UNIVERSITY OF DELHI
MASTER OF ARTS IN HISTORY
(MA HISTORY)
(Effective from Academic Year 2019-20)
PROGRAMME BROCHURE
MA History Revised Syllabus as approved by Academic Council on XXXX,
2019 and Executive Council on YYYY, 2019
Department of History, University of Delhi
2
CONTENTS
Page
I.
About the Department
II.
Introduction to CBCS
Scope
Definitions
Programme Objectives (PSOs)
Programme Outcomes (PCOs)
III.
MA History Programme Details
Programme Structure
Eligibility for Admissions
and Scheme of Examination
Pass Percentage & Promotion Criteria:
Semester to Semester Progression
Conversion of Marks into Grades
Grade Points
CGPA Calculation
Division of Degree into Classes
Attendance Requirement
Span Period
Guidelines for the Award of Internal Assessment Marks
History Programme (Semester Wise)
IV.
Course Wise Content Details for History Programme
Department of History, University of Delhi
3
I About the Department
The Act that created the University of Delhi on 1 May 1922, gave a major share in administration and
teaching to representatives from Colleges. For the next twenty years Delhi University was virtually the
t
at the Intermediate and B.A. level. It was during the long stewardship of Sir Maurice Gwyer, Vice
Chancellor from 1939-1950 that the University started assuming something of its present shape. The
Delhi University Act was amended to provide a three year Honours degree, Professorial Chairs were
instituted in Economics, History, Physics and Chemistry, most M.A. teaching was shifted to the
Departments.
The Department of History and Economics were the two basic social science departments that date
back to the late 1930s. The first holder of the Chair in History was Ishtiaq Husain Qureshi, the
University Department, while also holding the position of Dean of the Faculty of Arts. The late 1940s
saw scholars like Bisheshar Prasad (Modern History) and Parmatma Saran, the well-known historian of
the 13-15
th
centuries who joined the department after obtaining a Ph.D from the University of London.
The early 1950s saw the beginning of the practice of the Department inviting distinguished teachers
-graduate classes. Notable among these
was K.M. Ashraf (Kirori Mal College) major scholar of social history of Medieval India and
-18 century India from
c. 1949-1990.
The major event in the Department of the early 1960s was the induction of Romila Thapar, who moved
from Rohtak University to Delhi University (c. 1964-1972) , and who emerged as one of the major
historians of Ancient India, before shifting to JNU. The next big expansion of the Department took
place in the 1960s and early 1970s, when scholars of the stature of B.B. Misra (Modern History), K.S.
Lal (Medieval History 1963-1973), R.S. Sharma (Ancient India) Parthasarathi Gupta (History of
England and Europe) and Sumit Sarkar (Modern India) moved from Patna, Allahabad and Kolkata to
strengthen the teaching and research in History. Other scholars were also inducted through this period
R.L. Shukla, D.N. Jha, Dilip Chakrabarti, K.M. Shrimali, Suhash Chakravarty, Aparna Basu, D.
Devahuti. In the 1980s there was a further expansion of the Department, historians of the stature of
Gyanendra Pandey and Shahid Amin joined our ranks. Recently, prominent scholars such as Vankat
Subramianiam, Basudev Chatterji, Kesavan Veluthat, Nayanjot Lahiri, Upinder Singh, R.C. Thakran,
Arup Banerjee and Anshu Malhotra have retired. We had the sad loss of Dr. Biswamoy Pati, a prolific
scholar of international repute, and dearly loved by colleagues and student. An account of the recent
profile of our Department would be incomplete without due recognition of our College Departments,
where scholarship and careful pedagogy continue to be celebrated. The names of scholars and teachers
such as Uma Chakravarty, P.S. Dwivedi, Harbans Mukhia, Dilip Simeon, D.E.U. Baker, Saleem
Kidwai, Chitra Joshi, Tanika Sarkar, Shivshankar Menon, Vijay Singh, Tripta Wahi, Anil Sethi, Sumit
Guha, Manoj Sinha, Indrani Chatterjee, Kumkum Roy, Partho Datta, G. Arunima, V.K. Jain, Rana
Department of History, University of Delhi
4
Behl and Firdos Anwar amongst so many others, too long a list to recount comprehensively here, is
legendary. And our students who graduated to teach in some of the most powerful academic
institutions in the world, whose love for the discipline went so far as to claim Professor Randhir Singh
of the Department of Political Science as one of their own!
Major revisions in the syllabi took place in the early 1970s and again in the 1980s when the teaching of
areas other than India (Europe, China, Japan in terms of areas) and newer courses on Political Thought,
Social History, peasant studies were framed and scholarship strengthened. It needs stressing that the
quality of post-graduate teaching in History for which our Department was known, depended crucially
on a very strong base that newer, redesigned courses and first rate teaching that was imparted in our
numerous undergraduate Colleges. It was this symbiosis between a strong basic training in History and
the inculcation of a research oriented graduate studies that won our students international recognition,
as evident from the admission of our alumni for advanced research and teaching in the leading
Universities in UK and the USA.
One of the outstanding features of the Department of History has always been its scholastic plurality
its faculty members have received their academic training around the globe, they have all written
differing kinds of histories and follow their own political commitments. Although the faculty does not
conform to a particular research methodology, this plurality in academic interests is sustained and
reproduced through debate and discussions which we pursue through well-ingrained democratic
impulses. We are the richer in the range of our courses, and sharper in debate and political
commitments from the need to locate our intellectual positions cogently and respectful of plurality. All
this, even when we argue passionately and vehemently.
has a
bureaucratic appellation resided more comfortably as a signature of our past and our aspirations. This
is a centre of learning, of reproduction of knowledge and debate and in foregrounding History we have
always been aware of the multiplicity amongst our students to whom we owe the responsibility of
providing the finest possible programme in the teaching and learning of our discipline. This document,
the Post Graduate curricula of courses, has been crafted keeping many of our past commitments to the
discipline and its practitioners in mind.
Department Highlights:
The Department of History has gained a global reputation for its intellectual contributions to the
discipline. At different junctures in the past its members heralded scholarship in the field of socio-
economic history of a Marxist persuasion and this impacted the field of ancient, medieval and modern
members, and it is their work, once again, that has impacted the global academy in fields such as
archaeology, numismatics, the study of religion, gender, sexuality, processes of acculturation and
social formations, social and cultural history, the study of subalterns, tribes, peasantry, labour,
economic history, agrarian studies, trans-regional and global studies, war, archives, language,
literature, translations, printing, caste, law, intellectual history, state formations, border studies,
education, medicine, art, cinema, merchants and litterateurs. It is a long list but the substance in the
Department of History, University of Delhi
5
claim for global reputation and impact comes from the international reach of our faculty they are on
the governing body of many renowned institutions in India, editors of peer-reviewed journals in the
field, key note speakers, panel discussants, paper presenters at conferences and workshops. Our faculty
members have held visiting teaching positions in Universities across the world. Our old students hold
positions in the History Department of nearly every major university in the world.
The Department of History is one of the leading institutions in the field in India with a huge global
Our seminar series brings students in close proximity to scholars that they study and our
workshop series gives them an opportunity to question and learn how some of these scholars question,
research and write. Our post graduate and research students are intrinsic participants in the organisation
and successful conclusion of all Departmental academic activities. We hold an Annual Conference for
Research Students where our MA students learn how to prepare for the Research Programme and
frame their research agendas.
In its turn, the MA Programme is organised so that fresh undergraduates can expand their interests in
History and learn how to become historians in their own right. This is detailed in the following section
About the programme:
The M.A. History Programme has grown in the number of courses that it offers, the number of options
available to students, the type of pedagogy that we impart and evaluative interactions with our
students.
The expansion in our courses reflects the new discipline of history where its association with the state
and hegemonic power structures are no longer the major subjects of instruction. While we are still
interested in state formations the enlarged understanding of politics to fields of power relations has
meant that social, cultural, literary, religion, art and architectural fields are present with varying
degrees of emphasis in these and all courses. Our courses are organised chronologically and
thematically. This has the advantage of looking at aspects of human experience through new
chronologies, opening up the historiographical space to questions that are epistemological and
challenging to the ways in which the discipline of history has been conceptualised over time.
To underline this aspect of training, students are required to take Two Core Courses at the beginning
and end of the MA programme. The first course eases all students into the larger conceptual milieu of
the discipline the major historiographical interventions in the discipline. Different segments of the
course introduces students to specific methodologies and their variations, like Marxism or the Annales;
particular rubrics chart out developments within the discipline in fields like economic, archaeoogical or
intellectual history; other rubrics highlight specific kinds of historiographical interventions of import
like the study of early Modernities or history and literature. The second course sums up the second year
of MA instruction by leading students through some of the major historians writing on Ancient,
Medieval and Modern History. Many of these readings might have been partially referenced in the
Elective courses; in this course it is the historians methodological intent, their research and arguments
that is the subject of study. The readings are divided thematically and a range of readings on Indian
Department of History, University of Delhi
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History are taught keeping in mind the research interests of students. We see this course as a final
completion of the Masters programme. Scheduled for the fourth semester it removes ambiguities,
provides the summa of scholarship that a Post Graduate student must possess at graduation.
We have identified five Open Elective papers from which two Open Elective Courses will be offered
to students from other disciplines each academic year. These papers range in interest and time and give
students from other disciplines an insight into ways in which historians research and ask questions.
Because of strained resources and extremely large classes the History Department has had to regulate
the possible number of students from other departments who can take these courses. At present eight
No more than four (4) students from other department can opt for any one of the two Open Elective
Papers. To take these Open Elective Papers, students should register with the Department and if they
wish to take two courses, then they should provide a list with their order of preference. Students will be
selected in order of merit based upon their BA results. We want students to get the courses of their
choice and want to be fair and transparent since seats will be limited.
The largest numbers of courses in the MA Programme are Elective courses. In MA Part I (MA
Previous) we have Thirty-Two (32) Elective Papers from which a selected number will be offered
each semester in the North and South Campus of Delhi University. Students of MA Part I are required
to choose seven courses each academic year from this list three (3) in Semester 1 and four (4) in
Semester 2. Uni-
Indian History that we offer to entering students in MA Part I. The comparative mode of teaching
history is the most effective since it teaches students how scholars have questioned archives and
sources of other cultures and societies. This opens them to the practice of History as a global
discipline. It broadens horizons teaches them how to study the unfamiliar and makes them sensitive to
the unique aspects of the South Asian experience which they study in the next year. This training
provides students with the questions and the analytical rigour to contextualise their readings on Indian
History. Students often make the mistake of assuming that they have a familiarity with that which is
acuteness. The choices we provide are important because we want students to appreciate the vastness
of the discipline today, give them the opportunity to expand their range of interests so that they are
better skilled in their future endeavours. In MA Part II (MA Final) we stream students according to
their preferred specialisation in Ancient, Medieval and Modern Histories. We offer fifteen (15) courses
in Ancient History; twenty-two (22) courses in Medieval History; and twenty-seven (27) courses in
Modern History. Not all of these courses are taught every academic year but enough are offered to give
students sufficient choice. Students are required to take seven (7) Elective Courses from the many that
are taught each year four (4) courses in the third semester and three (3) in the fourth semester.
About Post Graduate Attributes:
On completion of their Post Graduate courses students are expected to have acquired the skills of
critical thinking, rational enquiry, effective communication, comprehensive knowledge of the
historiographical debates on the study of different aspects of human society and knowledge of the
archives used by different historians in their research. The attributes expected from the graduates of the
Department of History, University of Delhi
7
M.A. History Programme are the following:
1) Ability to track the critical genealogies of historiographical interventions that shaped the discipline
of History from the earliest times up to the present.
2) Ability to compare and differentiate significant patterns of human experience across time and
between different cultures and societies.
3) Ability to carefully read a complex historical narrative, evaluate its deployment of evidence, and
understand its argument as well as critically analyse the same
4) Ability to identify patterns of change and continuity with regards to issues of contemporary
significance over long durations as well as across diverse geo-cultural zones
5) Ability to understand teleology and anachronism and the ways in which they can hamper historical
analysis
6) Greater ability to distinguish between that which is historical -- time-place-context driven, hence
changeable and challengeable -- from that which is not.
7) Recognise the different registers within language systems and sources and understand the
significance of their presence in literary, art and audio materials.
8) Possess the ability to understand that history and power are cognates and hence the silences in
sources are just as revelatory as the documented evidence.
9) Display sensitivity to gender and social inequities as well as acquaintance with the historical
trajectories of these issues
10) Possess greater respect for basic human values and ideals of equality, freedom, respect for
diversity, and other constitutional values
11) Possess skills of the academy in using information from varied sources, displaying analytical
ability, knowledge of context and ability to marshal evidence into a coherent argument.
12) Ability to assume responsible public roles and where they can apply the above mentioned
analytical abilities in other non-familiar contexts.
13) Possess knowledge of the values and beliefs of multiple cultures so as to effectively engage in a
multi cultural society and interact with diverse groups.
14) Possess the knowledge of the academy and its demands for referencing and display of independent
reasoning.
15) Know the dangers of plagiarism.
About the process of course development involving various stakeholders at
different stages:
The development of the History MA Programme was a long process. We were very sensitive
to the past history of course revisions in the Department, and sensitive to how the discipline
and training in it has changed over time. We kept in mind our current faculty strength, the
possibilities of future growth and student-teacher ratios that would allow for interactive
teaching. Most of all we wanted to be sure that our courses and their organisation could allow
us the opportunity to monitor the progress of our students. Different kinds of assignments,
tutorial discussions, audio and cinematic presentations, field work to archaeological and
monumental sites and museums were regarded as critical in the training of students. There
were long discussions in the Department Council and within its subcommittees regarding the
Department of History, University of Delhi
8
framing of Core and Elective courses. Drafts of possible options were circulated and debated.
At the conclusion of a the first draft of courses in 2018, we solicited feedback from
international scholars. The useful recommendations of the Standing Committee last year,
commenced another round of discussions in the Department Council and its subcommittees.
Many drafts of possible options were circulated leading up to the preparation of the final
drafts. This revised syllabus was sent to a different body of international and national stake
holders, alumni and ex-teachers. The final version of the MA History Programme submitted
to the Academic C
on the basis of all these inputs over this period of time.
II.
Introduction to CBCS (Choice Based Credit System)
Choice Based Credit System:
The CBCS provides an opportunity for the students to choose courses from the prescribed
courses comprising core, elective/minor or skill-based courses. The courses can be evaluated
following the grading system, which is considered to be better than the conventional marks
system. Grading system provides uniformity in the evaluation and computation of the
which enables the student to move across institutions of higher learning. The uniformity in
evaluation system also enable the potential employers in assessing the performance of the
candidates.
Definitions:
(i)
structure, course details, evaluation schemes etc. designed to be taught and evaluated in a
teaching Department/Centre or jointly under more than one such Department/ Centre
(ii)
Programme
(iii)
means a list of courses (Core, Elective, Open Elective) that makes
up an Academic Programme, specifying the syllabus, Credits, hours of teaching, evaluation
and examination schemes, minimum number of credits required for successful completion
of the programme etc. prepared in conformity to University Rules, eligibility criteria for
admission
(iv)
successfully complete to receive the degree and which cannot be substituted by any other
course
(v)
selected by a student out of such courses
offered in the same or any other Department/Centre
(vi)
including students of same department. Students of other Department will opt these courses
subject to fulfilling of eligibility of criteria as laid down by the Department offering the
course.
Department of History, University of Delhi
9
(vii)
-
hour lecture per week equals 1 Credit, 2 hours practical class per week equals 1 credit.
Credit for a practical could be proposed as part of a course or as a separate practical course
(viii)
semester.
(ix)
Average calculated for all courses completed by the
students at any point of time. CGPA is calculated each year for both the semesters clubbed
together.
(x)
is calculated in the last year of the course by clubbing together of CGPA of
two years, i.e., four semesters. Grand CGPA is being given in Transcript form. To benefit
the student a formula for conversation of Grand CGPA into %age marks is given in the
Transcript.
III. Programme Details:
The two year Masters Programme in History provides specialised training to students in world
History and Indian History. The course builds upon the training that students have received in
their B.A. The elementary objective of this training is consolidating their skills with more
complex content. Hence the M.A. curriculum and pedagogy are framed with the aim to draw
students into a discussion of the reasons why and how newer questions are posed by historians,
how the methodology of engaging with the older questions have changed and what this learning
reveals about the craft of historiography itself.
The primary objectives of the MA History are therefore many a chance to learn how
historians think, research, analyse and frame their research. The focus on World History in the
first year is useful since these historiographies are remote from the experience of most students.
They learn about other societies and cultures and the ways in which scholars have interrogated
their sources, and challenged, fine-
conclusions. More critically, with the emphasis on learning research methods, students discover
a range of ways in which the human experiences in differing locales and contexts could be
Since the second year MA courses are more specialised students hone the skills gained in their
first year in closer proximity to the sources and their readings on the ancient, medieval and
modern periods of Indian history. The objective of these courses is to introduce and train
students on how sources were/could be used by different scholars. The larger number of courses
are thematically framed around specific subjects, regions or events. Their detailed nature
foregrounds the materials upon which questions and narratives are raised.
happened, how a change in perspective, emphasis and/or method might play a role in
determining the shape and thrust of historical knowledge, and how concerns of our present
might influence the narrative of our past.. The purpose is to make the students read, describe,
engage with and question diverse historiographies with a focus on appreciating how arguments
are framed in all their complexities. A large number of thematic courses are designed with a
Department of History, University of Delhi
10
view to invite students to observe and analyse how human experiences of the same set of
injunctions and institutions in the past could differ due to class, status, gender, race, region,
occupation, etc. Thus the MA programme encourages the students to understand but also go
the issue of how to read sources but also on the relationships between historical facts and truths.
The idea is to draw attention to the thick and multiple dimensions of the experience that enfold
them. How may the historians discover the language and method to articulate this complexity in
meaningful ways? More critically, with the emphasis on learning research methods, students
discover a range of ways in which the human experiences in differing locales and contexts
The objective of the diverse range of courses, readings and different kinds of assignments is to
underline that learning is not transacted only orally. Especially in the domain of history, the
objective is to train students how historians pose questions, read and marshal their evidence,
and transcribe it into a cogent argument. The familiarity of the normal is constantly the subject
of reflection and it is here that the requirement to read and write meaningfully extends materials
discussed in class lectures. The internal evaluations that are an integral part of the MA
curriculum place a strong emphasis upon research based writing and oral presentations. The
foundations for many future research projects have their incipient formulations in these
assignments.
Programme Structure:
The MA History programme is a two-year course divided into four-semester. A student is
required to complete 80 credits for the completion of course and the award of degree.
Semester
Semester
Part – I
First Year
Semester I
Semester II
Part – II
Second Year
Semester III
Semester IV
Course Credit Scheme
Semester
Core Courses
Elective Courses
Open Elective Courses
Total
Credits
No. of
Papers
Credits
(L &
T)
Total
Credits
No. of
Papers
Credits
(L &
T)
Total
Credits
No. of
Papers
Credits
(L &
T)
Total
Credits
I
1
5
5
3
5
15
20
II
4
5
20
20
III
4
5
20
1
4
4
20+4
IV
1
5
5
3
5
15
1
4
4
20+4
* For each Core and Elective Course there will be 4 lecture hours of teaching per week.
* Open Electives to the maximum total of 8 credits.
* Duration of examination of each paper shall be 3 hours.
* Each paper will be of 100 marks out of which 70 marks shall be allocated for semester
examination and 30 marks for internal assessment.
Department of History, University of Delhi
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Semester wise Details of History Course
SEMESTER 1
No. of Core Courses
CREDITS IN EACH CORE COURSE
Course
Theory
Practical
Tutorial
Credits
Core Course 1
4
1
5
Total Credit in Core
Cours
5
No. of Elective Courses
CREDITS IN EACH ELECTIVE COURSE
Elective Course 1
4
1
5
Elective Course 2
4
1
5
Elective Course 3
4
1
5
Total Credit in Core
Course
15
TOTAL CREDIT
SEMESTER 1
20
SEMESTER 2
No. of Elective Courses
CREDITS IN EACH ELECTIVE COURSE
Elective Course 1
4
1
5
Elective Course 2
4
1
5
Elective Course 3
4
1
5
Elective Course 4
4
1
5
Total Credit in Elective
Course
20
TOTAL CREDIT
SEMESTER 2
20
Department of History, University of Delhi
12
SEMESTER 3
No. of Elective Courses
CREDITS IN EACH ELECTIVE COURSE
Elective Course 1
4
1
5
Elective Course 2
4
1
5
Elective Course 3
4
1
5
Elective Course 4
4
1
5
Total Credit in Elective
Course
20
No. of Open Elective
Course
CREDITS IN EACH OPEN ELECTIVE COURSE
Open Elective Course 1
4
4
Total Credit in Open
Elective Course
4
TOTAL CREDIT
SEMESTER 3
20 + 4
SEMESTER 4
No. of Core Courses
CREDITS IN EACH CORE COURSE
Course
Theory
Practical
Tutorial
Credits
Core Course 2
4
1
5
Total Credits in Core
Course 2
5
No. of Elective Courses
CREDITS IN EACH ELECTIVE COURSE
Elective Course 1
4
1
5
Elective Course 2
4
1
5
Elective Course 3
4
1
5
Total Credit in Elective
Course
15
No. of Open Elective
Course
CREDITS IN EACH OPEN ELECTIVE COURSE
Open Elective Course 1
4
4
Total Credit in Open
Elective Course
4
TOTAL CREDIT
SEMESTER 4
20 + 4
Department of History, University of Delhi
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List of Core Courses
Offered in Semester 1 and 4
HSM-01 – Core Course -- The Practice of History: Semester 1
HSM New Core Course -- The Practice of Historians: Readings from Recent
Historiographical Interventions in Indian History Semester 4
List of Open Elective Courses
2 Courses offered, one each in Semesters 3 and 4
New Course Early Indian Art And Architecture (up to c. 600 CE)
New Course Epigraphic and Archival Records for the Study of Medieval
Indian History
New Course Political Processes and Socio-Cultural Formations C. 1000-
1400
New Course Forms of Popular Resistance in Northern India, C. 1560-1740
New Course Cities of Empires: Istanbul, Isfahan, Agra-Delhi
Department of History, University of Delhi
14
List of Elective Courses on World History
MA Part I – Semesters 1-2
HSM 02
Philosophy and Methods of History
HSM 03
The Archive and History
HSM 04
Historiography in the Modern West
HSM 06
Gender and Women in Ancient Societies
HSM 07
Society and Culture in Early Cities:
Mesopotamia, China, Greece, Rome
HSM 08
Ancient Mesopotamia
HSM 09
Authority and Tradition in Ancient and
Medieval Historiography
HSM 10
Visual Cultures beyond Borders: South and Southeast Asia (to
1200 CE)
HSM 11
Medieval Societies: The Central Islamic Lands ca. 600-1300
HSM 12
Science, Religion and Techno-communities
in Medieval Asia, 1500-1700
HSM 13
History of North Africa and Spain, ca. 8
th
-15
th
Century
HSM 14
Central Asia: Politics, Society and Warfare
from Chingiz Khan to Timur
HSM 15
The
Ottomans I: 13-18
th
Centuries
HSM 19
South East Asian History and Anthropology
HSM 20
Medieval Western Europe ca. 500-1400
HSM 22
Gender in History
HSM 23
The Conquest of America
HSM 25
1500-2000s
HSM 28
Revolutions and Revolutionary Thought
HSM 31
The History and Heritage of Animals c. 1600-2000
HSM 32
Global Environmental History, 1500-2000
HSM 33
History of Modern France I (1760-1815)
HSM 34
History of Modern France II (1815-1871)
HSM 35
History of Modern France III (1871-1945)
HSM 36
Social History of Britain, 1815-1914
HSM 39
Emergence of Modern South Africa, 1650s to 1948
HSM 40
Imperialism and Nationalism, c.1850-1964
HSM 41
Fascism and Nazism in Europe and Asia, 1919-1945
HSM 43
Approaches to Global History, 1492-2001.
New Course
Histories of Modern Sexualities and Masculinities
New Course
Religion and Ritual Practices in Ancient Societies:
Select Themes and Perspectives
Department of History, University of Delhi
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List of Elective Courses on Ancient Indian History
MA Part II – Semesters 3-4
List of Elective Courses on Medieval Indian History
MA Part II – Semesters 3-4
HSM-301
Theories and Methods in Archaeology
HSM-305
Imaging Ancient India: Visual Arts and Archives
HSM-306
Social History of Early Indian Art and Architecture:
Themes, Debates And Contexts, (ca 300 BCE To 1200 C)
HSM-307
Prehistory and Proto History of India
HSM-309
ca. 200 BCE 600 CE
HSM-310
History of Early Medieval India ca.600-1300 CE
HSM-311
Art and Architecture in Early Medieval India (ca. 600-1300 CE)
HSM-312
Development of Early Indian Religions and Philosophies
(up to ca. 500 CE)
HSM-313
History of Early Indian Art and Architecture
(up to ca. 600 CE)
HSM-314
Early Indian Social Orders: Structures and Processes
(1500 BCE - 1200 CE)
HSM-316
Gender And Women in Early India
HSM-323
Monetary History of Early India
HSM-326
Political Processes snd Structure of Polities in Ancient India
HSM-329
Religion and Society in Ancient Indian Literature and Art
(ca1000 BCE to ca 300 CE)
New Course
Gender and Social Categorization in Ancient Indian Traditions
(from earliest times to 450 CE)
HSM-351
Structures of Authority: The Delhi Sultanate and
the Making of Medieval Society in North India Ca. 1200-1400
HSM-352
History of North India, ca. 1400-1550
HSM-353
Imperial Sovereignty, Court Culture and Politics in
Mughal India, ca. 1526-1748
HSM-354
The Eighteenth Century in Indian History
HSM-355
Religion and Society in Upper Gangetic Plain: 8
th
To 18
th
Century
HSM-356
The Economic and Social History of India ca. 1200-1800
HSM-357
History of Science, Technology, Body, and Dietary Practices
in Pre-Colonial India, ca 1500-1700
HSM-358
Forms of Resistance in Northern India, ca. 1560-1740
HSM-359
Gender Relations in Mughal India
Department of History, University of Delhi
16
List of Elective Courses on Modern Indian History
MA Part II – Semesters 3-4
HSM-360
History of Rajasthan, ca. 1300-1900
HSM-361
Awadh and Northern India ca. 1500s-1860s
HSM-362
Political Culture: War, Society and Governance, ca. 1550-1700
HSM-363
War, Society and Politics, ca. 1700-1840
HSM-364
Eastern India in Transition: Ecology, State and Culture, ca.1200-
1850
HSM-365
The Marathas: Political Engagements, Social Formation
and Popular Culture Ca. 1600-1800
HSM-366
Connected Empires: Mughals, Safavids and Ottomans
HSM-367
Sultanate and Mughal Delhi, ca. 1200-1850
HSM-370
Forms of Historical Writing In Medieval and Early Modern India
HSM-372
Medieval Deccan, ca. 1300-1700
HSM-375
Sources of The Mughal Period: Reading and Interpreting Texts
HSM-377
Epigraphic, Numismatic and Archival Records
for the Study of Medieval Indian History
New Course
The World of Merchants in Early Modern South Asia
HSM-401
Rise of British Power in India, 1757 1857
HSM-402
Strategies of Imperial Control, 1850s1920s
HSM-403
The Colonial Economy in India: 1750-1850
HSM-404
Themes in the Economic History of India, c. 1850-1950
HSM-405
Caste and Gender Identities in Modern India
HSM-407
Select Issues in the History of Nationalism
in India, ca. 1860-1917
HSM-408
Select Issues in the Study of Nationalism
in India (1917-49)
HSM-409
Community and Religion in Modern India
HSM-411
Political Economy of Decolonization 1914-1950
HSM-412
Colonial Northeastern India: Economy,
Society and Politics
HSM-413
Select Issues in the Study of Peasant and Tribal
Movements in Colonial India
HSM-414
The Great Revolt, 1857-59
HSM-415
History of Labour, Labouring Poor and the Working
Class in India, c. 1750-2000
Department of History, University of Delhi
17
Selection of Elective Courses:
In MA Part I students are allowed to take any Elective Course that is listed for teaching in that
semester. The Department tries to make sure that 6-8 Elective Courses are on offer so that
students have ample choice. If too many students opt for a particular Elective Course and
enrolment is too high, the Department regulates this through a mode of capping.
In MA Part II students are asked to choose the period of their specialisation ancient,
medieval or modern. At least five (5) of the seven (7) Elective Courses that they are required to
take have to be within the periods of their specialisation. The other two courses can be from
another period but they can opt for only one course in each of the two semesters. For example,
a student specialising in Ancient History can take one course (out of the two permitted) from
either the Modern or the Medieval stream in each of the two semesters 3 and 4. The same
kinds of options are available to students from Medieval and Modern Histories.
Teaching:
The faculty of the Department is primarily responsible for organizing lecture work for
MA Programme in History. The instructions related to tutorials are provided by the respective
registering units under the overall guidance of the Department. Faculty from some other
Departments and constituent colleges are also associated with lecture and tutorial work in the
HSM-419
The Margins of History: Tribes in Central and
Western India
HSM-420
Law and Society in Colonial India
HSM-421
Language, History and Nationalism in South Asia
HSM-423
Aspects of Book History in India
HSM-428
Cultures of Intimacy in Colonial India
HSM-432
History of Education in Colonial India: Social Attitudes,
Colonial State and Nationalism, (Late 18th to mid 20th
Century)
HSM-433
Mahatma Gandhi: Man, Ideas, Philosophy and
Practices
HSM-438
Select Problems in History and Historiography
HSM-439
Trials of Imperial Jurisprudence
HSM-440
Fiction, Fieldwork, Folklore, Film, History
New Course
History, Regions and Culture in north-east India
New Course
The World of Artisans in Indian History:18
th
to 20
th
Centuries
New Course
Caste and Life Narratives in Modern India
New Course
Peasant Societies and Movements in India, 1856-1951
New Course
Business and Finance in the History of Political Economy
in Modern India
Department of History, University of Delhi
18
Department. There shall be 90 instructional days excluding examination in a semester. The
History Department does not have a requirement for an MA dissertation.
Eligibility for Admissions:
Admission to the MA Programme in History is according to two modes:
1) Direct, merit bases admission. In the 2019 academic year, 175 seats will be filled in this
mode across the statutory categories..
2) Entrance Examination: In the 2019 academic year, 177 seats will be filled in this mode
across the statutory categories.
3) The eligibility criteria for 2019 is the follows:
a) Direct Admission under Merit Category -- B.A. (Hons.) Examination in History from
University of Delhi: 60% marks and above in the aggregate or equivalent grade
b) Under Entrance Examination Category:
i) B.A. (Hons.) Examination in History from University of Delhi and other
Universities: 55% marks and above in the aggregate or equivalent grade
ii) B.A. (Hons.) in any Honours subject other than History from other than Delhi
University: 60% marks and above in the aggregate or equivalent grade
iii) BA Programme with/without History from Delhi University or other
recognised as equivalent; B.Com. (Pass/Hons.) B.Sc.: 60% marks and above in
the aggregate or equivalent grade
iv) Master's Degree (Other than History) from Delhi University or other
recognised as equivalent.: 60% marks and above in the aggregate or equivalent
grade
4) The course coverage for the Entrance Test will be based on the knowledge that students
should have gained after completing a BA in History (Honours) and BA History (Programme).
Since it is a post-graduate degree we expect students to demonstrate knowledge of recent
historiographical trends and familiarity with the writings of the major historians writing on
Indian and World History. We will follow the template of the Delhi University UG syllabus in
the History Honours and Programme available on the University website
Assessment of Students’ Performance and Scheme of Examinations:
1.
English shall be the medium of instruction although some teachers also teach bilingually.
There are increasing number of readings available in Hindi. Students can write their
assignments and examinations n either Hindi or English.
2.
of:
a) All theory papers Core, Elective and Open Elective will have an end of term
examination worth 70% marks.
b) All internal evaluation will be worth 30%. These can be in the form of one or two
research papers, a quiz and a research paper or a mid-term examination or any combination of
these. The details of the forms of assessment are included with each paper and all assessment
will be based on Learning Outcomes for the course.
Department of History, University of Delhi
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Pass Percentage & Promotion Criteria: as per University rules.
Part I to Part II Progression: The Department of History follows the University rules
and does not have any separate policy in this regard.
Conversion of Marks into Grades: as per University rules:
Grade Points: Grade point table as per University Examination rule
CGPA Calculation: As per University Examination rule.
SGPA Calculation:
Grand SGPA Calculation:
Conversion of Grand CGPA into Marks: As notified by competent authority the formula
for conversion of Grand CGPA into marks is: Final %age of marks = CGPA based on all four semesters
× 9.5
Division of Degree into Classes: Post Graduate degree to be classified based on CGPA
obtained into various classes as notified into Examination policy.
Attendance Requirement: The Department of History does not enforce any formal
attendance requirement on Post Graduate student.
Span Period: No student shall be admitted as a candidate for the examination for any of the
Parts/Semesters after the lapse of four years from the date of admission to the Part-I/Semester-I
of the XXX Programme.
Guidelines for the Award of Internal Assessment Marks in the MA History
Programme (Semester Wise):
The Department of History does not give marks for attendance. A maximum of 30% marks are
awarded for all the different kinds of assessment across all the courses. The following
assessment guideline is used in the evaluation of research papers and examinations: It is a
basic guideline to enable greater congruence in evaluation across examiners.
70% and above – regard as Distinction
qualities of the 1
st
division (below) plus:
shows clear evidence of wide and relevant reading and an engagement with the conceptual
issues
develops a sophisticated and intelligent argument
Department of History, University of Delhi
20
shows a rigorous use and a sophisticated understanding of relevant source materials,
balancing appropriately between factual detail and key theoretical issues. Materials are
evaluated directly and their assumptions and arguments challenged and/or appraised
shows original thinking and a willingness to take risks
60-69% -- 1 st division
qualities of the 2
nd
division (below) plus:
shows strong evidence of critical insight and critical thinking
shows a detailed understanding of the major factual and/or theoretical issues and directly
engages with the relevant literature on the topic
develops a focussed and clear argument and articulates clearly and convincingly a
sustained train of logical thought
shows clear evidence of planning and appropriate choice of sources and methodology
50-59% -- 2
nd
division
shows a reasonable understanding of the major factual and/or theoretical issues involved
shows evidence of planning and selection from appropriate sources,
demonstrates some knowledge of the literature
the text shows, in places, examples of a clear train of thought or argument
the text is introduced and concludes appropriately
40-49% -- 3
rd
division
shows some awareness and understanding of the factual or theoretical issues, but with little
development
misunderstandings are evident
shows some evidence of planning, although irrelevant/unrelated material or arguments are
included
0-39% -- Failure
fails to answer the question or to develop an argument that relates to the question set
does not engage with the relevant literature or demonstrate a knowledge of the key issues
contains clear conceptual or factual errors or misunderstandings
Department of History, University of Delhi
21
CORE COURSES
Department of History, University of Delhi
22
HSM-01 – Core Course
The Practice of History
Course Objectives:
This Core Paper aims to introduce students to important issues related to historical method by
giving them a broad overview of significant, including recent, historiographical trends. The aim
is to acquaint students with important historiographical interventions and issues related to the
the practice of history that will be manifest in different ways through all the papers in the MA
History programme. This course is team taught and seven themes will be taught each year.
Course Outcomes:
By the end of the course the student should be able to:
Identify the major historiographical paradigms that have impacted on the writing of History.
Distinguish between the major arguments of different types of historiographical
interventions.
Identify the important contexts of these historiographical interventions.
Within each of these historiographies like Marxism, gender or environmental history the
student will be able to identify the debates and shifts amongst historians. They will be able to
al
narratives, a subject to which they will be introduced in this course and further reinforced in
the Elective MA History papers.
Course Content:
Unit 1: (2 Week): Pre-modern historical traditions
Unit 2: (2 Week): Modern historiography: documents and the archives
Unit 3: (2 Week): Cultural history
Unit 4: (2 Week): Marxism
Unit 5: (2 Week): Annales
Unit 6: (2 Week): Gender
Unit 7: (2 Week): Archaeology
Unit 8: (2 Week): Art and history
Unit 9: (2 Week): The environment
Unit 10: (2 Week): Oral history
Unit 11: (2 Week): Intellectual history
Unit 12: (2 Week): Connected histories: peoples regions, commodities
Unit 13: (2 Week): Economic History
Init 14: (2weeks): History andLiterature
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (2 Week): This unit will discuss pre-modern historical traditions, either from antiquity or
the Middle Ages when notions of human agency, causation and time were quite different.
Marincola, John, (1997). Authority and Traditions in Ancient Historiography,
Cambridge: University Press, pp. 3-19, 3-
Wiseman, Timothy Peter. (1991). Historians and Imaginations: Eight Essays on Roman
Culture, Exeter: Exeter Press, pp. 1-
Department of History, University of Delhi
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Hist).
Khalidi, Tarif. (1994), Arabic Historical Thought in the Classical Period, Cambridge:
Cambridge University Press, pp 1-100
Robinson, C. ,(2003), Islamic Historiography, London Cambridge University Press
Unit 2: (2 Week): This unit discusses the emergence of modern historiography with its claims to
objectivity, the search for reliable documents and the formation of archives. It problematises
many of these developments placing them in the context of the formation of nation states,
industrialisation and colonialism.
Butterfield, Herbert. (1965). The Whig Interpretation of History. London: W.W. Norton.
Collingwood, R.G. (1994). The Idea of History. Exford: Oxford University Press.
Archival Science,
Vol 2, pp. 87-109.
Essays
in Ancient and Modern Historiography., Oxford: Basil Blackwell.
ern Fact, the Problem of Induction, and Questions of
A History of the Modern Fact: Problems of Knowledge in the Sciences of
Wealth and Society, Chicago: University of Chicago, (Chapter 1).
Unit 3: (2 Week): The unit will discuss cultural history which received a huge impetus in the
twentieth century in part through dissatisfaction with a naive empiricism and under the influence
of anthropology and literary criticism.
Burke, Peter, Varieties of Cultural History, Cornell University Press, 1997.
Burke, Peter (2008). What is Cultural History? Camridge: Polity Press.
The
Interpretation of Cultures, New York.
d Post-Modernity in
Writing Culture, The Poetics and Politics of Ethnography,
University of California Press,.
Connerton, Paul. (1989). How Societies Remember. Cambridge: Cambridge University
Press.
Indian Historical
Review, III, no. 2, pp. 247-66
Unit 4: (2 Week): Marxism is perhaps the most significant historiographical intervention in the
twentieth century and it will be taught partly through the political philosoph
and the many histories that reside under his name.
-
- 1869
All available at: http://www.marxists.org/archive/index.htm
Bottomore, Tom. (ed.). (1979). Karl Marx, Oxford: Blackwell.
Thompson, Edward. (1993). Customs in Common: Studeis in Traditional Popular
Culture. New York: The New Press.
Unit 5: (2 Week): This unit will examine the intervention of the Annales historians, at one
ch
methodology and enormous impact will be the subject of this unit.
Bloch, Marc, The Historian’s Craft, with an Introduction by Peter Burke (Manchester
University Press, 2004).
Peter Burke, The French Historical Revolution: The Annales School 1929-89, Stanford
Department of History, University of Delhi
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University Press, Stanford, 1990
Critical Inquiry, 20, 1, pp. 1035.
Carrard, Philippe. (1992). Poetics of the New History: French Historical Discourse from
Braudel to Chartier. Baltimore: John Hopkins Press.
Ladurie, Emmanuel Le Roy, (1980). Montaillou: The Promised Land of Error.
Translated by Barbara Bray. London: Penguin.
Unit 6: (2 Week): This unit will consider the enormously influential impact that gender and its
politics has made on the field of history.
Morgan, Sue (Ed.), (2006). The Feminist History Reader, London: Routledge,.
Gender and
the Politics of History, New York: Columbia University Press
Butler, Judith. (2007). Gender Trouble: Feminism and the Subversion of Identity, New
Burton, Antoinette, (2003). Dwelling in the Archive: Women Writing House, Home, and
History in Late Colonial India, New York: Oxford University Press, pp. 3-30 [Chapter1:
Wiesner-
Journal of World History, 18 (1), March 2007: 53-67.
Unit 7: (2 Week): The theme of this unit will be Archaeology, a critical component of history
especially in its ability to draw out aspect of the human posts not easily accessible in textual
records.
Colin Renfrew and Paul Bahn, Archaeology: Theories, Methods and Practice (5
th
edition,
Thames and Hudson, 2008).
American Antiquity 35:40512.
Salmon, Merrilee. (1982). Philosophy and Archaeology. New York: Academic Press.
Unit 8: (2 Week): The dyad Art and History will be explored in this unit and the methodologies
that scholars have developed to historically analyse visual materials.
Haskell, Francis, History and its images: art and the interpretation of the past (New
Haven and London, Yale University Press, [1993] 3
rd
reprint edn. 1995).
Adams, Laurie Schneider. (1996). The Methodologies of Art. An Introduction. New York:
HarperCollins.
Grove Art Online.Oxford Art Online.
http://www.oxfordartonline.com (accessed August 22, 2008).
Johnson, Ellen H. (1995). Modern Art and the Object. A Century of Changing Attitudes.
New York: Icon Editions..
Preziosi, Donald. (2009). The Art of Art History: A critical anthology. Oxford: Oxford
University Press.
Karlholm, Dan and Keith Moxey. (Eds.). (2018). Time in the History of Art: Temporality,
Chronology and Anachrony. New York: Routledge, Studies in Art Historiography,
Unit 9: (2 Week): The environment and its history has come to be an important aspect of
historical studies and some of its major contributions will be studied in this unit.
Alice, Roberts. (2009). The Incredible Human Journey: The story of how we colonized
our planet London: Bloomsbury.
Department of History, University of Delhi
25
Alier, Joan Martinez, Padua, Jose Augusto and Rangarajan, Mahesh (Eds.). (2010).
Environmental History as if Nature Existed Delhi, Oxford University Press.
History Today, 46, 8, pp. 15-22
Annual Review
of Environment and Resources 35, pp. 345374.
Unit 10: (2 Week): The theme of Oral history and its research methodologies is the subject of
this unit.
Portelli, Alessandro. (1990). The Death of Luigo Trastulli and Other Stories: Form and
Meaning in Oral History New York: CUNY Press.
The American Archivist 28:1, pp.
71-77
The American Historical Review 102: 5, pp. 1386-1403.
Thompson, Paul, with Joanna Birnat. (2017 revised edition). The Voices of the Past: Oral
History. New York: Oxford University Press.
Henige,D, (1982). Oral Historiography. London: Longman
Vansina, Jan. (1985). Oral Tradition as History, London,James Currey Publishers.
Unit 11: (2 Week): The complex development of the History of Ideas to Intellectual history and
its important aspects is the subject of this unit.
Journal of the History of Ideas
, vol.1, no. 1, 1940, pp. 3-23
Journal of Modern
History, vol. 21, no. 3, pp. 191-203
The Content of the Form: Narrative Discourse and Historical
Representation, Baltimore: Johns Hopkins University Press.
Unit 12: (2 Week): The Connected histories of peoples regions, commodities has come to
possess a specific meaning in the making of fluid transnational connections and the making of
modernity.
Subrahmanya
Modern Asian Studies, Vol. XXXI, (3), 1997, pp. 735-62.
Asia, 1400-1750,Daedalus, vol. 127, no. 3
-Asian elite migration and early
The Journal of Asian Studies, Vol. LI, (2), pp. 340-362.
introducing their
Journal of Borderlands Studies, 29(1), 3-9
Unit 13: (2 Week): This unit will examine the critical intervention of economic history in the
shaping of history as a specialised intervention ad as an intrinsic part of history writing more
generally.
Pomeranz, Kenneth. (2000). The Great Divergence China, Europe, and the Making of the
Modern World Economy. Princeton: Princeton University Press,.
Mintz, Sidney. (1985). Sweetness and Power. Stanford: Stanford University Press,.
Scott, James. C. (1976). Moral Economy of the Peasant. New Haven: Yale University
Press,.
Department of History, University of Delhi
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Unit 14: (2weeks): This unit discusses the relationship between History and Literature a
particularly rich field of esearch recently.
Foucault, Michel. 2002. The Order of Things: An archeology of the Human Sciences,
Routledge, London.
Eagleton, Terry.2013. How to Read Literature, Yale University Press, London.
Gossman, Lionel.1990. Between History and Literature, Harvard University Press,
Cambridge.
Pollock, Sheldon.2006. The Language of the Gods in the World of Men: Sanskrit, Culture
and Power in Pre-Modern India, University of California Press, Berkeley.
Mignolo, Walter D. 1995. The Darker Side of the Renaissance: Literacy, Territoriality,
and Colonization, The University of Michigan, Ann Arbor.
Suggested Readings:
Alier, Joan Martinez, Padua, Jose Augusto and Rangarajan. (2010). Mahesh eds.
Environmental History as if Nature Existed Delhi, Oxford University Press
Aymard, Maurice and Mukhia, Harbans (Eds.).(1989). French Studies in History, vol. I
Orient Longmans, New Delhi.
Bloch, Marc. (2004). The Historian’s Craft, with an Introduction by Peter Burke. Manchester
University Press.
Burke, Peter. (1997). Varieties of Cultural History, Ithaca: Cornell University Press
Carr, E.H. (2008 reprint). What is History (also available in Hindi) Delhi: Penguin.
Davis, Natalie Zemon The Return of Martin Guerre, Cambridge: Harvard University Press
Haskell, Francis. (1995). History and its images: art and the interpretation of the past New
Haven and London, Yale University Press.
Portelli, Alessandro, (1990). The Death of Luigo Trastulli and Other Stories: Form and
Meaning in Oral History New York: CUNY Press.
Renfrew, Colin and Paul Bahn. (2008). Archaeology: Theories, Methods and Practice
Thames and Hudson,).
Alice, Roberts. (2009). The Incredible Human Journey: The story of how we colonized our
planet London, Bloomsbury
Sarkar, Sumit. (1995). Writing Social History, New York: Oxford University Press
Stern, Fritz. (Ed.) (1973). Varieties of History: from Voltaire to the Present, New York,
Vintage.
Thompson, E.P. (1991). Customs in Common: Studies in Traditional Popular Culture New
York: The Free Press
Indian Historical Review,
iii, no. 2,
Walach Scott, Joan. (1988). Gender and the Politics of History (New York, Columbia, 1988).
Parts I-II
Facilitating Teaching Learning Outcome:
By the end of the course students should have a more precise sense of the major historiographical
interventions the major scholars, what ideas intertwined their research, how can one
differentiate one from the other all of this to have a degree of clarity regarding some of the
major historiographical schools of thought in the Academy. Select readings, periodic class
presentations, and mid-term assignments will reinforce the details presented in class lectures.
The assignments in reading and writing will help students develop their critical abilities to
verbalise their opinions coherently. The themes selected for discussion may include the ones
Department of History, University of Delhi
27
mentioned here, and may vary from year to year; more themes may be added to the list. Select
readings have been given here; detailed readings will also change depending on the instructors
and will be circulated at the beginning of the course.
Assessment:
There mode of evaluation of students enrolled in this course is in two parts:
1) There will be a mid-term examination when four units of the course are completed, around the
eighth Week of the course worth 30 marks..
2) There will be a final semester examination of three hours. Students will be required to answer
four out of eight questions worth 70 marks.
Department of History, University of Delhi
28
HSM-NEW PAPER CORE COURSE 2 -- MA FINAL
The Practice of Historians:
Readings from Recent Historiographical Interventions in Indian History
Course Objectives:
The objective of this Core Paper is to provide students with a firm grasp on the major
historiographical interventions in Indian history through a critical, detailed reading of significant
works of history produced during the twentieth century. The course will be taught in the fourth
semester and will provide students them with a common foundation of readings that all Post
Graduate students of History are expected to have mastered by the conclusion of the MA
Programme. The course will be team-taught, each instructor selecting a body of readings which
they will teach. The books included in the suggested reading list provide a general guide of the
texts that teachers will use but it is not exhaustive. The readings have also not be segregated
according to themes since many of these books are wide-ranging and can be placed under
multiple rubrics. Teachers will have the initiative to frame the readings under each rubric. In the
14 weeks of instruction, approximately 14-21 books would be taught.
Course Outcomes:
By the end of the course the student should be able to:
Identify the major historians whose work has had a significant impact on the writing of
Indian History.
Distinguish between the major arguments of these historians.
Identify the important historiographical concerns of these historians and contextualise them
within large global trends in the academy.
Identify how different historians have contributed to the narratives that comprise Indian
history.
Be able to identify how different historians used their sources sometimes the same range of
sources but with contrasting epistemologies and conclusions.
Explain the relationship between History and Historiography
Course Content:
Unit 1: (3 weeks): Political Histories
Unit 2: (3 weeks): Social Histories
Unit 3: (3 weeks): Economic histories
Unit 4: (3 weeks): Ideologies and Cultural practices
Unit 5: (2 weeks): Religion, religious practices and religious organisation
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: 3 weeks): This unit will discuss the writing of conventional political histories in the
nineteenth century and cover the later more complex understanding of politics, state formations,
governance and governmentality. The readings for this unit will be selected from the suggested
readings below.
Unit 2: (3 weeks): The teaching of Social History also started in the nineteenth century but it
was not a subject that was foregrounded in histories of India until the twentieth. The readings for
Department of History, University of Delhi
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this unit will be selected from the suggested readings below.
Unit 3: (3 weeks): The unit will discuss Economic Histories which has a very vibrant .beginning
since it was an integral part of the nationalist critique of colonialism, as well as colonial
apologia. This unit will chart the shifts in its methodology from the nineteenth century to the
present. The readings for this unit will be selected from the suggested readings below.
Unit 4: (3 weeks): Like social histories, ideologies and cultural practices have also had a very
long history of development and have become particular rich sites of historiographical
intervention in the twentieth century. The readings for this unit will be selected from the
suggested readings below.
Unit 5: (2 weeks): Religion, religious practices and religious organisation had a very early
intellectual development, sometimes as a discipline only vaguely related to history. Through the
twentieth century this has become a subject of great interest to historians.
Suggested Readings:
Ahmed, Manan. (2016). A Book of Conquest: The Chachnama and Muslim Origins in South
Asia. Cambridge: Harvard University Press.
Alam, Muzaffar (2004). The Languages of Political Islam: India, 1200-1800. Chicago:
University of Chicago Press.
Alam, Muzaffar and Sanjay Subrahmanyam. (2007). Indo-Persian Travels in the Age of
Discoveries, 1400-1800, (Cambridge: Cambridge University Press
Alam, Muzaffar. (1986). The Crisis of Empire in Mughal North India; Awadh and Punjab, 1707-
1748. New Delhi: Oxford University Press.
Alam, Muzaffar. (2004). The Languages of Political Islam. Delhi: Permanent Black
Alavi, Seema. (1995). Sepoys and the Company : Tradition and Transition in Northern India
1770-1830, New Delhi, Oxford University Press.
Alavi, Seema. (2008). Islam and Healing Loss and Recovery of an Indo-Persian Medical
Tradition 1700-1900, London, Palgrave Macmillan.
Ali, Daud, (2004), Courtly Culture and Political Life in Early Medieval India, Cambridge,
Cambridge University Press, pp. 69-140.
Ali, M. Athar. (2006). Mughal India: Studies in Politty, Ideas, Society and Culture. Delhi:
Oxford University Press.
Amin, Shahid. (1995). Event, Metaphor, Memory: Chauri Chaura 1922-1992, Delhi: Oxford
University Press.
Anooshahr, Ali. (2008). The Ghazi Sultans and the Frontiers of Islam. New York: Routledge.
Aquil, Raziuddin. (2009). Sufism, Culture and Politics: Afghans and Islam in Medieval North
India, New Delhi: Oxford University Press.
Arnold, David. (1993). Colonizing the Body: State Medicine and Epidemic Disease in
Nineteenth-Century India, Delhi: Oxford University Press.
Asher, Catherine B. (1992). Architecture of Mughal India, Cambridge: Cambridge University
Press.
Ashraf, K.M. (1988). Life and Conditions of the People of Hindustan, Delhi: Munshiram
Manoharlal Publishers Pvt. Ltd.
Auboyer, Jeannine. (2002). Daily Life in Ancient India: From 200 BC to 700 AD, Orion
Publishing Group
Auer, Blain H. (2012). Symbols of Authority in Medieval Islam: History, Religion and Muslim
Legitimacy in the Delhi Sultanate. London: I.B. Tauris.
Department of History, University of Delhi
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Bailey, G. and M.Brockington,( 2000). Epic Threads, New Delhi, Oxford University Press.
Bandyopadhyay, S. (2007). From Plassey to Partition, Hyderabad, Orient Longman.
Barbara Metcalf (ed.), Moral Conduct and Authority : The Place of Adab in South Asian Islam.
Berkeley: University of California Press.
Bawa. Seema. (2013). Gods, Men and Women: Gender and Sexuality in Early Indian Art, Delhi
Bayly, C. A. (1983). Rulers, Townsmen and Bazaars: North Indian Society in the Age of British
Expansion, 1770-1870. Cambridge: Cambridge University Press.
Bayly, C. A. (1999). Empire and Information: Intelligence Gathering and Social Communication
in India, 1780-1870. New Delhi: Oxford University Press.
Bayly, C.A. (2001). Origins of Nationality in South Asia: Patriotism and Ethical Government in
the Making of Modern India, New Delhi, Oxford University Press.
Bayly, C.A. (2010). Indian Society and making of the British Empire, Delhi: Cambridge
University Press.
Benton, Lauren and Ross, Richard J. (2013). eds. Legal Pluralism and Empires 1500-1850, New
York, New York University Press.
Bhattacharya, N.N. (1996). Indian Religious Historiography, Vol. I, New Delhi : Munshiram
Manoharlal Publishers
Bhattacharya, N.N. (2005) Ancient Indian Rituals and their Social Contents, New Delhi:
Manohar.
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Department of History, University of Delhi
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Disccourse? and The Nation and Its Fragments: Colonial and Post Colonial Histories,
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University Press.
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Nath, Vijay, (2008). The Puranic World: Environment, Gender, Ritual and Myth, Delhi:
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System, Tokyo.
Facilitating Teaching Learning Outcome:
By the end of the course students should have a more precise sense of the major historiographical
interventions the major scholars, what ideas intertwined their research, how should the student
differentiate one from the other; what are the major historiographical schools of thought. Select
readings, periodic class presentations, and mid-term assignments will reinforce the details
presented in class lectures. The assignments in reading and writing will help students develop
their critical abilities to verbalise their opinions coherently. Please note that only a select number
of books from the suggested list will be taught each year. The list of books will be constantly
updated. This paper will be team-taught and the instructors will have the freedom to select the
books that they will teach.
Assessment:
There mode of evaluation of students enrolled in this course is in two parts:
1) There will be a mid-term examination when four units of the course are completed, around the
eighth week of the course worth 30 marks..
2) There will be a final semester examination of three hours. Students will be required to answer
four out of eight questions worth 70 marks.
Department of History, University of Delhi
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OPEN ELECTIVE COURSES
Department of History, University of Delhi
39
HSM-NEW
OPEN ELECTIVE COURSE 1
EARLY INDIAN ART AND ARCHITECTURE (up to c. 600 CE)
Course Objective:
The course studies the early evidence of Art and Architecture up to 600 CE. It is concerned with
identifying the early forms of this culture and its transitions over time. As a part of the social
world and its culture, the paper is also interested in developing the patronage networks that
sustained this cultural activity and the ways in which this was discussed in the textual materials
of the tiem.
Learning Outcomes:
At the end of the course, students would be:
Be familiar with the major developments in sculpture, painting and architecture during the
early period of Indian history
Understand the nomenclature- stylistic, dynastic and regional that is used to denote certain
time periods and art production related to these.
Able to trace the intertwined nature of art, religion and society in the period.
Able to analyze art on basis of its materiality
Recognise the patterns of patronage and related developments.
Course Content:
Unit 1: (Weeks 1-2): Pre-historic Rock-art: paintings: purpose, content and form.
Unit 2: (Weeks 3-4): Art and Architecture of the Harappan Civilization: urban planning and
architecture, seals, bronzes, pottery, terracottas, beads, jewellery, toys.
Unit 3: (Weeks 5-7): Early forms of architecture (up to 400 CE):
a. Architectural types as evidenced in art and archaeological remains, texts and inscriptions:
vernacular architecture, city gates and fortifications, free-standing pillars, palace remains,
bodhigharas, shrines, etc.
b. Stupas, chaityas and viharas: architectural features, relief sculptures and modes of
narration (select case studies from Bharhut, Sanchi, Amaravati, Nagarjunakonda, Sannati,
Barabar and Nagarjuni hills, Udaygiri-Khadagiri, Bhaja, Bedsa, Karle, Pitalkhora, Nasik,
etc.);
c. Patterns of patronage;
d. Materials and methods: relationship of wood and other perishable materials to stone
architecture; tools and techniques of artists; signatures of artists.
Unit 4: (Weeks 8-9): Early temples in stone: Form, Iconography and Ritual, c.400-600 CE
a. Structural temples in stone: select case studies;
b. Cave temples: eg. Ajanta, Elephanta, Badami: architecture and iconographic programme;
c. Temple rituals and politics.
Unit 5: (Weeks 10-11): Modes of representation in early Indian sculpture, c. 320 BCE-600 CE
Department of History, University of Delhi
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a. Images of gods and humans: yaksha-yakshi, shalabhanjika, and mithuna images,
Bodhisattvas and Buddhas; Jaina images, mukhalingas, anthropomorphic Brahmanical
deities; personification of nature and attributes of gods; early attempts at royal
portraiture;
b.
c. Motifs, symbols and their meanings;
d. Early Indian terracottas.
Unit 6: (Weeks 12-14): Paintings: Ajanta and Bagh: context, content, technique, and form;
development of the aesthetic canon: relationship of text to practice.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Week 1): Introduction to the course. Analysing sources: material, epigraphic, textual.
Materiality and art; provenance of styles; tools and techniques of artists; signatures of artists.
Agrawala, Vasudev Sharan. (1965). Indian Art (A History of Indian Art from the earliest
Times up to the third century AD, Varanasi: Prithivi Prakashan, Vol. I.
Coomarswamy Ananda K. (1923). Introduction to Indian Art. Madras: Theosophical
Publishing House.
Huntington, Susan L., (1985): The Art of Ancient India, Weatherhill, New York, Tokyo.
Elkin, James, (2008): “31: Das Magazin
des Instituts für Theorie [Zürich] 12: 2530. Special issue Taktilität: Sinneserfahrung a’ls
Grenzerfahrung, edited by Stefan Neuner and Julia Gelshorn.
Unit 2: (Weeks 3-4): Pre-historic Rock-art: paintings: Regional dispersal; purpose, content and
form
-historic Rock-art: paintings: Regional dispersal; purpose,
Rock Art of India, Oxford University Press.
Blinkhorn James , Boivin Nicole, Taçon Paul S.C. and Petraglia Michael D., (2012)
in A Companion to Rock Art, Edited by Jo McDonald and Peter Veth. Blackwell
Publishing Ltd., Chapter 11.
Mathpal, Y., (1984). Prehistoric Paintings of Bhimbetika, Abhinav Publishers Delhi: pp
93-153 and 185-197.
Unit 3: (Weeks 5-7): Art and Architecture of the Harappan Civilization: urban planning and
architecture, seals, bronzes, pottery, terracottas, beads, jewellery, toys.
Sharma, D.P, (2007), Harrapan Art, Delhi: Sharada Publishing House ,.
recent Excavations at Harappa, Pakistan,Palaeorient, Paris: pp 79-98.
Kenoyer, Mark J., (2013). Connections and Complexity: New Approaches to Archeology
of South Asia, Left California: Coast Press, Ch. VI
Possehl, Gregory , (2002, The Indus civilization: A Contemporary Perspective, Maryland:
Rowman Altamira, pp 99-126.
Atre, Shubahngna, (1987). The Archetypal Mother: A Systematic Approach to Harappan
Religion, Pune: Ravish Publishers, pp 1-22.
Unit 4: (Weeks 8-9): Early forms of architecture (up to 400 CE): Architectural types as
Department of History, University of Delhi
41
evidenced in art and archaeological remains, texts and inscriptions: vernacular architecture, city
gates and fortifications, free-standing pillars, palace remains, bodhigharas, shrines, etc:
Dhaky, M.A., Meister, Michael et al (1988). Encyclopedia of Indian Temple Architecture,
Foundations of North Indian Style. Vol .I (North India) Vol 1, Part 1, Chapter 1 and 2.
Coomaraswamy, A K, (1930). Early Indian Cities and City Gates, Eastern Art: pp 1-2
and 208-235.
Anthropology and Aesthetics, No.15 Spring, pp. 5-26.
Ray, Amita, (1964). Villages, towns, and secular buildings in ancient India: c. 150 B. C.-
c. 350 A. D
Unit 5: (Weeks 10-11): This unit will discuss Monumentality and Stupas, chaityas and viharas:
architectural features, relief sculptures and modes of narration (select case studies from Bharhut,
Sanchi, Amaravati, Nagarjunakonda, Sannati, Barabar and Nagarjuni hills, Udaygiri-Khadagiri,
Pitalkhora, Karle, etc.)
Dehejia, Vidya. (1997). Discourse in Early Buddhist Art : Visual Narratives of India,
New Delhi: Munshiram Manoharlal Publishers Pvt. Ltd.
Dehejia, Vidya. (1972). Early Buddhist Rock Temples, Cornell University.
India, no 15, 1959: pp 66-93
Knox, Robert, (1993). Amaravati: Buddhist Sculpture from the Great Stupa, Dover
Publications.: pp 7-42.
Stone, Elizabeth Rosen, (1994). The Buddhist Art of Nagarjunakonda, Delhi: Motilal
Banarsidas.
Amravati: The Art of an Early
Buddhist Monument in Context, Ed. Shimada A. and M. Willis. (Eds.), London: The
British Museum, pp 46-58
Unit 6: (Weeks 12-14): The unit will study Cave temples: eg. Ajanta, Elephanta, Badami:
architectural and iconographic programme.
Elephanta, the
Cave of Shiva, Ithaca: Princeton University Press.
, Ars
Orientalis, Vol. 8, pp. 155-184.
Kramrisch, Stella, (2007). The Presence of Shiva, Delhi: Motilal Banarsidass Publishers,
pp. 443-468.
Suggested Readings:
Barlingay, S.S. 2007. A Modern Introduction to Indian Aesthetic Theory: The development
from Bharata to Jagannatha, New Delhi: D.K. Printworld.
Elephanta, the Cave of
Shiva, Princeton University Press.
Coomaraswamy, A.K. 1956. The Transformation of Nature in Art, New York: Dover
Publications (also 2004 reprint of 1934 edn, Munshiram Manoharlal).
Dehejia, Vidya, Unseen Presence: The Buddha at Sanchi, Marg Publications.
Ghosh A. ed. 1996 (reprint of 1967), Ajanta Murals, New Delhi: Archaeological Survey of
India.
Department of History, University of Delhi
42
Gupte, R.S. 1972. Iconography of the Hindus, Buddhists and Jains, Bombay: D.B.
Traporevala Sons and Co.
Huntington, Susan L. 1985. The Art of Ancient India, New York and Tokyo: Weatherhill.
Knox, Robert, 1993. Amaravati: Buddhist Sculpture from the Great Stupa, Dover
Publications.
Meister, M W ed. 1992. Ananda Coomaraswamy: Essays in Early Indian Architecture, New
Delhi.
Neumayer, Erwin, 2010. Rock Art of India, Oxford University Press.
Ray, Niharranjan, 1974. An Approach to Indian Art, Chandigarh: Panjab University
Publication Bureau.
Schlingloff, Dieter, 1999. Guide to the Ajanta Paintings: Narrative wall paintings, Vol. 1,
Delhi: Munshiram Manoharlal Pub.
History: Some Reflections on Early
Proceedings of the Indian History Congress,
64
th
session, Mysore, pp. 1-43. Shah, Priyabala, ed., 1958. Citrasutra of the
Visnudharmottara Purana, third khanda, Baroda.
Singh, Upinder, 2009. A History of Ancient and Early Medieval India: from the Stone Age to
the 12
th
century, Delhi: Pearson Longman.
Spink, Walter, 2005-2007. Ajanta: History and Development, Vols. I to V, Leiden and
Boston: Brill.
Williams, Joanna G. 1982. The Art of Gupta India: Empire and Province, Princeton
University Press.
Willis, Michael, 2009. The Archaeology of Hindu Ritual: Temples and the establishment of
the gods, Cambridge University Press.
Zimmer, Heinrich. 1984. Artistic Form and Yoga in the Sacred Images of India, Princeton:
Princeton University Press.
Facilitating Teaching Learning Outcomes:
The course will be taught through lecture presentations based on chronological and thematic
rubrics. Besides classroom teaching, there will be field work with visits to museums to help the
students acquaint themselves with the materiality of the objects that they study. Besides this they
will also be familiarized with the archives of images that they can use as resources for their
study. There will be discussions, presentations by students so that they develop a conceptual
understanding of the history of early Indian art and architecture.
Assessments.
Students enrolled in the course would have their work assessed in two modes.
1) Term Paper/test of 25 Marks
2) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
43
HSM-NEW COURSE
Open Elective 2
EPIGRAPHIC AND ARCHIVAL RECORDS FOR THE STUDY OF MEDIEVAL
INDIAN HISTORY
Course Objective:
The aim of the course is to acquaint students with the latest researches in the field of archival
and epigraphical records. Students will know how the archival sources have altered and/or
added to our understanding of medieval history of the subcontinent, which is most often
apparent in issuance of imperial documents and the functioning of religious institutions.
Learning Outcomes:
At the end of the course the students would be:
Familiar with the major repositories and collections of the archival records from pre
colonial times.
Able to cull the data from some of the major catalogues, private collections and the
religious institutions who have maintained these records.
Learn about the inscriptional data in Arabic, Persian and Sanskrit spread throughout the
sub-continent and the way this data has been compiled by the Archeological Survey of
India, other government and research agencies, and independent bodies.
Learn about the mints, minting techniques and mint towns
Learn how to decipher the legends on the coins and the way these have been analysed and
interpret in current scholarship.
Familiar with major coin hoards in Indian museums and their catalogues.
Able to develop some interest in the shikasta script, palaeography and codicology.
Learn about the nature of the large number of records that have survived at different
Museums, Archives and Libraries across the subcontinet.
Course Content:
Unit 1: (week 1-2): Persian and Arabic manuscripts and inscriptions of the Sultanate period.
Unit 2: (week 3-4): Sanskrit inscriptions.
Unit 3: (week 4-6): Imperial orders and edicts by princes and nobles: farmans, nishans and
parwaneas.
Unit 4: (week 7-8): Edicts from the imperial harem.
Unit 5: (week 9-10): Local documents and papers in the qazis’ establishments.
Unit 6: (week 11-12): Documents in the khanqahs and sufi hospices.
Unit 7: (week 13-14): Documents in the temples and maths.
Unit 1: (Week 1-2): This unit will discuss the importance of archives, inscriptions and coins as
repository of differing kinds of evidence for historical analysis.
Medieval History Journal, Vol. 20., Issue I,
April. pp. 192-229.
Department of History, University of Delhi
44
Aziz, Sana. (2017). he Colonisation of Knowledge and Politics of Preservation:
National Archives of India, EPW, vol. 52, Issue 50.
Tirmizi, S.A.I. (1968). Ajmer Through Inscriptions, New Delhi: Indian Institute of
Islamic Studies, pp. 11-24.
S.Z.H. Jafri (ed.) Recording the Progress of Indian History: Symposia Papers of the
Indian History Congress, 1992-2010, 433-458.
Prasad, Pushpa. (1990). Sanskrit Inscriptions of Delhi Sultanate, 1191-1526. OUP, Delhi,
pp. xv- xxxii.
in Proceedings of Indian History Congress, Vol 75, Platinum Jubilee, pp. 224-231
Unit 2 (Week 3-4): This unit shall examine the Sanskrit inscriptions from the regions of Delhi
and Gujarat and contextualize them within their socio-political milieu.
Bendrey, V.S. (1944). A Study of Muslim Inscriptions, Bombay: Karnatak Publishing
House, pp. 1-30.
Prasad, Pushpa. (1990). Sanskrit Inscriptions of Delhi Sultanate, 1191-1526. OUP, Delhi,
pp. xv- xxxii.
Proceedings of the Indian History Congress, Vol. 72, Part-I, pp. 246-263.
Sircar, D.C. (1965). Indian Epigraphy, Delhi: Motilal Banarsidas, [portions of some
Chapters].
Unit 3 (Week 5-6): This unit would focus on the working of the imperial chancellery, the actual
procedures for issuing the orders and the internal checks against the possibilities of any fraud.
Srivastava, K.P. (ed.), (1974). Mughal Farmans [1540 to 1706], vol.1, Uttar Pradesh
State Archives, Lucknow, 1-71.
Mohinuddin, Momin. (1971). The Chancellory and Persian Epistolography Under the
Mughals, Calcutta: Iran Society, pp. 1-44.
Husain, Iqbal (2013). Studies in Polity, Economy and Society of the Trans-Gangetic
Valley Fifteenth-Nineteenth Centuries, Delhi: Primus, pp. 261-271; 103-12; 122-138
Seventeenth Centuries Documents from the Firangi Mahal Collection [With a Calender
-Nineteenth
-Awadh
from Mughal to Colonial Rule: Studies in the Anatomy of a Transformation, New Delhi:
Gyan Pub. House, pp. 59-74.
Unit 4 (Week 7): This unit will look at the position of the women in the imperial households
during the Sultanate and Mughal times; their role in the administration through the surviving
inscriptions/ archival documents and coin hordes.
Tirmizi, S.A.I. (1979). Edicts from the Mughal Harem, Delhi, Idarah-i Adabiyat-i Delli,
pp. 1-131.
Medieval India,
A Miscellany vol.1, Bombay: Asia Publising House.
Recording the Progress of Indian History: Symposia Papers of the Indian History
Congress, Delhi: Primus Books, pp. 263-276.
Proceedings of the
Indian History Congress, 52
nd
Session, Delhi, pp. 400-9.
Department of History, University of Delhi
45
Unit 5 (Week 8): This unit will discuss the working of the administration at the provincial level
- Proceedings
of the Indian History Congress, Vol. 66, pp. 355-362.
Husain,
Proceedings of the Indian History Congress, Vol. 76, pp. 221-
252.
Rural Bureaucracy in Cooch Bihar and Assam under the Mughals-
Archival EvidenceProceedings of the Indian History Congress, pp. 277-286.
The Sarkar Qanungo: 16
th
-18
th
Century DocumentsProceedings
of the Indian History Congress, pp. 417-431.
Bilgrami, Rafat M. (1984). Religious and Quasi-Religious Departments of the Mughal
period, 1556-1707, Delhi: Munshiram Manoharlal Publishers, pp. 105-140.
Pradesh during the 16
th
Indian Economic and Social History Review, IV [3],
pp. 205-32
Unit 6 (Week 9-10): The unit will look at the surviving manuscript collections and their use by
the modern scholars to reconstruct the history of Sufi Institutions.
Khan, Motiur Rahman. (2010- Proceedings of
the Indian History Congress, Vol. 71 (2010-2011), pp. 226-235
Society and
Ideology in India: Essays in Honour of Professor R.S. Sharma, Delhi: Munshiram
Manoharlal Publishers, 269-290.
-Nawabi Legacy under Siege in the Age of
Empire(-1880s):Familial Grants and the Waqf of Khanqah-e Karimia, Salon,
Comparative Study of the Waqf from the East: Dynamism of
Norm and Practices in Religious and Familial Donations,pp.191-216, Tokyo: The Toyo
Bunko.
Unit 7 (Week 11-12): Here the emphasis will be laid on the Persian archival records at the
various temples and maths in the upper Gangetic valley and will discuss some case studies
undertaken by the modern scholars.
Goswami, B.N. and J.S. Grewal. (1967). Mughals and the Jogis of Jhakbar, Shimla:
Indian Institute of Advanced Studies, pp. 1- -108
Proceedings of the Indian History Congress, pp. 234-250.
Proceedings of the
Indian History Congress, pp. 287-300.
Ansari, M.A. (1984). Administrative Documents of Mughal India, Delhi: B.R. Publishing
Corp., pp. 1-71.
Suggested Readings:
Selected Volumes of Epigraphica Indo-Moslemica now Epigraphica Indica Arabic and
Persian supplement Selected Volumes of the Memoirs of Archaeological Survey of India.
Prasad, Pushpa. 1996. Sanskrit Inscriptions of Delhi Sultanate, Delhi: Oxford University
Press, 1996
Department of History, University of Delhi
46
Tirmizi, S.A.A.I. 1976. Ajmer Through Inscriptions, Delhi: Indian Institute of Islamic
Studies.
Modi. J.J. 1903. The Parsis at the Court of Akbar, Bombay: Bombay Education Society
Press.
Goswami, B.N. & Grewal, J.S.1967. Mughals and the Jogis of Jhakbar, Shimla: Indian
Institute of Advanced Study.
Hodivala, S.H. 1929. Studies in Parsi History, Bombay: Shahpurshah Hormasji Hodivala.
Husain, Iqbal. 2013. Studies in Polity, Economy and Society of the Trans-Gangetic Valley
Fifteenth-Nineteenth Centuries, Delhi: Primus.
Deyell, John. 1999. Living Without Silver: The Monetary History of Early Medieval North
India, New Delhi: OUP.
Husain, Syed Ejaz. 2003. The Bengal Sultanate: Politics, Economy and Coins (AD 1205-
1576), Delhi: Manohar
- Medieval
India Quarterly, IV [Nos. 1-2], Aligarh.
Proceedings of Indian History Congress, Vol 75, Platinum Jubilee, pp. 224-231
Jha, Amiteshwar, (ed.), 2001. Medieval Indian Coinages: A Historical and Economic
Perspective, India Institute of Research in Numismatic Studies.
Gupta, Parmeshwari Lal. 1996. Coins, South Asia Books.
Facilitating Teaching Learning Outcome:
The course is organized around weekly lectures and discussions based on the readings. Students
will be asked to make short presentations on the themes and topics of the course so that they can
develop their oratory skills and are able to understand the readings better.
Assessment:
There are three modes of assessing students who take this paper.
1) There will be an internal assessment exam held in mid-semester. This will be out of 10 marks.
2) Students will also be asked to submit a research paper on one of the topics of the course,
which will include footnotes and bibliography. The term paper will be marked out of 15 marks
3) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
47
HSM-New Course
Open Elective
POLITICAL PROCESSES AND SOCIO-CULTURAL FORMATIONS
c. 1000-1400
Course Objective:
The course focuses upon local and trans-regional experiences in social and political formations in
north India and Afghanistan and the ways in which these textured the making of Sultanate regimes
based in Delhi. The course also unravels the early histories of the Muslim communities in the
subcontinent, their backgrounds, gradual expansion and modes of socialisation. It studies different
groups of people that comprised the Delhi Sultanate and how changes in their composition textured
Muslim society and the state. It pays close attention to the sources that provide information on
these processes, studying the discursive practices, authorial location of the literati, and how their
investments in state and society produced an unusual synchronic reportage filled with elisions.
Learning Outcomes:
At the end of the course, students would be:
Familiar with the different kinds of sources available for writing histories of various aspects of
life during the 13 15
th
centuries
Have a firm grasp on the politics and major events in the history of the slave, Khalaji and
Tughluq regimes.
Learn the various historiographical interventions in the study of this period and their
epistemological locations.
Discover the multiple nodes of power that shaped Muslim society and the heterogenous nature
of medieval society.
Learn that politics and authority are an integral aspect of social and cultural life.
Investigate how medieval taxonomies are quite different from modern ones, and learn how
notions of family, social networks, service, freedom/unfreedom, for instance, were quite different in
the 13-15
th
centuries.
Course Content:
Unit 1: (Week 1-2): Historiographical debates
Unit 2: (Week 3-4): Overview: geopolitical contexts; continuities and changes in the 13
th
and 14
th
centuries
Unit 3: (Week 5-6): The ahl-i qalam (people of the pen), their social-intellectual backgrounds; their
narratives of the Muslim community and the Sultanate.
Unit 4: (Week 7-8): The military elites, their social and political backgrounds, cultures of political
service, aristocratic aspirations and new identities
Unit 5: (Week 9-10): Sufis, Sufism and their structures of authority
Unit 6: (Week 11-12): Political economy of the Sultanate, regional solidarities, endogenous histories
of Islam and the Muslim community
Unit 7: (Week 13-14): Contextualizing the Sultanate in the History of India
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES: Most of the essential
readings for this course are available online, see:
https://sites.google.com/site/lmudelhisultanate/
Department of History, University of Delhi
48
Unit 1: (Week 1-2): This unit will cover the historiographical background of the Delhi Sultanate
The State in
India, 1000-1700, Delhi: Oxford University Press, pp. 48-85.
Chattopadhyaya, B.D. (19
The State in India, 1000-1700, Delhi: Oxford
University Press, pp. 195-232.
Hardy, Peter. (1966). Historians of Medieval India: Studies in Indo-Muslim Historical Writing,
London: Luzac & Co., pp. 3-19, 122-131
Hardy, -Modern Indo-Muslim Historical Writing: Some
Reconsiderations in 1990-Society and Ideology: Essays in South Asian
History presented to K.A. Ballhatchet, Delhi: Oxford University Press, pp. 49-71.
Unit 2 (Week 3-42): The Ghurid context and its implications on the early Delhi Sultanate will be
discussed in this unit
Flood, Barry. (2009). Objects of Translation: Material Culture and Medieval "Hindu-Muslim"
Encounter, Delhi: Permanent Black, pp. 15-87
Indian Economic and Social History Review 42, pp.
263-94
Kumar, Sunil. (2007) Emergence of the Delhi Sultanate, Delhi: Permanent Black, pp. 46-63
Politics and Society during the Early medieval Period, ed. Khaliq A. Nizami, Delhi:
Publishing House vol. 1, pp. 33-110
Habib, Irfan. --
Indian Historical Review 4, pp. 287-303
Unit 3: (Week 5-6): The background of the early Persian ahl-i qalam, their social and intellectual
contexts and their writings will be discussed in this unit:
Fakhr-i Mudabbir, trans. E.D. Ross. (1922) Tarikh-i Fakhr al-Din Mubarak Shahi
genealogies of Fakhr al-‘Ajab
Namah: A Volume of Oriental Studies presented to E.G. Browne on his 60th Birthday,
Cambridge: University Press, pp. 392-413
Kumar, Sunil. (2007). Emergence of the Delhi Sultanate, Delhi: Permanent Black, pp. 63-78,
203-237
Ahmed, Manan. (2012) "The long thirteenth century of the Chachnama" Indian Economic and
Social History Review, vol. 49, pp. 459-491
The Partitions of
Memory: The Afterlife of the Division of India, Delhi: Permanent Black, pp. 140-82.
Unit 4: (Week 7-8): This unit will disccuss the Sultan, his military slaves and the political culture of
the 13
th
century
Chatterjee, eds., Slavery in South Asia, Bloomington: Indiana University Press, pp. 63-82;
Studies in History vol. 10, pp. 23-52,
Slavery in the Delhi Sultanate of the
Slavery in
South Asia, Bloomington: Indiana University Press, pp. 83-114
Kumar, Sunil. (2014). Asian background of the Delhi
Asian Encounters, Delhi: Oxford University
Press, pp. 86-106
Department of History, University of Delhi
49
Central Asiatic Journal vol. 19,
pp. 118-156
Unit 5: (Week 9-10): This unit will introduce students to Sufis, their mystical fraternities and their
organisational forms
Habib, Mohammad. (1950). Medieval India
Quarterly vol. 1, pp. 1-42.
The Eternal Garden, Albany: State University of New York Press, pp. 62-84
n The
Eternal Garden, Albany: State University of New York Press, pp. 86-93.
Digby, Simon (1986). Purusartha
(Islam and Society in South Asia) vol. 9, pp. 57-77 (reprinted now in Richard Eaton, ed., India’s
Islamic Traditions, Delhi: Oxford University Press), pp. 234-262
-Delhi
through the Ages, ed. R.E. Frykenberg, Delhi: Oxford University Press, pp. 104-128.
Kuma
The Making of Indo-Persian Culture: Indian and French Studies, ed.
-26
Unit 6: (Week 11-12): This unit will discuss the political economy of the Sultanate during the
fourteenth century, the period of its greatest influence
Moreland, W.H. (1968). The agrarian system of Moslem India, Delhi: Oriental Books Reprint
Corporation, pp. 21-65, and appendices B and C, 214-233
Raychaudhury, Tapan and Irfan Habib,. (1984). ed. The Cambridge Economic History of India,
Delhi: Orient Longman, vol. 1, pp. 48-93.
-Din Khalaji--a defence of
Indian Economic and Social History Review, vol. 21, pp. 393-414.
Jackson, Peter. (1999). The Delhi Sultanate, Cambridge: University Press, pp. 171-92,
The Emergence of the Delhi Sultanate,
Delhi: Permanent Black, pp. 278-86, 324-40.
Jackson, Peter. (1999). The Delhi Sultanate, Cambridge, University Press, pp. 321-325
Kolff, Dirk. (1990). Naukar, Rajput and Sepoy: The Ethnohistory of the Military Labour
Market in Hindustan, 1450-1850, Cambridge, University Press, pp. 1-17, 71-116
Unit 7: (Week 13-14): This unit will discuss the significance of late 14
th
century developments on the
social and political life of the Sultanate and the manner in which the Delhi Sultanate seized a narrative
space in latter-day histories of India.
Jackson, Peter. (1999). The Delhi Sultanate, Cambridge, University Press, pp. 321-325
Kolff, Dirk. (1990). Naukar, Rajput and Sepoy: The Ethnohistory of the Military Labour
Market in Hindustan, 1450-1850, Cambridge, University Press, pp. 1-17, 71-116
-Lingual History? Lessons from fifteenth and
Indian Economic and Social History Review, vol 49, pp. 226-
246.
After Timur Left: Culture and
Circulation in Fifteenth Century North India, Delhi: Oxford University Press, pp. 1-44
hal Historians and the Memory of the Islamic Conquest of
Indian Economic and Social History Review, vol. 43, pp. 275-300
Anooshahr, Ali. -
Indian Economic and Social History Review, vol. 49, pp. 197-224.
Department of History, University of Delhi
50
The Emergence of the Delhi Sultanate, Delhi:
Permanent Black, pp. 352-361
Suggested Readings:
Alam, Muzaffar, The Languages of Political Islam, (Delhi: Permanent Black, 2004).
Chattopadhyaya, B.D., The Making of Early Medieval India, (Delhi: Oxford University Press,
1997 reprint).
Deyell, John, Living without Silver: The Monetary History of Early Medieval North India,
(Delhi: Oxford University Press, 1990).
Eaton, Richard, ed., India’s Islamic Traditions, 711-1750, (Delhi: Oxford University Press,
2003).
Flood, Finbarr B. Objects of Translation: Material Culture and Medieval "Hindu-Muslim"
Encounter, (Delhi: Permanent Black, 2009).
Habib, Irfan and Tapan Raychaudhury, ed., The Cambridge Economic History of India, vol. 1,
(Cambridge: Cambridge University Press, 1982).
Habib, Irfan, Essays in Indian History: Towards a Marxist Perspective, (New Delhi: Tulika,
1995).
Hardy, Peter, Historians of Medieval India: Studies in Indo-Muslim Historical Writing,
(London: Luzac and Company Ltd., 1966 reprint).
Jackson, Peter, The Delhi Sultanate: a Political and Military History, (Cambridge: University
Press, 1999).
Kumar, Sunil, Emergence of the Delhi Sultanate, (Delhi: Permanent Black, 2007).
Lawrence, Bruce and David Gilmartin, eds., Beyond Turk and Hindu: Rethinking Islamicate
Identities in Islamicate South Asia, (Gainesville: University of Florida Press, 2000).
Nizami, K.A. ed., Politics and Society during the Early Medieval Period: Collected Writings of
Mohammad Habib, (New Delhi: People Publishing House, 1974), 2 vols.
Facilitating Teaching and Learning Outcome:
The course will enable students to underline the multi-layered dynamics of Sultanate politics. It
will help learners appreciate the processes and complexities involved in the making of Muslim
identity, modes of dispersal of authority across ethnic and service classes and identify complex
interplay of religion and politics across thirteenth and fourteenth century. The students would be
of this time period.
Assessment:
Students enrolled in this course will be evaluated according to two modes:
1) Students will have to submit a paper of circa 15-20 pages (inclusive of bibliographic apparatus) on a
theme designed with the help of the instructor. The term paper requires students to use source
material(s) in translation to research a subject of their choice. Ideally the subject they choose to write
about should not be derived from one of the historians read in this course; it should follow themes that
are of interest to them in their personal life. Term papers will build upon aspects of social and cultural
life that concern students and as they develop them they would be asked to explore two related but
different aspects: a) how medieval taxonomies mean reorienting the modern assumptions of students
and b) learn how the political suffuses different dimensions of the social and the cultural. Students are
expected to meet with the instructor to develop and finalise subjects and materials on which their
Department of History, University of Delhi
51
papers would be based. This essay will be marked out of 25 marks.
2) There will be an end of term semester examination that will cover the contents of the entire course.
The examination will be of 3 hours duration and students will be required to answer 4 out of 8
questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
52
HSM-New Course
Open Elective 4
FORMS OF POPULAR RESISTANCE IN NORTHERN INDIA, c. 1560-1740
Course Objectives:
The course introduces students to the varied forms of protest movements and rebellions that
surfaced in the political landscape of North India from the mid-sixteenth to the mid-
eighteenth century. It underlines the divergent patterns of protest in Mughal India, ranging
under the stewardship of sectarian leaders and armed peasant revolts. It also explores the
memory of these revolts in oral traditions and folklores.
Learning Outcomes:
At the end of the course, the students would:
Appreciate how social history and voice of the marginalised can be researched by
differential reading of source material.
Understand the concept of everyday forms of resistance and the ways in which it has
of historical studies.
Analyse how such mobilizations throw epistemological challenge to disciplines that
traditionally focus on already identified structures of power, collective actions, or
political processes.
Be able to appreciate the historiographical shifts in the understanding of the popular
forms of resistance.
Able to examine and understand the early modern South Asian histories of resistance in
terms of cultural domination and subversion.
How popular literature helps in reconstruction of the marginalized resistance.
Course Content:
Unit 1: (Week 1-2): Historiography of popular resistance.
Unit 2 (Week 3-4):The Revolts of the nobility: Changing complexion of the ruling class, c.
1560-1740;
Unit 3 (Week 5-6):Peasant Revolts: Nature of peasant revolts in Mughal India; Modes of
protest; Response of the State.
Unit 4 (Week 7-8):Zamindar Zamindar and the Mughal administration, local
uprisings and their consequences for the Mughal polity. Nature and power of the new
zamindars; Revolts of Jats.
Unit 5 (Week 9-11):Religious forms of resistance: Raushani Movement (1585, 1611-16,
1628); Satnami revolt (1672), Sikh revolts.
Unit 6 (Week 12-14):Merchant forms of resistance.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Department of History, University of Delhi
53
Unit 1: (Week 1-2): This unit would explain to the students the historiography, sources and
the concept of everyday forms of resistance especially non-violent form of resistance,
understanding of infra politics and how it challenges the existing scholarship on popular
dissent and protest.
Scott, James C. (1985).Weapons of the Weak: Everyday Forms of Peasant Resistance,
Yale University Press.
Hobsbawm, E.J. (rpt. 2012).Bandits, London: Abacus.
Thompson, E.P. ( Moral Economy of the English Crowd in the
, Past & Present, Volume 50, Issue 1, pp.76136.
Ginzburg, Carlo. (1992).The Cheese and the Worms: The World of a Sixteenth
Century Miller, John Hopkins University Press, pp. XI-XXVI; 125-126.
Sociological Forum, Vol. 6, No. 3, pp. 593-602.
Theory and
Society, Volume 19, Issue 5, pp. 545-577.
American Anthropologist, Vol. 107, No. 3, pp.
346-355.
Habib, Irfan.(Ed.). (1995). Essays in Indian History: Towards a Marxist Perception,
Delhi: -258.
Mayaram, Shail. (2004). Against History, Against State: Counter Perspectives from
the Margins, Columbia: Columbia University Press, pp. 1-
Unit 2 (Week 3-4):This unit analyses the political formations and revolts of the nobility and
princes as well as their role in shaping the nature of Mughal - centered political culture and
institutions.
Faruqui, Munis D.(2012).The Princes of the Mughal Empire, 1504–1719, Cambridge:
Cambridge University Press, pp. 10-24, 181-
Chandra, Satish. (2003).Parties and Politics at the Mughal Court, 1707-1740, New
Delhi: Oxford University Press.
during the Seventeenth Century-Problems
Essays on Medieval Indian History, Delhi: Oxford University
Press, 2003.
Religious Policy, 1560-The Journal of the Royal Asiatic Society of Great Britain
and Ireland, pp. 29-36.
Sreusand, Douglas.E. (1989).The Formation of the Mughal Empire, Delhi: Oxford
University Press, pp. 123-
Unit 3 (Week 5-6):Beyond the conventional understanding of peasant resistance this unit
would emphasise upon the recent understanding of peasant challenges to the cultural forms
of dominance.
Habib, Irfan. (1999).The Agrarian System of Mughal India, 1556-1707, Delhi: Oxford
University Press, pp. 364-
Studies in
Department of History, University of Delhi
54
International Development, No. 34.
Habib, Irfan. (1995). Essays in Indian History: Towards a Marxist Perception, Delhi:
Tulika, pp. 109-
Subrahmanyam, (eds.), The
Mughal State, 1526-1750, New Delhi: Oxford University Press, pp. 449-473.
Streusand, Douglas.E. (1989).The Formation of the Mughal Empire, Delhi: OUP,
(2.3.1.), pp. 41-43, 70-ry
).
The Making of History: Essays Presented to
Irfan Habib, Delhi: Tulika.
Rana, R.P. (2006). Rebels to Rulers: The Rise of Jat Power in Medieval India, c.
1665- 1735, New Delhi: Manohar, pp. pp. 107-181 (Chapters, 5-6).
Mayaram, Shail. (2004).Against History, Against State: Counter Perspectives from
the Margins, Columbia: Columbia University Press, pp. 97-125 (Chapter 5).
Unit 4 (Week 7-8): This unit would engage with the position and working of the institution
of zamindari in terms of agrarian relations and hierarchies and its tension and conflict with
the state.
Thoughts on Agrarian relation in Mughal India
Bhargava (Ed.), Exploring Medieval India Sixteenth to Eighteenth Centuries: Politics,
Economy, Religion, Part I, Delhi: Orient Black Swan.
Ali, M. Athar.(1997). The Mughal Nobility under Aurangzeb, Delhi: Oxford
University Press.
Rana, R.P. (2006). Rebels to Rulers: The Rise of Jat Power in Medieval India, c.
1665- 1735), pp. 107-121.
Alam, Muzaffar. The Crisis of Empire in Mughal North India: Awadh and the
Punjab, 1707-48. Delhi: Oxford University Press.
Habib, Irfan. (1999). The Agrarian system of Mughal India (1556-1707), Delhi:
Oxford University Press, pp.169-
Bayly, C.A. (1998). Rulers, Townsmen and Bazaars: North Indian Society in the Age
of British Expansion, 1770-1870, Delhi: Oxford University Press.
Mayaram, Shail. (2004).Against History, Against State: Counter Perspectives from
the Margins, Columbia: Columbia University Press, pp. 97-125 (Chapter 5).
, (1993), , :
.
Unit 5 (Week 9-11): In this unit the students would deal with certain sectarian and religious
movements, their ideological flavor, resultingsites of subversion and conflicts with the state.
Ahmed, Tariq. (1982). Religio-Political Ferment in the North West Frontier During
the Mughal Period: The Raushaniya Movement, Delhi: Idarah-i Adabiyat.
Alam, Muzaffar. (2013).The Crisis of Empire in Mughal North India: Awadh and the
Punjab, 1707-48, 2
nd
Department of History, University of Delhi
55
the Sikhs and Other Local
Grewal, J.S. and Indu Banga (Ed.). (2001). History and Ideology: The Khalsa Over
300 Years, Delhi: Oxford University Press, pp. 35-
Banda
Bahadur 1708-
Majalis
(Eds.). Beyond Turk and Hindu: Rethinking Religious Identities in Islamicate South
Asia, New Delhi: India Research Press, pp. 199-215.
Unit 6 (Week 12-14): This unit focuses on the forms of merchant resistance, its nature and
the specificities of protest and its consequences for the political system.
Banarsidas. (1981). Ardhakathanak. Translated, introduced and annotated by Mukund
Lath. Ardhakathanak: Half a Tale, Jaipur: Rajasthan Prakrit Bharati Sansthan.
Hasan, Farhat. (2004).State and Locality in Mughal India Power Relations in Western
India, c. 1572-1730, Cambridge: Cambridge University Press, pp. 52-70 (Chapters,
)
Business Communities of India, Delhi:
Manohar, pp. 173-184.
Tripathi. (Ed.). Business Communities of India. Delhi: Manohar, pp. 41-58.
nal
Proceedings of Indian History Congress, 41
st
Session, Bombay.
Business Communities of India,
Delhi: Manohar, pp. 151-173.
the Urban History of Pre- Scandinavian Institute of Asian Studies
Monograph no. 28.
Studies in
International Development, No. 34.
Suggested Readings::
Alam, Muzaffar, The Crisis of Empire in Mughal North India; Awadh and the Punjab,
1707-1748, (New Delhi: Oxford University Press, 2001).
Alam, Muzaffar and Subramaniyam, (eds), The Mughal State, 1526-1750, (New Delhi:
Oxford University Press, 1998).
Subaltern Studies II, (New
Delhi: Oxford University Press, 1999).
Champaklakshmi, R. and Gopal, S.(eds), Tradition, Dissent And Ideology, (New Delhi:
Oxford University Press, 2001).
Chandra, Satish, Medieval India: Society Jagirdari Crisis and the Village, (Delhi:
Macmillan,1992).
Department of History, University of Delhi
56
Chandra, Satish, Parties and Politics at the Mughal Court, 1707-1740, (New Delhi:
Oxford University Press, 2003).
Habib, Irfan, The Agrarian System of Mughal India (1556-1707), (New Delhi: Oxford
University Press, 1999).
Hasan, Farhat, State and Locality in Mughal India: Power Relations in Western India, c.
1572-1730 (Cambridge: Cambridge University Press, 2004).
Hasan, S. Nurul, Thought on Agrarian Relation in Mughal India,
Publishing House, 1973).
Hobsbawm, E.J., Bandits, (New York: New Press, 2000).
Khan, A.R., Chieftains in the Mughal Empire during the Reign of Akbar, (Shimla: Indian
Institute of Advanced Study, 1977).
Mayaram, Shail, Against History, Against State: Counter Perspectives from the Margins,
(New Delhi: Permanent Black, 2004).
Rana, R.P., Rebels to Rulers: The Rise of Jat Power in Medieval India, c. 1665- 1735,
(New Delhi: Manohar, 2006).
Scott, James C., Weapons of the Weak: Everyday Forms of Peasant Resistance, (Yale:
Yale University Press,1985).
in Muzaffar Alam and
Sanjay Subrahmanyam (eds) The Mughal State, (New Delhi: Oxford University Press,
Facilitating Teaching Learning Outcome:
The course is organized around weekly lectures and assignments based on the themes and topics
of the course. Students will be participating in course readings based group discussions. The
course, aims at developing a rational insight with a focused objective of comprehending the
course content.
Assessment:
Internal Assessment will be a continuous process based on threefold approach of reading,
understanding and articulation. Students enrolled in the course would have their work assessed in
three modes.
1) There will be a10 marks internal assessment exam held in mid-semester.
2) Students will be expected to submit a 15 marks research paper on one of the topics of the
course.
3) There will be an end of term semester examination covering the entire course. This will be a 3
hours duration University examination and students will be required to answer 4 out of 8
questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
57
HSM-New Course
Open Elective 5
CITIES OF EMPIRES: ISTANBUL, ISFAHAN, AGRA-DELHI
Course Objectives:
In the sixteenth and seventeenth centuries the magnificent capitals of the Ottoman, Safavid
and Mughal Empires at Istanbul, Isfahan, Agra and Delhi were feted if not always positively
as representative of the wealth of their regimes and their despotic, wasteful, intolerant and
traditional character. This course challenges these interpretations and intersects with a more
these cities and their respective regimes within a larger geopolitical canvass. The exchange of
networks leading to the creation of new connections and new forms of alterities. The course
will also take
the respective regimes in comprehending the urban morphologies as well as the economic and
cultural lives of the people.
Course Outcomes:
At the end of the course, the students would
Explore the ways in which polities and societies in these empires engaged with and
produced alternative imagined visions of interaction beyond given geographies.
Develop understanding of how people in the past themselves understood and sought to
influence patterns of long-distance interaction, and of how contemporaries drew
comparisons between widely-separated parts of the world.
Consequently, through the circulation and mobility of men, ideas and goods across the
time and space the course will instruct students on trajectories of growth, interdependent
relationships and the emergence of universal forms of knowledge across seemingly vast
geographical expanses.
Able to synthesize the histories of three empires through trade, migration and cultural
encounters.
How connected history helps in locating South Asia globally during the early modern
period.
Extend scope of connected histories into the realm of language, court cultures and power.
Be acquainted with various sources for writing connected histories.
Course Content:
Unit 1: (Week 1-2): .
Unit 2: (Week 3-4): Sovereignity and Millennium Across the Empires.
