History: Prospects and Challenges
B) Contemporary understanding and relevance of History

C) The question of nativity and interpretation
D) Myth in Indian History
Unit II
Understanding Culture in India
A) Multi-Culturalism
B) Composite Culture & Communal Harmony, Secularism
C) Reflections in art and literature
Unit III
Contemporary Social problems
A) Concept of social problem, different social issues- Child labour, untouchability, communalism,
issues related to women (dowry system, violence against women, domestic violence) and laws to stop
social abuse in India.
B) HIV and Drug Abuse in India and its Impact, Use of Alcohol, Tobacco, Marijuana, Opium and
Hashish and its impact on the health.
Unit IV
Indian Politics and Society -1960-2000
A) Bhoodan movement, Naxalbari movement, J.P Movement, Emergency 1975
97
B) The Political Voice of Caste: Non – Brahmin and Dalit Assertion, the Mandal Commission,
Tribal issues, Communalism and Religious Violence in India
Unit V
Feminism in India
A) Construction of Gender
B) Emancipation of women
C) Critique of patriarchy
D) Women Social Reform and Law
Unit VI
Development Discourse, Environmental Issues and People’s Rights
A) Development Discourse, new technologies, environmental impact

B) Civil Society and popular environmental movements in India
Unit VII
The New Public
A) Role of Media, Cinema, Television
Essential Readings:
Agnes Flavia. 2001. Law and Gender Equality: The Politics of Women’s Rights in India. New Delhi:
Oxford India Paperbacks.
Ahuja, Ram. Indian Social System,Rawat, 1993
Arvind Rajagopal. 2001. Politics after Television: Hindu Nationalism and the Reshaping of the Public
in India. Cambridge: Cambridge University Press.
AsmitaBaviskar. 2004. In the Belly of the River; Tribal Conflicts Over Developments in the Narmada
Valley: Oxford: Oxford University Press
Badri Narayan. 2006. Women Heroes and Dalit Assertion in North India: Culture, Identity and Politics.
New Delhi: Sage Publishing.
Badri Narayan. 2009. Fascinating Hindutva: Saffron Politics and Dalit Mobilisation. New Delhi: Sage
Publications Pvt. Ltd.
Badri Narayan. 2014. Kashiram ; Leader of the Dalits. New Delhi: Penguin India.
Baviskar,:Asmita. In the Belly of the River; Tribal Conflicts Over Developments in the Narmada Valley
, Oxford University Press, 2008
Bhagat Oinam and Sadokpan A. Dhren (eds.). 2018. The North East India: A reader. Routledge India.
Bhargava Rajeev and Vanaik, Achin. Understanding Contemporary India, Orient Black Swan, 2010
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MA History Full Syllabus With LOCF

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(Based on UGC – Learning Outcomes-Based Curriculum Framework)

Department of History and Archaeology

MS-1 To produce human resources of international standards at Postgraduate and doctoral

MS-3 To strengthen the learners in comprehensive knowledge in multidisciplinary and

Name of the Academic Program: M.A in History

Qualification Descriptors (QDs)

QD-1: Demonstrate the comprehensive understanding of the spatial-temporal nature of the

Mapping Qualification Descriptors (QDs) with Mission Statements (MS)

MS-1 MS-2 MS-3

Name of the Academic Program: M.A in History

Program Learning Outcomes (PLOs)

PLO-1: Demonstrate the comprehensive knowledge in the rise of civilization, disintegration

QD-1 QD-2 QD-3 QD-4 QD-5 QD-6

Semester Foundation Course Discipline Specific GE AECC SECC

I  Philosophy of Choose any ONE Modern India -- From

II  Outline of Choose any ONE India After From From

PHITD22006 Indian Numismatics Discipline Specific

PHITD11003 Historical Geography and Discipline Specific

PHITD41015 Ecology and Environmental History in Discipline Specific

PHITD41019 Cultural History of Deccan Discipline Specific

PHITG12001 Modern India 1858-1947 Generic Elective

PHITC42017 History of Science and Technology in Discipline Specific

PHITD11004 History of Medicine and Pubic Health Discipline Specific

PHITD31014 History of Religions and Religious Discipline Specific

PHITD41016 Principles and Methods of Museology Discipline Specific

PHITG22001 India After Independence Generic Elective

Semester PHITC22010 Medieval Societies Core Course

PHITD21008 Religious Architecture in Ancient Core Course

PHITC30015 Early Farming and Pastoralism in Core Course

PHITC30016 Iron Age and Megalithic Tradition Core Course

PHITD11002 Social and Economic History of Core Course

PHITC31018 Social and Economic History of Core Course

PHITD21005 Indian Iconography Discipline Specific

PHITD30012 Secular and Defence Architecture Discipline Specific

PHITD30013 Field Archaeology Discipline Specific

PHITD41017 Ethno Archaeology in India Discipline Specific

PHITD30014 Indian Ocean Archaeology Discipline Specific

PHITD31010 Maritime History of India Discipline Specific

PHITC32013 Gender History in India from the Discipline Specific

Semester PHITC32014 Outline of Modern Indian History Core Course

PHITD31013 Medieval Indian Architecture Core Course

PHITC32012 Economic History of Modern India Core Course

PHITD40017 Religious Architecture in early Discipline Specific

PHITD40018 Recent Trends and Methods in Art Discipline Specific

PHITD40019 Quantitative Methods and Information Discipline Specific

PHITD31011 Cultural and Heritage Tourism in Discipline Specific

PHITD11001 Caste and Class in India Discipline Specific

PHITD42023 Contemporary Social Issues Discipline Specific

PHIRC4024 OR Dissertation or Internship Core Course

DHITC12002  Sources for the study of Indian Course work

DHITC11004  Advance level Course-Research Course work

A) History: Definition, meaning and nature

A) Origin of historical narrative

CENTRAL UNIVERSITY OF KARNATAKA

A) Archaeology: definition, scope, relevance; Types of Archaeology – Marine Archaeology-

B) Growth of Archaeology in India: Pre and Post Independent India.

D) Sampling in archaeological excavations: Retrieval of botanical and other non-artifactual remains:

Post-Excavation: Documentation and Analysis

B) Classification of objects / findings: Reconstruction of socio-economic aspects, including contextual