Unit 3: (Week 5-6): The Movement of People, Circulation, and Travel Across the Empires.
Department of History, University of Delhi
58
Unit 4: (Week 7-8): Exchange Networks, Trade and Empires.
Unit 5: (Week 9-10): Histories of the Royal Household and the Politics of the Harem.
Unit 6: (Week 11-12): The Diffusion of Culture and Connected Metaphors Across the Empires.
Unit 7: (Week 13-14): Europeans in Asian Empires, accounts of the encounters.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Week 1-2): This unit will explain the theoretical and methodological framework of
Connected Histories: Notes towards a
Modern Asian Studies, Vol. 31, No. 3,
Special Issue: The Eurasian Context of the Early Modern History of Mainland South East
Asia, 1400-1800, pp. 735-762.
Representations, 91, pp. 26-57.
Subrahmanyam, Sanjay. (2011). From Tagus to the Ganges Explorations in Connected
History, Delhi: Oxford University Press.
Journal of the
Economic and Social History of the Orient, Vol. 41, No. 3, pp. 249-248.
Journal of Early Modern History
vol. 6, no. 3, pp. 296-307.
Unit 2: (Week 3-4): This unit would help students to understand connected notions of
magic in shaping a new form of kingship across these Empires.
Moin, A. Afzar. (2014). The Millennial Sovereign: Sacred Kingship & Sainthood in
Islam, New York: Columbia University Press.
Babayan, Kathryn. (2002). Mystics, Monarchs, and Messiahs: Cultural Landscapes of
Early Modern Iran, Cambridge: Harvard Middle Eastern Monographs.
Indian Economic and Social History
Review, 40, No. 2, pp. 129-161.
According to Abd ai- Islam in South Asia in
Practice, New Jeresy: Princeton University Press.
uspicious Conjunction: Turco-Mongol
Journal of World History, Vol. 18, No. 1, pp. 1-
39.
Unit 3: (Week 5-6): This unit would help students in understanding circulation and mobility of
people (largely elite, intellectuals and professionals) as important vectors of connected histories
and the reusltant cultural encounters.
Subrahmanyam, Sanjay and Muzaffar Alam. (2007). Indo-Persian Travels in the Age of
Discoveries, 1400-1800, Cambridge: Cambridge University Press.
Department of History, University of Delhi
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n Nile Green ed., Writing Travel in
Central Asian History, Bloomington: Indiana University Press.
Subrahmanyam, Sanjay. (1992)-Asian Elite Migration and Early
Journal of Asian Studies, Vol. 54, No. 2, pp. 340-363.
Subrahmanyam, Sanjay. (2011). Three ways to be Alien: Travails & Encounters in the
Early Modern World, Brandies University Press: Massachusetts.
Iranian Studies, Vol.36, No.2.
EStudies in History, vol. 9, no. 2, pp.
Iran, No. 14, pp. 117-132.
Unit 4: (Week 7-8): This unit would help the students to appreciate growth of exchange
networks, trade and commerce beyond the narrow technicalities of Imperial economy, and the
interconnections between trade and state.
Dale, Stephen Frederic. (1994). Indian Merchants and Eurasian Trade, 1600-1750, New
York: Cambridge University Press.
Chaudhury and Michel Morineau (ed.), Merchants, Companies and Trade: Europe and
Asia in Early Modern Era, Cambridge: CUP, pp. 95-116.
-Journal of Economic
and Social History of the Orient, vol. 17, no. 3, pp. 135-157.
, Antje and Susan Richter (ed.),
Structures on the Move Technologies of Governance in Transcultural Encounter,
Hidelberg: Springer, pp. 127-145.
f Ijarat and
Tijrat:
Asian Merchants and State Power in
Comparative Studies in Society and History,
vol. 37, no. 4, pp. 750-780.
Gopal, Surendra. (2016). Born to Trade: Indian Business Communities in Medieval and
Early Modern Eurasia, Delhi: Manohar.
Unit 5: (Week 9-10): The nuances of royal household and harem would allow students to
understand gender as an important if still narrowly explored window into connected histories.
-Mongol
The Journal of Asian Studies, Vol. 69, No. 1, pp. 123-
147.
Peirce, Leslie P. (1993). The Imperial Harem: Women and Sovereignty in the Ottoman
Empire, London: Oxford University Press.
Lal, Ruby. (2005). Domesticity and Power in the Early Mughal, Cambridge: Cambridge
University Press.
Mukhia, Harbans. (2005). The Mughals of India. Oxford: Blackwell.
Department of History, University of Delhi
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Unit 6: (Week 11-12): This unit would discuss the diffusion of culture and cultural metaphors
through visual representations of the universal monarch and its implications on the Safavid and
Mughal empires.
referenced Iran in their visual
Universal Empire: A Comparative Approach to Imperial Culture and Representation in
Eurasian History, Cambridge: Cambridge University Press, pp. 194-209.
Comparative Studies in History and Society, vol.49, no.4, pp.751782.
Ars Orientalis, Vol. 23, Pre-Modern Islamic Palaces, pp. 303-342.
Ars Orientalis, Vol. 23, Pre-Modern Islamic
Palaces, pp. 269-280.
Ars Orientalis, Vol. 23, Pre-Modern Islamic Palaces, pp. 249-268.
-Imperial Palaces: Power and Authority in Mughal
Ars Orientalis, Vol. 23, Pre-Modern Islamic Palaces, pp. 281-302.
-Safavids-Mughals: Shared Knowledge and
Journal of Islamic Studies, Vol.8, No.2, pp. 151-184.
Unit 7 (Week 13-14): European engagement with these empires through trade and diplomacy
and their travelogues will be the focus of this unit.
Subrahmanyam, Sanjay. (2017). Europe’s India: Words, People, Empires, 1500-1800,
Cambridge: Harvard University Press.
ale of Three Empires: Mughals, Ottomans
Common Knowledge, vol. 12, Issue 1, pp. 66-
92.
Europeans and Europe, 1500Indian Economic and Social History Review, vol.
62, no.1, pp 69100.
Subrahmanyam, Explorations in Connected History: From the Tagus to the Ganges,
Delhi: OUP, 2011, pp. 138-179.
Subrahmanyam,
in Sanjay Subrahmanyam, Explorations in Connected History: Mughals and Franks,
Delhi: OUP, 2014, pp. 1-20.
Hasan, Farhat. (1989 the
English and Dutch Merchants: Based on a Collection of Persian Documents of the Reigns
Proceedings of the Indian History Congress, 50
th
Session,
Delhi: Indian History Congress, pp. 284293.
in Sushil Chaudhury and Michel Morineau (ed.), Merchants, Companies and Trade:
Europe and Asia in Early Modern Era, Cambridge: CUP, pp. 243-275.
Department of History, University of Delhi
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Suggested Readings:
Ban Universal Empire: A
Comparative Approach to Imperial Culture and Representation in Eurasian History,
Cambridge: Cambridge University Press.
European
Journal of Sociology, Vol. 46, No. 3, pp. 497-526.
Koch, Ebba. (2001). Mughal Art and Imperial Ideology, New Delhi : Oxford University
Press.
Koch, Ebba. (2006). The Complete Taj Mahal, London: Thames & Hudson.
Modern Asian Studies, Vol. 41, No. 5, pp. 889-923.
a H.
Aksan and Daniel Goffman (ed.). The Early Modern Ottomans: Remapping the Empire,
Cambridge: Cambridge University Press, 2007, pp. 213-232.
Pomeranz, Kenneth and Steven Topik. (2006). The World that Trade Created: Society,
Culture, and The World Economy, 1400 to the Present, Armonk: New York.
Irfan Habib ed., A Shared Heritage: The Growth of Civilizations in India and Iran, New
Delhi: Tulika, pp. 127-149.
Sachsenmaier, Dominic. (2011). Global Perspectives on Global History: Theories and
Approaches in a Connected World, New York: Cambridge University Press. Chapter 1.
Facilitating Teaching Learning Outcome:
Primary sources and modern historiographical debates will be introduced to students in weekly
lectures. Students are expected to prepare and participate in class discussions, and to give formal
presentations so that they can develop their oratory skills and are able to understand the readings
better.
Assessment:
Internal Assessment will be a continuous process based on three fold approach of reading,
understanding and articulation. Students enrolled in the course would have their work assessed in
three modes.
1) There will be a 10 marks internal assessment exam held in mid-semester.
2) Students will be expected to submit a 15 marks research paper on one of the topics of the
course.
3) There will be an end of term semester examination covering the entire course. This will be a 3
hours duration University examination and students will be required to answer 4 out of 8
questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
62
ELECTIVE COURSES
MA PART I
Department of History, University of Delhi
63
HSM-02
Philosophy and Methods of History
Course Objectives:
The course studies the interface between critical historical thought and evolving methods of the
actual writing of history. The philosophy part of the course therefore is aimed at gaining
theoretical insights, which inform the debates among historians and challenges from outside the
discipline on the parameters of historical research and doing history. It, thus, seeks to apprise
students of various methods of doing research in the quest for historical knowledge.
Learning Outcomes:
Having successfully completed the course, students should be
thoroughly familiar with how historians work
how different historians pursue research in contrasting ways
how contending ideas about the nature and possibilities of historical knowledge can be
understood
learn the more advanced methods of historical practice and knowledge
Course Content:
Unit 1: (Week 1-2): Philosophy of History; what is history and historian's craft; subject matter
of history; the knowability of the past; critical and speculative explanations in history; causation
Unit 2: (Week 3-4): Historical sources, evidence, facts and their interpretation; the question of
objectivity, verifiability, generalization and historical imagination
Unit 3: (Week 5-6): Indigenous traditions of history-writing in India; Sanskrit, Persian and
vernacular histories
Unit 4: (Week 7-8): Challenges to the writing of modern professional/academic history;
religion, competitive ideologies, and the writing of history
Unit 5: (Week 9-10): Debates over contested identities and historical truth; history as a weapon
in popular politics of public domain
Unit 6: (Week 11-12): Oral history, historical memory and the abuses of history
Unit 7: (Week 13): Intersection between literature, gender and history; the women's question
and sexual minorities in history
8. Unit 8: (Week 14): Historical Processes and the Problems of Periodization;
premodern/modern/postmodern distinctions
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Week 1-2): This unit will introduce students to the theoretical debates on philosophical
and practical protocols of the writing of History
Department of History, University of Delhi
64
Bloch, Marc. (1964) The Historian’s Craft, reprint, New York: Vintage (Chapters 4-5).
Carr, E.H. (1961). What is History? Reprint, London: Penguin Books (Chapters 1 and 4)
Collingwood, R.G. (2004). The Idea of History, revised and reprinted, New York: Oxford
University Press (Introduction and Epilegomena).
Stern, Fritz. (Ed.). (1973). The Varieties of History, New York: Vintage (selections).
Unit 2: (Week 3-4): This unit will look at the critical apparatus of verifying and interpreting
historical sources and evidence and presenting the findings in a narrative form that is devoid of
any biases and prejudices
Critical
Inquiry, Vol.18. No. 1, pp. 79-92.
de Certeau, Michel. (1988). The Writing of History, English translation by Tom Conley,
New York: Columbia
Ricoeur, Paul. (1990). Time and Narrative, Chicago: University of Chicago Press
(selections from Vol, I).
White, Hayden. (1987). The Content of the Form, Baltimore: The John Hopkins
University Press (Chapters 1-2).
Unit 3: (Week 5-6): The vast corpus of historical writings in precolonial India in a variety of
forms and languages will be introduced to the students in this unit
Chatterjee, Kumkum. (2009). The Cultures of History in Early Modern India:
Persianization and Mughal Culture in Bengal, New Delhi: Oxford University Press
(Introduction and Conclusion).
History in the Vernacular, Ranikhet: Permanent Black.
Rao, Velcheru N., David Shulman and Sanjay Subrahmanyam (2001). Textures of Time:
Writing History in South India, Delhi: Permanent Black (Introduction and Conclusion).
Thapar, Romila. (2013). The Past Before Us: Historical Traditions of Early North India,
Ranikhet: Permanent Black (Chapter 15).
Unit 4: (Week 7-8): This unit will examine the challenges to the writing of modern professional
or academic history from the protagonists of religion and competitive ideologies leading to
continuous debates and occasional wrangling among historians and other stakeholders
Public Culture,
Vol. 20, No. 1, pp. 57-73.
Bilgrami, Akeel. (2014). Secularism, Identity, and Enchantment, Ranikhet: Permanent
Black (Chapters on secularism, liberalism and the academy).
History and the Present, Delhi: Permanent Black.
Journal of Contemporary
History, Vol. 46, pp. 671-85.
Department of History, University of Delhi
65
Unit 5: (Week 9-10): Debates over contested identities and historical truth; history as a weapon
in popular politics of public domain
Bhargava, Rajeev. (2010). The Promise of India's Secular Democracy, New Delhi:
Oxford University Press (Chapter 4 on History, Nation and Community).
Chakrabarty, Dipesh. (2015). The Calling of History: Sir Jadunath Sarkar and His
Empire of Truth, Ranikhet: Permanent Black (Introduction of the book).
Sarkar, Sumit. (2017). Essays of a Lifetime: Reformers, Nationalists, Subalterns,
Ranikhet: Permanent Black (Chapter on one history or many histories).
Social
Scientist, Vol. 18, No.6-7, pp. 4-20.
Unit 6: (Week 11-12): This unit will further examine public debates on questions of identity,
historical memory and the abuse of history
Deshpande, Prachi. (2007). Creative Pasts: Historical Memory and Identity in Western
India, 1700-1960, Ranikhet: Permanent Black (Introduction and Conclusion).
Kothiyal, Tanuja. (2016). Nomadic Narratives: A History of Mobility and Identity in the
Great Indian Desert, New Delhi: Cambridge University Press (Introduction and
Conclusion).
Mohan, Sanal P. (2015). Modernity of Slavery: Struggles Against Caste Inequality in
Colonial Kerala, New Delhi: Oxford University Press (Introduction and Conclusion).
Novetzke, Christian Lee. (2009). History, Bhakti, and Public Memory, Ranikhet:
Permanent Black (Introduction and Conclusion).
Unit 7: (Week 13): Intersection between literature, gender and history; the women's question
and sexual minorities in history
Chatterjee, Partha. (2010). Empire and Nation, New York: Columbia University Press
Gupta, Charu, (Ed.). (2012). Gendering Colonial India, Orient Blackswan (Introduction
by Charu Gupta).
Kugle, Scott. (2016). When Sun Meets Moon: Gender, Eros and Ecstasy in Urdu Poetry,
New Delhi: Orient Blackswan (chapter 1: Celestial Bodies seen from Deccan Soil).
Malhotra, Anshu. (2017). Piro and the Gulabdasis: Gender, Sect and Society in Punjab,
Oxford University Press (Introduction).
Unit 8: (Week 14): This concluding unit will appreciate current concerns regarding conventional
periodization, overlapping chronologies and difficulties with regard to time, place and sources
for better understanding of independent and connected historical processes
American Historical Review,
Vol. 116, No. 3, pp. 663-675.
s in the
Early Modern Period, 1500- Studies on Chinese and
Islamic Central Asia: Collected Articles of Joseph Fletcher, Aldershot: Variorum, pp. 1-
35.
Department of History, University of Delhi
66
Journal of World
History, Volume 8, Number 2, pp. 197-209.
Cronica and Tarikh in the
History and Theory, No. 49, pp. 118-145.
Suggested Readings:
Gender and History, Vol. 20 No.3, pp. 603-27.
Aquil, Raziuddin. (2017). The Muslim Question, New Delhi: Penguin Books (Chapter 6).
Busch, Allison
South Asia Research, Vol. 25, No. 1, pp. 31-54.
Foucault, Michel. (1991). The Foucault Effect, University of Chicago Press (Chapter 4 on
Kaul, Shonaleeka. (2018). The Making of Early Kashmir, New Delhi: Oxford University
Press (Introduction and Conclusion).
Kesavan, Mukul. (2008). Ugliness of the Indian Male and other Propositions, Ranikhet:
Permanent Black (Chapters 2 and 3).
Nora, Pierrre. (1989).
Representations, No. 26, pp. 7-24.
-Studies in History, Vol.
15, No. 2.
Signs,
Vol. 35, No.3, pp. 723-47.
Steedman, Carolyn. (2002). Dust: The Archive and Cultural History, Rutgers University
Press (selections).
Upadhyay, Shashi Bhushan. (2016). Historiography in the Modern World: Western and
Indian Perspectives, New Delhi: Oxford University Press (Chapter on Postmodernism and
History).
Zutshi, Chitralekha. (2014). Kashmir’s Contested Pasts, New Delhi: Oxford University Press
(Introduction and Conclusion).
Facilitating Teaching Learning Outcome:
The course is organized around Weekly lectures and reading assignments. During the course of
the semester, students are required to write and present two term papers. The exercise is to
ensure that students comprehend the readings and develop writing and verbal communication
skills.
Assessment:
There will be two modes of evaluating students enrolled in this course:
1) The two term papers, 12-15 pages each, along with the presentations, will be marked out of 25
marks.
Department of History, University of Delhi
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2) There will be an end semester examination that will cover the contents of the entire course.
The examination will be of 3 hours duration and students will be required to answer four out of
eight questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
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HSM 03
The Archive and History
Course Objectives:
This course will teach students how the past is narrated, recorded and remembered with a
particular focus on the colonial archive. Using examples from around the world, we will think
about how societies produce authoritative historical narratives about their pasts. How does power
operate in the making and recording of history? Whose stories are told, whose are silenced?
What constitutes authoritative historical evidence, and how do historians critically read primary
sources? Students will study how the ordering of colonial archival systems determined the
credibility of particular historical narratives even as they reflect the complicated, even uncertain
nature of colonial knowledge and governance. We look at seminal work that has engaged with
the issue of the retrieval of submerged voices from the official archive. We will consider how
empires and nations remember and represent themselves through museums, memorials and other
spectacles. The course ends with a consideration of non-documentary archives, focusing in
particular, on the visual in the form of photography.
Learning Outcomes:
By the end of the course, students will:
Read seminal historiographical interventions on critically reading the archive.
Appreciate the importance of understanding the archive not as a neutral repository of data but
as knowledge, embedded in value laden power relations.
Unpack the complexities of the colonial archive.
Understand the relationship between history and memory with a particular focus on
institutions and practices of national commemoration and remembrance.
Understand the importance of non-documentary archives by focusing on photography as an
example of visual sources used by historians.
Course Content:
Unit 1: (Week 1-2): Reading the colonial archive
Unit 2 ( Week 3-4): Gender and the archive
Unit 3: (Week 5-6): The archive and colonial rule
Unit 4: (Week 7-8): The archive and collective memory I: commemorations
Unit 5: (Week 9-10): The archive and collective memory II: monuments
Unit 6: (Week 11-12): Museums and History
Unit 7: (Week 13): Spectacle and Empire
Unit 8: (Week 14): On Photography
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1 (Week 1-2): This unit will study key historiographical and methodological interventions
Department of History, University of Delhi
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on reading the colonial archive
Subaltern Studies 5, Delhi: OUP, pp. 166-202.
Subaltern
Studies 2, Delhi: OUP, pp. 1-42.
Annual Review of Anthropology, 29, pp. 89-106.
Archival
Science 2, pp. 87-109.
Unit Two (Week 3- 4): This unit will discuss the use of the archive by historians to discuss the
historical archive in relation to issues of gender and sexuality.
Journal of the History of Sexuality, 14(1/2), pp. 10-27.
Burton, Antoinette. (2003). Women Writing House, Home and History in Late Colonial
India. Delhi: Oxford University Press, 2003, pp. 3-29, 66-100
Oxford
University Press, pp. 135-165.
Zemon-Davis, Natalie. (1990). Fiction in the Archives: Pardon Tales and their Tellers in
Sixteenth Century France, Princeton: Princeton University Press, 1987, pp. 1-35, 76-110.
Unit 3 (Week 5-6): This unit will focus on the construction of the colonial archive and the role
of native intermediaries in the process.
Bayly,
Modern Asian Studies, 27(1), pp. 3-43.
Cohn, Bernard. (1996). Colonialism and Its Forms of Knowledge, Princeton: Princeton
University Press, pp. 3-16.
Cohn, Bernard. (1987). An Anthropologist Among the Historians and Other Essays,
Chicago: Chicago University Press, pp. 224-254.
Dirks, Nicholas.(2001). Castes of Mind: Colonialism and the Making of Modern India,
Princeton University Press: Princeton, 2001, 81-125.
Edney, Matthew. (1990) Mapping an Empire: The Geographical Construction of British
India, 1765-1843, Chicago: The University of Chicago Press, pp. 1-38, 293-319.
Comparative Studies in Society and History, 45(4), pp.783-814.
Unit 4 (Week 7-8): This unit will study the role played by commemorations in the making of
national identities.
Anderson, Benedict. (1991) Imagined Communities: Reflections on the Origin and
Spread of Nationalism, London: Verso, Introduction and Conclusion.
Connerton, Paul. (1989). How Societies Remember. Cambridge: Cambridge University
Press, pp. 1-71.
Gillis, John R. (1996). Commemorations: The Politics of National Identity. Princeton:
Department of History, University of Delhi
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Princeton University Press, pp. 3-26,64-89, 105-126.
(eds.) The Invention of Tradition, Cambridge and New York: Cambridge University
Press, 1-14, 211-263.
Producing Traditions: Europe 1870-
Hobsbawm and Terence Ranger (eds.) The Invention of Tradition, Cambridge and New
York: Cambridge University Press, 263-307.
Nora, Pierre. (1989) "Between Memory and History: Les Lieux De
Mémoire." Representations, no. 26, pp. 7-24.
Unit 5 (Week 9-10): The unit looks looks at the relationship between monuments, official and
popular memory.
The Wire, 28 September,
https://thewire.in/history/coronation-park-confederate-statues
Harjes, Kirsten. (2005). "Stumbling Stones: Holocaust Memorials, National Identity, and
Democratic Inclusion in Berlin," German Politics & Society 23, no. 1 (74), pp. 138-51.
World Archaeology”, 35(1), pp. 35-60.
Rajagopalan, Mrinalini. (2017). Building Histories: The Archival and Affective Lives of
Five Delhi Monuments, University of Chicago Press: Chicago, 2017, pp. 25-86
-Monument: Memory against Itself in Germany
Critical Inquiry, 18(2), pp. 267-296.
Film: Stumbling Stones for my Family, 2017. https://youtu.be/FeQOuQvAi8E
Field Work: Visit to Coronation Park, North Delhi.
Unit 6 (Week 11-12): This unit studies the role of museums in the articulation of national
histories.
Anderson, Benedict. (1991). Imagined Communities: Reflections on the Origin and
Spread of Nationalism, Verso: London, pp.163-186.
Winter, Jay.(date?). "Museums and the Representation of War," in Muchitsch Wolfgang
(ed), Does War Belong in Museums? The Representation of Violence in Exhibitions,
Bielefeld: Transcript Verlag, pp. 21-38.
Shaw, Wendy. (2007) "Museums and Narratives of Display from the Late Ottoman
Empire to the Turkish Republic." Muqarnas 24, pp. 253-79.
Mitter, Rana. (2000) "Behind the Scenes at the Museum: Nationalism, History and
Memory in the Beijing War of Resistance Museum, 1987-1997." The China Quarterly,
no. 161 (2000).
Cummins, Alissandra. (2004). History
Workshop Journal, Volume 58, Issue 1, pp. 224245.
India International Centre
Quarterly, 29(3/4), pp. 176-196.
Unit 7 (Week 13): This unit looks at the role spectacles played in the consolidation of imperial
Department of History, University of Delhi
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ideology and rule.
Comparative Studies in Society and History, 31(2), pp.195-216.
Corbey, Raymond. (1993) "Ethnographic Showcases, 1870-1930." Cultural
Anthropology 8, no. 3, pp. 338-69.
Cohn, Bernard. (1983). Representing Authority in Victorian India, in Eric Hobsbawm
and Terence Ranger (eds.), The Invention of Tradition, Cambridge and New York:
Cambridge University Press, pp. 165-210.
Comparative Studies in Society
and History, 31 (2), pp. 217-236.
Mathur, Saloni. "Living Ethnological Exhibits: The Case of 1886." Cultural
Anthropology 15, no. 4 (2000): pp. 492-524.
Unit 8 (Week 14): This unit will look at seminal literature on photography as a technology of
empire.
Ryan, James R. (1997). Picturing Empire: Photography and the Visualization of the
British Empire, Reaktion: London, 1997, pp.11-27, 28-44, 140-182.
Edwards, Elizabeth. (2009) "Photography and the Material Performance of the
Past." History and Theory 48, no. 4, pp.130-50.
Poole, Deborah. (2005) "An Excess of Description: Ethnography, Race, and Visual
Technologies." Annual Review of Anthropology 34, 159-79.
John Tagg. (1988). Burden of Representation: Essays on Photographies and Histories,
Basingstoke and New York: Palgrave Macmillan, pp. 1-116
Christopher Pinney. (1997) Camera Indica: The Social Life of Indian Photographs,
Chicago: Chicago University Press, pp. 17-71.
Suggested Readings:
Foucault, Michel (2002). The Archeology of Knowledge, London and New York: Routledge.
Le Goff, Jacques (1977). History and Memory, New York: Columbia University Press.
Steedman, Carolyn (2002) Dust: The Archive and Cultural History, New Brunswick: Rutgers
University Press, 2002.
Trouillot, Michel Rolph. (1995) Silencing the Past: Power and the Production of History,
London: Beacon Press.
White, Hayden (1980). The Value of Narrativity in the Representation of Reality. Critical
Inquiry, 7(1), pp. 5-27.
Facilitating Teaching Learning Outcome:
The class will be based on Weekly lectures along with class discussions based on the readings.
Assessment:
Department of History, University of Delhi
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There are three modes of assessing students who take this course:
1) 10 marks for participation in class discussions which will be assessed through the term.
2) 15 marks for a research paper. The student will be asked to analyze a primary source
consisting of a document/image/monument of her choice based on her reading of secondary
sources.
3) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a total of 75.
Department of History, University of Delhi
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HSM 04
Historiography in the Modern West
Course Objectives:
The object of the paper is to introduce students to the History of history writing in the Modern
West. It teaches students about the evolution, growth and emergence of history writing as a
discipline in the Modern West from Greco-Roman to post-modernism. To attain knowledge and
understanding about various trends and schools in history writing.
Learning Outcomes:
At the end of the course, students would be:
Able to distinguish the level of historical consciousness and types of history writing at
different junctures of time in Europe and the West.
Able to recount the different schools of history writing, their legacy and contribution in
establishing history as an important discipline.
Have knowledge of the essential characteristics of history writing, important concepts such
as objectivity, authenticity, verifiability, truth, etc and complexities around such conceptions.
Students would also have learnt the problems and limitations in some of these
historiographies and the debates surrounding them.
Students will be familiar how history as a modern discipline is different from history writing
in the past.
Course Content:
Unit 1. (Week 1-2): Greco-Roman historical consciousness and History writing.
Unit 2. (Week 3): Changing historical consciousness from Christian age to enlightenment.
Unit 3. (Week 4-5): Positivism in History writing and the problem of objectivity.
Unit 4. (Week 6-7):
contribution to Historiography.
Unit 5. (Week 8-9): Narrative and History writing
Unit 6. (Week 10-11):
Unit 7. (Week 12-13):
writing.
Unit 8. (Week 14): Post Modernism, Eurocentricism and critique of modernity.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1. (Week 1-2): This unit will discuss meaning and definition of History, characteristics and
limitations of Greco-Roman historiography and individual historians of this age and their art of
history writing.
Department of History, University of Delhi
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Collingwood, R.G.. (1977). The Idea of History, London, Oxford University press, pp.
01-21.
Finley, M.I. (1977). The Greek Historians : the Essence of Herodotus, Thucydides,
Xenophon, Polybius, New York, Penguin.
History and Theory, Vol. 17, No.
1, PP. 1-28.
von Fri
Transactions and Proceedings of the American Philological Association, Vol. 67, PP.
315-340.
Historia, Vol. 9, No. 4, PP.
403413.
FThe American Historical
Review, Vol. 32, No. 2, PP. 232-240.
The Journal of
Roman Studies, Vol. 65, pp. 1-10.
Theory, Vol. 9, No. 1, pp. 86-109.
Unit 2. (Week 3): This unit will discuss historical consciousness where influence of religion
dominated on history writing. Legacy, contribution and limitations of Christian age
historiography will be discussed. At the end renaissance and enlightenment historians will be
covered.
Collingwood, R.G.. (1977). The Idea of History, London, Oxford. pp. 23-49.
Sreedharan, E. (2004). A Textbook of Historiography, 500 B.C. to 2000 A.D, Orient
Blackswan. pp. 43-151.
Unit 3. (Week 4-5): Nature, characteristics and limitations of positivist historians will be
critically analyzed.
Carr, E.H. (1987). What is History?, (Ed.). By R.W. Davies, London, Penguin.
Goldstein, Leon J. (1976). Historical Knowing, U.S.A. Texas University Press,
Collingwood, R.G.. (1977). The Idea of History, London, Oxford, pp. 50-120.
Unit 4. (Week 6-7): Hegel and Marx contribution in the history writing will be discussed. This
unit will be limited to some of the basic but fundamental concepts of Marx and Hegel.
Cohen, G.A. (1978). Karl Marx Theory of History a Defense, New Jersey, Princeton
University Press.
Ideology and
Social Sciences, Vol. 16, No. 64, pp. 37-56.
Harvey, J.K. (1984). The British Marxist Historians: an Introductory Analysis, London,
Polity
McLellan, David. (1979). Marxism after Marx: An Introduction, New York: Harper and
Row.
Department of History, University of Delhi
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Unit 5. (Week 8-9): This unit will discuss the construction of the historical narrative, its
important ingredients, similarities and dissimilarities between historical and fictional narrative.
History and
Theory, Vol. 5, No. 1, pp. 24-47.
New Literary History, Vol. 1, No. 3,
PP.541-558.
Friedlander, Probing the Limits of Representation, Cambridge, PP. 37-53.
Ricoeur, Paul, (1983). Time and Narrative, Vol 1, (Translated by Kathleen McLaughlin
and David Pellauer), Chicago: University of Chicago Press.
Unit 6. (Week 10-11): time
will be discussed.
Contemporary History, Vol.21, pp.209-44,
Burk, Peter. (1990). The French Historical Revolution: The Annales School 1929-1989,
U.K., Polity Press.
Braudel, Fernand. (1972). The Mediterranean and the Mediterranean World in the Age
Of Philip II, Volume One, Translated From The French By Sian Reynolds, U.S.A.,
Harper & Row.
Berk, Peter. (2001). New Perspective on Historical Writing, U.S.A. Pennsylvania
University Press.
Maurice, Aymard. And Mukhia, Harbans. (1988). (Ed.). French Studies in History, New
Delhi, Orient Longman, 2 vols.
Unit 7. (Week 12-13): -power framework and their
implications on history writing w
centre of discussion.
Dreyfus, Ubert L. and Rabino, Paul. (1983). Michel Foucault: Beyond Structuralism and
Hermeneutics, (second ed), Chicago: University of Chicago Press.
Foucault, Michel, (1995). Discipline and Punish, New York, Vintage Books.
Hoy, David Couzens. (1986). Foucault: A critical Reader, Blackwell, Oxford.
History and
Theory, Vol. 12, No. 1, pp. 23-54.
Unit 8. (Week 14): nuances of post modern history will be discussed.
Jenkins, Keith. (1997). The Post Modern History Reader, London, Routledge.
Chakrabarti, Dipesh, (2000). Provincializing Europe, Post-Colonial Thought and
Historical Difference, New Jersey, Princeton University Press.
Representations, Vol. 37, PP. 1-26.
Past and Present, Vol. 133, No. 1,
PP. 204-209.
Department of History, University of Delhi
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Suggested Readings:
Thomsan, J.W. (1942). History of Historical Writing, (in two volumes), London, Macmillon.
Selections from Ranke, Buckle, Droysen, Fustel de Coulanges, Mommsen, Bury and Acton
in Frits Stern ed. The Varieties of History, New York 1973
White, Hayden. (1978). Tropics of Discourse, Baltimore, John Hopkins University Press.
White, Hayden. (1987). The Content of the Form, Baltimore, The John Hopkins University
Press.
Sreedharan, E. (2004). A Textbook of Historiography, 500 B.C. to 2000 A.D, Orient
Blackswan.
Teaching Learning Outcome:
The course is organized around Weekly lectures and reading assignments. Students will be asked
to take part in the class discussions which will be based on the prescribed readings. Short class
presentations based on the class readings will also be organized regularly. The aim and objective
of the exercise will be to inculcate oratory and analytical skills among the students.
Assessment:
Students taking the course will be assessed in two modes:
1) They will be asked to submit two term papers each consisting of 12.5 marks each. Everyone
will be allowed to submit term paper on the theme/topic of their choice after necessary
consultation and approval from the course instructor.
2) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
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HSM-06
Gender and Women in Ancient Societies
Course Objective:
This course will cover a long chronological span from the pre-historic to the historical period. It
will deal with some representative ancient societies of Africa, Asia and Europe. The focus of the
course will be on the gender analysis of the socio-political and religious setup.
Learning Outcome:
At the end of the course, students would:
visiblizing them as subjects.
is particularly its intersection
with class, caste, race and generational hierarchies.
various ancient societies.
ion in the ancient world and the extent
Course Content:
Unit 1 (Week 1-2): al analysis,
its contribution towards understanding social relations in ancient societies.
Unit 2 (Week 3-4): Prehistoric Ancient world: Technology, Social organization and Religious
beliefs with special reference to Female Principle.
Unit 3 (Week 5-6): Ancient Egypt: Different Dynastic periods, Hellenistic Egypt.
Unit 4 (Week 7-8): Ancient Mesopotamia: Sumer and Akkad. Babylon.
Unit 5 (Week 9-10): Ancient India: Bronze Age, Vedic to first Millennium CE.
Unit 6 (Week 11-12): Ancient Greece: From Archaic to Classical up to Hellenistic periods.
Unit 7 (Week 13-14): Ancient Rome: Pre-Roman Etruscan. From Republic to Empire. Early
Byzantium.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Week 1-2): Scholarly interventions regarding methodological and theoretical issues
Sanday, P.R. (1981). Female Power and Male Dominance: On the Origins of Sexual
Inequality, Cambridge University Press, 1981
Morgan, S. (ed). (2006). A Feminist History Reader. London: Routledge.
Scott, J.W. (1988). Gender and the Politics of History, New York: Columbia University
Department of History, University of Delhi
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Press, (Chs.1-2).
Lerner, G. (1986). The Creation of Patriarchy, Delhi: Oxford University Press.
Natalie N., Z. Davis, J.W. Scott, G. Duby, M. Perrot, P.S. Pantel. (1992). in P.S. Pantel.
(Eds. et al.). A History of Women in the West
Coontz. S., P. Henderson (Eds.). (1986). Women’s Work, Men’s Property: The Origin of
Gender and Class, New York: Verso.
Unit 2: (Week 3-4); Analysis of women in material remains of prehistory with emphasis on
evidence for Godess cults
Gero, G and Conkey M. (eds), (1991) Engendering Archaeology: Women and Prehistory,
London: Basil Blackwell.
Wright, R.P. (1996). Gender and Archaeology, Philadelphia: University of Pennsylvania
Press.
Childe, G. (1981). Man Makes Himself, New York: Moonraker Press.
Feminist Studies,
4(1), pp. 7-18.
(Eds.). Becoming Visible: Women in European History, Boston: Houghton Mifflin.
Unit 3 (Week 5-6): Women in dynastic and later Hellenistic Egypt
Capel, A. and G.E. Markoe. (1996). Mistress of the House, Mistress of Heaven: Women
in Ancient Egypt, New York: Hudson Hills Press.
Tyldesley, J. (1994). Daughters of Isis: Women of Ancient Egypt, London: Penguin.
Robins, G. (1993). Women in Ancient Egypt, Boston: Harvard University Press.
Pomeroy, S, (1984). Women in Hellenistic Egypt, New York:.Schocken Books
Unit 4 (Week 7-8): Women in Bronze Age culture of Sumer and Akkad and in later Assyrian
Babylonian phase.
Lerner, G. (1986). The Creation of Patriarchy, New York: Oxford University Press.
and M. Conkey (Eds.). (1991). Engendering Archaeology: Women and Prehistory,
London: Basil Blackwell, pp. 366-387.
Kuhrt (eds). Images of Women in Antiquity, London: Croom Helm.
Ruby, R. Feminist
Studies, 6(1), pp. 76-102.
Bahrani, Z. (2001). Women of Babylon: Gender and Representation in Mesopotamia,
London: Routledge.
Unit 5 (Week 9-10): Readings in this unit will look at ancient Indian women from goddess to
whores. Issues of inheritance, power, work, sexuality will also be analysed from gender
perspective.
Shah, S. (2009). Love, Eroticism and Female Sexuality in Classical Sanskrit Literature,7-
13
th
centuries, Delhi: Manohar.
Department of History, University of Delhi
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Shah, S. (2012). The Making of Womanhood: Gender Relations in the Mahabharata,
Delhi: Manohar.
Altekar, A.S. (1956). The Position of Women in Hindu Civilisation, Delhi: Motilal
Banarasidass,
Roy, K. (2010). The Power of Gender and The Gender of Power, Delhi: Oxford
University Press.
Roy, K. (ed). (1999) Women in Early Indian Societies, Delhi: Manohar.
Mahalakshmi, R. (2011). The Making of the Goddess: Koravai-Durga, Delhi: Penguin.
Ramaswami, V. (ed). (2016), Women and Work in Pre-colonial India, Delhi: Sage.
Unit 6 (Week 11-12): Readings in this unit will look at women and gender relations in ancient
Greece.
Pomeroy, S. (1995). Goddesses, Whores, Wives and Slaves: Women in Classical
Antiquity, New York:Schocken Books.
Pomeroy, S. (ed). (1991). Women’s History and Ancient History, Chapel Hill: University
of North Carolina Press.
Cameron, A. and A. Kuhrt (eds), (1983). Images of Women in Antiquity, Detroit: Wayne
State University Press, Chs. 1, 2, 6, 8, 13.
Demand, N. (1994). Birth, Death and Motherhood in Classical Greece, Baltimore: John
Hopkins University Press.
Unit 7 (Week 13-14): Readings will focus on women of ancient Rome from Etruscan to early
Byzantian phase. We will also examine the complexities of gender relations.
Richlin, A. (2014). Arguments with Silence: Writing the History of Roman Women, Ann
Arbor: University of Michigan Press
Veyne, P. (ed) (2003). A History of Private Life: From Pagan Rome to Byzantium,
Cambridge: Belknap Press.
Pomeroy, S. (1995). Goddess, Whores, Wives and Slaves, Schocken Books, New York.
Brooten, B.J. (1996). Love Between Women: Early Christian Responses to Female
Homoeroticism, Chicago: University of Chicago Press, Illinois.
Fantham, E. et al. (eds) (1994). Women in the Classical World, New York: Oxford
University Press, Chs. 7-13.
Suggested Readings:
Archer, L.J., S. Fischler and M. Wyke (eds), (1994). Women in Ancient Societies, London:
Routledge,
Boulding, E. (2016). The Underside of History: A View of Women through Time, Revised
Edition, vols I & II, Newbury Park: Sage.
Brattell, C.B. and C.F. Sargent (eds.), (2017). Gender in Cross-cultural Perspective, 7
th
edition, London: Routledge.
Burguiere, A. et al. (eds) (1996). A History of the Family: Distant Worlds, Ancient Worlds,
Cambridge: Belknap Press.
De Beauvoir, S. (1988). The Second Sex, London: Picador.
Department of History, University of Delhi
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Engels, F. (1948). The Origin of the Family, Private Property and the State, Moscow:
Progress
Publishers.
Fine, C. (2011). Delusions of Gender: The Real Science behind Sex Differences, London:
Icon Books.
Horner, I.B. (1975). Women Under Primitive Buddhism, Delhi: Motilal Banarasidass.
Pental, P.S. (ed). 1994). A History of Women in the West: Ancient Goddesses to Christian
Saints, Boston: Harvard University Press.
Smith, B.G. (ed.). (2008). Women in World History: The Oxford Encyclopaedia, vols. 1-4,
Oxford: Oxford University Press.
Young, S. (ed). (1999). Encyclopaedia of Women and World Religion, vols. 1 & 2, London:
Routledge.
Facilitating Teaching Learning Outcome
The course will be organised around Weekly lectures and class discussions based on essential
readings.
Assessments:
There will be two modes of evaluating students in this course.
1) There will be an internal assessment exam held mid-semester where students will be marked
on their essay out of 25 marks.
2) End of term semester exam will be of 3 hours duration and students will be marked out of 75
marks.
Department of History, University of Delhi
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HSM-07
Society and Culture in Early Cities: Mesopotamia, China, Greece, Rome
Course Objectives:
This course offers a theoretical introduction to urbanism in history, to the variety of approaches
roles of cities across time and space. It then offers a select survey of the character and forms of
urbanism in the ancient civilizations of Mesopotamia, Greece, Rome, China and South-East
Asia. The focus will be on a cultural profiling of historical cities as physical, behavioural,
ideological and symbolic spaces a
and researched.
Learning Outcomes:
Students will learn how urban centers are deeply imbedded in the cultural, social and
political history of regions and that these have historical contexts.
Students would have learnt to differentiate between varied and very specific character of
different urban spaces in ancient societies.
Students will understand the importance of historiographical perspectives and having a
comparative and interdisciplinary approach towards the study of urbanization and how social
cultural practices can reflect social complexities.
Have ability to co-relate and work out the points of commonalities and divergences between
different urban centres and their political, social and cultural practices and how they may
have contributed towards social diversities.
Understand the linkages between regions, social-cultural histories and the formation of
regional and cultural identities.
Through the study of specific case studies, understand how urbanisms brings new dimensions
to our understanding of history. Reading, writing, presentations and class room discussions
will build up comprehension and analytical skills of the students.
Course Content:
Unit One (Week 1-2) Definition(s) of Urbanism and Diverse Approaches to Early Urban
History.
Unit Two (Week 3-4) Functions and roles of cities in ancient history, factors in economy of
ancient cities.
Unit Three (Week 5-6) The origins of Mesopotamian cities
Unit Four (Week 7-8) Earliest Urban patterns in China: Prehistoric to Shang period
Unit Five (Week 9-10) Classical Greece: Economic, social, political and cultural facets of
Athens, Sparta and Delphi.
Unit Six (Week 11-12)
Unit Seven (Week 13) Rome: General History: Kingdom, Republic, Origins of a megapolis.
Department of History, University of Delhi
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Unit Eight (Week 14) Roman Empire; Rome, Pompeii, Herculaneum.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit One (Week 1-2): The unit will explore diverse definition(s) of Urbanism and problems
approach will be studied.
Annual Review of Ecology
and Systematics 3:399426.
May, Natalie, M. Steinert, Ulrike. (2014) The Fabric of Cities. Aspects of Urbanism,
Urban Topography and Society in Mesopotamia, Greece and Rome, Leiden and Boston:
Brill.
G. Sjoberg. (1960). The Preindustrial City: Past and Present, New York: Free Press.
Trigger, Bruce,.J. (2003) Understanding Early Civilizations, A Comparitive Study,
Yoffee, Norman. (2005). Myths of the Archaic State. Evolution of the Earliest Cities,
States and Civilizations, Cambridge: Cambridge University Press.
Unit Two (Week 3-4): The unit focuses on discussions on the functions and roles of cities in
Carnei
Southwestern Journal of Anthropology Vol. 24: 354374
ichard Saller, eds., Economy and Society in Ancient
Greece , NY: Viking Press.
Finley, M.I. (1973). The Ancient Economy, Berkeley, Los Angeles: University of
California Press.
American Journal of Sociology. Vol.
44:124
Unit Three (Week 5-6): The students will trace the origins of Mesopotamian cities- The
ecological and cultural backdrop, emergence of city-states, the social, cultural features of early
city states upto the Sargonid period.
Pollock, Susan .(1999). Ancient Mesopotamia: An Eden that Never Was. Cambridge:
Cambridge University Press.
Mc Adams, Robert. (1981) Heartland of Cities. Chicago: University of Chicago Press.
Mieroop, Marc Van de,. (1997) The Ancient Mesopotamian City, New York: Clarendon
Press
Oppenheim, A.L. (1977 edition). Ancient Mesopotamia, Potrait of a dead civilization.
Chicago: University of Chicago Press.
Postgate, J.Nicholas (1994) Early Mesopotamia, Society and Economy at the dawn of
history. Oxfordshire: Routledge
Unit Four (Week 7-8): The unit will focus on early Urban patterns in China; Aspects of
Department of History, University of Delhi
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urbanism (Proto historic to Shang Period) religious and ceremonial centers, Anyang.
Campbell, Roderick, B. (2014) Archaeology of Ancient China, Erlitou to Anyang, Los
Angeles: Cotsen Institute of Archaeology Press at UCLA.
Chang, K.C.(1987). The Archaeology of Ancient China, Yale University Press.
Cotterell, Arthur. (2008) Imperial Capitals of China: A Dynastic History of Celestial
Empire. Pimlico.
Loewe, Michael and Shaughnessy, Edward L. (1999) The Cambridge History of Ancient
China, From the Origins to 221 B.C., Cambridge: Cambridge University Press.
Wheatley,(Paul. 1971). Pivot of the Four Quarters: A Preliminary Enquiry into the
Origins and Character of the Ancient Chinese City, Edinburgh: Edinburgh University
Press, also Chicago: Aldine.
Unit Five (Week 9-10): In this unit the focus will be on Classical Greece; Greek city-states;
Athens, Sparta, Delphi; Economic, social, political and cultural facets of urbanism (slavery,
democracy, the arts and letters).
Crouch, Dora P. (1993). Water Management in Greek Cities, New York: Oxford
University Press.
in Nielsen, Thomas H. ed., Once Again: Studies in the Ancient Greek Polis, Papers from
the Copenhagen Polis Center 7, Munich: Franz Steiner Verlag, pp.9-48.
Ste Croix, G. (1981). The Class Struggle in the Ancient Greek World, Ithaca: Cornell
University Press.
Woods, E.M. (2015 reprint). Peasant-Citizen and the Slave, The Foundations of Athenian
Democracy, London, New York: Verso.
Unit Six (Week 11-12): Students will get an overall introduction to Hellenistic cities and study
studies of Prienne, Ephesus and Pergamon.
Erskine, Andrew. (Ed). (2003). A Companion to the Hellenistic World, Pondicherry:
Blackwell Publishing.
Green, Peter ed. (1993). Hellenistic History and Culture, Berkeley, Los Angeles:
University of California Press.
Jones, A.H.M. (1984) The Greek City from Alexander to Justinian, London: Clarendon
Press.
Nijf, Onno M.Van, Alston, Richard ed. (2011) Political Culture in the Greek City after
the Classical Age, Leuven: Peeters Publishers
Unit Seven (Week 13): This unit will cover the General History Rome from the kingdom, to the
Republic, to the transition from the Republic to the Empire. Students will also learn about the
early Roman sources on urbanism and the megapolis.
- 400 A.D.) JRS 70 pp.
101-125;
Hopkins Keith. (1978). Economic Growth and Towns in Classical Antiquity, in ed., P.
Abrams, and E.A. Wrigley. (Eds.) Towns in Societies, Essays in Economic History and
Department of History, University of Delhi
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Historical Sociology Cambridge: Cambridge University Press pp.35-77
Huskinson, J. ed. (2000), Experiencing Rome: Culture, Identity & Power in Roman
Empire, 2000. (Relevant Chapters)
Roman Urbanism:
Beyond The Consumer City, London: Routledge.
Robinson, O.F. (2003). Ancient Rome, City planning and administration, Routledge.
Relevant chapters.
Unit Eight (Week 14): Students will learn about the Roman Empire the economic and political
bases of urbanism, Pax Romana, international trade and arts and letters.
Garnsey, Peter; Saller, Richard and Goodman, Martin. (2015) The Roman Empire:
Economy, Society and Culture, Oakland: University of California Press.
Gibbs, Matthew; Nilolic, Milo; Ripat, Pauline (2013) Themes in Roman Society and
Culture, Oxford University Press.
K. Galinsky and K. Lapatin (Ed.), Cultural Memories of the
Roman Empire. Los Angeles: Paul J.Getty Trust.
Helen Parkins, (Ed.). Roman
Urbanism: Beyond The Consumer City, London: Routledge.
Suggested Readings:
Abrams, P. and Wrigley E.A. ed.(1978). Towns in Societies, Essays in Economic History and
Historical Sociology Cambridge: Cambridge University Press.
Anderson, Perry.(1985 edition).Passages from Antiquity to Feudalism, London, New York:
Verso.
Finley. M.I. (1983 reprint) Ancient Slavery and Modern Ideology, London: Penguin.
Galinsky, K. and Lapatin, K. (2015). Cultural Memories of the Roman Empire. Los Angeles:
Paul J.Getty Trust
Hammond, Mason.(1972) The City in the Ancient World Cambridge,MA:Harvard University
Press.
Mc Adams, Robert. (1966). The Evolution of Urban society, Chicago:Aldine Publishing
Company.
Oates, D., and Oates, J.( 1976). The rise of civilization, Oxford: Elsevier-Phaidon.
Parkins, Helen M. (1997). Roman Urbanism: Beyond The Consumer City, London: Routledge.
Roux, Georges. (1992 edition). Ancient Iraq, London: Penguin.
Yofee and Andrew Sherratt ed. Archaeological Theory- Who sets the Agenda? New Directions in
Archaeology, Cambridge: Cambridge University Press, pp.53-59.
Vries Jan De (1984). European Urbanization 1500-1800. Cambridge: Harvard Studies in Urban
History, Harvard University Press.
Facilitating Teaching Learning Outcome:
Department of History, University of Delhi
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The course is organized around Weekly lectures, discussions, presentations based on the
readings. Students will be asked to make short presentations on one book review and on the
themes and topics of the course so that they can develop their oratory skills and are able to
understand the readings better.
Assessment:
1) There will be an internal assessment exam held in mid-semester. This will be out of 10 marks.
2) Students will also be asked to submit and present a research paper on one of the topics of the
course, which will include footnotes and bibliography. The term paper will be marked out of 15
marks (5 marks for presentation of the paper in the class and 10 marks for the analytical and
research skills in the paper).
3) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
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HSM 08
Ancient Mesopotamia
Course Objectives:
In this paper students will learn about the period from about 9000 BCE to 1800 BCE. The
material culture and social practices of ancient Mesopotamian societies will be the main focus.
This would include an exploration of archaeological remains of prehistoric and proto historic
rural and urban sites, based on archaeological, anthropological and art-historical sources. Along
with the detailed reading of various bodies of archaeological evidence the course will entail a
study of theoretical approaches and concepts used to study Ancient Mesopotamia. The course
seeks to develop an understanding of ancient societies and their material culture, with the help of
particular interpretative theories using interdisciplinary approach. Using this approach themes
related to political histories, social ideas and institutions and religious and cultural practices
Mesopotamia will be examined.
Learning Outcomes:
At the end of the course, students would:
Should be able to relate archaeological evidence with geographical and environment changes.
Analyse the role of advanced Neolithic cultures in the processes that led to rise of
civilizations.
Trace the various factors that led to urbanization especially in southern Mesopotamia.
Comprehend the ideologies and institutions that were instrumental in the creation of complex
societies and states.
Appreciate the cultural traits associated with ancient Mesopotamian societies.
Course Content:
Unit 1. (Week 1-2). Climatic and geographical contexts of ancient Mesopotamia. Theories and
debates regarding the origins of agriculture.
Unit 2. (Week 3-4). Beginning of agriculture and agricultural transformation in prehistoric
Mesopotamia: Case-study of Jarmo and other settlements on the Zagros mountains and Jericho
Unit 3. (Week 5-6). Advanced Neolithic settlements and the cultures that represent them
Hassuna, Samarra and Halaf Cultures.
Unit 4. (Week 7-8). Processes of urbanization in Mesopotamia, Ubaid Culture.
Unit 5. (Week 9-10). Urbanization and social complexity (a) A case- study of the Uruk
period: c. 4000 to 3100 BCE. (b) Jemdet Nasr period: c. 3100 to 2900 BCE.
Unit 6. (Week 11-12). Emergence of new institutions of power: Ceremonial centers and state
formation in southern Mesopotamia during the 4th millennium BCE.
Department of History, University of Delhi
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Unit 7. (Week 13). Ideology and representations of power: religion and legal system in
Mesopotamia.
Unit 8. (Week 14). Aspects of social stratification in Mesopotamia: class and gender.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1. (Week 1-2). Climatic and geographical contexts of ancient Mesopotamia. Theories and
debates regarding the origins of agriculture.
Archaeology under fire: Nationalism, politics and heritage in the Eastern
Mediterranean and Middle East. L. Meskell (ed.), Routledge: London and New York,
pp.159-174.
Cauvin, Jacques, (2000). The birth of the gods and the origins of agriculture. Trans.
Trevor Watkins. Cambridge: Cambridge University Press, pp. 62-72 and 105-120.
A companion to the Ancient Near East. Daniel C. Snell (ed.). Malden MA: Blackwell,
pp.109-125.
Matthews, Roger, (2003). The archaeology of Mesopotamia: theories and approaches.
London and New York: Routledge, pp.1-92.
Redman, C.L. (1978). The Rise of Civilisation, W.H. Freeman And Company, San
Francisco, pp. 16-49.
Archaeological landscapes of
the Near East. Tucson: The University of Arizona Press, pp.15-32.
Unit 2. (Week 3-4). Beginning of agriculture and agricultural transformation in prehistoric
Mesopotamia: Case-study of Jarmo and other settlements on the Zagros mountains and Jericho
Braidwood, l.S, R.J. Braidwood, Bruce Howe, Charles A. Reed and Patty Jo Watson,
(1983). Prehistoric Archaeology Along the Zagros flanks, Chicago: The University of
Chicago Press, Vol. 105, pp. 1-541.
Agricultural History, Vol. 22, No. 2, Published by: Agricultural History Society, pp. 69-
77.
Redman, C.L. (1978). The Rise of Civilisation, W.H. Freeman And Company, San
Francisco, pp. 88-140.
Antiquity 72: pp.783-795.
Unit 3. (Week 5-6). Advanced Neolithic settlements and the cultures that represent them
Hassuna, Samarra and Halaf Cultures.
Karlovsky, C.C.L. and J.A. Sabloff, (1979). Ancient Civilizations: The Near East and
Mesoamerica, Menlo Park, California: The Benjamin, pp. 90-112.
McIntosh, J.R. (2005). Ancient Mesopotamia New Perspective, California: ABC-CLIO,
pp. 53-61.
Department of History, University of Delhi
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Redman, C.L. (1978). The Rise of Civilisation, San Francisco: W.H. Freeman And
Company, pp. 141-176.
Roux, G, (1992). Ancient Iraq, London: Penguin (new edition), pp.42-58.
Unit 4. (Week 7-8). Processes of urbanization in Mesopotamia, Ubaid culture
Gates, Charles, (2003). Ancient Cities: The archaeology of Urban life in the ancient Near
East and Egypt, Greece, and Rome, London and New York, Routledge, pp. 30-65.
Douglas, J. Kennett and James P. Kennett, (2006) Early State Formation
in Southern Mesopotamia: Sea Levels, Shorelines, and Climate Change, in Journal of
Island & Coastal Archaeology- 1: pp.6799.
Redman, C.L. (1978). The Rise of Civilisation, San Francisco: W.H. Freeman And
Company, pp. 214-278.
Stein, G. (1994). Economy, Ritual and Power in Ubaid Mesopotamia, Prehistory Press,
Monograph in World Archaeology, No. 18, Chiefdoms and Early State in the Near East,
pp. 35-46.
Unit 5. (Week 9-10). Urbanization and social complexity (a) A case- study of the Uruk
period: c. 4000 to 3100 BCE. (b) Jemdet Nasr period: c. 3100 to 2900 BCE.
Beatrice, L. Goff and Briggs Buchanan, (1956). A Tablet of the Uruk Period in the
Goucher College Collection, Journal of Near Eastern Studies, Vol. 15, No. 4 (Oct.,
1956), The University of Chicago Press, pp. 231-235.
Braidwood, L. S., Braidwood R.J. and others, (eds). (1983). Prehistoric Archaeology
Along with Zagros Flanks, The oriental Institute Chicago, Vol. 105, pp. 155-540.
Matthews, R. J. (1988). Excavations at Jemdet Nasr, Iraq, Vol. 51, British Institute for
the Study of Iraq, pp. 225-248.
Oppenheim, Leo A. (1964). Ancient Mesopotamia: Portrait of a dead civilization, revised
edition by Arica Reiner, 1977, Chicago and London: The University of Chicago Press,
pp. 95-119.
Unit 6. (Week 11-12). Emergence of new institutions of power: Ceremonial centers and state
formation in Southern Mesopotamia during the 4th millennium BCE:
McIntosh, J.R (2005) Ancient Mesopotamia New Perspective, California: ABC-CLIO,
pp. 199-232.
Postgate, J.N. (1992). Early Mesopotamia Society and Economy at the Dawn of History,
London: Routledge, pp. 107-153
-based economy of the third
Ancient Mesopotamia. Cambridge: Cambridge University Press, pp. 45-
77.
The ancient Mesopotamian city. Oxford University Press: pp. 23-41.
Unit 7. (Week 13). Ideology and representations of power: religion and legal system in
Mesopotamia.
Mesopotamia. Z. Bahrani and M. Vand de
Department of History, University of Delhi
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Mieroop (trans.). Chicago: The University of Chicago Press, pp. 201-231.
The first writing: script invention as history and
process. S.D. Houston (ed.). Cambridge: Cambridge University Press, pp. 71-99.
Oppenheim, Leo A. (1964). Ancient Mesopotamia: Portrait of a dead civilization, revised
edition by Arica Reiner, 1977, Chicago and London: The University of Chicago Press,
pp. 172-197.
Postgate, J.N. (1992). Early Mesopotamia Society and Economy at the Dawn of History,
London: Routledge, pp. 262-280.
Unit 8. (Week 14). Aspects of social stratification in Mesopotamia: class and gender.
Gerda Lerner, (1986). The Creation of Patriarchy, New York: Oxford University Press,
pp. 36-161.
gendered ideologies in ancient Mesopotamia, in Reading the Body: Representations and
remains in the archaeological record, A. E. Rautman (ed.). Philadelphia: University of
Pennsylvania Press, pp. 150-164.
Postgate, J.N. (1992). Early Mesopotamia Society and Economy at the Dawn of History,
London: Routledge, pp. 280- 292.
Suggested Readings:
Adams, R. McC. (1966). The evolution of urban society, Chicago: Aldine.
Boserup, Ester, (1965). The conditions of agriculture growth, Chicago: Aldine.
Braidwood, R. J. (1975). Prehistoric men, 8
th
ed. Scott, Foresman, Glenview, Illinois.
Brian M. Fagan, (1977). People of the Earth an introduction to world prehistory. Little,
Brown, University of California.
Childe, V. G. (1957). Civilization, cities and towns, Antiquity 31:36-37.
Frankfort, Henry, (1951). The birth of civilization in the near east, New York: Doubleday.
Hammond, M. (1972). The City in the Ancient World, Harvard.
Norman, Yoffee, (2005). Myths of the Archaic State. Evolution of the Earliest Cities, States
and Civilizations, Cambridge: Cambidge University Press.
Oates, D. (1976). The Rise of Civilisation, Oxford.
Postgate, J. Nicholas (1992). Early Mesopotamia: Society and Economy at the dawn of
history. Routledge: London and New York.
Reed, Charles A. (ed). (1977). Origin of agriculture, Mouton, The Hague.
Riley, C. L. (1969). The origin of civilization, Carbondale: Southern Illinois University Press.
Robert, McC Adams, (1981). Heartland of Cities, Chicago.
Susan Pollock, (1999). Ancient Mesopotamia: An Eden that Never Was, Cambridge:
Cambridge University Press.
The Cambridge Ancient History, 3 edition, Vol. I, Part I, London and New York, (1970).
Cambridge University Press.
Trigger, B. (2003). Understanding Early Civilizations: A Comparative Study CUP.
Wright, G. Ernest, (ed.) (1965). The Bible and the Near East,
Department of History, University of Delhi
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Facilitating Teaching Learning Outcome:
This course focuses on introducing students to a very critical development in world history, the
beginnings and origins of agriculture, the rise of urbanization and civilization with the
concomitant evolution of state systems and complex societies. In order to ensure that students are
able to assimilate various strands of archaeological, art historical and theoretical approaches,
classes will be based on lectures and presentations both. The students will have to familiarise
themselves with archaeological material cultural remains as well as secondary readings on the
subject.
Assessment:
The performance of students will be assessed in 3 modes in this course:
1.) Students are expected to write a class test for 10 marks
2) There will also be a take home assignment for 15 Marks
2.) There will be an end of semester examination that will cover the contents of the entire course.
The examination will be of 3 hours duration and students will be required to answer 4 out of 8
questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
91
HSM 09
Authority and Tradition in Ancient and Medieval Historiography
Course Objectives:
The objective of this course is to help students understand the evolution of historical writing in
the ancient and medieval worlds, and the intervention of historians in developing history as an
academic discipline. A close study of the translated excerpts of the primary sources will be used
to train students. The objective is to engage students in an in depth understanding of central
issues in ancient and medieval Historiography.
Learning Outcomes:
At the end of the course students would be able to:
Understand the historiographical traditions of different ancient and medieval civilizations of
the world.
Understand how the study of past events implies a dialogue with the modern language of
historians. The narratives for the learning of History and its different interpretations do not
come ready-made. The study of the past also provides a window to understand the modern
world.
Understand the perspective, method, style, content and historical context of historical
traditions from different parts of the world in ancient and medieval times.
Appreciate how various cultures looked at their pasts and responded to other cultures.
Learn the art of story-telling, narration and construction of the past
Learn how to analyse, evaluate and use texts and relate to style and content in pre-Modern
historical literature
Consider the manner in which authority and its role has been discussed in historical
literature.
Understand the methods of writing history and place texts within their historical contexts.
Course Content:
Unit 1: Week 1-2: Understanding historiographical traditions in different chronological and
cultural contexts, their comparative features and interactions; myth, hagiography, biography and
history.
Unit 2: Week 3-4:The Graeco-Roman historiographical traditions
Unit 3: Week 5-6:
Unit 4: Week 7-8: Early India: traditional history, biographies, history
Unit 5: Week 9-10: Medieval western historiography: Biblical histories; contacts with
Byzantine and Arab historiography
Unit 6: Week 11-12: Arab and Persian historians; translation and the flows of L\language
Unit 7: Week 13 -14: Medieval India: Persian chronicles; vernacular historical traditions
Department of History, University of Delhi
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ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (1-2 Week): This unit will cover Understanding historiographical traditions in different
chronological and cultural contexts, their comparative features and interactions; myth,
hagiography, biography and history.
Collingwood, R.G. (1994). The Idea of History. New York: Oxford University Press, pp.
205-335
Marincola, John, (1997). Authority and Traditions in Ancient Historiography,
Cambridge: University Press, pp. 3-19, 3-
Philips, C.H. (Ed.). (1967). Historians of India, Pakistan and Ceylon. London: Oxford:
University Press. pp 1-12, 102-114.
Thapar, Romila. (2013), Past Before Us: Historical Traditions of Early North India,
Delhi: Permanent Black, pp. 2-48, 681-701.
Upadhyaya, Shahi Bhushan. (2016). Historiography in the Modern World, New Delhi:
Oxford University Press, .pp. 1-107
Ramaswamy, Vijaya and Yogesh Sharma. (Ed.). (2008). Biography as History,
Hyderabad: Orient Blackswan.
Unit 2- (Week 3-4): In this unit the Graeco-Roman historiographical traditions will be
discussed. The basic features of histories of Herodotus Thucydides, Polybius, Xenophon, Arian,
Levy, Tacitus and other historians in relation to the history and the literature of the Greek and
Roman world will be analysed and evaluated.
Collingwood, R.G. (1994). The Idea of History. New York: Oxford University Press., pp.
14--
Wiseman, Timothy Peter. (1991). Historians and Imaginations: Eight Essays on Roman
Culture, Exeter: Exeter Press, pp. 1-37,
).
Mellor, Ronald. (1999). The Roman Historians, London: Routledge, pp. 1-29.
Marincola, John. (1997). Authority and Traditions in Ancient Historiography,
Cambridge: Cambridge University Press, pp. 128-216.
Unit 3- (Week 5-6):
evaluated
Chinese Historiography in last fifty years’, The Far eastern
Quarterly, Vol. 8, No. 2 Association for Asian Studies , pp.131-156.
Wu, Huaiqi, (2018). An Historical Sketch of Chinese Historiography, Introduction, pp.1-
2, Beijing: Springer, pp.1-17 .
Chinese Literature: Essays, articles, Reviews, Vol. 10, No. ½, pp. 1-19
Chun-Chieh Huang,(May 2007), ‘The Defining Character of Chinese Historical
Thinking’, History and Theory, Wiley, Vol. 46, no. 2, pp. 180-188.
Department of History, University of Delhi
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Chinese Historian Contribute to Modern World
Theory? The Multiple Narratives of Ssu-Ma-History and Theory, Wiley, Vol 33,
No. 1,pp. 20-38
, The American Historical
review, Vol. 26, No. 4, pp. 717-725
Unit 4: (Week 7-8): In this unit Early India: traditional history, biographies, history will be
discussed.
History of Precolonial India:
Issues and Debates: New Delhi Oxford University Press, pp. 153-169
Singh,G.P. (2003). Ancient Indian Historiography, Sources and Interpretations, Delhi:
D.K.Printworld. pp. 1-100.
Thapar, Romila (1968) Historical Idea of Kalhan as expressed in Rajtarangini, pp 1-10
in M. Hasan ed., Historians of Medieval India, Delhi: Jamia Milia Islamia.
Thapar Romila, (1992), Ideology and Interpretation od Early North Indian History, in
idem, Interpreting Early India, New Delhi, pp.1-22
Thapar Romila, (2000), ‘Society and Historical consciousness, The Itihasa Purana
Tradition’, Idem, Cultural Pasts: Essays in Early Indian History, New Delhi:Oxford
University Press, pp. 123-54
Thapar Romila, (2013),The Past Before Us: Historical Traditions of Early North India,
Cambridge MA: Harvard University Press, pp.3-84
Pathak,V. S., (1966), Historians of India: A Study of Historical Biographies, London:
Asia Publishing House, Chapter I- The beginning of historical traditions, pp. 1 -29;
Chapter II- Harshacarita, pp.30-54; Chapter IV-History of Historical Narratives, pp.137-
148.
Philips, C.H. ed. [1961] (1967). Historians of India, Pakistan and Ceylon. London:
Oxford University Press. I-
Pp.1-27; I-A(7). C. von Furer- Value of Indian Bardic
-93; I-
-114.
Unit 5: (Week 9-10): In this Unit Medieval western historiography: Biblical histories; contacts
with Byzantine and Arab historiography will be analysed.
Islamic
Studies, Islamic Research institute, International Islamic University, Islamabad, Vol. 23,
No. 3, pp. 225-247
Duri, A. A. (1983),The rise of historical writing among the Arabs. Lawrence I. Conrad
ed., trans. Princeton NJ: Princeton University Press,. pp 1-19
Islam and Christian Muslim Relations 10(3), Centre
for Study of Islam and Christian Muslim Relations, Birmingham England,Tylor and
Francis(Routledge, p. 363-378.
Khalidi, Tarif. (1994), Arabic Historical Thought in the Classical Period, Cambridge:
Cambridge University Press, pp 1-100
Department of History, University of Delhi
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Ralph-
-210
Unit 6. (Week 11-12): This unit will discuss Arab and Persian historians; translation and the
flows of Language.
The American Journal of Semitic
Languages and Literature, Vol. 56, No.2, pp.175-224
Cooperson, M. (2000), Classical Arabic Biography, Cambridge: Cambridge University
Press, Introduction and conclusion
Robinson, C. ,(2003), Islamic Historiography, London Cambridge University Press
Noth, A., (1994), Early Arabic Historical Tradition, New York: Princeton Press.
Al-Azmeh, Aziz, (1990), Ibn Khaldun; An Essay in Reinterpretation, London: Routledge,
43-128.
Unit 7 (Week 13-14): This unit will discuss Persian chronicles; vernacular historical traditions
of Medieval India.
Journal of Economic and Social History of the Orient. 58 pp. 419-452
Historians of Medieval India, reprint Delhi: Aakar Books.
history in Pre- History and
Theory, Vol. 46, No. 3.
Mukhia Harbans, (2017), Historians and Historiography During the reign of Akbar,
reprint Delhi : Aakar Books
Hardy, Peter, (1960,) Historians of Medieval India: Studies in Indo Muslim Historical
Writing, London:Luzac. Pp. 1-50
Nizami, K.A. (1982). On Historian of India and Historiography in Medieval India, New
Delhi, Munshiram Manohar Lal
Aquil Raziuddin, Partha Chaterjee, Ed, (2010), History in Vernacular,
Ranikhet:Permanrnt Black pp.1-30
Philips, C.H. (1961),Historians of India and Pakistan and Ceylon, London: Oxford
University Press, pp, 115-154.
Suggested Readings:
Abbas, Fauzia Zareen, (1987), Abdul Qadir Badauni as a Man and Historiographer, Delhi:
Idarah-i- Adabiyat-i-Delli
Atkinson , R.F., (1978), Knowledge and Explanation in History, Delhi: Macmillan
Publishers.
Beasley, W. G. and E. G. Pulley Blank Editors. (1961), Historians of China and Japan,
London,: Oxford University Press
Carr,E.H.( 2008),What is History? Delhi: Penguin
Bloch Marc, (2004), The Historian’s Craft, London:Manchester University Press,
Mohibbul H. (2018). ed. Historians of Medieval India, reprint Delhi: Aakar Books
Department of History, University of Delhi
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Collingwood, R.G. [1946] (1994). The Idea of History. New York: Oxford University Press.
Cooperson, M. (2000), Classical Arabic Biography, London: Cambridge University Press.
Greek Historiography, Roman Society, Christian Empire: The
Ph.D. thesis available online:
digitalassets.lib.berkeley.edu
Dray,W.H. (Ed), (1966) Philosophical Analysis and History, New York:Harper and Row
Gardiner Patrick, (1968),The Nature of Historical Explanation, London: Oxford University
Press.
Durrant, Stephen, Wai-yee Li and David Schaberg (2016,) (translated) Zuo Tradition /
Washington Press
Duri, A. A. (1983).The rise of historical writing among the Arabs. Lawrence I. Conrad ed.,
trans. Princeton NJ: Princeton University Press,
Encyclopaedia of Islam. (1960--2004.) 12 vols. Leiden: E.J. Brill.
Finley,M.I., (1997),The Portable Greek Historians, The Essence of Herodotus, Thucydides,
Xenophon,Polybius London: Penguin Classics
Garret, P.S. Olberding,(2012), Dubious Facts The Evidence of Early Chinese
Historiography, Albany: State University of New York Press
Theory? The Multiple Narratives of Ssu-Ma-History and Theory, Vol 33, No. 1,pp.
20-38
Grant, Michael, (1970), The Ancient Historians, Charles scriber Sons.
Hardy, Peter, (1960), Historians of Medieval India: Studies in Indo Muslim Historical
writing, London:Luzac.
Jones, A.H.M. ed. 1968-70. A History of Rome through the fifth century: Selected Documents
vols. 1 and 2. New York: Harper and Row.
Kelley, Donald R. (1991). Versions of History from Antiquity to the Enlightenment. New
Haven: Yale University Press
Lloyd, Christopher, (1996)The Structures of History, Blackwell Press.
Marincola, John, (1997) (2004), Authority and Traditions in Ancient Historiography,
Cambridge University Press, UK,USA.
Mehl, Andres,(2011) Roman Historiography: An Introduction to its Basic Aspects and
Development, Hans-Friedrich Mueller(translator).Willy-Blackwell.
Mellor Ronald,(1999),The Roman Historians, Routledge, London.
Mukhia Harbans, (2017), Historians and Historiography During the reign of Akbar, reprint
Delhi : Aakar Books
Nicholoson, Emma Lousie, The nature of Ancient Greek Historiography and bias with
Polybius Histories, Newcastle University, Conference Paper(PDF available) at Researchgate,
pp, 1-6.
Nizami, K.A. (1982). On Historian of India and Historiography in Medieval India, New
Delhi, Munshiram Manohar Lal.
Noth, A. (1994), Early Arabic Historical Tradition, Princeton.
Department of History, University of Delhi
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On Cho Ng. and Q. Edward Wang, (2005), Mirroring the Past: The Writing and Use of
History in Imperial China, University of Hawaii Press.
Pathak, V. S., (1966), Ancient historians of India: A study in historical biographies London,
Asia Publishing House.
Philips, C.H. ed. [1961] (1967). Historians of India, Pakistan and Ceylon. London: Oxford
University Press
Ralph-Jonannes Lilie, (2014), Reality and Invention:Reflections on Byzantine
Historiography, Dumbarton Oaks Paper( Harvard University), Vol. 68.
Ramaswamy, Vijaya and Yogesh Sharma,(2008), Biography as History, Hyderabad: Orient
Blackswan,
Renier,G.J., (1961)History: Its Purpose and Method, Allen and Unwin,
Robinson, C. (2003), Islamic Historiography, London: Cambridge University Press.
Scanlon, Thomas F. (2015), Greek Historiography, Willy-Blackwell.
Shafer,R.J., A Guide to Historical Method, Dorsey Press,1983
Singh,G.P. (2003). Ancient Indian Historiography, Sources and Interpretations, Delhi:
.D.K.Printworld,
The American Journal of Semitic
Languages and Literature, Vol. 56, No.2, pp.175-224, The University of Chicago Press.
Thapar Romila, (2000,) Cultural Pasts: Essays in Early Indian History, New Delhi, OUP.
Thapar, Romila, (2013), Past Before Us: Historical Traditions of Early North India, Delhi.
Permanent Black.
Upadhyaya, Shahi Bhushan, (2016), Historiography in the Modern World, New Delhi,
Oxford University Press.
Facilitating Teaching Learning Outcome:
The course is organized around Weekly lectures and reading assignments. These readings are
cumulative; it is therefore important that no essential reading is left out. Students will be asked to
present reports and participate in formal class discussions on themes and texts identified by the
instructor. The exercise is to ensure that students comprehend the readings and develop verbal
communication skills.
Assessments:
Students who take this paper will be assessed in two modes:
1) Students will have to submit a paper of circa 15-20 pages (inclusive of bibliographic
apparatus) on a theme designed with the help of the instructor. The term paper requires students
to use source material(s) in translation to research a subject of their choice. Term papers will
build upon aspects of historiography that concern students and as they develop them they would
be asked to explore two related but different aspects. Students are expected to meet with the
instructor to develop and finalise subjects and materials on which their papers would be based.
This essay will be marked out of 25 marks.
2) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
Department of History, University of Delhi
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of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
98
HSM 10
Visual Cultures beyond Borders: South and Southeast Asia (to 1200 CE)
Course Objectives:
This objective of this course is to underline the importance of moving beyond insular histories by
investigating networks of interaction between South and Southeast Asia. This course undertakes
a study of southern Asian connected histories through the lens of visual remains. Students will be
guided to focus on the motivations and modes of communication across the Indian Ocean,
highlighting early cross-cultural relationships in intra-Asian contexts. The course emphasizes
three methodological objectivesthe use of visual sources in historical interpretation, moving
from insular to connected histories of art, and moving away from Euro-centric legacies by
examining the deep histories of intra-Asian contacts.
Learning Outcomes:
This paper will teach students about an ancient interconnected Asian world, as distinct from
insulated histories, that has not been deeply investigated and theorised.
Students usually study South Asian connections with Europe and the Mid-East. This will
give them new information about Intra-Asian connections during ancient times.
Since it comes through the discipline of Art, Architecture and History, it will introduce them
to shared ideas in the South and South East Asian region which are fascinating and extremely
important.
The students will learn to examine and integrate visual and textual sources for a more
comprehensive understanding of the dynamics of exchange.
Course Content:
Unit 1: Week 1: Introduction: Sources for the study of South & Southeast Asian encounters.
Unit 2: Week 2-3: Historiography of interactions between South and Southeast Asia. Debates on
Indianization, Sinicization and Localization in the context of connected histories.
Unit 3: Week 4-5: Religion and popular beliefs: Spread and localization. Itinerant monks and
brahmins; Hinduism, Buddhism and the beginnings of Islam.
Unit 4: Week 6-7: Trade and the emergence of early Southeast Asian polities Funan and
Srivijaya: Factors determining their rise and decline.
Unit 5: Week 8: The rise of Angkor political formations and temple-based economy of
Angkor.
Unit 6: Week 9-10: Early architecture and its transformations in Southeast Asia: archetypes,
experimentation and innovation.
Unit 7: Week 11-12: Sculpture and architecture of the mainland kingdoms-1: Champa-Vietnam:
Đông Dương. Rise of th
Unit 8: Week 13: Sculpture and architecture of the mainland kingdoms 2: Cambodia. Pre-
architecture and narratives.
Unit 9: Week 14: Art & architecture of the maritime kingdoms: Central and East Java:
Department of History, University of Delhi
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Borobudur, Prambanan; jataka
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1 (Week 1): This is an introductory rubric that sets the span for understanding pre-modern
Asian cultural interaction.
Bellwood, Peter ([1992] 1999). The Cambridge History of Southeast Asia vol. 1: From early
times to c.1500, ed. Nicholas Tarling. Cambridge University Press, pp. 55-136.
Guy, John et al. (2014). Lost Kingdoms. Hindu-Buddhist Sculpture of Early Southeast Asia.
New York: Met. Museum of Art, pp. 3-13.
Wolters, O.W. (1982). History, Culture, and Region in
Southeast Asian Perspectives. Singapore: Institute of Southeast Asian Studies, pp. 1-14.
Unit 2 (Week 2-3): This part contextualizes the course through a discussion of the
historiography of interactions between South and Southeast Asia.
2014. Asian encounters: Exploring connected
histories, ed. U. Singh and Parul P. Dhar, New Delhi: Oxford University Press, pp. 3-19.
The Cambridge History
of Southeast Asia vol. 1: From early times to c.1500, ed. Nicholas Tarling. Cambridge
University Press, pp. 1-50.
Journal of Southeast Asian Studies, vol. 8, no. 2, pp. 143-161.
Unit 3 (Week 4-5): This section examines the subject of religion and popular beliefs: their
spread and localization in Southeast Asia.
The Cambridge History of Southeast Asia, Vol I,
Cambridge University Press, pp. 276-322.
The Cambridge World History, vol. 5:
Expanding Webs of Exchange and Conflict, 500 CE-1500 CE, edited by Benjamin Z. Kedar
and Merry Wiesner-Hanks, Cambridge: Cambridge University Press, pp. 447-479.
Unit 4 (Week 6-7): This unit focuses on the role of trade and the emergence of early Southeast
.
Glover, Ian C. (1990). Early Trade Between India and Southeast Asia: A Link in the
Development of a World Trading System, Occasional Papers No. 16, Centre for Southeast
Asian Studies, University of Hull, second edition [ISBN 0-8598-579-4], pp. 1-45.
Hall, Kenneth R. The Cambridge
History of Southeast Asia vol. 1: From early times to c.1500, ed. Nicholas Tarling. Cambridge
University Press, pp. 183-201 & 245-251.
TRaNS: Trans -Regional and -National Studies of Southeast Asia, Volume 2, Issue
01, pp. 31-59.
Department of History, University of Delhi
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Unit 5 (Week 8): This unit studies the factors leading to the rise of Angkor and examines the
political formation and temple-based economy of Angkor.
Hall, Kenneth R. The Cambridge
History of Southeast Asia vol. 1: From early times to c.1500, ed. Nicholas Tarling. Cambridge
University Press, pp. 229-240.
After Collapse: The Regeneration of Complex Societies, ed. Glenn M. Schwartz
and J. Nichols, Tucson: University of Arizona Press, pp. 144-167.
The Evolution of Fragility: Setting the Terms, ed. Norman Yoffee,
Cambridge: University of Cambridge, pp. 161-181.
Unit 6 (Week 9 -10): This unit investigates the early architectural landscape of Southeast Asia,
its archetypes and transformations.
Datta, Sambit and David Benyon (2014). Digital Archetypes: Adaptations of Early Temple
Architecture in South and Southeast Asia. England: Ashgate, pp. 71- 130.
Cultural and Civilizational Links Between
India and Southeast Asia: Historical and Contemporary Dimensions, Palgrave Macmillan, pp.
325-345.
The
Burlington Magazine, Vol. 133, No. 1059, pp. 356-367.
Unit 7 (Week 11 & 12): This unit dwells on the sculpture and architecture of ancient Champa-
Đông Dương.
Đông Dương at the
U. Singh and Parul P. Dhar, (Ed.). Asian encounters:
Exploring connected histories, Delhi: Oxford University Press, pp. 111-136.
(Eds.).Temple Architecture and
Imagery in South and Southeast Asia. Prāsādanidhi: Papers presented to Professor M.A.
Dhaky, Delhi: Aryan Books International, pp. 30-51.
Maud Girard-Geslan , (Eds. ). Art of
Southeast Asia by New York: Harry N. Abrams Inc. Publishers, pp. 251-308.
Vibrancy in Stone:
Masterpieces of the Đà Nẵng Museum of Cham Sculpture. River Books, London and Bangkok,
pp. 19-44, 57-70, 136-47.
Unit 8 (Week 13): This unit focusses on the pre-Angkorian and Angkorian sculpture and
architecture of ancient Cambodia.
Roveda, Vittorio (2003). Sacred Angkor: the carved reliefs of Angkor Wat, Bangkok: River
Books, pp. 23-56.
Sahai, Sachchidanand (2012). The Hindu Temples in Southeast Asia. Their role in social,
Department of History, University of Delhi
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economic and political formations. Simla and Delhi: IIAS and Aryan Books International, pp.
29-134, 161-196.
in Maud Girard-Geslan (Eds. et al). Art of Southeast
Asia, New York: Harry N. Abrams Inc. Publishers, pp. 151-250.
Unit 9 (Week 14): This unit studies the art & architecture of the maritime kingdoms: Central and
East Java:
Kāla-Makara-Toraṇas:
in H. P. Ray (Ed.), Sacred Landscapes: Shared Traditions, Multiple Histories, New Delhi: IIC
and Manohar, pp. 257-281.
Art of Southeast Asia in Maud Girard-Geslan
(Eds. et al). New York: Harry N. Abrams Inc. Publishers, pp. 333-365.
Narrative Sculpture
and Literary Traditions in South and Southeast Asia (Studies in Asian Art and Archaeology,
Vol. 23), Marijke Klokke ed. Leiden, Boston, Köln: Brill, pp. 59-72.
-
(Ed.), Sacred Landscapes: Shared Traditions, Multiple Histories, New Delhi: IIC and
Manohar, pp. 349-372.
Suggested Readings
, ,
(
,
,
,
). : .
Lost
Kingdoms. Hindu-Buddhist Sculpture of Early Southeast Asia, John Guy et al. ed. New York:
Met. Museum of Art, pp. 22-24.
Chutiwongs, Nandana, 2002 [1984]. The Iconography of Avalokiteśvara in Mainland
Southeast Asia, Delhi: Aryan Books International and IGNCA.
Coedès, G. 1968. The Indianized States of Southeast Asia. Ed. by Walter F. Vella, Translated
by Susan Brown Cowing. Canberra: Australian National University Press. (French edn.
1964).
Dhar, Parul Pandya (2010). The Toraṇa in Indian and Southeast Asian Architecture. New
Delhi: D.K. Printworld.
Dhar, Parul Pandy-
Champa: Territories and Networks of a Southeast
Asian Kingdom, edited by Andrew Hardy, Arlo Griffiths and Geoff Wade, Paris: EFEO, pp.
355-373.
Fill
Asian Variations in Rāmāyaṇa, Delhi: Sahitya
Akademi (reprint), pp. 192-205.
Kulke, Hermann, Kesavapany, K., and Sakhuja, Vijay. 2009. Nagapattinam to
Suvarnadwipa: reflections on the Chola Expeditions to Southeast Asia. Singapore: Institute
of Southeast Asian Studies.
From Lanka Eastwards: The Ramayana in the Literature and visual arts of
Indonesia, ed. A. Acri, H. Creese & A. Griffiths, Leiden: KITLV Press, pp. 149-78.
Department of History, University of Delhi
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Southeast Asia in the 9
th
to 14
th
Centuries,
Marr, David G. and Milner, A. C. ed, Singapore and Canberra: Institute of Southeast Asian
Studies and the Research School of Pacific Studies, Australian National University.
Manguin, P.-Y., A. Mani and G. Wade, (2011). Early interactions between South and
Southeast Asia: Reflections on cross-cultural exchange, Singapore and India: ISEAS and
Manohar), pp. xiii-xxxi.
Lost Kingdoms. Hindu-Buddhist Sculpture of Early Southeast Asia, ed. John
Guy. New York: Met. Museum of Art, 58-62.
and Patrizia Zolese eds., 2009, Champa and the Archaeology of My Son. Singapore: NUS
Press, pp. 45-60.
Facilitating Teaching Learning Outcome:
The course is structured around lectures and discussions based on select readings. The students
need to be thorough with the essential readings. Regular presentations and participation in
classroom discussions will be a necessary component of the course to ensure that students are
able to develop the necessary visual and literary skills to interpret the varied dimensions of the
connected histories of pre-modern Asian cultural encounters.
Assessments
There will be two modes of assessing students in this paper:
1) Students will be required to submit a term paper of approximately 3500 words, complete with
citations and bibliography on a pre-discussed relevant theme. This term paper will be marked out
of 25 marks.
2) An end of term semester examination of 3 hours duration will take place wherein marks will
be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
103
HSM 11
Medieval Societies: The Central Islamic Lands ca. 600-1300
Course Objectives:
The objective of the course is to chart the history of the Muslim communities in the Central
Islamic Lands from 600-1300 CE, developing the internal history of the Muslim community and
its larger geo-political contexts. While teaching students about the changes within the Muslim
community it focuses upon the contexts in which transitions could be appropriated within
relatively stable revelatory and exegetical traditions. The material contexts in which these
debates concerning society and belief were located provide the larger frame of analysis for the
course.
Learning Outcomes:
At the end of the course students would be able to:
Recount the chronology of the major political formations that impacted the history of the
Central Islamic Lands across 600-1300 CE.
They would be able to contextualise these developments within larger transitions in the
and tenth century.
They would learn how these scholastic traditions and the politics of Empire reoriented an
early Arabic exclusiveness to a more inclusive Islamic orientation.
They would learn how to consider questions relating to ideological and social multiplicities
and adherence to scriptural traditions whose histories are sometimes obscured.
The paper also teaches students some of the great contradictions faced by Muslim jurists
the question of sovereignty and temporal authority in Islam, or the possibilities of continuing
interpretation of the Holy Law.
Debate how subjects pertaining to religion, ideology, culture are not epiphenomenal to
material structures that reproduce social formations.
Course Content:
Unit 1: (Week 1-2):The Arabian peninsula in the seventh century, Qur'anic revelation and the
Rashidun Caliphate.
Unit 2: (Week 3-4):
Unit 3: (Week 5-6): The expansion of the Muslim community:
Unit 4: (Week 7-8): -political order.
Unit 5: (Week 9-10): Unity in the face of political divisions the rise of Sultanates.
Unit 6: (Week 11-12): Social formations in the 9
th
through the 13th centuries the city and the
countryside.
Unit 7: (Week 13): Changes in the central Islamic lands with the intrusion of the Mongol-Steppe
order.
Department of History, University of Delhi
104
Unit 8: (Week 14): Overviews: Towards a Comparative Study: Islamdom and western
Christendom in the 12th century.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES: Most of these
readings are available online, see: https://sites.google.com/site/duma1centralislamiclands/
Unit 1: (Week 1-2): This Unit will consider the bedouin traditions of pre-Islamic Arabian
peninsula, its mercantile links and larger geo-political, Semitic and Iranian contexts of the
region. It will also focus on the revelation of the Quran, the role of the Propher, the creation of
the ummah, migrations, and Sufyanid tribal political formulations.
Hodgson, Marshall G. (1974). The Venture of Islam: Conscience and History in a World
Civilisation, vol. 1, The Classical Age of Islam. Chicago: University of Chicago Press,
pp. 56-67; 146-222;
Lewis, Bernard, Ch. Pellat and J. Schacht (Eds et al). (1956-2002) Encyclopaedia of
Islam, Second Edition s.v. "Djiwar", "Hilf", "Himaya", "Kabila";
Crone, Patricia. (2004). "The Rise of Islam" in Meccan Trade and the Rise of Islam, New
Jersey: Gorgias Press, pp. 231-252;
Crone, Patricia. (1980). Slaves on Horses: The Evolution of the Islamic Polity,
Cambridge: Cambridge University Press, pp. 29-36;
-
International Journal of Middle East Studies, vol. 2, pp. 346-367
Unit 2: (Week 3-4): This unit will consider the Marwanid political arrangement; the Abbasid
material prosperity.
Hodgson, Marshall G. (1974). The Venture of Islam: Conscience and History in a World
Civilisation, vol. 1, The Classical Age of Islam. Chicago: University of Chicago Press,
pp. 223-314;
Dissertation Abstract.
istorians and the Abbasid Revolution: the Art of
Islamic History: A Framework for Inquiry, London: I.B. Tauris, pp.
104-127;
Lewis, Bernard, Ch. Pellat and J. Schacht (Eds et al). (1956-2002) Encyclopaedia of
Islam, Second Edition, s.v.
Goitein, S.D. (1966). "The origin of the Vizierate and its true character" in Studies in
Islamic History and Institutions, Leiden: E.J. Brill, pp. 168-196;
Crone, Patricia. (1980). Slaves on Horses: The Evolution of the Islamic Polity,
Cambridge: Cambridge University Press, pp. 43-91..
Unit 3: (Week 5-6): This unit will introduce the complex adjustments of the early Muslim
acculturation and conversion, and the challenge posed by the Shu
c
ubiyya; and the mihna.
Grabar, Oleg. (1973). "The Symbolic Appropriation of the land" in The Formation of
Department of History, University of Delhi
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Islamic Art. New Haven: Yale University Press, pp. 45-74
Wendell, Charles. (1971) "Baghdad Imago Mundi and other foundation lore"
International Journal of Middle Eastern Studies 2, pp. 99-128;
Lewis, Bernard, Ch. Pellat and J. Schacht (Eds et al). (1956-2002) Encyclopaedia of
Islam, Second Edition, s.v.
Bulliet, Richard. (1994). Islam: the View from the Edge, New York: Columbia University
Press, pp. 37-66
Mihna
Hoexter, Shmuel N. Eisenstadt and Nehemia Levtzion (Eds.). The Public Sphere in
Muslim Societies.Albany: State University of New York Press, pp. 17-29
Unit 4: (Week 7-8):
juridical debates, the piety-minded opposition; the emergence of the science of jurisprudence
(‘ilm al-fiqh), the four schools of law madhabs, and taklid
Hodgson, Marshall G. (1974). The Venture of Islam: Conscience and History in a World
Civilisation, vol. 1, The Classical Age of Islam. Chicago: University of Chicago Press,
pp. 315-358;
Crone, Patricia. (2004). "From Caliphal to Prophetic sunna: the
c
Abbasids" in God's
Rule: Government and Islam, New York: Columbia University Press, pp. 80-96;
Schacht, Joseph. (1964). An Introduction to Islamic Law, London: Clarendon Press, pp.
6-75;
International Journal of
Middle Eastern Studies, vol. 16, pp. 3-41;
medieval sunni legal thought, International Journal of Middle Eastern Studies, vol. 29,
185-204.
Unit 5: (Week 9-10): This unit will discuss the rise of the Sultanates and the new role for the
-Mawardi's theory of the Caliphate. It will also discuss what
historians describe as the Shi`i century; the different Turkish Sultanates: Ghaznavids and
madrasa.
Hodgson, Marshall G. (1974). The Venture of Islam: Conscience and History in a World
Civilisation, vol. 1, The Classical Age of Islam. Chicago: University of Chicago Press,
pp. 473-495,
Hodgson, Marshall G. (1974). The Venture of Islam: Conscience and History in a World
Civilisation, vol. 2, The Expansion of Islam in the Middle Periods. Chicago: University of
Chicago Press, pp. 12-61;
-Mawardi's theory of the Caliphate" in S.J. Shaw and W.R. Polk
(Eds.). Studies on the Civilization of Islam, Boston: Beacon Press, pp. 151-165;
Busse, Heribert. (1973). "The revival of Persian Kingship under the Buyids" in D.S.
Richards, (Ed.). Islamic Civilisation 950-1150. Oxford: Bruno Cassirer, pp. 47-69.
-Layth: A
Department of History, University of Delhi
106
ReappraJournal of the Royal Asiatic Society, vol. 12, No. 3, pp. 247-275;
Bosworth, C.E.(1968). "Nizam al-Mulk and the zenith of the great Seljuq empire" in J.A.
Boyle (Ed.).Cambridge History of Iran vol. 5, The Saljuq and Mongol Periods,
Cambridge: Cambridge University Press, pp. 66-87;
Lewis, Bernard, Ch. Pellat and J. Schacht (Eds et al). (1956-2002) Encyclopaedia of
Islam, Second Edition, s.v. -
Kumar, Sunil. (1985). "The value of the Adab al-Muluk as a Historical Source: An
insight into the Ideals and Expectations of Islamic Society in the Middle Period (945-
1500 C.E.)", Indian Economic and Social History Review vol. 22, pp. 307-27.
Unit 6: (Week 11-12): This unit will discuss the social and cultural life under the Sultanates
with a primary emphasis on the areas historically known as Sham (Syria), Jazira (Iraq),
Khurasan, Transoxania and Afghanistan. It will focus on interpretations of the cultural hegemony
of the town, city life, agrarian relations and the delicate balance of power between the Amir and
Hodgson, Marshall G. (1974). The Venture of Islam: Conscience and History in a World
Civilisation, vol. 2, The Expansion of Islam in the Middle Periods. Chicago: University of
Chicago Press, pp. 62-151;
Bulliet, R. (1972). The Patricians of Nishapur, Cambridge, MA: Harvard University
Press, pp. 3-81;
urban self-International Journal of Middle Eastern Studies, vol. 21, 233-
242
Lapidus, Ira M. (1969). "Muslim cities and Islamic Societies" in Middle Eastern Cities: A
Symposium on Ancient, Medieval and Modern Middle Eastern Urbanism, Berkeley:
University of California Press, pp. 47-79.
Unit 7: (Week 13): This unit will discuss the challenge posed to the Central Islamic Lands by
the Mongol invasions and the nature of the new ordering of the Pax Mongolica.
Krader, L. (1968). Formation of the State, New Jersey: Englewood Cliffs, pp. 82-103;
Jackson, Peter -
-Preiss and D.O. Morgan (Eds.). The Mongol Empire and its Legacy,
pp. 12-38;
Smith jr, John M. (1970). "Mongol and Nomadic Taxation" Harvard Journal of Asiatic
Studies vol. 30, pp. 46-85;
Petrushevsky, P. (1968). "The socio-economic condition of Iran under the Il-Khans" in
J.A. Boyle (Ed.).Cambridge History of Iran vol. 5, The Saljuq and Mongol Periods,
Cambridge: Cambridge University Press, pp. 484-494.
Unit 8: (Week 14): This unit will review the modes in which historians sometimes carry out
comparative analysis and a historiographical warning in the carrying out of such analysis
innocent of the politics involved.
Hodgson, Marshall G. (1974). The Venture of Islam: Conscience and History in a World
Civilisation, vol. 2, The Expansion of Islam in the Middle Periods. Chicago: University of
Department of History, University of Delhi
107
Chicago Press, pp. 329-68;
(Eds.). The Islamic City: a Colloquim, Oxford: Bruno Cassirer, pp. 25-50;
The Camel and the Wheel, New
York: Columbia University Press, pp. 216-236.
Said Edward W. (2003). Orientalism, London: Penguin Books, pp. 1-28, 201-225, 284-
324.
Suggested Readings
Genealogies of Religion: Discipline and Reasons of Power in Christianity and Islam.
Baltimore: Johns Hopkins University Press, pp. 27-54.
Berkey, Jonathan P. (2003). The Formation of Islam: Religion and Society in the Near East,
600–1800. Cambridge: Cambridge University Press
-Muslim World, vol.
45, pp. 229-241.
Biran, Michal. (2007). Chinggis Khan. Oxford: One World.
Bosworth, C.E. (1963). The Ghaznavids: Their Empire in Afghanistan and Eastern Iran.
Edinbugh: Edinburgh University Press.
(Ed.).Cambridge History of Iran: From the Arab Invasion to the Seljuqs, vol. 4, Cambridge:
Cambridge University Press, pp. 305-328.
Cook, Michael. (1983). Muhammad. Oxford: Oxford University Press.
Cooperson, Michael. (2005). Al-Ma’mun. Oxford: One World.
Daniel, Elton. (1979). The Political and Social History of Khurasan under Abbasid Rule,
747-820. Chicago: Bibliotheca Islamica.
Davis, Kathleen. (2008). Periodisation and Sovereignty: How Ideas of Feudalism and
Secularisation Govern the Politics of Time. Philadelphia: University of Pennsylvania Press.
Donner, Fred M. (1981). The Early Islamic Conquests, Princeton: Princeton University Press.
Gibb, H.A.R. (1962). .). Studies on the Civilization of Islam, S.J. Shaw and W.R. Polk (Eds.),
Boston: Beacon Press.
Goitein, S.D. (1966). Studies in Islamic History and Institutions, Leiden: E.J. Brill,
Hallaq, Wael B. (1997). A History of Islamic Legal Theories: An Introduction to Sunni usul
al-fiqh. Cambridge: Cambridge University Press.
Irwin, Robert. (Ed.). (2010). The New Cambridge History Of Islam, vol. 4: Islamic Cultures
and Societies to the End of the Eighteenth Century. Cambridge: Cambridge University Press.
Karamustafa, Ahmet T. (2007): Sufism: The formative period. Edinburgh: Edinburgh
University Press.
Kennedy, Hugh. (1981). The Early Abbasid Caliphate: A Political History. London: Croom
Helm.
Kennedy, Hugh. (2004). The Prophet and the Age of the Caliphates: The Islamic Near East
from the Sixth to the Eleventh Century. London: Pearson.
Department of History, University of Delhi
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Khalidi, Tarif. (1994). Arabic Historical Thought in the Classical Period. Cambridge:
Cambridge University Press.
Kister, M.J. (1980). Studies in Jahiliyya and Early Islam. London: Variorum
Lambton, A.K.S. (1969). Landlord and Peasant in Persia: A Study of Land Tenure and Land
Revenue Administration. London: Oxford University Press.
Lambton, A.K.S. (1981). State and Government in Medieval Islam. An Introduction to the
Study of Islamic Political Theory. London: Oxford University Press.
Lassner. Jacob. (1980). The Shaping of Abbasid Rule. Princeton: Princeton University Press.
Makdisi, George. (1981). The Rise of Colleges: Institutions of Learning in Islam and the
West. Edinburgh: Edinburgh University Press.
Marsham, Andrew. (2009). Rituals of Islamic Monarchy Accession and Succession in the
first Muslim empire. Edinburgh: Edinburgh University Press.
Paul, Jurgen. (1994). The State and the Military: The Samanid Case. Bllomington: Indiana
University Press.
Peacock, A.C.S. (2010). Early Seljuq History: A New Interpretation. London: Routledge.
Rosenthal, E..I.J. (1958). Political Thought in Medieval Islam, Cambridge: Cambridge
University Press.
Shaban, M.A. (1970). The Abbasid Revolution. Cambridge: Cambridge University Press.
Vryonis, Speros. (1971). The Decline of Medieval Hellenism in Asia Minor and the process
of Islamiization from the Eleventh through the Fifteenth Century, Berkeley: University of
California Press.
Waldman, Marilyn. (1980). Toward a Theory of Historical Narrative: A Case Study in
Perso-Islamicate Historiography. Columbus: Ohio State University.
Young, M.J.L, J.D. Latham and R.B. Serjeant. (Eds.). (1990). Religion, Learning And
Science in the ‘Abbasid Period. Cambridge: Cambridge University Press.
Facilitating Teaching Learning Outcome:
The course is organized around Weekly lectures and reading assignments. These readings are
cumulative; it is therefore important that no essential reading is left out. There is a lot in this
course that will be new to students in terms of information (names, places, Arabic terms),
concepts (notions of authority, service, associations, knowledge, beliefs) and historiography
(orientalism, prosopography) and the readings will need to be carefully contextualized with the
more than a text-book; it charts out a method on how to study
Islamicate societies (for the meaning of the term, see Hodgson). Read it carefully. Students will
be asked to present reports and participate in formal class discussions on themes and texts
identified by the instructor. The exercise is to ensure that students comprehend the readings and
develop verbal communication skills.
Assessments:
Students enrolled in this course will be evaluated according to three modes:
1) The first will be a class quiz worth five marks, in mid-September. This will consider the new
Arabic vocabulary that was taught in the first 6-8 Week of the course. Students will be asked to
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explain the meaning of the terms and their historical significance. The quiz will ask for the
meanings of 10 terms/names and will be out of 5 marks.
no choices) immediately
after the mid-term break, worth twenty marks. Students will have 48 hours to write their essay of
1500 words (there will be negative marking for longer and shorter essays). Essays will not be
consult their books and notes: 20 marks.
3) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
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HSM 12
Science, Religion and Techno-communities in Medieval Asia, 1500-1700
Course Objectives:
The objective of the course is to introduce students to various aspects of science and technology
in medieval Asia. The paper introduces students to how various communities in Asia engaged
with the idea of science, technology and medicine. This course moves away from the
conventional Eurocentric narratives and brings into discussion the non-European societies that
had cultivated their own language of rational thoughts and knowledge production. The objective
of the course is to familiarize students with developments in the field of science and technology
in the medieval period. It will also teach them about the economic and ideological contexts
within which science and technology came to be defined and understood in the non-European
world and before the colonial era.
Learning Outcomes:
At the end of the course, students would be:
Familiar with a number of geo-political regions that include medieval Turkey and early
modern China. The scientific and technological developments in these regions will be very
useful to make a comparative historical analysis of human thinking and knowledge
production.
Able to understand how medieval societies perceived science and technology.
In a position to locate the social and cultural histories of medieval period through the prism
Comprehension of a range of diverse readings that deal with a variety of scientific,
technology, and medicine.
Course Content:
Unit 1 (Week 1-2): History of Science and Technology: A Theoretical Understanding
Unit 2 (Week 3-4): Translation and Transition: Exchange of Ideas in the Medieval World
Unit 3 (Week 5-6): Medicine, Hygiene and Body in Medieval Asia
Unit 4 (Week 7-8): Privilege and Patronage: Technology and Empire Building
Unit 5 (Week 9-10): Religion, Science and Society in Arab World
Unit 6 (Week 11-12): Technology in the Indian Ocean: Trade, War and Power in South Asia.
Unit 7 (Week 13): Accommodation and Assimilation: Science and Technology in Plural
Societies.
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Unit 8 (Week 14): Review Week
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit-1: (Week 1-2): This unit will introduce students to the historiography of science and
technology in the Middle Ages.
Bala, Arun. (2006). The Dialogue of Civilizations in the Birth of Modern Sciences New
York: Palgrave Macmillan, pp. 1-62.
Habib, Irfan. S and Raina, Druv. (2006). eds. A Social History of Science: Themes in
Indian History, Delhi: Oxford University Press, pp. 1-70
Latour, Bruno. (1993). We Have Never Been Modern, Cambridge: Harvard University
Press, pp.1-88.
Russell, Bertrand.(1997).Religion and Science, New York: Oxford University Press,
pp.1-81.
George, Sarton,. (1955). Introduction to the History of Science; A History of Science;
Appreciation of Ancient and Medieval Science During Renaissance (1450-1600),New
York: Barnes and Noble, pp. 1-84.
Rahman, Abdur. (1984). ed. Science and Technology in Indian Culture: A Historical
Perspective, New Delhi: National Institute of Science, Technology and Development
Studies, pp. 1-122.
White, Lynn, JR. (1978). Medieval Religion and Technology: Collected Essays,
Berkeley: University of California Press, pp. 1-92
Unit 2: (Week 3-4): This unit discusses how scientific ideas circulated in medieval and early
colonial world
Raj, Kapil. (2007). Relocating Modern Science: Circulation and the Construction of
Knowledge in South Asia and Europe, 1650-1900, London: Palgrave Macmillan, pp. 1-
67.
Livingstone, David N. (2003). Putting Science: in its Place, Geographies of Scientific
Knowledge, Chicago: The University of Chicago Press, pp.1-178.
Gunergun, Feza, Raina, Dhruv. (2011). (Eds.). Science between Europe and Asia:
Historical Studies on the Transmission, Adoption and Adaptation of Knowledge,
NewYork: Springer, pp.1-76.
Bala, Arun.(2012). ed. Asia, Europe, and the Emergence of Modern Science: Knowledge
Crossing Boundaries, New York: Palgrave Macmillan, pp. 1-80.
Unit 3: (Week 5-6): This unit discusses various traditions of medicine, hygiene and body in
medieval and Early Modern Asia.
Pormann, Peter E and Savage-Smith, Emilie. (2007). Medieval Islamic Medicine,
Edinburgh: Edinburgh University Press, pp.1-143.
Leslie, Charles M. (1976).ed. Asian Medical Systems: A Comparative Study Berkeley:
University of California Press, pp. 1-81.
Zimmer, H. R. Hindu Medicine. (1948). Baltimore: Johns Hopkins Press, pp. 1-165.
Winterbottom, Anna, Tesfaye, Facil. (2016). eds. Histories of Medicine and Healing in
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the Indian Ocean World: The Medieval and Early Modern Period, Vol.1, New York:
Palgrave, pp. 1-187.
Gunergun, Feza, Raina, Dhruv. (2011). eds. Science between Europe and Asia: Historical
Studies on the Transmission, Adoption and Adaptation of Knowledge, New York:
Springer, pp. 209-270.
Arnold, David. (1988).ed. Imperial Medicine and Indigenous Societies, Manchester:
Manchester University Press, pp.1-26.
Arnold, David. (1993). Colonizing the Body: State Medicine and Epidemic Disease in
Nineteenth-Century India, Berkeley: University of California Press, pp.1-60.
Unit 4: (Week 7-8): It discusses the relations between state, royal patronage and science
knowledge in medieval Asia.
Mossensohn, Miri Shefere. (2015). Science among the Ottomans: The Cultural Creation
and Exchange of Knowledge, Austin: University of Texas Press, pp.1-157.
The Muqaddimah: An Introduction to History, translated by Franz.
Rosenthal, Princeton: Princeton University Press, pp. 333-458.
Pfeiffer, Judith. (2014). , Politics, Patronage and the Transmission of Knowledge in 13th
- 15th Century Tabriz, Leiden: Brill, pp.1-170.
Cohen, Floris H. (2010). How Modern Science Came Into the World: Four Civilizations,
One 17th-century Breakthrough, Amsterdam: Amsterdam University Press, pp. 1-76
Unit 5: (Week 9-10): It discusses the relationship between religion and sciences in medieval
Arab World.
Akasoy, Anna and Raven, Wim. (2008). eds. Islamic Thought in the middle Ages: Studies
in Text, Transmission and Translation in Honour of Hans Daiber, Leiden: Brill, pp.3-76.
Garcia-Balleser, Luis. (2001). Medicine in a Multicultural Society: Christian, Jewish and
Muslim Practitioners in the Spanish Kingdoms,1222-1610, Burlington VT: Ashgate
Publishing, pp. 1-74.
Saliba, George. (2007). Islamic Science and the Making of the European Renaissance,
Cambridge: Massachusetts Institute of Technology Press, pp.1-170.
Ragab, Ahmed. (2018). Piety and Patienthood in Medieval Islam, Oxford: Routledge,
pp.1-86.
Modern Turco-Affect, Emotion, and
Subjectivity in Early Modern Muslim Empires: New Studies in Ottoman, Safavid and
Mughal Art and Culture, Leiden: Brill, pp. 95-124.
Unit 6: (Week 11-12): This unit will discuss different kind of maritime and war technologies in
the Indian Ocean littoral.
Parkin, David and Barnes, Ruth.(2016). eds. Ships and the Development of Maritime
Technology in the Indian Ocean, Oxford: Routledge,pp.1-93.
Chaudhuri, K.N. (1985). Trade and Civilisation in the Indian Ocean: An Economic
History from the Rise of Islam to 1750, Cambridge: Cambridge University Press, pp. 119-
159.
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Andrade, Tonio. (2016). The Gunpowder Age: China, Military Innovation, and the Rise
of the West in World History, Princeton: Princeton University Press, pp.15-74.
Gommans, Jos. (2002). Mughal Warfare: Indian Frontiers and Highroads to Empire,
1500-1700, London: Routledge, pp.39-98.
Kolff, Dirk. (1990). Naukar, Rajput, and Sepoy: The Ethnohistory of the Military Labour
Market in Hindustan, 1450-1850, Cambridge: Cambridge University Press, pp.32-116.
Unit 7: (Week 13): It discusses how science knowledge and technological developments
influenced plural societies in medieval south Asia.
Needham, Joseph. (2005). Within the Four Seas: The Dialogue of East and West.
Oxfordshire: Routledge, pp. 11-88.
Mossensohn, Miri Shefer. (2009). Ottoman Medicine: Healing and Medical Institutions,
1500-1700, Albany: Suny Press, pp.21-100.
Histories of Medicine
and Healing in the Indian Ocean World: The Medieval and Early Modern Period, Vol.1,
New York: Palgrave, pp. 99-124.
Joseph, George Gheverghese. (2009). A Passage to Infinity: Medieval Indian
Mathematics from Kerala and Its Impact, New Delhi: Sage, pp.1-40.
Unit 8: (Week 14): This review unit will focus on the latest historiographical and intellectual
developments in the field of history of science, technology and medicine and students will be
encouraged to engage with the contemporary social and political discussions around the
subject matter.
Suggested Readings:
Beckwith, Christopher I. (2012). Warriors of the Cloisters: The Central Asian Origins of
Science in the Medieval World, Princeton, Princeton University Press.
Findlen, Paula. (2018). ed. Empires of Knowledge: Scientific Networks in the Early Modern
World, London, Routledge.
Foucault, Michel.(2002). The Archaeology of Knowledge, London, Routledge.
Gottschalk, Peter. (2013). Religion, Science, and Empire: Classifying Hinduism and Islam in
British India, New York, Oxford University Press.
Khafipour, Hani. (2019). The Empires of the Near East and India Source Studies of the
Safavid, Ottoman, and Mughal Literate Communities, New York, Columbia University
Press.
Malekandathil, Pius. (2017).ed. The Indian Ocean in the Making of Early Modern India,
Oxon, Routledge.
Ragab, Ahmed. (2015). The Medieval Islamic Hospital: Medicine, Religion, and Charity,
New York, Cambridge University Press.
Said, Edward W. (1979). Orientalism: Western Conceptions of the Orient, New York,
Vintage Books.
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White, Lynn, JR. (1974). Medieval Technology and Social Change, London, Oxford
University Press.
Facilitating Teaching Learning Outcome:
This course is organized around lectures and class room discussions, largely based on the
readings as mentioned above. Students are expected to participate in class room discussions and
make short theme based presentations and brief write ups that can help them to polish their
language, communication skills and method of articulation.
Assessment:
Students who take this course will be assessed according to two modes:
1) Students are required to submit a theme based research paper (2500-3000 words) on a topic
that they are free to choose from the course, with the help of the teacher. This term paper is
marked out of 25 marks.
2) The end of term semester examination covers the full content of this course. The examination
will be of 3 hours duration and students are required to answer 4 out of 8 questions. Marks will
be awarded out of a maximum of 75 marks.
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HSM 13
History of North Africa and Spain, ca. 8
th
-15
th
Century
Course Objectives:
This course explores the spread of Islamic Civilization and its development in North Africa
and Spain from 8
th
-15
th
Century A.D. It will examine the state of affairs in the North Africa
and Spain before the Islamic conquest, the socio-economic and political history during the
period of the Umayyads and Abbassids. It will have special focus on the society and culture of
Islamic Spain, and its impact on Europe in different walks of life. The students would be
introduced to the achievements of philosophers, scientists and mystics of this era along with
historiographical debates and questions reflecting the modes of interpreting the events that had
such an important role in shaping the western European world.
Learning Outcomes:
At the end of the course, students would be:
Able to have a broad understanding of the politics and key events in the history of various
dynasties ruling North Africa and Spain.
Understand that knowledge travels between cultures and that the Medieval Islamic World
was diverse, advanced, connected and influenced the world as we know it today.
Introduced to Jewish, Christian, and Muslim intercultural relations in Spain under the
Muslim rule, the Muslim
coexistence among these communities.
Appreciate the developments made in the fields of knowledge (ilm) of Science, technology,
Philosophy, mysticism, art and architecture, music etc. in the Medieval Islamic world. How
did scientific inventions of the Medieval Arabic world make their way to Europe and how
did they eventually contribute to shaping the world? How was knowledge preserved and how
did it travel through the ages?
Course Content:
Unit 1: (Week 1-2): Introduction: The Maghreb: Historical Geography. Arab conquest and
the establishment of Muslim rule in North Africa.
Unit 2: (Week 3-4): Islamization and Arabization of the Maghrib: The Berbers, The Idrissids
and The Fatimids.
Unit 3: (Week 5-6): Berber Dynasties in the Maghrib: The Almoravids, Almohads, Hafsids
and Zayyanids. Maghrib under the Ottoman Rule.
Unit 4: (Week 7-8): The Muslim conquest of Spain: the Damascus Caliphate and the
independent Umayyad Emirate.
Unit 5: (Week 9-10): The Decline and collapse of Arab rule and establishment of Christian
rule in Spain.
Unit 6: (Week 11-12): A comparative study of the Society of al-Andalus and Christian Spain:
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Muslims, Christian and the Jews.
Unit 7: (Week 13): Islamic thought in Spain: The philosophy of Ibn-Rushd, Ibn- Tufayl;
mysticism and the rise of Ibn-Arabi.
Unit 8: (Week 14): The significance of Andalus & its Arts: Islamic legacy & influence in
Spanish literature, Science, technology. Origin and development of Music; influence on
European art, literature and culture.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Week 1-2): This unit will cover the historiographical backdrop of the Arab conquest
and the establishment of its rule in North Africa
Abun-Nasr, Jamil. (1987). A History of the Maghrib in the Islamic Period, Cambridge
University Press, pp. 1-25& 26-37.
Brown, Kenneth and Michel Le Gal. (1997). (Eds.). The Maghrib in Question: Essays in
History and Historiography, University of Texas Press (Austin), Introduction & Chapter-
1.
Daedalus, Vol.
102, No. 1, Post-Traditional Societies, pp. 207-224.
-The Muslim Conquest and Settlement of North
Africa and Spain, London: Routledge, pp. 19-31& 55-83.
Naylor, Phillip C. (2009). North Africa: A History from Antiquity to the Present, Austin:
University of Texas Press, pp. 1-14 & 57-74.
Lambton, A. K. S. (1981). State And Government in Medieval Islam, Routledge London:
Curzon, pp.152-177.
Unit 2: (Week 3-4): This unit will examine the process of Islamization and Arabization of the
Maghrib
Abun-Nasr, Jamil. (1987). A History of the Maghrib in the Islamic Period, Cambridge:
Cambridge University Press, pp. 26-59.
Brett, Michael & Fentress, Elizabeth. (1997). The Berbers: The Peoples of Africa,
Oxford: Blackwell, Chapter-3 & 4.
Naylor, Phillip C. (2009). North Africa: A History from Antiquity to the Present, Austin:
University of Texas Press, pp. 57-88.
Laroui, Abdallah. (1977). The History of the Maghrib: An Interpretive Essay, Princeton
University, Introduction & Chapter-6.
Unit 3: (Week 5-6): This unit will focus on the discontent and rebellion against the Arab rule
and the establishment of indigenous polities in Maghrib
Abun-Nasr, Jamil. (1987). A History of the Maghrib in the Islamic Period, Cambridge
University Press, pp. 76-143.
Brett, Michael & Fentress, Elizabeth. (1997). The Berbers: The Peoples of Africa,
Oxford, Blackwell, Chapter-3.
Naylor, Phillip C. (2009). North Africa: A History from Antiquity to the Present, Austin:
University of Texas Press, pp.89-108.
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Laroui, Abdallah. (1977). The History of the Maghrib: An Interpretive Essay, Princeton:
Princeton University Press., Chapter- 7& 8.
Unit 4: (Week 7-8): The conquest of Spain and the formation of sovereign Andalusian
Umayyad Emirate will be studied in this unit
of al-Andalus (711-
Salma Khadra. ed., The legacy of Muslim Spain, Part-1, Leiden: E.J.Brill, pp. 3-87.
- The Muslim conquest and settlement of North
Africa and Spain, London: Routledge, pp. 31-54; 84-109; 234-253.
Safran, Janina. (2000). The Second Umayyad Caliphate: The Articulation of Caliphal
Legitimacy in Al-Andalus, Cambridge: Harvard University Press.
Imamuddin, S. M. (1981). Muslim Spain 711-1492: A sociological Study, Leiden: E.J.
Brill, pp. 1-22.
Watt, Montgomery and Pierre Cachia. (2007). A History of Islamic Spain, London:
Aldine Transaction Publishers, Chapters-1& 3.
Lowney, Chris. (2005). A Vanished World: Muslims, Christians, and Jews in Medieval
Spain, New York: Oxford University Press, , pp.15-42.
Unit 5: (Week 9-10): This unit will examine causes and consequences of the collapse of Arab
rule in Spain
Watt, Montgomery and Pierre Cachia. (2007). A History of Islamic Spain, London:
Aldine Transaction Publishers, pp. 70-81.
Lapidus, Ira M. (2002). A History of Islamic Societies, Cambridge University Press, pp.
309-19.
Unit 6: (Week 11-12): The unit will have a comparative study of the Society of al-Andalus;
Jewish, Christian, and Muslim intercultural relations and coexistence
Convivencia Mann Vivian B.
& Dodds, Jerrilynn Denise. eds.,(2007). Convivencia: Jews, Muslims, and Christians in
Medieval Spain, George Braziller, pp. 11-36.
Lowney, Chris. (2005). A Vanished World: Muslims, Christians, and Jews in Medieval
Spain, New York: Oxford University Press, pp. 71-78; 93-102; 199-208.
Menocal, Maria Rosa. (2002). The Ornament of the World: How Muslims, Jews, and
Christians Created a Culture of Tolerance in Medieval Spain, New York: Black Bay
Books.
Roth, Norman. (1994). Jews, Visigoths, and Muslims in medieval Spain: cooperation and
conflict, Leiden: E. J. Brill, pp. 73-136; 163-204.
Menocal, Maria Rosa et.el.
eds., The Literature of Al-Andalus, Cambridge: Cambridge University Press, pp. 417-34.
Unit 7: (Week 13): This unit will initiate students to mystical Islamic thought in Spain
particularly the philosophy of Ibn-Rushd, Ibn- Tufayl and Ibn-Arabi
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The Cambridge Companion to
Arabic Philosophy, Cambridge: Cambridge University Press, pp. 180-200.
Peter Adamson and Taylor, Richard C. Eds., The Cambridge Companion to Arabic
Philosophy, Cambridge: Cambridge University Press, pp. 155-179.
Peter Adamson and Taylor, Richard C. Eds., The Cambridge Companion to Arabic
Philosophy, Cambridge: Cambridge University Press, pp. 224-246.
Menocal, Maria Rosa et.el. eds., The Literature of Al-Andalus, Cambridge: Cambridge
University Press, pp. 318-344.
Unit 8: (Week 14): The unit will discuss the significance and cultural greatness of Andalus
and its influence on European art, literature and culture (Renaissance).
Watt, Montgomery and Pierre Cachia. (2007). A History of Islamic Spain, London:
Aldine Transaction Publishers, pp. 52-69; 97-126 & 143-152.
Burke, J. (1995). The Day the Universe Changed, Boston: Little, Brown and Company,
pp.19-54.
Jayyusi, Salma Khadra. ed., The legacy of Muslim Spain, Leiden: E. J. Brill, (relevant
sections).
Gulick, Thomas F. (2007). ‘Science in Medieval Spain: The Jewish Contribution in the
Context of Convivencia Gulick, Thomas F., Mann Vivian B. & Dodds, Jerrilynn
Denise. eds., Convivencia: Jews, Muslims, and Christians in Medieval Spain, George
Braziller, pp. 83-111.
Imamuddin, S. M. (1981). Muslim Spain 711-1492: A sociological Study, Leiden: E.J.
Brill, pp. 187-205.
Suggested Readings:
Brett, Michael. (1999). Ibn Khaldun and the Medieval Maghreb, Aldershot, Ashgate.
Burgat, Francois. (1993). The Islamic Movements in North Africa, University of Texas
Press.
Charles E. Butterworth, Blake Andrée Kessel. (1994). The Introduction of Arabic
philosophy into Europe, E.J.Brill, Leiden.
Middle Eastern
Studies, Vol. 11, No. 3, pp. 306-323.
Harvey, Leonard Patrick. (1990). Islamic Spain, 1250-1500, Chicago: University of
Chicago.
Clancy, Julia Ann. (2001). North Africa, Islam, and the Mediterranean world: from the
Almoravids to the Algerian War, London: Smith, Frank Cass & Co. Ltd.
Lapidus, Ira M. (2002). A History of Islamic Societies, Cambridge: University Press, pp.
299-336.
Elfasi, M. (1988). General History of Africa. III: Africa from the Seventh to the Eleventh
Century, Paris: UNESCO.
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Menocal, Maria Rosa. The Ornament of the World: How Muslims, Christians and Jews
Created a Culture of Tolerance in Medieval Spain.
-Muslim Relations in Eleventh Century
Military Affairs, Vol. 43, No. 4, pp. 195-98.
A History of Medieval Spain, Ithaca: Cornell University
Press.
Holt, Peter Malcolm, Ann K. S. Lambton, Bernard Lewis, (Eds.) (1970). The Cambridge
History of Islam, Volume 2.
Gulick, Thomas F. (1995). From Muslim Fortress to Christian Castle: Social and Cultural
Change in Medieval Spain. Manchester, University Press.
Facilitating Teaching Learning Outcome:
The course is structured around Weekly lectures and discussions based on the readings.
Students will be required to make presentations in the class on the themes and topics of the
course intended to promote verbal communication expertise and acquire competence to handle
the readings efficiently.
Assessments:
1) There will be an internal assessment test held around mid-semester, marked out of 10 marks.
2) The students are required to write and present a research paper in the class (with full
citations and bibliography) on the themes of the course identified by the teacher, marked out of
15 marks.
3) There will be an end of semester examination that will cover the entire course. The
examination will be of 3 hours duration and students will be required to answer 4 out of 8
questions. Marks will be awarded out of a maximum of 75 marks.
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HSM-14 --
Central Asia: Politics, Society and Warfare from Chingiz Khan to Timur
Course Objective:
This is a survey paper designed to acquaint the students with major developments in Central Asia
between 13
th
to 15
th
centuries. The rise of Mongols under Chingiz Khan laid the foundations of
the political structures of the region, creating new structures of authority and command. In
addition to slaughter and destruction which every Mongol raid invariably unleashed, they also
promoted unhampered trade and commerce and ensured safety on the great silk route. The
civilized world. The students will have a holistic view of the Mongol phenomenon that goes
beyond the paradigm of brutality and annihilation of the victims.
Learning Outcome:
At the end of the course the students would be:
Familiar with the nomadic and tribal structures of the Mongols prior to the rise of Chingiz
Khan
Familiar with the efforts of Chingiz Khan as to how through sheer discipline and bravery he
was successful in creating one of the largest empires of the pre- modern times
Understanding the weaknesses creeping the system in the urban way of life compared to the
nomadic ways of the tribal people
Learning about the Mongol discipline and mobilization of the combating forces as the largest
and most mobile military unit during the pre modern times
Learning how the Mongols, besides promoting trade and commerce, have also been a great
patron for the liberal arts and Persian poetry. It will be interesting to see that mysticism
developed as the most powerful social philosophy under the patronage of various Ilkhanid
Mongol Princes
Course Content
Unit 1: (Week 1-2): Sources: Persian and Mongol.
Unit 2: (Week 3): Geographical demarcation of Central Asia.
Unit 3: (Week 4-5): Rise of the Mongols: political and economic dimensions; social and cultural
life, Chenghis Khan and the Mongol State.
Unit 4: (Week 6-7): Central Asia in 12
th
and 13
th
centuries: Turko-Persian states; First phase of
Mongol expansion in China, Central Asia, Delhi Sultanate, Persia and Eastern Europe, Causes of
their success.
Unit 5: (Week 8): Impact of Mongols campaigns. Response of Delhi sultanate to Mongol
invasions
Unit 6: (Week 9): Second phase of Mongol campaigns: End of the Ismailis of Almut and
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Abbasid Caliphate; Rise of Chaghatay and Ilkhanid states in Central Asia and Persia
Unit 7: (Week 10): Cultural Efflorescence of Persia under Ilkhanids: Persian Poetry, Tasawwuf
and other liberal arts
Unit 8 (Week 11-12): Division of Chaghatay state, Rise of Timur.
Unit 9: (Week 13-14): Mongols as agents of change; Advances in Military Technology and
patronage to trade and commerce.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Week 1-2): This unit will familiarize the student with the source material available on
the subject with the critical analysis.
Browne, E.G. (1964). A Literary History of Persia, Vol. II, Cambridge: Cambridge
University Press, pp. 426-466 (Chapter 7).
Juzjani, Minhaj Siraj. (1888, reprint 1970), Tabakat-i Nasiri, translated by H.G.
Raverty, Vol. II., section 23, pp. 869- 1096.
Dughlat, Mirza Haider. (Reprint 1895). Tarikh-e Rashidi, (trans. E.Denison Ross),
Patna pp.1-25.
Sun, Wei-Kwei. (1957). The Secret History of the Mongol Dynasty, Aligarh, pp. 1-50.
Unit 2 (Week 3): This unit will examine the geographical region of Central Asia and Khurasan
which faced the Mongol fury along with its history and the state formations.
K.A. Nizami, ed., A Comprehensive History of India Vol. V, Delhi: Peoples
Publishing House, pp. 1-83.
Haqqi, S.A.H. (2010), Chingiz Khan: The Life and Legacy of an Empire Builder,
Delhi, Chapter 4- pp. 85-113.
Hodgson, Marshall G.S. (2004). The Venture of Islam: Conscience and History in a
World Civilization, Lahore:, Vanguard Books, pp. 386-436.
History of Humanity, Vol. IV, pp.
470-478.
Unit 3 (Week 4-5): This unit would focus on the rise of the Mongols under Chengiz Khan, the
tribal organisation of the Mongols and the consolidation of Mongol power.
Haqqi, S.A.H. (2010). Chingiz Khan: The Life and Legacy of an Empire Builder,
Delhi, pp. 1-84. (Chapters 1, 2, 3)
-
Tripathi, Some Aspects of Muslim Administration, Allahabad
he Sovereign in the Timurid State [XIVth XVth
Turcica Revue D’etudes Turques, Vol. VIII/2, Paris
- Medieval
India: A Miscellany, Vol. II, CAS, Aligarh
Unit 4 (Week 6-7): This unit will examine Central Asia in 12
th
and 13
th
centuries: and the first
phase of Mongol expansion in China, Central Asia, Delhi Sultanate, Persia and Eastern Europe.
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Saunders, J.J. (1971). The History of Mongol Conquest, London, Chapter 2 and 3
Browne, E.G. (1956). A Literary History of Persia, Vol. III, Cambridge: Cambridge
University Press, pp. 3-60
Central Asiatic
Journal, Vol. 19, pp. 118-156.
Barthold, W. (1975). Turkestan, Delhi, pp. 463-494.
Unit 5 (Week 8): This unit will trace the impact of the Mongol campaigns in central Asia and
Delhi Sultanate.
Central Asiatic
Journal, Vol. 19, pp. 118-156.
Jackson, Peter. (1999). The Delhi Sultanate: A political and Military History, CUP,
109- 122.
Browne, E.G. (Reprint 1964), A Literary History of Persia, Vol II, Cambridge:
Cambridge University Press, pp. 426-466.
Grousset, Rene (2011). The Empire of the Steppes: A History of Central Asia, New
Jersey: Rutgers University Press, pp. 347-408.
Unit 6 (Week 9): In this unit discussion will revolve around the later phase of the Mongol
campaigns and the eventual rise of Chaghatay and Ilkhanid states in Central Asia and Persia.
Lewis, Bernard. (1968). The Assassins, New York, Chapter 4,5,6- pp. 64-140.
Grousset, Rene (2011). The Empire of the Steppes: A History of Central Asia, New
Jersey: Rutgers University Press, pp. 502-526.
Unit 7 (Week 10): Here the emphasis will be laid on the cultural efflorescence of Persia under
Ilkhanids with reference to Persian poetry, tasawwuf and Islam.
Browne, E.G. (Reprint 1964). A Literary History of Persia, Vol II, Cambridge:
Cambridge University Press, pp. 467-543 (Chapter 8 and 9).
Arnold, T.W. 1913, The Preaching of Islam: A History of Propagation of Muslim
Faith, Aligarh, pp. 206-254 (Chapters 7 and 8).
Hodgson, Marshall G.S. (2004). The Venture of Islam: Conscience and History in a
World Civilization, Lahore: Vanguard Books, pp. 293-328 and pp. 437-500.
Unit 8 (Week 11-12): Division of the Chaghatay state and the subsequent rise of Timur would
be discussed in this unit.
Morgan, David. (1988). Medieval Persia 1040-1797, London: Longman Group, ,
Chapter 6 and 7, pp. 78-99.
ed., A Comprehensive History of India Vol. V, Delhi: Peoples Publishing House, pp.
101-131.
Browne, E.G. (reprint 1956). A Literary History of Persia, Vol III, Cambridge:
Cambridge University Press, pp. 159-375 (Chapter 4 and 5).
Grouset, Rene (2011). The Empire of the Steppes: A History of Central Asia, New
Jersey: Rutgers University Press, pp. 409-468.
Department of History, University of Delhi
123
Unit 9 (Week 13-14):
diffusion of gunpowder, firearms and other military techniques spread out and the protection
extended to the traders and merchants at the trans-continental level.
Haqqi, S.A.H. (2010). Chingiz Khan: The Life and Legacy of an Empire Builder,
Delhi, pp. 180-260 (Chapter 7 and 8).
Khan, Iqtidar Alam. (2004). Gunpowder and Firearms: Warfare in Medieval India,
Delhi: Oxford University Press, pp. 1-58.
Jackson, Peter, ed., (1986), Cambridge History of Iran, Volume III-VI, Cambridge
University Press.
Suggested Further Readings:
Haqqi, S.A.H. (2010). Chingiz Khan: The Life and Legacy of an Empire Builder, Delhi
Grousset, Rene. (2011) Conqueror of the World, reprint, paperback
Adshead, S. A. M. (1993). Central Asia in World History, Macmillan, [Selected chapters]
Bosworth, C. E., The Ghaznivids: Their Empire in Afghanistan and Eastern India: 994-1040
Hodgson, Marshall, the Venture of Islam, Volume I-III.
Jackson, Peter, ed., Cambridge History of Iran, Volume III-VI
Khan, Iqtidar Alam. (2004). Gunpowder and Firearms: Warfare in Medieval India, Delhi:
Oxford University Press.
Manz, Beatrice Forbes, The Rise and Rule of Tamer Lane.
Arnold, T.W. (1913).The Preaching of Islam: A History of Propagation of Muslim Faith,
Aligarh, [chapters 1,7,8,13]
Morgan, David. (1988)., Medieval Persia 1040-1797, England: Longman Group Ltd.
Mohammad Habib and K.A.Nizami, (Ed.) (1970). A Comprehensive History of India Vol. V,
Delhi: Peoples Publishing House, pp.37-131
Browne, E.G. (1978 reprint). A Literary History of Persia, Vol. II and III
Saunders, J.J. (1971). The History of Mongol Conquest, London
Dughlat, Mirza Haider. (1895). Tarikh-e Rashidi, trns. E.Denison Ross, Patna reprint..
Tri -
Some Aspects of Muslim Administration, Allahabad.
Turcica Revue D’etudes Turques, Vol. VIII/2.
- Medieval India A
Miscellany, Vol.II, Aligarh: Aligarh Muslim University.
Jafri, S.Z.H. (2017).
Societies and IIndia and Iran: Exchanges in
the Realm of Ideas and Material Culture, Aligarh Historian Society, 78
th
Annual Session of
Indian History Congress, University of Jadavpur, Calcutta, 29
th
-30
th
December,
[mimeograph]
Jafri, S. Z.H. (2014).
Sultan Shah Rukh (1404-47)”, International Conference on The Historical Heritage of
Department of History, University of Delhi
124
Scientist and thinkers of Medieval East, Its role and importance for Modern Civilization
Organized by Government House, Samarqand, Republic of Uzbekistan, 15-17 May
[mimeograph]
Facilitating Teaching Learning Outcome:
The course is organized around Weekly lectures and discussions based on the readings. Students
will be asked to make short presentations on the themes and topics of the course so that they can
develop their oratory skills and are able to understand the readings better.
Assessments:
Students enrolled in the course will be evaluated in three ways:
1) There will be an internal assessment exam held in mid-semester. This will be out of 10 marks
2) Students will also be asked to submit a research paper on one of the topics of the course,
which will include footnotes and bibliography. The term paper will be marked out of 15 marks
3) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
125
HSM 15
THE
OTTOMANS FROM THE 14-17
th
CENTURIES
Course Objectives:
The objective of the course is to acquaint the students with a non-European imperial formation,
from the 13
th
to the 18
th
centuries. It will teach students the major historiographical interventions
in Ottoman history, and how they have changed our understanding of the empire. With a focus
on the Ottomans, the course will help students appreciate the complex network of alliances, and
forms of communication that sustained and reproduced empires in the late medieval and early
modern period. The course has a comparative edge, and will push the students to compare the
Ottoman empire with the other contemporaneous empires, in particular the Safavids and the
Mughals.
Learning Outcomes:
At the end of the course, students would:
Understand the broad debates and historiographical interventions in modern Ottoman
historiography
Realize how empires reproduce themselves in pluralistic and divergent socio-cultural settings
Appreciate the deep cultural and intellectual affinities that the Ottoman empire had with the
Mughals in India and the Safavids in Iran.
See how identities were constructed and contested in the early modern Islamic empires.
Course Content:
Unit 1: (Week 1-2): Asia Minor Before the Ottomans: An Overview
Unit 2: (Week 3-4): The Early Ottomans: The idea of frontier and gazi.
Unit 3: (Week 5-6): Disintegration and Reintegration: Fall of Constantinople / Conquest of
Istanbul (1453).
Unit 4 (Week 7-8): Centralisation and its discontents: key institutions
Unit 5 (Week 9-10): Harem and Imperial Sovereignty
Unit 6 (Week 11-12): Gender Relations in Household Spaces
Unit 7 (Week 13): Literary Trends in Ottoman court culture
Unit 8 (Week 14): Interpretations of Ottoman Economy
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Week 1-2): The objective of this unit is to acquaint the students with the political
culture in the region before the emergence of the Ottoman empire
Hourani, Albert. (1981). The Emergence of the Modern Middle East. London: Macmillan.
Vryonis, Speros Jr. (1971). The Decline of Medieval Hellinism in Asia Minor and the
Process of Islamization from the Eleventh through the Fifteenth Century. Berkeley:
Department of History, University of Delhi
126
University of California Press, pp.69-133.
Morgan, David, Medieval Persia, 1040-1797. London: Routledge, 25-33.
VryonisStudies in
Byzantium, 29, 41-71.
Morgan, David. (2007). The Mongols. Oxford: Wiley-Blackwell.
Morgan, David. (1988). Medieval Persia, 1040-1797. London: Routledge, pp. 51-61
Unit 2: (Week 3-4): This unit covers the early history of the Ottoman empire, focusing on the
conquests and the ideologies of warfare
Kafadar, Cemal. (1996). Between Two Worlds: The Construction of the Ottoman State.
Berkeley: University of California Press.
Inalcik, Halil. (1994). The Ottoman Empire: the classical age, 1300-1600. New Haven:
Phoenix Press.
-
History of the Crusades. Wisconsin: Wisconsin University Press, Vol. IV: 222-54.
Unit 3: (Week 5-6): This unit covers the developments up till the fall of Constantinople, and
looks at the socio-political consequences
Inalcik, Halil. (2001). The Ottoman Empire: The Classical Age, 1300-1600. New Haven:
Phoenix Press, pp.17-22.
Runciman, Steven. (1990). The Fall of Constantinople, 1453. Cambridge: Cambridge
Unversity Press.
Philippides, Marios and Walter Hanak. (2011). The Siege and the Fall of Constantinople
in 1453: Historiography, Topography and Military Studies. Farnham, UK: Ashgate.
Unit 4: (Week 7-8): This unit covers the administrative institutions in the Ottoman empire, and
examines the technology of rule
Inalcik, Halil. (2001). The Ottoman Empire: The Classical Age, 1300-1600. New Haven:
Phoenix Press.
Darling, Linda. (1996). Revenue-Raising and Legitimacy: Tax Collection and Finance
Administration in the Ottoman Empire. Leiden: Brill.
Gerber, Haim. (1994). State, Society, and Law in Islam: Ottoman Law in Comparative
Perspective. New York: State University of New York Press.
Vakif Administration in Sixteenth Century Konya: The Zavaye
of Sadreddin-i-Journal of the Economic and Social History of the Orient, 17, 3,
145-72
Barkey, Karen. (2008). Empire of Difference: The Ottomans in Comparative Perspective.
Cambridge: Cambridge Unversity Press
Unit 5: (Week 9-10): This unit will focus on the political process, and see how gender served to
reproduce imperial sovereignty.
Pierce, Leslie. (1993). The Imperial Harem: Women and Sovereignty in the Ottoman
Empire. New York: Oxford University Press.
Pierce, Leslie. (2017). Empress of the East: How a Slave Girl Became Queen of the
Department of History, University of Delhi
127
Ottoman Empire New York: Basic Books.
Pierce, Leslie. (2003). Morality Tales: Law and Gender in the Ottoman Court of Aintab.
Berkeley: University of California Press.
Hambly, Gavin. (1999). Women in the Medieval Islamic World: Power, Patronage and
Piety. London: Palgrave Macmillan.
Walthall, Anne. (Ed.). (2008). Servants of the Dynasty: Palace Women in World History.
Berkeley: University of California Press.
Unit 6: (Week 11-12): This unit will look at gender relations in routine lives of ordinary
subjects.
th
Century Ottoman Judicial Records:
The Shari’a Journal of the Economic and Social History of
the Orient, 18, pp. 53-114.
Bursa, 1600- International Journal of Middle East Studies, vol.12, no. 3, pp. 231-
44.
Zilfi, Madeline. (Ed.). (1997). Women in the Ottoman Empire: Middle Eastern Women in
the Early Modern Era. Leiden: Brill.
Tucker, Judith. (1993). Gender and Islamic History. Washington, DC: American
Historical Association.
Faroqhi Suraiya. (1993). Men of Modest Substance: House Owners and House Property
in 17
th
century Ankara and Kayseri. Cambridge: Cambridge Unversity Press..
Keddie, Nikki R. (Ed.). (1993). Women in Middle Eastern History: Shifting Boundaries
in Sex and Gender. New Haven, Connecticut: Yale University Press.
Hambly, Gavin. (1999). Women in the Medieval Islamic World: Power, Patronage and
Piety. London: Palgrave Macmillan.
Keddie, Nikki R. (2007). Women in the Middle East: Past and Present. Princeton:
Princeton University Press.
Unit-7: (Week 13): This unit examines the cultural trends and literary culture in the Ottoman
empire
Wolper, Ethel Sara. (2003). Cities and Saints: Sufism and the Transformation of Urban
Space in Medieval Anatolia. University Park: Pennsylvania State University Press.
Andrews, Walter G. & Mehmet Kalpakli. (2004). The Age of the Beloveds: Love and the
Beloved in Early-Modern Ottoman and European Culture and Society. Durham, North
Carolina: Duke University Press.
Iranian
Studies, 50, 5, 671-89.
-
Turkish Studies Association Bulletin, 21, 2, 41-58
Journal of the Ottoman and Turkish Studies
Association, 1 (1-2).
Department of History, University of Delhi
128
Unit 8: (Week 14): This unit looks at the economic developments in the Ottoman empire, and
- The Ottoman Empire and the World Economy.
Cambridge and Paris: C
International Journal of Middle East
Studies, VI, pp. 3-28.
Faroqhi, Suraiya. (1984). Towns and Townsmen of Ottoman Anatolia, Trade, Crafts, and
Food Production in an Urban Setting 1520-1650. Cambridge: Cambridge University
Press.
-
, Review (Fernand Braudel Center), Vol. 2, No. 3, pp. 389-99.
Inalcik, Halil and Donald Quataert. (Eds.). (1994). An Economic and Social History of
the Ottoman Empire. Cambridge: CUP.
Suggested Reading:
Benton, Lauren. (2001). Law and Colonial Cultures: Legal Pluralism in World History,
1400-1900. Cambridge: CUP.
Benton Lauren and Richard J. Ross. (Eds.). (2013). Legal Pluralism and Empires, 1500-
1850. New York: NYU Press.
Braudel, Fernand (1972). The Mediterranean and the Mediterranean World in the Age of
Philip II. Trans. S. Reynolds, 2 vols. London: William Collins Sons.
Dale, Stephen F. (2009). The Muslim Empires of the Ottomans, Safavids and Mughals.
Cambridge: CUP.
Faroqhi, Suraiya. (Ed.). (2006). The Cambridge History of Turkey (Cambridge: CUP, 2006),
3 vols.
Review 1, 6996.
Trevor-Journal
of Modern History 44, 46879.
Facilitating Teaching Learning Outcome:
The course is organized around Weekly lectures and discussions based on the readings. Students
will be asked to make short presentations on the themes and topics of the course so that they can
develop their oratory skills and are able to understand the readings better.
Assessment:
Assessment of students who take this course will be in 3 modes:
1) There will be an internal assessment exam held in mid-semester. This will be out of 10 marks
2) Students will also be asked to submit a research paper on one of the topics of the course,
which will include footnotes and bibliography. The term paper will be marked out of 15 marks?
3) There will be an end of term semester examination that will cover the contents of the entire
Department of History, University of Delhi
129
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
130
HSM 19
South East Asian History and Anthropology
Course Objectives:
This paper will examine some of the important studies in the anthropology and history of
period of colonial history and address themes in political economy and culture that pertain to this
period. While focusing on historical specificities of different regions, the idea is to introduce
historical themes to students through interdisciplinary perspectives from anthropological theory
and history
Learning Outcomes:
This course will require students to read a range of rich historical and anthropological work on a
region that is unlikely to be familiar from their previous education in history. Many of these texts
are interdisciplinary, drawing upon the archive as well as in ethnographic material to explore
dominant themes in South East Asian history. These include the structure of peasant resistance,
the plantation industry and colonial law, the character of the colonial state and concepts of the
social and the political in the pre colonial period. Students will be expected to read the texts
circulated in class and participate in class discussions and presentations by their peers.
Course Content:
Unit 1: (Week 1-2): Anthropology as Method
Unit 2: (Week 3-4):
Unit 3: (Week 5-6): The Political Economy of Subsistence I
Unit 4: (Week 7-8): The Political Economy of Subsistence II
Unit 5: (Week 9-11): Peasants and Protest
Unit 6: (Week 12-14): Plantations, Race and Resistance
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Week 1-2): This unit will introduce students to Anthropology as a discipline and
method and its affinities with the discipline of History .
Interpretation of Cultures, New York, Basic Books.
George E. Marcus and Michael M.J. Fischer, Anthropology as Cultural Critique,
Chicago, University of Chicago Press.
Comparative Studies in Society and History, Vol. 28, pp.356-357.
Obeseyekere, Gananath. (1992). The Apotheosis of Captain Cook, Princeton , Princeton
Department of History, University of Delhi
131
University Press.
Sahlins, Marshal. (1985). Islands of History, Chicago, University of Chicago Press.
Writing Culture, The Poetics and Politics of Ethnography, Berkeley,
University of California Press.
Unit 2: (Week 3-4): This unit will critique the model of Area Studies and explore historical
writings on alternate spatial paradigms for South East Asia
Scott, James. (200The Art of Not
Being Governed: An Anarchist History of Upland Southeast Asia, New Haven, Yale
University Press.
jump Environment and Planning D: Society and Space,
Volume 20, pp. 647668.
The Journal
of Asian Studies, Vol. 62, No. 4, pp. 1057-1078.
-Siam Mapped: A History of the Geo-
Body of a Nation, Hawaii, University of Hawaii Press.
Language and
Power, Exploring Political Cultures in Indonesia, Ithaca, Cornell University Press.
The Art of Not Being Governed: An
Anarchist History of Upland Southeast Asia, New Haven, Yale University Press.
Unit 3: (Week 5-6): This unit will introduce some key concepts in anthropology (reciprocity,
redistribution, segmentation, prestige, gift economy, debt, obligation) that are essential for
studying highland economies of South East Asia
in Archaeology of Violence, New
York, Semiotext(e).
Sahlins, Marshal. (1974). Stone Age Economics, New York, Aldine Atherton.
Social Science and the Ignoble Savage,
Cambridge, Cambridge University Press.
Polanyi, Karl. (1957). The Great Transformation, London, Beacon Press.
Agricultural Involution: The
Processes of Ecological Change in Indonesia, Berkeley and Los Angeles, University of
California Press.
prevention: the culture and agriculture of
The Art of Not Being Governed: An Anarchist History of Upland Southeast
Asia', New Haven, Yale University Press.
Leach, Edmund. (1954). Political Systems of Upland Burma, MA, Harvard University
Press.
Unit 4: (Week 7-8): This unit will focus on the role of the colonial state and market in
transforming the peasant economies of lowland South East Asia.
Department of History, University of Delhi
132
Adas, Michael. (1974). Burma Delta: Economic Development and Social Change on the
Rice Frontier, 1852-1941
Schendel, WJournal of
Contemporary Asia, Vol. 17, No.4, pp. 456-472.
Scott, James. (1976). Moral Economy of the Peasant, New Haven, Yale University Press,
Chapters 1 and 2.
rosion of Patron Client Bonds and Social Change in South
Journal of Asian Studies, 33, 1972.
Journal of Social History,
Volume 13, Issue 4, pp. 521546.
Unit 5: (Week 9-11): This unit will study the structure of peasant protest in South East Asia
under colonialism with a specific focus on the Depression Rebellions.
Scott, James. (1976). Moral Economy of the Peasant, New Haven, Yale University Press,
Chapters 4 and 5.
Radin, Fernando. (1
Journal of Southeast Asian Studies, Vol. 30, No. 2, pp. 263-285.
State, Market and Peasants in Colonial South and South East Asia, Ashgate.
Brown, Ian. (2005). A Colonial Economy in Crisis Burma’s rice cultivators and the world
depression of the 1930s, London, Routledge, Chapters 1, 3, 4.
Unit 6: (Week 12-14): This unit will study the plantation economies of South East Asia, their
structured, racial violence embedded in colonial law, and the resistance from workers.
Geertz, Clifford. (1963). Agricultural Involution: The Processes of Ecological Change in
Indonesia, Berkeley and Los Angeles, University of California Press, Chapters 4 and 5.
colonial Indochina, 1910-40, Journal of Peasant Studies, Vol. 19, Issues 3&4, pp. 41-67.
Breman, Jan. (1989). Taming the Coolie Beast: Plantation Society and the Colonial
Order in South East Asia, New Delhi, Oxford University Press, Chapters 2 and 3.
American Ethnologist, Vol. 12, No. 4, pp. 642-658.
Journal of Peasant Studies, Vol. 19.
Suggested Readings
Sadan, Mandy Review of The Art of Not Being Governed: An Anarchist History of Upland
Southeast Asia, published in Reviews in History
(https://www.history.ac.uk/reviews/review/903)
Department of History, University of Delhi
133
Modern Asian Studies, Vol. 31, No. 3, Special Issue: The Eurasian
Context of the Early Modern History of Mainland South East Asia, 1400-1800, pp. 735-762.
- Past and
Present, Past & Present, Volume 38, Issue 1, pp. 5697.
Kuper, Adam. (1998). The Invention of Primitive Society, London, Routledge.
Mauss, Marcel. (1925; 1967) The Gift: Forms and Functions of Exchange in Archaic
Societies, London, Routledge.
Transforming the Indonesian
Uplands, London, Routledge.
Burma, Siam, and Imperial Britain, 1800 Comparative Studies in Society and
History Volume 2 , pp.354 377.
Kartodirdjo, Sartono. (1972). Protest Movements in Rural Java; a Study of Agrarian Unrest
in the Nineteenth Early Twentieth Century, Singapore: Oxford University Press.
Culture and
Politics in Indonesia, Ithaca, Cornell University Press, pp. 71-125.
Kolsky, Elizabeth. (2010). Colonial Justice in British India, Delhi, Oxford University Press,
Introduction, Chapters 3 and 4
colonial
Journal of Peasant Studies, Vol. 19, 1992, Issues 3&4, pp 106-141.
Journal of
Peasant Studies, Vol. 13, No. 2.
Stoler, Ann. (1985). Capitalism and Confrontation in Sumatra’s Plantation Belt, 1870–1979,
New Yaven, Yale University Press.
Facilitating Teaching Learning Outcome:
The course is organized around Weekly lectures and reading assignments. Students will have to
read the Weekly assigned readings and participate in formal class discussions. There will be
formal class presentations, which while being part of the assessment, also encourage
communication and verbal skills.
Assessments:
There are three modes of assessing the work of students in this course:
1) Each student will have to make a class presentation on a text and theme that will be arrived at
after discussion with the Course Instructor. These presentations will be marked out of 10.
2) Each student will also have to submit a term paper of not less than 3000 words on a theme
chosen by the Instructor. Students are encouraged to include in their essay, an analysis of their
reading of the text chosen for presentation. They are expected to meet with the instructor to
develop and finalise subjects and materials on which their papers would be based. The term
paper will be marked out of 15 marks.
3) There will be an end of term semester examination that will cover the contents of the entire
Department of History, University of Delhi
134
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
135
HSM-20
Medieval Western Europe ca. 500-1400
Course Objectives:
This course deals with social formations in medieval Europe, with a particular emphasis on
Western Europe. It charts the intersecting impact of the Church, Germanic traditions and the
entrenched elites from antiquity. Themes will provide a broad outline of European medieval
history from an analysis of social and economic structures to the history of the Church,
significant political developments and an understanding of the medieval worldview.It follows the
religious and spiritual trajectory of this society and considers why the period might be labelled
Learning Outcome:
At the end of the course, students would:
have learnt about the history of the societies of Western Europe during the period between
the sixth and the fourteenth centuries.
Understand historiographical debates around periodization in history.
Students would be able to respond why this period is referred as medieval? What were the
concrete progresses made in the field of culture, commerce, science and technology?
Students will survey the conditions of material life and changing social and economic
conditions in medieval Europe with reference to the comparative context of contemporary
civilizations.
The study the specific factors, both institutional and technological, which have contributed to
the emergence of modernity and capitalist growth in Western Europe in contrast to the
trajectories followed by the other major medieval societies will provide students a
comparative insight.
A rich understanding of these aspects would prepare the students to engage with the
substantive issues of change and continuity during this period.
Course Content:
Unit 1: (Week 1-2):Issues of Periodization and Middle Ages in Western Europe.
Unit 2: (Week 3-4): Late Roman Antiquity and Barbarian Europe.
Unit 3: (Week 5-6): Medieval Institutions and Tripartite Society.
Unit 4: (Week 7-8):Growth of Medieval European Economy and Urban Life.
Unit 5: (Week 9-10):The World of Medieval Mentalities and Gender.
Unit 6: (Week 11): Cultural Practices and Religious Order.
Unit 7: (Week 12): Science, Technology and Environment.
Unit 8: (Week 13): Fourteenth Century Crisis and Peasant Rebellions.
Unit 9: (Week 14):The World of Ideas and Knowledge.
Department of History, University of Delhi
136
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Week 1-2): Taking a thematic approach this unit will focus on theoretical and
Goff, Jacques Le. (2005).The Birth of Europe, Oxford: Blackwell.
Goff, Jacques Le. (2015). Must we Divide History into Periods,New York: Columbia
University Press, chapters 4-5.
-Cultural Interaction and Periodization in World
The American Historical Review, vol.101, no. 3, pp. 749-770.
History Workshop, no. 33, pp.
181-196.
Medieval History
Journal, vol. 1, no.1, pp. 25-45.
Unit 2 (Week 3-4): This unit will map the principal social, political, economic and cultural
changes and characteristics of the early middle ages.
Duby, Georges. (1980).The Three Orders: Feudal Society Imagined, Chicago: University
of Chicago Press.
Ganshof, F.L. (1952).Feudalism, trans. Philip Grierson, London: Longmans.
Past & Present, no. 103, pp. 3-36.
ship
Bosma, Ulbe, Gijs Kessler and Leo Lucassen. (Eds.). (2013), Migration and Membership
Regimes in Global and Historical Perspective, Leiden: Brill, pp. 191-217.
Pirenne, Henri. (1939).Mohammed and Charlemagne, London: Allen and Unwin.
Jr, Lynn White. (1964).Medieval Technology and Social Change, pp. 1-38, London:
Oxford University Press.
TraHistorical Materialism, vol.19, no.1, pp.109144.
Historical Materialism,vol.19, no.1,
pp.7397.
Past and Present, no. 24, April, pp.90-100.
Anderson, Perry. (1974).Passages from Antiquity to Feudalism, N.J. : Humanities Press.
Unit 3 (Week 5-6): This unit will cover the rise of medieval institutions and tripartite society
category.
Past
& Present, No. 152, pp. 196-223.
The American Historical Review, vol. 79, no. 4, pp.
1063-1088.
Department of History, University of Delhi
137
Duby, Georges. (1980).The Three Orders: Feudal Society Imagined, Chicago: University
of Chicago Press.
Bloch, March. (1962).Feudal Society, 2 Vols., 2nd (ed.), London: Routledge.
Reynolds, Susan. (1994).Fiefs and Vassals: The Medieval Evidence Reinterpreted,
NewYork:Oxford University Press..
Bission, T.N. (May 1994).Past & Present, no. 142, pp. 177-
208.
Past &
Present, no. 155, pp. 177-208.
Unit 4 (Week 7-8): This unit will explore revival of trade, commerce and growth of towns with
special focus on merchants and artisans life.
Past
& Present, no. 3, pp. 15-27.
Gurevich, Aron Ja The
Medieval World: The History of European Society, trans. Lydia G. Cochrane, London:
Park Gate Books, pp. 243-283.
Duby, Georges. (1974).The Early Growth of European Economy:Warriors and Peasants
from the Seventh to the Twelfth Century, Ithaca: Cornell University Press.
Pirenne, Henri. (1956).Medieval Cities: Their Origins and the Revival of Trade, N.Y.:
Doubleday & Company.
Goff, Jacques Le. (1980).Time, Work & Culture in the Middle Ages, trns. Arthur
Goldhammer, Chicago: The University of Chicago Press, pp. 107-121
Postan, M.M. (1972).The Medieval Economy and Society: An Economic History of
Britain, 1100-1500, Berkeley: University of California Press.
Unit 5 (Week 9-10): This unit will investigate the social milieu of medieval society and
formation of hierarchies to develop an in depth understanding of medieval family and gender.
Herlihy, David. (1995).Women, Family and Society in Medieval Europe, New York:
Berghahn Books (Chapters 4, 7, and 11).
The Medieval World: The History of European Society, trans. Lydia G. Cochrane,
London: Park gate Books, pp. 285-312.
Bentley (ed.), Companion to Historiography, London: Routledge, pp.109-129.
in Anne McNamara, Jo Ann and Suzane Wemple.(Spring
through the Family in Medieval Europe: 500- Feminist Studies, vol. 1, no. 3/4,
-141.
Smith, Katherine Allen and Scott Wells. (2009). Negotiating Community and Difference
in Medieval Europe: Gender, Power, Patronage and the Authority of Religion in Latin
Christendom, Leiden: Brill.
Southon, Susan. (2017). Marriage, Sex and Death: The Family and the Fall of Roman
West, Amsterdam: Amsterdam University Press, Introduction.
Department of History, University of Delhi
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Unit 6 (Week 11): This unit will study the institution of medieval Church and papacy within the
context of cultural change and continuity.
Caroline, Walker Bynum. (1987).Holy Feast and Holy Fast:The Religious Significance of
Food to Medieval Women, Berkeley: University of California Press.
Goff, Jacques Le.(1988).Your Money or Your Life. Economy and Religion in the Middle
Ages. New York: Zone Books.
Berman, Constance Hoffman.(Ed.), (2005),Medieval religion: New Approaches, New
York: Routledge, Chapter 11.
Bentley (ed.), Companion to Historiography, London: Routledge, pp. 209-234.
Unit 7 (Week 12): This unit will assess growth of science and technology in relation to magic
and environment.
Astill, Grenville and John Langdon. (Eds.), (1997).Medieval Farming and Technology:
the impact of Agricultural Change in Northwest Europe, Leiden: Brill.
Wolfe, Michael and Elizabeth Smith. (Eds.), (1997).Technology and Resource Use in
Medieval Europe: Cathedrals, Mills, and Mines, Routledge.
and the Creation of a Religious LandscapeEnvironment and History, vol. 13, no. 4, pp.
477-502.
Gies, F. and G. (1994).Cathedral, Forge, and Waterwheel: Technology and Invention in
the Middle Ages, Harper Collins.
Aberth, John. (2012).an Environmental History of the Middle Ages: The Crucible of
Nature, New York: Routledge.
Journal of Medieval and Renaissance Studies, no. 24, pp. 355-85.
Emmanuel, Le Roy Ladurie. (1972).Times of Feast, Times of Famine: A History of
Climate since the Year 1000, trans. Barbara Bray, London: Allen and Unwin.
Science,
vol.155, pp. 1203-1207.
Environmental Ethics, vol. 23, no. 2, pp. 243-260.
Ovitt, G. (1987).The Restoration of Perfection: Labor and Technology in Medieval
Culture, N.J.: Rutgers University Press.
Unit 8 (Week 13): This unit will focus on agriculture and rural society as a backdrop to study
the peasant rebellion and crisis within the feudal mode of production.
Aston, T.H., and Philpin, C.H.E. (Eds.), (1985).The Brenner Debate: Agrarian Class
Structureand Economic Development in Pre-Industrial Europe, Cambridge: Cambridge
University Press.
Cohn, Samuel Kline, Jr., (Ed. and trans.), (2004),Popular Protest in Late Medieval
Europe: Italy,France and Flanders, Manchester: Manchester University Press.
Department of History, University of Delhi
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The History Teacher, vol. 14, no. 4, pp. 551-565.
Organization & Environment, vol. 15, no. 3, pp. 301-322.
Hilton Rodney. (2003).Bond Men Made Free: Medieval Peasant Movement and the
English Rising of 1381, London: Routledge.
Jr., Samuel K. Cohn. (2008).Lust for Liberty: The Politics of Social Revolt in Medieval
Europe, 1200–1425 : Italy, France, and Flanders, Cambridge: Harvard University Press ,
pp.1-129.
Unit 9 (Week 14): This unit will present the intellectual trends, scholasticism and forms of
knowledge with special reference to beginning of Renaissance.
Jacques, Le Goff. (1993).Intellectuals in the Middle Ages, trans. T.L. Fagan, Oxford:
Blackwell.
Colish, M. L. (1997).Medieval Foundations of the Western Intellectual Tradition, 400-
1400, New Haven: Yale University Press.
Hankins, James. (2007). The Cambridge Companion to Renaissance Philosophy, New
York: Cambridge University Press.
Stuckrad, Kocku von. (2010).Locations of Knowledge in Medieval and Early Modern
Europe: Esoteric Discourse and Western Identities, Leiden: Brill.
the twelfth-Journal of Medieval History, vol. 32, no. 3, pp.231-252.
Burke, Peter. (1997).The Renaissance, London: Macmillan.
Suggested Further Readings:
Barraclough, Geoffrey. (1968).The Medieval Papacy, London: Thames & Hudson.
Holmes, George. (ed.), (1988). The Oxford Illustrated History of Medieval Europe, Oxford:
Oxford University Press.
Backman, Clifford. (2003). The Worlds of Medieval Europe, New York: Oxford University
Press.
Pirenne, Henri. (1956). Economic and Social History of Medieval Europe, London: Harcourt.
Ganshoff, F. L. (1971). Carolingians and the Frankish Monarch, London: Longman.
Bautier, R. H. (1971). The Economic Development of Medieval Europe, London: Thames &
Hudson Ltd.
Jacques Le Goff (ed.). (1990). The Medieval World: The History of European Society, trans.
Lydia G. Cochrane, London: Park Gate Books.
Cipolla, Carlo. (1977). Before the Industrial Revolution: Society and Economy, 1000-1700,
New York: W.W. Norton & Co.
Duggan, J. (ed.), (2002). Nobles and Nobility in Medieval Europe: Concepts, Origins,
Transformations, Woodbridge: The Boydell Press, pp. 246-262.
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,(
) : .
Facilitating Teaching Learning Outcome:
Department of History, University of Delhi
140
Primary sources and modern historiographical debates will be introduced to students in Weekly
lectures. Students are expected to prepare and participate in class discussions, and to give formal
presentations so that they can develop their oratory skills and are able to understand the readings
better.
Assessment:
Internal Assessment will be a continuous process based on three fold approach of reading,
understanding and articulation. Students enrolled in the course will be evaluated in three modes.
1) There will be a 10 marks internal assessment exam held in mid-semester.
2) Students will be expected to submit a 15 marks research paper on one of the topics of the
course.
3) There will be an end of term semester examination covering the entire course. This will be a 3
hours duration University examination and students will be required to answer 4 out of 8
questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
141
HSM-22
Gender in History
Course Objectives:
The objective of the course is to teach students some of the broad debates and theoretical
formulations around history, nationalism, sexuality and race, and their relationship to gender.
Students are required to focus on some pioneering works, which have moulded the ways in
which scholars examine these issues in historical contexts. The course will teach how gender
enriches our understandings of history and its varied social themes, and will enable students to
explore linkages that have hitherto been in relative darkness. While looking at broad
historiographical trends in writing gendered histories, students will be required to juxtapose these
to trends in writing histories of gender in India. Finally, students will explore select case studies
to highlight the connections between gender and history.
Learning Outcomes:
At the end of the course, students would:
Understand historiographical interventions in the study of gender.
Appreciate the importance of studying gender as a key category of historical analysis, and
in different societies.
Have learnt about the ways in which in which inter-linkages between gender, nation,
sexuality and race have been theorised and thought about by historians.
Understand the intersections between global gendered histories and their meanings for
writing history in India.
Through concrete contexts and case studies, understand how gender brings new dimensions
to our understanding of history.
Course Content:
Unit 1: (Week 1-2): Gender in and as History
Unit 2: (Week 3-4): Gender in Indian History
Unit 3: (Week 5-6): Gender, Nation and Nationalism
Unit 4: (Week 7-8): Sexualities: Reading Foundational Texts
Unit 5: (Week 9-10): Sexualities and Indian History
Unit 6: (Week 11-12): Gender, Race and Racism: Black Feminism
Unit 7: (Week 13): Renaissance and Gender
Unit 8 (Week 14): Women in Nazi Germany
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Department of History, University of Delhi
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Unit 1: (Week 1-2): This unit will cover methodological and theoretical questions regarding the
relationship between gender and history.
Gender and History, 1 (1), Spring, pp. 7-30.
Lerner, Gerda. (1979). The Majority Finds its Past: Placing Women in History, New
York: Oxford University Press, pp. 145-80.
Scott, Joan Walach. (1986).
American Historical Review, 91 (5), December, pp. 1053-75.
Signs: Journal of Women in Culture & Society, 35 (3), Spring, pp. 723-47.
Weisner-
Journal of World History, 18 (1), March, pp. 53-67.
Parmar, Shubhra. (2015). Naarivaadi Siddhaant aur Vyavahaar, Delhi: Orient Blackswan
[in Hindi].
Unit 2 (Week 3-4): This unit will examine how gender is critical for an in-depth understanding
of Indian history.
The
Historical Journal, 47 (3), pp. 737-55.
Gendering Colonial India: Reforms, Print, Caste
and Communalism, Orient Blackswan, Delhi, pp. 1-36.
Feminist Review, 91, pp. 94-112.
Economic
and Political Weekly, 25 October, pp. 57-65.
foSigns, 25 (4), pp. 1077-82.
Beauvoir, Simone de. (1990). Stri Upekshita, trans. Prabha Khetan, Delhi: Hindi Pocket
Books.
Unit 3 (Week 5-6): This unit will understand how and why gender is crucial in comprehending
nations and nationalism and the gendered nature of the nation itself.
Kim, Hyun Sook, Jyoti Puri and H. J. Kim- -
Sexuality-State-Nation: An IntrodGender and Society, 19 (2), April, pp. 137-59.
McClintock, Anne, Aamir Mufti and Ella Shohat (eds). (1997). Dangerous Liaisons:
Gender, Nation and Postcolonial Perspectives, University of Minnesota Press,
-12.
Feminist Review, 51, Autumn, pp. 94-112.
Women’s
History in Global Perspective, University of Illinois Press, Urbana and Chicago, pp. 229-
74.
Yuval- Feminist Review, 57,
Autumn, pp. 4-27.
Department of History, University of Delhi
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Rai, Anupama. (2017). Nagrikta ka Stri Paksh, trans. Kamal Nayan Chaube. Delhi: Vani
Prakashan [in Hindi].
Unit 4 (Week 7-8): This unit will focus on, and read, some foundational texts in histories of
sexualities.
Butler, Judith. (1990). Gender Trouble: Feminism and the Subversion of Identity, New
York: Routledge.
Foucault, Michel. (1990). The History of Sexuality, Vol. 1: An Introduction, New York:
Vintage Books.
Stoler, Ann Laura. (1995). Race and the Education of Desire: Foucault’s History of
Sexuality and the Colonial Order of Things, Durham: Duke University Press, pp. 1-18.
History Workshop, 14, Autumn, pp.
106-19.
Unit 5 (Week 9-10): This unit will examine how sexualities have been embedded in multiple
sites of Indian history.
Bose, Brinda and Subhabrata Bhattacharya (eds). (2008). The Phobic and the Erotic: The
Politics of Sexualities in Contemporary India, Kolkata: Seagull Books, Introduction.
-Colonial North
IModern Asian Studies, 36 (1), pp. 195-221.
Menon, Nivedita. (2007). Sexualities, Delhi: Women Unlimited, Introduction.
Srivastava, Sanjay (ed.). (2003). Sexuality Studies, Delhi: Oxford University Press,
Introduction, pp. 1-23.
Gupta, Charu. (2012). Streetva se Hindutva Tak: Aupniveshik Bharat mein Yaunikta aur
Sampradayikta. Delhi: Rajkamal Prakashan [in Hindi].
John, Mary E., Janaki Nair (eds). (2008). Kamsutra se Kamsutra Tak: Adhunik Bharat
Mein Sexuality ke Sarokar, trans. Abhay Kumar Dube. Delhi: Vani Prakashan [in Hindi].
Unit 6 (Week 11-12): The theory and praxis of black feminist thought will be studied in this
unit.
and Seung-Kyung Kim (eds). Feminist Theory Reader: Local and Global Perspectives,
Routledge, New York and London, pp. 341-56.
Signs, 14 (4), Summer, pp. 745-73.
Guy-Sheftall, Beverly (ed.). (1995). Words of Fire: An Anthology of African-American
Feminist Thought,
James, Joy and T. Denear Sharpley-Whiting (eds). (2000). The Black Feminist Reader,
Oxford: Blackwell, Introduction, pp. 1-
-45.
Unit 7 (Week 13): Through a case study of Renaissance in Europe, this unit will highlight how a
gendered perspective brings depth to our understanding of the era.
Department of History, University of Delhi
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Brownand, Judith C. and Robert C. Davis (eds). (1998). Gender and Society in Renaissance
Italy, Longman, New York.
Pannizza, Letizia (ed.). (2000). Women in Italian Renaissance Culture and Society, Oxford:
European Humanities Research Centre.
Taylor, Rachel Annand. Invitation to Renaissance Italy, Chapter 7: Women of the
Renaissance.
Unit 8 (Week 14): The second case study of this course will study the position of women in
Nazi Germany.
Signs, 8 (3), pp. 400-21.
Bridenthal, Renate, Atina Grossman and Marion Kaplan (eds). (1984). When Biology
Became Destiny: Women in Weimar and Nazi Germany, New York: Monthly review
Press, Introduction, pp. 1-
Anti-Semitism in Germany, 1904--
Female Assembly--70.
Gu Economic and
Political Weekly, 26 (17), pp. WS40-8.
Koonz, Claudia. (1987). Mothers in the Fatherland: Women, the Family and Nazi
Politics, New York:
Volk
Signs, 3 (2), pp. 362-77.
Suggested Readings:
Armour, Ellen T. and Susan Ville (eds), (2006). Bodily Citations: Religion and Judith Butler,
New York: Columbia University Press.
Arya, Sadhna Nivedita Menon and Jini Lokneeta (2005), Narivadi Rajniti: Sangharsh Evan
Mudde, Delhi: Hindi Nideshalaya [in Hindi].
Crane, Cynthia. (2000). Divided Lives: The Untold Stories of Jewish-Christian Women in
Nazi Germany, New York: St.
Greer, Germaine. (2005). Badhiya Stree, trans. Madhu Joshi. Delhi: Rajkamal Prakashan [in
Hindi].
Joshi, Gopa. (2008). Stree Vimarsh. Delhi: Hindi Maadhyam Nirdeshalaya [in Hindi].
Morgan, Sue (ed.). (2000). The Feminist History Reader, London: Routledge.
Parker, Andrew, Russo, Sommer, and Yaeger (eds), (1992). Nationalisms and Sexualities,
London: Routledge, Introduction.
Pramila, K. P. (2010). Stri: Yaunikta banaam Adhyatmikta, Delhi: Rajkamal [in Hindi].
Scott, Joan Wallach. (1999). Gender and the Politics of History, New York: Columbia
University Press.
Stanton, Domna (ed.). (1992). Discourses of Sexuality: From Aristotle to AIDS, Ann Arbor:
The History
of Sexuality-93.
Stibbe, Matthew. (2003). Women in the Third Reich, New York: Oxford University Press.
Department of History, University of Delhi
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Yuval-Davis, Nira. (1997). Gender and Nation, London: Sage, pp. 1-25.
Facilitating Teaching Learning Outcome:
The course is organized around Weekly lectures and discussions based on the readings. Students
will be asked to make short presentations on the themes and topics of the course so that they can
develop their oratory skills and are able to understand the readings better.
Assessments:
Students enrolled in the course will be assessed in three modes
1) There will be an internal assessment exam held in mid-semester. This will be out of 20 marks.
2) Students will also be asked to make a brief class presentation, which will be out of 5 marks.
3) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
146
HSM-23
The Conquest of America
Course Objectives:
This course examines history of America by revisiting Conquest and its impact from various
perspectives. Revisiting existing European perspectives, this course explores history of America
and methods of a range of disciplines that would include semiotics, anthropology and intellectual
history.
Learning Outcomes:
At the end of the course, the students would/would be able to
Appreciate various perspectives about Conquest in World History
Comprehend formation of America from indigenous perspective
Familiar with History from point of view of brutalities
Understand impact of Conquest on America
Skilled about brief understanding of Area study American Studies- and pave the way for
Research
Familiar with various aspects of cultural confrontation in world history
Skilled about brutalities as research method to understand history
Course Content:
Unit 1 (Week 1-3) Conquest and Signs
a. Columbus and Signs
b. Indians and Signs
Unit 2 (Week 4-6): Conquest and Brutalities
a. Types of Brutalities and Bartolome de Las Casas
b. Quantitative aspect of Brutalities
c. Traces and Transformation
Unit 3 (Week 7-9): Conquest and Philosophical Anthropology
a. Debates on Barbarian and Slaves in 16
th
and 17
th
century
b. Comparative Ethnology in 16
th
and 17
th
century
Unit 4 (Week 10-13):
a. Pattern and Issues of Revolts in 16
th
and 17
th
century
b. Haiti Revolution
c.
Unit 5 (Week 14): Review Week
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Department of History, University of Delhi
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Unit 1: ( Week 1-3): By the end of this unit, students will learn about history of identity and
problem of recognition in process of cultural confrontation. Also, It will examine historical
context of self and other
. OAH Magzine of History, Vol. 18,
No.3, pp. 14-17
Simmons, Merle L.(1960). ”Pre-Conquest Narrative Songs in Spanish America”. The
Journal of American Folklore, Vol. 73, No.288, pp. 103-111
Todorov, Tzvetan. (1984). The Conquest of America. New York: Harper Perennial.
Unit-2: (Week 4-6): By the end of this unit, students will learn about brutalities as tool of
research and types of brutalities especially w.r.t Bartolome Las casas . Along with impact of
genocide, the students will become familiar with changes in society and politics.
Burns, E,Bradford. (1994). Latin America - A Concise Interpretive History. New Jersey:
Prentice Hall
Stannard, David E. (1992). American Holocaust- The Conquest of the New World. New
York: Oxford University Press.
Mediterranean Studies, Vol.9, pp. 89-102
Unit 3: (Week 7-9): By the end of this unit, students will learn about historical aspect of debates
on understanding Indians from theological and anthropological perspectives.
Alvares, Claudia.(2008). “New World Slavery: Redefining the Human”. Annali
d’Italianistica, Vol.26, Special Issues: Humanisms, Post-humanism and Neohumanism,
pp. 131-153.
Heath, Malcolm.(2008). . Phronesis. Vol. 53, No.3, pp.
243-270.
Pagden, Anthony. (1986). The Fall of Natural Man: The American Indian and the
Origins of Comparative Ethnography, Cambridge: Cambridge University Press.
Unit 4: ( Week 10-13): By the end of this unit, students will learn about history of revolts, and
its role in shaping evolution of society and politics in America.
Popkin, Jeremy D. (2012). A Concise History of Haitian Revolution. West Sussex: Wiley
Blackwell.
Skidmore, Thomas E. and Smith, Peter H. (2005). Modern Latin America. New York:
Oxford University Press.
Unit 5: (Week 14): Overall Review Week
Select Readings:
The Review of Politics, Vol.72, No. 3, pp-409-435
Carl Schmitt, (2003). Nomos of the Earth, Telos Press, 2003
Certeau, Michel De. (1988). The Writing of History, New York: Columbia University Press.
Department of History, University of Delhi
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Foucault, Michel. (1973). The Order of Things, New York: Vintage Books.
Jefferson, Ann and Lokken,Paul. (2011). Daily Life in Colonial Latin America. California:
The Greenwood Press
Harmondsworth, J M Cohen. (ed.). (1969). The Four Voyages of Christopher Columbus:
Being His Own Log-Book, Letters and Dispatches with Connecting Narrative. London:
Penguin
Meek, Ronald. (1976). Social Science and the Ignoble Savage. New York: Cambridge
University Press.
Cannot Stand up for falling Down: Haiti, its Revolutions and
Twentieth- Research in African Literatures. Vol. 35. No. 2, pp. 1-17.
Pagden, Anthony. (1993). Europeans Encounters with the New World : From Renaissance to
Romanticism. London: Yale University Press
Pagden, Anthony.(1995) Lords of All the World: Ideologies of Empire in Spain, France and
Britain 1500-1800. New Haven: Yale University Press.
Wachtel, Nathan. (1977). The Vision of the Vanquished Hassocks: Harvester Press.
Facilitating Teaching Learning Outcome:
The course is structured as Weekly lectures and reading assignments. On the one hand, the
essential readings build up basic understanding about issues, on the other, the students will be
motivated to explore readings beyond those given in the course listing, paving the way for a
research orientation and knowledge production. In order to enhance verbal communication skills
of students, one paper presentation and group discussion on any two books (one book from
essential reading and one relevant book as per choice of student with the permission of the
teacher) will be held. Preparation of reports and assignment will enhance writing skills of
students.
Assessments:
The Assessment is aimed to ensure that students not only acquire knowledge as per themes of
paper, but also, develop understanding about reading a text, ability to connect history with
relevant issues of society and find new dimensions on themes referred in paper by approaching
relevant primary sources in creative ways. Students enrolled in the course will be evaluated in
two modes.
1) Three Tests will be held -- two written test and one presentation. Out of this, the best two will
be counted for a total of 25 Marks 12.5 marks each. In case of presentation, the students are
required to consult primary sources, and prepare assignment following framework of research
paper with proper citations.
2) Finally, the students have to appear in end semester exam (Maximum Marks-75) at the end of
semester. The end semester exam will cover all contents of the course and the time duration is 3
hours. Out of 8 questions, the students can attempt any four questions.
Department of History, University of Delhi
149
HSM 25
Slaves, Coolies and “Free” Labour: A Global History of Servitude 1500-2000s
Course Objective:
The paper aims to familiarize students with various forms of servitude: slavery, indenture, debt
peonage, neo bondage and human trafficking. It will study these forms from a global history
perspective. Since freedom and servitude define each other, this course focuses on this conjoint
history of servile and "free" forms of labour, beginning with the discovery of the new world ca
1500 till the present era. The development of capitalism and its link with unfree labour will be a
key focus area of this course. Forms of labour servitude and their transformations and abolition,
and the rich historiography surrounding these issues will be at the centre of the teaching of this
course. The course will focus on three key figures of the modern era: The Slave, The Coolie and
Learning Outcome:
On completing the course students will learn the following:
Know the significance of coerced labour in the making of the modern world.
Be aware of the relationship between contemporary forms of labour servitude and its historical
precedents.
Understand the different historiographical interpretations of the main issues of servitude and
freedom.
Be able to critically interrogate the dominant Eurocentric perspective on transition from unfree to
free labour and its links with development of capitalism on a global scale.
Have a transnational and trans regional perspective on varieties of labour servitude and their
mutual relations.
Critically engage with the question of historical inevitability and alternative paths in the making
of the contemporary capitalist world.
Course Content:
Unit 1: (Week 1-2): An Overview of Freedom and Servitude in the Modern World
Unit 2: (Week 3): Fading Slavery in Europe and Rise of Slavery in the New World
Unit 3: (Week4-5): Racial Slavery and Alternatives
Unit 4: (Week 6): Slavery and the Plantation economy-Brazil, the Caribbean and the US
Unit 5: (Week 7): Capitalism and Slavery-British Industrialisation
Unit 6: (Week 8): Slavery in the Indian Ocean World, ca 1600s-1900s
Unit 7: (Week 9): The Long Abolition: Abolitionist movement in Britain and France
Unit 8: (Week 10): Haitian Revolution and its impact
Unit 9: (Week 11): Abolition and its Aftermath: The Coolie Century 1800s-1900s
Unit 10: (Week 12): The Persistence of Coerced Labour in the 20th Century
Unit 11: (Week 13-14): Post-Modern Slavery: Myth and Reality
Department of History, University of Delhi
150
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Week 1-2): This unit will focus on the conceptual aspects of
freedom and servitude.
Patterson, Orlando. (1982). Slavery and Social Death: A Comparative Study, Cambridge,
Harvard University Press, pp.1-77.
Blackburn, Robin. (1997).The Making of New World Slavery: From the Baroque to the
Modern, 1492-1800, London, Verso, pp. 1-20.
Davis, Brion Davis. (2006). Inhuman Bondage: The Rise and Fall of Slavery in the New
World, Oxford, Oxford University Press, pp.1-12, pp.17-48.
Annual Review of Anthropology, Volume 11, pp.
207-230.
Comparative Studies in Society
and History, Vol. 6, No 3, pp233-249.
Unit 2: (Week 3) This unit will familiarise students with the background to the re-vivification of
slavery in the New World.
Blackburn, Robin. (1997). The Making of New World Slavery: From the Baroque to the
Modern, 1492-1800, London, Verso, pp. 33-93.
Journal of Economic
History, Vol. 30, Issue 1, pp. 18-32.
Williams, Eric. (1944). Capitalism and Slavery, Chapel Hill, University of North
Carolina Press, Chapter 1, 2, and 3.
Unit 3: (Week 4-5) This unit will focus on the causes behind the rise of racial slavery in the new
world and Africa emerging as a major source of labour.
Blackburn, Robin. (1997). The Making of New World Slavery: From the Baroque to the
Modern, 1492-1800, London, Verso, pp. 307-350.
, The American Historical Review, Vol. 98, No. 5, pp. 1399-
1423.
Slavery in the Development of the Americas, New York, Cambridge University Press, pp.
31-69.
Solow, Barbara Lewis and Stanley Engerman. (ed). (2004) British Capitalism and
Caribbean Slavery: The Legacy of Eric Williams, Cambridge, Cambridge University
Press, pp. 1-25.
Williams, Eric (1944). Capitalism and Slavery, Chapel Hill, University of North Carolina
Press, pp.1-30.
Davis, Brion Davis. (2006). Inhuman Bondage: The Rise and Fall of Slavery in the New
World, Oxford, Oxford University Press, pp. 48-77.
Unit 4: (Week 6) This unit traces the rise of the Plantation Complex based on Slavery in the New
Department of History, University of Delhi
151
World.
Blackburn, Robin. (1997). The Making of New World Slavery: From the Baroque to the
Modern, 1492-1800, London, Verso, Chapters 4, 8 and 10.
Williams, Eric (1944). Capitalism and Slavery, Chapel Hill, University of North Carolina
Press, Chapters1, 2 and 3.
Mintz, Sidney. (1986). Sweetness and Power-The Place of Sugar in Modern History,
New York, Penguin Books, Introduction, Chapters 2 and 4.
Davis, Brion Davis. (2006). Inhuman Bondage: The Rise and Fall of Slavery in the New
World, Oxford, Oxford University Press, pp.77-123.
Unit 5: (Week 7) This unit focuses on the crucial link between Slavery and Industrialisation and
its historiography.
Blackburn, Robin. (1997). The Making of New World Slavery: From the Baroque to the
Modern, 1492-1800, London, Verso, Chapters IX and XII.
Williams, Eric. (1944). Capitalism and Slavery, Chapel Hill, University of North
Carolina Press, Chapters 3,5and 7.
Inikori, Joseph. (2002). Africans and the Industrial Revolution: A Study in International
Trade and Economic Development, Cambridge, Cambridge University Press, Chapters 4,
5and 10.
Solow, Barbara Lewis and Stanley Engerman. (ed.) (2004). British Capitalism and
Caribbean Slavery: The Legacy of Eric Williams Cambridge, Cambridge University
Press, pp. 51-103.
Journal of Economic History, Volume 60 No. 1, pp. 123-
144.
Unit 6: (Week 8) This unit will track back to survey the parallel development of slavery in the
Indian Ocean world to compare and contrast with Atlantic Slavery.
Journal of World History, Vol. 21, No.1, pp. 45-73.
Campbell, Gwyn (ed.) (2002). Structure of Slavery in Indian Ocean Africa and Asia,
London, Routledge, Introduction and pp. 1-95.
Sharief, Abdul, Vijaylaksmi Teelock, Saada Omarar Wahan and Satyendra Peertham
(eds.). (2014). Transition from Slavery in Zanzibar and Mauritius, CODESRIA, Senegal
pp. 1-52.
ntroduction: Slavery, forced labour and
Slavery and Abolition, London,
Routledge.
Unit 7: (Week 9): This unit will focus on the abolitionist movement in Britain and its
historiography.
Drescher, Seymour. (2009). Abolition: A History of Slavery and Anti Slavery, New York,
Cambridge, Chapters V, VIII and IX.
Davis, Brion Davis. (1999). Problem of Slavery in the Age of Revolution,1770-1823,
Department of History, University of Delhi
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New York, Oxford University Press, pp. 9-23, pp. 39-83, pp. 5557-65.
Davis, Brion Davis. (2006). Inhuman Bondage: The Rise and Fall of Slavery in the New
World, Oxford, Oxford University Press, pp. 231-250.
Bender, Thomas. (ed). (1992). The Anti-Slavery Debate: Capitalism and Abolitionism as
a Problem of Historical Interpretation, Berkeley, University of California Press, pp. 105-
290.
Williams, Eric. (1944). Capitalism and Slavery, Chapel Hill, University of North
Carolina Press, pp.178-213.
Solow, Barbara Lewis and Stanley Engerman. (ed). (2004). British Capitalism and
Caribbean Slavery: The Legacy of Eric Williams Cambridge, Cambridge University
Press, pp. 191-259.
Unit 8: (Week10): The unit focuses on the Slave Revolution in Haiti and its enduring Legacy for
Modern World of Freedom.
James, C.L.R. (1938). Black Jacobins: Touisaint L’Ouverture and the San Domingo
Revolution, New York, Vintage Books Chapters 1,2 and 13.
-
The Journal of Caribbean History, Kingston, University
of West Indies Press, Vol. 25. No 1. pp. 1-40.
Dubois, Laurent. (2004). Avengers of the New World: The Story of the Haitian
Revolution, Cambridge (Mass), Harvard University Press, Chapters 1-4, 10-13.
Unit 9: (Week 11): This unit traces the rise of indentured labour regimes in the aftermath of
abolition of Slavery and its eventual decline.
Northrup, David. (1995). Indentured Labour in the Age of Imperialism 1834-1922,
Cambridge, Cambridge University Press, Chapters 1, 2, 5and 6.
Steinfeld, Robert. (2001). Coercion, Contract and Free Labour in the Nineteenth Century
Cambridge, Cambridge University Press, pp.1-28.
-1920:
and Paul Craven (ed.) Masters
Servants and Magistratesin Britain and the Empire, 1562-1955, Chapel Hill, University
of North Carolina Press, pp. 455-480.
Post-Emancipa Slavery and Abolition, London,
Routledge, Vol. 35, No 2, pp.328-348.
Unit 10: (Week 12): This unit will study the continued presence of coerced labour in the 20
th
century and International efforts at regulation and eradication.
Miers, Suzanne. (2003). Slavery in the 20th Century: Emergence of a Global Pattern
Walnut Creek Ca: Altamira, Introduction, Chapters 1-5.
Allain, Jean (ed). (2012). The Legal Understanding of Slavery: From the Historical to the
Contemporary, Oxford, Oxford University Press, Chapters 5,9,11,12,13 and 14.
Unit 11: (Week 13--14): This unit will look at contemporary debates on the prevalence of the
Department of History, University of Delhi
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fficking.
Allain, Jean. (ed.) (2012). The Legal Understanding of Slavery: From the Historical to
the Contemporary, Oxford, Oxford University Press, Chapters 15, 16,17,18 and 19.
Bales, Kevin. (2004). New Slavery: A Reference Handbook (Second Edition), Santa
Barbara, ABC-CLIO, Chapters 2, 5 and 6.
Bales, Kevin. (2005). Understanding Global Slavery: A Reader, pp.1-40, 87-172.
Weitzer, R. (2015). Human Trafficking and Contemporary Slavery, Annual Review of
Sociology, Vol41, No. 1, pp. 223242.
Suggested Readings:
Eltis, David and Stanley Engerman. (ed.) (2011). Cambridge World History of Slavery Vol. II
, New York, Cambridge University Press.
Drescher, Seymour, David Eltis and Stanley Engerman (ed.) (2011). Cambridge World
History of Slavery Vol IV, New York, Cambridge University Press.
Walvin James. (2006). Atlas of Slavery, Harlow, Pearson Education Limited.
Walvin, James. (2011). The Zong: A Massacre, the Law and the End of Slavery, Problem,
New Haven, Yale University Press.
Davis, Brion Davis. (2000). Slavery and Human Progress, Oxford, Oxford University Press.
Finley, M.I (1998). Ancient Slavery Modern Ideology, Princeton, Marcus Weiner Publishers.
Tinker, Hugh. (1998). A New System of Slavery: Export of Indian Labour Overseas, London,
Hansib.
Bahadur, Gaiutra. (2013). Coolie Woman: The Odyssey of Indenture, London, C. Hurst
Publishers.
Linebaugh, Peter and Marcus Rediker. (2000). Many Headed Hydra: Sailors, Slaves,
Commoners and The Hidden History of Revolutionary Atlantic, Boston, Beacon Books.
Facilitating Teaching Learning Outcome:
Teaching of the course is organized around lectures in two Weekly classes of one hour forty
minutes duration each. Students will be encouraged to read up the essential readings before the
class. Basic interpretation of visual and literary sources and Cartographic knowledge will be
imparted wherever possible with the aid of digital instruction tools.
Assessments
Students who take this course will be assessed in two modes:
1) They will be assessed on the basis of a mid term examination of one hour duration of twenty
five marks in Week 8 of the course.
2) At the end of the semester the students will take an examination of three hours duration for 75
marks. They are required to answer any four out of eight questions .
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HSM 28
Revolutions and Revolutionary Thought
Course Objectives:
This course will study the English, French and Russian revolutions that are conventionally
considered paradigmatic, alongside the Freedom movement in India, to raise questions on the
nature of the revolutionary and its relationship with thought and historical change. This study
will explore ideas and the relationship between ideas, historical consciousness and political
movements, focussing on primary sources.
Learning Outcomes:
At the end of the course, students would:
Understand the relationship between concepts and history
Understand foundational moments in the history of modernity.
Understand key foundational concepts of modernity such as Sovereignty, Popular
Sovereignty, the State, Progress and History
Be able to read and analyse primary sources closely
Be able to read and analyse conceptually significant interventions in the history of political
thought
Course Content:
Unit 1: (Week 1-2): Revolution: Concepts and Categories
Unit 2: (Week 3-5): The English Revolution(s):
and the Eschatological.
Unit 3: (Week 6-8): The French Revolution(s): Representation and the Body-Politic. Supreme
Reason and General Will. Classical models. Terror and Virtue.
Unit 4: (Week 9-11): The Russian Revolution(s): Political Economy and History, Politics and
the Vanguard. Class, State and Revolution.
Unit 5: (Week 12-14): The Freedom Movement in India: Ahimsa and Satyagraha and the
question of the Revolutionary
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Week 1-2): This unit will study the conceptualization of citizenship as well as notions
of time and space in relationship to the political.
Kennedy-Macfoy Ed. Citizenship, New York: Routledge,
Arendt, Hannah. (1977). On Revolution, London: Penguin, pp. 11- 49
Koselleck, Reinhart. (2004). Futures Past: On the Semantics of Historical Time, New
Department of History, University of Delhi
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York: Columbia University Press, pp. 3-21
Foucault, Michel. (2007). Politics of Truth, New York: Semiotext(e), pp. 9-29; 83-121
Unit 2: (Week 3-5): This unit will study notions of Kingship, popular sovereignty, natural
rights, property, franchise and the contract in the context of the English Civil wars in particular.
Kantorowicz, Ernst. (1957). The Kings Two Bodies, Princeton: Princeton University
Press, [Selections]
Brenner, Robert. (2003). Merchants and Revolution, London:Verso, pp. 639-716
Hill, Christopher. (2019). The World Turned Upside Down, London: Penguin
Franklin, Julian. (1981). John Locke and the Theory of Sovereignty, Cambridge:
Cambridge, University Press, pp. 1-81
Tuck, Richard. (1979). Natural Rights: Their Origins and Their Development,
Cambridge: Cambridge, University Press
Macpherson, C.B. (1964). The Political Theory of Possessive Individualism, London:
Oxford University Press, pp. 107-157
Pocock, J.G.A. (1987). Ancient Constitution and Feudal Law, Cambridge: Cambridge
University Press
Pateman, Carole. (2013) The Sexual Contract, Cambridge: Polity Press
Robertson, Geoffrey. (Ed.) (2010). The Putney Debates, New York: Verso.
Hopton, Andrew. (Ed.). (2001). Gerrard Winstanley, New York: Verso
Hobbes, Thomas. (1990). Behemoth Or the Long Parliament Chicago: Chicago
University Press
Documents from the English Civil Wars available at
http://www.hillsdalesites.org/personal/hstewart/ECW/index.htm
Unit 3: (Week 6-8): This unit will study the conceptualization of the relations between Kingship
and revolution, popular sovereignty and the contract, History and progress, gender and the notion
of the public, and slavery and popular sovereignty in the context of the French Revolution.
Soboul, Albert. (1988). Understanding the French Revolution, New York: International
Publishers
Furet, Francoise. (1981). Interpreting the French Revolution, Cambridge: Cambridge,
University Press,
Nation-Political Studies (1994) XLII 166-231
Habermas, Jurgen. (1989). The Structural Transformation of the Public Sphere,
Cambridge: Polity Press, pp. 1-102
Hunt, Lynn. (1992). Family Romance of the French Revolution, Berkeley: University of
California Press
James, C.L.R. (2001). The Black Jacobins, London: Vintage
Rousseau, Jean-Jacques. (2012). The Basic Political Writings, New York: Hackett
Classics
Burke, Edmund. (2009). Reflections on the Revolutions in France, New York: Oxford
University Press
Howe, John Ed. (2007). Virtue and Terror: Maximille Robespierre, New York: Verso
Department of History, University of Delhi
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Tocqueville, Alexis De .(1998). Old Regime and the Revolution, Chicago: University of
Chicago Press.
Documents from the French Revolution available at
http://www.fordham.edu/halsall/mod/modsbook13.asp#The French Revolution
Unit 4: (Week 9-11): This unit will study notions of revolution, the party, the state and political-
economy in the context of the historical development of Russia as much as the Bolshevik
Revolution.
Shanin, Theodore. (1972). The Awkward Class, Oxford: Oxford University Press,
[Selections]
Shanin, Theodore. (1983). Late Marx and the Russian Road, London: Routledge
Dobb, Maurice. (1967). Soviet Economic Development since 1917, London: Routledge,
[Selections]
Figgs, Orlando. (1998). A People’s Tragedy, London: Penguin [Selections]
Hurdis, P. and K. Anderson. (2004). The Rosa Luxemburg Reader, New York: Monthly
Review Press, pp. 128-312
Lenin, V.I. (1987). Essential Works of Lenin, New York: Dover
Lenin, V.I. (2004). The Development of Capitalism in Russia, Hawaii: University Press
of the Pacific
Trotsky, Leon. (2007). Terrorism and Communism: A Reply to Karl Kautsky, London:
Verso
Trotsky, Leon. (2005). The Permanent Revolution and Results and Prospects, Delhi:
Aakar Books
Serge, Victor. (2012) Memoirs of a Revolutionary, New York: New York Review Books
Classics, [Selections]
Unit 5: (Week 12-14): This unit will explore the question of revolution in the context of M.K.
political philosophy and practice as well as those of his critics in the context of the
Freedom Movement in India.
Parekh, Bhiku. (1999). Colonialism Tradition and Reform, Delhi: Oxford University
Press.
(Ed.) Subaltern Studies Vol. III, Delhi: Oxford University Press
Subaltern Studies I, Delhi: Oxford University Press
Bilgrami, Akeel. (2003Economic and Political Weekly Vol.
38. Issue 39.,
Nagaraj, D.R. (2011). Flaming Feet and other Essays, Ranikhet: Permanent Black,
[Selections]
Parel, Anthony (Ed.). (1997). Hind Swaraj And Other Writings, Cambridge: Cambridge
University Press
Habib, S. Irfan. (2007). To Make the Deaf Hear: The Ideology and Programme of Bhagat
Singh and His Comrades, New Delhi: Three Essays Collective
Rodrigues, Valerian Ed. (2004). Essential Writings of B.R Ambedkar, Delhi: Oxford
Department of History, University of Delhi
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University Press [Selections]
Suggested Readings:
Arendt, Hannah. (1994). Origins of Totalitarianism, San Diego: Harcourt
Foucault, Michel. (1995). Discipline and Punish, New York: Vintage Books
Furet, Fracoise. (1988). Marx and the French Revolution, Chicago: University of Chicago Press
Fyk, Carolyn. (1990). The Making of Haiti: Saint Domingue Revolution From Below, Knoxville:
University Tennessee Press
Koselleck, Reinhardt. (2000). Critique and Crisis: Enlightenment and the Pathogenesis of
Modern Society Massachusetts: MIT Press
Lefort, Claude. (1988). Democracy and Political Theory, Cambridge: Polity Press
Pocock, J.G.A. (2016). The Machiavellian Moment Princeton: Princeton University Press
Smith, S.A. (1983). Red Petrograd: Revolution in the Factories 1917-18, Cambridge: Cambridge
University Press
Sorel, Georges. (1999). Reflections on Violence, Cambridge: Cambridge University Press
Trotsky, Leon. (2017). History of the Russian Revolution London: Penguin
Facilitating Teaching Learning Outcome:
The course is organized around Weekly lectures and discussions based on the readings. Students
will be asked to make short presentations on the themes and topics of the course to develop their
persuasive and analytical abilities.
Assessments:
The students will have to make one presentation based on a primary text and write one research
paper based on primary and secondary sources. Students will have to inform and seek permission
from the teacher on the topics/texts chosen for the presentation and research paper in advance.
1) The presentation will comprise of 10 marks.
2)The written paper will comprise of 15 marks.
3) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
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HSM 31
The History and Heritage of Animals c. 1600-2000
Course Objectives:
This paper is counterintuitive in nature, in that its focus is not only on humans and their habitats
but on the animals and their relationship with human society. The course studies the increasing
unequal relationship and the political and economic structures organised by different social
groups globally to enforce their writ. The course aims to identify the strands of power and
exploitation that allows for the viewing of animals and their contextualisation in the evolving
societies and politics of the times.
Course Outcomes:
Students would learn about historical processes that have shaped the increasingly unequal
relationship between animals and humans.
they would also focus on the craft of history where the primary focus will not be on humans
as much as it would be on animals, their habitat, their role in shaping human civilizations
Students would learn about the struggle between civilization and what it has defined as the
Students would also learn about the gradual and speedy loss of the species which nowadays
has become a part of everyday news.
Course Content:
Unit 1 (Week 1-2): Philosophical and historical traditions- Conceptual debates on competing
views of animal rights. The fauna icons and competing nationalisms, legacies of hunts --
Cultures, Taxonomy and Nationhood.
Unit 2 (Week 3-4): American Bison- Contests over the West, the European and Indian wars and
their after effects, American national icon, the economic capital hanging on animal, near
extinction of national icon, contesting for the future- Science and the parks.
Unit 3 (Week 5-6): Elephants -- Elephants in Asia with special reference to India; foe or friend,
pre-colonial legacies and their consequences; Protection, extermination and preservation: Ivory,
Empire and slavery in Africa.
Unit 4 (Week 7-8): The Big cats in Asian Cultures- The tiger in Asian cultures- religiosity,
conflict and survival, Conquest, extermination and sport hunts in Dutch Java and British India,
Imperial dominance and Alternative visions. The legacy of the Lion- imperial icon, the royal
hunt, sport trophies and endangered species. The hunt chaser - Cheeta.
Unit 5 (Week 9-10): The dromedaries and double-humped camels- The role of camels in Asian
Cultures-transport, agriculture, introduction of carts, war feeds, Islamic pilgrimage and animal,
breeding, tourism, endangered species, the Indian Saga of camel.
Unit 6 (Week 11-12): The Primates and People- Cultures and traditions, Apes and science,
Empire and Nationalism. Incarnation of new empires and Uncertain futures for the great apes.
Department of History, University of Delhi
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Unit 7 (Week 13-14): The debate in the British empire- Agrarian expansion, pastoralist and
conflicts. The changing perspectives of Ethology, ethics, ecology in the late twentieth century.
The ivory debate, Animal products and the Vegan Culture, Environmental and Ecology
protection-conservation parks and sanctuaries and save Earth.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1 (Week 1-2): This unit will teach students about the philosophical and historical traditions:
conceptual debates on competing views of animal rights. The fauna icons and competing
nationalisms, legacies of hunts- Cultures, Taxonomy and Nationhood.
Beinart, William and Hughes (Eds.) (2007). Environment and Empire. New York:
Oxford University Press.
Haraway, Donna. (2001). Primate Visions, Gender, Race and Nature in the making of
Modern Science. New York: Routledge.
Schama, Simon. (1995). Landscape and Memory. New York: Alfred A. Knopf.
Thomas, K.V. (1983). Man and the Natural World: Changing attitudes in England 1500-
1800. England: Penguin.
Unit 2 (Week 3-4): This unit will teach students about the American Bison and the Contests
over the West, the European and Indian wars and their after effects, American national icon, the
economic capital hanging on animal, near extinction of national icon, contesting for the future-
Science and the parks.
Isenberg, Andrew. (2000). The Destruction of the Bison, An Environmental history.
Cambridge: Cambridge University Press.
Hornaday, William T. The Extermination of the American Bison, (e-book).
Thomas, K.V. (1983). Man and the Natural World: Changing attitudes in England 1500-
1800. England: Penguin.
Unit 3 (Week 5-6): This unit will teach students about the Elephants in Asia with special
reference to India-foe or friend, pre-colonial legacies and their consequences- Protection,
extermination and preservation. The African elephant will be studied in context of the ivory
trade, Empire and slavery in Africa.
Alter, Stephen. (2004). Elephas Maximus: A Portrait of the Indian Elephant. New Delhi:
Penguin Books.
Edgerton, F. (1985). The Elephant-lore of The Hindus. Delhi: Motilal Banarsidass.
Trautmann, Thomas R. (2015). Elephants and Kings: An Environmental History. New
Delhi: Permanent Black.
Walker, John F. (2009). Ivory’s Ghosts: The White Gold of History and the fate of
Elephants. New York: Grove Press, New York, 2009.
Sukumar, Raman. (2003). The Living Elephants. Delhi: Oxford University Press.
Elvin, Mark. (2004). The Retreat of Elephants, An Environmental History of China. Yale
University Press.
Unit 4 (Week 7-8): This unit will teach students about the Big cats in Asian Cultures- specially,
Department of History, University of Delhi
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the tigers in Asian cultures- religiosity, conflict and survival, Conquest, extermination and sport
hunts in Dutch Java and British India, Imperial dominance and Alternative visions. The legacy of
the Lions will be studied in context of the imperial icon, the royal hunts, sport trophies and
endangered species. The history of the hunt chaser-Cheeta, will also be read.
Boomgaard, Peter. (2001). Frontiers of Fear: The Tiger in the Malay World, 1600-1900.
Yale University Press.
Habib, Irfan. (2010). Man and Environment: The Ecological History of India: A People’s
History of India. vol.36. New Delhi: Tulika Books.
Thapar, Valmiki, Romila Thapar and Yusuf Ansari. (2013). Exotic Aliens: The LION and
the CHEETAH in India. New Delhi: Aleph Book Company.
Divyabhanusinh. (1995). The End of a Trail: The Cheetah in India. New Delhi: Banyan
Books.
Mitra, Sudipta. (2005). Gir Forest and the Saga of the Asiatic Lion. New Delhi: Indus
Publishing Company.
Divyabhanusinh. (2005). The Story of Asia’s Lions, Marg Publications.
Hughes, Julie H. (2013). Animal Kingdoms: Hunting, the Environment, and Power in the
Indian Princely States, Ranikhet: Permanent Black.
Unit 5 (Week 9-10): This unit will teach students about the dromedaries and double-humped
camels. The role of camels in Asian Cultures-transport, agriculture, introduction of carts, war
feeds, Islamic pilgrimage and animal, breeding, tourism, endangered species, the Indian Saga of
camel will be the main focus in this unit.
Bulliet, R. W. (1975). The Camel and the Wheel. Cambridge: Harvard University Press.
Thomas, K.V. (1983). Man and the Natural World. Penguin.
Beinart, William and Hughes. (Eds.) (2007). Environment and Empire. New York: OUP.
Kent, Marian. (1976). Oil and Empire: British Policy and Mesopotamian Oil, 1900-1920.
London: Macmillan.
Crystal, Jill. (1990). Oil and the Politics in the Gulf: Rulers and Merchants in Kuwait and
Qatar. Cambridge: Cambridge University Press.
Unit 6 (Week 11-12): This unit will teach students about the various types of relationships that
exist between the Primates and People with special focus on the binaries of Cultures and
traditions, Apes and science, Empire and Nationalism. The incarnation of new empires and
uncertain futures for the great apes will also be looked at.
Haraway, Donna. (2001). Primate Visions, Gender, Race and Nature in the making of
Modern Science. New York: Routledge.
Haraway, Donna. (2008). When Species meet. University of Minnesota Press.
Haraway, Donna. (2003). The Companion Species Manifesto: Dogs, People, and
Significant Otherness. University of Chicago Press.
Unit 7 (Week 13-14): This unit will teach students about the debate that were taking shape in the
British empire during the late nineteenth century and the early twentieth century. For example-
Agrarian expansion, pastoralist and conflicts. The changing perspectives of Ethology, ethics,
ecology in the late twentieth century will also be culled. The ivory debate, Animal products and
Department of History, University of Delhi
161
the Vegan Culture, Environmental and Ecology protection-conservation parks and sanctuaries
and save Earth debates will also be discussed in relation with the major themes of animal history.
Anderson, David Anderson and Richard Grove. (eds.) (1987). Conservation in Africa,
Cambridge University Press.
Austin, Gareth. (eds.). (2017). Economic Development and Environmental History in the
Anthropocene: Perspectives on Asia and Africa. Bloomsbury.
Maddox, Gregory H. (2006). Sub-Saharan Africa: An Environmental History (Nature
and Human Societies), Santa Barbara: ABC-CLIO.
Habib, Irfan. (2010). Man and Environment: The Ecological History of India ,A People’s
History of India. vol.36. New Delhi: Tulika Books.
Walker, John F. (2009). Ivory’s Ghosts: The White Gold of History and the fate of
Elephants. New York: Grove Press.
Beinart, William and Hughes. (Eds.). (2007). Environment and Empire. Oxford Oxford
University Press.
Beinart, William and JoAnn McGregor. (Eds.) (2003). Social History and African
Environments, William Heinemann Press.
Crystal, Jill. (1990). Oil and the Politics in the Gulf: Rulers and Merchants in Kuwait and
Qatar. Cambridge: Cambridge University Press.
Thomas, K.V. (1983). Man and the Natural World. Penguin.
Dovers, Stephens. (2003). South Africa's Environmental History: Cases & Comparisons
(Ecology & History).
Suggested Readings:
Alter, Stephen. (2004). Elephas Maximus: A Portrait of the Indian Elephant. New Delhi:
Penguin Books.
Anderson, David Anderson and Richard Grove. (eds.) (1987). Conservation in Africa, CUP.
Austin, Gareth. (eds.). (2017). Economic Development and Environmental History in the
Anthropocene: Perspectives on Asia and Africa. Bloomsbury.
Beinart, William and Hughes (Eds.) (2007). Environment and Empire. New York: Oxford
University Press.
Beinart, William and JoAnn McGregor. (Eds.) (2003). Social History and African
Environments, William Heinemann Press.
Boomgaard, Peter. (2001). Frontiers of Fear: The Tiger in the Malay World, 1600-1900.
Yale University Press.
Bulliet, R. W. (1975). The Camel and the Wheel. Cambridge: Harvard University Press.
Crystal, Jill. (1990). Oil and the Politics in the Gulf: Rulers and Merchants in Kuwait and
Qatar. Cambridge: Cambridge University Press.
Divyabhanusinh. (1995). The End of a Trail: The Cheetah in India. New Delhi: Banyan
Books.
Divyabhanusinh. (2005). The Story of Asia’s Lions, Marg Publications.
Dovers, Stephens. (2003). South Africa's Environmental History: Cases & Comparisons
(Ecology & History).
Edgerton, F. (1985). The Elephant-lore of The Hindus. Delhi: Motilal Banarsidass.
Department of History, University of Delhi
162
Elvin, Mark. (2004). The Retreat of Elephants, An Environmental History of China. Yale
University Press.
Habib, Irfan. (2010). Man and Environment: The Ecological History of India: A People’s
History of India. vol.36. New Delhi: Tulika Books.
Haraway, Donna. (2001). Primate Visions, Gender, Race and Nature in the making of
Modern Science. New York: Routledge.
Haraway, Donna. (2003). The Companion Species Manifesto: Dogs, People, and Significant
Otherness. University of Chicago Press.
Haraway, Donna. (2008). When Species meet. University of Minnesota Press.
Hornaday, William T. The Extermination of the American Bison, e-book.
Hughes, Julie H. (2013). Animal Kingdoms: Hunting, the Environment, and Power in the
Indian Princely States, Ranikhet: Permanent Black.
Isenberg, Andrew. (2000). The Destruction of the Bison, An Environmental history.
Cambridge: Cambridge University Press.
Kent, Marian. (1976). Oil and Empire: British Policy and Mesopotamian Oil, 1900-1920.
London: Macmillan.
Maddox, Gregory H. (2006). Sub-Saharan Africa: An Environmental History (Nature and
Human Societies).
Mitra, Sudipta. (2005). Gir Forest and the Saga of the Asiatic Lion. New Delhi: Indus
Publishing Company.
Schama, Simon. (1995). Landscape and Memory. New York: Alfred A. Knopf.
Sukumar, Raman. (2003). The Living Elephants. Delhi: Oxford University Press.
Thapar, Valmiki, Romila Thapar and Yusuf Ansari. (2013). Exotic Aliens: The LION and the
CHEETAH in India. New Delhi: Aleph Book Company.
Thomas, K.V. (1983). Man and the Natural World: Changing attitudes in England 1500-
1800. England: Penguin.
Trautmann, Thomas R. (2015). Elephants and Kings: An Environmental History. New Delhi:
Permanent Black.
Walker, John F. (2009). Ivory’s Ghosts: The White Gold of History and the fate of Elephants.
New York: Grove Press, New York, 2009.
Facilitating Teaching Learning Outcomes:
The course is organized around Weekly lectures and reading assignments. During the course
participants are expected to write and present reports, participate in class discussions on themes
and topics located by the instructor. This exercise is to ensure that students learns to comprehend
with the reading material and shall be able to develop their oral presentations and writing skills.
Assessments:
There will be three modes of assessing students enrolled in this course:
1) Students will have to submit two papers (either in Hindi or English) approximately of 10-12
pages (inclusive of bibliographic apparatus) on themes finalised in the class discussions with the
mentorship of the instructor. These essays will be marked out of 10 for each easy.
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2) Each student is expected to make a presentation (either in Hindi or English) and this will be
marked out of Maximum mark 5. The total of all will be taken out of 25 Marks, allotted for
Internal Assessment (10x2+5).
3) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
164
HSM 32
Global Environmental History, 1500-2000
Course Objectives:
The objective of this optional course is to explore human-induced changes in nature on the
transnational and global scale. The paper covers general concepts in environmental history, and
explores human, non-human actors (including climate and topography), and science and
technology as agents in history. In more specialized ways it requires students to interrogate the
changing relationship between humans and nature through more global categories of Columbian
exchange, migration (including human, animals, plants and disease), colonialism, imperialism
and warfare technologies. By exploring transformation of landscapes, rivers and forests, the
objective is to make students understand the major turning points in environmental history.
While doing so the course also examines the role of governments and states in shaping the
modern environment around the world. The reading material for the course places environmental
history in global perspective.
Learning Outcomes:
After completing this course, students would be able to
Learn to engage with questions on the changing relationship between humans and nature
Understand how human-nature relations spans different times and spaces
Comprehend the role human and non-human actors play as agents in history
Locate the transformations of landscape, rivers and forests in various parts of the globe
Examine the role of governments and states in shaping the modern environment
Course Contents:
Unit1: (Week 1): Emerging field of Global Environmental History
a. World Without Borders
b. Environmental Ideas
Unit 2: (Week 2-3): Pre-Industrialised World
a. Climate Change and the Medieval Age
b. Little Ice Age
Unit 3: (Week 4): Industrialisation, Technology and Population Growth
a. Perspectives and debates
b. Cities
Unit 4: (Week 5-6): Columbian Exchange
a. Plants, Animals and Disease
b. Ecological Imperialism
c. Colonialism
Unit 5: (Week 7-8): Transformation of Landscapes
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a. Culture of Capitalism
b. Non-human Agents
c. Migration of Communities
Unit 6: (Week 9-10): Transforming Rivers:
a. Water governance
b. Large scale Hydraulic Engineering
c. British colonial projects in Egypt and South Asia
d. TVA model
Unit 7: (Week 11): Agricultural transformations
a. Colonial science and agronomy in Asia and Africa
b. Coming of the Green Revolution
c. Slow violence of agricultural progress in Australia
Unit 8: (Week 12-13): State for nature conservation
a. Soviet science and conservation in the Stalin era and after
b. Chinese case under Mao
Unit 9: (Week 14): Anthropocene
a. Dating Anthropocene
b. Climate Change
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Week 1): At the end of this unit students would learn about the major concepts in the
emerging field of Environmental History
Guha, Ramchandra. 2000. Environmentalism: A Global History, New York: Longman.
Hughes, Donald J. (2006). What is Environmental History?, London: Polity Press.
(ed.), Thinking through the Environment: Green Approaches to Global History,
Cambridge: The White Horse Press.
The History Teacher, Vol. 31, No. 3, pp. 351-368.
Environmental Review, 6, pp.8-13.
The Ends of the Earth: Essays
in Modern Environmental History, Cambridge and New York: Cambridge University
Press, pp.279-307.
Unit 2: (Week 2-3): The peculiarities of the Pre-Industrialised World in the context of climate
shaping the course of history in the Medieval Age will be discussed in this unit
Behringer, W. (2010). A Cultural History of Climate, Cambridge: Polity Press.
Brooke, John L. (2014). Climate Change and the Course of Global History: A Rough
Journey, New York: Cambridge University Press
Science, New Series, Vol. 192,
No. 4245, pp. 1189-1202.
Richards, John F. (2003). The Unending Frontier: An Environmental History of Early
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Modern World, California: University of California (Chapter 2).
Utterström, Gustaf. (1955). Climatic fluctuations and population problems in Early
Scandinavian Economic History Review. Vol.3, pp.3-47.
Fifty -194.
Unit 3: (Week 4): The major historiographical debates on Industrialisation and technological
achievements, and their connection with population growth will be discussed in this unit
in Worster, Donald. (Ed.) The Ends of the Earth: Essays in Modern Environmental
History, Cambridge and New York: Cambridge University Press, pp. 23-38.
Ekistics, Vol. 27, No.
160, pp. 168-70.
The Oxford Handbook of Environmental History,
Oxford: Oxford University Press, pp. 553-572.
Meadows, Donella H. (Eds. et.al). (1972). The Limits to Growth, New York: Universal
Books.
Platt, Harold L. (2005). Shock Cities: The Environmental Transformation and Reform of
Manchester and Chicago, Chicago: University of Chicago Press.
Unit 4: (Week 5-6): The premise of Columbian Exchange and the biological expansion of
European colonies will be discussed in this unit
Crosby, Alfred. (1986). Ecological Imperialism: The Biological Expansion of Europe,
900-1900, New York: Cambridge University Press.
Crosby, Alfred. (2003). The Columbian Exchange: Biological and Cultural
Consequences of 1492, London: Prager.
Grove, Richard. (1995). Green Imperialism: Colonial Expansion, Tropical Island Edens
and the Origins of Environmentalism, 1600-1860, Cambridge: Cambridge University
Press.
Quaternary Science Reviews, No.207, pp. 13-36.
Sen, Satadru. (2010). Savagery and Colonialism in the Indian Ocean: Power, Pleasure
and the Andaman Islanders, London and New York: Routledge.
Environment and History, Vol. 10, no, 1, pp. 3-29.
Unit 5: (Week 7-8): The way culture of capitalism along with some non-human agents have
transformed landscapes will be discussed through the case studies of the Great Plain of the
United States and the Caribbean Islands
in Global
Environment: A Journal of History and Natural and Social Sciences, No.9, pp. 130-159.
Lübken, Uwe.
and Migration in
Department of History, University of Delhi
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Global Environment: A Journal of History and Natural and Social Sciences,
No.9, pp. 1-25.
McNeill, J.R. (2010). Mosquito Empires: Ecology and War in the Greater Caribbean,
1620-1914, Cambridge: Cambridge University Press.
Worster, Donald. (1997). Dust Bowl, New York: Oxford University Press.
Unit 6: (Week 9-10): The way humans have governed water through large-scale hydraulic
engineering and its implication on river system will be discussed in this unit
McCully, Patrick. (2001). Silenced Rivers: The Ecology and Politics of Large Dams,
London & New York: Zed Books.
McNeill, J.R. (2000). Something New under the Sun. An Environmental History of the
Twentieth Century, London: Penguin, pp. 157-88.
Schmidt, Jeremy J. (2018). Water: Abundance, Scarcity and Security in the Age of
Humanity, New Delhi: Sage (Introduction), pp.1-19.
Singh, Vipul. (2018). Speaking Rivers: Environmental History of A Mid-Ganga Flood
Country, Delhi: Primus Books, pp.122-186 (Chapters 6 and 7).
Unit 7: (Week 11): The science of agriculture and its implication on society and human health
will be discussed in this unit
McNeill, John et.al. Environmental History:: As if nature Existed, Oxford & New York:
Oxford University Press, pp.186-208.
McNeill, J.R., (2000). Something New under the Sun. An Environmental History of the
Twentieth Century, London: Penguin, pp. 212-27.
Shiva, Vandana. (1991). The Violence of the Green Revolution: Third World Agriculture,
Ecology and Politics, Penang: Zed books, pp.171-93.
Unit 8: (Week 12-13): The attempts to impose ordered and unitary policies by the powerful
states in history will be discussed in this unit through two case studies from Russia and China
Brain, Stephen. (2011). Song of the Forest: Russian Forestry and Stalinist
Environmentalism, 1905-1953, Pittsburgh: University of Pittsburgh Press, pp.79-172
(Chapters 4-6).
st of an
Environment and History 2, no. 1, pp. 6376.
Scott, James C. (1998). Seeing Like a State: How Certain Schemes to Improve the Human
Condition Have Failed, New Haven & London: Yale University Press, pp. 193-222.
Shapiro, Judith, (2001). Mao's War Against Nature: Politics and the Environment in
Revolutionary China, New York: Cambridge University Press.
Weiner, Douglas, (2000). Models of Nature, Pittsburgh: University of Pittsburgh Press.
Unit 9: (Week 14): The unit will discuss the concept of Anthropocene and its relation with
climate change
Brooke, John L. (2014). Climate Change and the Course of Global History: A Rough
Journey, New York: Cambridge University Press, pp. 393-499 (Chapters 10-11).
Department of History, University of Delhi
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Emmett, Robert and Lekan, Thomas (eds.). (2016). Whose Anthropocene?: RCC
Perspectives: Transformations in Environment and Society, Munich: Rachel Carson
Center.
Fagan, Brian. (1999). Flood, Famines, and Emperors: El Niño and the Fate of
Civilizations, New York: Basic Books, pp. 221-312, (Chapters 10-13).
Seminar 673,
75-80.
Nature, Vol. 519, pp. 171-80.
Suggested Readings:
Beinart, William and Lotte Hughes. (2009). Environment and Empire, Oxford: Oxford
University Press.
Brooke, John L. (2014). Climate Change and the Course of Global History: A Rough
Journey, New York: Cambridge University Press.
Carson, Rachel. (1962). Silent Spring, Cambridge, Mass.: Riverside Press.
Cronon, William. (1996). Uncommon Ground: Rethinking the Human Place in Nature, New
York: W. W. Norton & Co.
Davis, Mike. (2002). Late Victorian Holocausts: El Niño Famines and the Making of the
Third World, London & New York: Verso.
Ghosh, Amitav. (2016). The Great Derangement: Climate Change and the Unthinkable,
Gurgaon: Penguine Books.
Hughes, Donald J. (2001). An Environmental History of the World, New York: Routledge.
Magdoff, Fred and Foster, John B. (2011). What Every Environmentalist Needs to Know
about Capitalism, New York: Monthly Review Press.
Martinez-Alier, Joan. (2002). The Environmentalism of the Poor: A Study of Ecological
Conflicts and Valuation, Cheltenham: Edward Elgar.
McNeill, J.R. (2000). Something New under the Sun. An Environmental History of the
Twentieth Century, London: Penguin.
R.McNeill and E. S. Mauldin (eds.), Companion to Global Environmental History, West
Sussex: Willy-Blackwell, pp. 433-452.
Muir, Cameroon. (2014). The Broken Promise of Agricultural Progress: An Environmental
History, Abingdon and New York: Routledge.
Ponting, Clive. (1991). A Green History of the World, London: Sinclair-Stevenson.
Richards, John F. (2003). The Unending Frontier: An Environmental History of Early
Modern World, California: University of California.
William, Raymond. (1980). "Ideas of Nature", in Problems in Materialism and Culture:
Selected Essays, London: Verso.
Worster, Donald. (1988). The Ends of the Earth: Essays in Modern Environmental History,
Cambridge and New York: Cambridge University Press.
, . (2016). : , : .
Department of History, University of Delhi
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, . (2014) : , :
.
Facilitating Teaching Learning Outcome:
The course is thematically organized and would involve reading resources and writing
assignments. Students would be shown a few documentaries on relevant themes. They would be
asked to present reports and participate in formal class discussions on themes and texts identified
by the instructor. The exercise is to ensure that students comprehend the readings and develop
verbal communication skills.
Assessment:
Students enrolled in the course will be assessed in three modes.
1) Students will have to submit a term paper of circa 15-20 pages (inclusive of bibliographic
apparatus) on a theme identified by the instructor. It will be marked out of 12.5 marks.
2) The scond assignment will be in the form of a book review essay. The instructor would decide
the text. This essay will be marked out of 12.5 marks.
3) There will be an end of term Semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
170
HSM 33
History of Modern France I (1760-1815)
Course Objectives:
was believed to have been taken apart in France and a new Age of Enlightenment and counter
Enlightenment, revolution and reaction, liberation and subjugation ushered. The course evaluates
the quality of this historical movement drawing out the disjunctures and continuities and makes
critical assessment of different historiographical debates. The course aims to enhance students
ability to comprehend dialectical phenomenon of historical change and continuity, the power of
ideas to shape material reality and vice versa and an introduction into the formation of modernity
along with reinvigoration of tradition. The course also aims to introduce students with different
socio-economic contestations and movements of rights and liberation specific to France but
having global impacts.
Learning Outcomes:
This course would hopefully make students more sensitive towards complexities of historical
struggles against inequality and difference; modernist values of secularism and tolerance; and
civic rights;
Students would become familiar with major shifts in historiographical approaches in the study of
French revolution in particular and with regard to modern historical thought in general;
Students will improve their skills to read primary and secondary sources of historical writing;
and
It is expected that Enlightenment and print-culture being one prominent tenet of this course,
students would gain important training in intellectual history of modern world.
Course Content:
Unit 1 (Week 1): Some Aspects of Old Regime France at the eve of transition.
Unit 2 (Week 2-3): Critical Assessment of various Historiographical Approaches for the study
of French Revolution of 1789.
Unit 3 (Week 4-6): Political formations during French Revolution of 1789: constitutional
monarchy, radical republicanism (Girondins, Jacobins and Sans Culottes) and restoration of
monarchy under Napoleon.
Unit 4 (Week 7-10): Enlightenment Political Culture and the French Revolution of 1789.
Unit 5 (Week 11-13): Enlightenment, Revolution and Social Movements for Rights and
Liberation.
Unit 6 (Week 14): Nature and the status of French economy in the eighteenth and early
nineteenth centuries.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Department of History, University of Delhi
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Unit 1 (Week 1): This topic will focus on certain aspects of the history of France just before the
Revolution of 1789, such as the king and his body; courtly culture; social classes; administration;
law and justice; the Church and the religious minority communities; the evolution of the theory
and practice of Absolutism; and different historiographical explanations regarding the nature of
absolutist state in France.
Beik, William. (1985) Absolutism and Society in Seventeenth-century France: State
Power and Provincial Aristocracy in Languedoc, Cambridge, Cambridge University
Press
Elias, Norbert. (1983) The Court Society, Oxford: Basil Blackwell
Parker, David. (1983) The Making of French Absolutism, New York, St. Martin's Press
Parker, David. (1996) Class and State in Ancien Régime France: The Road to
Modernity?, London/New York, Routledge/Taylor & Francis,
-Century
France: A Review of a Controve-43
Unit 2 (Week 2-3): this topic aims to familiarize students with different historiographical
perspectives adopted by scholars during 19th to 21st century for the study of French Revolution
of 1789. Following two books provide good gist of the arguments of different historiographical
positions, however, for the detailed analysis of these historians, students may select further
references from the list of suggested readings given below.
Comninel, George C. (1987) Rethinking the French Revolution: Marxism and the
Revisionist Challenge, Verso
Kates, Gary (Ed.) (1998). The French Revolution: Recent Debates and New
Controversies, Routledge
Unit 3 (Week 4-6): The below mentioned readings mainly deal with different phases of state
formation during French revolution. They would focus on the historiographical perspectives on
the nature of the interventions, identity and objectives of Girondins, Jacobins and Sans Culottes.
Feher, Ferenc. (1987) The Frozen Revolution: an essay on Jacobinism, Cambridge,
Cambridge University Press
Furet, Francois. (1991) Revolutionary France (1770-1880), Wiley Blackwell, 1991.
Gross, Jean-Pierre. (2003) Fair Shares for All: Jacobin Egalitarianism in Practice,
Cambridge University Press
Lefebvre, Georges. (1962) The French Revolution: From its origins to 1793, UK,
Routledge and Kegan Paul, First Indian Reprint 2007.
Sagan, Eli. (2001) Citizens and Cannibals, struggle for modernity and the origins for
ideological terror, Rowman & Littlefield
Soboul, Albert. (1972) The Sans Culottes: The Popular Movement and Revolution (1793-
1794), New York, Anchor Books
Unit 4 (Week 7-10): Following readings would be helpful to learn about the Meaning,
chronology, main characteristic features and leading philosophers of French Enlightenment;
different historiographical contentions regarding the connection between Enlightenment and
Revolutionvarious factors and agencies which helped the dissemination of new ideassuch as
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the role of printing; education; academies, masonic lodges, salons and theaters; and paintings,
festivals and music etc.
Modern Asian Studies 2, pp. 281-303
Chartier, Roger. (1991) The Cultural Origins of French Revolution, Durham and London,
Duke University Press
Darnton, Robert. (1996) The Forbidden Best-Sellers of Pre-Revolutionary France, New
York/London, W. W. Norton & Company
Dijn, Annelien De. (2008) French Political Thought From Montesquieu To Tocqueville:
Liberty in a Levelled Society?, Cambridge University Press
Hesse, Carla. (1991) Publishing and cultural politics in revolutionary Paris, 1789–1810,
University of California Press
Studies in History 18, pp. 335-58
Kennedy, E. (1989) A Cultural History of the French Revolution, New Haven & London,
Yale University Press
Lawton, Denis. & Gordon, Peter. (2002) A History of Western Educational Ideas,
London, Woburn Press
Ozouf, Mona. (1991) Festivals and the French Revolution, Harvard University Press
Unit 5 (Week 11-13): In order to assess the significance of French Enlightenment and
Revolution, we will deconstruct these events every year with the help of some specific social
questions, such as the rights of women and gender relations; religious tolerance and equality; and
the ban on slave trade and the abolition of slavery etc.
Blackburn, Robin. (1988) The Overthrow of Colonial Slavery, 1776-1848, London/New
York, Verso
Davis, David Brion. (1998) The Problem of Slavery in the Age of Revolution, 1770-1823,
Oxford University Press, (First Published 1975)
Hesse, Carla. (2003) The Other Enlightenment: How French Women Became Modern,
Princeton/London, Princeton University Press
Hunt, Lynn. (1996) The French Revolution and Human Rights: A Brief Documentary
History, Boston New York, University of Pennsylvania, Part 1 pp. 1-37; 51-82, 101-137.
Landes, Jone B. (1988) Women and the Public Sphere in the Age of the French
Revolution, Ithaca and London, Cornell University Press, pp. 1-38, 66-92, 169-206.
Melzer, Sara E. and Rabine Leslie., eds.,(1992) Rebel Daughters: Women And The
French Revolution, Oxford University Press (Specially chapters 4, 5 and 12).
Outram, Dorinda. (1989) Body and the French Revolution: Sex, class and political
Culture, New Haven, Yale University Press
Unit 6 (Week 14): In this topic, we will study some key indices of French economy; condition of
different sectors; and Major Historiographical perspectives about its nature and capitalist
potentials. Unit may often juxtapose French case with other nations, particularly with Great
Britain.
Heywood, Colin.(1995) Development of the French economy, 1750-1914, Cambridge
Department of History, University of Delhi
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University Press
Horn, Jeff. (2006) The Path not taken: French Industrialization in the Age of Revolution,
1750-1830, Cambridge, Mass., MIT Press, Chapters 1, 5 , 6, pp. 1-16, 127-210
Suggested Readings:
Anderson, Perry. (1979) Lineages of the Absolutist State, London, Verso
Revolutionary Paris, 1792-94: A Critical Evaluation of Albert Soboul's "Les sans-culottes
Journal of Social History 19, pp. 71-112
Baker, Keith Michael. (1990) Inventing the French Revolution: Essays on French Political
Culture in the Eighteenth Century, Cambridge University Press
Bonnell Victoria E. and Hunt, Lynn. ed., (1999) Beyond the cultural turn: new directions in
the study of society and culture, University of California Press
The American
Historical Review, 56, pp. 493-509
The American
Historical Review, 32, pp. 737-52
Political Science Quarterly, 43,
pp. 249-64
Review, 34, pp. 740-56
Darnton, Robert. (1989) -Sellers of Pre-Bulletin
of the American Academy of Arts and Sciences 43, pp 17-45
The William
and Mary Quarterly 28, pp. 585-94
de Luna, French Historical Studies15
pp. 506-18.
Social History, 31, pp. 1-14
as of Emancipation: from the Saint-Domingne Insurrection of
History Workshop, 46, pp. 1-15
Furet, Fransois. (1981) Interpreting the French Revolution, Cambridge University Press
(Especially Part 1)
Garrioch, David. (1999 The everyday lives of Parisian women and the October Days of
1789Social History 24, pp. 23-49
Goubert, Pierre. (2001) The French Peasantry in the Seventeenth Century, Pennsylvania, The
Pennsylvania State University Press
Becoming Visible: Women In European History, ed. Renate Bridenthal & Claudia Koonz,
Houghton Mifflin, Boston, (Third Ed., 1998)
-Past & Present, 53, 90-108
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History Workshop, 46, pp. 32-62
the Jacobin Club Network, (1789- The Journal of Modern History, 51, pp. 701-33
French Historical
Studies 16, pp. 309-44
Lefebvre, Georges. (1947) The Coming Of The French Revolution, Princeton, New Jersey,
Princeton University Press
Lublinskaya, A.D. (1968) French Absolutism: the Crucial Phase 1620-1629, Cambridge
University Press
Moulin, Annie. (1991) Peasantry and Society in France Since 1789,Cambridge University
Press
Price, Roger. (2005) A Concise History of France, Cambridge University Press, Second
Edition, Chapter 1
History Workshop, 42, pp. 108-125
Soboul, Albert. (1988) Understanding the French Revolution
Publishing House
on a Recent Reassessment of the Conflicts in the French National Convention, (1792-
The Journal of Modern History 43, pp. 287-93
History 51, pp. 16-34.
Wain, Kenneth. (2011) On Rousseau: An Introduction to his Radical Thinking on Education
and Politics, Sense Publishers.
Facilitating Teaching Learning Outcome:
The main method of teaching this course is through lectures, however, certain texts will be
specified for each unit in advance for students to read so that they can learn through participatory
discussion method. The exercise is to ensure that students comprehend the readings and develop
verbal communication skills.
Assessments:
There are two levels of assessment: internal assessment of 25 marks and the end-semester
examination of 75 Marks.
1) For internal assessment, students are asked to either write an assignment, or appear in a test, or
give an open book exam (as specified by the teacher at the beginning of the semester). Students
are expected to meet with the teacher to develop and finalize subjects and materials on which
their assignment/test/openbook examination for internal assessment would be based.
2) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75.
Department of History, University of Delhi
175
HSM-34
History of Modern France II 1815-1871
Course Objectives:
The course aims to introduce students with various trajectories of turbulent post-Napoleonic
years and charts the contrasting pulls of conservatism and revolution. It focuses upon an
expanding public arena of political activism and the new political, intellectual, art and literary
movements and other socio-economic developments which shaped revolutionary as well as
reactionary contexts of the 19
th
century France.
Course Outcomes
The course would introduce students with the growth of various political, intellectual and
literary currents of 19
th
century France;
Learners in this course would come to know of various perspectives to comprehend different
conflicting forces that shaped the socio-economic development of France during the 19
th
century;
The specific understanding of French historical developments could be also useful in the
general survey of various trends in European history, particularly in the erina of different
patterns of capitalist growth, intellectual and political history.
Course Content:
Unit 1 (Week 1-2): Restoration.
Unit 2 (Week 3-4): Revolution of 1830.
Unit 3 (Week 5-6): Revolution of 1848.
Unit 4 (Week 7-8): From the Second Empire to Third Republic.
Unit 5 (Week 9): Education in France.
Unit 6 (Week 10-11): French foreign policy and colonialism.
Unit 7 (Week-12-14): French Economy.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1 (Week 1-2): This unit will focus on the manufacture and perpetuation of revolutionary
traditions (republicanism, social democracy, anarchism) and counter revolution; age of
Romanticism (art, the emergence o-1830).
Andrew, Counter, J. (2016) The amorous restoration: love, sex, and politics in early
nineteenth-century France, Oxford University Press .
Crossley, Ceri. (1993) French Historians and Romanticism: Thierry, Guizot, the Saint-
Simonians, Quinet, Michelet, Routledge.
Girling, John. (2004) Social Movements and Symbolic Power: Radicalism, Reform, and
the Trial of Democracy in France, Palgrave Macmillan.
Kroen, Sheryl.(2000) Politics and Theater: The Crisis of Legitimacy in Restoration
Department of History, University of Delhi
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France, 1815–1830, University Of California Press.
Pilbeam, Pamela M. (1995) Republicanism in Nineteenth-Century France, 1814–1871,
Macmillan Education UK.
Unit 2 (Week 3-4): This unit will focus on the origins, nature and outcomes of the revolution of
1830 in France.
Pilbeam, Pamela M. (1991) The 1830 Revolution in France, Palgrave Macmillan UK.
The Review
of Politics, vol. 23, no. 4, pp. 490506.
Pinkney, David H. (The American
Historical Review, vol. 70, no. 1, pp. 117.
Popkin, Jeremy D. (2001) Press, Revolution, and Social Identities in France, 1830-1835,
Pennsylvania State University Press.
Quinault, Roland. (1
History, vol. 79, no. 257, pp. 377393.
Rader, Daniel L. (1973) The Journalists and the July Revolution in France: The Role of
the Political Press in the Overthrow of the Bourbon Restoration, 1827–1830, Springer
Netherlands.
Unit 5 (Week 5-6): Under this unit, we will examine the role and conflicts of elites and masses,
the capital and the country and the origins and terms of Napoleonic dictatorship in context of the
revolution of 1848,
Berenson, Edward. (2011) Vincent Duclert, and Christophe Prochasson, The French
The American Journal of Sociology, Vol. 34, No. 5, pp. 781- 803.
The American
Journal of Sociology, Vol. 35, No. 1 (Jul., 1929), pp. 35- 59.
Namier, Lewis. (1992) 1848: The Revolution of the Intellectuals, Anchor Books.
The English Historical Review 91, No. 359, pp. 278-297.
Pilbeam, Pamela M. (1995) Republicanism in Nineteenth-Century France, 1814–1871,
Macmillan Education UK.
William, Fortescue. (2005) France and 1848 The End of Monarchy, London: Routledge.
Unit 4 (Week 7-8): This unit will deal with state, ideology, changing institutions of
communication and culture in the period of Second Empire leading to the Third Republic.
Harvey, David. (2003) Paris, Capital of Modernity, Routledge.
Kirkland, Stephane. (2014) Paris Reborn: Napoleon III, Baron Haussmann, and the
Quest to Build a Modern City, Picador:London.
Matthew N. Truesdell. (1997) Spectacular Politics: Louis-Napoleon Bonaparte and the
Fete Imperial, 1849-1870, Oxford University Press.
Price, Roger. (1997) Napoleon III and the Second Empire (Lancaster Pamphlets),
Routledge.
Department of History, University of Delhi
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Price, Roger. (2004) People And Politics In France, 1848–1870, Cambridge.
Price, Roger. (2004) The French Second Empire: An Anatomy of Political Power,
Cambridge University Pres.
Strauss-Schom, Alan. (2018) The Shadow Emperor: A Biography of Napoleon III, St.
Taithe, Bertrand. (2001) Citizenship and Wars: France in Turmoil 1870-1871, London:
Routledge.
Unit 5 (Week 9): In the backdrop of the legacy of Enlightenment and Revolution, this unit
examines the kind of education system developed in France in terms of the role of state,
modernity, religion, Liberalism and social inequalities etc. in the 19
th
century.
Green, Andy. (1991) Education and State Formation: The Rise of Education Systems in
England, France and the USA, Basingstoke, Palgrave Macmillan.
Heywood, Colin. (1998) Childhood In Nineteenth-Century France: Work, health and
education among the ‘classes populaires’, Cambridge, Cambridge University Press.
Lawton, Denis and Peter Gordon. (2002) A History of Western Educational Ideas,
London: Woburn Press.
Lewis, H. (1989) Some Aspects of Education in France Relevant to Current Concerns in
the UK. Comparative Education, 25(3), 369-378. Retrieved from
http://www.jstor.org/stable/3099213
Male, George A. (1963) Education in France, Office of Education, U.S. Department of
Health, Education, and Welfare (DHEW), Washington, L. C.
Neferti Xina M. Tadiar. (1995) The Dream-Work of Modernity: The Sentimental
Education of Imperial France. Boundary 2, 22(1), 143-183.
Rogers, Rebecca. 1959, From the Salon to the Schoolroom: Educating Bourgeois Girls In
Nineteenth-Century France, Pennsylvania, The Pennsylvania State University Press.
Soysal, Y. and Strang, D. (1989). Construction of the first mass education systems in
nineteenth-century Europe. Sociology of Education, 62(4), pp. 277288.
Weber, Eugen. 1976, Peasants into Frenchmen: The Modernization of Rural France,
California: Stanford University Press: Stanford.
Unit 6 (Week 10-11): Under this unit, we will study imperial expansion, ideas and practices;
uses of empire; French and the natives; and colonial culture in France
Aldrich, Robert. (1996) Greater France: A Study of French Overseas Expansion,
Palgrave.
Isser, Natalie. (1974) The Second Empire and the Press: A Study of Government-Inspired
Brochures on French Foreign Policy in their Propaganda Milieu, Springer Netherlands
Michele Cunningham, 2001, Mexico and the Foreign Policy of Napoleon III, Palgrave
Macmillan UK.
Unit 7 (Week-12-14): Under this unit, we will examine the main trends and historiographical
positions with regard to French economy during 19th century.
Caron, Francois. (2014) An Economic History of Modern France, Routledge.
Heywood, Colin.(1995) The Development of the French Economy, 1750-1914, CUP,
Department of History, University of Delhi
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1995
Rosenthal, Jean-Laurent (1992), The Fruits of Revolution: Property Rights, Litigation
and French Agriculture, 1700-1860, Cambridge University Press,
Price, Roger. (1981) An Economic History of Modern France, 1730–1914, Macmillan
Education UK.
Suggested Readings:
McPhee, Peter. (1987) A Social History of France 1780-1880, London/New York,
Routledge.
Brenson, Edward. (1984) Populist Religion and Left-Wing Politics in France (1830-52),
Princeton University Press, Princeton, 1984.
Clark, Timothy J. (1999) The Absolute Bourgeoisie: Artists and Politics in France (1848-51),
University of California Press.
Furet, Francois. (1992) Revolutionary France (1770-1880), Blackwell,
Ranciere, Jacques. 1989 The Nights of Labour Temple University Press, Philadelphia.
Alexander Martin S. ed, (1999) French History since Napoleon, Arnold Publication, 1999.
Agulhon, Maurice. 1983 The Republican Experiment (1848-1852), Cambridge University
Press.
Pilbeam, Pamela. (1991), The 1830 Revolution in France
Facilitating Teaching Learning Outcome:
The main method of teaching this course is through lectures, however, certain texts will be
specified for each unit in advance for students to read so that they can learn through participatory
discussion method. The exercise is to ensure that students comprehend the readings and develop
verbal communication skills.
Assessment:
There are two levels of assessment: internal assessment of 25 marks and the end-semester
examination of 75 Marks.
1) For internal assessment, students are asked to either write an assignment, or appear in a test, or
give an open book exam (as specified by the teacher at the beginning of the semester). Students
are expected to meet with the teacher to develop and finalize subjects and materials on which
their assignment/test/openbook examination for internal assessment would be based.
2) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75.
Department of History, University of Delhi
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HSM-35
History of Modern France III, 1871-1945
Course Objectives:
intervention and into the two World Wars. It considers the politics engaging civil society and its
refashioning of the self sometimes with spatially distinct identities.
Course Outcomes:
By the end of this course, students would be intimately familiar with some of the most
sophisticated attempts to understand the history of modern France during the period between
1871 and 1945.
They would also learn to engage with a history of the civil society and its relationships in France
with the conceptualisation and articulation of the self.
Course Content:
Unit 1 (Week 1-3): Conflicts and compromises, 1870-1914.
Unit 2 (Week 4-5): Transformations of rural and urban France c. 1860-1914.
Unit 3 (Week 6-7): Republic, empire and the mission civilisatrice (to 1930).
Unit 4 (Week 8-9): Modernity and modernism.
Unit 5 (Week 10-11): War, economy and society 1914-40.
Unit 6 (Week 12-14): The nation and (old and new) French identities, 1919-40.
Essential Readings:
Unit 1 (Week 1-3): This unit will study the Paris Commune, 1871; Catholicism and republican
secularism; republican, conservative, anarchist and social democratic mobilizations; feminism,
suffrage and the politics of gender etc.
Accampo, Elinor. (2006) Blessed Motherhood, Bitter Fruit: Nelly Roussel and the
Politics of Female Pain in Third Republic France, The Johns Hopkins University Press.
Ansell, Christopher K. (2001) Schism and Solidarity in Social Movements: The Politics of
Labor in the French Third Republic, Cambridge, Cambridge University Press.
Auspitz, Katherine. (1982)The Radical Bourgeoisie: The Ligue de l'Enseignement and
the Origins of the Third Republic, 1866-1885, Cambridge, Cambridge University Press.
Chenut, Helen Harden. (2006)The Fabric of Gender: Working-Class Culture in Third
Republic France, University Park, Pennsylvania University Press.
Chrastil, Rachel. (2010)Organizing for War: France, 1870-1914, Louisiana State
University Press.
Cohn, Samuel. (1993)When Strikes Make Sense—And Why? Lessons from Third Republic
French Coal Miners, Springer US.
Fortescue, William.(2000)The Third Republic in France 1870-1940: Conflicts and
Continuities, Routledge.
Grout, Holly. (2015)The Force of Beauty: Transforming French Ideas of Femininity in
Department of History, University of Delhi
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the Third Republic, LSU Press.
Mansker, Andrea. (2001) Sex, Honor and Citizenship in Early Third Republic France
(Genders and Sexualities in History, Palgrave Macmillan.
Miller, Paul B. (2002)From Revolutionaries to Citizens: Antimilitarism in France, 1870-
1914, Duke University Press.
Ross, Kristin(2015) Communal Luxury: The Political Imaginary of the Paris Commune,
Verso.
Stuart, Robert. (2002)Marxism at Work: Ideology, Class and French Socialism during the
Third Republic, Cambridge University Press.
Unit 2 (Week 4-5): This unit will explore the ways in which different regions and sections of
French society, for instance peasants and workers were modernized and moulded into
Frenchmen. What does it tell us about the meanings of economic modernity?
French Politics, Culture &
Society, 27(2), pp. 111-126.
Eugen, Weber. Peasants into Frenchmen: The Modernization of Rural France, 1870-
1914, Stanford University Press, 1976.
politics, and modern anti-
American Historical Review, 97.1, 55-95.
The Journal of Modern History,
62(1), pp. 233.
Unit 3 (Week 6-7): This unit explores the ways in which French empire under Third Republic
reflects about French Cultural Policy? How notions of race, class, modernity, and otherness
shaped these efforts? And, how these efforts reflected Regeneration of France itself through
Empire?
Alice, L Conklin. (1998) A Mission to Civilize: The Republican Idea of Empire in France
and West Africa 1895-1930, Stanford, Stanford University Press.
Andersen, Margaret Cook. (2015) Regeneration through Empire: French Pronatalists
and Colonial Settlement in the Third Republic, University of Nebraska Press.
Policy in the Middle East,
1860The Historical Journal, 29(1), 109-135.
Daughton, J.P. (2006) An Empire Divided: Religion, Republicanism, and the Making of
French Colonialism, 1880-1914 , Oxford University Press, USA.
The Journal of
Modern History, Vol. 77, No. 3, pp. 701-721.
Parks, Richard C. (2017) Medical Imperialism in French North Africa: Regenerating the
Jewish Community of Colonial Tunis, University of Nebraska Press.
PeabodySue and Stovall, Tyler. Eds. (2003) The Color of Liberty: Histories of Race in
France, Durham, N.C. and London, Duke University Press.
Unit 4 (Week 8-9): Within this unit, we will study French arts and culture, c. 1880-1940.
Department of History, University of Delhi
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Forth, Christopher E. and Elinor Accampo (Eds.) (2010) Confronting Modernity in Fin-
de-Siècle France: Bodies, Minds and Gender, Palgrave Macmillan.
Guiney,M. Martin(2004)Teaching the Cult of Literature in the French Third Republic
[First Edition], Palgrave Macmillan.
Ledger, Sally. (1995) Scott McCracken, Cultural Politics at the Fin de Siècle, Cambridge
University Press.
Schwartz, Vanessa R., (2011) Modern France: a very short introduction, Oxford
University Press.
Schwartz,Vanessa R.(1999) Spectacular Realities: Early Mass Culture in Fin-de-Siècle
Paris, University of California Press.
Silverman, Debora L. (1992) Art nouveau in fin-de-siècle France: Politics, Psychology,
and Style, University of California Press.
Unit 5 (Week 10-11): This unit deals with the economy and society of the period of two World
Wars. It engages with questions of national security and the European colonial order during the
Alexander,Martin S. and Helen Graham (Eds.) (1989)The French and Spanish Popular
Fronts: Comparative Perspectives, Cambridge university Press.
Christofferson,Thomas R. and Michael S. Christofferson. (2006)France during World
War II: From Defeat to Liberation, Fordham University Press.
Davies,Peter.(2000)France and the Second World War: Resistance, Occupation, and
Liberation, Routledge.
Dell,Simon. (2007)The Image of the Popular Front: The Masses and the Media in
Interwar France, Palgrave Macmillan UK.
Fell,Alison S.(2018)Women as Veterans in Britain and France after the First World War,
Cambridge University Press.
Flood,P. J.(1990)France 1914–18: Public Opinion and the War Effort, Palgrave
Macmillan UK.
Graham,Helen and Paul Preston (Eds.) (1987)The Popular Front in Europe, Palgrave
Macmillan UK.
Grayzel,S.(1999)Women’s Identities at War: Gender, Motherhood, and Politics in
Britain and France During the First World War, The University of North Carilina Press.
Ousby,Ian.(2002)The Road to Verdun: France, Nationalism and the First World War,
Jonathan Cape Ltd. Press.
Rhoades, Mi
French Historical Studies, Vol. 29,no.2, pp. 293327.
during the GreaThe American Historical Review, Vol. 103, no. 3, pp. 737769.
Thomas,Gregory M. (2009)Treating the Trauma of the Great War: Soldiers, Civilians,
and Psychiatry in France 1914-1940, LSU Press.
Wilder,Gary.(2005)The French Imperial Nation-State: Negritude and Colonial
Humanism between the Two World Wars, The University of Chicago Press.
Unit 6 (Week 12-14): Under this unit, we will examine the manner in which different, often
Department of History, University of Delhi
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paradoxical and conflicting elements, tendencies and identities, old and the new, liberal and
authoritarian shaped the nature of French nationalism and political life.
Chaitin,Gilbert D. (2008)Culture Wars and Literature in the French Third Republic,
Cambridge Scholars Publishing.
Jann Pasler, (2009)Composing the Citizen: Music as public utility in Third Republic
France, University of California Press.
Stuart,Robert.(2006)Marxism and National Identity: Socialism, Nationalism, and
National Socialism During the French Fin De Siècle, State University of New York
Press.
Winock,Michel and Jane Marie Todd. (1998) Nationalism, Anti-Semitism, and Fascism in
France, Stanford University Press.
Suggested Readings:
AlexanderMartin S. (Ed.)(1999)French History Since Napoleon, Arnold Publication.
Berenson,Edward.(1984)Populist Religion and Left-Wing Politics in France (1830-52),
Princeton, Princeton University Press.
Furet,François.(1992)Revolutionary France (1770-1880), Blackwell.
Heywood, Colin.(1995)The Development of the French Economy, 1750-1914, CUP.
Nora,Pierre. (Ed.) (1996)Realms of Memory: Rethinking the French Past (Vol 1: Conflicts
and Divisions), Columbia University Press.
Rançière,Jacques.(1989)The Nights of Labour: the Workers’ Dream in the Nineteenth
Century, Temple University Press, Philadelphia.
Rosenblum,Mort.(1986)Mission to civilize: the French Way, Harcourt Brace Jovanovich.
Facilitating Teaching Learning Outcome:
The main method of teaching this course is through lectures, however, certain texts will be
specified for each unit in advance for students to read so that they can learn through participatory
discussion method. The exercise is to ensure that students comprehend the readings and develop
verbal communication skills.
Assessments:
There are two levels of assessment: internal assessment of 25 marks and the end-semester
examination of 75 Marks.
1) For internal assessment, students are asked to either write an assignment, or appear in a test, or
give an open book exam (as specified by the teacher at the beginning of the semester). Students
are expected to meet with the teacher to develop and finalize subjects and materials on which
their assignment/test/openbook examination for internal assessment would be based.
2) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75.
Department of History, University of Delhi
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HSM-36
Social History of Britain, 1815-1914
Course Objectives:
The objective of this paper is to study the intersecting implications of some critical social
changes in Britain during the heyday of colonialism and imperialism. The paper guides the
students through a social history of Britain from 1815 to 1914, which is considered a century of
untrammelled power in the making of the British empire. It does so by focusing on questions of
overseas expansion, gender, class, labour, health, rural society and justice through certain key
and new texts and readings, which provide an overview and fresh insights into the various
debates on socio-economic issues that were emerging in Britain in this critical period. Each unit
has one full book as its first and main reading.
Learning Outcomes:
At the end of the course, students would:
Have fresh insights into the social history of Britain in this period.
Understand gender, class and labour dynamics in British society during the heyday of its
Empire.
Comprehend that while this century marked a period of great expectations, there were also
flashpoints of resistance.
Be able to appreciate the simultaneous trends of making of bourgeois and oppositional
ideologies in the period.
Appreciate nuanced layers of social history of England by reading eight full length books
and supplementary readings on each topic.
Course Content:
Unit 1: (Week 1-2): British Overseas Expansion
Unit 2: (Week 3-4): Rural Society, Poor and the Clergy
Unit 3: (Week 5-6): Health, Medicine and Society in Victorian England
Unit 4: (Week 7-8): Friendship and Marriage in Victorian England
Unit 5: (Week 9-10): British Labour Movement
Unit 6: (Week 11-12): Women and Suffrage
Unit 7: (Week 13): Work and Gender
Unit 8 (Week 14): Race and Justice under British Rule
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Week 1-2): This unit will cover conflicting interpretations regarding British foreign
policy and overseas expansion.
Department of History, University of Delhi
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Cain, P. J. (1980). Economic Foundations of British Overseas Expansion, 1815-1914, London:
Macmillan.
-The Historical Journal,
31 (3), September, pp. 685-99.
Review of International Studies, 27 (2), April, pp. 169-86.
Unit 2 (Week 3-4): This unit will examine the relationship between Church and rural society in
Britain.
Robert Lee, Robert. (2006). Rural Society and the Anglican Clergy, 1815-1914:
Encountering and Managing the Poor, Woodbridge: Boydell Press.
Journal of the Early Republic, 13 (3),
Autumn, pp. 323-54.
-Century England: A Neglected
History Workshop, 18, Autumn, pp. 53-76.
Unit 3 (Week 5-6): This unit will understand the history of medicine in Victorian Britain and the
drive towards professionalization of health issues.
Carpenter, Mary Wilson. (2010). Health, Medicine and Society in Victorian England,
California: Greenwood.
Victorian Studies, 38 (3), Spring, pp. 335-70.
rtineau and the Reform of the Invalid in Victorian
The Historical Journal, 38 (3), September, pp. 597-616.
Victorian Studies, 29 (4), Summer, pp. 569-90.
Unit 4 (Week 7-8):
mainstream British life.
Marcus, Sharon. (2007). Between Women: Friendship, Desire, and Marriage in Victorian
England, Princeton: Princeton University Press.
Ander
Journal of British Studies, 21 (2), Spring, pp. 67-86.
Social Research: An International Quarterly, 78 (2), Summer, pp. 509-32.
Unit 5 (Week 9-10): This unit will examine the British labour movment and the emergence of
trade union politics in Britain.
Barrow, Loggie and Ian Bullock. (1996). Democratic Ideas and the British Labour
Movement, 1880-1914, Cambridge: Cambridge University Press, 1996.
The English Historical Review, 113
Department of History, University of Delhi
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(454), November, pp. 1180-1209.
1832-Parliamentary
History, 26 (3), pp. 387-410.
-1914, The
Historical Journal, 27 (4), December, pp. 877-900.
Unit 6 (Week 11-12): The struggles and movements of women to get the right to vote will be
studied in this unit.
Boussahba-Bravard, Myriam (ed.). (2007). Suffrage Outside Suffragism: Women’s Vote
in Britain, 1880-1914 Palgrave, New, York, 2007.
Comparative Drama, 45 (4), Winter, pp. 339-60.
73 (3), September, pp. 635-65.
Ma
-1909, Journal of British Studies, 39 (3),
July, pp. 340-71.
Unit 7 (Week 13): working conditions and
activism in Britain in late nineteenth, early twentieth century.
Harrison, Barbara. (1996). Not only the ‘Dangerous Trades”: Women’s Work and Health
in Britain, 1880-1914, London: Taylor and Francis.
dering of Dangerous Trades: Government Regulation
-Journal of Women’s
History, 8 (1), Spring, pp. 15-35.
International Labour and
Working Class History, 52, Fall, pp. 1-26.
Unit 8 (Week 14): This unit focuses on the different kinds of treatment the British Crown
the Empire.
Wiener, Martin J. (2009). An Empire on Trial: Race, Murder, and Justice Under British
Rule, 1870-1935, Cambridge: Cambridge University Press.
Comparative Studies in Society and History, 48 (2), April, pp. 462-93.
Suggested Further Readings:
Bentley, Michael. (1985). Politics without Democracy: Great Britain, 1815-1914, Blackwell.
Briggs, Asa. (1975). Victorian People, Chicago: Chicago University Press.
Harris, Trevor (ed.). (2009). Art, Politics and Society in Britain (1880-1914): Aspects of
Modernity and Modernism, Cambridge: Cambridge Scholars Publishing.
Hyam, Ronald. (2002). Briain’s Imperial Century, 1815-1914: A Study of Empire and
Expansion, New York: Palgrave.
Department of History, University of Delhi
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Jain, Kailash Chand (2007). England ka Itihaas. Delhi: University Publication [in Hindi].
Jones, Gareth Stedman. (1983). Languages of Class: Studies in English Working Class
History, 1832-1982, Cambridge: Cambridge University Press.
Jones, Gareth Stedman. (1983). Languages of Class: Studies in English Working-Class
History, 1832-1982, Cambridge: Cambridge University Press.
Koven, Seth. (2004). Slumming: Sex and Social Politics in Victorian London, Princeton
University Press.
McCord, Norman and Bill Purdue. (2007). British History, 1815-1914, Oxford: Oxford
University Press.
Powell, David. (2002). Nationhood and Identity: The British State, I.B.Tauris.
Secord, James A. (2000). Victorian Sensation, Chicago: Chicago University Press.
Trelyan, G.M. (1968). England ka Saamajik Itihaas, trans. Rampal Singh Gaur, Jaipur:
Samajik Vigyan Hindu Rachna Kendra [in Hindi].
Week, Jeffrey. (1989). Sex, Politics and Society: The Regulation of Sexuality in Britain since
1800, Longman.
Facilitating Teaching Learning Outcome:
The course is organized around Weekly lectures and discussions based on the readings. Students
will be asked to make short presentations on any one of the main books of the course, and
analyse the strengths and weaknesses of them, so that they can understand how to read and
review a book and also comprehend the readings of the course better.
Assessment:
There are three modes of assessing students enrolled in this course.
1) There will be an internal assessment exam held in mid-semester. This will be out of 20 marks.
2) Students will also be asked to make a brief class presentation, which will be out of 5 marks.
3) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
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HSM 39
Emergence of Modern South Africa, 1650s to 1948
Course Objectives:
The objective of this survey course is to examine the history of modern southern Africa, and the
historical processes leading to the formation of the Union of South Africa in 1910. It aims to
explore the consequences of colonial intervention, the colonization of the Cape region, focussing
on the period during which it was under the Dutch East India Company, and the subsequent
ascendancy, from the beginning of the nineteenth century, of the British in the region. The
impact of Dutch and British colonialism in South Africa, on African societies, leading to the
subjugation by the last quarter of the nineteenth century of their polities constitutes a major
theme of the course. It seeks to enable students to understand some of the problems of
historiography, influenced as it was for much of the twentieth century by racism, reinforced by
the ideology of the apartheid state, and which began to be contested in the last quarter of the
twentieth century. The ways in which colonialism was intertwined with racism is an important
issue of interest for this course. The student would be able to understand the linkages between
extractive industries, imperialism and racial segregation while studying this course, and
appreciate the nature of the long and difficult struggle against racism in South Africa.
Learning Outcomes:
At the end of the course, students would be:
Acquainted with the long-term impact of institutionalized racism, reinforced by the
ideology of the apartheid state, on the writing of histories of modern South Africa.
Familiar with the historical processes whereby colonialism, Dutch and British, subjugated
the people of South Africa, dislocating Black African societies.
Comprehend the connections between colonialism, gold mining, search for cheap labour,
and racial discrimination, which in turn laid the foundations of the apartheid state that came in to
existence in 1948.
Grasp the implications that ideas of race had for the non-white people of South Africa,
and the manner in which these ideas led to extreme forms of exclusion and exploitation.
Understand the contradictions between Afrikaners and British imperialism, and the
articulation of Afrikaner nationalist identity in which the Afrikaans language was accorded a
special place.
Appreciate the significance of resistance against racial discrimination, and the difficult
struggle against racist policies in which during the formative phase Mahatma Gandhi played a
crucial role.
Course Content:
Department of History, University of Delhi
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Unit 1: (Week 1-2): Introduction to the course and discussion on the problems of racist
historiography on modern South Africa.
Unit 2: (Week 3-4): Early European presence in the Cape, c. 1650-1800; the Khoi-Khoi and San
Unit 3: (Week 5-6):
expansion
Unit 4: (Week 7-8): Zulu and Xhosa societies; subjugation of African polities
Unit 5: (Week 9-10): Articulation of Afrikaner identity; evolution of Afrikaans; Afrikaner-
British tensions
Unit 6: (Week 11-12): Rise of extractive industries; South African Wars; British colonialism to
1902
Unit 7: (Week 13): Formation of Union; racism, politics and society, 1910-1948
Unit 8 (Week 14): Resistance: role of Mahatma Gandhi; African National Congress, and other
organizations
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Week 1-2): This unit will introduce the course and discuss the problems of racist
historiography, of the apartheid era, on modern South Africa
Thompson, Leonard (2001), A History of South Africa, third edition, New Haven: Yale
University Press, (Preface, and Chapter 1).
Saunders, Christopher (1988), The Making of the South African Past: Major Historians
on Race and Class, Cape Town: David Philips, especially chapters 12-18.
The International Journal of African Historical Studies, 1993
https://www.jstor.org/stable/219546.
Unit 2 (Week 3-4): This unit will examine early European presence in the Cape, c. 1650-1800,
focussing on Dutch colonialism, and look at the disruption of Khoi-Khoi and San societies
Thompson, Leonard (2001), A History of South Africa, New Haven: Yale University
Press, (chapter 2).
Ross, Robert (1999), A Concise History of South Africa. Cambridge: Cambridge
University Press, (chapter 2).
Elphick, Richards and Hermann Giliomee (Eds.) (1979), The Shaping of South African
Society, 1652-1940, Connecticut: Wesleyan University Pr
Unit 3 (Week 5-6): This unit will discuss British colonial governance in the Cape in the early
formation of new Afrikaner republics, British responses and conflicts with African polities
Thompson, Leonard, A History of South Africa (2001), New Haven: Yale University
Press, (chapters 2 and 3).
Ross, Robert (1999), A Concise History of South Africa, Cambridge: Cambridge
University Press, (chapter 2).
Elphick, Richard and Hermann Giliomee (Eds.) (1979), The Shaping of South African
Society, 1652-1940
Department of History, University of Delhi
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-
Unit 4 (Week 7-8): This unit will focus on Zulu and Xhosa societies in the nineteenth century,
and the subjugation of African polities, especially focussing on the Anglo-Zulu War (1879)
1870-
Monica and Leonard Thompson (Eds.) (1971), Oxford History of South Africa Volume: 2
(1870-1966), Oxford: Clarendon Press, Oxford.
Thompson, Leonard (2001), A History of South Africa, New Haven: Yale University
Press, (chapter 3).
Taylor, Stephens (1994) Shaka’s Children: A History of the Zulu People, London: Harper
Collins.
Elphick, Richard and Hermann Giliomee (Eds.) (1979), The Shaping of South African
Society, 1652-1940
Unit 5 (Week 9-10): The articulation of Afrikaner identity, c.1870s onwards, language, the
evolution of Afrikaans, nationalism, and British-Afrikaner tensions, will be studied in this unit.
Thompson (Eds.), Oxford History of South Africa Volume: 2 (1870-1966), Oxford:
Clarendon Press.
inson,
John and Anthony D. Smith (Eds.) (2000), Nationalism: Critical Concepts in Political
Science, Volume: 3, London: Routledge
Thompson, Leonard (2001), A History of South Africa, New Haven: Yale University
Press, (chapter 4).
Giliomee, Hermann (2003), The Afrikaners: Biography of a People, London: C. Hurst.
History
Workshop, 8, 1979, pp. 50-80.
Unit 6 (Week 11-12): This unit will examine the rise of extractive industries, capital and labour
in the gold and mining industry, and discuss the First and Second South African wars and their
outcomes.
Thompson, Leonard (2001), A History of South Africa, New Haven: Yale University
Press, (chapter 4).
Anglo-Boer War, 1899-The Journal of Military History, 66, 3, 2002, pp. 813-28.
African Affairs, 99, 397,
2007, pp. 633-48.
Economic History Review, 2
nd
series,
XVIII, 1965, pp. 350-66.
-Boer
War: Re-Examining the Economic History Review, new series, 48, 2,
1995, pp. 304-28.
Journal of
Department of History, University of Delhi
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Southern African Studies, 6, 2, 1980, pp. 157-70.
Unit 7 (Week 13): This unit will discuss the formation of Union of South Africa (1910), the
constitutional framework, racism and exclusion, politics and society between 1910 and 1948 and
the rise of the National Party.
Thompson, Leonard (2001), A History of South Africa, New Haven: Yale University
Press, (chapters 4 and 5).
Ross, Robert (1999), A Concise History of South Africa, Cambridge: Cambridge
University Press, (chapter 3).
Beinart, Willaim (2001), Twentieth Century South Africa, Oxford: Oxford University
Press.
Unit 8 (Week 14): This unit will focus on resistance to racist policies and exclusion, racist
legislation, conditions of Indian migrants, and the role of Mahatma Gandhi in the struggle
against racial discrimination. It will examine the rise of organized resistance with special
reference to the African National Congress and Indian and other organizations.
Thompson, Leonard (2001), A History of South Africa, New Haven: Yale University
Press, (chapters 5 and 6).
Ross, Robert (1999), A Concise History of South Africa. Cambridge: Cambridge
University Press, (chapter 4).
The Journal of African
History, 36, 3, 1995, pp. 467-89.
Gandhi, M.K. (2012), My Experiments with Truth, Delhi: Penguin, parts II-IV.
Gandhi, Rajmohan (2006), Mohandas: A True Story of a Man, His People and an
Empire, Delhi: Viking, chapters 3-6.
Hofmeyr, Isabel (2013), Gandhi’s Printing Press: Experiments in Slow Reading,
Massachusetts: Harvard University Press, pp.46-68.
Suggested Readings
Worden, Nigel (1995), The Making of Modern South Africa, Oxford: Blackwell.
Pakenham, Thomas (2015), The Boer War, London: Abacus.
Callinicos, Alex (1985), South Africa: The Road to Revolution, London: Socialist Workers
Party.
Marks, Shula and Richard Rathbone (Eds.) (1982), Industrialisation and social change in
South Africa: African class formation, culture, and consciousness, 1870-1930, Harlow:
Longman.
van Helten, Jean- High Finance: South Africa and the International
Gold Standard, 1890- The Journal of South African History, 23, 4, 1982, pp. 529-48.
Richardson, Peter and Jean-
Gold-Mining Industry, 1895-1918Economic History Review, new series, 37, 3, 1984, pp.
319-40.
Department of History, University of Delhi
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Daedalus, 130, 1, 2001, pp. 99-121.
Davenport, Rodney and Charles Saunders (Eds.) (2000), South Africa: A Modern History,
Basingstoke: Macmillan.
Stapleton, Timothy J. (2010), A Military History of South Africa: From the Dutch-Khoi wars
to the End of Apartheid, Westport: Praeger Security International, pp.1-113.
Guha, Ramchandra (2013), Gandhi before India, New York: Alfred Knopf, pp. 212-412.
Davids, Achmat (2011), The Afrikaans of the Cape Muslims from 1815 to 1915, Pretoria:
Protea Book House.
Skinner, Rob (2017), Modern South Africa in World History: Beyond Imperialism, London:
Bloomsbury Academic.
Mandela, Nelson (1995), Long Walk to Freedom, London: Abacus, (especially, pp.1-248).
Facilitating Teaching Learning Outcome:
The course is organized around Weekly lectures and reading assignments. These readings are
cumulative; it is therefore important that no essential reading is left out. Students are expected to
regularly spend some time every Week to consult readings in libraries accessible to postgraduate
students. They would also be required to engage in dialogue in the class on themes being
discussed by the instructor. The exercise is to ensure that students comprehend the readings and
develop verbal communication skills. They would also be encouraged to consult relevant
material available online, for which the department provides computer facilities. Students are
encouraged to consult political maps of southern Africa, which are also used for teaching in the
classroom.
Assessments:
There are two modes of assessing students enrolled in this course.
1) There will be an internal assessment exam held in mid-semester. This will be out of 25 marks.
This will consist of two parts: i) one essay on a topic to be selected from 2 or 3 topics given
beforehand to the students; and ii) brief and precise notes or comments on some selected issues
discussed in class, which will allow evaluation of regularity and comprehension in the
classroom, and ability to write succinctly.
2) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
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HSM-40
Imperialism and Nationalism, c.1850-1964
Course Objectives:
This course studies the theoretical literature that analysed the processes of imperialism in
different areas of the world. To this end it considers Marxist as well non-Marxist explanations.
The students in this course would stand informed about epistemological issues involved in the
processes of colonisation of a large part of the world. They would also have engaged with
diverse historiographic perspectives on these issues both from the colonised and the European
partS of the world. Discussion of the origins of nationalism in the nineteenth century and its
evolution in the twentieth century will provide a thorough grounding in the central concepts and
major theories of nationalism to give students a comprehensive view of the ideas of key issues.
The course will convey the need to understand nationalism in the context of long-term, historical
social change. Identifying the major characteristics evident in the way imperialism was manifest
in select colonies with a specific review of the Indian subcontinent is also an objective.
Learning Outcomes:
At the end of the course, students would:
Learn about the histories of imperialism and nationalism during the period between 1850 and
1964 in considerable theoretical and empirical variations.
Discover that how the colonial processes of social and economic change could feed into the
making of an Imperialist regime and vice versa would be known to them from a variety of
perspectives.
Have a better understanding of the impact of European imperialism on global history, which
should, in turn, provide them with some historical context for understanding the contemporary
world.
Appreciate the nature of the major nationalist resistance movements towards the
decolonization of the global south.
Simultaneous engagement with theoretical and historical perspectives would enrich their skills
in deploying varied ideas in reconstructing histories of themes and areas that might not be
directly related to the ones discussed here.
Course Content:
Unit 1: (Week 1-2): imperialism
Unit 2: (Week 3-4): Theories of imperialism arising from Marxist-historical materialist
traditions.
Unit 3: (Week 5-6): Non-Marxist theories and explanations of imperialism.
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Unit 4: (Week 7-8): Imperialism in the late nineteenth century; Cultural politics of knowledge
Unit 5: (Week 9-10): Understandings of nation, nationalism; nation-state.
Unit 6: (Week 11-12): Protest movements against imperialism; crystallization of protests into
anti-colonial/nationalist movements.
Unit 7: (Week 13): Colonialism and nationalism in India: historiography; ideas about the nation;
national movement.
Unit 8: (Week 14): Changing forms of imperialism in the twentieth century and beyond.
ESSENTIAL READINGS AND UNIT BASED TEACHING OUTCOMES:
Unit 1: (Week 1-2): This unit will examine the concepts and theories of Imperialism to interpret
them in the global & national contexts.
Burbank, Jane, and Frederick Cooper. (2010). Empires in world history: power and the
politics of difference, Princeton, N.J.: Princeton University Press.
Cain, Peter J., and Mark Harrison. (2000). Imperialism: critical concepts in historical
studies, London: Routledge.
Gallagher, John and Ron The
Economic History Review, New Series, Vol. 6, No. 1, pp. 1-15.
Kemp, Tom. (1967). Theories of Imperialism, London: Dennis Dobson.
Renan, Ernest. (2018). What Is a Nation? and Other Political Writings, Translated and
edited by M. F. N. Giglioli, New York :Columbia University Press.
Unit 2 (Week 3-4): This Unit will take a historical overview of the analysis of Marxist
Engagement with imperialism arising from historical materialist traditions.
MarshallImperialism Nearly 100 Years On: An Outdated
Critique, vol. 42, no.3,pp. 317-333.
Brewer, Anthony. (1990). Marxist Theories of Imperialism: A Critical Survey, 2
nd
Edi.,
London: Routledge.
Connor, Walker. (1984). The National Question in Marxist-Leninist Theory and Strategy.
Princeton: Princeton University Press.
Lenin, Vladimir Ilyich. (1996). Imperialism: The Highest Stage of Capitalism, reprint,
London: Pluto.
Luxemburg, Rosa 1951 (1913), The Accumulation of Capital, translated by Agnes
Schwarzschild, London: Routledge and Kegan Paul.
Pradella, Capital
Historical Materialism, vol.2,no..2 , pp.117147.
Unit 3 (Week 5-6): This unit will assess the nature of political interventions of Non-Marxist
theories and explanations of imperialism.
Ecological Imperialism: The Biological Expansion of Europe, 900-1900. 2nd ed.
Cambridge: Cambridge University Press, pp.xv-xx, 1-7.
Hobson, J. A.(1902). Imperialism: A Study .London: James Nisbet & Co., pp. 1-14.
Department of History, University of Delhi
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Mehta, Uday Singh. (1999). Liberalism and Empire Chicago: University of Chicago
Press.
Pits, Jennifer. (2005). Turn to Empire: The Rise of Imperial Liberalism in Britain and
France Princeton: Princeton University Press.
Schumpeter, Joseph A. (1951). Imperialism and Social Classes, tr. Heinz Norden, New
York: A.M. Kelly.
Unit 4 (Week 7-8): This unit moves around power of imperialism in the late nineteenth century
along with its connections to the culture that both reflected and reinforced it.
-
Nyamwezi Caravans, and the East African Expedition of 1856- Victorian Studies,
vol. 51, no. 1, pp. 103-137.
Evans, Martin.(2012). Algeria: France's Undeclared War, New York: Oxford University
Press.
Fanon, Frantz. (1967). A Dying Colonialism. New York: Grove Press.
Historical Reflections/Réflexions Historiques, vol. 36, no.2, pp. 59-
75. Said, Edward W. (1994). Culture and imperialism, New York: Knopf.
Unit 5 (Week 9-10): This unit will examine terminologies like nation, nationalism and nation-
state along with their conceptual differences and practices.
Spencer, Philip, Howard Wollman. (eds.). (2005). Nations and Nationalism: A
Reader, New Brunswick: Rutgers University Press, pp. 1-119.
Kedourie, Elie..(1993). Nationalism. New Jersey: Wiley-Blackwell.
Gellner, Ernest.(2008). Nations and Nationalism. New York: Cornell University Press.
Hobsbawm, Eric J. (1992). Nations and Nationalism since 1780: Programme, Myth,
Reality. Cambridge: Cambridge University Press.
Loomba, Ania.(2005). Colonialism/ Postcolonialism. Abingdon:Routledge.
Anderson, Benedict.(2006). Imagined Communities. London:Verso.
Hutchinson, John and Smith, Anthony D., (eds.). (2000). Nationalism: critical concepts
in political science. London: Routledge.
Calhoun, Craig. (2007). Nation Matters: Culture, History, and the Cosmopolitan Dream.
London: Routledge.
Wimmer, Andreas and Yuval Feinstein. (2010). -State across the
American Sociological Review, vol. 75, no.5, pp. 764-790.
Unit 6 (Week 11-12): This unit unfolds inherited determinants of resistance movements to offer
explanation of social origins of National Movements against imperialism.
Balibar, Etienne and Immanuel M. Wallerstein (eds.) (1991). Race, Nation, Class:
Ambiguous Identities. London: Verso.
Fahmy, Ziad. (2011). Ordinary Egyptians: Creating the Modern Nation through Popular
Culture. Stanford CA: Stanford University Press.
Louis, William Roger.(2006). Ends of British imperialis : the scramble for empire, Suez
and decolonization : collected essays. London : I.B. Tauris.
Department of History, University of Delhi
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, and Trevor Le Gassick.(1992). Midaq Alley. 1st Anchor Books ed. New
York: Anchor Books.
Moses, A. Dirk (ed.) (2008). Empire, Colony, Genocide: Conquest, Occupation, and
Subaltern Resistance in World History. N.Y.: Berghahn Books.
Unit 7 (Week 13): The anti-colonial nationalism and the historiography of Colonialism and
Nationalism in India are the main concerns of this unit.
Body and Society, vol. 6, no.2, pp.45-72.
Chatterjee, Partha, The Nation and its Fragments: Colonial and Postcolonial Histories,
Princeton: Princeton University Press, pp. xi-75.
-Major Gandhi: Indian Nationalism and Non-Violent
Journal of Asian Studies vol. 73, no. 3, pp. 689-709.
Nationalization of the Indian Flag, March-Past and Present, vol. 164, pp.
169-197.
Unit 8 (Week 14): This unit traces histories of changing forms of imperialism in the twentieth
century and its contemporary machinations.
American Economic Review
vol. 91, no. 5, pp. 1369-1401.
Chakrabarty, Dipesh. (2000). Provincializing Europe: Postcolonial Thought and
Historical Difference, New Jersey: Princeton University Press.
Lal, Deepak. (2004). In Praise of Empires: Globalization and Order. New York:
Palgrave Macmillan.
Imperialism and the Corruption of
Democracies, Durham: Duke University Press, pp.113-119.
The Journal of the Historical Society, vol.13, pp. 1-32.
Suggested Readings:
Cain, Peter J. and Antony G. Hopkins. (2001). British Imperialism: Crisis and
deconstruction 1914–1990, 2. ed., London: Longman.
Cohn, Bernard S.(1996). Colonialism and Its Forms of Knowledge, Princeton: Princeton
University Press.
African Affairs, vol. 76, no. 302,
pp. 3946.
Garavini, G. (2012).After Empires: European Integration, Decolonization, and the Challenge
from the Global South. Oxford: Oxford University Press.
Mitchell,Timothy.(1988). Colonising Egypt. Berkeley: University of California Press.
Nandy, Ashis.(1983). The Intimate Enemy: Loss and Recovery of Self under Colonialism,
Delhi: OUP.
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Owen, Roger and Bob Sutcliffe.(eds.). (1972). Studies in the Theory of Imperialism, London:
Longman.
Pagden, Anthony. (1995). Lords of All the World: Ideologies of Empire in Spain, Britain and
France, c. 1500-c.1800. New Haven and London: Yale University Press.
Smith, J. (2016).Imperialism in the Twenty-First Century: Globalization, Super-Exploitation
and Capitalism’s Final Crisis. New York: Monthly Review Press.
Facilitating Teaching Learning Outcome:
The course is organized around Weekly lectures and assignments based on the themes and topics
of the course. Students will be participating in course readings based group discussions. The
course,aims at developing a rational insight with a focussed objective of comprehending the
course content and develop oratory skills of the students.
Assessment:
Internal Assessment will be a continuous process based on three fold approach of reading,
understanding and articulation. There are three modes of assessing students enrolled in this
course.
1)There will be a 10 marks internal assessment exam held in mid-semester.
2) Students will be expected to submit a 15 marks research paper on one of the topics of the
course.
3) There will be an end of term semester examination covering the entire course. This will be a 3
hours duration University examination and students will be required to answer 4 out of 8
questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
197
HSM 41
Fascism and Nazism in Europe and Asia, 1919-1945.
Course Objectives:
This course underlines the rise and fall of ultra-nationalism in Europe and Asia in the context of
its 19
th
Century background, the two World Wars and the crisis in international capitalism
manifest in the Great Depression. The overall objective of the course is to acquaint the students
with the historical trajectories taken by some European and Asian countries in the first fifty years
of the 20
th
Century and to reflect on their significance in the making of nationalism in the
contemporary world.
Learning Outcomes:
The students who opt for this course will learn about the theory and practice of ultra-
nationalism as a phenomenon produced by modern European history.
The course will teach them about the connections between Feudalism, Capitalism, Socialism,
Racism, Colonialism and Ultra-Nationalism.
They will also learn about generic Fascism and country specific ultra-nationalism in relation
to cultural comparisons across the countries chosen.
One important outcome of the course will be a greater understanding of the cause and effect
relationship between ultra-nationalism and the two World Wars.
Finally, the students will be able to understand the ideological and historical connections
between the currents of World History in the period 1900-1945 and the contemporary Post
War world.
Course Content:
Unit 1 (Week 1): Course Orientation and Introduction to Fascism and National Socialism.
Unit 2 (Week 2): Theories of Fascism and National Socialism - Marxist, Weberian and Fascism
Studies.
Unit 3 (Week 3): Prehistory of Fascism in France, Germany and Italy.
Unit 4 (Week 4): Fascism as ultra-nationalism; anti-Semitism and Racism.
Unit 5 (Week 5): Grassroots Fascism in Germany and Japan.
Unit 6 (Week 6): Impact of the First World War.
Unit 7 (Week 7): Failures of the German Left.
Unit 8 (Week 8): The Fascist State, its domestic and foreign policies.
Unit 9 (Week 9): Nazi policies and crisis of full employment.
Unit 10 (Week 10): The Second World War and the end of the Fascist regime.
Unit 11 (Week 11): Impact of the First World War and Dictatorship of General Primo de Rivera
1923-1930.
Unit 12 (Week 12): The Republic and Civil War; the victory of Franco.
Unit 13 (Week 13): Japanese Nationalism and Militarism in the 1920s and 1930s.
Department of History, University of Delhi
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Unit 14 (Week 14): Japan in the Second World War 1941-45.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1 (Week 1): The course will be introduced and the contemporary and historical relevance
of the concept will be explained to the students.
Renton, Dave. (2007). Fascism – Theory and Practice, New Delhi, Aakar Books, pp.1-
150.
Unit 2 (Week 2): Marxist, Weberian, Liberal and Nationalist theories of Fascism and Nazism
will be explored.
Passmore, Kevin. (2014). Fascism – A Very Short Introduction, Oxford, OUP, pp. 1-100
Iordachi, Constantin. (2010). Comparative Fascist Studies – New Perspectives, London,
Routledge, pp. 1-49.
Unit 3 (Week 3): The students will be introduced to the historical background of Fascism in
France, Germany and Italy.
Passmore, Kevin. (2014). Fascism – A Very Short Introduction, Oxford, OUP, pp. 1-100
and
Burleigh, M. (2000). The Third Reich – A New History, London, Pan Books, pp. 1-50.
Unit 4 (Week 4): This unit will show how ultra-nationalism, anti-Semitism and Racism are
integral to Fascism.
Iordachi, Constantin. (2010). Comparative Fascist Studies – New Perspectives, London,
Routledge, pp. 1-49
Yoshiaki, Yoshimi. (1987). Grassroots Fascism: The War Experience of the Japanese
People, New York, Columbia University Press, pp. 2-87.
Unit 5 (Week 5): In this unit the students will be acquainted with popular Fascism.
Reich, W. (1946). The Mass Psychology of Fascism, New York, Orgone, pp. 1-83.
Aly, Gotz. (2011). Why the Germans Why the Jews, New York, Picador, 1-50.
Unit 6 (Week 6): In this unit students will examine the rise of Fascism in the context of the First
World War
Ramm, A. (1984). Europe in the Twentieth Century 1905-1970, London, Longman, pp.
60-103.
Lowe, Norman (2016). Mastering Modern World History, London, Palgrave-Macmillan.,
pp. 1-43, 295-308, 89-121.
Mussolini (Doctrine of Fascism pdf online)
Unit 7 (Week 7): This unit will analyse the reasons and implications of the failures of the
German Left.
Lowe, Norman (2016). Mastering Modern World History, London, Palgrave-Macmillan,
pp.3-50, 309-334.
Department of History, University of Delhi
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Ramm, A. (1984). Europe in the Twentieth Century 1905-1970, London, Longman, pp.
60-103.
Unit 8 (Week 8): This unit will be concerned with the overall nature of the Fascist state and its
policies.
Lowe, Norman (2016). Mastering Modern World History, London, Palgrave-Macmillan.,
pp. 1-43, pp. 295-308; pp. 89-121
Bosworth, R. J. (2006). Mussolini’s Italy, New York, Penguin, pp.215-249.
Deshpande, A. (ed.). (2011), Beesween Shatabdi mein Vishwa Itihas ke Pramukh Mudde,
Delhi, HMKN, Delhi University, pp. 121-134
Unit 9 (Week 9): The unit comprises an analysis of the economic crisis and formation of the
Third Reich.
Lowe, Norman (2016). Mastering Modern World History, London, Palgrave-Macmillan,
pp.3-50, 309-334;
Evans, Richard J. (2003). The Third Reich in Power 1933-39, England, Allen Lane, pp.
1-50.
Unit 10 (Week 10): This unit surveys the Second World War adn the the fall of Italian Fascism
and the Third Reich.
Lowe, Norman (2016). Mastering Modern World History, London, Palgrave-Macmillan.,
pp. 1-50, 89-121, pp. 295-334
Bosworth, R. J. (2006). Mussolini’s Italy, New York, Penguin, pp. 431-463.
Burleigh, M. (2001). The Third Reich: A New History, London, Macmillan, pp. 731-812.
Unit 11 (Week 11): The students will study the impact of the First World War on Spain and the
dictatorship of General Primo de Rivera.
Lowe, Norman (2016). Mastering Modern World History, London, Palgrave-Macmillan,
pp. 335-348
Unit 12 (Week 12): This unit will analyse the Spanish Republic and Civil War.
Lowe, Norman (2016). Mastering Modern World History, London, Palgrave-Macmillan,
pp. 335-348
Gluckstein, D (2012). A People’s History of the Second World War, London, Pluto, pp.
15-21.
Unit 13 (Week 13): The students will learn about various aspects nationalism and militarism in
Japan.
Lowe, Norman (2016). Mastering Modern World History, London, Palgrave-Macmillan,
pp. 89-121, 335-348
Deshpande, A. (ed.). (2011). Beesween Shatabdi mein Vishwa Itihas ke Pramukh Mudde,
Delhi, HMKN, Delhi University, pp. 154-172
Verma, L. B. (2013). Adhunik Vishwa ka Itihas, Delhi, HMKN, Delhi University, pp.
392-408.
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Unit 14 (Week 14): This unit will examine the role of Japan as an Axis Power during the Second
World War and the collapse of Japanese Imperialism.
Lowe, Norman (2016). Mastering Modern World History, London, Palgrave-Macmillan,
pp. 89-121, 335-348
Verma, L. B. (2013). Adhunik Vishwa ka Itihas, Delhi, HMKN, Delhi University, pp.
392-408;
Suggested Readings
Bourdron, R. (2009). translated by Lal Bahadur Verma, Fasiwad Siddhant aur Vyavhar,
Delhi, Granth Shilpi.
Deshpande, A. (ed.). (2011). Beesween Shatabdi mein Vishwa Itihas ke Pramukh Mudde,
Delhi, HMKN, Delhi University.
Duara, Prasenjit. (2003). Sovereignty and Authenticity: Manchukuo and the East Asian
Modern, Lanham, Rowman & Littlefield.
Eatwell, Roger (1996). Fascism: A History, New York, Viking Penguin.
Gallo, Max. (1974). Spain Under Franco: A History, New York, Dutton and Company.
Guerin,Daniel. (1939). Big Business and Fascism, New York, Pioneer Publishers.
Gupta, P. S. (2015). Europe ka Itihas, Delhi, HMKN, Delhi Univeristy.
Hitler, Adolf. (2002). Mein Kamph, Delhi, Nishant.
Jansen, Marius & Peter eds. (1989).The Cambridge History of Japan, Volumes 5 and 6.
Cambridge: Cambridge University Press.
Knight, F.(1975).The French Resistance, 1940-44, London, Lawrence and Wishart, 1975.
Neumann, F. (1942). Behemoth: The Structure and Practice of National Socialism, New
York,Dutton & Co., Inc., 1942.
Sarti, Roland. (1996). Fascism and the Industrial Leadership in Italy, 1919-1940, Berkeley,
University of California Press.
Schweitzer Arthur. (1964). Big Business in the Third Reich, Bloomington, Indiana University
Press.
Shirer, W. (1976). The Rise and Fall of the Third Reich, London, Pan Books.
Tipton, E. K.(2008). Modern Japan, New York, Routledge.
Togliatti, P. (2004). translated by Anil Rajimwale, Fasiwad aur Uski Karyapadati,
Delhi,Granth Shilpi.pp.
Facilitating Teaching Learning Outcome:
Teaching will involve lectures and class discussions and the showing of select films and
documentaries if possible. This will ensure the development of the all round communication
skills.
Assessment:
The assessment modalities for this paper will be in two parts:
Department of History, University of Delhi
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1) The students will submit ONE term paper in proper academic format numbering 15-20 pages
(roughly 4000 to 5000 words inclusive of footnotes and bibliography) in either English or Hindi.
The marks will be awarded to the students on the basis of both the content and form of the term
papers from a maximum of 25 marks. These term papers will be considered an important step in
2) There will be an end of semester examination of three-hour duration in which students will
answer 04 out of 08 questions
Department of History, University of Delhi
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HSM 43
Approaches to Global History 1492-2001
Course Objectives:
The course has a dual objective: first, to introduce first-year MA students to key
historiographical questions of global history; and second, to expose students to a core body of
literature (both recent and older works) that ably mirrors the craft of doing global history today.
However provisional our understanding may be, the forces that shape our present world will be
thrown into relief from the vantage point of global history.
Learning Outcomes:
At the end of the course, students are expected:
to develop global perspectives on themes covered by the course and appreciate that many
historical processes are best approached from a global rather than local or national
perspective.
to appreciate that historiography itself (among other themes) can be a site for doing global
history.
to learn more about the shape of the modern world (especially as it emerged in early modern
Europe and America) through the lens of political history.
to explore the cultural and economic history of the 19
th
and 20
th
centuries by paying attention
to developments beyond purely political events.
to appreciate the role of urban cultures (the city) in the historical development of civil
societies across time and space.
Course Content
Unit 1 (Week 1): Open interaction with prospective students
Unit 2 (Week 2-3): Global historiography: European tradition & non-European
traditions
Unit 3 (Week 4-5): Emergence of the early modern world in Spain, the Netherlands,
the German states, and England
Unit 4 (Week 6-7): Political revolutions of the 18th century: absolutist France and
colonial America
Unit 5 (Week 8-9): A cultural history of the world during the 19th century: Europe,
Asia and Africa
Unit 6 (Week 10-11): The New Deal and the post-War world order
Unit 7 (Week 12-13): The global shape of Capitalism in the West and the East
Unit 8 (Week 14): Ancient Polis and modern Cities in world history
Department of History, University of Delhi
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ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1 (Week 1): The first Week will be devoted to open interaction of course teacher with
prospective students who are interested in enrolling in the course. The teacher will answer
questions regarding any of the themes listed in the syllabus and the nature of evaluation to be
followed in this course. Preparations will be made for enrolment of students for an interactive
online classroom at https://piazza.com/ where reading materials can be uploaded and
downloaded.
Unit 2 (Week 2-3): This unit will introduce historiographical issues related to the writing of
world history (global history) both in the European and non-European context.
al Duri, Abd (1983) The Rise of Historical Writing among the Arabs, Princeton:
Princeton University Press
Collingwood, R.G. (1946) The Idea of History, reprint New Delhi: Oxford University
Press [Part I: Greco-Roman historiography].
Conrad, Sebastian (2016) What is Global History? Princeton: Princeton University Press.
Khaldun, Ibn (2005) The Muqaddimah: An Introduction to History, Princeton: Princeton
University Press, pp. 5-32.
Journal of Global History, 1 (1): 3-39.
Qian, Sima (2007) The First Emperor: Selections from the Historical Records, Oxford:
Oxford University Press, pp. xxi-xxxiv.
Unit 3 (Week 4-5): This unit will introduce the political history of early modern Europe by
tracing the career of the absolutist states as they emerged in Europe during the course of the 16
th
and 17
th
centuries.
Perry Anderson (1974) Lineages of the Absolutist State, London: Verso [Chapter 3:
Spain]
J.H. Elliott (1963/2002) Imperial Spain, London: Penguin
[Ch.1 Union of the Crowns; Ch.2 Reconquest & Conquest; Ch.3 The Ordering of Spain].
of Institutions Governing Public Choice in Seventeenth-Journal of
Economic History, 69 (4): 803-832.
Pincus, Steve (2009) 1688: The First Modern Revolution, New Haven & London: Yale
University Press.
Unit 4 (Week 6-7): This unit will discuss the pursuit of glory by absolutist states in Europe in
the age of Enlightenment and the political and economic revolutions that shook the old regimes
during the course of the 18
th
century.
Ashton, T.S. (1997) The Industrial Revolution, Oxford: Oxford University Press.
Bayly, C. A. (2004) The Birth of the Modern World, 1780-1914, Malden & Oxford:
Blackwell Publishing.
Tocqueville, Alexis de (2008) The Ancien Régime and the French Revolution, London:
Penguin Boos (trans. Gerald Bevan) [read book III: chs.1-8].
Department of History, University of Delhi
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The Routledge
Companion to the French Revolution in World History, London: Routledge, pp. 23-38.
Unit 5 (Week 8-9): This unit will discuss period-specific global histories can be written by
taking the 19
th
century as a case study.
Osterhammel, Jurgen (2014) The Transformation of the World: A Global History of the
Nineteenth Century, Princeton University Press.
Pomeranz, Kenneth (2000) The Great Divergence: China, Europe, and the Making of the
Modern World Economy, Princeton.
Unit 6 (Week 10-11): This units take the chronology of world history into the 20
th
century that
has been shaped by both the United States and China.
Coase, Ronald and Ning Wang (2012) How China became Capitalist, Basingstoke:
Palgrave Macmillan.
Katznelson, Ira (2013) Fear Itself: The New Deal and the Origins of Our Time, New
York: Liverright Publishing Corporation.
Unit 7 (Week 12-13): This unit focuses on cultural and economic roots of Capitalism
Appleby, Joyce (2010) The Relentless Revolution: A History of Capitalism, New York:
W.W. Norton & Company.
Max, Weber (2012) The Protestant Ethic and the Spirit of Capitalism, London:
Routledge, pp. 102-125.
McClosky, Deirdre N. (2010) Bourgeois Dignity: Why Economics Can’t Explain the
Modern World, Chicago: Chicago University Press, pp. 1-47, 366-376, 393-405.
Tawney, R.H. (2012) Religion and the Rise of Capitalism, Delhi: Aakar, pp. 197-272.
Unit 8 (Week 14): This unit will show how a select theme here the City has been treated by
historians on either a global or regional scale. And the same approach would also apply to
various other themes such as food, cotton, environment, etc.
Jacobs, Jane (1985) Cities and the Wealth of Nations, New York: Vintage Books.
Cronon, William (1991) Nature’s Metropolis: Chicago and the Great West, New York:
W.W. Norton & Company.
Munford, Lewis (1961/1989) The City in History: Its Origins, its Transformations and its
Prospects, New York: Harcourt (chs. 5, 8, 9, & 14).
Suggested Readings
Acemoglu, Daron & James A. Robinson (2012) Why Nations Fail: The Origins of Power,
Prosperity and Poverty, London: Profile Books.
Beckert, Sven (2014) Empire of Cotton: A global history, New York: Alfred A. Knoff.
Burke III, Edmund and Kenneth Pomeranz (2009) The Environment and the World History,
Berkeley: University of California Press.
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Christian, David (2004) Maps of Time: Introduction to Big History, Berkeley: University of
California Press.
Diamond, Jared (1997) Guns, Germs and Steel: A short history of Everybody for the last
13,000 years, London: Vintage Books.
Herodotus (1998) The Histories (trans. Robin Waterfield) Oxford: Oxford University Press.
Lal, Deepak (2006) Reviving the Invisible Hand: The case for Classical Liberalism in the
twenty-first century, New Delhi: Academic Foundation.
Landers, David S. (1998) The Wealth and Poverty of Nations, New York: W.W. Norton &
Company.
Maynes, Mary Jo and Ann Waltner (2012) The Family: A World History, New York: Oxford
University Press.
McNeill, J.R. and William H. McNeill (2003) The Human Web: A bird’s-eye view of World
History, New York: W.W. Norton & Company.
McNeill, William H. (1963) The Rise of the West: A History of the Human Community,
Chicago: Chicago University Press.
McNeill, William H. (1998) Plagues and Peoples, New York: Anchor Books.
Pipes, Richard (2000) Property and Freedom, New York: Vintage Books.
Polybius (2010) The Hisories (trans. Robin Waterfield), Oxford: Oxford University Press.
Robinson, Chase F. (2003) Islamic Historiography, Cambridge: Cambridge University Press.
Thucydides (1972) History of the Peloponnesian War, London: Penguin Books.
Wong, R. Bin (1997) China Transformed: Historical Change and the Limits of Europan
Experience, Ithaca: Cornell University Press.
Facilitating Teaching Learning Outcome
Unit 2 is devoted to historiographical problems related to global history. Units 2 - 11 of the
course are organized chronologically starting from the 16
th
to the 20
th
century; but Units 12 - 15
are organized more thematically (Capital & the City) while retaining some chronological sense
within individual themes.
Assessments:
There will be two modes of assessing students enrolled in this course:
1) For the purpose of Internal Assessment (carrying 25 marks), students are encouraged to write
a term paper on a topic of their choice that has either comparative perspective or global approach
to a specific theme. Alternatively, students will be given a set of readings consisting of both
primary and secondary sources. They will be asked to identify some researchable questions and
prepare an essay of about 2000 3000 words with the help of the resources provided by the
course teacher. Students are required to have verbal presentation of their written assignment in
small groups of their own formation.
2) End-semester examination of three-
the prescribed syllabus and this will be marked out of 75 marks. In the current format, students
are expected to answer four out of eight questions.
Department of History, University of Delhi
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HSM New Course-
Histories of Modern Sexualities and Masculinities
Course Objective:
The objective of the course is to teach students histories of modern sexualities and masculinities,
which have emerged as a critical component for understanding gender histories of different
societies and cultures. Students will be taught diverse themes and concepts on the historical
constructions of sexualities and masculinties in the modern world, which will be justaposed and
compared to modern Indian histories. The course will be thematic rather than chronological, and
will examine broad debates and theoretical formations around sexualities and masculinities.
Students will study some pioneering works, which have moulded the ways in which we examine
these issues in historical contexts, both in the world and in India.
Learning Outcomes:
At the end of the course, students would:
Understand histories of sexualities and masculinities.
Realise the significance of recovering lost or ignored histories and experiences, and in
inventing and reinventing gender history.
Appreciate ways of writing about sexuality, masculinity, gender and the body in a historical
framework.
Know that sexualities and masculinities are not stable concepts but shift over time and space,
and acquire distinct meanings in different societies.
Grasp meanings of hegemonic and subordinate masculinities.
Be able to juxtapose historical evolution of sexualities and masculinities with debates and
questions on it in an Indian context.
Course Content:
Unit 1: (Week 1-2): Sexual Identities and History: Reading Foundational Texts
Unit 2: (Week 3-4): Regulation of Sexualities Since 1800
Unit 3: (Week 5-6): Understanding Masculinities Historically
Unit 4: (Week 7-8): Colonialism, Nationalism, Sexualities and Masculinities in India
Unit 5: (Week 9-10): Hegemonic Masculinities and Violence
Unit 6: (Week 11): Subordinate Masculinities: Race, Caste, Class and Religion
Unit 7: (Week 12): Same Sex Relations: Queer Politics and Homosexuality
Unit 8 (Week 13-14): Historical Debates on Prostitution; Visual-Cultural Representations of
Masculinity in History
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Week 1-2): This unit will study some of the foundational texts and readings on histories
Department of History, University of Delhi
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of sexualities.
Butler, Judith. (1990). Gender Trouble: Feminism and the Subversion of Identity, New
York: Routledge, pp. 1-46.
Foucault, Michel. (1990). The History of Sexuality, Vol. 1: An Introduction, New York:
Vintage Books, pp. 1-50.
Stanton, Domna (ed.). 1992. Discourses of Sexuality: From Aristotle to AIDS, Ann
Arbor: University of Michigan Press [Introduction: The Subject of Sexuality, pp. 1-43;
LyThe History of Sexuality, pp. 78-93; Catharine A.
-37].
Stoler, Ann Laura. (1995). Race and the Education of Desire: Foucault’s History of
Sexuality and the Colonial Order of Things, Durham and London: Duke University Press
[Chapt 1, Colonial Studies and Hist of Sexuality, pp. 1-18; Chapt 2, Placing Race, pp. 19-
54].
Unit 2 (Week 3-4): This unit will examine the regulation of sexualities, particularly from 1800.
n and Estelle B. Freedman. (1988). Intimate Matters: A History of Sexuality
in America, New York: Harper and Row [Towards a New Sexual Order, 1880-1930, pp.
171-238].
Doan, Laura. (2013). Disturbing Practices: History, Sexuality, and Women’s Experience
of Modern War, Chicago: University of Chicago Press, pp. 1-26.
Giddens, Anthony. (1992). The Transformation of Intimacy: Sexuality, Love and
Eroticism in Modern Societies, Stanford: Stanford University Press, pp. 1-36.
Vance, ed., Pleasure and Danger, New York: Routledge, pp. 1-28.
Week, Jeffrey. (1989). Sex, Politics and Society: The Regulation of Sexuality since 1800,
London: Longman, 1989 [Sexuality and the Historian, pp. 1-23; Sexuality in Victorian
Ideology, pp. 24-40].
Unit 3 (Week 5-6): This unit will focus on some seminal texts, which help us in understanding
masculinities historically in the world and in India.
Connell, R. W. (1995). Masculinities, Berkeley: University of California Press, pp. ix-
xxv, 67-86.
Kimmel, Michael S. (2005). The History of Men: Essay on the History of American and
British Masculinities. Albany: State University of New York Press, pp. 3-18, 91-104.
of Masculinity in North Indian History: The
Indian Journal of Gender Studies, 4 (1), pp. 1-19.
Gender & History, 1 (3), pp. 445-60.
Unit 4 (Week 7-8): This unit will examine the intersections between colonialism, nationalism,
sexualities and masculinities in India.
Journal of the History of Sexuality, 14 (1/2), pp. 10-27.
Department of History, University of Delhi
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Comparative Studies of South Asia, Africa and Middle
East, 26 (3), pp. 476-90.
Chatterjee, Indrani. (2012).
Journal of Asian Studies, 71 (4), pp. 94562.
McClintock, Anne. (1995). Imperial Leather: Race, Gender and Sexuality in the Colonial
Contest, New York: Routledge, pp. 352-96.
Unit 5 (Week 9-10): The relationship between hegemonic masculinities, violence and discipline
will be the focus of this unit.
The Journal of Asian Studies, 53 (1), pp. 45-66.
International Feminist Journal of Politics, 8 (1), pp. 62-83.
Economic & Political Weekly, 30 (26), 1 July, pp. 1610-16.
Tosh, John, Karn Hagemann and Stefan Dudink. (2004). Masculinities in Politics and
War: Gendering Modern History, Manchester: Manchester University Press, pp. 1-48.
Unit 6 (Week 11): Subordinated masculinities will be examined in this unit through the lens of
race, caste, class and religion.
xuality, and Male Domestic
Men and Masculinities, 9, pp. 152-67.
Nineteenth and Early Twentieth-The Journal of Asian Studies,
60 (2), pp. 439-78.
Indian Economic Social History Review, 47 (3), pp. 309-342.
Majors, R. & J. Mancini Billson. 1992. Cool Pose: The Dilemmas of Black Manhood in
America, New York: Lexicon Books.
Men and Masculinities, 9, pp. 204-225.
Unit 7 (Week 12): This unit will focus on histories of same sex relations in the world and India.
-
to-Male Sexualities in Calcutta/India, Feminist Review, 83, pp. 79-98.
Chauncey, George. (1994). Gay New York: Gender, Urban Culture and the Making of the
Gay Male World, 1890-1940, New York: Basic Books, pp. 1-32, 99-130.
Feminist
Review, 64, pp. 53-64.
Stryker, Susan. (2008). Transgender History, Berkeley, CA: Seal Press, pp. 1-44.
Vanita, Ruth. 2005. Love’s Rite: Same-Sex Marriage in India and the West, New York:
-46.
Department of History, University of Delhi
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Unit 8 (Week 13-14): This unit will understand historical debates on prostitution. It will also
examine visual-cultural representations of masculinity in modern histories.
Men in Eighteenth-Political Theory, 34 (6), pp. 741-84.
Environment and
Planning: Society and Space, 18, pp. 321-39.
Urban History, 31, pp. 229-48.
Mangan, Michael. (2002). Staging Masculinities: History, Gender, Performance, New
York: Palgrave, pp. 1-22, 167-206.
Signs, 31 (4), pp. 1099-1124.
Begums and Bibis to Abandoned Females and Idle Women:
Sexual Relationships, Venereal Disease and the Redefinition of Prostitution in Early
The Indian Economic and Social History Review, 46 (1), pp.
5-25.
Suggested Readings:
Alter, J. (1992). The Wrestler’s Body, Chicago, IL: University of Chicago Press.
Arya, Sadhna, Nivedita Menon and Jini Lokneeta. (2005). Narivadi Rajniti: Sangharsh Evan
Mudde [in Hindi], Delhi: Hindi Nideshalaya.
Banerjee, S. (1998). Dangerous Outcasts: The Prostitute in Nineteenth Century Bengal,
Calcutta: Seagull Books.
Banerjee, Sikata. (2005). Make Me a Man: Masculinity, Hinduism, and Nationalism in India,
Albany: State University of New York Press.
Beauvoir, Simone de. (1990). Stri Upekshita [Translation in Hindi of The Second Sex by
Prabha Khetan], Delhi: Hindi Pocket Books.
Caplan, Pat. (1987). Cultural Construction of Sexuality, London: Tavistock.
Chopra, R., Osella, C. and Osella, F, eds. (2004). South Asian Masculinities, Delhi: Women
Unlimited.
Chakraborty, Chandrima. (2011). Masculinity, Asceticism, Hinduism: Past and Present
Imaginings of India, Delhi: Permanent Black.
Geer, Germaine. (2008). Badhiya Stree [Translation in Hindi of The Female Eunuch], Delhi:
Rajkamal.
Haywood, Chris and Mairtin Macan Ghaill. (2003). Men and Masculinities: Theory,
Research and Social Practice, Buckingham: Open University Press.
Hunt, A. (1999). Governing Morals: A Social History of Moral Regulation, Cambridge:
Cambridge University Press.
K, P. Pramila, Stri: Yaunikta banaam Adhyatmikta [in Hindi], Delhi: Rajkamal, 2010.
Low, Morris and Kam Louie, eds. (2003). Asian Masculinities: The Meaning and Practice of
Manhood in China and Japan, London: Routledge.
Department of History, University of Delhi
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Queer Masculinities, 1550-1800:
Same-Sex Desire in the Early Modern World, Houndmills: Palgrave.
Parker, Andrew, eds. (1990), Nationalism and Sexualities, London: Routledge.
Savran, David and Rachel Adams. (2002). Masculinity Studies Reader, Oxford: Blackwell.
Sinha, M. (1995). The ‘Manly Englishman’ and the ‘Effeminate Bengali’ in the Late
Nineteenth Century, Manchester: Manchester University Press.
Srivastava, Sanjay, eds. (2004). Sexual Sites, Seminal Attitudes: Sexualities, Masculinities
and Culture in South Asia, Delhi: Sage.
Tosh, John. (2005). Manliness and Masculinities in Nineteenth-century Britain, New York:
Pearson.
Walkowitz, J.R. (1982). Prostitution and Victorian Society: Women, Class, and the State,
Cambridge: Cambridge University Press.
Wieringa, Saskia E, Evelyn Blackwood and Abha Bhaiya, eds. (2007). Women’s Sexualities
and Masculinities in a Globalizing Asia, Houndmills: Palgrave.
Facilitating Teaching Learning Outcome:
The course is organized around Weekly lectures and discussions based on the readings. Students
will be asked to make short presentations on the themes and topics of the course so that they can
develop their oratory skills and are able to understand the readings better.
Assessment:
There will be three modes of assessing students enrolled in this course.
1) There will be an internal assessment exam held in mid-semester. This will be out of 20 marks.
2) Students will also be asked to make a brief class presentation, which will be out of 5 marks.
3) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
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HSM New Course
Religion and Ritual Practices in Ancient Societies: Select Themes and Perspectives
Course Objectives:
The course provides an interdisciplinary perspective on studies on religion and early societies.
The social, cultural and political context of religious beliefs and ritual practices in ancient
societies of Eastern Mediterranean, North Africa and parts of Asia and Europe will be explored.
The course will begin with tracing the context and the manner in which studies on religion have
emerged and then trace the manner in which historians of early societies have worked with
different types of archaeological, material, epigraphical and textual evidence to construct
various perspectives on the beliefs and religious practices of ancient societies. Moving across a
broad canvas from prehistoric practices in the Eastern Mediterranean and regions of West Asia,
Mesopotamia, Egypt, Classical Greece and Rome, the course will culminate with an exploration
of the milieu in which sects within Judaism and early Christian communities existed in close
geographical proximity- and yet with sharply defined contours.
Learning Outcomes:
Students will learn how religion and ritual practices are deeply imbedded in the
historical contexts.
Students will understand the importance of historiographical perspectives with an
interdisciplinary approach towards the study of religion and how cultural practices
reflect social complexities.
Students will have experience on working on different types of sources and material
evidence.
They will be able to co-relate and work out the points of commonalities and
divergences between different religious and cultural practices and how they may have
contributed towards social diversities.
They will understand the intersections between regions, social-cultural histories and
the formation of regional and cultural identities.
Through the study of specific case studies, students will understand how religion and
religious practices bring new dimensions to our understanding of history.
Reading, writing and discussion will build up comprehension and analytical skills of
the students.
Course Content:
Unit 1(Week 1-2) Historiographical backdrop- Studies on society, religion and ritual practices.
Department of History, University of Delhi
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Unit 2 (Week 3-4) Prehistoric Beliefs, Rites and Funerary Practices-specific case studies from
Anatolia (Turkey) and Levant (Eastern Mediterranean, Middle East and West Asia).
Unit 3 (Week 5-6) Myths, cults and religious practices in City states of early Mesopotamia.
Unit 4 (Week 7-8) Religious beliefs, conceptualizations relating to death and afterlife in Early
Egyptian Society.
Unit 5 (Week 9-10) Religion, mythology, culture and society in Classical Greece.
Unit 6 (Week 11-12) Religious cults and ritual practices in Rome, strategies of inclusion and
exclusion.
Unit 7 (Week 13) Judaism and the emergence of Christianity.
Unit 8 (Week 14) Early monasticism and the Christian community (upto 400 C.E.).
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1 (Week 1-2). This unit will cover the major historiographical works related to studies on
religion and cultural practices of ancient societies.
Human Nature. 24(2):115125.
Geertz A.W.(2014). Do big gods cause anything? Religion, 44 (4):609613.
Hinnells, John R. (2005). The Routledge Companion to the Study of Religion. Abingdon:
Routledge.
editors. Magic, witchcraft, and religion: An anthropological study of the supernatural
2nd. Mountain View: Mayfield; pp. 1623.
Norenzayan, A. (2013). Big gods: How religion transformed cooperation and
conflict. Princeton, NJ: Princeton University Press.
Smith, Jonathan Z. (1992). To Take Place: Toward Theory in Ritual, Chicago University
Press. Introduction
Trigger, Bruce (2007). Understanding Early Civilizations: A Comparative
Study,
R. Sosis, R. Genet, E. Harris, K. Wyman, & C. Genet (Eds.), The evolution of religion:
Studies, theories, and critiques Margarita, CA: Collins Foundation Press ,pp. 339346
Unit 2. (Week 3-4) The unit will introduce students to prehistoric practices in the specific
context of the regions of Anatolia and Levant.
Alcorta CS, Sosis R. (2005) Ritual, emotion, and sacred symbols: the evolution of
religion as an adaptive complex. Human Nature, 16(4):323359.
Barnard A, Woodburn J. (1988) Property, power and ideology in hunter-gathering
societies: an introduction. In: Ingold T, editor. Hunters and gatherers: Property, power
and ideology.Oxford: Berg; pp. 431.
-of-Africa
Ancient human migrations: A
multidisciplinary approach. Salt Lake City: University of Utah Press, pp. 7494
Catling, Christopher and Paul Bahn, eds. (2012 edition) Archaeology: Theories, Methods
Department of History, University of Delhi
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and Practices. New York: Thames and Hudson.
lingu Frontiers in Psychology, Vol. 397:117.
Annual Review of Anthropology, 163181.
Norenzayan A, Shariff AF. (2008). The origin
Science, Vol. 322: 5862.
Unit 3 (Week 5-6) This unit will trace the myths and ancient cults of Mesopotamia in the
backdrop of the earliest urban centers, the early state and the complexities of early
Mesopotamian society in the Early Dynastic period.
Bottéro, Jean. (2001). Religion in Ancient Mesopotamia. Trans. by Teresa Lavender
Fagan. Chicago: University of Chicago Press.
Dalley, Stephani.(2009). Myths from Mesopotamia: Creation, the Flood, Gilgamesh, and
Others, Oxford World's Classics, Revised edition.
Ancient Mesopotamian Religion: The Central
, Proceedings of the American Philosophical Society, Vol. 107, No. 6,
Cuneiform Studies and the History of Civilization, pp. 473-484
Jacobsen, Thorkild. (1976). The Treasures of Darkness: A History of Mesopotamian
Religion, Yale University Press.
Unit 4. (Week 7-8) The unit will introduce students to the complexities of Egyptian religious
practices, their monumental funerary architecture and myths behind them in the context of the
emergence of the early Egyptian state and society.
David, Rosalie. (2002). Religion and Magic in Ancient Egypt. London: Penguin.
Hornung, Erik. (1999). The Ancient Egyptian Books of the Afterlife. David Lorton, transl.,
Cornell: University Press.
Redford, Donald B, ed. (2001). The Oxford Encyclopedia of Ancient Egypt. Oxford
University Press
Shafer, Byron E, ed. (1991). Religion in Ancient Egypt: Gods, Myths, and Personal
Practice. Cornell: University Press.
Unit 5 (Week 9-10) This unit will focus on the mythology, ritual practices and philosophical
development of Classical Greek city states, how the polis engaged with religious cults, the social
context of the different city states and their varied practices, with special emphasis on Athens.
American Journal of Archaeology, Vol.98, No.3: 389-410.
Burkert, Walter. (1987). Greek Religion. Boston: Harvard University Press.
Caldwell, Richard S. (1993). The Origin of the Gods: a Psychoanalytic Study of Greek
Theogonic Myth. New York: Oxford University Press.
s, Festivals and Processions; Civic Ceremonial and Political
The Journal of Hellenic Studies, Vol.107, 40-50.
Evans, Cheryl and Anne Millard. (2001). Illustrated Guide to Greek Myths & Legends.
New York: Scholastic Inc.
Department of History, University of Delhi
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Finley, M.I. (1991 reprint). The Ancient Greeks. London, New York: Penguin
Mikalson, Jon D. (1983). Athenian Popular Religion. Chapel Hill: University of North
Carolina Press.
World Archaeology,
Vol.29, No.3: 380-392.
Parker, Robert. (1996). Athenian Religion: A History. Oxford: Clarendon Press.
Unit 6 (Week 11-12) This unit will explore Roman religious practices in the context of the
expansion of Rome from a republic to an empire, the cult of the emperor, the heterogeneous
nature of religious practices and the manner in which inclusive practices were accompanied with
exclusion.
Beard, M., J. North, S. Price.(1998). Religions of Rome, Volumes I and II, illustrated,
reprint, Cambridge University Press.
Brown, Peter. (1989 edition). The World of Late Antiquity AD.150-750 New York:
Norton Paperback edition.
Fishwick, Duncan. (2002). The Imperial Cult in the Latin West: Studies in the Ruler Cult
of the Western Provinces of the Roman Empire, volume 3, Brill Publishers.
Grandazzi, Alexandre (1997) The Foundation of Rome: Myth and History Cornell:
Cornell University Press.
Lott, John. B. (2004) The Neighborhoods of Augustan Rome, Cambridge: Cambridge
University Press.
Momigliano, Arnaldo. (1986)"The Disadvantages of Monotheism for a Universal
State", Classical Philology, Vol. 81.4, pp. 285297.
Takács, Sarolta A. (2008). Vestal Virgins, Sibyls, and Matrons: Women in Roman
Religion. Austin: Univ. of Texas Press.
Unit 7 (Week 13) This unit will discuss the manner in which Judaism evolved and how its
varied sects impacted the societies of the region of West Asia, and the emergence of
Christianity.
Baumgarten, Albert. I. (1997). The Flourishing of Jewish sects in the Maccabean Era: An
Interpretation,
Flusser, David. (1988). Judaism and the origins of Christianity, Magnes Press, Hebrew
University.
Momigliano, Arnaldo. (1987). On Pagans, Jews, and Christians, reprint, Wesleyan
University Press.
Snell Daniel C. (2011). Religions of the Near East, Cambridge: Cambridge University
Press.
Stern, Sacha. (2011). Sects and Sectarianism in Jewish Religion, Intenational Conference
Series Institute of Jewish Studies Judaica 12, University College of London), Leiden:
Brill, pp.xiii-148 (Part One).
Unit 8 (Week 14) This unit will discuss the manner in which Christian sects evolved and
engaged with the states and societies, early Monastic practices and their interaction with other
Department of History, University of Delhi
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religious sects.
Burton-Christie, Douglas. (1993). The Word in the Desert: Scripture and Quest for
holiness in Early Christian Monasticism, New York, Oxford: Oxford University Press
Finegan, Jack.(1989 edition) Myth and Mystery: An Introduction to the Pagan Religions
of the Biblical World, Baker Academic paperback edition.
Fox, R.L. (2006). Pagans and Christians. Penguin UK.
Johnson, Paul. (1976). A History of Christianity, New York: Atheneum.
Suggested Readings:
Brown D.E. (1991). Human universals. New York City: McGraw-Hill
Burke, Peter. (1997). Varieties of Cultural History, Cornell: University Press.
Durkheim, E. (1965 [1912]). The elementary forms of the religious life. New York: Free
Press.
Eliade, M. (1964). Shamanism: Archaic techniques of ecstasy (W. Trask, trans.). Princeton
Princeton University Press.
Huskinson, J. ed. (2000). Experiencing Rome: Culture, Identity & Power in Roman Empire,
London, New York: Routledge in association with The Open University.
Jones, A.H.M. (1984). The Greek City from Alexander to Justinian, London: Clarendon
Press.
Mithen S. (1998). The prehistory of the mind. London: Phoenix.
Parkins, Helen M. (1997). Roman Urbanism: Beyond The Consumer City, Routledge.
Pollock, Susan. (1999). Ancient Mesopotamia: An Eden that Never Was, Cambridge:
Cambridge University Press.
Postgate, J.N. (1992). Early Mesopotamia: Society and Economy at the dawn of History,
Oxfordshire and New York: Routledge.
Renfrew, Colin. (2009). Prehistory: The Making of the Modern Mind London: Phoenix.
Trigger, Bruce. (2003). Understanding Early Civilizations: A Comparative Study, Cambridge
University Press.
Tylor, E. B. ([1871] 1958). Religion in primitive culture. New York: Harper.
Yoffee, Norman. (2005). Myths of the Archaic State. Evolution of the Earliest Cities, States
and Civilizations, Cambridge University Press.
Facilitating Teaching Learning Outcome:
The course is organized around Weekly lectures, discussions, presentations based on the
readings. Students will be asked to make short presentations on one book review and on the
themes and topics of the course so that they can develop their oratory skills and are able to
understand the readings better.
Assessment:
There will be three modes of assessing students enrolled in this course.
1) There will be an internal assessment exam held in mid-semester. This will be out of 10 marks
Department of History, University of Delhi
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2) Students will also be asked to submit and present a research paper on one of the topics of the
course, which will include footnotes and bibliography. The term paper will be marked out of 15
marks (5 marks for presentation of the paper in the class and 10 marks for the analytical and
research skills in the paper).
3) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
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M.A. PART II
ELECTIVE COURSES
ANCIENT INDIAN HISTORY
Department of History, University of Delhi
218
HSM-301
Theories and Methods in Archaeology
Course ObjectiveS:
Archaeology is the study of past cultures and societies through their material remains. In this
course we will explore different varieties of archaeology and examine the theories, methods and
techniques used by archaeologists in investigating, reconstructing, preserving and in general
learning about the past. As part of this course we will focus upon the development of
archaeology, from its roots in the distant past, the rise of antiquarianism, and the development of
archaeology as a distinct discipline. To enable the students to understand the basic theories and
methods of archaeology, an important source of writing history and means for understanding and
preserving heritage. The students may be shown an ongoing excavation or explore any site/sites.
Learning Outcomes
At the end of the course students would:
Understand the development of archaeology as a distinct discipline as practiced by scholars
of the humanities and social sciences.
Be able to describe basic archaeological skills, such as how to locate, record, investigate and
analyse archaeological sites and data, and be familiar with the distinct vocabulary of
archaeology.
Students understand the relative and absolute dating and Chemical treatment and
preservation of Archaeological finds.
Students understand the Characteristics and Chronology of cultural deposition; and
significance of pottery.
Understand and be able to discuss the professional values and ethics of archaeology, and its
role in preserving the archaeological record.
Critically analyze ethical issues pertaining to heritage management and the roles of
professional archaeologists in the different facets of cultural heritage.
Course Content:
Unit 1: (Week 1-2): History of ideas, methods and discoveries in archaeology. History of
Archaeology in India.
Unit 2: (Week 3-4): Definition of archaeological data, their nature and quality. Categories and
contexts of archaeological evidence.
Unit 3: (Week 5): Natural and cultural formation processes. Survival of evidence, threats and
pressures, remedial measures - official and non-official.
Unit 4: (Week 6-8): Field methods: the development of field techniques. Breakthroughs in
Department of History, University of Delhi
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archaeological science, extensive and intensive site exploration; definition, nature and
conditions of sites. Excavation techniques. Underwater archaeology, remote sensing.
Unit 5: (Week 9): Post-excavation analysis: examination, classification and analysis of
evidence.
Unit 6: (Week 10-11): Relative and absolute dating methods.
Unit 7: (Week 12-13): Diversity of theoretical perspectives in interpreting archaeological
evidence and their implications: diffusionist explanations, processual approaches, Marxist
perspectives, post-processual interpretations.
Unit 8 (Week 14): Understanding the complementarity of theory and practice. Changing
trends, issues and prospects.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Week 1-2): History of ideas, methods and discoveries in archaeology. History of
Archaeology in India.
Sharer, R.J. and Wendy Ashmore, (1979). Fundamentals of Archaeology, The
Benjamin Publishng Company, London, pp. 1-109.
Linda, Ellis. (ed). (2000). Archaeological Method and Theory: An Encyclopedia,
Garland Publishing, Inc, New York & London, pp. xv-xxvi.
Chakrabarti, D.K. (1999). India An Archaeological History, Oxford University
Press, pp. 1-18.
White, Nancy, (2000). Introduction to Archaeology, University of South Florida,
pp. 1-78
Unit 2: (Week 3-4): Definition of archaeological data, their nature and quality. Categories and
contexts of archaeological evidence.
Sharer, R.J. and Wendy Ashmore, (1979). Fundamentals of Archaeology, The
Benjamin Publishng Company, London, pp. 265-290.
Rajan K. (2002). Archaeology: Principles and Methods, Manoo Pathippakam,
Thanjavur, pp. 188-195.
Balme, J, and Alistair Paterson (eds). (2014) Archaeology in Practice, Willey
Blackwell, UK, pp. 151-229.
Unit 3: (Week 5): Natural and cultural formation processes. Survival of evidence, threats and
pressures, remedial measures - official and non-official
Goldberg, P and Vance T. Holliday, (2001). Earth Sciences and Archaeology,
Plenum Publishers, New York and Boston, pp. 37-51.
Goldberg, P. Nash, D.T. and Petraglia, M. D., (1993). Formation Process in
Archaeological Context. Monograph in World Archaeology, No. 17, Prehistory
Press, Madison, WI.
Department of History, University of Delhi
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Caple, C., (2016). Preservation of Archaeological Remains in Situ, Routledge,
pp.20-430.
Unit 4: (Week 6-8): Field methods: the development of field techniques. Breakthroughs in
archaeological science, extensive and intensive site exploration; definition, nature and conditions
of sites. Excavation techniques. Underwater archaeology, remote sensing.
Drewett, Peter L., (1999). Field Archaeology: An introduction, UCL Press,
London, pp. 1-17 and 76-98.
Sharer, R.J. and Wendy Ashmore, (1979). Fundamentals of Archaeology, The
Benjamin Publishng Company, London, pp. 211-264.
Raman, K. V. (1989). Principles and Method of Archaeology, Parthajan
Publications, Madras, pp.105-137.
Arnold, J.B. (1981). Remote Sensing in Underwater Archaeology in International
Journal of Nautical Archaeology 10, pp. 51-62.
Scarre, C. (1999). High- Archaeology (1999)
September/October, pp. 50-55.
Scollar, I. (1990). Archaeological Prospecting and Remote Sensing. Cambridge:
Cambridge University Press, pp. 12-74.
Unit 5: (Week 9): Post-excavation analysis: examination, classification and analysis of
evidence.
Linda, Ellis. (ed). (2000). Archaeological Method and Theory: An Encyclopedia,
Garland Publishing, Inc, New York & London, pp. xviii-xx.
Sharer, R.J. and Wendy Ashmore, (1979). Fundamentals of Archaeology, The
Benjamin Publishng Company, London, pp. 293-353.
Drewett, Peter L., (1999). Field Archaeology: An introduction, UCL Press,
London, pp. 1-17 and 145-191.
Unit 6: (Week 10-11): Relative and absolute dating methods.
Dean, J.S. (1978). Independent Dating in Archaeological Analysis in M.B.
Schiffer (ed). Advances in Archaeological Method and Theory, Vol. I, New York:
Academic, pp.223-253.
Cloud, D. W. (2014). Archaeological Dating Methods, This book is published for
free distribution in eBook format. It is available in PDF, Published by Way of
Life Literature, pp. 1-32.
Valentin D. and S. Vasiliev, (2004). New Methods of Dating in Archaeology in
Journal on Methods and Applications of Absolute Chronology, Geochronometria
Vol. 23, pp. 39-43.
Michels J.W. (1972). Dating Methods in Annual Review of Anthropology, Vol. I,
pp. 113-126.
Department of History, University of Delhi
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Balme, J, and Alistair Paterson (eds). (2014). Archaeology in Practice, Willey
Blackwell, UK, pp. 85-117.
Unit 7: (Week 12-13): Diversity of theoretical perspectives in interpreting archaeological
evidence and their implications: diffusionist explanations, processual approaches, Marxist
perspectives, post-processual interpretations.
McGuire, R.H. (1992). A Marxist Archaeology, Academic press Inc, San Diego,
pp.1-75.
Raman, K. V. (1989). Principles and Method of Archaeology, Parthajan
Publications, Madras, pp. 39-57.
Ucko, P.J. (ed). (1995). Theory in Archaeology a world perspective. Routledge:
London.
Dyson, Stephen L. (1987). Processual Archaeology and the Radical Critique in
Current Anthropology, Vol. 28, No. 4, The University of Chicago Press, pp.
501-538.
Unit 8 (Week 14): Understanding the complementarity of theory and practice. Changing
trends, issues and prospects.
Dunnell, Robert C. (1979). Trends in Current Americanist Archaeology in
American Journal of Archaeology, Vol. 83, No. 4, Archaeological Institute of
America, pp. 437-449.
Wheeler, Mortimer. (1954). Archaeology from the Earth. Oxford: Oxford
University Press, Reprint by Muishiram Mnoharlal, New Delhi, (2004), pp. 6-23.
Renfrew, C. and P. Bahn, (1991). Archaeology Theories Methods and Practice.
Thames and Hudson: London.
Suggested Readings:
Agrawal, D.P. (1982). Archaeology in India, Copen Hagen Scandinavian Institute of
Asian Studies.
Aiken, M.J. (1990). Science based Dating in Archaeology, London, Longmans.
Allchin, Bridget and Raymond Allchin, (1982). Rise of Civilisation in India and Pakistan,
Cambridge, Cambridge University Press.
Atkinson, R.J.C. (1953). Field Archaeology, London, Mathew and Co.
Basker, P. (1982). Techniques of Archaeological Excavation, London, Batsford.
Brothwell, D.R. and A.M. Pollard (eds). (2001). Handbook of Archaeological Sciences.
John Wiley and Sons: New York.
Chakrabarthi, D.K. (1988). A History of Indian Archaeology: From the beginning to 1947,
New Delhi, Munshiram Manoharlal.
Department of History, University of Delhi
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Chakrabarthi, D.K. (1989). Theoretical Perspectives in Indian Archaeology, Munshiram
Manoharlal.
Ghosh, A. (1990). Encyclopaedia of Indian Archaeology, New Delhi, Munshiram
Manoharlal.
Paddayya. K. (1990) The New Archaeology and Aftermath: A view from outside the
Anglo-American World. Ravish Publishers: Pune.
Renfrew, C. and P. Bahn, (1991). Archaeology Theories Methods and Practice. Thames
and Hudson: London.
Facilitating Teaching Learning Outcome:
Through lectures, field trips, slides and power point presentations students would have learnt the
basic practice of archaeology. The course would have also taught them how archaeology can
inflect the study of different questions concerning the environment, subsistence practices,
production and consumption as well as more abstract subjects like religion, ritual and cognition.
In order to ensure that students are able to assimilate various strands of archaeological, historical
and theoretical approaches, classes will be based on lectures and presentations both. The
students would have learnt about field work, field techniques, the classification of data and
interpretive techniques. Students have to visit archaeological sites/museums to understand the
settlement pattern and other aspects of past society.
Assessments.
Students enrolled in the course would have their work assessed in three modes.
1.) Students are expected to write a class test for 10 marks.
2) There will also be a take home assignment for 25 Marks
3.) There will be an end of term semester examination that will cover the contents of the
entire course. The examination will be of 3 hours duration and students will be required to
answer 4 out of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
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HSM-305
Imaging Ancient India: Visual Arts and Archives
Course Objectives:
The objective of this course is to lead students towards an understanding of the ways in which
Students will be encouraged to investigate how visual language was structured in ancient and
early medieval India and how it has been communicated and received since. They will learn to
interpret meaning in the visual arts and its relationship to history. The overarching objective of
the paper is to familiarize the student with methods of visual interpretation and their importance
to the discipline of history.
Learning Outcomes:
By the end of the course the students would be familiar with art historical methods and
the critical debates that engage art historians.
They would also know the scope of research in the field in ancient history and its
changing character from colonial interventions to the present.
They would have looked at a huge range of visual materials, honing their abilities to
critically analyse non-textual materials.
Students will learn to analyse the complex nature of inter-relationships between textual
and visual sources in historical interpretation.
Students will be trained in methods of visual analysis and its uses for historical
interpretation.
Course Content:
Unit 1, Week 1-4: Indian art historiography and methods: Building and interpreting the visual
archive:
i. (Week 1)
institutional and individual efforts.
ii. (Week 2) Shared beginnings of archaeology and architectural history; Processes of
documentation and meaning-making, Terms and taxonomies: racial, religious,
dynastic, regional;
iii. (Week 3) European reactions to Indian art and architecture; the Nationalist response;
iv. (Week 4) Extending and re-interpreting the visual archive in independent India.
Unit 2: Week 5-8: Select issues and debates in art interpretation:
i. (Weeks 5-6) Form and Style: Region, Period and Patronage.
Department of History, University of Delhi
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ii. (Week 7-86) Origins and Antiquity, with special ref. to the Buddha Icon;
Unit 3: Week 9-12: -Image relationships:
i. (Week 9) Word and Image in the creation and reception of art
ii. (Week 10) The treatise () in relation to art practice (prayoga);
iii. (Week 11) Representing iconic art: Iconography & Semiotics
iv. (Week 12) Visual narratives: religious and historical
Unit 4: Week 13-14: Authorship & Agency, Gender & Sexuality in Art:
i. (Week 13) Artists and Patrons
ii. (Week 14) Gender and Sexuality
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1, Week 1: --
their intent and reception; and early surveys and surveyors of sites and antiquities.
Mitter, Partha (1977). Much Maligned Monsters: A History of European Reactions to
Indian Art, Oxford: Clarendon Press, pp. 105-188.
Ray, Niharranjan, (1974). An Approach to Indian Art, Chandigarh: Panjab
University Publication Bureau, pp. 1-32.
Unit 1, Week 2: A discussion of early surveys and surveyors of sites and antiquities;
institutional and individual efforts. Shared beginnings of archaeology and art history.
Chandra, Pramod (1983). On the Study of Indian Art, Cambridge-Massachusetts and
London: Harvard University Press (for the Asia Society), pp. 1-60.
Indian
Art History: Changing Perspectives, ed. Parul Pandya Dhar, New Delhi: D.K.
Printworld and National Museum Institute, pp. 1-32.
Guha-Thakurta, Tapati (2004). Monuments, Objects, Histories: Institutions of Art in
Colonial and Post-Colonial India, Ranikhet: Permanent Black, pp. 3-42.
Unit 1, Week 3: Understanding European reactions to Indian art and the Nationalist
response.
Mitter, Partha (1977). Much Maligned Monsters: A History of European Reactions to
Indian Art, Oxford: Clarendon Press, pp. 189-251.
Perceptions of
C. Asher and G. Tartakov ed. New Delhi: Oxford & IBH,
pp. 15-36.
Indian Art History: Changing Perspectives, ed. Parul Pandya Dhar, New Delhi:
D.K. Printworld and NMI, pp. 33-46.
Department of History, University of Delhi
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Unit 1, Week 4: Building, extending, and re-interpreting the visual archive in independent
India.
-
Archaeology in India:
Ideas, Individuals & Institutions, ed. G. Sengupta and K. Gangopadhyay, New Delhi:
Munshiram Manoharlal, pp. 333-350.
Ray, Niharranjan (1974). An Approach to Indian Art, Chandigarh: Panjab
University Publication Bureau, pp. 33-110, 187-203, 241-272.
Unit 2, Weeks 5 - 6: Issues and Debates: Temporal and Regional Basis of Style; Confluence of
styles.
-a Cave-temples
Ellora Caves: Sculptures and Architecture, ed. Ratan Parimoo, Deepak
Kannal and Shivaji Pannikar, pp. 439-445.
Mosteller, John F. (1990). “The Problem of Proportion and Style in Indian Art History:
Or Why All Buddhas in Fact Do Not Look Alike”, Art Journal, Vol. 49, No. 4, New
Approaches to South Asian Art (Winter, 1990), pp. 388-394.
The Art of Art
History: A Critical Anthology, Donald Preziosi, ed, Oxford & New York: OUP, pp. 143-
163.
Ancient India No. 6, pp. 21-63.
Unit 2, Weeks 7 & 8: Issues and Debates in Indian Art History: Origins and Antiquity. Case
study of the debate surrounding the Buddha image in Indian art.
Coomaraswamy, A.K. (1927). The Origin of the Buddha Image. The Art Bulletin, Vol. 9,
No. 4, pp. 287-329.
Dehejia, Vidya (1991). Aniconism and the Multivalence of Emblems. Ars Orientalis 21:
45-66.
Huntington, Susan L (1990). Early Buddhist Art and the Theory of Aniconism, Art
Journal, 49 (4): 401-408.
Huntington, Susan L. (2015). Shifting the Paradigm: The Aniconic Theory and its
Terminology, South Asian Studies, 31:2, 163-186.
Linrothe, Rob. (1993). Inquiries into the Origin of the Buddha Image: A Review. IsMEO
43 (1-4): 241-256.
Schopen, Gregory, 1988-89. On Monks, Nuns and 'Vulgar' Practices: The Introduction of
the Image Cult into Indian Buddhism, Artibus Asiae, Vol. 49, No. 1/2, pp. 153-168.
Unit 3, Week 9: This part focuses providing the students with a brief introduction to the creation
and reception of art in Indian aesthetic theory.
Department of History, University of Delhi
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The Transformation of
Nature in Art, Delhi: Munshiram Manoharlal, pp. 1-58.
The Essence of Indian Art. Asian
Art Museum of San Francisco, pp. 17-32.
Oxford Readings in
Indian Art, New Delhi, OUP, pp. 117-140.
Unit 3, Week 10: The focus in this section will be on the ways in which textual discourse on
artistic creation reveals itself in actual art practice.
Nardi, Isabella (2006). The Theory of Citrasutras in Indian Painting: A critical re-
evaluation of their uses and interpretations. London & New York: Routledge, pp. 37-86.
Goswamy, B.N. with VrOxford
Readings in Indian Art, New Delhi, OUP, pp. 69-116.
Unit 3, Week 11: This section places emphasis on text-image relationships: Inter-weaving visual
and textual sources in relation to iconic art.
Coomaraswamy, Ananda. (1918). The Dance of Shiva: Fourteen Indian Essays. New
York: Sunwise Turn, pp. 56-66.
Kaimal, Padma, (1999). Shiva Nataraja: Shifting Meanings of an Icon. The Art Bulletin,
vol. 81, no. 3, pp. 390-419.
Preziosi, Donald, ed. (1998).
The Art of Art History: A Critical Anthology, Donald Preziosi, ed, Oxford & New York:
OUP, pp. 227-275.
Unit 3, Week 12: This section places emphasis on text-image relationships: Inter-weaving visual
and textual sources, in relation to narrative art.
Dehejia, Vidya (1997), Discourse in Early Buddhist Art: Visual Narratives of India.
Delhi: Munshiram Manoharlal, pp. 3-40.
Dhar, Parul Pandya, (2019). "Piecing a Puzzle: A Unique Toraa from Phanigiri,
Telangana," Proceedings of the Second International Seminar, 'Telangana through
Ages: Perspectives from Ancient and Medieval Periods, S. Ganvir, H. Dalavi & H.
Wirkud ed. Hyderabad: Department of Heritage, Telangana, 49-63.
Skilling, Peter and Justin McDaniel ed. (2012). Buddhist Narrative in Asia and Beyond,
Vol. I, Bangkok: Chulalongkorn University, pp. ix-xvi, 17-36, 149-166.
Unit 4, Week 13: This section will concern itself with the creators and patrons of Indian art.
Misra, R.N. (2009). Silpa in the Indian Tradition: Concepts and Instrumentalities. Simla:
Indian Institute of Advanced Study, pp. 44-85.
Indian Art
History: Changing Perspectives, ed. Parul Pandya Dhar, New Delhi: D.K. Printworld and
Department of History, University of Delhi
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National Museum Institute, pp. 101-110.
The Hoysala Temples, Vol. I,
Bangalore and Dharwad: Kala Yatra and Karnatak University, pp. 83-143.
Unit 4, Week 14: Gender & Sexuality: This part will examine the role of gender and sexuality in
the representation and reception of early Indian art.
Dehejia, Vidya (1997). Representing the Body: Gender Issues in Indian Art. New Delhi:
Kali for Women in association with the Book Review Literary Trust, pp. 1-41.
Desai, Devangana (2013). Art and Icon: Essays on Early Indian Art. Delhi: Aryan Books
International, pp. 195-246.
Bawa, Seema (2013). Gods, Men and Women: Gender and Sexuality in Early Indian Art,
New Delhi: D.K. Printworld, pp. 15-52.
Suggested Further Readings
Figures of Speech or Figures of Thought: The Traditional View of Art. Revised edition,
2007. Bloomington: World Wisdom, pp. 1-30.
Gupte, R.S. (1972). Iconography of the Hindus, Buddhists and Jains, Bombay: D.B.
Taraporevala Sons and Co.
Huntington, John. (1985). The Origin of the Buddha Image. Early Image Traditions and the
ya, Studies in Buddhist Art of South Asia, ed. A.K. Narain,
Delhi: Kanak Publications. pp. 23-58.
Huntington, Susan L. (1985). The Art of Ancient India: Buddhist, Hindu, Jain, New York:
Weatherhill.
Kramrisch, Stella, (1928). The Vishnudharmottara: A Treatise on Indian Painting and
Image Making. Calcutta University Press.
Misra, R.N., (1975). Ancient Indian Artists and Art Activity, Simla: Indian Institute of
Advanced Study.
American Oriental Society, Vol. 107, No. 1, pp. 55-69.
Parimoo, Ratan (2010). Life of Buddha in Indian Sculpture. Delhi: D.K. Printworld, pp. 39-
81.
Rhi, Ju-Hyung, (1994). From Bodhisattva to Buddha: The Beginning of Iconic
Representation in Buddhist Art, Artibus Asiae, Vol. 54, No. 3/4, pp. 207-225.
Schlingloff, Dieter (1988). "Narrative Art in Europe and India," Studies in the Ajanta
Paintings: Identifications and Interpretations. Delhi: Ajanta Publications, pp. 225-271.
Williams, Joanna G. (1982). The Art of Gupta India: Empire and Province. Princeton:
Princeton University Press.
Department of History, University of Delhi
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Willis, Michael, (2009). The Archaeology of Hindu Ritual: Temples and the
establishment of the gods, Cambridge University Press.
Facilitating Teaching Learning Outcome:
The course is structured around lectures, visual analysis, and discussions based on select
readings and images. The students need to be thorough with the essential readings. Regular
presentations and participation in classroom discussions will be a necessary component of the
course to ensure that students are able to develop the necessary visual and literary skills to
interpret the varied dimensions of the arts in history writing.
Assessments This will be in two parts:
1) Students will be required to submit a term paper of approximately 3500 words, complete with
citations and bibliography on a pre-discussed relevant theme. This term paper will be marked out
of 25 marks. The term paper will have a strong visual component and the interpretation of visual
art objects through the disciplinary tools of art history.
2) An end of term semester examination of 3 hours duration will take place wherein marks will
be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
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HSM-306
Social History of Early Indian Art and Architecture:
Themes, Debates and Contexts, (ca 300 BCE to 1200 CE)
Course Objectives:
The objective of this paper is to analyse the relationship between art, history and society in
ancient India Major historiographical interventions and developing areas of study are
incorporated into the teaching of the course.. It instructs students on the chronological
evolution of visual culture as manifested in largely religious contexts. It also examines select
themes relating to gender, urbanism etc. The students are exposed to the idea of an idealised
and lived reality at certain historical moments as reflected in and through art. This is done
through understanding the processes that influenced cultural production and consumption.
Learning Outcomes:
At the end of the course, students would be:
Familiar with the major historiographical debates on the nature of Indian art and the
ideologies that impacted their formulations
Understand the relationship between social and cultural factors that impelled not only the
Consider and analyse varied impact of different patterns of patronage
Should be able to discern the manner in which social categories, especially the
engendering of men and women are represented
Should have an introduction to lived reality through the discourse of leisure as
represented in narrative art of early India.
Have an understanding of how art responded to, re-presented and even shaped historical
forces and changes through visual medium.
Course Content:
Unit 1: Week 1) Introduction to the course and historiography of Indian art with special
reference to writing social histories of art: concepts and ideologies.
Unit 2: Weeks 2-3: Shilpa and Kala in Indian societies with special focus on artists and their
activities and its relationship to patronages.
Unit 3: Weeks 4-5:
and Architecture; Representing social classes and gender relations through visual narratives.
Unit 4: Weeks 6-7: The evolving pantheons: sectarian and popular cultic art remains at
Mathura, Gandhara and Amaravati.
Department of History, University of Delhi
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Unit 5: Weeks 8-9: Changing urban milieu: Gender, Sexualities and Discourse of Leisure as
represented in visual sources
Unit 6: Weeks 10-11: Terracotta and their social contexts with reference to cross cultural and
regional dispersals.
Unit 7: Weeks 12-13: Temple Art & Architecture: Emerging ritual and religiosity
Unit 8: Week 14: Contextualizing Transculturality, Art and Archaeology
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: Weeks 1: Introduction to the course and historiography of Indian art with special
reference to writing social histories of art: concepts and ideologies.
Asher, Catherine and Metcalf, Thomas. (1994),
Past. South Asia Books. Introduction and Chapter 1: pp 1-14, 15-36 and 37-46.
Dhar, Parul Pandya, (2011). Indian Art History: Changing Perspectives.
D.K.Printworld Pvt. Ltd. and National Museum Institute .New Delhi. Introduction, pp
1-32
Desai, Devangana. (1990). Social Dimensions of Art in Early India. Vol-18. No-3.
Social Scientist: pp 3-32.
Mitter, Partha. (1977). Much Maligned Monster: A History of European Reactions to
Indian Art, The University of Chicago Press: pp 3-32, 140-170.
Unit 2: Weeks 2-3: Shilpa and Kala in Indian societies with special focus on artists and their
activities and its relationship to patronage
-Artibus Asiae,
Vol. 31, No. 4, pp. 301-305, 307-308
Miller, Barbara Stoler. (1992). The Power of Art: Patronage in Indian Culture.
Oxford University Press, New York: 3-34, .
Misra, R.N. (2009). Indian
Institute of Advanced Study: pp. 86-184
Rao, Nalini . (2018). Power and Religious Patronage in the Making of Indo-Greek Art
in Northewest India. Place: Soka University of America, pp. 269-279. .
Settar, S. (2011). Early Indian Artists: c.300 BCE-200 CE . In Indian Art History:
Changing Perspectives ed. Dhar, Parul Pandya. D.K.Printworld Pvt. Ltd. And
National Museum Institute. New Delhi. pp- 89-100.
Unit 3: Weeks 4-5:
and Architecture; Representing social classes and gender relations through visual narratives.
Ray, Niharranjan . (1975). Maurya and Post Mauray Art Shunga Art, ICHR, New
Delhi.
Srinivasan, Doris Meth. (2007). On the Cusp of an Era: Art in the Pre-Kushana
Department of History, University of Delhi
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World, E.J. Brill, Leiden.
' Pillars: A Re-Assessment of the Evidence -
The Burlington Magazine, Vol. 117, No. 871 (Oct., 1975), pp. 631-643
' Pillars: A Reassessment of the Evidence - IV:
The Burlington Magazine, Vol. 118, No. 884 (Nov., 1976), pp. 734+736-
751+753.
South Asian
Archaeology, Proceedings od the 15
th
International Conference of the European
Association of South Asian Archaeologists in Leiden, ed., Ellen M. Raven, Groningen:
pp 357-394.
Bawa, Seema. (2013). Gods, Men and Women: Gender and Sexuality in Early Indian
Art. D.K Printworld, Delhi, pp. 242-260, 343-382.
Dehejia, Vidya. (1990)."On Modes of Visual Narration in Early Buddhist Art." Art
Bulletin 72 :pp 374-392.
Dhavlikar, M K., (2002). Sanchi, OUP, Delhi.
Unit 4: Weeks 6-7: The evolving pantheons: sectarian and popular cultic art remains at
Mathura, Gandhara and Amaravati:
Srinivasan, Doris Meth, (1997). Many Heads, Arms and Eyes: Origin, Meaning and
Form of Multiplicity in Indian Art, E.J. Brill, Leiden.
Sutherland, G.H., (1992). Yaksha in Hinduism and Buddhism: The Disguises of the
Demon, Manohar, New Delhi: pp 7-61 and 105-136.
Misra, Ramnath (1981). Yaksha Cult and Iconography, Munshiram Manoharlal, Delhi.
Quintanilla, Sonya Rhie, (2007) History of Early Stone Sculpture at Mathura, Ca. 150
BCE 100 CE, E.J. Brill, Leiden: pp 24-33, 82-93
Bulletin of Museum and
Archaeology in Uttar Pradesh No.9: pp 1-14.
Sharma, R.C., (1995), Buddhist Art: Mathura School, Wiley Eastern, Delhi.
Hallade, Madeleine, (1968). The Gandhara Style & the Evolution of Buddhist Art.
Thames and Hudson, London: Chapters 9-12
Agarwala, V.S., (1970), Ancient Indian Folk Cults, Prithvi Prakshsan, Varanasi.
Unit 5: Weeks 8-9: Changing urban milieu: Gender, Sexualities & Discourse of Leisure as
represented in visual sources.
Bawa, Seema. (2013). Gods, Men and Women: Gender and Sexuality in Early India,
D.K Printworld, New Delhi., pp. 389-395, 261-300.
Ray, Amita, (1964). Villag
-
Desai, Vishakha N. and Mason, Darielle (eds.), (1993). Gods, Guardians and Lovers :
Temple Sculptures from North India, AD 700-1200, Mapin, Ahmedabad.
Department of History, University of Delhi
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Bawa Seema, ( Triads of Mathura Expression in Indian Art: M C Joshi
Commemoration Volume, ed. B R Mani and Alok Tripathi, Agam Kala Prakashan,
, Bulletin of the Asia Institute, New Series/Volume 23, Edited by Carol
Altman Bromberg, Timothy J. Lenz, and Jason Neelis , pp 65-77
Carter, Martha Linick.(1968) "Dionysiac Aspects of Kushan Art." Ars Orienta/is 7:
121- 146.
Studies in Indian Culture &
Literature ed. Esposito, AA, Oberlin, H et.al. Harrassowitz Verlag, Wiesbaden: pp
379-396.
Unit 6: Week 10-11: Terracotta and their social contexts with reference to cross cultural and
regional dispersals.
National
Museum Bulletin, nos 1-6 pp 59-65
Terracotta Sculpture from the Ancient Northwest: 300 BCE 60
Pal, Pratapaditya, ed.: Indian Terracotta Sculpture: The Early Period, MARG,
Vol. 54 No. 1, September 2002: pp. 3241
India International
Centre Quatrely Vol-24: pp- 187-202 .
ipti (Tamluk), Artibus Asiae Vol-14 No-3: pp-
226-239 .
Artibus Asiae Vol-34. No-1:
pp-71-94.
Poster, Amy,(1986). From Indian Earth: 4000 years of Terracotta Art, New York, The
Brooklyn Museum: pp 29-42.
Unit 7: Week 12-13: Temple Art & Architecture: Emerging rituals and religiosity
Slaczka, Anna A., (2007), Temple Consecration Rituals in Ancient India: Text and
Archaeology: pp. 1-10
Williams, Joanna Gottfried, (1982) : The Art of Gupta India : Empire and Province,
Princeton University Press, Princeton, New Jersey.
Early Narrative Sculptures (c. Fifth to Sixth Centuries CE) in Indian Historical Review,
45(1): pp 92123
-Gupta Style In Indian Temple Architecture and
Journal of the Royal Society of Arts, Vol. 125, No. 5253 (AUGUST 1977):
pp. 570- 589
Willis, Michael, (2009). The Archaeology of Hindu Ritual, Cambridge University
Press, pp.1-9.
Department of History, University of Delhi
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Unit 8: Week 14: Contextualizing Transculturality, Art and Archaeology.
Neelis, Jason, (2014).
Manuscripts and Material Cultures: Localization of Jataka, Avadanas, and Previous-
Material Culture and Asian Religions, Ed. Benjamin Fleming and
Richard Mann, Routledge, New York: pp 252-264.
Critical Inquiry, Vol.
40, No. 1 (Autumn 2013): pp. 194-219.
The Journal of Transcultural Studies 1. ( online journal)
Entanglements: Archaeologizing'
Heritage?. Transcultural Research Heidelberg Studies on Asia and Europe in a
Global Context. Springer, Berlin, Heidelberg
Suggested Readings
Appadurai, Arjun (ed.). (1986). The Social Life of Things. Commodities in Cultural
Perspective. Cambridge: Cambridge University Press
Auboyer, Jeanine: (1961). Daily Life in Ancient India from Approximately 200 BC AD
700, London.
Gender in early Indian art: Tradition, Methodology and
Problematic
Printworld and National Museum Institute, Delhi, pp. 111-120
Brown, Percy. (1956). Indian Architecture (Buddhist and Hindu), Mumbai:
D.B.Taraporewala Sons and Co.
Chandra, Pramod. (1975). (Ed.). Studies in Indian Temple Architecture, Varanasi:
American Institute of Indian Studies.
Dehejia, Vidya. (1972). Early Buddhist Rock Temples: A Chronological Study, London:
Thames and Hudson.
Dhaky, M.A., Meister, Michael. (Eds. et al). (1983). Encyclopaedia of Indian Temple
Architecture, Vol.I (South India) in four parts; Vol.II (North India) in 3 parts so far, New
Delhi: American Institute of Indian Studies.
Ghosh, A. ed., (1974-75). Jaina Art and Architecture, 3 Vols., Bharatiya Jnanapith, New
Delhi, 1974-75.
Gupta, S.P., (1980). The Roots of India Art: A Detailed Study of the Formative (Mauryan
and Later Mauryan),B R Publications, Delhi.
Majumdar, et al, eds. The History and Culture of the Indian People, Bharatiya Vidya
Bhavan, Bombay, Vols. I-V (Relevant Chapters)
Michell, George, (1977). The Hindu Temple : An Introduction to its Meaning and Forms,
Department of History, University of Delhi
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Harper and Row, New York..
Miller, Barbara Stoler, ed.(1983). Selected Writings of Stella
Kramrisch, University of Pennsylvania Press, Philadelphia.
Early Buddhist
Transmission and Trade Networks: Mobilty & Exchange within & beyond the
Northwestern Borderlands of South Asia. E.J. Brill, Leiden.
Ray Niharranjan, (1974). An Approach to Indian Art. Punjab University: Publication
Bureau.
Shah, Umakant Premanand and Dhaky, M.A., eds., (1975). Aspects of Jaina Art and
Architecture, Gujarat State Committee for the Celebration of 2500th Anniversary of
Bhagavan Mahavira Nirvana, Ahmedabad.
Thapar, Romila, (2005). The Many Voices of a History : Somnatha. Verso .
Zimmer, Heinrich, (1955). The Art of Indian Asia : Its Mythology and Transformations, 2
vols. Completed and edited by Joseph Campbell, Bollingen Series, Vol.39, Pantheon
Books, New York, 1955.
Zwalf, W., (1996). A Catalogue of the Gandhara Sculpture in the British Museum, 2
volumes, British Museum, London.
Facilitating Teaching Learning Outcome:
Since the course is based on visual histories of India, the instruction will be centred around
lecture presentations in class, and the reading materials associated with it. The students are
expected to familiarize themselves with the visual and textual primary and secondary
readings. There will also be field trips to relevant museums and sites so that students can
experience the art and artefacts to facilitate a better understanding of the contexts within
which these were produced. The students will be encouraged to present their views on each
topic not only through interactions but also formal discussions and presentations.
Assessments:
There will be two modes of assessing students taking this course:
1) Term Paper/test of 25 Marks
2) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4
out of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
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HSM-307
Prehistory and Protohistory of India
Course Objectives:
This course takes the student through the earliest and longest period of the human past i.e. pre
and proto history and will study the journey from scavenger to hunter-gatherer and from hunter-
gatherer to farmer. The course tries to explain the emergence of various cultures in India from
Palaeolithic times down to Iron Age. The cultural difference that exists in different geographical
zones of India would be studied to understand the various controlling factors that shaped the
Indian culture. It deals with the structure of early Indian society and the nature of economic
transformation.
Learning Outcomes:
At the end of the course, students would:
Critically evaluate the knowledge of Paleo-environment during Stone Age in Indian
subcontinent especially from- Sohn, Narmada, Godavari valleys and Madras region.
Familiarize with the Lower to Upper Palaeolithic and Mesolithic cultures of India
distribution, typo-technology of tools, subsistence, art, chronology, evidences from important
sites.
Understand the Neolithic culture of India and evidences from various regions.
Students familiarize the Harappan Culture - Origin, extent, chronology, factors of
urbanization, trade, script, religion, arts and craft, factors of decline.
Students gained knowledge of Post Harappan cultures in Punjab, Haryana, Rajasthan, Uttar
Pradesh and Gujarat.
Students understand the Characteristics and Chronology of Chalcolithic cultures in different
regions.
Critically analyse about Copper Hoard - OCP, antiquity of Iron associated with PGW and
Megalithic Culture in India.
Course Content:
Unit 1: (Week 1-2): Introducing Prehistory and Protohistory: terminology and scope;
Pleistocene and Early Holocene environments; History of Prehistoric and Protohistoric
Research in India.
Unit 2: (Week 3-4): Hominid Fossils and earliest stone tools. Palaeolithic sites, sequences
and materials in the northwest, Punjab and Haryana, Rajasthan and Gujarat, Central India,
Department of History, University of Delhi
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Eastern India.
Unit 3: (Week 5-6): Specialized Hunter gatherers of the Mesolithic. Microliths in the
Pleistocene. Microliths associated with the evidence of animal domestication. Excavated
Mesolithic sites with special reference to the Allahabad-Banaras zone. Rock Art.
Unit 4: (Week 7-8): Beginning of food production. Multilineal character of early agriculture;
issues connected with early domestication; Mehrgarh and its significance; beginning of rice
cultivation in the Ganga Plain.
Unit 5: (Week 9-10): Growth of villages (upto c. 2600 BCE): Baluchistan and the Northwest;
Indus-Hakra Plain, Punjab and Haryana, Rajasthan and Gujarat; Peninsular India.
Unit 6: (Week 11-12): Harappan Civilization: terminology and chronology; understanding the
transition from Early Harappan to the Mature form of the Harappan Civilization; distribution
and extent; town planning and architecture. Economic and social features: agriculture, animal
husbandry, trade, arts and crafts, technology; social organization, writing, seals and sealings;
funerary customs. decline and collapse; nature of contemporary and successor cultures;
character of Harappan legacy.
Unit 7: (Week 13): Neolithic and chalcolithic cultures in non-Harappan India; regional
patterns and multiple traditions from Kashmir to Tamil Nadu; interactions with Harappan
sites.
Unit 8: (Week 14): Beginning and development of iron technology; early appearance of
production centres.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Week 1-2): This unit will introduce students to the terminology and scope od
concepts like Prehistory and Protohistory.
Chakrabarti, D.K. (1999). India An Archaeological History, Oxford University Press, pp.
1-18.
Petraglia, M. D., and B. Allchin. 2007. Human Evolution and Culture Change in the
Indian Subcontinent in The Evolution and History of Human Populations in South Asia
Edited by M. Petraglia and B. Allchin, Netherlands: Springer, pp. 1-20.
de Laet, S.J., A. H. Dani, J. l. Lorenzo and R. B. Nunoo (Eds). (1996). History of
Humanity, Volume I Prehistory and the Beginnings of Civilization, UNESCO, New York:
Routledge, pp. 94-98.
Current Anthropology. Vol.
46: S3-S27.
Man and
Environment, Vol. 14, pp.1764.
Pleistocene Old
Department of History, University of Delhi
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World: Regional Perspectives. Edited by O. Soffer, New York: Plenum Press, pp. 99-
119.
Unit 2: (Week 3-4): This unit will introduce students to hominid Fossils, the earliest
stone tools and palaeolithic sites.
Science,
pp. 1532- 1533.
d Early
Middle Pleistocene Acheulian in the Indian Sub-Quaternary International.
Man and
Environment. Vol. 33, pp. 14-29.
Encyclopaedia of
Archaeology. Edited by D. M. Pearsall, pp. 768-791. New York: Elsevier.
Unit 3: (Week 5-6): This unit will introduce students to the specialized hunter gatherers
of the Mesolithic age and the Microliths in the Pleistocene.
Misra River Valley
Cultures of India. Edited by K. K. Chakravarty and G. L. Badam. New Delhi: Aryan
books International, pp. 39-43.
Indian
Archaeology in Retrospect Prehistory Archaeology of South Asia, Vol. I. Edited by S.
Settar and R. Korisettar. Delhi: Indian Council of Historical Research and Manohar, pp.
67-83.
Man and Environment 19
(1-2): 91-101.
Misra V.D., and Pal J.N (eds). (2002). Mesolithic India. Allahabad: Department of
Ancient History, Culture and Archaeology, University of Allahabad, pp. 13-124.
Unit 4: (Week 7-8): This unit willl introduce students to the beginning of food
production, the multilineal character of early agriculture and issues connected with early
domestication.
Pragdhara, No. 18, Lucknow, pp. 347-373.
Saraswat, K.S. (2005). "Archaeological Background of the Early Farming
Pragdhara, Vol. 15, pp. 145-177.
Possehl, G. 1999. Indus Age: The Beginnings. Delhi: Oxford and IBH, pp. 482-490.
Jarrige, C., Jarrige, J.-F., Meadow, R. H. & Quivron, G. (eds). (1995) Mehrgarh Field
Reports 19741985. From Neolithic Times to Indus Civilization (Department of Culture
& Tourism, Karachi, 5-511.
Department of History, University of Delhi
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Unit 5: (Week 9-10): This unit will introduce students to the growth of villages (upto c.
2600 BCE) in different regions of the subcontinent.
Chakrabarti, D.K. (1999). India An Archaeological History Palaeolithic Beginnings to
Early Historical Foundations, Delhi: Oxford University Press, pp. 117-148.
Dani, A. H., V. M. Masson. (Eds). (1999). History of civilizations of Central Asia,
Volume I, New Delhi: Motilal Banarsidas, pp. 235-270.
Possehl, G. (1999). Indus Age: The Beginnings. Delhi: Oxford and IBH, pp. 442-556.
Singh, U. (2009). A History of Ancient and Early Medieval India, New Delhi: Pearson,
pp. 94-131.
Unit 6: (Week 11-12): This unit will introduce students to the transitions in the Harappan
civilization, its distribution, extent, characteristic features, decline and legacies.
Possehl, G. (1999). Indus Age: The Beginnings. Delhi: Oxford and IBH, pp. 22-600.
Kumar, S. (2014). Domestication of Animals in Harappan Civilisation, Delhi: Research
India Press, pp. 1-190.
McIntosh, J.R. (2008). The Ancient Indus Valley: New Perspective, Santa Barbara,
California: ABC-CLIO, pp. 1-301.
Allchin, F.R.A. and Allchin, B. (1995). The Origins of a Civilization. Delhi: Viking, pp.
10-79.
Unit 7: (Week 13): This unit will introduce students to Neolithic and chalcolithic cultures
in non-Harappan India, its regional patterns and multiple traditions from Kashmir to
Tamil Nadu.
Chakrabarti, D.K. (1999). India An Archaeological History Palaeolithic Beginnings to
Early Historical Foundations, Delhi: Oxford University Press, pp. 117-148.
Dhavalikar, M.K., (1988). First Farmers of the Deccan, Pune: Ravish Publishers, pp. 1-
80.
Dhavalikar, M.K. (1997). Indian Protohistory. New Delhi: Books and Books, pp.110-
280.
Singh, U. (2009). A History of Ancient and Early Medieval India, New Delhi: Pearson,
pp. 94-131.
Unit 8: (Week 14): This unit will introduce students to the beginning and development of
production centres.
Sahu, B.P. 2006. Iron and Social Change in Early India. New Delhi: Oxford University
Press, 1-140.
Ghosh (ed.), Perspectives in Palaeoanthropology: Calcutta: Firma K.L. Mukhopadhyay,
pp. 345-356.
Department of History, University of Delhi
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Chakrabarti, D.K. (1992) The Early Use of Iron in India. Delhi: Oxford University
Press, pp. 1-125.
Agarwal, D.P. (2000). Ancient Metal Technology and Archaeology of South Asia. New
Delhi: Aryan Books International.
Suggested Readings:
Agrawal, D.P. and Chakrabarti, D.K. (1979). Essays in Indian Protohistory. New Delhi:
B.R. Publishing Corporation.
Agrawal, D.P., (1982). The Archaeology of India, Curzon Press, London.
Allchin, B., and Allchin, R., (1982). The Rise of Civilization in India and Pakistan, C.U.P.
Cambridge.
Banerjee, N.R.(1965). The Iron Age in India, Munishiram Manoharlal, New Delhi.
Bhattacharya, D K. (1991). An Outline of Indian Prehistory. Delhi: Palaka Prakashan
Chakrabarti, D. K. (1988). A History of Indian Archaeology from the beginning to 1947.
New Delhi: Munshiram Manoharlal Publishers Pvt. Ltd.
Lahiri, N. (2005). Finding Forgotten Cities How the Indus Civilization was discovered.
New Delhi: Permanent Black.
Neumayer, E. (2010). Rock Art of India, Oxford and New Delhi: Oxford University Press.
Possehl, G.L. (1993) Harappan Civilization A Recent Perspective, Oxford and IBH New
Delhi.
Ratnagar, S. (1991). Enquiries into the Political organization of Harappan Society. Pune:
Ravish Publishers.
Settar, s and Ravi Korisettar. (2004). Indian Archaeology in Retrospect: Prehistory - The
Early Archaeology of South Asia (Vol 1). New Delhi: Manohar Publishers and Distributors.
Wheeler, R E M. (1968). The Indus Civilisation (3rd Edition). Cambridge: Cambridge
University Press.
Facilitating Teaching Learning Outcome:
The students would have learnt the Quaternary environmental change especially in reference to
the Indian Subcontinent. The course seeks to impart to the students a comprehensive knowledge
and understanding of protohistoric period changes in society and economy. This is the Cultural
Period during which humans first learnt to exploit stone, copper, bronze and iron (in that order).
Students will be introduced to the sources available for this period which are largely
archaeological and vary considerably since the societies that we will consider range considerably
in time and space. Lectures, field sites, access to the archaeological materials in the Department
Museum will all be a part of the pedagogy used during the course.
Assessments.
Department of History, University of Delhi
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Students enrolled in the course would have their work assessed in three modes.
1) There will be a class test worth 10 marks
2) There will be a take home assignment for 25 Marks
3) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4
out of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
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HSM 309
History of India: ‘Between the Empires and Beyond’ ca. 200 BCE – 600 CE
Course objectives:
This course will provide a detailed study and analysis of important aspects of the history of the
subcontinent between the period ca. 200 BCE600 CE. The period under review will be divided
into two chronological phases c. 200 BCE 300 CE and c. 300 600 CE. In addition to the
study of the social, economic, political, religious, cultural aspects of these two phases, a few
selected primary sources will also be taken up for detailed discussion.
Learning outcomes:
After takin this course the student should be able to
Conceptualize the historical processes through which ancient states and societies were formed
Demonstrate broad knowledge of historical events of the period and its significance
Learn about the economic stability through trade organization and agrarian base
Learn to use the primary literary sources for historical interpretation
Analyse the art and architecture aesthetically and as material phenomenon that can provide
historical insights into the period
Understand the transregional cultural connections of the subcontinent with Central and South
East Asia and trade relations with the Mediterranean regions, and China.
Course Content:
Unit I. Historiography and sources. Assessing the Mauryan Legacy; going beyond the
Unit II. Changing polities: the proliferation of state society; political and administrative
structures
Unit III. Economic Processes: agrarian Structure; urban developments, money; craft and guilds,
trade within the sub-continent; long distance trade interaction between the subcontinent, Asia
and Europe.
Unit IV. Social structure: varna, jati, gender and idea of varna shankara will be analysed.
Unit V. Religious Doctrines and practices: the emergence and intensification of theistic trends;
Puranic Hinduism-Vishnuism, Saivism, and Shatkism; the Mahayana schools, the Svetambara-
Digambara tradition; yaksha and naga cults; emergence of Tantra.
Unit VII. Literary and Technical works in Prakrit and Sanskrit.
Department of History, University of Delhi
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Unit VIII. Cultural interaction between India and Asia, with special reference to East Asia and
South east Asia
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit I: (week 1): This unit will analyse and evaluate the Historiography and sources. and Assess
the Mauryan Legacy; going
Sharma, R. S. (1995), Perspectives in Social and Economic History of Early India, Delhi:
Munshiram Manoharlal Ltd, pp. 1-40.
Thapar, Romila, (2002), The Penguin History of Early India, Delhi: Penguin, pp.1-36
History and Theory,
Vol. 7, no. 3, pp. 318-335.
Puri, B.N. (1994), Ancient Indian Historiography, Delhi, Atmaram &sons
Unit II: (weeks 2-3): Changing polities: the proliferation of state society; political and
administrative structures will be discussed in this unit.
in Herman Kulke ed. The State In India1000-1700, Delhi, Oxford University Press, pp.
195-232.
-A
Studying Early India, Archaeology, Text and Historical Issues, Ranikhet:
Orient Blackswan.
Raychaudhary, H.C. (1997) Political History of Ancient India, Delhi: Oxford University
Press, , pp. 352-512
Kulke, Herman and Dietmar Rothermund, (1991), A History of India, Delhi: Rupa &Co.,
pp. 70-96.
Chakrabarti, Ranabir. (2010), Exploring Early India, Delhi: Macmillan Publishers India
Ltd. pp.167-193.
Indian Historical Review, 7(1-2).pp. 54-69.
Unit III: (Week 4-6): This unit will cover economic processes viz. agrarian structure; urban
developments, money; craft and guilds, trade within the sub-continent; long distance trade
interaction between the subcontinent, Asia and Europe
Chakrabarti, Ranabir. (Ed.) (2010), Trade in Early India, Delhi: Oxford University Press.
pp. 5-100
Chakrabarti, Ranabir. (2010), Exploring Early India, Delhi: Macmillan Publishers India
Ltd. pp.193-209, 257-268.
Thapar, Romila, (2002), The Penguin History of Early India from the Origins to AD
1300, London: Penguin Books, pp. 209-259
Department of History, University of Delhi
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Sharma, R.S. (2003 reprint), Perspective in Economic and Social History of Early India,
Delhi: Munshiram Manoharlal Pvt. Ltd., pp. 169-210; 200-210; 237-244
Sharma R.S. (2007). , Delhi: Oxford University Press, pp. 221-229
Sahu, B.P. (Jan-conomy in Early Medieval Orissa, Social
Scientist, Vol. 21, nos. 1, pp. 48-68.
Singh, Vijaya Laxmi, (2005) Settlement Pattern and Cultural Profile of Early Historical
Mathura, Delhi: Sandeep Prakashan, pp. 1-25
Ancient India, no. 2, pp.17-24
Unit IV: (Week 7): In this unit the social structure viz. varna, jati, gender and idea of varna
shankara will be analysed.
Sharma, R.S., (1983), Social changes in Early Medieval India (C, AD 500-1200), Peoples
Publishing House, pp. 1-28
Proceedings of Indian History Congress, Vol. 68,Part I, pp. 1-35.
Jaiswal, Suvira, (March- Social
scientist, Vol.19, No. 3-4, pp. 41-48.
Ranabir Chakrabarti, (2010). Exploring Early India, Delhi: Macmillan Publishers India
Ltd. pp. 209-211, 271-273.
Unit V: (week 8-9): Religious Doctrine and practice:the emergence and intensification of
theistic trends; Puranic Hinduism-Vaisnavism, Saivism, and Sakism; the Mahayana schools, the
svetambara-Digambara tradition; yaksha and naga cults; emergence of Tantra.
Bhattacharya, N.N. (1996). History of the Sakta Religion, Delhi: Munshiram Manoharlal
Pvt Ltd., pp. 85-106.
(Ed.). Social History of Early India, Delhi: (PHIHPC) Centre for Studies in Civilization,
pp. 179-198.
Thapar, (Ed.) Recent Perspectives of Early Indian History, Bombay: Popular Prakashan.
Chakrabarti, Ranabir. (2010). Exploring Early India, Delhi: Macmillan Publishers India
Ltd. pp. 217-220, 275-289.
Bhandarkar, R.G. (1913). Vaishnavism, Shaivism and the Minor Religious Sects,
Strasburg.
Jaiswal Suvira, (1981), The Origin and Development of Vaisnavism, Delhi Introduction.
Singh, U.(2008) A History of Ancient and Early Medieval India, Delhi: Pearson
Longman, pp.440-443.
Department of History, University of Delhi
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Unit VI: (Week 10-12): Art and Architecture: religious architecture and sculpture -- form and
patronage; early Hindu Temples, Buddhist Stupas, Buddhist and Jain cave and shrines, Gandhara
and Mathura School of Scupture; terracotta art; painting.
Harle, J.C. (1986), The Art and Architecture of Indian Subcontinent, London: Penguin
Books, pp. 22-85 (with illustrations).
Craven, C, Roy. (1976), A Concise History of Indian Art,(1976), New York, pp. 51-66,
81-110
Thapar, Romila. (1987). Cultural Transactions and early India,: Tradition and
Patronage, Delhi: Oxford University Press. pp. 6-40.
Singh, Vijaya Laxmi, (2011,2013), Portraying Cultures in Indian Subcontinent, from
Past to Present, Delhi: Macmillan Publishers, pp. 169-177.
Brown, Percy (1948) Indian Architecture, Buddhist and Hindu Periods, Bombay:
Taraporevala Sons.
Agrawal,V.S., (1966,2007) Bharatiya Kala, (Hindi), Varanasi: Prithvi Prakashan, pp.
196-291.
Gupta, S.P. and Shashi Prabha Asthana,(2002), Elements of Indian Art, including Temple
Architecture, Iconography & Iconometry, Delhi: D.K. Printworld (P) Ltd., pp 11-14, 69-
83
Anand, Mulk Raj,(1989), Chitralakshana:Story of Indian Painting, National Book Trust,
Delhi, pp.17-24
Unit VII: (week 13): Literary works in Prakrit and Sanskrit.
Macdonell, A.A. (1900,2006). A History of Sanskrit Literature, Delhi: Motilal
Banarasidas Publishers, pp. 233-282
Chandra Rajan. (Trans), (2005 reprint). The Complete Works of Kalidasa,Vol.1 and Vol
II, Delhi: Sahitya Academi, Relevant chapters.
Basak, R.G. (trans.). (1971), Prakrit Gatha Saptasati,(compiled by Satvahana King
Hala), Calcutta: Asiatic Society.
Unit VIII: (week 14): Cultural interaction between India and Asia, with special reference to
East Asia and South east Asia.
Sharan Shyam,ed. (2018), Cultural and civilizational link between India and South East
Asia: Historical and Contemporary Dimensions, Asean-India Centre, pp. 1-16, 181-192,
253-274, 325-345
Thapar Romila. (2002). The Penguin History of Early India from the Origins to AD 1300,
Delhi: Penguin Books India Pvt. Ltd, pp. 253-256, 321-325.
Sharma R.S. (2007). , Delhi: Oxford University Press, pp. 282-286.
Suggested Readings:
Department of History, University of Delhi
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Allchin, F.R. (1995). The Archaeology of Early Historic South Asia, The emergence of Cities
and States, Cambridge: Cambridge University Press.
Basham, A.L.(1992). The Wonder That Was India, Delhi: Rupa and Co.
Chakrabarti, Dilip K. 2006. The Oxford Companion to Indian Archaeology: The
Archaeological Foundations of Ancient India, Stone Age to AD 13th Century. New Delhi:
Oxford University Press, chapters 17, 18.
Champakalakshmi, R. 1996. Trade, Ideology and Urbanization: South India 300 BC to AD
1300. Delhi: Oxford University Press.
Chattopadhyaya B.D. (Ed.). (2009). A Social History of Early India, vol. 2, pt. 5 of History of
Science, Philosophy and Culture in Indian Civilization, General Editor, D.P.
Chattopadhyaya, Delhi,.
Flood, Gavin (Ed.). (2005). The Blackwell Companion to Hinduism. London: Blackwell.
Gotfrid, Joanna, (1982). The Art of Gupta India: Empire and Province. Princeton, New
Jersey: Princeton University Press.
Gupta, P. L. (1979). The Imperial Guptas, 2 Vols. Varanasi: Vishwavidyalaya Prakashan.
Gurukkal, Rajan. (2010). Social Formations of Early South India. New Delhi: Oxford:
University Press.
Hawkes, Jason & Akira Shimada. (2009). Buddhist Stupa in South Asia. Oxford: University
Press.
Huntington, Susan. (1985). The Art of Ancient India: Buddhist, Hindu, Jain. New York and
Tokyo: John Weatherhill Inc. Chapter 59.
Jaiswal, Suvira. (1981). The Origin and Development of Vaisnavism: Vaisnavism from 200
BC to AD 500. New Delhi: Munshiram Manoharlal.
Krishnamachariar.M. (2004). History of Classical Sanskrit Literature, Delhi: Motilal
Banarasi Das.
Liu, Xinriu. (1988). Ancient India and Ancient China: Trade and Religious Exchanges.
Delhi: Oxford University Press.
Maity, S. K. (1970 reprint). Economic Life in Northern India in the Gupta period (c. AD
300550). 2nd rev. (Edn.). Delhi: Motilal Banarsidas.
Meister, Michael W., M. A. Dhaky, and Krishna Deva. (Eds.). (1988). Encyclopaedia of
Indian Temple Architecture. North India: Foundations of North Indian Style c. 250 B. C.
AD 1100, Vol. 2, Parts 1 and 2. Delhi: American Institute of Indian Studies, Oxford
University Press.
Olivelle, Patrick. (Ed.). (2006). Between the Empires: Society in India 300 BCE to 400 CE.
Oxford and New York: Oxford University Press.
Parasher-Sen, Aloka. (Ed.). (2004). Subordinate and Marginalized Groups in Early India.
New Delhi: Oxford University Press.
R.S. Sharma, (1987). Urban Decay in India (c 300- c 1000), New Delhi: Oxford University
Press.
Department of History, University of Delhi
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Ray, Himananshu Prabha. (1986). The Winds of Change: Buddhism and the Maritime Links
of Early South Asia. Delhi: Oxford University Press.
Romila, Thapar. (2002). The Penguin History of Early India from the Origins to AD 1300,
Delhi: Penguin Books India Pvt Ltd.
Sharma, R. S. (2003). Perspectives in Social and Economic History of Ancient India. Delhi:
Munshiram Manoharlal.
Shrimali, Krishna Mohan. (1987). Agrarian Structure in Central India and the Northern
Deccan (c. AD 300500): A Study of Vakataka Inscriptions. New Delhi: Munshiram
Manoharlal.
Shyam, Sharan. (Ed.). (2018), Cultural and civilizational link between India ans South East
Asia: Historical and Contemporary Dimensions, Delhi: Asean-India Centre.
Singh, Upinder. (2009), A History of Ancient and Early Medieval India from the stone age to
the 12
th
century. Delhi: Pearson Longman. Chaps. 8 and 9
Singh, Vijaya Laxmi. (2005). Settlement Pattern and Cultural Profile of Early Historical
Mathura, Delhi: Sandeep Prakashan. Chapter I
Thaplyal, K. K. (1996). Guilds in Ancient India: A Study of Guild Organization in Northern
India and Western Deccan from Circa 600 BC to Circa 600 AD. New Delhi: New Age
International Ltd. (see, Appendices 4, 5, and 6).
Trautmann, Thomas R. (2011). India, Brief History of a Civilization, Delhi: Oxford
University Press.
Yamazaki, G. (2005). The Structure of Ancient Indian Society: Theory and Reality of the
Varna System, Tokyo, (see Chapters 7-11).
Facilitating Teaching Learning Outcome:
The course is organized around weekly lectures and reading assignments. These readings are
cumulative; it is therefore important that no essential reading is left out. Students will be asked to
present reports and participate in formal class discussions on themes and texts identified by the
instructor. The exercise is to ensure that students comprehend the readings and develop verbal
communication skills.
Assessment:
Students who take this course will be assessed in two modes:
1) Students will have to submit a paper of circa 15-20 pages (inclusive of bibliographic
apparatus) on a theme designed with the help of the instructor. The term paper requires students
to use source material(s) in translation to research a subject of their choice. Students are expected
to meet with the instructor to develop and finalise subjects and materials on which their papers
would be based. This essay will be marked out of 25 marks.
Department of History, University of Delhi
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2) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
248
HSM 310
History of Early Medieval India –ca.600-1300 CE
Course Objectives:
The aim of this paper is to analyse the different historiographical interpretations of the seventh-
thirteenth centuries and to see how this period can be situated in the long-term history of India.
The paper attempts to familiarise students with the society, economy, and polity of the period
with a focus on the regions and their making, as also the transactional networks in the socio-
cultural world with reference to varied locations and junctures. Through the study of different
social processes that shaped the early medieval period, students will be introduced to the
different strands that constituted regional and trans-regional societies.
Learning Outcomes:
At the end of the course, students should be able to:
Understand the various historiographical interventions in the study of this period.
Appreciate the emergence of multiple nodes and interactions among them that shaped Indian
society and its pluralistic inheritance.
Understand that India is a combination of peculiarities of regional societies and cultures, and
through time, these experienced hierarchies and differences.
Comprehend that regional frontiers were always porous, and the shaping and reshaping of
regions was the result of constant interactions within and even beyond their frontiers.
Course Content:
Unit 1: (Week 1-3): Representations of Early Medieval India; Towards the early medieval; and
its constituents.
Unit 2: (Week 4-7): Economy: Agrarian Expansion and spread of settlements with reference to
the regions; Problems of land-
Money and Markets; Guilds.
Unit 3: (Week 8-10): Society: Caste and social stratification; shaping of regional societies; rise
of new groups; gender relations; history of untouchability.
Unit 4: (Week 11-12): Political systems: Conceptions of kingship; structure of polities; and
Changing forms of legitimation.
Unit 5: (Week 13-14): Cultural Processes and transactional networks: Puranic Hinduism,
Tantricism, temples, mathas, viharas, tirthas; Spread of sastric-epic-puranic ideas; patronage;
Portrayal of the other; weaving of the local/autochthonous, regional and transregional cultural
flows.
Department of History, University of Delhi
249
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1 (Week 1-3): Largely focuses on historiographical issues relating to the period of the
course.
Chattopadhyaya, B. D. (1994, 2
nd
edn. 2012), The Making of Early Medieval India, New
Delhi: Oxford University Press, pp. 1-37.
my in North India: Fourth Century to
Studying Early India: Archaeology, Texts and Historical Issues,
Ranikhet: Permanent Black, pp. 233-62.
Early Medieval Indian
Society - A Study in Feudalization, New Delhi: Orient Longman, pp.77-118.
The State in India,
1000-1700, New Delhi: Oxford University Press, pp.86-133.
Unit 2 (Week 4-7): Political economy of the period.
Sharma, R. S. (2001), Early Medieval Indian Society A Study in Feudalism, New Delhi,
Orient Blackswan, pp. 77-162.
Nandi, R. N. ((2000), State Formation, Agrarian Growth and Soccial Change in Feudal
South India, Delhi, Manohar, pp. 61-132..
Chattopadhyaya, B. D. (1994), The Making of Early Medieval India, New Delhi, Oxford
University Press, chaps. 4, 6 & 7.
Chattopadhyaya, B. D. (1990), Aspects of Rural Settlements and Rural Society in Early
Medieval India, Calcutta, K. P. Bagchi.
Sahu, B. P. (ed), Land System and Rural Society in Early India, Delhi, Manohar,
(Introduction and select essays).
Karashima, N. (1984), South Indian History and Society: Studies from Inscriptions AD
850-1800, New Delhi, Oxford University Press, chaps. 1-2.
Chakrabarti, R. (2002), Trade and Traders in Early India, Delhi, Manohar, (select
chaps).
Champakalakshmi, R. (1996), Trade, Ideology and Urbanization: South India 300 BC
AD 1300, New Delhi, Oxford University Press, (select chaps).
Unit 3 (Week 8-10): Changing dimensions of Society, including regional societies.
Early Medieval
Indian Society A Study in Feudalization, Delhi, Orient Blackswan, pp. 186-213.
Chattopadhyaya, B.D.(ed). (2009). A Social History of Early India, Delhi: Pearson
Longman, (pp. xxxi-1 and select chapters).
Talbot, C. (2001), Precolonial India in Practice: Society, Region and Identity in
Medieval Andhra, New York, Oxford University Press, (Chapter on society).
Department of History, University of Delhi
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Jaiswal, S. (1998). Caste: Origin, Functions and Dimensions of Change, Delhi: Manohar,
(select chapters).
Indian Economic and Social History
Review, vol. 20,
H. Kotani (ed) (1998), Caste System, Untouchability and the Depressed, Delhi: Manohar,
(select chapters).
Unit 4 (Week 11-12): The unit charts the multilayered political systems and courtly ideology of
the times.
Chattopadhyaya, B. D. (1994), The Making of Early Medieval India, New Delhi, Oxford
University Press, pp. 183-222.
Sahu, B.P. and H. Kulke (eds), (2015), Interrogating Political Systems: Integrative
Processes and States in Pre-modern India
chaps).
Kulke, H. (ed), The State in India, 1000-1700, New Delhi, Oxford University Press, pp.
233-62.
Ali, Daud, (2004), Courtly Culture and Political Life in Early Medieval India,
Cambridge, Cambridge University Press, pp. 69-140.
Subbarayalu, Y. (2012), South India under the Cholas, New Delhi, Oxford University
Press, pp. 207-60.
Unit 5 (Week 13-14): This unit will analyse cultural interactions, movement of ideas and people
and the shaping of vibrant, plural and inclusive societies.
Nath, V. (2001), Puranas and Acculturation, Delhi: Munshiram Manoharlal.
idem, Early Medieval Indian Society- A Study in Feudalization, Delhi: Orient
Blackswan, pp. 235-65, & 266-82.
Chattopadhyaya, B.D.(1996) Representing the Other? Sanskrit Sources and the Muslims,
Delhi: Manohar, pp. 28-60.
Singh, U. (2012), Rethinking Early Medieval India , New Delhi: Oxford University Press,
pp. 211-92.
Social Scientist, pp. 33-48.
Social
Formations of Early South India, New Delhi, Oxford University Press, pp. 291-305.
Suggested Readings
(Ed.). Irreverent History; Essays for M.G. S. Narayanan, Delhi, Primus books, pp.167-88.
Department of History, University of Delhi
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Bhandare, S. (2015).
Ray (ed), Negotiating Cultural Identity: Landscapes in Early Medieval South Asian History,
New Delhi, Routledge, pp. 159-202.
Deyell, J. (1990). Living Without Silver, New Delhi, Oxford University Press, (select chaps).
Jha,V.(2017), Chandalas: Untouchability and Caste in Early India, Delhi, Primus Books,
(select chaps).
Kosambi, D. D. (1956). An Introduction to the Study of Indian History, Bombay, Popular
Prakashan, (select chaps).
Kulke, H. and B.P. Sahu, 2018. History of Precolonial India: Issues and Debates, New
Delhi, Oxford University Press, pp. 258-78.
The Changing
Gaze: Regions and the Constructions of Early India, New Delhi, Oxford University Press,
pp. 61-79.
Economic and
Political Weekly, 30 April, pp. 30-6.
Sharma, R.S., (1987). Urban Decay in India AD 300-1000, Delhi, Munshiram Mnoharlal.
Subbarayalu, Y. (2012). South India under the Cholas, New Delhi, Oxford University Press,
pp. 176-206.
Veluthat, Kesavan, (2009). The Early Medieval in South India, New Delhi, Oxford
University Press, (select chaps).
Facilitating Teaching Learning Outcome:
The course will be taught through lecture presentations based on chronological and thematic
rubrics. Besides classroom teaching, there will be field work with visits to museums. There will
be discussions, presentations by students so that they develop a conceptual understanding of the
history of the period.
Assessment:
Students enrolled in the course would have their work assessed in two modes.
1) Term Paper/test of 25 Marks
2) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
252
HSM-311
Art and Architecture in Early Medieval India (ca. 600-1300 CE)
Course Objectives:
The objective of this course is to acquaint students with the vastness and variety of
architecture, sculpture, and painting in early medieval India and to situate these artistic
manifestations within the larger historical milieu. Representative material from northern and
southern India will be approached through a range of perspectives to understand the variety,
complexity and diversity that characterized the art forms of this period. The overarching
purpose is to engage with processes that shape representation and reception in the visual arts
and the manner in which art becomes an index of the region-and-period-specific histories.
Learning Outcomes:
Through examples of art and architectural production in North and South India during one of
the most productive periods in Indian art, students will gain a detailed and textured
knowledge about art and architectural history.
They will learn about different regional styles, their temporal characteristics and the
distinctive details that characterize them.
They will also learn how to contextualise this artistic expression within larger historical
developments.
Students will learn to employ different art historical methodsstyle, iconography,
iconology, semiotics, etcto understand the historical creation and reception of art and
architecture.
Course Content:
Unit 1: Week 1:
work.
Unit 2: Week 2-7: The early medieval temple in Southern India: regional and sectarian
specificities in art and architecture: Each sub-unit in this section will consider issues of
iconography, style, narrative, patronage, and wherever available, the signatures of artists.
i. Weeks 2 and 3: Excavated monuments: Caves, Rock-cut or monolithic temples, with
special re
ii. -
Kanchipuram.
iii. Week 5: Vesara from the Early Western Chalukya period in the Deccan, with special
e and Paadakal groups.
Department of History, University of Delhi
253
iv. a from the period of Chola dominance in
v. Week 7: Artists, Patrons and Narrative cycles: Vesara from the Hoysaa period in
Karnataka.
Unit 3: Week 8-12: The early medieval temple in Northern India: regional and sectarian
specificities in art and architecture: Each sub-unit in this section will consider issues of
iconography, style, narrative, patronage and wherever available, the signatures of artists.
i. Week 8: Understanding Nagara style from Eastern India Kalinga, with special
reference to the Bhubaneshwar group;
ii. Week 9: Iconological and text-image studies of temple architecture and sculpture: the
Central Indian region;
iii. Week 10: The tem-Jagat, Rajasthan,
Western India;
iv. Week 11: Geography, Region and Cross-culturalism: Kashmir temples;
v. Week 12: Elements of architecture: form and transformation with special reference
to archways, ceilings, and traceries.
Unit 4: Week 13-14: Architecture, sculpture and painting traditions of Buddhism and Jainism in
early medieval India
i. Week 13: Buddhist Stupas, Monasteries and associated artefacts Bodhgaya or
Nalanda; Jaina Monumental Complexes and sculptural remains Ellora.
i. Week 14: Early medieval painting: Mural paintings of South India: Materials and
techniques; narrative content and aesthetics; Buddhist mural paintings and stucco of
the Himalayan region with special reference to Alchi: Materials and techniques;
narrative content and aesthetics;
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1, Week 1: This section surveys the larger historical processes at work in early medieval
India to provide a context to the theme of the paper.
Chattopadhyaya, B.D., 1997. The Making of Early Medieval India, New Delhi: OUP
(reprint, paperback), pp. 1-37.
Oxford
University Press.
Unit 2, Weeks 2-3: This part will introduce the architecture of the rock-cut monoliths at
Mamallapuram and Ellora.
Ars Orientalis (24): 1-27.
Ars Orientalis,
Volume, pp. 59-71
Meister, M. W. ed. (1983). Encyclopaedia of Indian Temple Architecture (EITA), Vol.1,
Part 1, New Delhi: AIIS, pp. 23-41.
Department of History, University of Delhi
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Meister, M.W. & M.A. Dhaky, ed. (1986). EITA, Vol. 1, Part 2, New Delhi: AIIS, 105-
129.
Artibus
Asiae (57, 3/4): 189-241.
Unit 2, Week 4: This unit will a iconography and architecture of the Tamil
region.
Hardy, Adam (2007). The Temple Architecture of India, England: Wiley, pp. 206-231.
Kaimal, Padma Word-Image tango: telling stories with words and sculptures at
The Archaeology of Bhakti II: Royal
Bhakti, Local Bhakti, E. Francis and C. Schmid ed., Pondicherry: EFEO/IFP, 159-208.
Meister, M. W. ed. (1983). Encyclopaedia of Indian Temple Architecture (henceforth,
EITA), Vol.1, Part 1, New Delhi: AIIS, pp. 45-64.
Verma, Archana (2016 [2012]). Temple Imagery from Early Medieval Peninsular India.
London and New York: Routledge (with IIAS, Simla), pp. 213-232.
Unit 2, Week 5: This unit discusses monuments of the Early Western Chalukya period in the
Deccan.
a in the
Early Western Deccan, Berliner Indologische Studien/ Berlin Indological Studies (24):
131-164.
Michell, George (2014). Temple Architecture and Art of the Early Chalukyas of Badami,
New Delhi: Niyogi Books, passim.
Meister, M.W. & M.A. Dhaky, ed. (1986). EITA, Vol. 1, Part 2, New Delhi: AIIS, 105-
129.
Soundararajan, K.V. Cave temples of Badami. New Delhi: Archaeological Survey of
India, pp. 47-79.
Unit 2, Week 6: This unit discusses religious architecture and the rituals of power during the
period of Cholas in South India.
outh India:
Temple Architecture and
Papers presented to Prof. M.A.
Dhaky. Parul P. Dhar & GJR Mevissen, ed. Delhi: Aryan Books, pp. 169-188.
Nagaswamy, R. (2010). BDelhi: Aryan Books
International, pp. 45-98.
Verma, Archana (2016 [2012]). Temple Imagery from Early Medieval Peninsular India.
London and New York: Routledge (with IIAS, Simla), pp. 233-276.
Unit 2, Week 7: This unit discusses the Hoysaa art, with special reference to issues of artistic
Department of History, University of Delhi
255
agency and patronage and the epic narratives on some Hoysaa temples.
with Shiva at Belur anArt, Architecture and Iconography in South
Asia. A Felicitation Volume in honour of Dr. Devangana Desai, edited by A.L.
Dallapiccola and A. Verghese, Delhi: Aryan Books, pp. 169-186.
Evans, Kirsti (1997). Epic Narratives in the Hoysala Temples, Leiden, New York, Köln:
Brill, pp. 31-50, 195-207; 241-247.
Settar, S. (1992). The Hoysaa Temples, Vols. I and II, Bangalore and Dharwad: Kala
Yatra Publications and Karnatak University, pp. 83-143.
Unit 3, Week 8: This unit introduces regional and sectarian specificities in art and architecture
of the Nagara temples, taking the Kalinga idiom as a starting point.
Dhaky, M.A., ed. (1998). EITA, Vol. II, Part 3, New Delhi: AIIS, pp 369-375, 389-397.
Hardy, Adam (2007). The Temple Architecture of India, England: Wiley, pp. 166-203.
Meister, M.W. & Dhaky, M.A. ed. (1988). Encyclopaedia of Indian Temple Architecture,
Vol. II, Part 1, New Delhi: AIIS, pp. 251-260.
Unit 3, Week 9: This unit discusses text-image relationships and iconological concerns with
reference to some Central Indian temples, especially at Khajuraho.
Shastric Traditions in
Indian Arts, A. L. Dallapiccola, ed. Stuttgart: Steiner Verlag, pp. 155-165.
Art and Icon: Essays on Early Indian Art. Delhi: Aryan Books, pp. 134-153.
Artibus Asiae XLI: 226-234.
Unit 3, Week 10: This unit discusses the iconography and after-life of some Western Indian
temples, especially Ambika, Jagat, Rajasthan.
Dhaky, M.A., ed. (1998). EITA, Vol. II, Part 3, New Delhi: AIIS, pp. 132-140 and 153-
166.
Dhar, Parul Pandya (2010). The Ambika Temple at Jagat. In Archaeology and
Text: The Temple in South Asia, ed. Himanshu Prabha Ray, Delhi: OUP, pp. 38-
58.
Stein, Deborah L. (2018). Hegemony of Heritage: Ritual and the Record in Stone,
University of California Press, pp. 1-21 and 243-250.
Unit 3, Week 11: This unit approaches issues of geography, region and cross-culturalism
through the temples of Kashmir.
Department of History, University of Delhi
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e art of Lalitaditya-
Art and Letters XVII: 1-11.
Meister, M.W. & Dhaky, M.A. ed. (1988). Encyclopaedia of Indian Temple Architecture,
Vol. II, Part 1, New Delhi: AIIS, pp. 350-358, 363-366, and 368-371.
Unit 3, Week 12: Form and Transformation: This unit zeroes in on the constituent elements of
early medieval Indian architecture, their proliferations and typologies.
Dhaky, M.A. (2005). The Indian Temple Traceries, New Delhi: D.K. Printworld, pp. 1-
37.
Dhar, Parul Pandya (2010). The Toraa in Indian and Southeast Asian Architecture, New
Delhi: D.K. Printworld, pp.1-36.
Unit 4, Week 13-14: This unit explores the Buddhist and Jaina heritage of Western and Eastern
India during the early medieval period. It also elaborates upon the mural painting traditions of
the Himalayan regions and South India.
Asher, Frederick (1980). The Art of Eastern India, c. 300-800. University of Minnesota
Press, pp. 1-55.
Luczanits, Christian Orientations 30,
1: 3039.
-
Indian Art History: Changing Perspectives, Parul Pandya Dhar, ed. Delhi: D.K.
Printworld, and NMI, pp. 153-167.
Owen, Lisa (2012). Carving Devotion in the Jaina Caves at Ellora, Leiden: Brill, pp. 1-
10 and 81-130.
Sivaramamurti, C. (1994, reprint), South Indian Paintings, New Delhi: Publications
Division.
Suggested Readings:
Balasubrahmanyam, S.R., (1975). Middle Chola temples: Rajaraja I to Kulottunga I (AD
9851070), Faridabad: Thomson Press (India) Ltd.
Iconographic Programme and Political Imagery in Early
Indian Art: Forms, Concerns and Development in Historical Perspective, B.N.
Goswamy ed. PHISPC, Vol. 6, Part 3, New Delhi: PHISPC.
Dehejia, Vidya ed. (2002). The Sensuous and the Sacred: Chola Bronzes of South
India, Ahmedabad: Mapin.
Desai, Devangana, (1985). Erotic Sculptures in India: A Socio-cultural Study, New Delhi:
Munshiram Manoharlal (2
nd
edition).
Dhar, Parul Pandya and Gerd J.R. Mevissen ed. (2016). Temple Architecture and Imagery of
Delhi:
Aryan Books International.
Department of History, University of Delhi
257
Huntington, Susan L., 1984. - Studies in South
Asian Culture, Brill.
Michell, George & Indira V. Peterson (2010). The Great Temple at Thanjavur: One
Thousand Years (1010-2010). Mumbai: Marg Publications.
Nagaraja Rao, M.S., ed. (1978). The Chalukyas of Badami (Seminar Papers), Bangalore: The
Mythic Society.
Shah U.P. and M.A. Dhaky eds., 1975. Aspects of Jaina Art and Architecture, Ahmedabad.
Tadgell, Christopher, (1994). A History of Architecture in India, Phaidon Press.
Facilitating Teaching Learning Outcome:
The course is structured around lectures, visual analysis, and discussions based on select
readings and images from the art history of early medieval India. Regular presentations and
participation in classroom discussions will be a necessary component of the course to ensure that
students are able to develop the necessary visual and literary skills to interpret the varied
dimensions of the early medieval Indian arts in history writing.
Assessment:
Students enrolled in the course would have their work assessed in two modes.
1) Students will be required to submit a term paper of approximately 3500 words, complete with
citations and bibliography on a pre-discussed relevant theme. This term paper will be marked out
of 25 marks. The term paper will have a strong visual component and the interpretation of visual
art objects through the disciplinary tools of art history.
2) An end of term semester examination of 3 hours duration will take place wherein marks will
be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
258
HSM-312
Development of Early Indian Religions and Philosophies
(up to ca. 500 CE)
Course Objectives:
Objective of this course is to introduce students to the gradual progression, diversity, inclusion
and dynamism of early Indian religions. Students will be familiarized with how prehistoric
religions developed without any textual materials -- for example tribal religion of the present day
-- and help them understand how religious beliefs gradually shifted through history. This paper
will equip them with the basic knowledge to comprehend the development of different religious
beliefs and philosophy like Vedism , Buddhism, Jainism, Vaishnavism, Shaivism etc. and factors
which contributed in their rise. The course will also teach the ways of understanding how
different class, gender and communities contributed towards the development of philosophies of
these religions.
Learning outcomes:
At the end of this course, students will be able to understand:
Dynamism in definition of religions through time in history. How these religions were
developed in different societies in different periods of time. And how it affects the everyday
lives of variety of people in ancient times.
How to look for variety of sources to understand various religions of ancient times which
includes not just religious texts but also monuments, traditions, rituals etc.
How different religions affected each other and how the beliefs shifted in different directions.
And how they have sustained till today through various institutions and rituals.
Contribution of various tribes, classes and gender in the development, diversity and
dynamism of various religious philosophies, beliefs and practices.
Course Content:
Unit 1: (week 1-2): Understanding Dynamics of Religions
Unit 2: (week 3-5): Religions of hunters, gatherers and food producers: Palaeolithic, Neolithic to
Chalcolithic Times
Unit 3: (week 6-7): Study of Vedic religion
Unit 4: (week 8-10): Development of religious ideas and practices in the Gangetic Valley during
c.700 to c.200 BCE : Early Buddhism, Jainism, Materialism
Unit 5: (week 11-12): Development of Vaishnavism and Shaivism during circa 200 BCE to
circa 500 CE
Department of History, University of Delhi
259
Unit 6: (week 13-14): Emergence of Mahayana Buddhism, development of Jainism and popular
cults (circa 200 BCE to circa 500 CE )
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (week 1-2): Understanding Dynamics of Religions
Current Anthropology,
Vol. 24, No.2, April 1983.
Atre, Shubhangana, The Archetypal Mother, 1987.
Bhattacharji, Sukumari, The Indian Theogony, 1970
Bhattacharyya, N. N., Ancient Indian Rituals and Their Social Contents, 2nd Ed., 1996.
Davie, Grace., The Sociology of Religion, 2007.
Dunham, Barrows, Man Against Myth (1947), National Book Trust Reprint, 2007.
Idinopulos, Thomas A. and Wilson, Brian C., What is Religion? Origins, Definitions, &
Explanations (1998).
Idinopulos, Thomas A. and Yonan, Edward A. (eds.), Religion and Reductionism
(specially Parts I & III), 1994.
Insoll, Timothy (ed.), Archaeology and World Religions, 2001.
Kosambi, D.D., Myth and Reality: Studies in the Formation of Indian Culture, 1962,
Weber, Max, The Religion of India, 1968.
Unit 2: (week 3-5): Religions of hunters, gatherers and food producers
Current Anthropology,
Vol. 24, No.2, April 1983.
Atre, Shubhangana, The Archetypal Mother, 1987.
Bhattacharyya, N.N., Indian Religious Historiography, Vol. I, 1996.
Encyclopaedia of Religions, Jones, Lindsay(ed.), Encyclopaedia of Religion (15
Volumes ), 2005: Selected articles:
Marshall, John, Mohenjo daro and the Indus Civilisation, 3 Vols., 1931, Indian Reprint,
1996.
Social Science Probings, Vol.15, Summer 2003.
, , - :
)
Unit 3: (week 6-7): Study of Vedic religion
Bhattacharyya, N.N., Indian Religious Historiography, Vol. I, 1996.
Bhattacharya, H., The Cultural Heritage of India, 2nd ed., Vol. IV, 1969
Erdosy, George (Ed.), The Indo-Aryans of Ancient and South Asia: Language, Material
Culture and Ethnicity, 1995 (Indian Reprint, 1997).
Department of History, University of Delhi
260
Keith, A.B., The Religion and Philosophy of the Veda and Upanishads, Indian Reprint,
1970.
Kosambi, D.D., Myth and Reality: Studies in the Formation of Indian Culture, 1962,
Lincoln, Bruce, Priests, Warriors and Cattle, 1981.
Mallory, J.P., In Search of the Indo-Europeans, 1989.
Sharma, R.S., Material Culture and Social Formations in Ancient India, 1983.
Irfan Habib, ed. A Shared Heritage: The Growth of Civilizations in India & Iran, 2002,
pp. 23-57.
Unit 4: (week 8-10): Development of religious ideas and practices in the Gangatic Valley during
c.700 to c.200 BCE : Early Buddhism, Jainism, Materialism
Bailey, Greg & Mabbett, Ian : The Sociology of Early Buddhism, 2003.
Bhatacharyya, N. N., Buddhism in the History of Indian Ideas, 1993
Bhattacharya, H., Anekantavada
Bhattacharyya, N. N., Jain Philosophy : Historical Outline, 1976.
Dundas, Paul, The Jains, 1992.
Shrimali, Krishna Mohan. The Age of Iron and the Religious Revolution (c.700 c.350
BC), 2007.
Unit 5: (week 11-12): Development of Vishnuism and Shivaism during circa 200 BCE to circa
500 CE
Bhattacharyya, N.N., Indian Religious Historiography, Vol. I, 1996.
Gonda, Jan, Aspects of Early Vishnuism, 1954.
Gonda, Jan, Vishnuism and Shivaism : A Comparison, 1970
Jaiswal, Suvira, The Origin and Development of Vaishnavism, 2
nd
ed., 1981.
Unit 6: (week 13-14): Emergence of Mahayana , development jainiasm and popular cults (200
bc to 500 ce)
Basham, A.L., History and Doctrines of the Ajivikas, 1951.
Bhattacharyya, N.N., Indian Religious Historiography, Vol. I, 1996.
Chattopadhyaya, Debiprasad, Indian Atheism, 1969.
Chattopadhyaya, Sudhakar, The Evolution of Theistic Sects in Ancient India, 1962.
Encyclopaedia of Religions, Jones, Lindsay(ed.), Encyclopaedia of Religion (15
Volumes ), 2005: Selected articles:
Ajivikas, Animism, Anthropomorphism, Asceticism, Carvakas, Popular Religion,
Gombrich, Richard F., Theravada Budhism: A Social History from Ancient Benares to
Modern Colombo, 1988.
Suggested readings:
Department of History, University of Delhi
261
Jones, Lindsay. (Ed.), (2005). Encyclopaedia of Religion (15 Volumes ), Selected articles:
Ajivikas, Animism, Anthropomorphism, Asceticism, Belief, Brahmanism, Buddhism,
Carvakas, Charisma, Comparative Religion, Cults and Sects, Deification, Deity, Divinity,
Doctrine, Doubt, Ecology and Religion, Esotericism, Faith, Feminine Sacrality, Feminism,
Gender and Religion, God, Goddess Worship, Heresy, Hinduism, History of Religions
(pp.10041-10047), History of Religions Approach (pp.4060-4068), Holy, Indian Religions,
Indo-European Religions, Indus Valley Religion, Jainism, Krishnaism (pp.5251-5255),
Logos, Magic, Masculine Sacrality, Materialism, Myth, Offerings, Orthodoxy and
Heterodoxy, Pilgrimage, Popular Religion, Priesthood, Rationalism, Reason, relics,
Religion, Religious Experience, Ritual(s), Sacred, Sacrifice, Sanctuaries, Saura Hinduism,
Secularization, Shaivism (pp. 8038-8050), Shrines, Study of Religion (pp.8760-8796),
Taboo, Tamil Religions, Tantrism, Tapas, Temples, Texts, Theism, Totemism,
Transcendence and Immanence, Transculturation, Vaishnavism (pp.9498-9509; 10087-
10089), Vedism, Zoroastrianism.
Thapan, Anita Raina. (1997). Understanding Ganapati : Insights into the Dynamics, of a
Cult.
Thapar, Romila. (1992)
to Pre-Interpreting Early India.
Wagle, Narendra. (1995). Society at the Time of the Buddha, 2nd ed.,1995.
Whaling, Frank. (Ed.). (1985). Contemporary Approaches to the Study of Religion.
Young, Serinity. (Ed.). (1999). Encyclopaedia of Women and World Religion, 2 Vols.
Facilitating Teaching Learning Outcome:
The course is organized around weekly lectures and reading assignments. During the
course of the semester, students are required to write and present two term papers. The
exercise is to ensure that students comprehend the readings and develop writing and
verbal communication skills.
Assessment:
The assessment modalities for this paper will be in two parts:
1) Students will be required to write two term papers (12-15 pages each), along with the
presentations. These will be marked out of 25 marks.
2) There will be an end of term semester examination that will cover the contents of the
entire course. The examination will be of 3 hours duration and students will be required
to answer 4 out of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
262
HSM-313
History of Early Indian Art and Architecture (up to ca. 600 CE)
Course Objectives:
The objective of this paper is to trace the evolution of art and architecture in ancient India. The
main focus of this paper will be on chronological and stylistic developments in their historical
contexts. The paper will also examine the interrelationship between architecture, sculpture and
paintings in terms of their underlying essence, themes and styles. Given the nature of material
and textual remains, the paper will further analyse these within the complex of religion, arts and
society through multi-disciplinary approach. The course looks at art and architecture from the
prehistoric and proto historic beginnings to a continuum from post Mauryan times to the
Learning Outcomes:
At the end of the course, students would be:
Be familiar with the major developments in sculpture, painting and architecture during the
early period of Indian history
Understand the nomenclature- stylistic, dynastic and regional that is used to denote certain
time periods and art production related to these.
Able to trace the intertwined nature of art, religion and society in the period.
Able to analyze art on basis of its materiality
Recognise the patterns of patronage and related developments.
Course Content:
Unit 1: (Week 1): Introduction to the course. Analysing sources: material, epigraphic, textual.
Materiality and art; provenance of styles; tools and techniques of artists; signatures of artists.
Unit 2: (Week 2): Pre-historic Rock-art: paintings: Regional dispersal; purpose, content and
form.
Unit 3: (Weeks 3-4): Art and Architecture of the Harappan Civilization: urban planning and
architecture, seals, bronzes, pottery, terracottas, beads, toys.
Unit 4: (Week 5): Early forms of architecture (up to 400 CE): Architectural types as evidenced
in art and archaeological remains, texts and inscriptions: vernacular architecture, city gates and
fortifications, palace remains, bodhigharas, shrines, etc.
Unit 5: (Weeks 6-7): Monumentality and Stupas, chaityas and viharas: architectural features,
relief sculptures and modes of narration (select case studies from Bharhut, Sanchi, Amaravati,
Nagarjunakonda, Sannati, Barabar and Nagarjuni hills, Udaygiri-Khadagiri, Pitalkhora, Karle,
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etc.)
Unit 6: (Weeks 8-9): Early temples in stone: Form, Iconography and Ritual, c.400-600 CE.
Evolution of Structural temples through select case studies
Unit 7: (Week 10):
iconographic programme
Unit 8: (Weeks 11): Origins and Modes of representation in early Indian sculpture, c. 320 BCE-
600 CE: Evolution of iconography of gods and humans, Bodhisattvas and Buddhas; Jaina
tirthankaras. mukhalingas, anthropomorphic Brahmanical deities; early attempts at royal
portraiture.
Unit 9: (Week 12): Local cultic deities, yaksha-yakshi, shalabhanjika, and mithuna images.
Unit 10: (Week 13): Shilpashastras and Vastushastras: development of the aesthetic canon:
relationship of text to practice.
Unit 11: (Week 14): Paintings: Ajanta and Bagh: context, content, technique, and form.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Week 1): Introduction to the course. Analysing sources: material, epigraphic, textual.
Materiality and art; provenance of styles; tools and techniques of artists; signatures of artists.
Agrawala, Vasudev Sharan. (1965). Indian Art (A History of Indian Art from the earliest
Times up to the third century AD, Varanasi: Prithivi Prakashan, Vol. I.
Coomarswamy Ananda K. (1923). Introduction to Indian Art. Madras: Theosophical
Publishing House.
Huntington, Susan L., (1985): The Art of Ancient India, Weatherhill, New York, Tokyo.
Elkin, James, (2008): “31: Das Magazin
des Instituts für Theorie [Zürich] 12: 2530. Special issue Taktilität: Sinneserfahr
Grenzerfahrung, edited by Stefan Neuner and Julia Gelshorn.
Unit 2: (Week 2): Pre-historic Rock-art: paintings: Regional dispersal; purpose, content and
form
-historic Rock-art: paintings: Regional dispersal; purpose,
Rock Art of India, Oxford University Press.
Blinkhorn James , Boivin Nicole, Taçon Paul S.C. and Petraglia Michael D., (2012)
in A Companion to Rock Art, Edited by Jo McDonald and Peter Veth. Blackwell
Publishing Ltd., Chapter 11.
Mathpal, Y., (1984). Prehistoric Paintings of Bhimbetika, Abhinav Publishers Delhi: pp
93-153 and 185-197.
Unit 3: (Weeks3-4): Art and Architecture of the Harappan Civilization: urban planning and
architecture, seals, bronzes, pottery, terracottas, beads, jewellery, toys.
Department of History, University of Delhi
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Sharma, D.P, (2007), Harrapan Art, Delhi: Sharada Publishing House ,.
recent Excavations at Harappa, Pakistan,Palaeorient, Paris: pp 79-98.
Kenoyer, Mark J., (2013). Connections and Complexity: New Approaches to Archeology
of South Asia, Left California: Coast Press, Ch. VI
Possehl, Gregory , (2002, The Indus civilization: A Contemporary Perspective, Maryland:
Rowman Altamira, pp 99-126.
Atre, Shubahngna, (1987). The Archetypal Mother: A Systematic Approach to Harappan
Religion, Pune: Ravish Publishers, pp 1-22.
Unit 4: (Week 5): Early forms of architecture (up to 400 CE): Architectural types as evidenced
in art and archaeological remains, texts and inscriptions: vernacular architecture, city gates and
fortifications, free-standing pillars, palace remains, bodhigharas, shrines, etc:
Dhaky, M.A., Meister, Michael et al (1988). Encyclopedia of Indian Temple Architecture,
Foundations of North Indian Style. Vol .I (North India) Vol 1, Part 1, Chapter 1 and 2.
Coomaraswamy, A K, (1930). Early Indian Cities and City Gates, Eastern Art: pp 1-2
and 208-235.
Anthropology and Aesthetics, No.15 Spring, pp. 5-26.
Ray, Amita, (1964). Villages, towns, and secular buildings in ancient India: c. 150 B. C.-
c. 350 A. D
Unit 5: (Weeks 6-7): This unit will discuss Monumentality and Stupas, chaityas and viharas:
architectural features, relief sculptures and modes of narration (select case studies from Bharhut,
Sanchi, Amaravati, Nagarjunakonda, Sannati, Barabar and Nagarjuni hills, Udaygiri-Khadagiri,
Pitalkhora, Karle, etc.)
Dehejia, Vidya. (1997). Discourse in Early Buddhist Art : Visual Narratives of India,
New Delhi: Munshiram Manoharlal Publishers Pvt. Ltd.
Dehejia, Vidya. (1972). Early Buddhist Rock Temples, Cornell University.
India, no 15, 1959: pp 66-93
Knox, Robert, (1993). Amaravati: Buddhist Sculpture from the Great Stupa, Dover
Publications.: pp 7-42.
Stone, Elizabeth Rosen, (1994). The Buddhist Art of Nagarjunakonda, Delhi: Motilal
Banarsidas.
Amravati: The Art of an Early
Buddhist Monument in Context, Ed. Shimada A. and M. Willis. (Eds.), London: The
British Museum, pp 46-58
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Unit 6: (Weeks 8-9): Early temples in stone: Form, Iconography and Ritual, c.400-600 CE.
Evolution of Structural temples through select case studies .
Joanna. G. (1982). The Art of Gupta India: Empire and Province, Ithaca: Princeton
University Press.
The Archaeology of Hindu
Ritual: Temples and the establishment of the gods, Cambridge: University Press, pp 1-9.
167-232.
Chandra, Pramod, ed.(1975). Studies in Indian Temple Architecture, Varanasi: American
Institute of Indian Studies, pp. i to 39.
Studies in Indian Temple
Architecture, Varanasi: American Institute of Indian Studies, pp. 40-16
Dhaky, M.A., Meister, Michael et al (l983). Encyclopaedia of Indian Temple
Architecture, Vol.I (South India) in four parts; Vol. II (North India) in 3 parts so far,
American Institute of Indian Studies, New Delhi, continuing.
Kramrisch, Stella, (1976). The Hindu Temple, 2 vols., Delhi: Motilal Banarsidass
Unit 7: (Weeks 10): The unit will study Cave temples: eg. Ajanta, Elephanta, Badami:
architectural and iconographic programme.
Elephanta, the
Cave of Shiva, Ithaca: Princeton University Press.
, Ars
Orientalis, Vol. 8, pp. 155-184.
Kramrisch, Stella, (2007). The Presence of Shiva, Delhi: Motilal Banarsidass Publishers,
pp. 443-468.
Unit 8: (Weeks 11): This unit will study origins and Modes of representation in early Indian
sculpture, c. 320 BCE-600 CE.
Banerjea, J N, (1956). The Development of Hindu Iconography, Calcutta University
Press, Calcutta: pp 78-172.
Gupte, R.S., (1972). Iconography of the Hindus, Buddhists and Jains, Bombay: D.B.
Traporevala Sons and Co: pp 1-39.
Maxwell, T S, (1997) Gods of Asia: Image, Text, Meaning, OUP, Delhi: Ch I and II.
Rosenfield, John, (1967). The Dynastic Art of the Kushanas, University of California
Press: pp 138-153, 173-182 and 215-219.
Archives of Asian Art 58:pp 43-85.
Unit 9: (Week 12): This unit will study local cultic deities, yaksha-yakshi, shalabhanjika, and
mithuna images. Motifs, symbols and their meanings
Agarwala, P K, (1983). Mithuna: The Male-Female Principle in Indian Art and Thought,
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Varanasi.
Banerjea, J N, (1956). The Development of Hindu Iconography, Calcutta University
Press, Calcutta.: pp. 1-56)
Coomarsawamy, A.K.,(1993). Yakshas: Essays in Water Cosmology, IGNCA, New
Delhi: Part I Yaakshas.
Gods, Men and Women: Gender and Sexuality in Early India, D.K Printworld, New
Delhi., pp. 301-342.
Unit 10 (Week 13): This unit will study Shilpashastras and Vastushastras and the development
of the aesthetic canon: relationship of text to practice.
Barlingay, S.S., (2007). A Modern Introduction to Indian Aesthetic Theory: The
development from Bharata to Jagannatha, New Delhi: D.K. Printworld.
Shah, Priyabala, ed., (1958). Citrasutra of the Visnudharmottara Purana, third khanda,
Baroda, pp. xi to xvn, 44-85 and 135-166.
Dallapiccola, Anna, et al, eds (1986). Shastric Traditions in Indian Arts: Texts /
References and Documentation: 1-2, Ergon Verlag: pp 5-15, 17-26 and 109-114.
Bawa, Seema (The Theory and Practice of Colour and Colouring in the
in A Bouquet of Indian Heritage, Research and
Management, (Eds.). Prashant Srivastava and Sanjaya Kumar Mahapatra. New Delhi:
Swati Publications, pp. 407-418.
Unit 11 (Week 14): This unit will study the context, content, technique, and form of Paintings
through the case study of Ajanta and Bagh.
Ghosh A. ed. (1996 reprint of 1967). Ajanta Murals, New Delhi: Archaeological Survey
of India: pp 8, 40-53 and 235.
Schlingloff, Dieter, (1999). Guide to the Ajanta Paintings: Narrative wall paintings, Vol.
1, Delhi: Munshiram Manoharlal Pvt Ltd. Delhi.
Spink Walter M., (1977). : A Study in Archives of Asian Art, Vol. 30 (1976/1977),
pp. 53-84
Spink, Walter, (2005-2007). Ajanta: History and Development, Vols. I & II ,EJ Brill.
Williams, Leiden and Boston.
Suggested Readings:
Bautze, Joachim Karl, (1995). Early Indian Terracottas, E.J Brill, Leiden
Bawa, Seema,(2002) ,
in Proceedings Indian History Congress, Amritsar.
Branaccio, Pia & Behrendt, Kurt, (2006). Gandharan Buddhism: Archaeology, Art, Text,
UBC Press, Vancouver.
Department of History, University of Delhi
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Coomaraswamy, A.K., (1956). The Transformation of Nature in Art, New York: Dover
Publications (also 2004 reprint of 1934 edn, Munshiram Manoharlal).
Czuma, S, (1985), Kushana Sculpture: Images from Early India, Cleveland.
Dhavlikar, M K, (1977). Masterpieces of Indian Terracottas, Bombay.
Gopninath Rao, T A, (1968) Elements of Hindu Iconography, 2 Vols, Motilal Banasrsidass,
Delhi.
Huntington, Susan L., (1985). The Art of Ancient India, New York and Tokyo:
Meister, M W ed. (1992). Ananda Coomaraswamy: Essays in Early Indian Architecture,
New Delhi.
Panikkar, Shivaji K, (1997). Saptamatrka Worship and Sculptures, D K Printworld, Delhi
Ray, Niharranjan, (1974). An Approach to Indian Art, Chandigarh: Panjab University
Publication Bureau.
Artisans of Proceedings of the Indian History Congress,
64
th
session, Mysore, pp. 1-43.
Singh, Upinder, (2009). A History of Ancient and Early Medieval India: from the Stone Age
to the 12
th
century, Delhi: Pearson Longman.
Tartakov, Gary, (1997). The Durga Temple at Aihole, A historiographical Study, OUP,
Delhi.
Tiwari, Usha Rani (1998). Sculptures of Mathura and Sarnath: A Comparative Study up to
Gupta Period, Sundeep Prakashan, Delhi.
Zimmer, Heinrich. (1984). Artistic Form and Yoga in the Sacred Images of India, Princeton:
Princeton University Press.
Zin, Monika, (2018). The Kanaganahalli Stupa : An Analysis of the 60 Massive Slabs
Covering the Dome, Aryan Book International.
Facilitating Teaching Learning Outcomes:
The course will be taught through lecture presentations based on chronological and thematic
rubrics. Besides classroom teaching, there will be field work with visits to museums to help the
students acquaint themselves with the materiality of the objects that they study. Besides this they
will also be familiarized with the archives of images that they can use as resources for their
study. There will be discussions, presentations by students so that they develop a conceptual
understanding of the history of early Indian art and architecture.
Assessments.
Students enrolled in the course would have their work assessed in two modes.
Department of History, University of Delhi
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1) Term Paper/test of 25 Marks
2) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
269
HSM-314
Early Indian Social Orders: Structures and Processes (1500 BCE - 1200 CE)
Course objectives:
This paper analyses with the help of textual and epigraphic evidence the various strands that go
on to make early Indian social order. The course highlights that nothing is immutable rather the
society functions through a complex process to give rise to structures while simultaneously
providing spaces within them.
Learning Outcomes:
At the end of the course students should be able to grasp:
Various facets of early Indian society its transition from pre -class to stratified society which
is marked by varna and jati division.
Social formations and social structures were not immutable but were marked by constant flux
where forested areas were cleared for settlement (sometimes also abandoned) and jatis rose
and fell in status.
Complexities particularly of a gendered nature of various types of marriages and households
as also of social philosophies.
negotiations for them or did they remain forever on the periphery?
To what extent legal system of early India was gendered and varna/jati influenced.
How have social ethics influenced sexual mores, regulations of body, death rites and other
ritual observances.
Course Content:
Unit 1: (Weeks 1-2): From pre-class to class societies: jana, vish, vrata, gana, varna, jati,etc.
Unit 2: (Week 3): Social Formations: Vana and kshetra .
Unit 3: (Week 4): Social Mobility: Kayasthas and Rajputs.
Unit 4: (Week 5): Family: Forms of Marriages, Types of Households.
Unit 5: (Weeks 6-7): Social philosophies: Ashrama, Renunciation, Tantricism, Virashaivism.
Unit 6: (Weeks 8-9): Marginals: Dasa, Vratyas, Mlecchas, Untouchables,widows, prostitutes.
Unit 7: (Week 10): ‘Yavanas,Turuskas, Tajikas
Unit 8: (Week 11): Social Roots of Legal System: Inheritance (With reference to women),
Crime and Punishment (with reference to caste and gender) .
Unit 9: (Weeks 12): Social Ethics: Sexuality, regulations of body, consumption of food and
drink,
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Unit 10: (Week 13): Social Rituals: upanayana, vrata, death.
Unit 11: (Week 14): Social Psychology of Emotions: Love, Friendship.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Weeks 1-2): Readings will cover transition of early Indian society from pre-class to
stratified social order.
Sharma, R.S. (2007) Material Culture and Social Formations in Ancient India, Delhi:
Macmillan.
Thapar, R. (1984) From Lineage to State, Delhi: Oxford University Press.
Jaiswal, S. (1989-Indian
Historical Review, 16(1-2), pp. 1-34.
Nandi, R.N. (1989-Indian Historical Review, 16(1-2),
pp. 35-79.
Nathan, D. (ed) (1997) From Tribe to Caste, Shimla: Indian Institute of Advanced
Studies.
Brough, J. (1953). The Early Brahmanical System of Gotra and Pravara, Cambridge:
Cambridge University Press.
Kosambi, D.D. (1956). An Introduction to the Study of Indian History, Delhi: Popular
Book Depot.
Roy, K. (1994). The Emergence of Monarchy in North India 8th-4
th
centuries B.C, Delhi:
Oxford University Press.
Unit 2: (Week 3): Readings will analyse nature of social formations in early India.
Chaudhuri, B.B. and A. Bandopadhyaya (eds). (2004). Tribes, Forest and Social
Formation in Indian History, Delhi: Manohar.
Parasher-
Studies in History, 14(2), pp. 173-191.
Studies in History, 17(1), pp. 1-
16.
Gurukkal, R. (2010). Social Formations of Early South India, Delhi: Oxford University
Press..
Unit 3: (Week 4): The readings in this section will look at the social mobility of various groups
in the background of socio-economic processes.
Gupta, C. (1996), The Kayasthas: A Study in the Formation and Early History of the
Caste, Kolkata: K.P. Bagchi and Co.
Indian Historical Review, 3(1), pp. 59-82.
Man In
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India, 42(1), pp. 35-80.
Unit 4: (Weeks 5-6): Readings will cover the important social institutions of marriage and
households
Shah, S. (2012). The Making of Womanhood: Gender Relations in the Mahabharata,
Delhi: Manohar.
Singh, S. (1988). Polyandry in Ancient India, Delhi: Motilal Banarasidass.
Tyagi, J. (2008). Engendering the Early Household: Brahmanical Precepts in the Early
Grhyasutras, Delhi: Orient Longman.
Kapadia, K.M. (1968). Marriage and Family in India, Delhi: Oxford University Press.
Karve, I. (1965). Kinship Organization in India, Bombay: Asia Publishing House.
Goody, J. (1990). The Oriental, the Ancient and the Primitive: Systems of Marriage and
the Family in pre-Industrial Societies of Eurasia, Cambridge: Cambridge University
Press.
Social Science Probings, 6(1-4), pp. 26-35.
Unit 5: (Week 7): Readings will lay particular stress on the gender element in social
philosophies and movements.
Freiberger, O. (Ed.) (2006). Asceticism and its Critics, New York: Oxford University
Press.
Wimbush, V.L. and R. Valantasis (eds). (1998). Asceticism, New York: Oxford
University Press.
Ramaswamy, V. (1997). Walking Naked: Women, Society and Spirituality in South India,
Shimla: Indian Institute of Advanced Studies.
Ramaswamy, V. (1996). Divinity and Deviance: Women in Virashaivism, Delhi: Oxford
University Press.
Bhattacharyya, N.N. (1982). History of the Tantric Religion, Delhi: Manohar.
Shaw, M. (1998). Passionate Enlightenment: Women in Tantric Buddhism. Delhi:
Munshiram Manoharlal.
Khanna, M. -Women Equation in Shakt
Faces of the Feminine, Delhi: Oxford University Press.
Blake, M. (1992). The Origins of Virashiva Sects, Delhi: Motilal Banarasidass.
Jaini, P. (1992). Gender and Salvation, Delhi: Munshiram Manoharlal.
Unit 6: (Weeks 8-9): The attempt of the readings will be to recover the history of the marginals.
Chanana, D. (1960). Slavery in Ancient India
Kashyap, S. (2008). Concept of Untouchability in Dharmashastra, Delhi: Bhartiya Book
Corporation.
Parasher, A. (1991). Mlecchas in Early India: A Study in Attitudes Towards Outsiders up
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to 600 AD, Delhi: Munshiram Manoharlal.
Parasher, A. (1992). Absences in History: Towards recovering history of the Marginals in
Early India, Symposia paper3, Indian History Congress
Sharma, R.S. (1980). Shudras in Ancient India, Delhi: Banarasidass.
Indian Historical Review, 12(1),
pp. 14-31.
Indian
Historical Review, 3(1), pp. 16-42.
Parui, S.S. (1975-Journal of Ancient Indian
History, 9 (1-2), pp.
Major, A. (2007). Sati: A Historical Anthology, New York: Oxford University Press.
Economic and Political Weekly, September 9, pp. 2248-2256.
Chandra, M. (1973). The World of Courtesans, Delhi: Vikas.
Medieval History Journal, 5(2), pp. 121-156.
Choudhary, R. (1964). Vratyas in Ancient India, Varanasi: Chowkhamba.
Unit 7: (Week 10): We will try to analyse in this section the nature of different existing social
groups in the subcontinent and their interaction with new religious and cultural social formations.
Chattopadhyaya, B.D. (1998). Representing the Other: Sanskrit Sources and the
Muslims, Delhi: Manohar.
Yadav, B.N.S (1973). Society and Culture in Northern India, 12
th
Century, Allahabad:
Central Book Depot.
Upadhyaya, V. (1964). The Socio-Religious Conditions of North India;700-1200 A.D.,
Varanasi: Chowkhamba.
Unit 8: (Week 11): The focus in this section would be on how have masculine society dealt with
legal norms.
Nath, V. (1993-
Indian Historical Review, 20 (1-2), pp. 1-15.
Shah, S. (2012), The Making of Womanhood: Gender Relations in the Mahabharata,
Manohar, Delhi.
Agarwal, B. (1994). Cambridge: Cambridge University Press.
Avenues in Sanskrit Literature, Delhi: Bhartiya Kala Prakashan.
Derrett, J.D. (1976-77), Essays in Classical and Modern Hindu Law, vols. I-III, Leiden:
E.J. Brill.
Sternbach, L. (1965-67). Juridical Studies in Ancient Indian Law, vols. I-II, Delhi:
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Motilal Banarasidass.
Unit 9 (Weeks 12): This unit will deal with issues of sexuality and bodily regulations. We will
also focus on socio-religious norms of eating and drinking.
Bhattacharyya, N.N. (1996). Ancient Indian Rituals and their Social Content, Delhi:
Manohar.
Shah, S. (2009). Love, Eroticism and Female Sexuality in Classical Sanskrit Literature,
7
th
-13
th
Centuries, Delhi: Manohar.
Jha, D.N. (ed). (2013). Contesting Symbols and Stereotypes: Essays on Indian History
and Culture, Delhi: Aakar Books.
Jaini P.S. Collected Papers
on Jaina Studies, Delhi: Motilal Banarasidass.
Unit 10 (Week 13): Readings in this section will analyse variety of rituals and their gender
context.
Pintchman, T. (ed). (2007). ,
Oxford: Oxford University Press.
Sayers, M. (2013). Feeding the Dead: Ancestor Worship in Ancient India, Delhi: Oxford
University Press.
Settar, S. (2017). Pursuing Death, Delhi: Primus.
Upanayana and
Brhmacarya Proceedings of Indian History Congress, pp.136-146.
Unit 11 (Week 14): Readings here will look at the social psychology of emotions in the context
of ancient India
-Studies in History
Special Issue, 33(1), pp. 1-116.
Shah, S. Indian Journal of Gender
Studies, 15(1), pp. 1-27.
F. Orsini (ed), Love in South Asia: A Cultural History, Cambridge: Cambridge University
Press,.
Suggested Readings:
Everyday Lives Everyday History: Beyond Kings and Brahmanas in
Ancient India, Delhi: Tulika.
(1998). Caste: Origin, Function and Dimensions of Change, Delhi: Manohar.
-77), History of Dharmashastra, 5 volumes, Poona: Bhandarkar Oriental
Research Institute.
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A Concise History of South India, Delhi: Oxford University Press.
Myth and Reality, Delhi: Popular Prakashan.
Culture and Civilisation of Ancient India: In Historical Outline, Delhi:
Vikas.
Ancient Indian Social History: Some Interpretaions, Delhi: Orient
Longman.
Dravidian Kinship, Delhi: Vistaar.
(1995). Society at the Time of the Buddha, Mumbai: Popular Prakashan,
The Structure of Ancient Indian Society: Theory and Reality
of the Varna System, Tokyo: Toyo Bunko.
Facilitating Teaching Learning Outcome
The course will be organised around Weekly lectures and class discussions based on essential
readings.
Assessments:
There will be two modes of assessing students taking this course
1) There will be an internal assessment exam held mid-semester where students will be marked
for their essay out of 25 marks.
2) End of term semester exam will be of 3 hours duration and students will be marked out of 75
marks.
Department of History, University of Delhi
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HSM-316
Gender and Women in Early India
Course Objectives:
This course covers a chronological span up to circa 1200 CE and seeks to introduce students to
diverse issues and perspectives in feminist history, drawing upon textual, epigraphic and, where
possible, archaeological evidence. The course is also intended to convey to what extent the
concept of gender has enriched our understanding of history.
Learning Outcomes:
At the end of the course students would:
Understand historiographical interventions in writing women into history. To go beyond
-women-and-in writing this history so that women become analytically
visible.
The complex web of institutions and ideologies which facilitate the functioning of patriarchy.
The his
Spaces within patriarchal structures where women enjoyed both visibility and also had a
voice.
How and why are women treated differently from men and from each other?
Course Content:
Unit 1 (Weeks 1-2):
discourses, viz. colonial, Nationalist, Marxist and recent trends. Intersection of gender with class,
caste, generational hierarchy, and its spatial and cultural context.
Unit 2 (Weeks 3-4):
patriarchy and the spaces within. Gender as a category in historical analysis. Anthropological
and Sociological perspectives in historical reconstructions
Unit 3 (Weeks 5-6): The female principle. Women in various religious traditions: rahmanical,
Buddhist, Jain, Tantric. Women ascetics: Socio-religious movement and women in Virashaivism.
Unit 4 (Weeks 7-8): The socio-sexual constructions of womanhood: In different forms of
marriage, family and households.
Unit 5 (Weeks 9-10): Women and property the concept of stridhana. Extent to which women
are perceived as property.
Department of History, University of Delhi
276
Unit 6 (Weeks 11-12):
of both literary and inscriptional sources.
Unit 7 (Weeks 13-14): Women in the Public sphere -- rulers, patrons and livelihood earners.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Weeks 1-2): Readings in this unit will cover historiographical debates in the writing of
feminist history with emphasis on that of early India.
Recasting Women,
Rutgers University Press, New Brunswick.
Proceedings of
the Indian History Congress, pp. 54-60.
Social Scientist,
36(1-2), pp. 3-39.
Shah, S. (2012). The Making of Womanhood: Gender Relations in the Mahabharata. 2
nd
Revised Edition, Manohar, Delhi.
Roy, K. et al. (eds) (2018). , Primus, New Delhi.
Morgan, S. (2006). The Feminist History Reader, Routledge, London.
Lerner, G. (1979). The Majority Finds its Past: Placing Women in History, Oxford
University Press, New York.
Lerner, G. (1986). The Creation of Patriarchy, Oxford University Press, New York.
Bhattacharyya (ed) Approaches to Indian History, Primus, New Delhi, pp.199-224.
Unit 2: (Weeks 2-3): The readings in this unit will try to analyse the theoretical and
methodological concepts in writing gender history.
Carroll, B.A. (ed) (2009). ,
1976. Centuries, Delhi: Manohar.
New Left Review, 127, May-June
pp. 3-17.
Scott, J.W. (1986). Gender and Politics of History, New York: Columbia University
Press.
Moore, H. (1988). Feminism and Anthropology, St. Paul-Minneapolis: University of
Minnesotta Press,
Sanday, P.R. (1981). Female Power and Male Dominance: On the Origins of Sexual
Inequality, Cambridge: Cambridge University Press,.
Rosaldo, M.Z. and L. Lamphere (eds) (1974). Women, Culture and Society, Stanford:
Stanford University Press.
Department of History, University of Delhi
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Shah, S. (2012). The Making of Womanhood: Gender Relations in the Mahabharata, 2
nd
Revised Edition, Delhi: ManoharDelhi.
Brettell, C.B. and C.F. Sargent (Eds.). (2017). Gender in Cross-Cultural Perspective,
London: Routledge.
Unit 3: (Weeks 5-6): Readings in this section will focus on gendered religious systems
particularly the masculine sanitisation of the goddess.
Atre, S. (1987). The Archetypal Mother, Pune: Ravish Publishers.
Bhattacharyya, N.N. (1999). The Indian Mother Goddess, Revised edition. Delhi:
Manohar.
Chitgopekar, N. (Ed). (2002). Invoking Goddesses: Gender Politics in Indian Religion,
Delhi: Shakti Books.
Hiltebeitel, A. and K. Erndl (eds) (2000). Is the Goddess a Feminist?. New York: Oxford
University Press.
Jaini, P.S. (1992). Gender and Salvation, Delhi: Munshiram Manoharlal.
Mahalakshmi, R. (2011). The Making of the Goddess: Korravai-Durga in The Tamil
Tradition, Delhi: Penguin.
Pintchman, T. (1994). The Rise of the Goddess in the Hindu Tradition, Stony
Brook : SUNY Press.
Ramaswamy, V. (1996). Divinity and Deviance: Women in Virashaivism, Delhi: Oxford
University Press.
Shaw, M. (1998). Passionate Enlightenment, Delhi: Munshiram Manoharlal.
3(2), pp. 113-127.
Paul, D. (1979). Images of feminine in Mahayana Tradition, Berkeley: Asian Humanities
Press.
Jamison, S. (1996).
Ancient India, Delhi: Oxford University Press.
Unit 4: (Weeks 7-8): Readings will focus on the institutions of family and marriage and how is
human sexuality framed within them.
Kapadia, K.M. (1968). Marriage and Family in India, third revised edition, Delhi:
Oxford University Press.
Karve, I. (1965). Kinship Organization in India, second revised edition, Mumbai: Asia
Publishing House.
Shah, S. (2009). Love, Eroticism and Female Sexuality in the Classical Sanskrit
Literature 7-13
th
centuries, Delhi: Manohar.
Karna
Parva in the Mahabharatau and A.Taneja (eds) Breaking Out of Invisibility:
Women in Indian History, Delhi: Indian Council of Historical Research, pp. 24-42.
Department of History, University of Delhi
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Tyagi, J. (2008). Engendering the Early Household, Delhi: Orient Longman.
Proceedings of Indian History Congress, 70th Session, pp. 151-163.
Vanita, R. (ed) (2002). Queering India: Same-sex Love and Eroticism in Indian Culture.
Delhi: Routledge.
Vanita, R. and S. Kidwai (2001). Same-Sex Love in India, Delhi: MacMillan.
Unit 5: (Weeks 9-10):
and the extent to which they themselves are reified.
Hirschon, R. (1984). Women and Property: Women as Property, London: Croom Helm.
Women in Indian History; Social, Economic and Cultural
Perspectives, Patiala, pp. 68-84.
Shah, S. (2012). The Making of Womanhood: Gender Relations in the Mahabharata,
Delhi: Manohar, pp. 46-55.
Nath , V. (1993-
Indian Historical Review, 20(1-2), pp. 1-15.
Unit 6: (Weeks 11-12): Readings under this rubric will try to analyse whether women have a
voice in a social setup that believes in silencing them. What is the nature of these voices?
Blackstone, K. (2000). Women in the Footsteps of the Buddha: Struggle for Liberation in
the Theri Gathas, Delhi: Motilal Banarasidass.
Shah, K. (2001). Problem of Identity: Women in Early Indian Inscriptions, Delhi: Oxford
University Press.
Tharu, S. and K. Lalita (eds) (1993). Women Writing in India: 600 B.C. to the Present,
Delhi: Oxford University Press.
Shah, S. Indian Journal of Gender
Studies, 15(2), pp. 1-27.
Social Scientist, 45(9-10), pp. 79-86.
Unit 7 (Weeks 13-14): Readings in this rubric will cover women in the public sphere as rulers,
labourers and as donors.
Agarwal, B. (1994). ,
Cambridge: Cambridge University Press.
Orr, L. (2000). Donors, Devotees and Daughters of the God, New York: Oxford
University Press.
Faces of the Feminine, Delhi:
Oxford University Press, pp. 124-146.
Department of History, University of Delhi
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Ramaswamy, V. (ed) (2016). Women and Work in Precolonial India, Delhi: Sage.
Rangachari, D. (2009). Invisible Women, Visible Histories; Society, Gender and Polity in
North India 7th-12
th
Centuries, Delhi: Manohar.
Talbot, C. (2001). Pre-Colonial India in Practice: Society, Religion and Identity in
Medieval Andhra, New York: Oxford University Press.
Wright, R. -
Gero and M.W. Conkey (eds). Engendering Archaeology, Oxford: Basil Blackwell.
Tyagi, A.K. (1994). Women Workers in Ancient India, Delhi: Radha Publications.
Maharajni A Survey of Vakataka InscIndian Historical Review, 41(1), pp.
19-34.
Suggested Readings:
Altekar, A.S. (1956). The Position of Women in Hindu Civilisation, second revised edition,
Delhi: Motilal Banarasidass.
Basu, A. and A .Taneja (eds) (2002). Breaking Out of Invisibility; Women in Indian History,
Delhi: Indian Council of Historical Research.
Chakravarty, U. (2006). Everyday Lives, Everyday Histories; Beyond the Kings and
Brahmanas of Ancient India, Delhi: Tulika.
Dehejia, V. (ed). (1997). Representing the Body: Gender Issues in Indian Art, Delhi: Kali for
Women.
Ehrenfels, O.R. (1941). The Mother Right in India, Hyderabad: Oxford University Press.
Kosambi, D.D. (1962). Myth and Reality, Mumbai: Popular Prakashan.
Nath, V. (2008). The Puranic World: Environment, Gender, Ritual and Myth, Delhi:
Manohar.
Patton, L. (ed) (2002). Jewels of Authority: Women and Textual Tradition in Hindu India,
New York: Oxford University Press,.
Roy, K. (2010). The Power of Gender and the Gender of Power. Delhi: Oxford University
Press.
Roy, K. (ed) (1999). Women in Early Indian Societies, Delhi: Manohar.
Shah, S. (2009). Love, Eroticism and Female Sexuality in Classical Sanskrit Literature: 7
t h
-
13
th
Centuries, Delhi: Manohar.
Shah, S. (2012). The Making of Womanhood Gender Relations in the Mahabharata, Delhi:
Manohar.
Shah, S. (2016). Naritva ka gathan:Mahabharata mein laingik sambandhon ki sarachana,
Allahabad: Granthshilpi.
Facilitating Teaching Learning Outcome:
Department of History, University of Delhi
280
The course will be organised around Weekly lectures and class discussions based on essential
readings.
Assessments:
Students will be assessed in two modes in this paper
1) There will be an internal assessment exam held mid-semester where students will be marked
for their essay out of 25 marks.
2) End of term semester exam will be of 3 hours duration and students will be marked out of 75
marks.
Department of History, University of Delhi
281
HSM 323
MONETARY HISTORY OF EARLY INDIA
Course Objectives:
The objective of this course is to introduce students to the commercial tools and methods of
exchange in
money but different media of exchange used before the advent of coins. It also helps in
developing an understanding about various related topics which affected the economy and
money circulation like the fiscal contexts, the commercial economy and differing rights to wealth
and resources. It also familiarizes students to how a money based economy is developed.
Learning outcomes:
At the end of this course, students will learn how the:
Development of money in ancient India contributed towards trade and commerce as well as
other aspects of society.
How the usage of different media of exchange has been developed keeping the economic
history of the region and period before advent of metal money as context.
How fiscal contexts, commercial money, changing land rights and differing rights to wealth
and resources affected the society, economy and money circulation.
The factors which lead to development of money based economy and its effect on
development of agriculture and trade network.
Course Content:
Unit 1: (week 1-2): Understanding media of exchange and its need and development in ancient
Indian society.
Unit 2: (week 3-4): Advent of metal money in Ancient India.
Unit 3: (week 5-6): Agricultural growth and metal money (circa 600 to circa 200 BCE).
Unit 4: (week 7): Taxation and metal money (circa 600 to circa 200 BCE).
Unit 5: (week 8-9): Trade network and metal money (circa 200 BCE to circa 300 CE).
Unit 6: (week 10): Penetration of Monetary economy (circa 200 BCE to circa 300 CE).
Unit 7: (week 11-12): Changing land rights, differing rights to wealth and resources and their
impact on metal money (circa 300 to circa 1300 CE)
Unit 8: (week 13-14): Trade mutations and their impact on patterns of metal money. (circa 300
to circa 1300 CE)
Department of History, University of Delhi
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ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (week 1-2): Understanding media of exchange and its need and development in ancient
Indian society.
Allan, John. Catalogue of the Coins of Ancient India in the British Museum, (1936,
Indian Reprint 1975)
Casey, P.John, Understanding Ancient Coins : An Introduction for Archaeologists and
Historians (1986)
a A Review of Recent
JNSI, Vol.XLV, 1983, pp.80-107
Guillaume, Olivier. Research in Numismatic Studies, Nashik, 1987.
Unit 2: (week 3-4): Advent of metal money in Ancient India.
Kosambi, D.D. Indian Numismatics, ed. B.D.Chattopadhyaya
Maity, S.K. Early Indian Coins and Currency System
Mitchiner, Michael, The Origins of Indian Coinage (1973)
Neale, Walter C., Monies in Societies, (1976)
Unit 3: (week 5-6): Agricultural growth and metal money (circa 600 to circa 200 BCE).
-JNSI, Vol.XXII, 1960, pp.
1-12.
Gupta, P.L. and T.R.Hardekar, Ancient Indian Silver Punch-Marked Coins (1985).
Unit 4: (week 7): Taxation and metal money (circa 600 to circa 200 BCE).
Dani, A.H. -JNSI, Vol.XXII, 1960, pp.
1-12.
Gupta, P.L. and T.R.Hardekar, Ancient Indian Silver Punch-Marked Coins (1985).
Unit 5: (week 8-9): Trade network and metal money (circa 200 BCE to circa 300 CE).
Jha, Amal Kumar ed., Coinage, Trade and Economy, Indian Institute of Research in
Numismatic Studies, Nashik, 1991.
JNSI, Vol.XXII, 1960, pp.63-74
Turner, Paula J. Roman Coins from India (1989)
Wood, A.H. The Gold Coin Types of the Great Kushanas (1959)
Unit 6: (week 10): Penetration of Monetary economy (circa 200 BCE to circa 300 CE).
Chattopadhyay, Bhaskar, The Age of the Kushanas: A Numismatic Study (1967)
Sarma, I.K. Coinage of the Satavahana Empire (1980)
Turner, Paula J. Roman Coins from India (1989)
Department of History, University of Delhi
283
Wood, A.H. The Gold Coin Types of the Great Kushanas (1959)
Unit 7: (week 11-12): Changing land rights, differing rights to wealth and resources and their
impact on metal money (circa 300 to circa 1300 CE)
Altekar, A.S. Catalogue of the Gupta Gold Coins in the Bayana Hoard, (1954)
Altekar, A.S. Coinage of the Gupta Empire (1957)
K.M.Shrimali, eds., A Comprehensive History of India, Vol.IV, pt.2, Manohar, Delhi,
2008.
8) Unit 8: (week 13-14): Trade mutations and their impact on patterns of metal money. (circa
300 to circa 1300 CE)
Chattopadhyaya, Brajadulal: Coins and Currency Systems in South India, c.AD 225-
1300,Delhi,1976.
Deyell, John S. Living Without Silver: The Monetary History of Early Medieval North
India, OUP,Delhi, 1990
Suggested readings:
Allan, John. Shashanka, King of Gauda London : British Museum (1914, Indian reprint
1975)
Analysis of Reasonings in Archaeology:The Case of Graeco-Bactrian and Indo-Greek
Numismatics (1990)
A Review of Recent
JNSI, Vol.XLV, 1983, pp.80-107
Dasgupta, K.K. A Tribal History of Ancient India A Numismatic Approach, (1974)
Dobbins, K.W., Amiteshwar Jha and Dilip Rajgor, Studies in the Coinage of the Western
Kshatrapas (1994)
Gupta, Parmeshwari Lal and Jha, Amal Kumar, eds., Numismatics and Archaeology, Indian
Institute of Numismatic Studies, Nashik.
-marked Coins of
JNSI, XVII (1955)
Lahiri, Bela, Indigenous States of Northern India, c.200 BC AD 320 (1974)
Mukherjee, B.N. Kushana Coins of the Land of the Five Rivers (1978)
Narain A.K., et al, eds., Seminar Papers on Local Coins of Northern India, c.300 BC AD
300 (1968)
Narain, A.K. The Indo-Greeks (1957)
Pokharna, Premlata. Coins of North India (500-1200 AD): A Comprehensive Study on Indo-
Sassanian Coins, Unique Traders, Jaipur, 2006.
Rajgor, Dilip, Punch-Marked Coins of Early Historic India, Reesha Books International,
Department of History, University of Delhi
284
California, 2001.
Rapson, E.J., Catalogue of the Coins of the Andhra Dynasty, the Western Kshatrapas, the
, (1908; Indian ed.1975)
Ray, S.C. Stratigraphic Evidence of Coins in Indian Excavations and Some Allied Issues
(1959)
Sharma, Aruna, History of Mathura (c. 200 BC AD 300), Om Publications, New Delhi,
2006.
Shastri, Ajay Mitra, ed., Coinage of the Satavahanas and Coins from Excavations (1972).
Shrimali, Krishna Mohan. History of Panchala, Vol.I (1983), Ch.IV
Singh, J.P. and Nisar Ahmad, eds., Seminar Papers on the Tribal Coins of Ancient India, 200
BC-AD 400 (1977).
Facilitating Teaching Learning Outcome:
The course is organized around weekly lectures and reading assignments. During the
course of the semester, students are required to write and present two term papers. The
exercise is to ensure that students comprehend the readings and develop writing and
verbal communication skills.
Assessment:
The assessment modalities for this paper will be in two parts:
1) Students will be required to write two term papers (12-15 pages each), along with the
presentations. These will be marked out of 25 marks.
2) There will be an end of term semester examination that will cover the contents of the
entire course. The examination will be of 3 hours duration and students will be required
to answer 4 out of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
285
HSM 326
Political Processes and Structure of Polities in Ancient India
Course Objectives:
The objective of the course is to familiarise students with some of the issues and debates relating
to ideas and practice of state systems in early India up to circa 1300. Students are required to
focus on some path breaking works, which have moulded the ways in which scholars look at
these issues in historical contexts. The course will teach how an understanding of political
processes enriches our perspective of Indian history in its varied dimensions.While looking at
broad historiographical trends in writing, the course will require students to learn to juxtapose
these trends in writing histories of the state with the available sources.
Learning Outcomes:
At the end of the course, students would:
Appreciate historiographical interventions in the study of political ideas and institutions.
Understand the importance of studying political processes and structure of polities as an
important area of historical analysis.
Have learnt about the ways in which the inter-relationships between society, economy and
polity have been postulated and thought about by historians.
Through concrete case studies understand how political processes bring new dimensions to
our understanding of history.
Course Content:
Unit 1: (Week 1-2): Historiography: From Colonial writings to the Present
Unit 2: (Week 3-4): State formation in northern India; rituals and legitimation
Unit 3: (Week 5-6): The Mauryan Empire
Unit 4: (Week 7-8): Post-Mauryan Polities: Kushanas, Satavahanas and the South
Unit 5: (Week 9-10): The Guptas: Emergence of samanta system and administrative
reorganization; Extension of State Society
Unit 6: (Week 11-12): Brahmana-Kshatriya
relationship; Concept of Dharma
Unit 7: (Week 13-14): Early Medieval Kingship; Structure of early medieval polities.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Week 1-2): This unit will cover historiographical issues.
Department of History, University of Delhi
286
Altekar, A.S. (1958). State and Government in Ancient India, Delhi: Motilal Banarsidass,
(select chaps).
Inden, R. (1990). Imagining India, London: Blackwell, chap.5.
Kulke, H. (1995). The State in India, 1000-1700, New Delhi: Oxford University Press,
pp. 1- 47.
Sharma, R. S. (2005). Aspects of Political Ideas and Institutions in Ancient India, Delhi:
Motilal Banarsidass, chap. 1, pp. 1-30.
Unit 2: (Week 3-4): It traces the evolution of ideas and institutions between the Rig Vedic times
and the middle of the 1
st
millennium BCE.
Sharma, R. S. (1996). The State and Varna Formation in the mid-Ganga Plains: An
Ethnoarchaeological View, Delhi: Manohar.
Thapar, R. (1984). From Lineage to State: Social Formation in the Mid-First Millennium
BC in the Ganga Plains, New Delhi: Oxford University Press..
Upanayana and
Brahmacarya The Power of Gender and the Gender of Power:
Exploration in Early Indian History, New Delhi, Oxford University Press, pp. 241-50.
Unit 3: (Week 5-6): This unit focuses on both the history and historiography of the Mauryan
state.
Mabbet, I. W. (1971). Truth, Myth and Politics in Ancient India, New Delhi, Thomson
Press, pp. 54-67.
Indian Historical Review, 14 (1-2), pp. 43-72.
Thapar, R. (1987). The Mauryas Revisited, Calcutta, K.P. Bagchi.
Lahiri, N. (2015). Ashoka in Ancient India, Ranikhet, Permanent Black.
, 5(2), pp. 143-53.
Unit 4: (Week 7-8): The Kushanas in the north, Satavahanas in the Deccan and political
processes in the south are the basic reference points.
Indian Historical Review, pp. 54-69.
Chattopadhyay, B. D. (200 A
Studying Early India, Ranikhet, Permanent Black, pp.39-47.
P. Skalnik (eds), The Study of the State, Hague, pp. 251-73.
South
Asian Studies, vol. 11, pp. 43-50.
Department of History, University of Delhi
287
Gurukkal, R. (2010). Social Formations in Early South India, New Delhi, Oxford
University Press, chaps 9 & 11.
Unit 5: (Week 9-10): The focus is on the new political formations and changing forms of ideas
and ideology.
Chattopadhyaya, B. D. (1994, 2
nd
edn. 2012). The Making of Early Medieval India, New
Delhi, Oxford University Press, pp. 1-37.
Asher, E. M. (19
Essays on Gupta Culture, Delhi, pp. 53-66.
The Powers of Art: Patronage in Indian Culture,
New Delhi, Oxford University Press, pp. 54-66.
Chakrabarti, R. and K. Sinha (eds), (2019). State, Power and Legitimacy: The Gupta
Kingdom, Delhi, Primus Books, (select essays).
Unit 6: (Week 11-12): The emphasis is on political ideas in early India.
Bongard- A Complex Study of
Ancient India, Delhi, Ajanta Publications, pp.61-106.
-Kshatriya Relationship in
Early India Indian Historical Review, 10(1-
2), pp. 1-20.
Gonda, J. (1969). Ancient Indian Kingship from a Religious Point of View, Leiden.
nd
Aspects of Political Ideas and
Institutions in Ancient India, Delhi, Motilal Banarasidass, chaps. 14 & 16.
Ancient Indian Social History Some Interpretations, New Delhi, Orient Blackswan, pp.
26-39.
Studying Early India;
Archaeology, Texts and Historical Issues, Ranikhet, Permanent Black, pp. 48-65.
Unit 7: (Week 13-14): Post-Gupta kingship and state are the subjects of study. The rich
historiography of the period is also discussed.
Chattopadhyaya, B. D. (1994, 2
nd
edn. 2012). The Making of Early Medieval India, New
Delhi, Oxford University Press, chap. 8, pp. 188-222.
The State in India, 1000-1700, New
Delhi, Oxford University Press, pp. 233-62.
Department of History, University of Delhi
288
Sahu, B. P. and H. Kulke (eds), (2015). Interrogating Political Systems: Integrative
Processes and States in Premodern India, Delhi, Manohar, (Introduction and Select
Essays).
Karashima, N. (ed), (1999), Kingship in Indian History, Delhi, Manohar, (select essays).
Veluthat Kesavan, (2012 2
nd
edn.). Political Structure of Early Medieval South India,
New Delhi, Orient Blackswan.
Subbarayalu, Y. (2012). South India under the Cholas, New Delhi, Oxford University
Press, pp. 207-60.
Ali Daud, (2004). Courtly Culture and Political Life in Early Medieval India, Cambridge,
Cambridge University Press, pp. 69-140.
Suggested Readings:
Roy, K. (1993). The Emergence of Monarchy in North India, New Delhi, Oxford University
Press..
Heestermann, J. C.(1985). The Inner Conflict of Tradition, New Delhi, Oxford University
Press (select chaps).
Singh, U. (2017). Political Violence in Ancient India, Harvard, Harvard University, (select
chaps).
The Concept of Duty in South Asia, Delhi, (select chaps).
Indian Historical Review,
16 (1-2), pp. 80-108.
Realm and Region in Traditional
India, Delhi, Vikas, pp.3-51.
The Changing
Gaze: Regions and the Constructions of Early India, New Delhi, Oxford University Press,
pp.179-215.
Kulke, H and B. P. Sahu (2018). History of Precolonial India: Issues and Debates, New
Delhi, Oxford University Press, pp. 190-228.
Thapar, R. (2000). Cultural Pasts: Essays in Early Indian History, New Delhi, Oxford
University Press, (select essays).
Kane, P. V. (1930-62) History of Dharmasastra Poona: Bhandarkar Oriental Research
Institite, 5 volumes (relevant chapters).
Facilitating Teaching Learning Outcome:
The course will be taught through lecture presentations based on chronological and thematic
rubrics. Besides classroom teaching, there will be field work with visits to museums. There will
be discussions, presentations by students so that they develop a conceptual understanding of the
history of the period.
Department of History, University of Delhi
289
Assessments.
There are two modes of assessing students in this course
1) Term Paper/test of 25 Marks
2) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
290
HSM-329
Religion and Society in Ancient Indian Literature and Art
(ca. 1000 BCE to circa 300 CE)
Course Objectives:
The course covers early Ancient History from 200 BCE to 300 CE to discuss the major religions
and the social, cultural context in which they emerge through the study of literary traditions, art,
sculpture and architecture. Tracing how religious ideologies and practices are articulated in
literary and visual sources, the course attempts to introduce students to the social and cultural
developments of Ancient India which are reflected in its artistic traditions. The course also
intends to look into how class, caste and gender is reflected in the religious traditions of Ancient
India.
Learning Outcomes:
At the end of the course students will be able to:
Students will be able to distinguish forms of religious conceptualizations, rites and forms of
worship and how they emerge within the context of different regions and social categories.
They would have learnt about the history of regions, arts and society and explored the
interrelationships within them.
The course would have taught them the diverse approaches to the study of religious traditions
and trace the emergence of major religious cults including Vishnuism, Shaivism, Mahayana
Buddhism.
They would have learnt the social history of art, artists and their benefactors and be able to
trace the links between power, ideology, politics and patronage.
The coursestrong gender component would have allowed students to learn the complexities
in understanding gender issues in religious constructs.
Students will be able to explore the linkages between the elite and popular traditions.
Through the study of specific case studies, students woul have learnt how religion and
religious practices brings new dimensions to our understanding of history.
Readings and discussion would have built comprehension and analytical skills of the
students.
The written assignments will result in the development of rigorous conceptualization and
written expression.
Course Content:
Unit 1.(Week 1-2) Historiography on Religion, Art and Society in Ancient India
Department of History, University of Delhi
291
Unit 2. (Week 3) Survey of Vedic and Brahmanical textual traditions
Unit 3. (Week 4-5) Buddhism, Theravada and Mahayana Traditions; Jinism
Unit 4. (Week 6-7 )
Unit 5. (Week 8-9) Social History of Art and religious representations in Visual traditions
Unit 6. (Week 10-11) Representation of women in textual and visual traditions
Unit 7. (Week 12-13) Popular cults and myths in texts and stone-Puranic, Jatakas, Panchtantra
Unit 8. (Week 14) The artists of Ancient India: Ritual and social context
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1.(Week 1-2) This unit focuses on the different approaches adopted for the study of
religion, art and society in Ancient India, especially the latest perspectives.
Embree, Ainslie. (Ed.). (1988, revised second edition). Sources of Indian Tradition, New
Delhi: Penguin Books India Ltd.
Thapar ed. Recent Perspectives of Ancient Indian History,
New Delhi: Popular Prakashan, pp. 185-245.
Kane, P.V., (1974). Pune: Bhandarkar
Oriental Research Institute.
Nandi, R. N., (1986). Social Roots of Religion in Ancient India.Calcutta: K.P.Bagchi
Smith, Brian. (1989). Reflections on Resemblance, Ritual and Religion. New York:
Oxford University Press, 1989
Staal, Fritz. (1990). Rules without Meaning: Ritual, Mantras and Human Sciences. New
York: Peter Lang.
Tambiah, Stanley. (1979). "'A Performative Approach to Ritual'." In Proceedings of the
British Academy, Vol. LXV, by London: The Radcliffe- Brown Memorial Lecture. Oxford
University Press.
Unit 2. (Week 3) The unit involves a study of the vast corpus of Vedas, Brahmanas, Upanishads,
and other early literary traditions.
Deussen, Paul. (2000 reprint, 1919) The Philosophy of the Upanishads, New Delhi:
Motilal Banarsidass.
Heesterman, J.C. (1993). The Broken World of Sacrifice: Essays in Indian Religion.
Chicago: Chicago University Press.
Olivelle, Patrick. (1993). The Ashrama System: The History and Hermeneutics of a
Religious Institution,.Austen, Texas: Oxford University Press.
Smith, Brian.(1996) "Ritual Perfection and Ritual Sabotage in the Veda." History of
Religions 35, 4 , May 1996: 285-306.
Staal, Frits.(1986). Agni: The Vedic Ritual of Fire Altar, Vol.s I & II. New Delhi: Motilal
Banarsidass.
Department of History, University of Delhi
292
Unit 3. (Week 4-5) This unit will explore the factors in the rise of cults like Jainism, Buddhism
and
Mahayana Traditions and the reflection of these in art forms.
Dehejia, Vidya. (1997). Discourse in Early Buddhist Art : Visual Narratives of India,
Munshiram Manoharlal Publishers Pvt. Ltd., New Delhi, 1997.
Knox, Robert. (1992). Amaravati : Buddhist Sculpture from the Great Stupa,British
Museum, London. Robert Knox.
Krishan, Y. (1996). The Buddha Image : Its Origin and Development, New Delhi:
Munshiram Manoharlal Publishers Pvt. Ltd.
Paul, Diana Y. (1979).
Tradition. Berkeley: Asian Humanities Press.
Williams, Paul. (2008) Mahayana Buddhism, The Doctrinal Foundations, New York:
Routledge.
Unit 4. (Week 6-7 ) In this -a
traditions and the growth and proliferation of cults around the pantheon of Vi
Chakravarti, Mahadev (1986). The Concept of Rudra- Delhi:
Motilal Banarsidass
Champakalakshmi, R.(1981). Vaishnava Iconography in the Tamil Country, New Delhi:
Orient Longman.
Kramrisch, Stella (1981). The Presence of Siva, Princeton: Princeton University Press
Meister, Michael W. (1984).Discourses on Siva: Proceedings of a Symposium on the
Nature of Religious Imagery. Philadelphia: University of Pennsylvania Press.
Nath, Vijay (2001) Puranas and Acculturation, New Delhi: Munshiram Manoharlal.
Smith, David (1996), The Dance of Siva: Religion, Art and Poetry in South India,
Cambridge University Press
Unit 5. (Week 8-9) The students will be introduced to the major schools of art in ancient times
and how they reflect religious, social and cultural attitudes and traditions.
Banerjea, J.N. (1968). Religion in art and archaeology: Vaishnavism and Saivism,
Lucknow: Doctor Radha Kumud Mookerji endowment lectures, University of Lucknow.
Harle, J.C.(1986). The Art and Architecture of the Indian Subcontinent, New Yond:
Pelican.
Huntington, Susan L. (1985). The Art of Ancient India, New York, Tokyo: Weatherhill.
Barbara Stoner Miller. (Ed). (1992). The Powers of Art, Patronage in Indian Culture,
Oxford: Oxford University Press.
Rowland, Benjamin. (1977). The Art and Architecture of India: Buddhist, Hindu and
Jaina, New York: Penguin.
Department of History, University of Delhi
293
Unit 6. (Week 10-11) The focus of this unit will be on how gender plays a role in the depiction
of women in textual as well as visual traditions.
Bapat, Jayant and Ian Mabbett. (2008) The Iconic Female, Goddesses of India, Nepal and
Tibet. Mumbai Delhi: Somaiya Publishers.
Blackstone, Kathryn R.(1998) Women in the Footsteps of Buddha, Struggle for
Liberation in the Therigatha. Richmond: Curzon Press.
Erndl, Kathleen M. (1993) Victory to the Mother, The Hindu Goddess of Northwest India
in Myth, Ritual and Symbol, Oxford: Oxford University Press.
and Harper, Historical and Iconographic Aspects of Sakta Tantrism." In Katherine Anne
Harper, and Robert L. Brown. The Roots of Tantra. Albany: State University of New
York, pp. 39-56, 115-132..
Unit 7. (Week 12-13) The unit will introduce students to the stories and legends in the Puranas,
Jatakas and the Pancatantra, trying to trace actual visual representations of these in architectural
and sculptural traditions of Ancient India.
Appleton, Naomi. (2014), Narrating Karma and Rebirth, Buddhist and Jaina multilife
stories, Cambridge, New York: Cambridge University Press.
South East Asian Sacred Biography in the Buddhist
Traditions of South and South east Asia, Honolulu: University of Hawaii, pp.64-112.
Tradition and Popular Tradition in Cultural Production, Occasional papers on history
and society, Delhi: Nehru Memorial Museum and Library.
Chandra Rajan. trans. (1993). The Pancatantra of Visnu Sarma, New Delhi: Penguin
Classics.
-reading myths and rituals- in-
chapter in
Puranic Traditions, New Delhi: Oxford University Press.
Unit 8. (Week 14) This unit involves an understanding of who the artists of ancient India were,
the social context from which they came, the ritual and social status attributed to them and how
their art helped in the construct of their social identities.
Proceedings of the Fourth Annual Conference of Indian Archaeological Society, Nagpur.
Kramrisch, Stella. (1968) Unknown India, Ritual Art in Tribe and Village, Philadelphia:
Philadelphia Museum of Art.
Mishra, R.N.(1975). Ancient Artists and Art Activity, Simla, Institute of Advanced
Studies.
Miller, Barbara Stoner. (Ed.). (1992). The Powers of Art, Patronage in Indian Culture,
Department of History, University of Delhi
294
Oxford: Oxford University Press.
Ratnagar, Shereen. (2019). Makers and Shapers - Early Indian Technology in the Home,
Village and Urban Workshop, New Delhi: Tulika Books.
Proceedings of the Indian History Congress, Vol. 51 , pp. 127-130, 133-134.
Suggested Readings:
Albrecht, M.C., Barnett, James H., Griff, Mason. (1976).The Sociology of Art and Literature:
A Reader, New York: Praeger.
Barrett, Douglas. (1954). Sculptures from Amaravati in the British Museum, Trustees of the
British Museum, London.
Courtright, Paul B.(1989). Ganesha: Lord of Obstacles, Lord of Beginnings, Oxford
University Press.
Dehejia, Vidya (1997). Representing the Body, Delhi : Kali for Women.
Dehejia, Vidya. (1999). Devi : The Great Goddess :Female Divinity in South Asian Art,
Ahmedabad :Mapin.
Dhavalikar, M.K. (1965) Sanchi : A Cultural Study, Poona: Deccan College.
Gafurov, B. et al. eds., (1970). Kushan Studies in USSR (Papers presented by the Soviet
Scholars at the UNESCO Conference on History, Archaeology and Culture of Central Asia
in the Kushan Period, Dushambe 1968), Calcutta: Past and Present.
Joshi, N.P. (1966). Mathura Sculptures: A Handbook to Appreciate Sculptures in the
Archaeological Museum, Mathura: Archaeological Museum.
Krishnamurthy, K. (1977) The Gandhara Sculptures: A Cultural Survey, Delhi:.Ajanta
Publications,
Lohuizen-de Leeuw, Johanna Engelberta van.(1997) The
to the History, Art, Epigraphy and Palaeography of North India from the 1
st
Century BC to
the 3
rd
century AD, Leiden :E.J.Brill..
Nagaraju, S. (1981). Buddhist Architecture of Western India (c.250 BC-c.AD 300), Delhi:
Agam Prakashan.
Ray, Niharranjan. (1973) Idea and Image in Indian Art, New Delhi: Munshiram
Manoharlal Publishers Pvt. Ltd.
Ray, Niharranjan. (1974). An Approach to Indian Art, Chandigarh: Panjab University
Publication Bureau.
Ray, Niharranjan.(1965). Maurya and Shunga Art, 2
nd
edition, Calcutta : Past and Present.
Rosenfield, John M.(1967). The Dynastic Arts of the Kushans, Berekeley and Los Angeles:
University of California Press.
Sarkar, H. (1966). Studies in Early Buddhist Architecture of India, New Delhi: Munshiram
Manoharlal Oriental Publishers and Booksellers.
Sutherland, G.H. (1992) Yaksha in Hinduism and Buddhism: The Disguises of the Demon,
Department of History, University of Delhi
295
Manohar, New Delhi.
Thapan, Anita Raina (1997) Understanding Ganapati: Insights into the Dynamics of a Cult,
New Delhi: Manohar.
Williams, Joanna Gottfried, ed., (1981) Kaladarshana: American Studies in the Art of
India, American Institute of Indian Studies/Oxford and New Delhi: IBH Publishing Co.
Facilitating Teaching Learning Outcome:
The course is organized around weekly lectures, discussions, presentations based on the
readings. Students will be asked to make short presentations on one book review and on the
themes and topics of the course so that they can develop their oratory skills and are able to
understand the readings better.
Assessment:
Students enrolled in the course would have their work assessed in three modes.
1) There will be an internal assessment exam held in mid-semester. This will be out of 10 marks
2) Students will also be asked to submit and present a research paper on one of the topics of the
course, which will include footnotes and bibliography. The term paper will be marked out of 15
marks (5 marks for presentation of the paper in the class and 10 marks for the analytical and
research skills in the paper).
3) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
296
HSM New Course
Gender and Social Categorization in Ancient Indian Traditions
(from earliest times to 450 CE)
Course Objectives:
The course involves an exploration of diverse material from the subcontinent texts, epigraphs
and artefacts to understand ancient Indian conceptualizations on varied social categories with
special emphasis on gender and the relationships/hierarchies that existed between different social
categories (and within them). The course will begin with discussions of the representation of
women in varied traditions and will move on to an exploration of production and reproduction
activities, households, kinship and social linkages and unravel how notions of varna, jati and
gender are linked to birth, marriage and work in early traditions.
Learning Outcomes:
By the end of the course students would have:
Students will learn about gender and normative ascriptions related to gender and social
categories in textual and epigraphic traditions of ancient India and learn to recognize that
these representations have historical contexts and have contributed to the shaping of gender
identities and the perceived roles of social categories and communities.
Students will understand the importance of historiographical perspectives and having an
interdisciplinary approach towards the study of gender and society and how ancient traditions
are not monolithic but reflect social complexities.
Students will have experience of working on different types of sources and material
evidence.
They will have the ability to understand the manner in which ideology and thought may have
contributed towards creations of social hierarchies and diversities.
It will challenge them to search for heterogeneity in gender categories that are monolithic and
synchronic and which deprive women of historical agency. They will engage with the
manner in which gendered and diverse social categories have constantly negotiated with
normative traditions.
They will understand the intersections between gender, caste, class and how social-cultural
histories are created and cultural identities formulated.
Reading, writing assignments and class room discussions will build up comprehension and
analytical skills of the students and will result in the development of rigorous
conceptualization and written expression.
Course Content:
Department of History, University of Delhi
297
Unit 1. (Week 1-2) Historiography related to gender, varna, jati and social conditions in Ancient
India
Unit 2. (Week 3-4) Prehistoric and protohistoric societies: Debates relating to gender and
archaeology.
Unit 3. (Week 5-6) Representations of women and other social categories in normative
traditions:
Unit 4. (Week 7-8) Ritual inclusion and exclusion of women and other social categories
Unit 5. (Week 9-10) Kinship, marriage and households.
Unit 6. (Week 11-12):
Unit 7 (Week 13): Proprietary rights, Inheritance and Social hierarchies Unit 7 (Week 13-14)
Proprietary rights, Inheritance and Social hierarchies
Unit 8 (Week 14): - in myths,
epics and literary works.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1. (Week 1-2) This unit focuses on an exploration of the historiography related to gender,
.(2011).
, (.) , : .
Chakravarti, Uma.(1993). "Conceptualizing Brahmanical Parriarchy in Early India:
Gender, Caste, Class and State." Economic and Political Weekly 28, no.14, 1993: 579-85.
Jaiswal, Suvira. (1981) "Women in Early India: Problems and Perspectives." Proceedings
of Indian History Congress. Bodhgaya: PIHC, 54-60.
Roy, Kumkum ed. (1999). Women in Early Indian Societies. New Delhi: Manohar
Publishers.
Sangari, Kumkum and Vaid, Sudesh. (1989) Recasting Women, Essays in Colonial
History.
Nash, Kate. (2001). "The Feminist Production of Knowledge." In Feminism in the Study
of Religion, Darlene M., Juschka, London and New York: Continuum, pp. 658-672.
V.Geetha, (2002). Gender. Calcutta: Theorizing Feminism Series, Stree.
Julia Leslie and Mary Mc Gee ed. Invented
Identities, The Interplay of Gender, Relgion and Politics in India, New Delhi: Oxford
University Press, pp.99-132.
Unit 2. (Week 3-4) The unit will explore prehistoric and protohistoric societies and debates
relating to gender, archaeology and the specific context of Ancient Indian prehistoric societies.
Gero, Joan and Margaret Conkey eds. (1990). Engendering Archaeology: Women and
Prehistory. Oxford: Basil Blackwell.
Department of History, University of Delhi
298
Jarrige, Catherine. (1991) "Teracotta Figurines from Mehrgarh." In Forgotten Cities on
the Indus: Early Civilization in Pakistan from 8th to 2nd millenium B.C., by M. Mulloy
M. and G. Urban ed., Jansen, Mainz: Verlag Phillipp von Zabern. pp. 87-94.
The Indus Civilization: A Contemporary Perspective,
Walnut Creek, London, New York, Oxford: Altamira Press.
Ratnagar, Shereen. (2004). The Other Indians, Essays on Pastoralists and Prehistoric
Tribal People, New Delhi: The Three Essays Collective.
Wright, Rita P. (1996). Gender and Archaeology, Philadelphia: University of
Pennsylvania Press.
Unit 3. (Week 5-6) This unit will explore the varied ways in which women and other social
categories have been represented in normative traditions and will attempt to trace the multiplicity
of voices in varied texts.
Chakravarti, Uma (2018) (3
rd
reprint ) Every day Lives, Everyday Histories : Beyond the
, New Delhi: Tulika Books
Paul, Diana Y. (1979)
Tradition. Berkeley: Asian Humanities Press.
Olivelle, Patrick. (2006) Manu's Code of Law. A Critical Edition and Translation of the
New Delhi: Oxford University Press.
Olivelle, Patrick. (1993)
Religious Institution. Austen, Texas: Oxford University Press.
Sen, Aloka Parashar.(2004). Subordinate and Marginal Groups in Early India, New
Delhi: Oxford University Press.
Unit 4. (Week 7-8) This unit focuses on religious and ritual inclusion (and exclusion) of women
and other social categories- especially in Brahmanical, Buddhist and Jaina Traditions.
Bhattacharya, N.N. (1975) Ancient Indian Rituals and their Social Contents. Delhi:
Manohar.
Blackstone, Kathryn R. (1998). Women in the Footsteps of Buddha, Struggle for
Liberation in the Therigatha. Richmond: Curzon Press.
Jaini, Padmanabh, S. (1991) Gender and Salvation, Jaina Debates on the Spiritual
Liberation of Women. New Delhi: Munshiram Manoharlal Publishers Pvt Ltd.
Leslie, Julia.1992. Roles and Rituals for Hindu Women. New Delhi: Motilal Banarsidass.
Sponberg, Alan. "Attitudes towards Women and the Feminine in Early Buddhism." In
Buddhism, Sexuality and Gender, by Jose Ignacio Cabezon, 3-36. Albany: State
University of New York, 1992.
McGee, Mary. "Desired Fruits : Motive and Intention in the Votive Rites of Hindu
Women." In Roles and Rituals for Hindu Women, by Julia ed. Leslie, 107-127. New
Delhi: Motilal Banarsidass, 1992.
Department of History, University of Delhi
299
Unit 5. (Week 9-10) The unit will discuss issues related to kinship, marriage and households,
the manner in which marriage reinforced varna and jati categories.
Jamison, Stephanie. (1996). Sacrificed Wife, Sacrificer's Wife. New York: Oxford
University Press.
Karve, Irawati.(1965). Kinship Organization in India. Pune: Asia Publishing House.
Roy, Kumkum, ed. (2014). Looking Within, Looking Without: Exploring Households in
the Subcontinent Through Time, Essays in Memory of Nandita Prasad Sahai, New Delhi:
Primus.
Tyagi, Jaya. (2008). Engendering the Early Household. Brahmanical Precepts in the
Grhyasutras. New Delhi: Orient Longman.
Unit 6. (Week 11-12):
women and different social categories towards labour and production.
Goldman, Sally J.Sutherland. ( Jan-Mar 2018) Women at the Margins: Gender and
a, Journal of the American Oriental Society,
Vol. 138, No. 1, pp. 45-72
Ramaswamy, Vijaya, ed. (2016). Women and Work, New Delhi: Sage Publishers.
Ratnagar, Shereen. (2019 edition). Makers and Shapers - Early Indian Technology in the
Home, Village and Urban Workshop, New Delhi: Tulika Books.
Tyagi, Jaya.(2014).
Puranic Traditions, New Delhi: Oxford University Press.
Unit 7 (Week 13): Proprietary rights, Inheritance and Social hierarchies- The unit will focus on
how diverse traditions related to property and inheritance existed in Ancient India and how these
reinforces caste and class hierarchies.
Bhattacharya, N.N.(2001). Proprietary Rights of Women in Ancient India, in Kumkum
Roy. (Ed.). Women in Early Indian Societies, Delhi: Manohar.
Nath, Vijay. (1993). Women as Property and their Right to Inherit Property, Indian
Historical Review, 20, No.1-2,
Singh, Harihar. (1999). "Women's Patronage to Temple Architecture." In Women in
Early Indian Societies, by Kumkum Roy, New Delhi: Manohar, 2001, pp. 286-298.
Unit 8 (Week 14): The female protagonist: The unit will take up case studies to explore the
portrayal of women in myths, epics and literary works and how such portrayals impact social
attitudes and norms.
Collett, Alice. (2016). Lives of Early Buddhist Nuns, Oxford University Press.
: A Paradigm for Gupta
Conquests." In The Roots of Tantra, by Katherine Anne and Robert L. Brown Harper.
Albany: State University of New York, pp. 115-132.
Department of History, University of Delhi
300
Roles and
Rituals for Hindu Women, by Julia Leslie (Ed.). New Delhi: Oxford University Press, pp.
, 107-127
Mc Grath, Kevin. (2009, Ilex Series, Harvard
University Press.
Invented Identities, The Interplay of Gender, Relgion and Politics in
India, by Julia Leslie and Mary Mc Gee. (Ed.). New Delhi: Oxford University Press,
pp.57-83.
Suggested Readings:
Cabezon, Jose Ignacio. (1991). Buddhism, Sexuality and Gender. Albany: State University of
New York.
Chakravarti, Uma. (2003). Gendering Caste: Through a Feminist Lens, Theorizing Feminism
series. Calcutta: Stree Publications.
Harper, Katherine Anne, and Robert L. Brown. (2002) The Roots of Tantra. New York: State
University of New York.
Jaiswal, Suvira. (2000). Caste: Origin, Function, and Dimensions of Change. New Delhi:
Manohar.
Leslie, Julia and Mary Mc Gee ed. (2000) Invented Identities, The Interplay of Gender,
Religion and Politics in India, New Delhi: Oxford University Press
Lincoln, Bruce. (1992). Emerging from the Chrysalis: Women's Rites of Initiation. New
York: Oxford University Press.
Rege, Sharmila. (2006).
Testimonios, New Delhi: Zubaan.
Roy, Kumkum. (2010) The Power of Gender and the Gender of Power, Explorations in
Early Indian History, Oxford Collected Essays. New Delhi: Oxford University Press.
Smith, Brian K. (1994). Classifying the Universe. The Ancient Indian Varna System and the
Origins of Caste. New York: Oxford University Press.
Facilitating Teaching Learning Outcome:
The course is organized around weekly lectures, discussions, presentations based on the
readings. Students will be asked to make short presentations on one book review and on the
themes and topics of the course so that they can develop their oratory skills and are able to
understand the readings better.
Assessment:
Department of History, University of Delhi
301
Students enrolled in the course would have their work assessed in three modes.
1) There will be an internal assessment exam held in mid-semester. This will be out of 10 marks
2) Students will also be asked to submit and present a research paper on one of the topics of the
course, which will include footnotes and bibliography. The term paper will be marked out of 15
marks (5 marks for presentation of the paper in the class and 10 marks for the analytical and
research skills in the paper).
3) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
302
ELECTIVE COURSES
MEDIEVAL INDIAN HISTORY
Department of History, University of Delhi
303
HSM 351
Structures of Authority: The Delhi Sultanate
and the making of Medieval Society in North India ca. 1200-1400
Course Objectives:
The objective of this paper is to analyse the different historiographical interpretations of the 13
th
15
th
centuries and to question afresh how this period can be situated in the larger history of
India. The paper attempts to guide students to move beyond the epistemologies that framed
existing debates, and question afresh the different and changing social and political structures
that framed and contested authority in north India during the 13
th
15
th
centuries. Islam certainly
was an important aspect in the making of this world, but since it possessed so many facets and
agencies, its many aspects related to society and politics in divergent and sometimes competing
ways. Through the study of different structures and processes that shaped the period of the Delhi
Sultanate over time, students will be introduced to the different strands that allows for a more
integral contextualisation of its evolving society and politics in the history of north India.
Learning Outcomes:
At the end of the course, students would be:
Familiar with the different kinds of sources available for writing histories of various aspects
of life during the 13 15
th
centuries
Have a firm grasp on the politics and major events in the history of the slave, Khalaji and
Tughluq regimes.
Learn the various historiographical interventions in the study of this period and their
epistemological locations.
Discover the multiple nodes of power that shaped Muslim society and the heterogenous
nature of medieval society.
Learn that politics and authority are an integral aspect of social and cultural life.
Investigate how medieval taxonomies are quite different from modern ones, and learn how
notions of family, social networks, service, freedom/unfreedom, for instance, were quite
different in the 13-15
th
centuries.
Course Content:
Unit 1: (Week 1): Introduction to the course and contrasting pre-histories of the Delhi Sultanate
Unit 2 (Week 1): The Politics of writing a history of the Delhi Sultanate
Unit 3 (Week 2): Islam and its Ghurid-Shansabanid contexts in the 12
th
century
Unit 4 (Week 3-4): The early Persian literati and narrativising the origins of the Delhi Sultanate
Department of History, University of Delhi
304
Unit 5 (Week 5-6):
Unit 6 (Week 7): Sultan Raziyya and the Accounts of Men
Unit 7 (Week 8): The Political Economy of the fourteenth century Sultanate
Unit 8 (Week 9: Courts of a Different Order the Sufis tariqas
Unit 9 (Week 10): Nizam al-Din Auliya
Unit 10 (Week 11): Frontier Feudatories and the Khalaji and Tughluq regimes
Unit 11 (Week 12): Sultanate Settlements, the literati and regime change
Unit 12 (Week 13: The end of the 14
th
Century Timur, the Rajputs and the Twilight of the
Sultanate?
Unit 13 (Week 14: Contextualizing the Sultanate in the History of India
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES: Most of the
essential readings for this course are available online, see:
https://sites.google.com/site/lmudelhisultanate/
Unit 1: (Week 1): This unit will cover the historiographical background of the Delhi Sultanate
The
State in India, 1000-1700, Delhi: Oxford University Press, pp. 48-85.
The State in India, 1000-1700, Delhi: Oxford
University Press, pp. 195-232.
Unit 2 (Week 1): The major historiographical approaches to the history of the Sultanate and
their political pre-commitments will be discussed in this unit
Hardy, Peter. (1966). Historians of Medieval India: Studies in Indo-Muslim Historical
Writing, London: Luzac & Co., pp. 3-19, 122-131
Hardy, Peter. (1994). -Modern Indo-Muslim Historical Writing: Some
Reconsiderations in 1990-Society and Ideology: Essays in South
Asian History presented to K.A. Ballhatchet, Delhi: Oxford University Press, pp. 49-71.
Politics and Society during the Early medieval Period, ed. Khaliq A. Nizami,
Delhi: -110
Habib, Irfan. -- an Essay in
Indian Historical Review 4, pp. 287-303
Unit 3 (Week 2): The Ghurid context and its implications on the early Delhi Sultanate will be
discussed in this unit
Flood, Barry. (2009). Objects of Translation: Material Culture and Medieval "Hindu-
Muslim" Encounter, Delhi: Permanent Black, pp. 15-87
Department of History, University of Delhi
305
Exegesis in Twelfth century Afghanistan and Indian Economic and Social History
Review 42, pp. 263-94
Kumar, Sunil. (2007) Emergence of the Delhi Sultanate, Delhi: Permanent Black, pp. 46-
63
Unit 4 (Week 3-4): The background of the early Persian ahl-i qalam, their social and intellectual
contexts and their writings will be discussed in this unit:
Fakhr-i Mudabbir, trans. E.D. Ross. (1922) Tarikh-i Fakhr al-Din Mubarak Shahi,
genealogies of Fakhr al-R.A. Nicholson, eds.,
Oriental Studies presented to E.G. Browne on his 60th
Birthday, Cambridge: University Press, pp. 392-413
Kumar, Sunil. (2007). Emergence of the Delhi Sultanate, Delhi: Permanent Black, pp. 63-
78, 203-237
Ahmed, Manan. (2012) "The long thirteenth century of the Chachnama" Indian
Economic and Social History Review, vol. 49, pp. 459-491
The Partitions of
Memory: The Afterlife of the Division of India, Delhi: Permanent Black, pp. 140-82.
Unit 5 (Week 5-6): This unit will disccuss the Sultan, his military slaves and the political culture
of the 13
th
century
I. Chatterjee, eds., Slavery in South Asia, Bloomington: Indiana University Press, pp. 63-
82;
Studies in History vol. 10, pp. 23-52,
Delhi Sultanate of the
Slavery
in South Asia, Bloomington: Indiana University Press, pp. 83-114
Unit 6 (Week 7): The political precommitments of the Persian chroniclers will be discussed
through a case study of Sultan Raziyya
Minhaj-i Siraj Juzjani, (1970). Tabaqat-i Nasiri, translated by H.G. Raverty, Delhi:
Oriental Books Reprint Corporation, Vol. 1, pp. 637-648
Futuh al-Salatin, translated A. M. Hasan, Madras, University of Madras, pp. 251-
57, the section on Raziya.
-Din Barani, -i Firuz Shahi, ed. Sayyid Ahmad Khan, excerpted with
commentary by Sunil Kumar
Department of History, University of Delhi
306
Women in the Medieval Islamic World: Power, Patronage, Piety, New York: Palgrave,
pp. 81-97
Journal of Persianate Studies,
vol. 4, pp. 45-63
Unit 7 (Week 8): This unit will discuss the political economy of the Sultanate during the
fourteenth century, the period of its greatest influence
Moreland, W.H. (1968). The agrarian system of Moslem India, Delhi: Oriental Books
Reprint Corporation, pp. 21-65, and appendices B and C, 214-233
Raychaudhury, Tapan and Irfan Habib,. (1984). ed. The Cambridge Economic History of
India, Delhi: Orient Longman, vol. 1, pp. 48-93.
-Din Khalaji--a defence of Zia
Indian Economic and Social History Review, vol. 21, pp. 393-414.
Jackson, Peter. (1999). The Delhi Sultanate, Cambridge: University Press, pp. 171-92,
Kumar, Sun
The Emergence of the Delhi
Sultanate, Delhi: Permanent Black, pp. 278-86, 324-40
Unit 8 (Week 9): This unit will introduce students to Sufis, their mystical fraternities and their
organisational forms
Habib, Mohammad. (1950). Medieval
India Quarterly vol. 1, pp. 1-42.
ormation of oral Teachings in the Early Chishti
The Eternal Garden, Albany: State University of New York Press, pp. 62-84
The Eternal Garden, Albany: State University of New York Press, pp. 86-93
Unit 9 (Week 10): The great impact of Nizam al-
disciples will be covered in this unit
Digby, Simon (1986).
Purusartha (Islam and Society in South Asia) vol. 9, pp. 57-77 (reprinted now in Richard
Eaton, ed., , Delhi: Oxford University Press), pp. 234-262
-
Delhi through the Ages, ed. R.E. Frykenberg, Delhi: Oxford University Press, pp. 104-
128.
nts of
The Making of Indo-Persian Culture: Indian and French
Department of History, University of Delhi
307
Studies, : Manohar, pp. 18-
26
Unit 10 (Week 11): The Khalaji and early Tughluq regimes will be studied in this unit
Kumar, Sunil. (2014).
Asian Encounters, Delhi: Oxford
University Press, pp. 86-106
Central Asiatic Journal
vol. 19, pp. 118-156
Delhi through
the Ages, ed. R.E. Frykenberg, Delhi: Oxford University Press, pp. 18-33.
Bulletin of the School of Oriental and African
Societies vol. 57, pp. 516-550;
Unit 11 (Week 12): The history of the Persian literati discussed in unit 6 will be continued into
the 14
th
century in this unit
Journal of the Economic and Social History Review,
vol. 47, pp. 298-356.
Kumar, Sunil. (2017) “Transitions in the relationship between political elites and Sufis:
the 13
th
and 14
th
State Formation and Social Integration in
Pre-modern South and Southeast Asia: A Comparative Study of Asian Society, N.
Karashima, ed., Tokyo: Toyo Bunko, pp. 203-238.
Firuz Shah Tughluq. (2009), Futuhat-i Firuz Shahi, trans. Azra Alawi, Delhi: Idarah-i-
Adabiyat-iDelli, pp. 19-34
logy: Conflicting Testimonies to a
History of Religion, vol. 24, pp. 308-327
Fatawa-i
JahandariThe Medieval History Journal, vol. 9, pp. 327-356.
Balachandran, Jyoti Gulati, (2015). Siyar al-Awliya:
Indian Economic and Social History
Review, vol. 52, pp. 241270
Unit 12 (Week 13): The unit will discuss the significance of late 14
th
century developments on
the social and political life of the Sultanate
Jackson, Peter. (1999). The Delhi Sultanate, Cambridge, University Press, pp. 321-325
Kolff, Dirk. (1990). Naukar, Rajput and Sepoy: The Ethnohistory of the Military Labour
Market in Hindustan, 1450-1850, Cambridge, University Press, pp. 1-17, 71-116
Department of History, University of Delhi
308
-Lingual History? Lessons from fifteenth and
Indian Economic and Social History Review, vol 49, pp.
226-246.
After Timur Left: Culture
and Circulation in Fifteenth Century North India, Delhi: Oxford University Press, pp. 1-
44
Unit 13 (Week 14): This unit will discuss the contexts and the manner in which the Delhi
Sultanate seized a narrative space in latter-day histories of India.
Indian Economic and Social History Review, vol. 43, pp. 275-300
Anooshahr, Ali. -Persian
Indian Economic and Social History Review, vol. 49, pp. 197-224.
Kumar, Sunil. (2007 The Emergence of the Delhi Sultanate, Delhi:
Permanent Black, pp. 352-361
Suggested Readings
Alam, Muzaffar. (2004). The Languages of Political Islam. Delhi: Permanent Black..
Ashraf, K.M. (1988). Life and Conditions of the People of Hindustan, Delhi: Munshiram
Manoharlal Publishers Pvt. Ltd.
Auer, Blain H. (2012). Symbols of Authority in Medieval Islam: History, Religion and
Muslim Legitimacy in the Delhi Sultanate. London: I.B. Tauris.
Chattopadhyaya, B.D. (1997) The Making of Early Medieval India. Delhi: Oxford University
Press.
Chattopadhyaya, B.D. (1998). Representing the Other? Sanskrit Sources and the Muslims,
Delhi: Manohar.
Deyell, John. (1990). Living without Silver: The Monetary History of Early Medieval North
India. Delhi: Oxford University Press.
Digby, Simon. (1971). War Horse and Elephant in the Delhi Sultanate: A Study of Military
Supplies, Karachi: Orient Monographs.
Eaton, Richard. (2003). ed.. -1750. Delhi: Oxford University
Press.
Eaton, Richard M. (2002). Essays on Islam and Indian History, Delhi: Oxford University
Press.
Ernst, Carl. (2000). The Shambhala Guide to Sufism, Boston: Shambhala South Asia
Editions.
Flood, Finbarr B. (2009). Objects of Translation: Material Culture and Medieval "Hindu-
Muslim" Encounter. Delhi: Permanent Black.
Habib, Irfan and Tapan Raychaudhury. (1984). ed., The Cambridge Economic History of
Department of History, University of Delhi
309
India. vol. 1, Cambridge, Delhi: Orient Longman.
Habib, Irfan. (1995). Essays in Indian History: Towards a Marxist Perspective. New Delhi:
Tulika.
Habib, Mohammad. (1970). , Delhi:
Department of Urdu, Delhi University.
Habibullah, A.B.M. (1976). The Foundation of Muslim Rule in India, Allahabad: Oriental
Book Depot.
Hardy, Peter. (1996). Historians of Medieval India: Studies in Indo-Muslim Historical
Writing. London: Luzac and Company Ltd.
Jackson, Peter. (1999). The Delhi Sultanate: a Political and Military History. Cambridge:
University Press.
Kumar, Sunil. (2007). Emergence of the Delhi Sultanate, Delhi: Permanent Black.
Lal, K.S. (1980). Twilight of the Delhi Sultanate, Delhi: Munshiram Manoharlal.
Lal, K.S. (1980). History of the Khaljis, Delhi, Munshiram Manoharlal.
Lawrence, Bruce and David Gilmartin.(2000). eds.. Beyond Turk and Hindu: Rethinking
Islamicate Identities in South Asia. Gainesville: University of Florida Press
Majumdar, R.C., ed.,(1957). The Struggle for Empire: The History and Culture of the Indian
People, vol. V, Bombay: Bharatiya Vidya Bhavan.
Nizami, K.A. (1974). ed. Politics and Society during the Early Medieval Period: Collected
Writings of Mohammad Habib, New Delhi: People Publishing House, 2 vols.
Nizami, K.A. (1966). Studies in Medieval Indian History and Culture, Allahabad: Kitab
Mahal.
Richards, J.F. ed., (1998). Kingship and Authority in South Asia, Delhi: Oxford University
Press.
Rizvi, S.A.A. (1978). A History of Sufism in India, New Delhi, Munshiram Manoharlal
Publishers Pvt. Ltd., 2 vols.
Siddiqui, I.H. (1992). Perso-Arabic Sources of Information on the Life and Conditions in the
Sultanate of Delhi, Delhi: Munshiram Manoharlal Publishers Pvt. Ltd.
Wright, H. Nelson, (1974). The Coinage and Metrology of the Sultans of Delhi, Delhi:
Oriental Books Reprint Corporation.
Facilitating Teaching Learning Outcome:
The course is organized around weekly lectures and reading assignments. These readings are
cumulative; it is therefore important that no essential reading is left out. Students will be asked to
present reports and participate in formal class discussions on themes and texts identified by the
instructor. The exercise is to ensure that students comprehend the readings and develop verbal
communication skills.
Assessment:
Department of History, University of Delhi
310
Students enrolled in this course will be evaluated according to two modes:
1) Students will have to submit a paper of circa 15-20 pages (inclusive of bibliographic
apparatus) on a theme designed with the help of the instructor. The term paper requires students
to use source material(s) in translation to research a subject of their choice. Ideally the subject
they choose to write about should not be derived from one of the historians read in this course; it
should follow themes that are of interest to them in their personal life. Term papers will build
upon aspects of social and cultural life that concern students and as they develop them they
would be asked to explore two related but different aspects: a) how medieval taxonomies mean
reorienting the modern assumptions of students and b) learn how the political suffuses different
dimensions of the social and the cultural. Students are expected to meet with the instructor to
develop and finalise subjects and materials on which their papers would be based. This essay will
be marked out of 25 marks.
2) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
311
HSM 352
History of North India, ca. 1400-1550
Course Objectives:
This course focuses on the politics and social history of the long fifteenth century and early
sixteenth century. It studies the critical social and cultural formation in the time period that is
often regarded as an interregnum between the disintegration of the Delhi Sultanate and the
emergence of the Mughal Empire. This course will uncover political formation under Afghans,
diffusion of political power under different political regimes of North India, forms of patronage,
literary cultures and complex socio-political roles of the piety-minded.
Learning Outcomes:
At the end of the course, students would be:
Able to comprehend the histories of time periods that are often neglected on account of
Familiar with the dynamics of change that are not solely centred on the role of political
masters based in Delhi.
In a position to appreciate the recent historiographical interventions in this time period,
which will help in recasting the history of Afghans, Sufis, the process of Islamicisation,
socialisation and intellectual production in a nuanced manner.
Able to understand the plurality of medieval Indian society and the diverse intersections of
powers that shaped it.
Course Content:
Unit 1: (Week 1-2): Introductory remark on history and historiography of the period.
Unit 2: (Week 3): Decline of the Delhi Sultanate and regional reconfiguration.
Unit 3: (Week 4-5): Monarchy and governance under the Lodi and Sur Afghans.
Unit 4: (Week 6-7): Political and cultural roles of Sufi orders.
Unit 5: (Week 8-9): North Indian Bhakti traditions.
Unit 6: (Week 10-11): Conversion and Islamicisation.
Unit 7: (Week 12): Religious diversities and social stratification.
Unit 8: (Week 13-14): Vernacular and Persian literary traditions.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Week 1-2): This unit will have introductory remark and historiographical trends on the
subject
Department of History, University of Delhi
312
Aquil, Raziuddin. (2009). Sufism, Culture and Politics: Afghans and Islam in Medieval
North India, New Delhi: Oxford University Press, pp. 1-36.
Siddiqui, I.H. (1969). Some Aspects of Afghan Despotism in India, Three Men
Publications, Introduction; 1-93.
Islamic Culture,
Vol. 32, No. 4, pp. 268-75.
Some Persian Literary Sources of the Afghan history
Islamic Culture, Vol. 33, pp. 39-49.
Journal of the American
Oriental Society, 82, pp. 41-55.
-A
Comprehensive History of India, Vol. V, Part One, The Delhi Sultanate (AD 1206-1526),
PPH, Delhi, pp. 664-709.
Tripathi, R. P. (1959). Some Aspects of Muslim Administration, Allahabad: Central Book
Depot, pp. 94- 104, 292-308.
Prasad, Ishwari. (1956). The Life and Times of Humayun, Calcutta: Orient Longmans, pp.
90-196.
Halim, Abdul. (1974). History of the Lodi Sultans of Delhi and Agra, Delhi: Idarah-i
Adabiyat-i Delli, pp. 1-57.
The Economic History of the Lodi Period: 1451-
Subrahmanyam, Sanjay. ed., Money and the Market in India 1100-1700, Oxford
University Press, Delhi, pp. 137-55.
PIHC, 3
rd
Session, Calcutta, pp. 636-46.
Asher, Catherine B. (1992). Architecture of Mughal India, Cambridge University Press,
Cambridge, pp. 10-14.
Jackson, Peter. (1999). The Delhi Sultanate: a Political and Military History. Cambridge,
University Press, pp. 321- 25.
Unit 2: (Week 2-3): The decline of the Delhi Sultanate and regional reconfiguration, will be
part of study in the unit
Jackson, Peter. (1999). The Delhi Sultanate: a Political and Military History. Cambridge,
University Press, pp. 296-320.
Asher, Catherine B. And Talbot, Cynthia. (2006). India before Europe, Cambridge
University Press, New Delhi, pp.84-123.
JESHO, vol. 47, pp. 298-356.
Lal, K.S. (1980). Twilight of the Delhi Sultanate, Munshiram Manoharlal, Delhi,
(Selected sections).
Department of History, University of Delhi
313
Unit 3: (Week 4-5): The students will be introduced to the Monarchy and system of governance
under the Lodi and Sur Afghans
Aqui
IHR, Vol. 31, Nos 1-2, pp. 210-20.
Perso-Indian Statecraft, Greek Political Science and the
Muslim Idea of GoInternational Sociology, 16 (3), pp. 455-73.
Aquil, Raziuddin. (2009). Sufism, Culture and Politics: Afghans and Islam in Medieval
North India, Oxford University Press, New Delhi, pp. 117-42.
Kolff, Dirk. (1990). Naukar, Rajput and Sepoy: The Ethnohistory of Military Labour
Markets in Hindustan, 14501850, Cambridge University Press, Cambridge, pp. 32-54;
102-17.
Comparative Studies of South Asia, Africa and the Middle East,
Vol. XXII, No. 1-2, pp. 3-19.
Halim, Abdul. (1974). History of the Lodi Sultans of Delhi and Agra, Idarah-i Adabiyat-i
Delli, Delhi, pp. 211-54.
indem, Theory and Practice in Medieval Persian Government, Variorium, London,
Chapter-IV, pp. 91-119.
Prasad, Ishwari. (1956). The Life and Times of Humayun, Orient Longmans, Calcutta, pp.
90-176.
Richards. ed., Kingship and Authority in South Asia, Oxford University Press, Delhi, pp.
252-88.
Siddiqui, I.H. (1969). Some Aspects of Afghan Despotism in India, Three Men
Publications, pp. 29-60; 61-93 & 110-35.
Unit 4: (Week 6-7): This unit will highlight the Political and cultural roles of Sufi orders
Richard Eaton, ed., Islamic Traditions, Delhi, Oxford University Press), pp. 234-
262.
Iran, 28, pp. 71-81.
Aquil, Raziuddin. (2009). Sufism, Culture and Politics: Afghans and Islam in Medieval
North India, Oxford University Press, New Delhi, pp. 171-199.
Sufi Cults and the Evolution of
Medieval Indian Culture, Northern Book Centre, Delhi, pp. 109-38.
Eaton, Richard M. (1978). Sufis of Bijapur, 1300-1700, Social Roles of Sufis in Medieval
India, Princeton: Princeton University Press, (Introduction).
Department of History, University of Delhi
314
Taneja, Anup. ed., Sufi Cults and the
Evolution of Medieval Indian Culture, Northern Book Centre, Delhi, pp. 54-108.
and Governance in the Indo-
Gilmartin, David and Lawrence, Bruce. eds., Beyond Turk and Hindu: Rethinking
Religious Identities in Islamicate South Asia, University of Florida Press, Gainesville, pp.
216-45.
Unit 5: (Week 8-9): North Indian Bhakti traditions will be studied in this unit
Hawley, John S. (2005). Three Bhakti Voices : Mirabai, Surdas, and Kabir in their time
and ours, Delhi: Oxford University Press, pp. 1-18 & selected sections.
Hess, Linda. (2002). The Bijak of Kabir. Translations by Linda Hess and Shukdev Singh,
Essays and Notes by Linda Hess, Oxford University Press, Delhi, pp. 1-35.
Lorenzen, David. (1991). Kabir Legends and Ananta-Das's Kabir Parachai, Albany:
State University of New York Press, pp. 3-72.
Vaudeville, Charlotte. (1993). A Weaver Named Kabir-Selected Verses with a Detailed
Biographical and Historical Introduction, Delhi: Oxford University Press, (selected
chapters).
Unit 6: (Week 10-11): This unit will focus on Conversion and Islamicisation.
Aquil, Raziuddin. (1995-
The Indian Historical Review, Vol. 22, Nos 1-2, pp. 190-97.
Aquil, Raziuddin. (1997-
th
-14
th
The Indian Historical Review, Vol. 24, Nos 1 & 2, pp. 70-94.
Aquil, Raziuddin. ed., Sifism and Society in Medieval India, Delhi: Oxford University
Press, pp. 82-101.
Lawrence, -
Y. ed., Islam in South Asia, The Magnes Press, Jerusalem: The Hebrew University, , pp.
109-145.
Unit 7: (Week 12-13): This unit will focus on Religious diversity and social stratification
Rizvi, S.A.A. (1978). A History of Sufism in India, Vol. I, Early Sufism and its History in
India to 1600 A.D, Munshiram Manoharlal, Delhi, pp. 322-96.
-Quddus Gangohi (AD 1456-1537): The
Personality and AMedieval India: A Miscellany 3, pp.
1-66.
Aquil, Raziuddin. (2009). Sufism, Culture and Politics: Afghans and Islam in Medieval
North India, Oxford University Press, New Delhi, pp. 220-30.
Husain, Yusuf. (1957). Glimpses of Medieval Indian Culture, Asia Publishing House,
Bombay, pp. 1-32.
Department of History, University of Delhi
315
PIHC, 10
th
Session, Bombay, pp. 305-10.
Ahmad, Aziz. (1991). Studies in Islamic Culture in the Indian Environment, Oxford
University Press, New Delhi, pp. 140-66.
Zaki, M. (1996). Muslim Society in Northern India During the Fifteenth and First Half of
the Sixteenth Centuries, K.P. Bagchi, Calcutta. (relevant section).
Vaudeville, Charlotte. (1993). A Weaver Named Kabir-Selected Verses with a Detailed
Biographical and Historical Introduction, Oxford University Press, Delhi, pp. 21-29; 78-
87.
Unit 8: (Week 14): This unit will highlight the Vernacular and Persian literary traditions
Ahmad, Aziz. (1991). Studies in Islamic Culture in the Indian Environment, Oxford
University Press, New Delhi, pp. 218-60.
Husain, Yusuf. (1957). Glimpses of Medieval Indian Culture, Asia Publishing House,
Bombay, pp. 99-118.
ndi Literature During the Sayyid-
Journal of the Asiatic Society of Pakistan 2, pp. 69-89.
-Lodi
Journal of the Asiatic Society of Pakistan 3, pp. 43-66.
South
Asia Research, Vol. 21, No. 2, pp. 203-17.
Suggested Readings:
Ahmad, Aziz. (1991). Studies in Islamic Culture in the Indian Environment, Oxford
University Press, New Delhi.
Alam, Muzaffar. (2004). The Languages of Political Islam in India, c. 1200-1800, Permanent
Black, New Delhi.
Aquil, Raziuddin. (2010). ed., Sufism and Society in Medieval India, Oxford University
Press, New Delhi.
Asher, Catherine B. (1992). Architecture of Mughal India, Cambridge: Cambridge University
Press.
Al-Azmeh, Aziz. (2001). Muslim Kingship Power and the Sacred in Muslim, Christian and
Pagan Polities, Tauris, London.
Bagley, F.R.C. (1964). , OUP, London.
Eaton, Richard M. (2003). ed., -1750, Oxford University
Press, New Delhi.
Ernst, Carl W. and Bruce B. Lawrence. (2002). Sufi Martyrs of Love: The Chishti Order in
South Asia and Beyond, Palgrave Macmillan, New York.
Erskine, William. (1854). A History of India Under the two First Sovereigns of the House of
Department of History, University of Delhi
316
Timur, Baber and Humayun, Longman Brown, London.
Ewing, Catherine P. (1988).
Studies on Muslim Societies, Barkley: University of California Press,.
Hasan, Ibn. (1970). The Central Structure of the Mughal Empire and its Practical Working
upto the year 1657, Munshiram Manoharlal, Delhi, Introduction.
Kolff, Dirk. (1990). Naukar, Rajput and Sepoy: The Ethnohistory of Military Labour Markets
in Hindustan, 14501850, Cambridge University Press, Cambridge.
Halim, Abdul. (1974). History of the Lodi Sultans of Delhi and Agra, Idarah-i Adabiyat-i
Delli, Delhi.
Lal, K.S. (1980). Twilight of the Delhi Sultanate, Delhi, Munshiram Manoharlal.
Rizvi, S.A.A. (1978). A History of Sufism in India, Vol. I, Early Sufism and its History in
India to 1600 A.D, Munshiram Manoharlal, Delhi.
Siddiqui, I.H. (1971). A History of Sher Shah Sur, P. C. Dwadesh Shreni & Co, Aligarh.
Imamudd-Islamic Culture, Vol. 34, pp. 159-72.
Habib, Irfan and Tapan Raychaudhury. (1982). ed., The Cambridge Economic History of
India, vol. 1, Cambridge University Press, Cambridge.
Jackson, Peter. (1999). The Delhi Sultanate: a Political and Military History, University
Press, Cambridge.
Kumar, Sunil. (2007). Emergence of the Delhi Sultanate, Permanent Black, Delhi.
Lawrence, Bruce and David Gilmartin. (2000). eds., Beyond Turk and Hindu: Rethinking
Islamicate Identities in Islamicate South Asia, University of Florida Press, Gainesville.
Richards, J.F. (1991). The Mughal Empire, Cambridge University Press, Cambridge.
Tirmingham, J. (1971). Sufi Orders of Islam, Clarendon Press, Oxford.
Hermann Kulke. (1997). ed., The State in India, 1000-1700, Delhi, Oxford University Press.
Vaudeville, C., A Weaver named Kabir, (New Delhi: Oxford University Press, 1993).
Wink, Andre. (1997). Al-Hind, the Making of the Indo-Islamic World: Vol. II, The Slave
Kings and the Islamic Conquest, 11
th
-13
th
Centuries, Brill, Leiden.
Facilitating Teaching Learning Outcome:
The course is structured around weekly lectures and discussions based on the readings. Students
will be required to make presentations in the class on the themes and topics of the course
intended to promote verbal communication expertise and acquire competence to handle the
readings efficiently.
Assessments:
There will be three modes of assessment:
1) There will be an internal assessment test held around mid-semester, marked out of 10 marks.
Department of History, University of Delhi
317
2) The students are required to write and present a research paper in the class (with full citations
and bibliography) on the themes of the course identified by the teacher, marked out of 15 marks.
3) There will be an end of semester examination that will cover the entire course. The
examination will be of 3 hours duration and students will be required to answer 4 out of 8
questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
318
HSM 353
Imperial Sovereignty, Court Culture and Politics in Mughal India, ca. 1526-1748
Course Objectives:
With a broad focus on the Mughal empire, the objective of this course is to acquaint students
with the political and socio-cultural developments that provide a backdrop to early modernity in
South Asia. The course will teach students about the political processes and, beyond changes in
individual incumbents to the throne, it will adress issues of structural changes in the system of
rule during the 16
th
-18
th
centuries. It will also acquaint students with the rich historiography on
the Mughal state, and the signficant interventions that historians have made in an effort to study
the society and culture of the period. During the course of their study, the students will learn
about the archive, and the problems historians have in interpreting historical evidence.
Learning Outcomes:
At the end of the course, students would:
Gain an understanding of the political processes that provide a backdrop to the development
of early modernity in South Asian history.
Appreciate the dynamic changes that were taking place in the social and cultural life in South
Asia during the 16th-18th centuries
Learn to draw continuities and ruptures in the development of the colonial and post-colonial
order with the socio-cultural order in the 16th-18th centuries
See the extent to which contemporary concerns and objectives have shaped the
historiography of the period, and our perception of the Mughal empire.
Course Content:
Unit 1: (Week 1-2): Interpretations of the Mughal state
Unit 2: (Week 2-3): Reading the Archive: texts, genres and language.
Unit 3: (Week 4-5): Perspectives on state formation: warfare, ideology and alliances
Unit 4: (Week 5-6): The state in activity: Interrogating Legal Pluralism
Unit 5: (Week 7-8): State and Religion in Mughal India
Unit 6: (Week 9-10): Mughal Imperial Court Culture: norms of manliness, forms of deportment
and norms of civility
Unit 7: (Week 11-12): Indo-Persian Literary Culture
Unit 8 (Week 13-14): The Eighteenth Century Transitions and the Shifts in the Political Culture
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Department of History, University of Delhi
319
Unit 1 (Weeks 1-2): This unit will critically address the historiography on the Mughal state, and
examine the theories that historians have advanced to grasp its relations with the social force.
Alam, Muzaffar and Sanjay Subrahmanyam. (Eds.). (2000). The Mughal State,
Delhi:
Alam, Muzaffar and Sanjay Subrahmanyam. (Eds.). (2011). Writing the Mughal World,
New York: Oxford University Press,
Alam, Muzaffar and Sanjay Subrahmanyam. (2007). Indo-Persian Travels in the Age of
Discoveries, 1400-1800, (Cambridge: Cambridge University Press
Kulke, Hermann. (Ed.). (1995). The State in India, 1000-1700, Delhi: Oxford University
Press
Essays in Indian
History: Towards a Marxist Perception. New Delhi: Tulika Publications.
Hasan, Farhat. (2005). State and Locality in Mughal India. Cambridge: Cambridge
University Press.
Ali, M. Athar. (2006). Mughal India: Studies in Politty, Ideas, Society and Culture.
Delhi: Oxford University Press.
- The
Journal of Asian Studies, 39, 1, 77-94.
-Bureaucratic
in Peter Bang and C. A. Bayly (eds.), Tributary Empires in Global History. London:
Palgrave Macmillan, 214-226.
Unit 2 (Weeks 2-3): This unit will look at the Mughal archive, with particular attentiveness to its
multilingual character. It will also examine the relations of genre to meaning formation.
Busch, Allison (2012). The Poetry of Kings: The Classical Hindi Literature of Mughal
India. Oxford: Oxford University Press.
Alam, Muzaffar (2004). The Languages of Political Islam: India, 1200-1800. Chicago:
University of Chicago Press.
Alam, Muzaffar and Francois Delvoye. (eds.). (2000). The Making of Indo-Persian
Culture. Delhi: Manohar.
Alam, Muzaffar Alam and Sanjay Subrahmanyam. (2011). Writing the Mughal World.
New York: Columbia University Press.
Chatterjee, Kumkum.(2009). The Cultures of History in Early Modern India:
Persianization and Mughal Culture in Bengal. Delhi: OUP.
Anooshahr, Ali. (2008). The Ghazi Sultans and the Frontiers of Islam. New York:
Routledge.
Journal of Persianate Studies, vol. 7, 157-176
Department of History, University of Delhi
320
Truschke, Audrey. (2016). Culture of Encounters: Sanskrit at the Mughal Court. Delhi:
Oxford University Press.
Unit 3 (Weeks 4-6): The concern of this unit is to study the process of Mughal imperial
expansion, with a focus on debates concerning military technology, war animals, military labour
market and politics of alliances.
Gommans, Jos. (2002). Mughal Warfare, Indian Frontiers and Highroads to Empire,
1500-1700. London: Routledge.
Gommans, Jos. (2017). The Indian Frontier: Horse and Warbands in the Making of
Empires. London: Routledge.
Khan, I. A. (2004). Gunpowder and Firearms: Warfare in Medieval India. Delhi: Oxford
University Press.
Kolff, Dirk H. A. (2002). Naukar, Rajput, and Sepoy: The Ethnohistorry of the Labour
Military Labour Market of Hindustan, 1450-1850. Cambridge: Cambridge University
Press.
Roy, Kaushik and Peter Lorge. (eds.). (2014). Chinese and Indian Warfare- from the
Classical Age to 1870. London: Routledge.
Streusand, Douglas. (1999). The Formation of the Mughal Empire. Delhi: Oxford
University Press.
Unit 4 (weeks 6-7): Focusing on the legal order, this unit is concerned with studying the state in
activity, and will look at the judicial system, law and legal pluralism.
Chatterjee, Nan
Journal of Law and Religion, 28, 3 (2014), 393-415.
Mahzarnamas
Comparative Studies in Society and History, 58, 2, 379-406.
18
th
Medieval History Journal, 5, 1, 77-101.
Litigations and
th
-18
th
Journal of the
Economic and Social History of the Orient, 61, 851-877.
Raman, Bhavani. (2017). Document Raj; Writing and Scribes in Early Colonial South
India. New Delhi:
Streusand, Douglas. (1999). The Formation of the Mughal Empire. Delhi: Oxford
University Press.
Oxford Journal of Law and Religion, vol. 8, 1-
18.
Department of History, University of Delhi
321
Unit 5 (weeks 8-9): In the unit, the students will learn about state initiatives in the field of
religion and articulations and transformations of religious identities in the early modern period.
Habib, Irfan. (ed.). (1999). Akbar and his India. New Delhi: Oxford University Press.
Khan, I. A. (ed.). (1999). Akbar and his Age. New Delhi, Manohar.
Ali, M. Athar (2006). Mughal India.New Delhi: Oxford University Press.
Alam, Muzaffar. (2004). The Languages of Political Islam in India. Chicago: University
of Chicago Press.
Green, Nile. (2012). Making Space: Sufis and Settlers in Early Modern India. New Delhi:
Oxford University Press.
Green, Nile. (2006). Indian Sufism Since the Seventtenth Century. London: Routledge.
Chandra, Satish (1993). Mughal Religious Policies: The Rajputs and the Deccan. New
Delhi: Vikas Publishing House.
and S. Gopal (eds.), Tradition,
Dissent and Ideology. New Delhi: Oxford University Press.
Unit 6 (weeks 10-11): In this unit, we would study the Mughal imperial court culture, and the
extent of its reach, and communication with the wider society.
Moin, Azfar. (2014). The Milleneal Sovereign: Sacred Kingship and Sainthood in Islam.
New York: Columbia University Press.
Kingship and Authority in South Asia. New Delhi,
Oxford University Press.
Metcalf (ed.), Moral Conduct and Authority : The Place of Adab in South Asian Islam.
Berkeley: University of California Press.
Modern Asian Studies, 41, 5, 887-922.
Hanlon, Rosalind. (1999).
Journal of the Economic and Social History of the Orient, 42, 1, 47-110.
Unit 7 (weeks 12-13): This unit is concerned with identifying the important strands, and
aesthetic standards in the Indo-Persian literary culture
Kinra, Rajeev. (2015). Writing Self, Writing Empire: Chanderbhan Brahman and the
Cultural World of the Indo-Persian State Secretary Berkeley: University of California
Press.
Sharma, Sunil. (2017). Mughal Arcadia. Harvard: Harvard University Press.
Keshavmurthy, Prashant. (2016). Persian Authorship and Canonicity in Late Mughal
Delhi. London: Routledge.
Department of History, University of Delhi
322
Islam, Khurshidul and Ralph Russell. (1998). Three Mughal Poets. New Delhi: Oxford
University Press.
Naim, C. M. (2004). Urdu Texts and Contexts: The Selected Essays of C. M. Naim. New
Delhi: Oxford University Press.
Losensky, Paul E. (1998). Welcoming Fighani: Imitation and Poetic Individuality in the
Safavid-Mughal Ghazal. Costa Mesa, CA: Mazda Publishers.
Unit 8 (weeks 13-14): This unit is concerned with looking at the socio-economic and political
transformations in the 18
th
century, following the decline of the Mughal empire.
Alavi, Seema. (2002). The Eighteenth Century in India. New Delhi: Oxford University
Press.
Marshall, P. J. (Ed.). (2005). The Eighteenth Century. Oxford: Oxford University Press.
Bayly, C. A. (1999). Empire and Information: Intelligence Gathering and Social
Communication in India, 1780-1870. New Delhi: Oxford University Press.
Bayly, C. A. (1983). Rulers, Townsmen and Bazaars: North Indian Society in the Age of
British Expansion, 1770-1870. Cambridge: Cambridge University Press.
Alam, Muzaffar. (1986). The Crisis of Empire in Mughal North India; Awadh and
Punjab, 1707-1748. New Delhi: Oxford University Press.
Habib, Irfan. (1999). The Agrarian System of Mughal India. New Delhi: Oxford
University Press.
Subramanian, Lakshmi. (1996). Indigenous Capital and Imperial Expansion. New Delhi:
Oxford University Press.
Suggested Readings:
Benton, Lauren and Richard J. Ross. (Eds.). (2013). Legal Pluralism and Empires, 1500-
1850. New York: NYU Press.
Benton, Lauren. (2001). Law and Colonial Cultures: Legal Pluralism in World History,
1400-1900. Cambridge: Cambridge University Press.
Dale, Stephen F. (2018). Babur: Timurid Prince and Mughal Emperor, 1483-1530.
Cambridge: Cambridge University Press.
Dale, Stephen F. (2009). The Muslim Empires of the Ottomans, Safavids and Mughals.
Cambridge: Cambridge University Press.
Flores, Jorge. (2018). Unwanted Neighbours: The Mughals, the Portuguese, and Their
Frontier Zones. New Delhi: Oxford University Press.
Meisami, Julie Scott. (1987). Medieval Persian Court Poetry. Princeton: Princeton
University Press.
-
South Asia, 41, 2, 245-58.
Department of History, University of Delhi
323
Subrahmanyam, Sanjay. (2005). Explorations in Connected History: From the Tagos to
Ganges. New Delhi: Oxford University Press.
Subrahmanyam, Sanjay. (2005). Explorations in Connected History: Mughals and Franks.
New Delhi: Oxford University Press.
Subrahmanyam, Sanjay and Muzaffar Alam. (2007). Indo-Persian Travels in the Age of
Discoveries, 1400-1800. Cambridge: Cambridge University Press.
Subrahmanyam, Sanjay. (2017). Harvard: Harvard University Press.
Facilitating Teaching Learning Outcome:
The course is organized around weekly lectures and discussions based on the readings. Students
will be asked to make short presentations on the themes and topics of the course so that they can
develop their oratory skills and are able to understand the readings better.
Assessment:
Students enrolled in this course will have their work assessed in three modes:
1) There will be an internal assessment exam held in mid-semester. This will be out of 10 marks.
2) Students will also be asked to submit a research paper on one of the topics of the course,
which will include footnotes and bibliography. The term paper will be marked out of 15 marks.
3) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
324
HSM 354
The Eighteenth century in Indian History
Course Objectives:
This
(end of 17
th
century) to the age of reforms (1820-1830). It will look at changes in economy,
society and culture that shaped regions, social groups and individual careers in the period of
transition to English Company rule. An important part of this course will be to reorient students
attention from subjects concerning the state and the meta-narrative of its oppression to in- house
debates and discussions in the military, legal, medical and commercial cultures that determined
the course of politics in the period of transition.
Learning Outcomes:
The course will familiarize students with the following:
The late 17
th
century crisis of the Mughal Empire and the ensuing transition: economy,
society and politics
The early 18
th
century turn to Arabic learning with consequences for the transition to English
colonial rule.
Regional aspirations and politics of assertion
The rise of the English Company as a political entity in North India and the beginning of
colonial rule.
The transition to colonialism viewed from the perspective of the local, the regional and
individual histories. This offers fresh perspective on our methodologies of studying the rise
Course Content:
Unit 1 (Week 1): The 18
th
century in Indian History
Unit 2 (Week 2-3): State centric vs Region centric view of 18
th
century. Emergence of the
regional states
Unit 3 (Week 4-5): Discussions on the Mughal successor states: Awadh, Punjab, Bengal,
Hyderabad. Discussions on the New Conquest states: Afghans and Rohillas; And the Jats and
Marathas
Unit 4 (Week 6-7): Early 18th century and the turn to Arabic learning: communities of religion
and medicine
Unit 5 (Week 8-9): The rise of the English East India Company & the European interface. The
debate on the transition to colonialism
Unit 6 (Week 10-11): Transition and the Issues of economy and society
Department of History, University of Delhi
325
Unit 7 (Week 11&12): Transition and the issues of law and governance
Unit 8 (Week 13&14): Military culture and the age of reform.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1 (Week 1): This unit will introduce students to eighteenth century historiographical issues
Alavi, Seema. (2002). The Eighteenth Century in India, Delhi, Oxford University Press.
Marshall, P.J. (2005). ed. The Eighteenth Century, Oxford, Oxford University Press.
Bayly, C.A. (1999). Empire and Information : Intelligence Gathering and Social
Communication in India, 1780-1870, New Delhi, Cambridge University Press.
Unit 2 (Week 2-3): This unit will introduce students to the political world of 18
th
century
regional states and how their study can alter our understanding of Indian history.
Alam, Muzaffar. (1993). Crisis of the Empire in Mughal India : Awadh and Punjab
1707-1730, New Delhi, Oxford University Press.
Singh, Chetan. (1991). Region and Empire : Punjab in the 17
th
century, New Delhi ,
Oxford University Press.
Unit 3 (Week 4-5): Through case studies students will discuss regional states and their basic
histories.
Alam, Muzaffar and Subrahmanyam, Sanjay. (1998). eds. The Mughal State 1526-1750,
New Delhi, Oxford University Press.
Bayly, Chris. (1998). Indian Society and the Making of the British Empire: New
Cambridge History of India, Cambridge, Cambridge University Press,vol.2.
Unit 4 (Week 6-7): This unit will study the turn of the literati and professional classes towards
Arabic in the eighteenth century and its implications
Alavi, Seema. (2008). Islam and Healing : Loss and Recovery of an Indo-Persian
Medical Tradition 1700-1900, London, Palgrave Macmillan.
Unit 5 (Week 8-9): This unit will concern the arrival and interference of the European Trading
Companies in the Subcontinent and the nature of their early politics.
Alavi, Seema. (2002). The Eighteenth Century in India, New Delhi, Oxford University
Press.
Bayly, C.A. (1983). Rulers, Townsmen and Bazaars : North Indian Society in the Age of
British Expansion, New York , Cambridge University Press.
Unit 6 (Week 10-11): The nature of eighteenth century economy will be discussed in this unit
Bhargava, Meena. (2010). ed. Exploring Medieval India Sixteenth to Eighteenth
centuries: Politics Economy, Religion, Hyderabad : Orient Blackswan, vol.1
Department of History, University of Delhi
326
Unit 7 (Week 12-13): This unit will study the questions of law and governance during the
eighteenth century
Singha, Radhika. (1998). A Despotism of Law : Crime and Justice in Early Colonial
India, New Delhi, Oxford University Press.
Benton, Lauren and Ross, Richard J. (2013). eds. Legal Pluralism and Empires 1500-
1850, New York, New York University Press.
Unit 8 (Week 13-14): This unit will concern itself with the many armies of the 18
th
century and
the culture of military service.
Kolff, Dirk H.A. (1995). Naukar, Rajput, Sepoy : The Ethnohistory of the Military
Labour Market in Hindustan 1450-1850, Cambridge , Cambridge University Press.
Alavi, Seema. (1995). Sepoys and the Company : Tradition and Transition in Northern
India 1770-1830, New Delhi, Oxford University Press.
Suggested Readings:
Alam, Muzaffar. (1993). Crisis of the Empire in Mughal India : Awadh and Punjab 1707-
1730. New Delhi, Oxford University Press.
Alavi, Seema. (1995). Sepoys and the Company : Tradition and Transition in Northern India
1770-1830. New Delhi , Oxford University Press.
Alavi, Seema. (2002). The Eighteenth Century in India. New Delhi, Oxford University Press.
Alavi, Seema. (2008). Islam and Healing : Loss and Recovery of an Indo-Persian Medical
Tradition 1700-1900. London, Palgrave Macmillan.
Bayly, C.A. (1983). Rulers, Townsmen and Bazaars : North Indian Society in the Age of
British Expansion. New York , Cambridge University Press.
Bayly, C.A. (1989). Imperial Meridian : The British Empire and the World 1780-1830.
London, Longman
Habib, Irfan. (2012). Class, Caste and Colony : India from Mughal Period to British Raj.
London, Verso Books.
Hasan, Farhat. (2004). State and Locality in Mughal India : Power Relations in Western
India 1572-1730. Cambridge, Cambridge University Press.
Comparative Studies in Society and History, Vol 21: No2, pp 151-167.
Singh, Chetan. (1991). Region and Empire : Punjab in the 17
th
century. New Delhi ,Oxford
University Press.
Singha, Radhika. (1998). A Despotism of Law : Crime and Justice in Early Colonial India.
New Delhi, Oxford University Press.
Subramanian, Lakshmi. (1996). Indigenous Capital and Imperial Expansion: Bombay and
Surat and the West Coast. New Delhi, Oxford University Press.
Department of History, University of Delhi
327
Facilitating Teaching Learning Outcome:
The course is organized around weekly lectures and discussions based on the readings. Students
will be asked to make short presentations on the themes and topics of the course so that they can
develop their oratory skills and are able to understand the readings better.
Assessment:
Students enrolled in the course would have their work assessed in three modes.
1) There will be an internal assessment exam held in mid-semester. This will be out of 10 marks.
2) Students will also be asked to submit a research paper on one of the topics of the course,
which will include footnotes and bibliography. The term paper will be marked out of 15 marks.
3) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
328
HSM-355
Religion and Society in Upper Gangetic Plain: 8
th
to 18
th
century
Course Objectives:
This course looks at the intellectual trends, sectarian debates, theological disputations, Sufi
thought and moral and political treatises in the Islamic East till the mid-thirteenth century. The
course tries to explore some of these linkages in the various state formations in the upper
Gangetic valley subsequently. The debates between the Ulema and the Sufis, the patronage
extended to them by individuals and the State-for its own legitimacy and also to reach the civil
society- would be a part of the course. The Sufi orders and their impacts on the State policies
will form a part of the discussion. The Messianic and the Reformist movements arising due to
admixture of religious and societal compulsions and their impact on State and society will be
taken up for the case studies. The monotheistic thought, Bhakti tradition and the devotional
literature in the Indian sub continent will be a part of the study.
Learning Outcomes:
At the end of the course the students would be:
Familiar with sectarian, philosophical and rationalist debates in the intellectual world of
Islam and the way these debates have affected the further progression in the realm of
thoughts and movements in Indian sub-continent
Able to appreciate in a better way the divide between the Ulema and the Sufis in the Indian
Sub-continent
Able to appreciate in a better way the role of religion in the making of various State policies
and societal movements.
Comprehend the roots of pluralistic ethos, composite culture and literary traditions in a
better way.
Equipped to understand the colonial policies vis-à-vis the grants in the proper
historical background.
Course Content:
Unit 1: (Week 1-2): Muslim sects, socio-religious thought and movements in the Islamic East:
theories of governance; Al-Mawardi on caliphate; Nizam al-Mulk Tusi on wizarat; the orthodox
religious tradition the Asharites; the Mutazalites and other rationalists.
Unit 2 (Week 3): Development of Tasawwuf in the Islamic East: Bayazid Bostami, Mansur
Hallaj; Awariful wahdatul wujud; organization of the
khanqah; mathnavi.
Department of History, University of Delhi
329
Unit 3 (Week 4-5): Early Sufi traditions in India: Ghazi Mian- the tradition and legends; Shaikh
Kashful Mahjub;Chishti and Suhrawardi silsilas; Sufi literature; Sufi thought and
literature; qalandars and darveshes.
Unit 4 (Week 6): Naqshbandi tradition and revivalist tendencies: Shaikh Ahmad Sirhindi and his
legacy.
Unit 5 (Week 7): Messianic Movements: The Mahdavi; the Roshaniya.
Unit 6 (Week 8-9): Patronage to religious institutions: futuh, suyurghal, aimma, madad-i
waqf and endowments.
Unit 7 (Week 10-11): The migrant elite, Education and Transmission of knowledge in Medieval
India.
Unit 8 (Week 12): Bhakti movement in North and South India.
Unit 9 (Week 13): Monotheistic thought: Kabir, Dadu and Satnamis.
Unit 10 (Week 14): Sikhism: Guru Nanak and the formation of panth; Guru Arjun and the
compilation of Guru Granth Sahib.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Week 1-2): This unit will provide a socio-political background to the emergence of the
religious and intellectual debates in the Islamic east and its continuing impact in the Indian sub-
continent. Besides talking about the major sects it will also trace the background for the rise of
mystical tendencies in the Islamic east.
M.M. Sharif, ed., (1989).A History of Muslim Philosophy, Vols. I-II, rpt., Delhi: Low
Price Publications. Selected articles: Valiuddin, Mir, - 219; Hye,
--- 309;
- -
-al--
773, -797; Hakim,
--838 in
-Studies on the Civilization
of Islam, Boston: Beacon Press, pp. 151-165;.
Lewis, Bernard, Ch. Pellat and J. Schacht (Eds et al). (1956-2002) Encyclopaedia of
Islam, Second Edition (relevant articles on the above mentioned articles)
Unit 2 (Week 3): This unit will examine the early development of religious thought in the Indian
sub-continent with special reference to the debates between the Ulema, Sufis and Danishmands.
Society
and Ideology in India: Essays in Honour of Professor R.S. Sharma, pp. 163-174.
-
-290 in K.A. Nizami, ed., Politics and Society during the Early Medieval
period: The Collected Works of Prof. Mohammad Habib Aligarh, Vol. I.
Department of History, University of Delhi
330
Lewis, Bernard,(1968). The Assassins: A radical sect in Islam, London: Oxford
University Press, pp. 20-120.
Maclean, Derryl N. (1989). Religion and Society in Arab Sind, Leiden, E.J. Brill, Chapter
2- pp. 22-82.
Unit 3 (Week 4-5): This unit would focus on the literary and early Sufi- traditions in India.
Siddiqi, Iqtidar Husain. (1989)."A Note on the Dargah of Salar Masud in Bahraich in the
light of the Standard Historical Sources", in Christian W. Troll.ed., Muslim Shrines in
India: Their Character, History and Significance, Delhi: Oxford University Press, pp. 44-
7.
Habib ed., Studies in Medieval Indian Polity and Culture: The Delhi Sultanate and its
Times, Delhi: Oxford University Press, 436-493.
Digby, Simon (1984).
the Religious Life of the Delhi Sultanate of the Thirteenth
Friedmann, ed. Islam in Asia, Jeruslem: Hebrew University of Jerusalem, pp. 60108.
Nizami, K.A. (1984). Some Aspects of Religion and Politics in India
during the Thirteenth Century, Delhi, pp. 181-229.
Jafri, S.Z.H.,
Shrimali, ed., A Comprehensive History of India, Vol. IV-B, New Delhi pp. 170-187.
Unit 4 (Week 6): This unit looks into the establishment, ideology and organization of the
Naqshbandi Sufis in India and its impact in the subsequent centuries.
Friedman, Yohanan. (1971). Shaikh Ahmad Sirhindi: An outline of his thoughts and a
study of his image in the eyes of Posterity, Canada.
Rizvi, S.A.A. (1993), Muslim Revivalist Movements in Northern India in the Sixteenth
and Seventeenth Centuries, reprint New Delhi, pp. 176-260.
in K.M. Shrimali, ed., Essays in Indian Art, Religion and Society, Delhi, pp. 215-230.
Unit 5 (Week 7): This unit looks at the Messianic and Revivalist Movements in India during
15
th
and 16
th
Centuries.
Rizvi, S.A.A. (1993). Muslim Revivalist Movements in Northern India in the Sixteenth
and Seventeenth Centuries, reprint New Delhi, pp. 68-134.
Leyden, J., (1810)
Ahmad, Religio-Political Ferment in the N.W. Frontier during the Mughal Period: the
Raushaniya Movement, Delhi, pp. 79-129.
Unit 6 (Week 8-9): The Unit will look at the triangular relationship between state, institutions of
learning/ Sufi centres and the agrarian society.
Department of History, University of Delhi
331
Hunter, W.W. (1871; reprint 1964),The Indian Mussulmans, Trubner and Co., Chapter-4,
pp.120- 170.
Habib, Irfan. (reprint 2009). Agrarian System of Mughal India,1556-1707, [chapter 8],
Delhi: Oxford University Press, pp. 342-363.
in Mughal India [16
th
and
17
th
Proceedings of Indian History Congress, Mumbai, pp. 335-346.
Proceedings of the
Indian History Congress, Vol. 71, pp. 226-235
Jafri, S.Z.H. (2018-Nawabi Legacy under Siege in the Age of Empire
(1860-1880):Familial Grants and the Waqf of Khanqah-e Karimia
Miura Toru (ed.) Comparative Study of the Waqf from the East: Dynamism of Norm and
Practices in Religious and Familial Donations, Tokyo, The Toyo Bunko, pp.191-216.
Arshi, Nida, (2012). 1856:
Proceedings of the Indian History
Congress, Vol. 73, pp. 528-537
Jafri, S.Z.H., (2014). -
The Evolution of a Nation: Pre-Colonial to Post-Colonial (Essays in Memory of R.S.
Sharma), Delhi: Manohar, pp.429-450
Unit 7 (Week 10-11): Here the emphasis will be on the transmission of knowledge and the
making of the Indo-Islamic Culture.
Intellectual Discourse, 20.1, International Islamic University, Kuala Lumpur, Malaysia,
pp. 79-102.
Jafri, S.Z.H. (2005),
khanqah Religious Pluralism
in South Asia and Europe, New Delhi: Oxford University Press, pp. 219-244.
Unit 8 (Week 12): In this unit the discussion will revolve around the social and political
background of the monotheistic thought and movements as well as the traditional Bhakti
movement in North and South India.
Habib,
Northern India during 15
th
and the 16
th
Social Scientist, Vol. 21, No. 3-4, pp. 78-88.
India' in D.N. Jha ed. Feudal Formations in Early India, New Delhi.
Tarachand, (1928). The Influence of Islam on Indian Culture, Allahabad, pp. 49-83, 130-
177.
Department of History, University of Delhi
332
Unit 9 (Week 13): This unit looks at the major figures in the monotheistic thought and the
impact of their movement in the upper-Gangetic valley.
Habib ed. Religion in Indian
History, New Delhi: Tulika,
,
Vol. 34, Proceedings of the Indian History Congress.
Unit 10 (Week 14): This unit will look at the evolution the Sikh panth and sects from the
contemporary sources.
Grewal, J.S. &Habib, Irfan (2001). Sikh History through Persian Sources, New Delhi:
Oxford University Press, pp. i- xl; 1-70.
Grewal, J.S. (2009). The Sikhs: Ideology, Institutions and Identity, OUP, New Delhi,
[Chapter 2 and 3].
Suggested Readings:
Browne E.G. (1956, 1969). A Literary History of Persia Cambridge: Cambridge University
Press, vols. III & IV
Burckhardt, Regula. (1986). Sufi Music of India and Pakistan, Cambridge: University Press
Religious Life of the Delhi Sultanate of the Thirteenth and F
Friedmann, (Ed.). Islam in Asia vol. 1, Jerusalem: Hebrew University of Jerusalem, pp. 60
108.
Ernst, Carl, (1993). The Eternal Garden New York
Friedman, Y. (1991). :Shaikh Ahmad Sirhindi: An outline of his thoughts and study of his
image in the eyes of Posterity, McGill, Canada: University Press
Grewal, J.S. (1998). History of Sikhism New Delhi: Oxford University Press.
Grewal, J.S. and Irfan Habib. (2001). :Sikh History through Persian Sources New Delhi:
Oxford University Press
Religion in Indian
History, Delhi: Tulika
Habib, Irfan. (2009), Agrarian System of Mughal India, 1556-1707, Delhi, Oxford University
Press [chapter 8]
Jafri, S.Z.H. (2005).
khanqah Religious Pluralism
in South Asia and Europe, Delhi: Oxford University Press, pp. 219-244
A Comprehensive History of India,
Vol. IV-B edited by Professors R.S. Sharma and K.M. Shrimali, Manohar, New Delhi, pp.
170-187
Department of History, University of Delhi
333
and Transmission of knowledge in Medieval
Intellectual Discourse 20.1, International Islamic University, Kuala Lumpur,
Malaysia, pp.79-102.
-Nawabi Legacy under Siege in the Age of Empire(-
1880s): Familial Grants and the Waqf of Khanqah-e Karimia
(Ed.) Comparative Study of the Waqf from the East: Dynamism of Norm and Practices in
Religious and Familial Donations, Tokyo: The Toyo Bunko, pp.191-216
Khan, Motiur Rahman. (2010-2011). Proceedings of the
Indian History Congress, Vol. 71, pp. 226-235
Lebeskind,Claudia. Piety on its Knees: Three Sufi Traditions of South Asia, Delhi: Oxford
University Press
Lewis, Bernard, (1968). The Assassins: a radical sect in Islam London, Oxford University
Press
Lewis, Bernard, Ch. Pellat and J. Schacht (Eds et al). (1956-2002) Encyclopaedia of Islam,
Second Edition (relevant articles)
Maalouf, Amin. (1986). The Crusades Through Arab Eyes. London
th
and 17
th
Proceedings of Indian History Congress, pp. 335-346.
Nizami, K.A. (1961). Religion and Politics in India during the thirteen century Aligarh:
University Press
Nizami, K.A. (Ed.) (1992) :Politics and Society during the Early Medieval period: The
Collected Works of Prof. Mohammad Habib New Delhi, 2 volumes.
Rizvi. S.A.A. (1993). :Muslim Revivalist Movements in Northern India in the Sixteenth and
Seventeenth Centuries New Delhi, pp. 176-260.
Robinson, Francis. (2000). Ulema of FirangiMahal, Delhi: Oxford University Press
Sharif, M.M. (Ed.). (1989). A History of Muslim Philosoph, 2 vols, Delhi [relevant chapters
only]
Tirmingham, J.S. (1971). Sufi Orders of Islam London.
Vaudeville, C. (1991). A Weaver named Kabir New Delhi: Oxford University Press.
Facilitating Teaching Learning Outcome:
The course is organized around weekly lectures and discussions based on the readings. Students
will be asked to make short presentations on the themes and topics of the course so that they can
develop their oratory skills and are able to understand the readings better.
Assessments:
Students enrolled in the course would have their work assessed in three modes.
Department of History, University of Delhi
334
1)There will be an internal assessment exam held in mid-semester. This will be out of 10 marks
2) Students will also be asked to submit a research paper on one of the topics of the course,
which will include footnotes and bibliography. The term paper will be marked out of 15 marks 3)
There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
335
HSM-356
The Economic and Social History of India ca. 1200-1800
Course Objectives:
This course will teach student about the economic history of the Indian subcontinent from the
thirteenth to the end of eighteenth century. It traces the changing nature of the economy by
analyzing the shifts in the nature of agrarian production, assessment and collection of land
revenue, the machinery of land revenue collection and history of agrarian classes. It highlights
the effects of militarisation and political conflict on the Indian economy. This paper also
familiarizes students with the nature of economy, history of trade, urbanization and urban
economy in the early modern period.
Course Outcomes:
By the end of this course, students would be able to understand
The basic strands of economic history in the Delhi Sultanate and Mughal periods.
They would also be able to appreciate the critical role of economic and social changes in
shaping the dynamics of power in the subcontinent.
They would learn about the importance of medieval technology for irrigation, cultivation and
grafting
They would have a comprehensive knowledge of subject like medieval revenue
administration, agrarian life and agrarian production through details of crop patterns,
introduction and evolution of new crops.
The readings and written assignments would help students build their comprehension and
verbal communication skill.
Course Content:
Unit 1 (week-1): Economy of the Delhi Sultanate, Non-agricultural production and urban
economy.
Unit 2 (week-2): Fiscal measures of Alauddin Khalji and Muhammad Tughluq.
Unit 3 (week-2): Agrarian relations and taxation during the Sultanate period.
Unit 4 (week-3): Population estimates of Mughal India.
Unit 5 (week-3): Agricultural production: Extent of cultivation, agricultural implements and
crops.
Unit 6 (week 4): The peasant, village community and property rights.
Unit 7 (week-5): The origin and nature of the zamindari right, political role of the chieftains and
zamindars in the Mughal Empire.
Unit 8 (week-6): The machinery of land revenue administration, methods of revenue assessment
Department of History, University of Delhi
336
and magnitude of revenue demand.
Unit 9 (week-7): Revenue assignments and revenue grants.
Unit 10 (week-8): Trade- Inland and foreign, organization and composition of commodity
production.
Unit 11 (week-9): Advent of European Companies and their impact on Indian economy.
Unit 12 (week-10): The monetary system.
Unit 13 (week-11): The growth of cities and towns, urban life and regional shifts in
urbanization.
Unit 14 (week-12): The debate on the nature of Mughal economy.
Unit 15 (week-13): The debate on the economy of 18th century.
Unit 16 (week-14): Shahjahanabad in eighteenth century, the invasions and their effects on the
Indian economy.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1 (week-1): This unit will teach students about the economy of the Delhi Sultanate, its
non-agricultural production and urban economy.
Bull, Marcus. (2005). Thinking Medieval: An introduction to the study of Middle Ages,
New York: Palgrave Macmillan, ,.
Sharma, R.S. (1965). Indian Feudalism, Delhi: Macmillan..
Chaudhary, Tapan and Irfan Habib. (Eds.) (1982). Cambridge Economic History of
India (1200-1750), vol. 1. Cambridge: Cambridge University Press.
of the Delhi Sultanate -- an Essay in
Indian Historical Review 4, pp. 287-303
Jackson, Peter. (2003). The Delhi Sultanate: A Political and Military History Cambridge:
Cambridge University Press
Pushpa, Prasad. (1990) Sanskrit Inscriptions of Delhi Sultanate 1191-1526, Delhi:
Oxford University Press.
Unit 2 (week-2): This unit will teach students about the fiscal measures of Alauddin Khalji
and Muhammad Tughluq.
-Din Khalaji--a defence of Zia
The Indian Economic & Social History Review, vol. 21, pp. 393-414.
-- an Essay in
Indian Historical Review 4, pp. 287-303
Habib, Mohammad. (2015). Studies in Medieval Indian Polity and Culture: The Delhi
Sultanate and Its Times, Delhi: Oxford University Press.
Unit 3 (week-2): Agrarian relations and taxation during the Sultanate period.
Department of History, University of Delhi
337
-- an Essay in
Indian Historical Review 4, pp. 287-303
Chaudhary, Tapan Ray and Irfan Habib. (1982). Cambridge Economic History of
India (1200-1750), Cambridge: Cambridge University Press.
W.H.Moreland, (2011). The Agrarian System of Moslem India,Cambridge University
Press.
Ashtor, E. (1976). A Social and Economic History of the Near East in the Middle
Ages, Berkeley: University of California Press.
Unit 4 (week-3): Population estimates of Mughal India.
Moosvi, Shireen. (1987). The Economy of the Mughal Empire, (New Delhi: Oxford
University Press, 1987).
W.H . Moreland. (1920). India at the Death of Akbar, London: Macmillan.
Unit 5 (week-3): Agricultural production: Extent of cultivation, agricultural implements and
crops.
Furber, Holden. (1976). Rival Emopires of Trade in the Orient, 1600-1800,
Minneapolis: University Press.
Habib, Irfan. (1999). The Agrarian System of Mughal India (1556-1707), (New
Delhi: Oxford University Press.
Unit 6 (week 4): The peasant, village community and property rights.
Habib, Irfan. (1999). The Agrarian System of Mughal India (1556-1707), (New
Delhi: Oxford University Press.
Raychaudhari Tapan, and Irfan Habib (1982). (Eds.), Cambridge Economic History of
India (1200-1750), Cambridge: Cambridge University Press.
Unit 7 (week-5): The origin and nature of the zamandiri right, political role of the chieftains
and zamindars in the Mughal Empire.
Nurul Hasan, S. (1964). The Position of the Zamindars in the Mughal Empire. The
Indian Economic & Social History Review, 1(4), pp. 107119.
Proceedings of Indian History Congress, pp. 320-9.
Habib, Irfan, (1999). The Agrarian System of Mughal India (1556-1707), New Delhi:
Oxford University Press.
Unit 8 (week-6): The machinery of land revenue administration, methods of revenue
assessment and magnitude of revenue demand.
Habib, Irfan, (1999). The Agrarian System of Mughal India (1556-1707), New Delhi:
Oxford University Press.
Department of History, University of Delhi
338
Moosvi, Shireen. (1987). The Economy of the Mughal Empire, New Delhi: Oxford
University Press.
Gupta, S. P.
during the 17
th
and 18
th
Proceedings of Rajasthan History Congress.
Proceedings of Indian History Congress, 55
th
session, pp. 159-72.
Unit 9 (week-7): Revenue assignments and revenue grants.
Habib, Irfan. (1999). The Agrarian System of Mughal India (1556-1707), (New
Delhi: Oxford University Press.
Richards, J. F. (1995). The Mughal Empire. Cambridge: Cambridge University Press.
Jafri, S.Z.H. (1998). Studies in the Anatomy of Transformation: Awadh from Mughal
to Colonial Rule, Delhi: Gyan Publication House.
Unit 10 (week-8): Trade- Inland and foreign, organization and composition of commodity
production.
Moosvi, Shireen. (1987).The Economy of the Mughal Empire, (New Delhi: Oxford
University Press,
Raychaudhari Tapan, and Irfan Habib. (Eds). (1982). Cambridge Economic History of
India (1200-1750), Cambridge: Cambridge University Press,
Choudhary, Manisha. (2018). Trade, Transport and Tanda: Shifting Identities of the
Banjaras, New Delhi: Manohar.
Das Gupta, Ashin. (1979).Indian Merchants and the Decline of Surat C 1700-1750,
Wiesbaden: Steiner,
Unit 11 (week-9): Advent of European Companies and their impact on Indian economy.
Gupta, Ashin Das Indian merchants and the decline of Surat C. 1700-1750, Manohar,
1994.
Alam, Muzaffar. (1986). The Crisis of Empire in Mughal North India: Awadh and the
Punjab, 1707-1748, New Delhi: Oxford University Press.
Potentialities of Capitalistic Development in the Economy of
Journal of Economic History, pp. 32-78.
Unit 12 (week-10): The monetary system.
Richards, J. F. (Eds.). (1988). The Imperial Monetary System of Mughal India, Delhi:
Oxfrd University Press.
Precious Metal Flows and Currency Circulation in the
Journal of the Economic and Social History of the Orient, Vol. 39,
No. 3, pp. 298-364.
The Indian Economic & Social
Department of History, University of Delhi
339
History Review.
Habib (Ed.), Aligarh Historians Society, pp. 129-143.
Unit 13 (week-11): The growth of cities and towns, urban life and regional shifts in
urbanization.
Habib, Mohammad. (2015). Studies in Medieval Indian Polity and Culture: The Delhi
Sultanate and Its Times, Delhi: Oxford University Press.
Alam Muzaffar & Sanjay Subramanyam. (2000). The Mughal State 1526-1750:
Themes in Indian History: Oxford in India Readings: Themes in Indian History,
Oxford University Press.
Furber, Holden. (1976). Rival Empires of Trade in the Orient, 1600-1800,
Minneapolis: University Press.
Alam, Muzaffar. (1986). The Crisis of Empire in Mughal North India: Awadh and the
Punjab, 1707-1748, New Delhi: Oxford University Press.
Unit 14 (week-12): The debate on the nature of Mughal economy.
Alam Muzaffar & Sanjay Subramanyam. (2000). The Mughal State 1526-1750:
Delhi:Oxford University Press.
-The Indian
Economic & Social History Review, pp. 291- 321.
Seema Alvi (eds.) (2007). The eighteenth century in India, Oxford University Press.
Unit 15 (week-13): The debate on the economy of 18th century.
Alvi, Seema (Ed.) (2007). The eighteenth century in India, Delhi: Oxford University
Press.
Marshall, P.J. (Ed.) (2003). The Eighteenth Century in Indian History: Evolution or
Revolution, New Delhi: Oxford University Press.
Unit 16 (week-14): Shahjahanabad in eighteenth century, the invasions and their effects on
the Indian economy.
Blake, Stephen P. (1991). Shahjahanabad: The Sovereign city in Mughal India 1639-
1739, Cambridge: Cambridge University Press, 1991.
The City in Indian History, (Ed.) Indu Banga, Delhi: Manohar, pp.
87-97.
Suggested Readings:
Asher, Catherine B. and Cynthia Talbot. (2007). India before Europe, Cambridge
University Press.
Department of History, University of Delhi
340
Bull, Marcus. (2005). Thinking Medieval: An introduction to the study of Middle Ages, New
York: Palgrave Macmillan
Das Gupta, Ashin. (2001). The World of the Indian Ocean Merchants (Collected Essays),
New Delhi: Oxford University Press.
Jackson, Peter. (2003). The Delhi Sultanate: A Political and Military History Cambridge:
Cambridge University Press.
Moreland, W.H. (2011). The Agrarian System of Moslem India, Cambridge University
Press.
Prasad, Pushpa. (1990). Sanskrit Inscriptions of Delhi Sultanate 1191-1526, Delhi, Oxford
University Press.
Sharma, R.S. (1965). Indian Feudalism, Delhi: Macmillan, 1965.
Siddiqui, Iqtidar H. (1992). Perso-Arabic Sources of Information on the Life and
Conditions in the Sultanate of Delhi, New Delhi: Munshiram Manoharlal Publishers Pvt.
Ltd.
Facilitating Teaching Learning Outcome:
The course is organized around weekly lectures and reading assignments. During the
course participants are expected to write and present reports, participate in class
discussions. This exercise is to ensure that students learns to comprehend with the
reading material and shall be able to develop their oral presentations and writing skills.
Assessments:
There will be two modes of assessing students enrolled in this course:
1) Students will have to submit two papers (either in Hindi or English) approximately
of 15-18 pages (inclusive of bibliographic apparatus) on themes finalised in the class
discussions with the mentorship of the instructor. These essays will be marked out of
maximum mark 25 in total, allotted against Internal Assessment.
2) There will be an end of term semester examination that will cover the contents of the
entire course. The examination will be of 3 hours duration and students will be required
to answer 4 out of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
341
HSM-357
History of Science, Technology, Body, and Dietary Practices in Pre-colonial India,
ca 1500-1700
Course Objectives:
The objective of this course is to examine how pre-colonial Indian societies perceived
science, technology, body, and curative practices. This course will train students to analyze
the social and cultural history of knowledge production and scientific temper in different
geo-political locations in India before modernity. It also explores the complicated process of
knowledge transmissions in the realms of body, narcotics, and dietary behavior, responding
to different political situations in the pre-colonial period.
Learning Outcomes:
At the end of the course, students would be:
Familiar with the ways in which pre-colonial Indian societies responded to science and
technology
Having a clear understanding of the relationship between bodily practices and cultural
formation before colonial modernity in India
Able to analyse the complex nature of dietary practices and political formation in pre-
colonial south Asia
Familiar with the intersection of state formation and narcotics in pre-colonial court cultures
Able to find new ways to read a variety of primary sources and formulate new research
methodologies for writing history of regions and communities.
Course Content:
Unit 1: (Week 1-2): Introduction to the History of Science, Technology, Body, and Healing
Unit 2: (Week 3-4): State, Man, and the Order of Nature: Pre-colonial Ecological Vision
Unit 3: (Week 5-6): Technology, People and Transmission
Unit 4: (Week 7-8): The Realm of Disease and the Burden of Healing
Unit 5 (Week 9-10): Political and Cultural Construction of Body, Purity and Intimacy
Unit 6 (Week 11-12): Gastro-Diplomacy and Culinary Behavior in the Mughal Court
Unit7 (Week 13 14): Intoxicants, Narco-Politics and the Medieval Sate.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Week 1-2): The course introduces students to some of the exciting ideas in the
history and philosophy of science and technology.
Department of History, University of Delhi
342
Popper, Karl. (2005). The Logic of Scientific Discovery, London: Routledge, pp.1-56.
Cohn, Floris, .H. (1994). The Scientific Revolution: Historiographical Inquiry,
Chicago, The Chicago University Press, pp.1-44.
Chattodhyaya,
Debiprasad. (Ed.) Studies in the History of Science in India. Vol 2, New Delhi:
Editorial Enterprises, pp. 805-815.
Baber, Zaheer. (1996). The Science of Empire: Scientific Knowledge, Civilization, and
Colonial Rule in India, Albany: State University of New York Press, pp.1-14.
IESHR, 17(1),
pp.1-34
Richardson, Kristina.(2012). Difference and Disability in the Medieval Islamic World:
Blighted Bodies, Edinburgh:, Edinburgh University Press, pp. 1-21.
2).Unit 2: (Week 3-4): This unit discusses the relationship between state, people and nature
in pre-colonial India.
Fisher, Michael H. (2018). An Environmental History of India: From Earliest Times to
the Twenty-First Century, Cambridge: Cambridge University Press, pp.77-116.
Richards, John F. (2003), The Unending Frontier: An Environmental History of the Early
Modern World, Berkeley: University of California Press, 1-88.
Guha, Sumit.(1999), Environment and Ethnicity in India, 1200-1991, Cambridge:
Cambridge University Press, pp. 1-82.
Journal of the Royal Asiatic Society, Third Series, Vol. 19 (3),
pp. 293-338.
Barbosa, Duarte. (2009). Description of the Coasts of East Africa and Malabar In the
Beginning of the Sixteenth Century, Cambridge: Cambridge University Press, pp.98-163.
Dale, Stephen F. (2004).
Empire in Central Asia, Afghanistan and India (1483-1530), Leiden: Brill, 291-402.
Unit 3: (Week 5-6): This unit examines the social, cultural and political impact of
technologies in the Indian subcontinent before the British colonial period.
Garza, Andrew de la.(2016). The Mughal Empire at War Babur, Akbar and the
Indian military revolution, 15001605, Oxford: Routledge, pp. 64-128.
The American Historical Review, Vol. 65 (3), pp. 515-526.
Qaisar, Ahsan Jan.(1982), The Indian response to European Technology and Culture,
(A.D. 1498-1707, New Delhi, Oxford University Press, pp.1-57.
Riello, Giorgio and Roy, Thirthankar. (2009). eds. How India Clothed the World: The
World of South Asian Textiles, 1500-1850, Leiden: Brill, pp. 1-52.
Gommans, Jos and Kolff, Dirk.(2001). eds. Warfare and Weaponry in South Asia:
Department of History, University of Delhi
343
1000-.1800, New Delhi: Oxford University Press, pp. 133-184.
t Vijayanagara,
American Anthropologist, Vol. 90 (3), pp. 580-597.
Unit 4: (Week 7-8): This unit focuses on a range of beliefs and practices around diseases and
healing.
Alavi, Seema .(2007). Islam And Healing: Loss And Recovery Of An Indo-Muslim
Medical Tradition 1600-1900, New Delhi: Permanent Black, 2007.
Zupanov,
Experiments in Sixteenth-IESHR, 39(1), pp.1-43.
Pernau, Margrit.(2011)
Images of the Body
in India: South Asian and European Perspectives on Rituals and Performativity, New
Delhi: Routledge, pp. 97-108.
Spez
East and West, Vol. 53 (1/4), pp. 149-
178.
Buckingham, Jane.(2002). Leprosy in Colonial South India: Medicine and
Confinement, New York: Palgrave, pp.1-75.
Kumar, Deepak. ed. Disease and Medicine in India: A Historical Overview, New
Delhi: Tulika, pp. 40-65.
Foucault, Michel (2003), The Birth of Clinic: An Archaeology of Medical Perception,
London: Routledge,pp.1-53.
Unit 5: (Week 9-10): This unit examines how different regions, communities and scholars
-colonial India.
Ali, Daud. (2004). Courtly Culture and Political Life in Early Medieval India,
Cambridge, Cambridge University Press, pp.144-182
Journal of the Economic and Social History of the Orient, Vol. 50 (4), pp.490-
523.
-and
Nineteenth-The International History Review, Vol. 27 (3), pp. 534-
549.
-
Diseases of the bodypolitic, and machiavelli's "accidenti", Philosophy East and West,
Vol. 62 (4), pp. 545-573.
Fissell, Mary E. (2006). Vernacular Bodies: The Politics of Reproduction in Early
Modern England, Oxford: Oxford University Press, pp.1-52.
Department of History, University of Delhi
344
Rich Freeman. (2011), Untouchable Bodies of Knolwedge in the Spirit Possession of
Malabar, 125-142 in Axel Michaels and Christoph Wulf, eds. Images of the Body in
India: South Asian and European Perspectives on Rituals and Performativity, New
Delhi: Routledge, pp.125-142.
White, David Gordon.(2007), The Alchemical Body: Siddha Traditions in Medieval
India, Chicago: The University of Chicago Press, pp.184-217.
Unit 6: (Week 11-12): This unit covers the narratives and sensibilities around dietary
practices in the Mughal State
-Mongol Tradition in
The Journal of Asian Studies, 69 (1), pp. 123 147.
Dale, Stephen.(2004). The Garden of the Eight Paradises: Babur and the Culture of
Empire in Central Asia, Afghanistan and India (1483-1530), Leiden: Brill, pp.291-354.
Bynum, Caroline Walker.(1985). Fast, Feast, and Flesh: The Religious Significance of
Food to Medieval Women, Representations,11, pp.1-25.
Abul- l- Fal, Ain-i Akbari, H. Blochmann, ed. Vol. I, Frankfurt, Institute for the History
of Arab-Islamic Science, pp. 51-82.
Daedalus 101 (1), pp. 61-81.
Sen, Colleen Taylor.(2015). Feasts and Fasts: A history of Food in India, London:
Reaktion Books, pp.152-207.
Unit: 7 (Week 13-14): This unit how drugs and narcotics were used in the political functioning
of the Mughal state
-The Medieval
History Journal Vol. 8 (1), 189-225.
Therapeutic North India, Sixteenth- The Medieval History
Journal Vol. 15 (1), pp. 103-135.
-modern South Asia, in Fisher-Tine, Haralad and
Tschurenev, Jana. eds. A History of Alcohol and Drugs in Modern South Asia:
Intoxicating Affairs, Oxford: Routledge, pp.29-44.
-Cup in Mughal Court Culture: From Hedonism to
KingsThe Medieval History Journal Vol.8 (1), pp. 143-188.
Matthee, Rudi.(2005). The Pursuit of Pleasure: Drugs and Stimulants in Iranian History,
1500-1900, Princeton: Princeton University Press, pp.37-68.
Suggested Readings
Albala, Ken.(2007). The Banquet: Dining in the Great Courts of Late Renaissance
Europe. Chicago: University of Illinois Press.
Department of History, University of Delhi
345
-American Ethnologist 8
(3), pp. 494-511.
Bagchi, Ashok K. (1997). Medicine in Medieval India: 11th to 18th Centuries, New
Delhi, Konark Publishers.
Bala, Poonam.(2007). Medicine and Medical Policies in India: Social and Historical
Perspectives, Lanham, Lexington Books.
Bray, Tamara L. (2003). ed. The Archaeology and Politics of Food and Feasting in
EarlyStates and Empires, New York, Kluwer Academic Publishers.
Counihan, Carole M. and Kaplan, Steven L. (1998). eds. Food and Gender: Identity
andPower, New Jersey, Harwood Press.
Gosling, David.(1976). Science and Religion in India, Madras, Christian Literature
Society.
Gupta, Beni.(1979). Medical Beliefs and Superstitions, New Delhi, Sundeep Prakashan.
Habib, Irfan (1982). 'Technological Changes and Society, 13th and 14th Centuries', in
Chattodhyaya, Debiprasad, ed. Studies in the History of Science in India, New Delhi:
Editorial Enterprises.
Hardiman, David and Mukhar, Projit Bihari.(2012). Medical Marginality in South Asia:
Situating Subaltern Therapeutics, Oxon, Routledge
Lal, Ruby.(2005). Domesticity and Power in the Early Mughal World, Cambridge,
Cambridge University Press.
Mines, Mattison.(1984). The Warrior Merchants, Textiles, Trade, and Territory in South
India, Cambridge, Cambridge University Press.
Moran, Bruce T. (1991). ed. Patronage and Institutions; Science Technology and
Medicine at The European Court, 1500-1750, New York, Boydell Press.
Pollock, Sheldon.(2011). ed. Forms of Knowledge in Early Modern Asia: Explorations in
the Intellectual History of India and Tibet, 1500-1800, Durham, Duke University Press.
Subramanyam, Sanjay.(1990). ed. Merchants, Markets and State in Early Modern India,
New Delhi, Oxford University Press.
Facilitating Teaching Learning Outcome:
This course is organized around lectures and class room discussions, largely based on the
readings as mentioned above. Students are expected to participate in class room discussions and
make short theme based presentations and brief write ups that can help them to polish their
language, communication skills and method of articulation.
Assessments:
Students taking this paper will have their word assessed in two modes:
Department of History, University of Delhi
346
1) Students are asked to submit a theme based research paper (2500-3000 words) on a topic that
they are free to choose from the course, with the help of the teacher. This term paper is marked
out of 25 marks.
2) The end of term semester examination covers the full content of this course. The examination
will be of 3 hours duration and students are required to answer 4 out of 8 questions. Marks will
be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
347
HSM 358
Forms of Resistance in Northern India, ca. 1560-1740
Course Objectives:
The course introduces students to the varied forms of protest movements and rebellions that
surfaced in the political landscape of North India from the mid-sixteenth to the mid-eighteenth
century. The objective of the course is to teach students the theories and methodology of popular
resistance as an oppositional act. Like all acts, resistance is situated in certain time, space and
relations, and engages with different types of actors, techniques and discourses. While asking
as popular resistance this course will consider how popular
resistance is developed and deployed as a tactic for subverting, seizing and transforming power
relations
of sectarian leaders and armed peasant revolts. It also explores the historical and imagined
memory of these revolts in oral traditions and folklores.
Learning Outcomes:
At the end of the course, the students would:
Appreciate how social history and voice of the marginalised can be researched by
differential reading of source material.
Understand the concept of everyday forms of resistance and the ways in which it has
historical studies.
Analyse how such mobilizations throw epistemological challenge to disciplines that
traditionally focus on already identified structures of power, collective actions, or political
processes.
Be able to appreciate the historiographical shifts in the understanding of the popular forms of
resistance.
Able to examine and understand the early modern South Asian histories of resistance in
terms of cultural domination and subversion.
How popular literature helps in reconstruction of the marginalized resistance.
Course Content:
Unit 1: (Week 1-2): Meanings, Historiography and sources of popular resistance, everyday and
routine forms of resistance.
Department of History, University of Delhi
348
Unit 2 (Week 3-4): Peasant Revolts: Nature of Peasant Revolts in Mughal India; Modes of
Protest; Response of the State.
Unit 3 (Week 5-6): Mughal Frontiers: Protest and Resistance.
Unit 4 (Week 7-8): - Local
Uprisings and their Consequences for the Mughal Polity; Nature and Power of the New
Zamindars; Revolts of Jats.
Unit 5 (Week 9-10): Religious Forms of Resistance: Raushani Movement (1585, 1611-16, 1628
A. D.);Satnami revolt (1672), Sikh revolts.
Unit 6 (Week 11-12): The Revolts of the Nobility and Princes: Changing Complexion of the
Ruling Class, c. 1560-1740.
Unit 7 (Week 13-14): Merchant Forms of Resistance: Jaunpur, Gujarat.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Week 1-2): This unit would explain to the students the historiography, sources and the
concept of everyday forms of resistance especially non-violent form of resistance, understanding
of infra politics and how it challenges the existing scholarship on popular dissent and protest.
Scott, James C. (1985).Weapons of the Weak: Everyday Forms of Peasant Resistance,
Yale University Press.
Hobsbawm, E.J. (rpt. 2012).Bandits, London: Abacus.
Thompson, E.P. ( Moral Economy of the English Crowd in the
, Past & Present, Volume 50, Issue 1, pp.76136.
Ginzburg, Carlo. (1992).The Cheese and the Worms: The World of a Sixteenth Century
Miller, John Hopkins University Press, pp. XI-XXVI; 125-126.
Sociological
Forum, Vol. 6, No. 3, pp. 593-602.
Mitchell, Timothy Theory and
Society, Volume 19, Issue 5, pp. 545-577.
of , American Anthropologist, Vol. 107, No. 3, pp. 346-355.
Habib, Irfan.(Ed.). (1995). Essays in Indian History: Towards a Marxist Perception,
-258.
Mayaram, Shail. (2004). Against History, Against State: Counter Perspectives from the
Margins, Columbia: Columbia University Press, pp. 1-
Unit 2 (Week 3-4): Beyond the conventional understanding of peasant resistance this unit would
emphasise upon the recent understanding of peasant challenges to the cultural forms of
dominance.
Habib, Irfan. (1999).The Agrarian System of Mughal India, 1556-1707, Delhi: Oxford
University Press, pp. 364-
Department of History, University of Delhi
349
Studies in
International Development, No. 34.
Habib, Irfan. (1995). Essays in Indian History: Towards a Marxist Perception, Delhi:
Tulika, pp. 109-
The Mughal
State, 1526-1750, New Delhi: Oxford University Press, pp. 449-473.
Streusand, Douglas.E. (1989).The Formation of the Mughal Empire, Delhi: OUP,
(2.3.1.), pp. 41-43, 70-
).
in K.N. Pannikar (Ed et al), The Making of History: Essays Presented to Irfan Habib,
Delhi: Tulika.
Rana, R.P. (2006). Rebels to Rulers: The Rise of Jat Power in Medieval India, c. 1665-
1735, New Delhi: Manohar, pp. pp. 107-181 (Chapters, 5-6).
Mayaram, Shail. (2004).Against History, Against State: Counter Perspectives from the
Margins, Columbia: Columbia University Press, pp. 97-125 (Chapter 5).
Unit 3 (Week 5-6): This unit would discuss notion of frontier under the Mughals especially in
terms of incorporation of the new regions, responses of suchcultural zones and vernacular
imaginations of resistance.
Gommans, J.(2002). Mughal Warfare: Indian Frontiers and Highroads to Empire 1500
1700, London: Routledge, pp. 7-
and Sanjay Subhramanyam, (Eds.).The Mughal State, 1526-1750, New Delhi: Oxford
University Press, pp. 323-346.
Sanjay Subrahmanyam, (Eds.). The Mughal State, 1526-1750, New Delhi: Oxford
University Press.
Eaton, Richard. (1997).The Rise of Islam and the Bengal Frontier, 1204-1760, Delhi:
Oxford University Press, pp. 186-191.
Gaur (Ed.), Popular Literature and Pre-modern Societies in South Asia, Delhi: Pearson,
pp. 89-112.
Modern Asian Studies, vol. 47, no. 5, pp. 14351487.
IESHR , Vol. 25, No. 3, pp. 319-40.
Department of History, University of Delhi
350
Unit 4 (Week 7-8): This unit would engage with the position and working of the institution of
zamindari in terms of agrarian relations and hierarchies and its tension and conflict with the state.
Thoughts on Agrarian relation in Mughal India
Bhargava (Ed.), Exploring Medieval India Sixteenth to Eighteenth Centuries: Politics,
Economy, Religion, Part I, Delhi: Orient Black Swan.
Ali, M. Athar.(1997). The Mughal Nobility under Aurangzeb, Delhi: Oxford University
Press.
Rana, R.P. (2006). Rebels to Rulers: The Rise of Jat Power in Medieval India, c. 1665-
1735), pp. 107-121.
Alam, Muzaffar. The Crisis of Empire in Mughal North India: Awadh and the Punjab,
1707-48. Delhi: Oxford University Press.
Habib, Irfan. (1999). The Agrarian system of Mughal India (1556-1707), Delhi: Oxford
University Press, pp.169-
Bayly, C.A. (1998). Rulers, Townsmen and Bazaars: North Indian Society in the Age of
British Expansion, 1770-1870, Delhi: Oxford University Press.
Mayaram, Shail. (2004).Against History, Against State: Counter Perspectives from the
Margins, Columbia: Columbia University Press, pp. 97-125 (Chapter 5).
, (1993), , :
.
Unit 5 (Week 9-10): In this unit the students would deal with certain sectarian and religious
movements, their ideological flavor, resultingsites of subversion and conflicts with the state.
Ahmed, Tariq. (1982). Religio-Political Ferment in the North West Frontier During the
Mughal Period: The Raushaniya Movement, Delhi: Idarah-i Adabiyat.
Alam, Muzaffar. (2013).The Crisis of Empire in Mughal North India: Awadh and the
Punjab, 1707-48, 2
nd
edi.,Delhi: Oxford Univer
Grewal, J.S. and Indu Banga (Ed.). (2001). History and Ideology: The Khalsa Over 300
Years, Delhi: Oxford University Press, pp. 35-ind
-
Majalis
David Gilmartin and Bruce B. Lawrence (Eds.). Beyond
Turk and Hindu: Rethinking Religious Identities in Islamicate South Asia, New Delhi:
India Research Press, pp. 199-215.
Unit 6 (Week 11-12):This unit analyses the political formations and revolts of the nobility and
princes as well as their role in shaping the nature of Mughal - centered political culture and
institutions.
Department of History, University of Delhi
351
Faruqui, Munis D.(2012).The Princes of the Mughal Empire, 15041719, Cambridge:
Cambridge University Press, pp. 10-24, 181-234 (Chap
Chandra, Satish. (2003).Parties and Politics at the Mughal Court, 1707-1740, New
Delhi: Oxford University Press.
-Problems of
Essays on Medieval Indian History, Delhi: Oxford University Press,
2003.
is
Religious Policy, 1560-The Journal of the Royal Asiatic Society of Great Britain and
Ireland, pp. 29-36.
Sreusand, Douglas.E. (1989).The Formation of the Mughal Empire, Delhi: Oxford
University Press, pp. 123-
Unit 7 (Week 13-14): This unit focuses on the forms of merchant resistance, its nature and the
specificities of protest and its consequences for the political system.
Banarsidas. (1981). Ardhakathanak. Translated, introduced and annotated by Mukund
Lath. Ardhakathanak: Half a Tale, Jaipur: Rajasthan Prakrit Bharati Sansthan.
Hasan, Farhat. (2004).State and Locality in Mughal India Power Relations in Western
India, c. 1572-1730, Cambridge: Cambridge University Press, pp. 52-70 (Chapters,
)
Dwijendra Tripathi (Ed.). Business Communities of India, Delhi: Manohar, pp. 173-184.
(Ed.). Business Communities of India. Delhi: Manohar, pp. 41-58.
in the Surat Crisis Proceedings of Indian History Congress, 41
st
Session,
Bombay.
Business Communities of India, Delhi:
Manohar, pp. 151-173.
Urban History of Pre-Scandinavian Institute of Asian Studies Monograph
no. 28.
Studies in
International Development, No. 34.
Suggested Readings:
Department of History, University of Delhi
352
Scott, James C. (1976).The Moral Economy of the Peasant: Rebellion and Subsistence in
South east Asia. New Haven: Yale University Press.
Scott, James C. (1990).Domination and the Arts of Resistance: Hidden Transcripts, New
Haven: Yale University Press.
Revue
Issue 1 (n° 131), pp. 3-18.
Burke, Peter. (1978).Popular Culture in Early Modem Europe, New York: New York
University Press, pp. 173-178.
Hobsbawm, Eric. (1959).Primitive Rebels: Studies in Archaic Forms of Social Movement in
the19th and 20th Centuries, Manchester: Manchester University Press.
Journal of Peasant Studies no. 1, pp. 3-22.
Freedman, Paul. (1997).Peasant Resistance in Medieval Europe Approaches to the Question
of Peasant ResistanceFilozofskivestnik, vol. XVIII, no. 2, pp. 179-211.
-
Journal of World History, Volume 9, Number 1, pp. 1-23.
-The Rise of Merchant
Empires: Long-distance Trade in the Early Modern World, 1350-1750. J.D Tracy (Ed.),
(1990), Cambridge: Cambridge University Press, pp. 371-400.
Modern Asian Studies, Vol. 22, No. 1, pp. 189-224.
Latin American Perspectives, Issue 77, vol. 20, no. 2, pp.
74-92.
.1998.
:
Facilitating Teaching Learning Outcome:
The course is organized around weekly lectures and assignments based on the themes and topics
of the course. Students will be participating in course readings based group discussions. The
course, aims at developing a rational insight with a focused objective of comprehending the
course content.
Assessment:
Internal Assessment will be a continuous process based on threefold approach of reading,
understanding and articulation. Students enrolled in the course would have their work assessed in
three modes.
1) There will be a10 marks internal assessment exam held in mid-semester.
2) Students will be expected to submit a 15 marks research paper on one of the topics of the
course.
Department of History, University of Delhi
353
3) There will be an end of term semester examination covering the entire course. This will be a 3
hours duration University examination and students will be required to answer 4 out of 8
questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
354
HSM 359
GENDER RELATIONS IN MUGHAL INDIA
Course Objectives:
The objective of the course is to acquaint the students with the significance of gender in shaping
the political culture in Mughal India. It will teach students some of the gender sensitive
interventions that have interrogated our understanding of harem and imperial sovereignty. The
student will learn about the complex operations of gender in reproducing socio-cultural life, in
particular, property relations, household intimacies, and caste iniquities.
Learning Outcomes:
At the end of the course, students would:
Understand harem as a political space, and the political and ideological motivations that have
shaped its historiography and popular perceptions.
See gender as a crucial marker of difference and its connections with other markers of
difference, in particular class, caste and race.
Appreciate manliness as a form of social construction, and its inter-linkages with the political
culture
Learn to read and appreciate the contemporary sources within a gendered sensitive frame of
reference
Realize how gender works on bodies and emotions, and refines our framework for the study
of the history of emotions and corporeality.
See how the shifts in gender relations help us understand the social and cultural correlates of
early modernity in South Asian history.
Course Content:
Unit 1: (Week 1):
Unit 2: (Week 2-3): Gender Relations in Imperial Court Culture
Unit 3: (Week 4-5): Representation of Imperial Service and Manliness in the Mughal Archive
Unit 4: (Week 6-7): Gender Relations in Everyday Life
Unit 5: (Week 8-9): Manliness and Intimacies in Household Spaces.
Unit 6: (Week 10-11): Love, Eros and Gender in Indo-Persian literary Culture
Unit 7: (Week 12-13): Gender in the Vernacular Literature
Unit 8 (Week 14): Socio-Cultural Transitions and Gender Relations in the 18
th
century
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Department of History, University of Delhi
355
Unit 1: (Week 1): This unit will focus on the political process, and see how gender served to
reproduce imperial sovereignty.
Lal, Ruby. (2005). Domesticity and Power in the Early Mughal World. Cambridge:
Cambridge University Press.
Balabanlilar, Lisa. (2012). Imperial Identity in the Mughal Empire: Memory and
Dynastic Politics in Early Modern South and Central Asia. New York: I. B. Tauris.
Pierce, Leslie P. (1993). The Imperial Harem: Women and Sovereignty in the Ottoman
Empire. Oxford: Oxford University Press.
Lal, K. S. (1988). The Mughal Harem
.
New Delhi: Aditya Prakashan.
Findly, Ellison Banks. (1993). Nur Jahan: Empress of Mughal India. Oxford: Oxford
University Press.
Agen Journal of Persianate Studies, vol.4,
no.1.
Readings from Sources: Gulbadan Bano Begum, Ahwal-i-Humayuni, trans. A.S.
Beveridge (1994). The History of Humayun: Humayun Nama. Reprint, New Delhi, 1994.
Readings from Sources: Orders issued by Nur Jahan and Jahanara, in Tirmizi, S.A.I.
(1979). Edicts from the Mughal Harem. New Delhi: Idarah-i-Adabiyat-i-Dehli.
Unit 2: (Week 2-3): This unit will examine gender relations in the Mughal imperial court culture
within a comparative frame of reference
Balabanlilar, Lisa. (2007). The Lords of the Auspicious Conjunction: Turko-Mongol
Imperial Identity on the Subcontinent. Columbus: Ohio State University.
-Mongol Tradition in
Journal of Asian Studies, 69, 1, 123-147.
Hambly, Gavin. (ed.). (2000). Women, Patronage and Self-representation in Islamic
Societies. Albany: Palgrave Macmillan.
Pierce, Leslie. (2003). Morality Tales: Law and Gender in the Ottoman Court of Aintab.
Berkeley: University of California Press.
Walthall, Anne. (ed.). (2008). Servants of the Dynasty: Palace Women in World History.
Berkeley: University of California Press.
xual Difference in the
Colonial Fantasies: Towards a
Feminist Reading of Orientalism. Cambridge: CUP, 39-67.
Unit 3 (week: 4-5): This unit will focus on the norms of manliness in Mughal India, and their
relations with the socio-cultural developments in the period
Modern Asian Studies, 41, 5, 887-922
Department of History, University of Delhi
356
Hanlon, Rosalind. (1999).
Journal of the Economic and Social History of the Orient, 42, 1, 47-93.
JESHO, 50, 4, 490-523
Najmabadi, Afsaneh. (2005). Women with Moustaches and Men without Beards: Gender
and Sexual Anxieties of Iranian Modernity. Berkeley: University of California Press.
Stephen O. Murray and Will Roscoe (eds.). (1997). Islamic Homosexualities: Culture,
History, and Literature. New York: New York University Press.
Readings from sources: Abul Fazl, Akbarnama, H. Beveridge (trans.). (1993) The
Akbarnama of Abul Fazl. New Delhi: Low Price Publications.
Unit 4 (week 6-7): This unit studies the operations of gender, in routine everyday life, and sees
gender as interacting with social institutions and practices.
Ramaswamy, Vijaya. (ed.). (2016). Women and Work in Pre-colonial India. New Delhi:
Sage Publications.
Hasan, Farhat. (2005). State and Locality in Mughal India: Power Relations in Western
India, c. 1572-1730. Cambridge: CUP.
Ahmed, Leila. (1992). Women and Gender in Islam. New Haven: Yale University Press.
th
century Ottoman Judicial Records: The
Journal of the Economic and Social History of the
Orient, 18, 1, 53-114.
in Early Modern Indi19, 2, 36-58.
The Medieval History Journal, 5, 1, 77-101
Proceedings of the Indian History Congress, vol. 48, 261-70.
Unit 5 (week 8-9): The focus of this unit is on the distribution of affect in the spaces of the
household, and the significance of gender in shaping the emotions in the household.
Chatterjee, Indrani. (ed.). (2004). Unfamiliar Relations: Family and History in South
Asia. New Delhi: Permanent Black.
Roy, Kumkum. (ed.). (2015). Looking Within and Looking Without: Exploring
Households in the Subcontinent Through Time. New Delhi: Primus Publications.
Hasan, Farhat (2009). Ardhakathanaka
Ramaswamy (ed.), Biography as History. New Delhi: Orient Blackswan.
Readings from the sources: Banarsidas, Ardhakathanaka, Mukund Lath (trans.). (2005).
Half a Tale. New Delhi: Rupa and Company.
Department of History, University of Delhi
357
Unit 6 (week 10-11): The objective of this unit is to teach students how to read gender in Indo-
Persian literature in the Mughal period.
Meisami, Julie Scott. (1987). Medieval Persian Court Poetry. Princeton: Princeton
University Press.
Kalpakli, Mehmet and Walter J. Andrews. (2005). The Age of Beloveds: Love and the
Beloved in Early Modern Ottoman and European Culture and Society. Durham: Duke
University Press.
Najmabadi, Afsaneh. (2005). Women with Moustaches and Men without Beards: Gender
and Sexual Anxieties of Iranian Modernity. Berkeley: University of California Press.
-
u and Imke Rajamani (eds.), Monsoon Feelings: A
History of Emotions in the Rain. New Delhi: Niyogi Books, 45-69.
Rizvi, Kishwar (Ed.) (2018). Affect, Emotions and Subjectivity in Early Modern Muslim
Empires: New Studies in Ottoman, Safavid and Mughal Art and Culture. Leiden: Brill.
Unit 7 (week 12-13): This unit focuses on the representation of gender in vernacular literature
Orsini, Francesco. (ed.). (2006). Love in South Asia: A Cultural History. Cambridge:
Cambridge University Press.
-Annual of Urdu Studies, 7, 1-20.
South
Asia, xxv, 75-90.
Annual of Urdu Studies,
vol.16.
Kidwai, Saleem and Ruth Vanita (eds.). (2001). Same-Sex Love in India: Readings from
Literature and History. New Delhi: Palgrave Macmillan.
Behl, Aditya. (2012). -
1575. New Delhi: Oxford University Press.
Orsini, Francesca and Katherine Butler Schofield (eds.). (2015). Tellings and Texts:
Music, Literature and Performance in North India. Cambridge: Open Book Publishers.
Vanita, Ruth (ed.). (2001). Queering India: Same-Sex Love and Eroticism in Indian
Culture and Society. New Delhi: Oxford University Press.
Unit 8 (week 14): This unit looks at the 18
th
century transformations, and their complex relations
with shifts in gender relations
Vanita, Ruth. (2012). Gender, Sex and City. New Delhi: Oxford University Press.
et.al. (eds.), Queer
Masculinities, 1550-1800. Basingstoke, UK: Palgrave Macmillan.
Department of History, University of Delhi
358
Awadh, 1722-Women in the Medieval Islamic World, 489-
513.
of
Contesting Power: Essays on
Everyday Relations in South Asia. Oxford: Oxford University Press, 23-61.
in 19
th
centur16, 1.
Queering India, 47-60
or the Community: Emotions and
Practices among North Indian Muslims, c. 1870- Indian Economic and Social
History Review, 54, 1, 21-42.
Medieval History
Journal, 2, 2, 277-308
Dalal
Medieval History Journal, 18, 1, 120-165.
Suggested Readings
Ahmed, Leila. (1992). Women and Gender in Islam. New Haven: Yale University Press.
Butler, Judith. (2011). Bodies that Matter: On the Discursive Limits of Sex. London:
Routledge.
Ghosh, Durba. (2006). Sex and the Family in Colonial India: The Making of Empire.
Cambridge: Cambridge University Press.
Lal, Ruby. (2018). Empress: The Astonishing Reign of Nur Jahan. New York, Penguin
Viking
Mernissi, Fatima. (1997). The Forgotten Queens of Islam. Minnesota: University of
Minnesota Press.
Murray, Stephen O. and Will Roscoe (eds.). (1997). Islamic Homosexualities: Culture,
History, and Literature. New York: New York University Press.
Papanek, Hanna and Gail Minault. (eds.). (1984). Separate Worlds: Studies of Purdah in
South Asia. New Delhi: Chanakya Publications.
American Historical
Review, 91, 5, 1053-1075
Walthall, Anne (ed.). (2008). Servants of the Dynasty: Palace Women in World History.
Berkeley: University of California Press.
.
Facilitating Teaching Learning Outcome:
Department of History, University of Delhi
359
The course is organized around weekly lectures and discussions based on the readings. Students
will be asked to make short presentations on the themes and topics of the course so that they can
develop their oratory skills and are able to understand the readings better.
Assessments:
The performance of students will be assessed in three modes:
1) There will be an internal assessment exam held in mid-semester. This will be out of 10 marks
2) Students will also be asked to submit a research paper on one of the topics of the course,
which will include footnotes and bibliography. The term paper will be marked out of 15 marks?
3) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
360
HSM-360
HISTORY OF RAJASTHAN, ca. 1300-1900
Course Objective:
This course introduces students to the history of medieval Rajasthan through a study of wide
range of themes: dynamics of state formation, political alliances and norms of governance,
service culture, fiscal and economic organization, networks of trade and trading
communities, social formation, changes in rural society, role of local cults, sects and popular
preachers. By tracking these developments over six hundred years, this paper familiarizes
students with the changing dimensions of regional history.
Course Outcome:
Through a study of this paper, the students will get an insight into the variety of regional
sources and methodology adopted by historians who study history of regions. They will
uncover the uniqueness of regions in terms of agents of change to unravel the processes that
were instrumental in developing regional identity. It will help to understand the working of
various local autonomous units and groups, who became important in the course of history.
Course Content:
Unit 1 (week-1): Sources- Archival, bardic and oral traditions.
Unit 2 (week-2): The idea of Rajasthan-language, region or culture.
Unit 3 (week-3): State formation with special focus on Mewar, Jodhpur and Jaipur.
Unit 4 (week-4): Role of topography in state formation.
Unit 5 (week-5): The Chittor-Rana Pratap and rise of nationalism.
Unit 6 (week-6): Advent of Turks and their impact in Rajasthan.
Unit 7 (week-7): Relations of Rajput kingdoms with the sultanates of Malwa and Gujarat.
Unit 8 (week-8): MughalRajput relations from Akbar to Aurangzeb.
Unit 9 (week-9): Evolution of Rajput polity: Kingclan relations and the system of bhaibant,
pattadari and chakri.
Unit 10 (week-10): Territorial administration, fiscal organization and the system of
agriculture production.
Unit 11 (week-11): Trade, mercantile communities, trade routes and links.
Unit 12 (week-12): Structure of village society and the working of caste panchayats.
Unit 13 (week-12): Society: Bhomias, peasants, professional classes, artisan and menial
castes. Peasant unrest and Bhomia revolts.
Unit 14 (week-13): Emergence of the Bharatpur and Alwar States.
Unit 15 (week-14): Mirabai, Panch-Pir and Karni Mata. Sufi centres at Ajmer and Nagaur,
the pilgrimage centre of Pushkar.
Department of History, University of Delhi
361
Unit 16 (week-14): Rise of militant ascetics in the politics of Rajput states.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1 (week-1): This unit will teach students about the Sources- Archival, bardic and oral
traditions which help in re-constructing the history of region.
IESHR, 13 (2), pp. 219-50.
study in the Evolution and use History in Africa,
vol. 3, pp. 127-153.
Das, Shyamal. (1886). Vir Vinod, 4 volumes, Udaipur.
Tod, James. (1998). Annals and Antiquities of Rajasthan, 2 Vols. Reprint, New
Delhi: Rupa.
Unit 2 (week-2): This unit will
language, region or culture.
Tod, James. (1998). Annals and Antiquities of Rajasthan. 2 Vols. New Delhi:
Rupa.
Schomer, Karine, Joan L. Erdman, Deryck O. Lodrick & Lloyd I. Rudolph. (Eds.)
(2001). The Idea of Rajasthan: Explorations in Regional Identity. 2. Vols. New Delhi:
Manohar, New Delhi.
Sharma, Dashrath (1966). Rajasthan through the Ages. Bikaner: Rajasthan State
Archives.
Unit 3 (week-3): This unit will teach students about the process of State formation with
special focus on Mewar, Jodhpur and Jaipur state.
Sharma, G.D. (1977). Rajput Polity. New Delhi: Manohar.
Fox, R. G. (1971). Kin, Clan, Raja and Rule: State hinterland Relations in Pre-
Industrial India. Berkeley: University of California Press.
Sarkar, J. N. (1984). A History of Jaipur. New Delhi: Orient Longman.
Saxena, R. K. (1996). Rajput Nobility, A Study of 18
th
Century Rajputana. Jaipur:
Publication Scheme.
International Journal of History and Cultural Studies (IJHCS), Volume 1, Issue 1,
pp. 14-26.
Recruitment, Role and Hierarchy of Khojas in the Amber-
Proceedings of Rajasthan History Congress, 2018.
Kapur, Nandani. (2004). State Formation in Rajasthan: Mewar during the Seventh-
Fifteenth Centuries, Social Scientist.
Department of History, University of Delhi
362
Unit 4 (week-4): This unit will teach students about the Role of topography in process of
state formation.
McKee, E. D. (1980) (ed.). A Study of Global Sand Seas. Tunbridge Wells, Kent:
Castle House Publications.
Gupta, Rajkumar and Ishwar Prakash (1975) (eds.), Environmental Analysis of the
Thar Desert, Dehradun: English Book Depot. Introduction.
Unit 5 (week-5): This unit will teach students about the region of Chittor with emphasis on
the personality of Rana Pratap and subsequent rise of nationalism.
Brooks, J.C. (1859). History of Mewar. Calcutta.
Unit 6 (week-6): This unit will teach students about the Advent of Turks in the region of
Rajasthan and its impact.
Devra, G.S.L. (1980). Some Aspects of Socio-Economic History of Rajasthan.
Jodhpur: Rajasthan Sahitya Mandir.
Sharma, G.N. (1968). Social Life in Medieval Rajasthan, 1500-1800 A.D. Agra:
Lakshmi Narayan Agarwal.
Unit 7 (week-7): This unit will teach students about the Relations of Rajput kingdoms with the
Sultanates of Malwa and Gujarat.
Sharma, Dashrath. (1966). Rajasthan through the Ages, Bikaner: Rajasthan State
Archives.
Jain, K. C. (2016). Ancient Cities and Towns of Rajasthan, Jodhpur: Books Treasure.
Kolff, Dirk H. A. (2002). Naukar, Rajput, and Sepoy: The Ethnohistorry of the
Labour Military Labour Market of Hindustan, 1450-1850. Cambridge: Cambridge
University Press.
Sharma, G. N. (1968). Social Life in Medieval Rajasthan, Agra: Lakshmi Narain
Agarwal Educational Publishers.
Unit 8 (week-8): This unit will teach students about the MughalRajput relations from the
reign of Akbar to Aurangzeb.
Devra, G.S.L. (1980). Some Aspects of Socio-Economic History of Rajasthan.
Jodhpur: Rajasthan Sahitya Mandir.
Rana, R.P. (2006). Rebels to Rulers: The Rise of Jat Power in Medieval India C.
1665-1735. New Delhi: Manohar.
International Journal of History and Cultural Studies (IJHCS), Volume 1, Issue 1,
pp. 14-26.
Department of History, University of Delhi
363
Khan, Refaqat Ali (1976) The Kachhwahas under Akbar and Jahangir New Delhi:
Kitab Publishing House.
Sarkar, J. N. (1984). A History of Jaipur, New Delhi: Orient Longman.
PeKingship and Authority in South Asia, Maidson: South
Asia Studies, pp. 215-250.
Unit 9 (week-9): This unit will teach students about the Evolution of Rajput polity: King
clan relations and the system of bhai-bant, pattadari and chakri.
Devra, G.S.L. (1980). Some Aspects of Socio-Economic History of Rajasthan.
Jodhpur: Rajasthan Sahitya Mandir.
The Idea of Rajasthan.
Vol. II, Delhi: Manohar.
Rana, R.P. (2006), Rebels to Rulers: The Rise of Jat Power in Medieval India C.
1665-1735. New Delhi: Manohar.
Saxena, R. K. (1996). Rajput Nobility, A Study of 18
th
Century Rajputana. Jaipur:
Publication Scheme.
Fox, R. G. (1971). Kin, Clan, Raja and Rule: State hinterland Relations in Pre-
Industrial India. Berkeley: University of California Press.
Norbert Peabody (2009). In Whose Turban Does the Lord Reside?: The
Objectification of Charisma and the Fetishism of Objects in the Hindu Kingdom
of Kota. Cambridge: Cambridge University Press.
.
Unit 10 (week-10): This unit will teach students about the territorial administration, fiscal
organization and the system of agriculture production.
Devra, G.S.L. (1980), Some Aspects of Socio-Economic History of Rajasthan.
Jodhpur: Rajasthan Sahitya Mandir.
Gupta, S.P. (1986), Agrarian System of Eastern Rajasthan. New Delhi: Manohar.
Rana, R.P. (2006). Rebels to Rulers: The Rise of Jat Power in Medieval India C.
1665-1735. New Delhi: Manohar.
Singh, Dilbagh (1990). State, Landlords and Peasants in Rajasthan. New Delhi:
Manohar.
Unit 11 (week-11): This unit will teach students about the trade commodities, mercantile
communities, trade routes and links.
Jain, K. C. (2016). Ancient Cities and Towns of Rajasthan. Jodhpur: Books
Treasure.
Bhadani, B. L. (1999), Peasants, Artisans and Entrepreneurs. Jaipur: Rawat
Publications.
Department of History, University of Delhi
364
Choudhary, Manisha (2018). Trade, Transport and Tanda: Shifting Identities of the
Banjaras. New Delhi: Manohar.
Powlett, Captain P.W., Gazetteer of the Bikaner State, (Office of Superintendent of
Government Printing, Calcutta, 1874), Book Treasures, Jodhpur, second edition 2017.
The Gazetteer of India: History and Culture, Vol. 2, Publication division, Government
of India, 1973, 2015 (reprint).
The Rajputana Gazetteer, 2. Vols., Office of the Superintendent of Government
Printing, Calcutta, 1879.
Unit 12 (week-12): This unit will teach students about the Structure of village society and
the working of caste panchayats.
Devra, G.S.L. (1980). Some Aspects of Socio-Economic History of Rajasthan.
Jodhpur: Rajasthan Sahitya Mandir.
Gupta, S.P. (1986), Agrarian System of Eastern Rajasthan. New Delhi: Manohar.
Rana, R.P. (2006), Rebels to Rulers: The Rise of Jat Power in Medieval India C.
1665-1735. New Delhi: Manohar.
Singh, Dilbagh (1990), State, Landlords and Peasants in Rajasthan. New Delhi:
Manohar.
Unit 13 (week-12): This unit will teach students about the society: the role of Bhomias,
peasants, professional classes, artisan and menial castes. Peasant unrest and Bhomia revolts.
Rana, R.P. (2006). Rebels to Rulers: The Rise of Jat Power in Medieval India C.
1665-1735. New Delhi: Manohar.
Proceedings of Indian History congress. pp. 194-8.
Unit 14 (week-13): This unit will teach students about the Emergence of the Bharatpur and
Alwar States during the eighteenth century and their political clout.
(c.1660-Social Science Probing, June, pp. 59-79.
Rana, R.P. (2006), Rebels to Rulers: The Rise of Jat Power in Medieval India C.
1665-1735. New Delhi: Manohar.
Contesting and negotiating power: the multi-faceted
, International
Journal of Humanities and Social Science Invention. pp. 23-6.
Unit 15 (week-14): This unit will teach students about the life and times of Mirabai, the role
of Panch-Pir and Karni Mata in the social and political spheres of states. The rise of the Sufi
centres at Ajmer and Nagaur, the pilgrimage centre of Pushkar will form significant part of
the unit.
Department of History, University of Delhi
365
Mukta, Parita (1994). Upholding the Common Life: The Community of Mirabai.
New Delhi: Oxford University Press.
Khan, Dominique-Sila. (2003). Conversion and Shifting Identities: Ramdev Pir and
Ismailis in Rajasthan.Delhi: Manohar.
Schomer, Karine, Joan L. Erdman, Deryck O. Lodrick & Lloyd I. Rudolph (2001)
(eds.) The Idea of Rajasthan: Explorations in Regional Identity. 2. Vols. New Delhi:
Manohar.
Jain, K.C. (2016), Ancient Cities and Towns of Rajasthan. Jodhpur: Books Treasure.
Trimizi, S. A. I. (1968). Ajmer through inscriptions. New Delhi: Indian Institute of
Islamic Studies.
Harcourt, Max (1993).
-48.
Unit 16 (week-14): This unit will teach students about the Rise of militant ascetics in the
politics of Rajput states.
Pinch, William R. (2006). Warrior Ascetics and Indian Empires. CUP.
Pinch, William R. (1996). Peasants and Monks in British India. London:
University of California Press.
ADES IV Proceedings.
Suggested Readings:
Bhadani, B. L. (1999), Peasants, Artisans and Entrepreneurs. Jaipur: Rawat Publications.
Chand, Lakhmi (1899). Tawarikh Jaisalmer. Jodhpur: Rajasthani Granthagar.
The Idea of Rajasthan. Vol. II, Delhi:
Manohar.
Contesting and negotiating power: the multi-faceted dynamics
, International Journal of
Humanities and Social Science Invention. pp. 23-6.
Choudhary, Ma
International Journal of History and Cultural Studies (IJHCS), Volume 1, Issue 1, pp. 14-26.
Religious ADES IV Proceedings.
Choudhary, Manisha (2018). Trade, Transport and Tanda: Shifting Identities of the
Banjaras. New Delhi: Manohar.
Recruitment, Role and Hierarchy of Khojas in the Amber-Jaipur
Proceedings of Rajasthan History Congress, 2018.
Das, Shyamal. (1886). Vir Vinod, 4 volumes, Udaipur.
Department of History, University of Delhi
366
Devra, G.S.L. (1980). Some Aspects of Socio-Economic History of Rajasthan. Jodhpur:
Rajasthan Sahitya Mandir.
Fox, R. G. (1971). Kin, Clan, Raja and Rule: State hinterland Relations in Pre-Industrial
India. Berkeley: University of California Press.
Gupta, Rajkumar and Ishwar Prakash (1975) (eds.), Environmental Analysis of the Thar
Desert, Dehradun: English Book Depot. Introduction.
Gupta, S.P. (1986), Agrarian System of Eastern Rajasthan. New Delhi: Manohar.
Harcourt, Max (1993).
-48.
Imperial Gazetteer of India, Provincial Series: Rajputana, 1908 (Superintendent of
Government Printing, Calcutta), Books Treasure, Jodhpur, reprint 2007.
Jain, K. C. (2016). Ancient Cities and Towns of Rajasthan, Jodhpur: Books Treasure.
Kapur, Nandani. (2004). State Formation in Rajasthan: Mewar during the Seventh-Fifteenth
Centuries, Social Scientist.
Khan, Dominique-Sila. (2003). Conversion and Shifting Identities: Ramdev Pir and Ismailis
in Rajasthan.Delhi: Manohar.
Khan, Refaqat Ali (1976) The Kachhwahas under Akbar and Jahangir New Delhi: Kitab
Publishing House.
Kolff, Dirk H. A. (2002). Naukar, Rajput, and Sepoy: The Ethnohistorry of the Labour
Military Labour Market of Hindustan, 1450-1850. Cambridge: Cambridge University Press.
McKee, E. D. (1980) (ed.). A Study of Global Sand Seas. Tunbridge Wells, Kent: Castle
House Publications.
Mukta, Parita (1994). Upholding the Common Life: The Community of Mirabai. New Delhi:
Oxford University Press.
Nainsi, Munhot. Badri Prasad Sakaria (ed.) (1960, 1962, 1964 & 1967). Munhot Nainsi ri
Khyat, 4. vols. Jodhpur: Rajasthan Oriental Research Institute.
Nainsi, Munhot. Narayan Singh Bhati (ed.), (1968, 1969 & 1974). Marwar ra Pargana ri
Vigat, 3. vols. Jodhpur: Rajasthan Oriental Research Institute.
Norbert Peabody (2009). In Whose Turban Does the Lord Reside?: The Objectification of
Charisma and the Fetishism of Objects in the Hindu Kingdom of Kota. Cambridge: CUP.
Pinch, William R. (1996). Peasants and Monks in British India. London: University of
California Press.
Pinch, William R. (2006). Warrior Ascetics and Indian Empires. CUP.
Powlett, Captain P.W., Gazetteer of the Bikaner State, (Office of Superintendent of
Government Printing, Calcutta, 1874), Book Treasures, Jodhpur, second edition 2017.
0-
Social Science Probing, June, pp. 59-79.
Rana, R.P. (2006). Rebels to Rulers: The Rise of Jat Power in Medieval India C. 1665-1735.
New Delhi: Manohar.
Department of History, University of Delhi
367
Sarkar, J. N. (1984). A History of Jaipur. New Delhi: Orient Longman.
Saxena, R. K. (1996). Rajput Nobility, A Study of 18
th
Century Rajputana. Jaipur: Publication
Scheme.
Schomer, Karine, Joan L. Erdman, Deryck O. Lodrick & Lloyd I. Rudolph. (eds.) (2001).
The Idea of Rajasthan: Explorations in Regional Identity. 2. Vols. New Delhi: Manohar,
New Delhi.
Sharma, Dashrath (1966). Rajasthan through the Ages. Bikaner: Rajasthan State Archives.
Proceedings of Indian History congress. pp. 194-8.
Sharma, G.D. (1977). Rajput Polity. New Delhi: Manohar.
Sharma, G.N. (1968). Social Life in Medieval Rajasthan, 1500-1800 A.D. Agra: Lakshmi
Narayan Agarwal.Brooks, J.C. (1859). History of Mewar. Calcutta.
Singh, Dilbagh (1990). State, Landlords and Peasants in Rajasthan. New Delhi: Manohar.
The Gazetteer of India: History and Culture, Vol. 2, Publication division, Government of
India, 1973, 2015 (reprint).
The Rajputana Gazetteer, 2. Vols., Office of the Superintendent of Government Printing,
Calcutta, 1879.
Tod, James. (1998). Annals and Antiquities of Rajasthan, 2 Vols. Reprint, New Delhi: Rupa.
Trimizi, S. A. I. (1968). Ajmer through inscriptions. New Delhi: Indian Institute of Islamic
Studies.
IESHR, 13 (2), pp. 219-50.
Evolution and use History in Africa, vol. 3, pp. 127-153.
J. F. Richards,(ed.) Kingship and Authority in South Asia, Maidson: South Asia Studies, pp.
215-250.
Facilitating Teaching Learning Outcome:
The course is organized around weekly lectures and reading assignments. During the
course participants are expected to write and present reports, participate in class
discussions. This exercise is to ensure that students learns to comprehend with the
reading material and shall be able to develop their oral presentations and writing skills.
Assessments:
Students enrolled in the course would have their work assessed in two modes.
1) Students will have to submit two papers (either in Hindi or English) approximately
of 15-18 pages (inclusive of bibliographic apparatus) on themes finalised in the class
Department of History, University of Delhi
368
discussions with the mentorship of the instructor. These essays will be marked out of
maximum mark 25 in total, allotted against Internal Assessment.
2) There will be an end of term semester examination that will cover the contents of the
entire course. The examination will be of 3 hours duration and students will be required
to answer 4 out of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
369
HSM-361
AWADH AND NORTHERN INDIA ca. 1500s-1860s
Course Objectives:
The course looks at the socio-cultural and economic changes in the region of Awadh, from the
mid-16th to mid-18th centuries. During this period, it came under the Mughal control, transited
to an autonomous kingdom, and then came under the control of the British. These changes in the
political fortunes were crucial in influencing the socio-cultural and economic developments in
the region. The course looks upon to study the changes in the caste composition of the superior
right holders, the change and the continuity in the cultural and intellectual traditions, the
roots of wahabi radicalism, communitarian and sectarian clashes during the pre Annexation and
last bu
course, thus, highlights the deep roots of composite culture and pluralistic ethos in the region.
Learning Outcomes:
At the end of the course the students would grasp an understanding of:
A geographical region which was in the political backwaters and continued to maintain the
caste structure of society for millennium with very little change.
How the continuity of religious and intellectual traditions facilitated in the evolving of the
elements of composite culture and pluralistic ethos.
Living together of the various communities and caste groups ultimately leading to the culture
of the shared past.
Formation of the sectarian identities and evolution of the separate rituals and traditions that
led to the trends of radicalization of the other sects.
How during 1857 uprising, the largest anti-imperialist uprising east of Suez, was a joint
struggle of the principal communities in spite of the worsening communitarian relations.
Course Content:
Unit 1: (Week 1): The history of the region during the sixteenth century and the legacy of the
Sharqi Kingdom during pre Mughal times
Unit 2: (Week 2-3): Afghan-Mughal Struggle for supremacy of the region up to 1560s
Unit 3: (Week 4-5): New territorial divisions of the empire under Akbar: physical and historical
geography; State formation; Mughal jagirdars and officials; agrarian relations; zamindari clans.
Unit 4: (Week 6-7):Awadh as an autonomous state: Awadh under Nawab Saadat Ali Khan and
Burhanul Mulk; administration under the Nawabs; local chieftains and the Nawabs; wizarat and
the struggle with Bangash Pathans; relations with the Mughals, Marathas and Rohilla Pathans.
Department of History, University of Delhi
370
Unit 5: (Week 8): -ud-Daulah and the growth of the
provincial court, 1775-1799; Bahu Begum and her jagirs; Treaty of 1801; Saadat Ali Khan as a
ruler and an administrator .
Unit 6: (Week 9): Cultural and Intellectual developments: changes in educational curriculum
Dars-e-Nizami and the house of Firangi Mahal.
Unit 7: (Week 10-11): Formation of sectarian identities, khandan-iijtehad; Muharram
Unit 8: (Week 11-12):MajorSufi traditions and institutions in Awadh: case studies of the
khanqahs/dargah at Salon, Kakori and Dewa.
Unit 9: (Week 13): Saiyad Ahmad Rae Barelwi and the puritan Wahabi movement in upper
Gangetic valley.
Unit 10: (Week 14): Annexation of Awadh and the great uprising of 1857: summary settlement,
sepoys and the city of Lucknow on the eve of the revolt.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Week 1): The unit will look at the history of the region during the sixteenth century
along with the numerous state formations and the social structure.
Mohammad Habib and
K.A.Nizami ed., A Comprehensive History of India, Vol. V, Delhi:
House, pp. 711-733.
Saeed, M.M. (1972). Sharqi Kingdom of Jaunpur, Karachi: The Karachi University
Press, Chapter 1-3.
Buttler, Donald. (1982 reprint). Topography and Statistics of Southern Districts of
Awadh, Delhi, pp. 1-31 and 109- 147.
-
Essays in Indian History: Towards a Marxist Perception, Delhi: Tulika, pp. 336- 366.
Unit 2: (Week 2-3): The Unit will look at the aspects of the struggle of Delhi rulers to control
the region from the regional powers and Afghan chieftains of eastern India till the region was
captured by commanders of Mughal Emperor Akbar.
Tripathi, R.P. (1963).The Rise and fall of the Mughal Empire, Allahabad, Chapters 3 and
4.
Siddiqui, I.H.(1969). Some Aspects of Afghan Despotism in India, Aligarh.
Unit 3: (Week 4-5): This unit will look at the new territorial divisions of the Empire under
Akbar along with the social structure and the classes in sixteenth century.
Moosvi, Shireen.(1987). The Economy of the Mughal Empire c. 1595, Delhi: Oxford
University Press, pp. 3-22.
Department of History, University of Delhi
371
Recording
the Progress of Indian History: Symposia Papers of the Indian History Congress, 1992-
2010, Delhi: Primus, pp. 27-53.
Jafri, S.Z.H. (2016). Awadh from Mughal to Colonial Rule: Studies in the Anatomy of a
Transformation, Delhi, pp. 33-50 and pp. 87-124.
1720-North India between Empires: Awadh, the Mughals, and the British 1720-
1801. Berkeley: University of California Press, pp. 17-41.
Unit 4: (Week 6-7): This unit will analyze the emergence of Awadh as an autonomous state
under the governors and the Nawabs up to the battle of Buxar.
Khan, Mohammad Masih Uddin. (1933). Oude: Its Princes and its Government
[Reprinted as British aggression in Avadh, 1969], Meerut, pp. 24-68.
Shrivastav, A.L. (1933).The First Two Nawabs of Awadh, Agra, Chapter III-pp. 29-41;
Chapter IV- pp. 42-49; Chapter IX- pp. 89-98; Chapter X- pp. 99-100.
Alam, Muzaffar.(1986).The Crisis of the Empire in Mughal India: Awadh and
Punjab,1707-1748, New Delhi: Oxford University Press, pp. 92-133; 204-242 (Chapter
III-VI).
Jafri, S.Z.H. (2016). Awadh from Mughal to Colonial Rule: Studies in the Anatomy of a
Transformation, Delhi, Introduction, pp. 25-31.
Unit 5: (Week 8): This unit
the role of Asaf-ud-Daulah and Bahu Begum up to the treaty of 1801.
Barnett, Richard B.(1980).North India Between Empires: Awadh, the Mughals, and the
British 1720-1801. Berkeley: University of California Press, Chapter III- pp. 67-95;
Chapter- IV- pp. 96-126; Chapter V- pp. 127-164; Chapter VIII- pp. 223-239.
Fisher, Michael H. (1987).A Clash of Cultures: Awadh, the British, and the Mughals,
Delhi: Manohar, Chapter I- pp. 24-59; Chapter II- 60-89.
Proceedings of the Indian History
Congress, Vol. 71, pp. 577-589.
Santha, K. S. (1980). The Begums of Awadh, Varanasi, [Chapter 2 and 3].
Unit 6: (Week 9):This unit will look at the intellectual developments in the Kingdom of Awadh
and will trace the curricular developments and the transmission of Knowledge.
Husain, Iqbal.(2013).Studies in Polity, Economy and Society of the Trans-Gangetic
Valley: Fifteenth-Nineteenth Centuries, New Delhi: Primus, Chapter IV- pp. 31-42;
Chapter V- pp. 43-62.
in
Intellectual Discourse, 20.1, pp.79-102.
Department of History, University of Delhi
372
-Islamic Intellectual Tradition during the pre-
Rizvi and A.K. Sinha. (Ed.), Issues and Problems of History, Delhi, pp.17-38
Jafri, S.Z.H. (2006).
-Peter Hartung and Helmut Reifeld, (Ed.) Islamic
Education, Diversity and National Identity: Dini Madaris in India Post 9/11, Delhi: Sage
India Publications, pp. 73-103.
Unit 7: (Week 10-11):This unit will look at the formation of the sectarian identities, khandan-
iijtehad; Muharram
The Islamic Path: Sufism,
Politics and Society in India, New Delhi: Sage, pp. 365-389.
Cole, J.R.I. (1989).Roots
Awadh 1722-1859, Delhi: Oxford University Press, pp. 36-66; 69-117; 223-250.
Ali, Mrs. Meer Hasan (1917). Observations on the Mussulmauns of India: Descriptive of
their Manners, Customs, Habits and Religious Opinions, reprint 1975, Delhi: Deep
Publications, pp. 1-65
Present Situ -Peter Hartung & Helmut Reifeld (ed.) Islamic Education,
Diversity and National Identity: Dini Madaris in India post 9/11, Delhi: Sage, pp.104-
131.
Unit 8: (Week 11-12): This unit will look at the major Sufi centres in the kingdom of Awadh
and its surviving tradition in midst of rural magnets and the pressure from the state
administration.
Lebeskiend, Claudia. (1998).Piety on its Knees: Three Sufi Traditions of South Asia,
Delhi: Oxford University Press, Chapter 3,4,5- pp. 47-222.
Jafri, S.Z.H. (2005).
khanqah Religious Pluralism
in South Asia and Europe, New Delhi, Oxford University Press, pp. 219-244.
-existence and Conflicts in pre-
Awadh- FromMughal to Colonial Rule, Delhi, pp. 245-276.
Unit 9: (Week 13): The unit will look at the historical background for the rise of religious
radicalization, its ideology and organization.
Thought and an Appraisal of his Impact on the Sufi Cent
in S.Z.H. Jafri and Helmut Reifeld ed. The Islamic Path: Sufism, Politics and Society in
India, New Delhi: Sage, pp. 365-389.
Department of History, University of Delhi
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Ahmad,Qeyamuddin. (1994). The Wahabi Movement in India, Delhi: Manohar, Chapter
1, 2, 3- pp. 1-99 and pp. 280-311.
Ahmad, Mohiuddin. (1980). Saiyid Ahmad Shahid: His Life and Mission, Lucknow, pp.
24-180.
Unit 10: (Week 14): This unit will look at the circumstances leading to the annexation of Awadh
and the great uprising of 1857.
Khan,Sir Syed Ahmad. (reprint 2001). The Causes of the Indian Revolt, Francis Robinson
(trns.), New Delhi, Oxford University Press, pp. 1-25
Mukherji, Rudranshu. (2001). Awadh in Revolt, Delhi: Permanent Black, pp. 1-40.
Chanana, Priyanka, Colonial Remodeling Of Land Rights After The Uprising Of
Proceedings of the Indian
History Congress, Vol. 73, pp. 737-746
itish
in Pre-Delhi and Awadh in 1857, Delhi, pp. 235-
260.
Jafri, S.Z.H.(2007).'Indigenous Discourse and Modern Historiography of 1857: The Case
Study of Maulvi Ahmadullah Shah' in Sabyasachi Bhattacharya (eds.), Rethinking 1857,
New Delhi, Orient Longman, pp. 237-260.
Studies in
, Special Issue State and Religion in India, Volume 4, Issue 1, pp.77-90.
Islamuddin, Shaheen, (201
1857: The City of Delhi and 'Prize Agents', in Proceedings of the Indian History
Congress, Vol. 72, PART-I, pp. 670-682
Rizvi, S.N.R., (2009). 7 and Jung
R. Rizvi and S.Z.H.Jafri (Ed.), The
Great Uprising of 1857: Commentaries, Studies and Documents, pp. 94-107
Khan, Farha, (2019). in
S.Z.H Jafri ed. Delhi and Awadh in 1857, Delhi, pp. 112-126
Suggested Readings:
Ali, Mrs Meer Hasan, Observations on the Musalmans of India, ed. W.Crook, London 1917./
Srivastava, A.L. (1954).First Two Nawabs of Awadh, Agra.
Barnett, R.B. (1992). North India between Empires: Awadh, the Mughals and theBritish
(1720-1801), Cambridge: Cambridge University Press.
Khan, Sir Syed Ahmad. (2001). The Causes of the Indian Revolt, Francis Robinson (trns.),
Delhi: Oxford University Press.
Fischer, M. (1987).A Clash of Cultures: Awadh, the British and the Mughals,
Riverdale,Maryland.
Department of History, University of Delhi
374
Husain, Iqbal. (2013).Religion and Ideology of the Rebels of 1857, Delhi.
Cole, J.R.I.(1989).
Awadh 1722-1859, Delhi: Oxford University Press, 1989
Alam, Muzzaffar. (1986). The Crisis in the Mughal Empire: Awadh and the Punjab 1707-
1748, New Delhi: Oxford University Press.
Jafri, S.Z.H. (2016). Awadh- FromMughal to Colonial Rule, Delhi.
Mukherji, Rudranshu. (2001).Awadh in Revolt, Delhi: Permanent Black.
Lebeskeind, Claudia. (1998).Piety on its Knees: Three Sufi Traditions of South Asia, Delhi:
Oxford University Press.
Ahmad, Qeyamuddin. (1994).The Wahabi Movement in India,Delhi:Manohar.
Robinson, F.(2001). The Ulema of FarangiMahal and Islamic Culture in South Asia,
London1.
Jafri, S.Z.H.(2007).'Indigenous Discourse and Modern Historiography of 1857: The Case
Study of Maulvi Ahmadullah Shah' in Sabyasachi Bhattacharya's (eds.), Rethinking 1857,
New Delhi: Orient Longman, pp. 237-260.
History, Special Issue State and Religion in India, Volume 4, Issue 1, pp.77-90 (ISSN 2348-
4489)
Madrasa and Khanqah or Madrasa in Khanqah? Education and Sufi
-Islamic
Education, Diversity and National Identity: Dini Madaris in India Post 9/11,SAGE India
Publications, pp. 73-103.
JAfri, S.Z.H. -Nawabi Legacy under Siege in the Age of
Empire(-1880s):Familial Grants and the Waqf of Khanqah-e Karimia
in MIURA Toru (ed.) Comparative Study of the Waqf from the East: Dynamism of Norm and
Practices in Religious and Familial Donations,pp.191-216,, Tokyo:The Toyo Bunko.
Jafri, S.Z.H.(2014). -existence and Conflicts in Pre-
H Jafri (eds.), Understanding the Past: India in the Mirror of History, Delhipp.17-43
-Islamic Intellectual Tradition during the pre-
and A.K.Sinha ed., Issues and Problems of History, Delhi, pp.17-38
Ansari, Heena
Pre-Delhi and Awadh in 1857, Delhi.
Butler, Donald. (1984).Topography Statistics of Southern District of Awadh, Delhi.
Ahmad, Safi (ed.), (1969). British Aggression in Awadh, Merrut.
Trivedi, Madhu. (2010).Making of AwadhCulture, Delhi.
Rizvi, S.A.A. (1989).Shah Abdul Aziz: Puritanism, Sectarian, Polemics and Jihad, Australia.
Malik, Z.U. (1977).The Reign of Muhammad Shah, New Delhi.
Department of History, University of Delhi
375
Hussain, SyedEjaz. (2017).Shiraz-i Hind: A History of Jaunpur Sultanate, New Manohar:
Delhi.
Facilitating Teaching Learning Outcome:
The course is organized around weekly lectures and discussions based on the readings. Students
will be asked to make short presentations on the themes and topics of the course so that they can
develop their oratory skills and are able to understand the readings better.
Assessments:
Students enrolled in the course would have their work assessed in three modes.
1)There will be an internal assessment exam held in mid-semester. This will be out of 10 marks?
2) Students will also be asked to submit a research paper on one of the topics of the course,
which will include footnotes and bibliography. The term paper will be marked out of 15 marks?
3) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
376
HSM-362
Political Culture: War, Society and Governance, ca. 1550-1700
Course Objective:
This course looks at the imbrications of the political system with social forces. It examines
the inter-connections between the individual, the social body and the state. Examining the
relations of social forces in shaping the nature of state, this course will provides insights
about change and continuity in perception of social forces and its engagement with state. In
doing so, it focuses on the process of articulation of identities, modes of legitimization, and
norms of comportment to indicate the ways of correlating the social with the political in early
modern South Asia.
Learning Outcome:
At the end of the course, students would /would be:
Skilled about political culture and military labour market as a research concept to study
history
Familiar with elements of legitimacy in medieval India
Aware about dialectical relation of state and social forces in medieval India
Enlightened about changing social dynamism in Medieval India
Familiar with militarization as source of resistance
Updated about contemporary perspectives about political culture
Skilled about role of culture as a concept to understand the history of medieval India
Motivated to explore military labour market and militarization as an area of research
Course Content:
Unit -1 (Week 1-6): Political Culture
Identity formation and the military labour market.
Norms of manliness and the ethos of the warrior-aristocrat.
Martial bodies and the imperial body: linkages and connections.
Rituals, civility and comportment in the articulation of imperial identities.
Honour, rituals and bodily discipline in the formulation of martial identities.
Unit-2 ( Week 7-10 ): Violence and legitimation
Violence and warfare among the sacral classes.
Modes of legitimation in the political system.
Gift-giving and co-sharing of sovereignty in the system of rule.
Department of History, University of Delhi
377
Unit-3( Week 11-13): Domination and resistance
Popular revolts and the rule structure.
Dominance and resistance in normative spaces.
Unit 4(Week 14): Review Week
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1( Week 1-6): By the end of this unit students will learn about change and continuity in
political culture, court etiquettes and linkages between state and identity through military labour
market.
Gommans, Jos.(2002). Mughal Warfare: Indian Frontiers and Highroads to
Empire,1500-1700. New York: Routledge.
Mukhia, Harbans(2004). The Mughals of India. Oxford: Blackwell Publishing.
Journal of the Economic and Social History Review, Vol. 42 (1999).
Journal of the Economic and Social History Review, Vol. 50 (2007).
Unit 2 (Week 7-11 ) By the end of this unit students will learn about change and continuity
in idea of kingship and elements of legitimacy
Ali, Athar.(2006). Mughal India: Studies in polity, Ideas, Society, and Culture. New
Delhi: Oxford University Press
Alam, Muzzafar and Subramanium, Sanjay.(2015). Writing the Mughal World:
Studies in Political Culture. New Delhi: Orient Blackswan Private Limited.
Vol.38,No.1( Jan.4-10,2003),pp-53-65
Unit 3 (Week 11-13) : By the end of this unit students will learn about state as process and
revolts as expression of evolving social identities
Kolff, Dirk H.A.(1990). Naukar, Rajput and Sepoy: Ethnohistory of the Military
Market in Hindustan, 1450-1850. Cambridge: Cambridge University Press.
Khan, Iqtidar Alam.(2004). Gunpowder and Firearms. New Delhi: Oxford University
Press, 2004.
Suggested Readings:
IESHR,
Vol. 33
-
(ed.), (1994) Marathas, Marauders and State formation in Eighteenth Century India.
Department of History, University of Delhi
378
New Delhi: Oxford University Press.
Proceedings of the
Indian History Congress, 65th session (Bareilly, 2004).
and the Emperor: Discourses of Braj Bhakti and
JESHO, Vol. 52 (2009).
Pinch, William R.(2006). Warrior Ascetics and Indian Empires. Cambridge: Cambridge
University Press, 2006.
Streusand, Douglas(1999). The Formation of the Mughal Empire. New Delhi: Oxford
University Press
Talbot, Cynthia.(2009). Becoming Turk the Rajput Way: Conversion and identity in an
Indian Warrior Narrative. Modern Asian Studies, Vol.43, No.1, pp.211-243
Facilitating Teaching Learning Outcome:
The course is structured as weekly lectures and reading assignments. On the one hand,
the essential readings build up basic understanding about issues, on the other, the
students will be motivated to explore readings beyond those given in the course listing
to gain a research orientation and further knowledge production. In order to enhance
verbal communication skills of students, one paper presentation and group discussion
on any two books (1 book from essential reading and one relevant book as per choice of
student) will be held. Preparation of reports and assignment will enhance writing skills
of students..
Assessment:
The Assessment is aimed to ensure that students not only acquire knowledge as per
themes of paper, but also, develop understanding about reading texts, ability to connect
history with relevant issues of society and find new dimensions on themes referred in
paper by approaching relevant primary sources in creative ways. Students enrolled in
the course would have their work assessed in two modes.
1) Three Tests will be held -- two written test and one presentation. Out of this, the best
two will be counted for a total of 25 Marks 12.5 marks each. In case of presentation,
the students are required to consult primary sources, and prepare assignment following
framework of research paper with proper citations.
2) Finally, the students have to appear in end semester exam (Maximum Marks-75) at
the end of semester. The end semester exam will cover all contents of the course and
the time duration is 3 hours. Out of 8 questions, the students can attempt any four
questions.
Department of History, University of Delhi
379
HSM 363
War, Society and Politics, ca. 1700-1840
Course Objectives:
and will consider India as the major testing ground of that revolution between 1700 and 1850. It
discusses the social and
military history that is concerned with more than tactics, strategy, armaments, logistics and
supply, but rather that seeks to both situate those features of war-craft in a social, cultural, and
political context and, in the process, say something new about that context. Discussions on
violence, criminality and its linkages with economy, state building and identity formations will
be a key component of this course.
Learning Outcomes:
The course will familiarize students with the following:
Mughal military culture: war, society and economy
Warfare and military manuals -the making of a gentleman
The Mughal military legacy
War, society and the portfolio warrior of the 18
th
century
War, economy and the emergence of regional states: Awadh, Rohilkhand and Mysore
The military culture of the English East India Company:
The 1830s age of reforms: Peasant Sepoys to disgruntled rebels.
Course Content:
Unit 1 (Week 1-2): The Historiography and the archives
Unit 2 (Week 2-3): Military revolution and its critique. Working with the concept of military
culture
Unit 3 (Week 4-5): The Mughal military legacy and its fragments.
Unit 4 (Week 5-6): The regional warrior cultures of 18
th
century India
Unit 5 (Week 7-9): The English East India Company and its entanglements with the Indian
soldiering tradition
Unit 6 (Week 10-11): European mercenaries and the English Company
Unit 7 (Week 12-13): The making of the Sepoy: caste, religion and region
Unit 8 (Week 14-15): The military reforms: 1830-1840.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Department of History, University of Delhi
380
Unit 1 (Week 1-2):
Roy, K . (2010). Warfare, state and society in South Asia. New Delhi: Viva Books.
Gommans, J and Kolff, D. (2001). Warfare and weaponry in South Asia 1000-1800. New
Delhi: Oxford University Press
Unit 2 (Week 3-4): This unit critiques the technology driven idea of military revolution and
conceptualizes military culture as an alternative.
Alavi, Seema.(1995). The Sepoys and the Company: Tradition and Transition 1770:1830.
New Delhi: Oxford University Press
Kolff, Dirk. (1995). Naukar, Rajput and Sepoy. Leiden: Cambridge University Press
Unit 3 (Week 5-6): This unit looks at the fragmentation of the Mughal military culture in the
18
th
century.
Gommans, Jos. (2002). Mughal Warfare: Mughal Frontier and High Roads to Empire.
London: Routledge
Pinch,William. (2006) .Warrior ascetics and Indian Empires. New York: Cambridge
University Press
Unit 4 (Week 7-8): This Unit looks at the regions and the soldiering traditions
Gordon, Stewart. (1994). Scarf and the Sword: Thugs, marauders and state formation in
18
th
century Malwa. London: Oxford University Press
Habib, Irfan. (2001). State and Diplomacy under Tipu Sultan. New Delhi: Tulika Books
Brittlebank, Kate. (1997)..
Hindu Domain. New Delhi: Oxford University Press
Fox, Richard. (1985). The Lions of Punjab: Culture in the Making. Berkeley: California
University Press
Unit 5 (Week 9-10):
Alavi, Seema. (1995). The Sepoys and the Company: Tradition and Transition
1770:1830. New Delhi: Oxford University Press
Kolff, Dirk. (1995). Naukar, Rajput and Sepoy. Leiden: Cambridge University Press.
Unit 6 (Week 11-12): This looks at the Europeans in Indian armies
Alam, Muzaffar and Alavi, Seema. (2001). A European Experience of the Mughal Orient.
New Delhi: Oxford University Press
.
Unit 7 (Week 13-14): This unit looks at the making of the Sepoy in 18
th
century India
Pears, D.(1995). Between Mars and Mammon: Colonial Armies and the Garrison State
in India, London: I.B. Tauris Publishers
Department of History, University of Delhi
381
Alavi, Seema. 1995. The Sepoys and the Company: Tradition and Transition 1770:1830.
New Delhi: Oxford University Press
Unit 8 (Week 15-16): This unit looks at the military reforms : 1830-1840
Alavi, Seema. (1995). The Sepoys and the Company: Tradition and Transition
1770:1830. New Delhi: Oxford University Press
Kolff, Dirk. (1995). Naukar, Rajput and Sepoy. Leiden: Cambridge University
Suggested Readings:
Alavi, Seema. 1995. The Sepoys and the Company: Tradition and Transition 1770:1830.
New Delhi: Oxford University Press
Bayly, Chris. 1996. Empire and Information: Intelligence Gathering and Social
Communication in India. Cambridge: Cambridge University Press
Brittlebank, Kate. 1997. Kingship in a
Hindu Domain. New Delhi: Oxford University Press
Cooper, Randalf. 2003. Anglo Maratha Campaigns and the Contest for India. Cambridge;
Cambridge University Press
Fox, Richard. 1985.The Lions of Punjab: Culture in the Making. Berkeley: California
University Press
Gommans, Jos.2002. Mughal Warfare: Mughal Frontier and High Roads to Empire.
London: Routledge.
Gordon, Stewart. 1994. Scarf and the Sword: Thugs, marauders and state formation in
18
th
century Malwa. London: Oxford University Press
Habib,Irfan. 2001. State and Diplomacy under Tipu Sultan. New Delhi: Tulika Books
Kolff, Dirk. 1995. Naukar, Rajput and Sepoy. Leiden: Cambridge University Press.
Mukherjee, Rudrangshu. 2001. Awadh in Revolt. New Delhi: Permanent Black
Pandey, Sitaram. (1970). From Sepoy to Subedaar :Being the Life and Adventures of
Subedaar Sita Ram. New Delhi: Vikas Publications
Parker, Geoffrey. (1988).The Military Revolution: Military Innovation and the Rise of the
West. Cambridge: Cambridge University Press
Pears, D.1995. Between Mars and Mammon: Colonial Armies and the Garrison State in
India, London: I.B. Tauris Publishers
Pinch,William. 2006. Warrior ascetics and Indian Empires. New York: Cambridge
University Press)
Roy,Tapti. 1994, Politics of a Popular Uprising: Bundelkhand in 1857. New Delhi: Oxford
University Press
Travers, Robert. 2007. Ideologies and Empire in 18
th
Century India. Cambridge: Cambridge
University Press
Department of History, University of Delhi
382
Wagner, Kim. 2010. The Great Fear oof 1857: Rumours, Conspiracies and the making of the
Indian Uprising. Bern: Peter Lang
Facilitating Teaching Learning Outcome:
The course is organized around weekly lectures and discussions based on the readings. Students
will be asked to make short presentations on the themes and topics of the course so that they can
develop their oratory skills and are able to understand the readings better.
Assessment:
There will be three modes of assessment:
1) There will be an internal assessment exam held in mid-semester. This will be out of 10 marks.
2) Students will also be asked to submit a research paper on one of the topics of the course,
which will include footnotes and bibliography. The term paper will be marked out of 15 marks.
3) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
383
HSM-364
Eastern India in Transition: Ecology, State and Culture; ca.1200-1850
Course Objectives:
The objective of this optional course is to explore the different historiographical interpretations
of the 13
th
-18
th
centuries in the context of Eastern India. The paper will discuss the political,
cultural and environmental history of medieval and early modern eastern India, surveying
Jaunpur, Bihar, Bengal and parts of the Northeast. It will not only familiarize students with the
history of these regions in the light of the existing historiographical debates but also kindle them
to move beyond these epistemologies. The idea is to train them to understand history with multi-
dimensional approach through variety of sources. Ecology certainly was an important aspect in
the history of Eastern Indian provinces, and students will be introduced to different strands that
led to the evolution of agrarian environment.
Learning Outcome:
At the end of the course, students would be:
Able to ascertain the role environment and ecology play in shaping the history of a region
Understand the use of vernacular literatures in writing history
Comprehend the notions of religion, culture social formation
Develop compositional, analytical and expressive skills
Learn the interdisciplinary approach in history
Course Content:
Unit 1: (Week 1): Introduction to the course and review of various literatures on the history of
Eastern India
Unit 2 (Week 2 and 3): Terrain and ecology: River system of mid-Ganga, lower Ganga and
Brahmaputra basins
Unit 3 (Week 4-6): Politics and State: The Delhi Sultans, Afghans, Mughals; Ahoms and the
local chieftains; the Purabias; Idioms of governance; administrative structures
Unit 4 (Week 7-8): Coming of the Europeans and their Control; Political Economy of Bihar and
Bengal
Unit 5 (Week 8-9): Agrarian environment: Rural Society; Arable Landscapes; Irrigation;
Drought and Famine
Unit 6 (Week 10): Cities, Bazaar, Melas, Trade and Industry
Unit 7 (Week 11): language and vernacular literature
Unit 8 (Week 12): Art and Architecture: Jaunpur; Bihar and Bengal
Unit 9 (Week 13): Vaishnavism, Islamisation and Mystic movement
Department of History, University of Delhi
384
Unit 10 (Week 14): Contextualizing Eastern India in the Eighteenth Century Debate
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Week 1): This unit will cover the historiographical background of Eastern
India
Habib, Irfan. -- an Essay in
Indian Historical Review 4, pp. 287-303
Hardy, Peter. (1966). Historians of Medieval India: Studies in Indo-Muslim
Historical Writing, London: Luzac & Co., pp. 3-19, 122-131
Kulke, Hermann ed. (1997). The State in India, 1000-1700, Delhi: Oxford
University Press, pp.1-91
Kumar, S The
Emergence of the Delhi Sultanate, Delhi: Permanent Black, pp. 1-45
Unit 2 (Week 2 and 3): The peculiarities of Eastern India in the context of rivers
shaping the course of history will be discussed in this unit
Eaton, Richard M. (1993). The Rise of Islam and the Bengal Frontier, 1204-1760, Delhi:
Oxford University Press, pp. 1-70 and194-227
Iqbal, Iftekhar. (2010). The Bengal Delta: Ecology, State and Social Change, 1840-1943,
New York: Palgrave Macmillan, pp.1-38
Singh, Vipul. (2018). Speaking Rivers: Environmental History of A Mid-Ganga Flood
Country, Delhi: Primus Books
Unit 3 (Week 4-6): The political trajectories under the Delhi Sultans, Afghans,
Mughals, Ahoms, Bengal Sultans and local chieftains will be discussed in this unit
Aquil, Raziuddin. (2007). Sufism, Culture, and Politics: Afghans and Islam in
Medieval North India, Delhi: Oxford University Press, pp.39-170
Askari, Syed Hasan and Qeyamuddin Ahmad, eds.1983-1987. The Comprehensive
History of Bihar, 2 Vols, Patna: K.P Jayaswal Research Institute.
Guha, Amlendu. (2015). Medieval and Early Colonial Assam: Society, Polity and
Economy, Guwahati: Anwesha.
The Agrarian System of Mughal India 1556-
1707, Delhi: Oxford University Press, pp.169-229
Hussain, Syed Ejaz. (2003). The Bengal Sultanate, Delhi: Manohar.
Jackson, Peter. (1999). The Delhi Sultanate, Cambridge: Cambridge University
Press
Kolff, Dirk. (1990). Naukar, Rajput and Sepoy: The Ethnohistory of the Military
Labour Market in Hindustan, 1450-1850, Cambridge: Cambridge University
Press
Department of History, University of Delhi
385
McLane, John R. (2002). Land and Local Kingship in Eighteenth-Century Bengal,
Cambridge: Cambridge University Press
Roy, Nirodbhushan. (1958). , Shantiniketan:
Shantiniketan Press
Saikia, Yasmin. (2005). Assam and India: Fragmented Memories, Cultural Identity, and
the Tai-Ahom Struggle, New Delhi: Permanent Black
Unit 4 (Week 7-8): The way coming of the European companies inflected the economy
of the region will be discussed in this unit
Chatterjee, Kumkum. (1996). Merchants, Politics and Society in Early Modern India,
Bihar: 1733-1820, Leiden: E.J.Brills
Chaudhury, Sushil. (1995). From Prosperity to Decline, Eighteenth-Century Bengal,
Delhi: Manohar.
Datta, Rajat. (2000). Society, Economy and the Market: Commercialization in Rural
Bengal c. 1760-1800, Delhi: Manohar.
Om Prakash. (1985). The Dutch East India Company and the Economy of Bengal, 1630-
1720, Princeton: Princeton University Press
Yang, Anand A. (2000). Bazaar India: Markets, Society, and the Colonial State in
Gangetic Bihar, Delhi: Munshiram Manoharlal Publishers
Unit 5 (Week 8-9): This unit will discuss the non-urban and arable landscapes and the
transformations therein
Medieval and Early Colonial Assam: Society, Polity and Economy,
Guwahati: Anwesha, 74-98
Singh, Vipul. (2018). Speaking Rivers: Environmental History of A Mid-Ganga Flood
Country, Delhi: Primus Books, pp.92-186
Unit 6 (Week 10): This unit surveys the dynamics of trading systems, from bazaars of small
cities to rural haats and melas in Bihar and Bengal
Bayly, C.A. (1983). Rulers, Townsmen and Bazaars: Noth Indian Society in the Age of
British Expansion, 1770-1870, Cambridge: Cambridhe University Press, pp.303-457
Chaudhuri, K.N. (1985). Trade and Civilisation in the Indian Ocean: An Economic
History from the Rise of Islam to 1750, Cambridge: Cambridge University Press, pp. 80-
118
Yang, Anand A. (2000). Bazaar India: Markets, Society, and the Colonial State in
Gangetic Bihar, Delhi: Munshiram Manoharlal Publishers
Unit 7 (Week 11): The reason behind sudden profusion of vernacular literatures and
the way it could be used as sources of history will be discussed in this unit
Department of History, University of Delhi
386
Behl, Aditya. (2012). -
1545, New York: Oxford University Press
Curley, David. (2008). Poetry and History. Bengali Mangal-kabya and Social
Change in Precolonial Bengal, New Delhi: Chronicle Books
Unit 8 (Week 12): The architectural uniqueness of the Sharqi, Sur and Bengal rulers
will be discussed in this unit
Artibus Asiae, Vol 39, No.3/4
(1977), pp.273-298
Eaton, Richard M. (1993). The Rise of Islam and the Bengal Frontier, 1204-1760, Delhi:
Oxford University Press, pp. 228-267
Saeed, M.M. (1972). The Sharqi Sultanate of Jaunpur: A Political and Cultural History,
Karachi: University of Karachi
Unit 9 (Week 13): This unit will introduce students to different cultural and religious
aspects of Eastern India
Aquil, Raziuddin. (2007). Sufism, Culture, and Politics: Afghans and Islam in
Medieval North India, Delhi: Oxford University Press, pp.171-237
Eaton, Richard M. (1993). The Rise of Islam and the Bengal Frontier, 1204-1760, Delhi:
Oxford University Press, pp. 113-136 and pp.228-315
The Eternal Garden, Albany: State University of New York Press, pp.
86-93
Unit 10 (Week 14): The major historiographical debates on the eighteenth century and
its connection with Eastern India will be discussed in this unit
Marshall, P.J.ed. (2003). The Eighteenth Century in Indian History, Delhi:
Oxford University Press
Suggested Readings:
Alam, Muzaffar and Subrahmanyam, Sanjay eds. (1998). The Mughal State: 1526-1750,
Delhi: Oxford University Press
Alam, Muzaffar. (2004). The Languages of Political Islam. Delhi, Permanent Black
Ashar, Catherine and Talbot, Cynthia. (2006). India Before Europe, New Delhi: Cambridge
University Press
Bayly, C.A. (1983). Rulers, Townsmen and Bazaars: Noth Indian Society in the Age of
British Expansion, 1770-1870, Cambridge: Cambridge University Press
Bhargava, Meena. (2017). Frontiers of Environment: Issues in Medieval and Early Modern
India, Delhi: Orient BlackSwan, pp.1-40
Department of History, University of Delhi
387
Chattopadhyaya, B.D. (1997). The Making of Early Medieval India. Delhi: Oxford
University Press
Chattopadhyaya, B.D. (1998). Representing the Other? Sanskrit Sources and the Muslims,
Delhi: Manohar
Deyell, John. (1990). Living without Silver: The Monetary History of Early Medieval North
India. Delhi: Oxford University Press
Digby, Simon. (1971). War Horse and Elephant in the Delhi Sultanate: A Study of Military
Supplies, Karachi: Orient Monographs
Eaton, Richard M. (2002). Essays on Islam and Indian History, Delhi: Oxford University
Press
Eaton, Richard. ed. (2003). -1750. Delhi: Oxford University
Press
Ernst, Carl. (2000). The Shambhala Guide to Sufism, Boston: Shambhala South Asia Editions
Habib, Irfan and Tapan Raychaudhury. ed. (1984). The Cambridge Economic History of
India. vol. 1, Cambridge & Delhi: Orient Longman
Habib, Irfan. (1995). Essays in Indian History: Towards a Marxist Perspective. New Delhi,
Tulika
Hardy, Peter. (1996). Historians of Medieval India: Studies in Indo-Muslim Historical
Writing. London: Luzac and Company Ltd.
Jackson, Peter. (1999). The Delhi Sultanate: a Political and Military History. Cambridge,
University Press
Kolff, Dirk. (1990). Naukar, Rajput and Sepoy: The Ethnohistory of the Military Labour
Market in Hindustan, 1450-1850, Cambridge: Cambridge University Press
Kuke, Hermann. (1993). Kings and Cults: State Formation and Legitimation in India and
Southeast Asia, Delhi: Manohar
Latif, S.K., Abdul. (1993). The Muslim Mystic Movement in Bengal, 13011550, Calcutta:
K.P.Bagachi
Nizami, K.A. (1966). Studies in Medieval Indian History and Culture, Allahabad: Kitab
Mahal
Yang, Anand A. (2000). Bazaar India: Markets, Society, and the Colonial State in Gangetic
Bihar, Delhi: Munshiram Manoharlal Publishers
, . (2013).
:
, :
Facilitating Teaching Learning Outcome:
The course is thematically organized and would involve reading resources and writing
assignments. They would be asked to present reports and participate in formal class
discussions on themes and texts identified by the instructor. The exercise is to ensure
that students comprehend the readings and develop verbal communication skills.
Department of History, University of Delhi
388
Assessment:
Internal Assessment will be held in two parts for a total of 25 marks.
1) In the first assessment students will have to submit a term paper of circa 15-20 pages
(inclusive of bibliographic apparatus) on a theme identified by the instructor. It will be
marked out of 12.5 marks.
2) The second assessment will be in the form of a primary text review essay. The
instructor would decide the text. This essay will be marked out of 12.5 marks.
3) There will be an end of term Semester examination that will cover the contents of
the entire course. The examination will be of 3 hours duration and students will be
required to answer 4 out of 8 questions. Marks will be awarded out of a maximum of 75
marks.
Department of History, University of Delhi
389
HSM-365
The Marathas: Political Engagements, Social Formation and Popular Culture
ca. 1600-1800
Course Objectives:
The objective of this course is to examine various aspects of Maratha history. It attempts to
engage with the process of state formation and inter-community relations in the seventeenth
and eighteenth centuries in the region of Maharashtra. Similarly, students will be introduced
to the complex nature of religious and cultural interactions between various communities and
micro-regions that formed and shaped Maratha identity over a period of time.
Learning Outcomes:
At the end of the course, students would be:
Will be familiar with the regional and linguistic specificities of Maharashtra
Able to understand how a range of historians engaged with the question of religion and caste
sensibilities in Maharashtra
Able to locate different vernacular sources that shaped the formation of Maratha identity
from the 17
th
century
Learn about the complex nature of political relations that the Maratha state shared with
Deccan sultanates and the Mughals
Become familiar with the fascinating stock of popular religions and pietistic life in the region
of Maharashtra.
Course Content:
Unit 1 (Week 1-2): Marathas Perceived: Historiography.
Unit 2 (Week 2-3): Geography, People and Language
Unit 3 (Week 4-5): Marathas in the Mughal Empire.
Unit 4 (Week 6-7): Marathas: Shivaji and After.
Unit 5 (Week 8-9): Maratha Polity and Administration.
Unit 6 (Week 10-11): Scribal Elites, Conflicts and Legitimacy.
Unit 7 (Week 12-13): Popular Culture in Maharashtra.
Unit 8 (Week 14): Review Week
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Week 1-2): This unit will discuss the historiographical background of the Marathas.
Gordon, Stewart. (1998). The Marathas 1600-1818, Cambridge: Cambridge
Department of History, University of Delhi
390
University Press, pp.1-10.
Caste Conflict and Ideology of Mahatma Jotirao Phule
and Low Caste Protest in Nineteenth Century Western India, Cambridge: Cambridge
University Press, pp. 164-188.
Ranade, M. G (1900). The Rise of Maratha Power, Bombay: Punalekar & Co.
Prachi Deshpande, Creative Pasts: Historical Memory and Identity in Western India,
17001960 (New York: Columbia University Press, 2007)
The Indian Economic and Social History Review,
10(3): 20917.
Narration in Western India, 1400-The American Historical Review, Vol. 109 (4):
1084-1103.
Unit 2: (Week 2-3): It examines how geography, people and literary engagements shaped
the history of Maharashtra
Duff, James Grant. (2011). History of the Marathas, Cambridge: Cambridge
University Press. pp.53-78.
Gordon, Stewart. (1998). The Marathas 1600-1818, Cambridge: Cambridge
University Press, pp. 10-36.
Feldhaus Anne Mountains, Rivers, and Shiva: Continuity among Religious Media in
Maharashtra, in Meera Kosambi. ed. Intersections: Socio-cultural Trends in
Maharashtra, Hyderabad: Orient Longman, pp. 15-46.
Novetzke, Christian Lee. (2016). The Quotidian Revolution: Vernacularization,
Religion, and the Premodern Public Sphere in India, New York: Columbia
University Press, pp.74-102.
Laine, James , A question of Maharashtrian Identity: Hindu Self definitionin the Tales
of Shivaji in in Meera Kosambi. ed. Intersections: Socio-cultural Trends in
Maharashtra, Hyderabad: Orient Longman , 47-58
Guha, Sumit (1999), Environment and Ethnicity in India, 1200-1991, Cambridge:
Cambridge University Press, pp.62-107.
Guha, Sumit.
Identity in the Dakhan, 1500-Comparative Studies of South Asia, Africa and
the Middle East, Volume 24 (2), pp.23-31.
y in Pre-British
Essays in Indian History: Towards a Marxist
Perspective. New Delhi: Tulika, pp. 59108.
Unit 3: (Week 4-5): It covers the relationship between the Marathas and Mughals in the
political arena.
Department of History, University of Delhi
391
Richards, John F. (1995). The Mughal Empire, Cambridge: Cambridge University Press,
pp. 205-252.
Copland, Ian, Mabbett, Ian, Roy Asim, Brittlebank, Kate and Bowles, Adam .(2012).
(Eds.). A History of State and Religion in India, Oxford: Routledge.pp.104-161.
Gordon, Stewart. (1998). The Marathas 1600-1818, Cambridge: Cambridge University
Press,pp. 59-112.
The Journal of
Asian Studies, Vol.32(2), pp. 221-235
Mughal State Finance an
Comparative Studies in Society and History, Vol. 23 (2), pp. 285-308.
Modern Asian Studies,
Vol. 19 (3), pp. 415-480.
Unit 4: (Week 6-7): It covers the role of Shivaji in shaping the Maratha state. It also deals
examines how the Marathas engaged with a variety of political and social situations after
Kincaid, Dennis. (1937). The Grand Rebel: An Impression of Shivaji, Founder of
theMaratha Empire, London: Collins, pp.1-86.
V. S. Bendry (1960), The Coronation of Shivaji the Great, Bombay
Gordon, Stewart (1994), Marathas, Marauders, and State Formation in Eighteenth-
Century India, New Delhi: Oxford University Press.
Wink, Andre (2007), Land and Sovereignty in India: Agrarian Society and Politics
under the Eighteenth-Century Maratha Svarajya, Cambridge: Cambridge University
Press.
Richards (Ed.), Kingship and Authority in South Asia. Madison: University of
Wisconsin-Madison, pp. 2873
Chakrabarty, Dipesh (2015), The Calling of History: Sir Jadunath Sarkar and His
Empire of Truth, Chicago: The University of Chicago Press.
Jadunath Sarkar.(1997). Shivaji and His Times, Hyderabad: Orient Longman. pp.11-
124.
Bepress, New Delhi, Centre for the Study of Developing Societies, pp. 240-271.
Unit 5: (Week 8-9): This unit covers the wars, Maratha martial culture and narratives around
masculinity in their vernacular literary traditions.
Sen, S. N. (1928). Military System of the Marathas, Calcutta, pp. 1-63
Laine, James. (2001). The Epic of Shivaji: A Translation and Study of Kavindra
Paramananda's Sivabharata, Hyderabad: Orient Longman, pp.1-150.
Acworth, H. A. (1894). Ballads of the Marathas: Rendered in to English Verse from
Department of History, University of Delhi
392
the Marathi Originals, London: Longmans, Green and Co, pp.1-86.
Gender & History, Vol.11 (3), pp. 445460.
Kaushik Roy .(2012). Hinduism and the Ethics of Warfare in South Asia: From
Antiquity to the Present, Cambridge: Cambridge University Press, 161-210.
Foucault, Michel. (1975). Discipline and Punish: The Birth of the Prison, London:
Penguin, pp. 104-169
Unit 6: (Week 10-11): This unit covers the lives of scribal communities and their
interactions in Maharashtra.
Modern Asian Studies 44 (2), pp. 201240.
the SocIESHR, Volume 47 (4), pp. 563-595.
South Asian History and
Culture, Volume 2 (2), pp. 253-277.
and Training of a Clerical Elite in Peninsular India c. 1300IESHR, Vol 47
(Issue 4), pp. 497-525.
An
IESHR, Vol 47 (4), pp. 597-615.
Unit 7: (Week 12-13): It deals with a range of popular cultural practices in the region of
Maharashtra and medieval Deccan.
Feldhaus, Anne. (1984). The Deeds of God in Riddipur, Oxford: Oxford University
Press, pp.1-58.
Richard Eaton, (1978). Sufis of Bijapur: 1300-1700. Princeton: Princeton University
Press, pp. 177-202.
Lele, Jayant.(1981). (Ed.).Tradition and Modernity in Bhakti Movements, Leiden:
Brill, pp.104-123.
Feldhaus, Anne. (2003). Connected Places: Region, Pilgrimage, and Geographical
Imagination in India, New York, Palgrave: Manmillan, pp.1-126.
Novetzke , Christian Lee.(2008). Religion and Public Memory: A Cultural History of
Saint Namdev in India, New York: Columbia University Press, pp.35-161
Unit 8 (Week 14): Review Week
Conceived as the review week, this unit will focus on the latest historiographical
developments with regard to the Maratha. It also encourages students to point out how
Department of History, University of Delhi
393
the medieval and early colonial history of the region continues to shape the political and
intellectual tradition of Maharashtra.
Suggested Readings
Attwood, D, Israel. M and Wagle N. K .(1988). eds. City, Countryside and Society in
Maharashtra, Toronto, University of Toronto.
Chandra, Satish.(1959). Parties and Politics at the Mughal Court I707-I740, Aligarh,
Aligarh Muslim University.
Cullum, P. H. Lewis, Katherine J (2004). Holiness and Masculinity in the Middle Ages,
Toronto, University of Toronto Press.
Devare, Aparna. (2011). History and the Making of a Modern Hindu Self, Oxon,
Routledge.
Dirks, Nicholas B. The Hollow Crown: Ethnohistory of an Indian Kingdom, Cambridge,
Cambridge University Press.
Eleanor Zelliot and Maxine Bernstein. (1989), ed. The Experience of Hinduism: Essays
on Maharashtra, Albany, State University of New York Press
Bulletin
of the School of Oriental and African Studies, Vol.49 (3): 532-548.
Fukazawa, Hiroshi .(1991). The Medieval Deccan: Peasants, Social Systems and States,
Sixteenth to Eighteenth Centuries, Delhi: Oxford University Press.
s Remembered of
Modern Asian Studies 43 (1), pp. 269288.
Guha, Sumit.(2013). Beyond Caste: Identity and Power in South Asia, Past and Present,
Brill, Leiden.
Kamble, B R. (1982). ed. Studies in Shivaji and His Times, Kohlapur, Shivaji University
Publication.
Kosambi, Meera.(2000). ed. Intersections: Socio-Cultural Trends in Maharashtra,
Hyderabad, Orient Longman.
Kulkarni, A. R.(2008), The Marathas, Pune, The Diamond Publications.
Kulkarni, A.R. (1969). Maharashtra in the Age of Shivaji, Poona, Deshmukh and Co.
Lewis, Katherine.(2013). Kingship and Masculinity in Late Medieval England, Oxon,
Routledge.
O'Hanlon, Rosalind, Washbrook, David .(2012). Religious Cultures in Early Modern
India: New Perspectives, Oxon, Routledge.
Deccan. extended class relations, rights, and the problem of rural autonomy under the old
The Journal of Peasant Studies, Vol. 5 (2). pp.172-237.
Rao, Anupama. (2009). The Caste Question: Dalits and the Politics of Modern India,
Department of History, University of Delhi
394
Berkeley: University of California Press.
Raychaudhuri, Tapan and Habib, Irfan. (1982). The Cambridge Economic History of
India: Volume 1, C.1200-c.1750, Cambridge, Cambridge University Press.
James Silverberg. ed. Social Mobility in the Caste System in India: An Interdisciplinary
Symposium. The Hague: Mouton.
Wink, Andre.(2007). Land and Sovereignty in India: Agrarian Society and Politics under
the Eighteenth Century Maratha Svarajya, Cambridge, Cambridge University Press.
Facilitating Teaching Learning Outcome:
This course is organized around lectures and class room discussions, largely based on the
readings as mentioned above. Students are expected to participate in class room discussions and
make short theme based presentations and brief write ups that can help them strengthen their
language, communication skills and method of articulation.
Assessments:
Students who take this paper will be assessed in two modes:
1) They will be asked to submit a theme based research paper (15-20 Pages) on a topic that they
are free to choose from the course, with the help of the teacher. This term paper is marked out of
25 marks.
2) The end of term semester examination covers the full content of this course. The examination
will be of 3 hours duration and students are required to answer 4 out of 8 questions. Marks will
be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
395
HSM 367
Sultanate and Mughal Delhi ca. 1200-1850
Course Objectives:
The objective of the course is to chart the history of the region and the city, tracking the complex
and surprisingly discontinuous pasts of the urban agglomerations constructed in the riverine plain
of Delhi. Students will learn that this can be a surprisingly difficult exercise since sources
dealing with Delhi are, for the large part of this period, relatively unreflective about specific
details relating to the physical or the social world of the city. Students will therefore learn as
much about Sultanate and Mughal Delhi as they will about how to question, research and
contextualise materials accessible to them in the sources much of which are available in
translation.
Course Outcomes:
By the end of the course, students will be able to:
Establish the chronology, the location and the features of the many Sultanate and Mughal
cities and settlements in Delhi.
They will be familiar with the monumental sites that survive and would have visited many of
them on field trips.
They will learn about the geography of the riverine plain of Delhi and learn how to map the
topography and monumental remains of past regimes.
They will access architectural and epigraphical materials and learn how to correlate these
with narrative, textual materials.
Students will learn how to read space as site of social and political negotiation where
authority, dominance and resistance is inscribed.
Students will be able to differentiate between different types of heritage sites those that are
in ruins or saved as antiquities, others that continue as sites of residence and habitation and
complicate modes of transcribing them as heritage sites.
dotted the riverine plain of Delhi.
They will comprehend the difference between urbanisation and urbanity.
They will become familiar with the lives of litterateurs and poets of the city, the merchants
and the menials and the significance attached to civility and decorum in a city heralded as the
capital of powerful political formations.
Students will learn how to notice change in the life of the city and the different and complex
ways in which elites, literati and the common people responded to these transitions and early
modernity
Department of History, University of Delhi
396
Course Content:
Unit 1: (Week 1-2): Historiographical concerns historicizing space, the city, urbanisation,
Unit 2: (Week 3): Studying Urbanisation in the Sultanate Context.
Unit 3: (Week 4-5): The social and political context of Sultanate cities
Unit 4: (Week 5-6): Monumental and conflicting claims to authority: Siri, -Din Khalaji
and Mubarak Shah Khalaji
Unit 5: (Week 7): Monumental and conflicting claims to authority: Field Trip to Tughluqabad.
Unit 6: (Week 8-9): Worship and communitarian scaffolding the Qubbat al-Islam masjid, the
dargah of Bakhtiyar Kaki and Nizam al-Din
Unit 7: (Week 9): Courts of a different order: Case study of Kilukhri
Unit 8: (Week 10): Fourteenth-fifteenth century transitions the present and past of Firuz
Unit 9: (Week 11): 15
th
and 16
th
century Afghan settlements and the making of the Akbarid
dispensation
Unit 10: (Week 12-13): The city and Shah Jahani political order the citadel and the city
Unit 11: (Week 14): 17th and 18th century transitions -- political decentralisation and new
e
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES: Most of these
readings are available online, see https://sites.google.com/site/dumafinalsultanatemughaldelhi/
Unit 1: (Week 1-2):This historiographical unit will commence with Weberian paradigms of the
city and go on to discuss how urbanity, space, power and monumentality have been recently
studied. \
The City, Don Martindale (Ed.), Gertrud Neuwirth (Trans.). New York: The Free Press,
pp. 80-89;
arter in a
International Journal of Middle Eastern Studies, vol. 5, pp. 274-294;
College.
Writings on Cities, Malden: Blackwell
Press, pp. 147-159.
Text and
Practice: Essays on South Asian History, Delhi: Oxford University Press, pp. 192-212;
International Journal of Middle Eastern Studies vol. 2 (1971);
Discipline and Punish: the Birth of the
Prison, trans. Alan Sheridan, New York: Vintage Books, pp. 135-69.
Department of History, University of Delhi
397
Documents d'Anàlisi Geogràfica , vol. 55, pp. 15-26;
Critical Inquiry, vol. 20, No. 1, pp. 10-35.;
Unit 2: (week 3): This unit will focus on the existing historiography on urbanisation and Delhi
in the Sultanate Context.
The Making of Early Medieval India, Delhi: Oxford University Press, pp. 160-189;
Politics and Society in Early Medieval India, Collected Works
of Professor Mohammad Habib, New Delhi: People Publishing House, vol. 1, pp. 33-110.
-- an Essay in
Indian Historical Review vol. 4, pp. 287-303;
g the Thirteenth and
Delhi Through the Ages, Delhi: Oxford
University Press, pp. 34-44;
Studies in People's
History, vol. 1, pp.163171
Unit 3: (Week 4-5): This unit will examine the social and political contexts in which the Delhi
Sultans established new centres of power in the riverine plain of Delhi
and Service under the North Indian Sultanates, 13-
and Samira Sheikh (Eds.). After Timur Came, Delhi: Oxford University Press, pp. 60-110
Resp
. Delhi: Orient Blackswan, pp. 227-253.
Purusartha (Islam and Society in South Asia) vol. 9, pp. 57-77.
Kumar, Sunil. (2007). Emergence of the Delhi Sultanate, Delhi: Permanent Black, pp.
278-298, 324-352.
Students need to study the following maps of Delhi at:
https://sites.google.com/site/dumafinalsultanatemughaldelhi/
Murray, 'The Environs of Delhi', 1901
Bashir al-Din Ahmad, Dar al-Hukumat-i Dehli, 1911
Bashir al-Din Ahmad, Dar al-Hukumat-i Dehli, 1911 -- perspective
R.E. Frykenberg, Delhi through the Ages.
Department of History, University of Delhi
398
Unit 4: (Week 5-6): Students will study the constructions of the Khalaji Dynasty focusing
-Din Khalaji and Mubarak Shah Khalaji in this unit
R.E.
Frykenberg, (Ed.), Delhi Through the Ages, Delhi: Oxford University Press, pp. 18-33
Journal of Persianate Studies vol. 7. pp. 157-176
Capitals and Kingship: Delhi and its Sultans in the
Court Cultures in the Muslim World: Seventh to Nineteenth Centuries, London:
Routledge, pp. 123-148.
Kumar, Sunil. (
(Eds.), The Making of Indo-Persian Culture: Indian and French Studies, Delhi: Manohar,
pp. 37-65.
Cherian, Danny. (September 2004). 'Pairing Mega-Events and Hydrological Systems for
Urban Sustainability: strategy framework for Delhi beyond the Commonwealth Games
2010', Massachusetts Institute of Technology: Master in City Planning Dissertation:
(access at url: https://dspace.mit.edu/handle/1721.1/28802
-Neubauer (Ed.). Water Design: Environment
and Histories: Marg, vol. 68, pp. 84-95.
Unit 5: (Week 7): V) The readings, discussions and field site on this unit will concern
monumental spaces, conflicting claims and readings with a special case study of Tughluqabad.
Bulletin of the School of Oriental and Arican
Studies, vol. 57, pp. 516-550;
Gate, the Royal
Bulletin of the
School of Oriental and Arican Studies, vol. 62, pp. 423-61;
Report: Gates, Bulletin of the School of Oriental
and Arican Studies, vol. 66, pp. 14-55.
Kumar, Sunil. (2009). "The Ignored Elite: Turks, Mongols and a Persian Secretarial Class
in the Early Delhi Sultanate", Modern Asian Studies, vol. 43, pp. 4577.
Please also read the articles in Unit 7 and more generally on how the courtly narrative of
Sultanate 'order' needs to be enlarged.
Department of History, University of Delhi
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Unit 6: (Week 8-9): The reproduction of the praxis of Islam and the sense of a united
community will be studied in this unit with special reference to the Qubbat al-Islam masjid, the
dargah of Bakhtiyar Kaki and Nizam al-Din
Flood, Barry. (2008). "Introduction", in Barry Flood (Ed.), Piety and Politics in the Early
Indian Mosque, Delhi: Oxford University Press, pp. xi-lxvii,
Kumar, Partitions of
Memory, pp. 140-181, reprinted in Delhi: 3 Essays Press,
pp. 1-46.
y of the discursive statements of
(Eds.), The Making of Indo-Persian Culture: Indian and French Studies, Delhi: Manohar,
pp. 37-65.
Muslim
Shrines in India, Delhi: Oxford University Press, pp. 1-23.
ma (Ed.), State Formation and
Social Integration in Pre-modern South and Southeast Asia: A Comparative Study of
Asian Society, Tokyo: Toyo Bunko, pp. 203-238.
Additionally see the online articles on Sufis:
https://sites.google.com/site/dumafinaldelhisultanate2/
Unit 7: (Week 9): In his unit we study the city of Kilukhri and its nearby settlement of
Ghiyaspur. In many ways the two comprised a social ad political world very different from the
old city, Dihli-i kuhna.
Nilanjan Sarkar, ca 1350 : The capital city in Ziya'
Barani's Fatawa-i Jahandari IESHR, VOL. 48 (2011): 407-24.
Kumar, Sunil. (2018). -narratives: Re-reading the History of
A Festschrift for Romila
Thapar: Questioning Paradigms, Constructing Histories, Delhi: Aleph Book Company,
pp. 220-233
in Christian W. Troll, ed., Muslim Shrines in India, Delhi: Oxford University
Press, pp. 112-124:
-and
the fourteenth-Digbynama: Papers from
the Simon Digby Memorial Conference, Delhi: Oxford University Press
Patricia Jeffery, "Creating a Scene: the Disruption of Ceremonial in a Sufi Shrine", in
Imtiaz Ahmad, Ritual and Religions among Muslims in India, (Delhi: Manohar, 1984),
pp.163-194;
Department of History, University of Delhi
400
Beatrix Pfleiderer, 'Mira Datar Dargah: the Psychiatry of a Muslim Shrine', in Imtiaz
Ahmad, Ritual and Religions among Muslims in India, (Delhi: Manohar, 1984), pp.195-
234;
Katherine Ewing, 'The Sufi as Saint, Curer, and Exorcist in Modern
Pakistan', Contributions to Asian Studies, vol. 18 (1984), pp. 106-114.
Unit 8: (Week 10): The emergence of the large, connected city of Delhi with its centre at
-proclamations and building activities
will be contrasted with his historiographical appraisal and the curious significance associated
with that site today.
Futuhat-i Firuz Shahi. (1996). translated by Azra Alavi, Delhi: Idarah-i Adabiyar-i Delli,
pp. 19-34..
Page, J.A. (1999 reprint). A memoir on Kotla Firuz Shah Delhi: Archaeological Survey
of India
Muqarnas, vol. 10, pp. 311-322;
Muqarnas, vol. 1, pp.
123-66;
Welch, Anthony.
Muqarnas, vol. 13, pp. 165-90;
Muqarnas, vol. 14,
pp. 116-178;
Indian Economic and Social History Review, vol. 49, pp. 557
90 on https://sites.google.com/site/sultanatemughaldelhifieldwork/home.
ip between Political Elites and Sufis:
State Formation and
Social Integration in Pre-modern South and Southeast Asia: A Comparative Study of
Asian Society, Tokyo: Toyo Bunko, pp. 203-238;
Unit 9: (Week 11): 15
th
and 16
th
century Afghan settlements and the making of the Akbarid
dispensation
Journal of
Asian Studies, vol. 67, reprinted in his Making Space: Sufis and Settles in Early Modern
India, Delhi: Oxford University Press, pp. 65-115;
Matsuo, Ara. (1982-Buildings in
Acta Asiatica, vol. 43, pp. 61-80.
and the foundations of the din-i ilahiin Albrecht Fuess and Jan Peter Hartung (Eds.),
Department of History, University of Delhi
401
Court Cultures in the Muslim World: Seventh to Nineteenth Centuries, London:
Routledge, pp. 202-234.
Lowry, Glenn. (1984). Environmental Design: Journal of
the Islamic Environmental Design Research Centre, edited by Attilo Petruccioli, 7-17.
Rome: Libreria Herder.
Prior to Shahjahanabad as reflected in
the Patterns of Imperial Visits-Mughal Art and Imperial Ideology:
Collected Essays, Delhi: Oxford University Press, p. 180.
Muqarnas, vol.
25, pp. 255-273.
Journal of the Royal Asiatic Society, Series 3, pp. 327
340.
Development of His
Religious Policy, 1560-Journal of the Royal Asiatic Society, pp. 29-36;
-- a Critical
Akbar and his India, Delhi: Oxford University Press,
pp. 79-96;
Unit 10: (Week 12-13):
will be studied in this unit.
-Journal
of Asian Studies, vol. 39, pp. 77-94;
R.E. Frykenberg, (Ed.), Delhi Through the Ages, Delhi: Oxford University Press, pp.
152-191
-- Structure or Process? Reflections
IESHR, vol 29, pp. 291-321.
Koch, Ebba. (2001). Mughal Art and Imperial Ideology: Collected Essays, Delhi: Oxford
University Press, pp. 38-60, 61-129, 130162, 183-202, 203-228, 229-254 (chapters on
from Babur to Shah Jahan (1526--
Audience Halls
Comparative Studies in Society and
History, Vol. 37, No. 4, pp. 750-780.
Department of History, University of Delhi
402
Unit 11: (Week 14): This unit will study the impact of 18th century social and political
transitions and the impact of political decentralisation on old elites and the making of new elites.
Students will read the Muraqqa-i Dehli and will discuss the text in the light of recent research.
Khan, Dargah Quli. (1989). Muraqqa-e Dehli, trans. Chander Shekhar and Shama Mitra
Chenoy. Delhi: Deputy Publication, pp. 1-26, 33-52, 55-60, 65-70, 75-84, 93-125.
Crisis of Empire in Mughal North
India, Delhi: Oxford University Press, Millenium Edition, pp. xiv lxi.
litics and the Urdu ghazal: Exploratory observations
Indian Economic Social History Review vol. 38, pp. 223-248.
-
Bhargava and Helmut Reifeld (Eds.). Civil Society, Public Sphere and Citizenship:
dialogues and perceptions, Delhi: Sage Publications, pp. 84-105.
-
Comparative Studies of South Asia, Africa and the Middle East, Vol. 24, pp. 73-81.
Suggested Readings:
Asher, Catherine and Cynthia Talbot. (2006). India Before Europe. Cambridge: Cambridge
University Press.
Raychaudhuri, Tapan and Irfan Habib. (1984). The Cambridge Economic History of India,
volume 1: c. 1200-1750. Delhi: Orient Longman.
Rchards, John F. (1993). The Mughal Empire: The New Cambridge History of India I-5.
Cambridge: Cambridge University Press.
Jackson, Peter. (1999). The Delhi Sultanate: A Political and Military History. Cambridge:
Cambridge University Press.
For additional readings use the following online resources:
https://sites.google.com/site/dumafinaldelhisultanate/
https://sites.google.com/site/dumafinaldelhisultanate2/
https://sites.google.com/site/lmudelhisultanate/
https://sites.google.com/site/sultanatemughaldelhifieldwork/
Facilitating Teaching Learning Outcome:
Other than readings and class discussions, field work is an important component of learning in
this course. Please use Y.D. Sharma, Delhi and its Neighbourhood, Delhi: Archaeological
Survey of India, several reprints, to discover a monumental site that you will visit, investigate
and write about. You will shape your project with the assistance of the instructor. Many readings
Department of History, University of Delhi
403
that will get you started on this project are to be found at:
https://sites.google.com/site/sultanatemughaldelhifieldwork/
By the fourth week of the course students are supposed to have identified the site they wish to
investigate and write upon. On the last class of the fourth week of the term they will submit a
page long abstract on their sites and the questions they wish to raise in their paper.
Assessment:
Students enrolled in this course will have two modes of assessment:
1) They have to write a term paper, ca 5000 + words, inclusive of bibliographic apparatus, on a
site which they will research and evaluate. Other than researching its history they also have to
analyse it as a heritage site. They have to first discuss this site with the instructor. It is therefore a
good idea to have a choice of sites from which the one most likely to yield profitable research
outcomes can be chosen. This essay will be for 25 marks.
2) The end of semester examinations will cover the entire course. Students will be asked to
respond to four questions out of a choice of eight. The examination is three hours long and worth
75 marks.
Department of History, University of Delhi
404
HSM 370
Forms of Historical Writing in Medieval and Early Modern India
Course Objectives:
This course introduces students to the vibrant traditions of history writing in medieval and early
modern India. It focuses on the production of historical literature, mainly in Sanskrit, Persian and
Indian vernaculars, broadly covering the period from the thirteenth to the eighteenth centuries
and highlighting the wide variation in modes of narrativization and genre of historical writing.
The paper familiarizes students with the key themes, tropes, social and political implications of
the norms prescribed in Indian historical traditions during the period.
Learning outcomes:
At the end of this course, students will be able to understand:
How scholars read historical texts to disaggregate their structure and organization for
historical analysis.
Identify key features of Indian historical texts that were both stylistically influenced as well
as significantly different from the Arabic and Persian texts produced in the Central Islamic
lands.
Understand texts across languages and periods that could be seen influencing each other and,
thus, cannot be studied as separate traditions altogether.
Learn that the vast historical traditions of the medieval and early modern eras constitute
ity in its
regional spectrum.
Course Content:
Unit 1: (weeks 1-2): Introduction to the course: Sources of tradition, narratives, anecdotes and
prescriptions
Unit 2: (weeks 3-4): Principle genre: itihas, vanshavali, charit, tarikh, tabaqat, tazkira, bakhar,
buranji, and khyat
Unit 3: (weeks 5-6): Main features of pre-modern historiography: Presence of God, the Prophet,
rulers and other sources of authority
Unit 4: (weeks 7-8): Social and political functions of historical writings elitist political
ideology and regional and ethnic identities
Unit 5: (weeks 9-10): Sanskrit historical traditions Rajatarangini and its afterlife in Persian
tarikh
Unit 6: (weeks 11-12): Indo-Persian histories general histories, court-chronicles, independent
and unofficial accounts of the past
Department of History, University of Delhi
405
Unit 7: (weeks 13): regional and vernacular histories Assamese, Bengali, Hindi, Marathi,
Rajasthani, Urdu and literary and historical traditions from parts of southern India
Unit 8: (weeks 14): Concluding assessment Indian historical traditions and modern discipline
of history
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (weeks 1-2): This introductory unit to the course will look at sources of tradition,
narratives, anecdotes and prescriptions as markers of historical traditions in pre-modern India
Chatterjee, Kumkum. (2009). The Cultures of History in Early Modern India:
Persianization and Mughal Culture in Bengal, New Delhi: Oxford University Press
(chapter 2).
Hardy, Peter. (1960). Historians of Medieval India: Studies in Indo-Muslim Historical
Writing, London: Luzac (Chapter 1).
Historians of India, Pakistan and Ceylon, London: Oxford University Press.
Thapar, Romila. (2013). The Past Before Us: Historical Traditions of Early North India,
Ranikhet: Permanent Black, 2013 (Chapters 1-2).
Unit 2: (weeks 3-4): The principle genres of history such as itihas, vanshavali, charit, tarikh,
tabaqat, tazkira, bakhar, buranji, and khyat will be discussed in this unit
Narration in Western India, 1400-American Historical Review, Vol. 109, No. 4, Pp.
1084-1103.
-Persian Tazkiras as
Beyond Turk and Hindu: Rethinking Religious Identities in Islamicate South Asia,
University of Florida Press, pp. 149-75.
Rao, Velcheru Narayana, David Shulman and Sanjay Subrahmanyam (2001). Textures of
Time: Writing History in South India, New Delhi: Permanent Black (Chapter 5).
Thapar, Romila. (2013). The Past Before Us: Historical Traditions of Early North India,
Ranikhet: Permanent Black, 2013 (Chapters 15).
Unit 3: (weeks 5-6): This unit will attempt an appreciation of the main features of pre-modern
historiography, including divine presence and prophetic figures, sovereign power and other
sources of authority
Anooshahr, Ali. -Persian
Indian Economic and Social History Review, Vol. 49, No. 2, pp. 197-224.
Department of History, University of Delhi
406
-modern Intellectual Debates on the Knowledge of History and
-Din BaraniTarikh-i FiruzshahiIndian Economic and Social History Review,
Vol. 52, No. 2, pp. 207-23.
Robinson, Chase. (2003). Islamic Historiography, Cambridge: Cambridge University
Press (chapter 1).
Fatawa-i Jahandari, the
Philosophy East & West,
Vol. 62, No. 4, pp. 545-73.
Unit 4: (weeks 7-8): Social and political functions of historical writings, especially articulation
of elitist political ideology and regional and ethnic identities will be examined in this unit
(Eds.). History in the Vernacular, Ranikhet: Permanent Black.
Hasan, Mohibbul. ed. (2018). Historians of Medieval India, reprint, Delhi: Aakar Books,
pp. 111-48.
- History and
Theory, Vol. 46, No. 3, pp. 396-4-8.
Mukhia, Harbans. (2017). Historians and Historiography During the Reign of Akbar,
Unit 5: (weeks 9-10): This unit will undertake a more detailed survey of Sanskrit historical
traditions through the genre of historical kavya in the form of several narratives of Rajatarangini
and how they go on to influence later historical traditions, especially in Kashmir
Rajatarangini of Kalhana, translations of the first taranga in English by M.A. Stein
(Delhi: Motilal Banarsidass, 2017) and in Hindi by Sriramtej Shastri Pandey (Delhi:
Chaukhamba Sanskrit Pratishthan, 2015).
Zaina Rajatarangini of Srivara, English translation by Kashi Nath Dhar (New Delhi:
Kaul, Shonaleeka. (2018). The Making of Early Kashmir: Landscape and Identity in the
Rajatarangini, New Delhi: Oxford University Press (Chapter 2).
Zutshi, Chitralekha. (2014).
Geographies, and the Historical Imagination, New Delhi: Oxford University Press
(Introduction and Conclusion).
Unit 6: (weeks 11-12): Samples from the vast corpus of Indo-Persian histories will be examined
as part of the course for this unit
Tarikh-i Firuz Shahi of Ziya-ud-Din Barani, English translation by Ishtiyaq Ahmad Zilli,
New Delhi: Primus Books, 2015 (Introduction by the author) and Hindi translation by
Saiyad Athar Abbas Rizvi in Aadi Turk Kalin Bharat, reprint, New Delhi: Rajkamal
Prakashan, 2010, bhumika 1, pp. 122-39.
Department of History, University of Delhi
407
Muntakhab-ut-Tawarikh of Abdul Qadir Badauni, Vol. II, English translation by W.H.
Lowe, first published 1899, Delhi: Idarah-i Adabiyat-i Delli, 1973 (parts related to the
latter half of the reign of Akbar).
Akbarnama ls, English translation by H. Beveridge, Delhi: Rare
Books, 1972-73 (parts related to the latter half of the reign of Akbar).
Aquil, Raziuddin (2017). The Muslim Question: Understanding Islam and Indian
History, New Delhi: Penguin Books (Chapters 3-4)
Unit 7: (weeks 13): The understated significance of regional and vernacular histories which
emerged in large parts of the subcontinent in the early modern era will be evaluated in this unit
e Historical
South Asia Research, Vol. 25, No. 1, pp. 31-54
Aquil, Raziuddin and Partha Chatterjee. (Eds). (2008). History in the Vernacular,
Ranikhet: Permanent Black (Chapters 5-6).
Journal of Asian Studies,
Vol. 57, No. 1, pp. 6-37.
Rao, Velcheru Narayana, David Shulman and Sanjay Subrahmanyam (2001). Textures of
Time: Writing History in South India, New Delhi: Permanent Black (Chapter 3).
Unit 8: (weeks 14): This concluding unit will assess the persistence of longstanding Indian
historical traditions, which the modern discipline of history has not been able to completely
decimate and, thus, popular historical memory continues to challenge modern professional
history
Busch, Allison. (2011). Poetry of Kings: The Classical Hindi Literature of Mughal India,
New York: Oxford University Press (Introduction and Conclusion).
Chakrabarty, Dipesh. (2015). The Calling of History: Sir Jadunath Sarkar and His
Empire of Truth, Ranikhet: Permanent Black (Introductory chapter).
Deshpande, Prachi. (2007). Creative Pasts: Historical Memory and Identity in Western
India, 1700-1960, Ranikhet: Permanent Black (Introduction and Conclusion).
Rao, Velcheru Narayana, David Shulman and Sanjay Subrahmanyam. (2001). Textures of
Time: Writing History in South India, New Delhi: Permanent Black (Chapter 1).
Suggested readings:
Abbas, Fauzia Zareen. (1987). Abdul Qadir Badauni as a Man and Historiographer, Delhi:
Idarah-i Adabiyat-i Delli (Introductory parts).
Kothiyal, Tanuja. (2016). Nomadic Narratives: A History of Mobility and Identity in the
Great Indian Desert, New Delhi: Cambridge University Press (Chapter 5).
Nizami, K.A. (1982). On Historians and Historiography in Medieval India, New Delhi:
Munshiram Manoharlal (Introductory parts).
Department of History, University of Delhi
408
Sarkar, Sumit. (2017). Essays of a Lifetime: Reformers, Nationalists, Subalterns, New Delhi:
Permanent (Chapter on Raja Rammohan Roy and the break with the past).
Upadhyay, Shashi Bhushan. (2016). Historiography in the Modern World: Western and
Indian Perspectives, New Delhi: Oxford University Press (Chapter 5).
Evolution and Use of OrHistory of Africa, Vol. 3, pp. 127-
153.
Indian Economic and Social History Review, Vol. 13, No. 1, pp. 219-
50.
Facilitating Teaching Learning Outcome:
The course is organized around weekly lectures and reading assignments. During the course of
the semester, students are required to write and present two term papers. The exercise is to
ensure that students comprehend the readings and develop writing and verbal communication
skills.
Assessment:
Students enrolled in the course would have their work assessed in two modes.
1)The two term papers (12-15 pages each), along with the presentations, will be marked out of
25 marks.
2) There will be an end semester examination that will cover the contents of the entire course.
The examination will be of 3 hours duration and students will be required to answer four out of
eight questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
409
HSM-372
MEDIEVAL DECCAN, ca. 1300-1700
Course Objectives:
This course focuses on the political and cultural history of the medieval Deccan from the early
fourteenth century to the seventeenth century. It will introduce students to idea of space shaped
by complexity of external influences and local resistance-cum-assimilation in Deccan. It will
also highlight the religious and social dimensions of the changes that were associated with shifts
in political power.
Learning Outcomes:
At the end of course, the students would be-
Familiar with the Deccan as a space, and its associated history of change and continuity
Aware about the politics of the different regimes in the Medieval Deccan
Having clarity about concepts like the military labour market and its role in shaping the
nature of the state
Understand trading and African diasporas
Understand context of political legitimacy in medieval Deccan
Understand the Deccani localisation of Sufi orders
Understand gender and social aspects in Deccani poetry
Comprehend the role of language as an instrument of resistance from below in the Deccan
Provide skills to students for research in African and trading diaspora studies
Provides skills to students about architecture as research tool.
Course Content:
Unit-1 (Week 1-3): Political Trajectories
State and evolution of political culture
Complexity of relations among states in Deccan
Nobility in 15
th
and 16
th
century - Afaqi and Deccani
Unit-2 (Week 4-7 ): Identity and Resistance: 16
th
and 17
th
century
Military Labour Market
Role of African Diaspora and Trading Diasporas
Change and continuity in Deccani Identity, and Resistance to Mughal Campaigns
Unit-3 (Week 8-10 ): Religious dimensions
The question of religion in politics
Department of History, University of Delhi
410
Sufi orders; Islam and non-Muslims
Shias and Sunnis
Bhakti Movement: From Chokhamela to Tukaram
Unit 4 (Week 11-13): Cultural contours
Miniature paintings and architecture
Language and literature in the Deccani, Urdu, Telugu, Kannad, and Marathi
Patronage to Persian poetry.
Unit 5 (Week 14): Review Week
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1 (Week 1-3): By the end of this unit students will learn about context and nature of state
in Deccan. The students will become aware about role of afaqi and Deccani nobility in shaping
politics of medieval Deccan.
Eaton, Richard M.,(2005). Social History of the Deccan, 1300 1761, Eight Indian Lives.
Cambridge: Cambridge University Press.
Sherwani, H.K.(1985). The Bahamanis of the Deccan. New Delhi: Munshiram
Manoharlal.
Inscribing the other, Inscribing the self: Hindu-Muslim
Identities in Pre- Comparative Studies in Society and History, Vol. 37,
No-4, pp. 692-722
Unit 2 (Week 4-7): By the end of this unit, students will learn about identity of social forces and
nature of state with reference to military labour market
Ali, S.S.(1996). African Dispersal in the Deccan: From Medieval to Modern Times.
Hyderabad: Orient Longman.
Cohen, Robin.(2008) Global Diasporas. New York: Routledge,pp. 1-54
Sherwani, H.K.(1942). Mahmud Gawan: The Great Bahamani Wazir. Allahabad:
Kitabistan
Tamaskar, B.G. (1978). The Life and Work of Malik Ambar. Delhi: Idarah-I
Adabiyat-I Delli
Unit 3 (Week 8-10): By the end of this unit students will learn about issues of Legitimacy
and social processes associated with sufi orders and bhakti movement
Eaton, Richard M.( 1996). Sufis of Bijapur, 1300 1700, Social Roles of Sufis in
Medieval India, reprint. New Delhi: Munshiram Manoharlal.
Green, Nile. (2004). Stories of Saints and Sultans: Remembering Sufi Shrines at
Aurangabad. Modern Asian Studies, Vol.38, No. 2. pp- 419-446.
Talbot, Cynthia.(2001). Precolonial India in Practice: Society, Region, and Identity
Department of History, University of Delhi
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in Medieval Andhra. New Delhi: Oxford University Press.
Unit 4 (Week 11-13): By the end of this unit, students will learn about various aspects of
power and culture especially with reference to architecture, painting and language
Eaton, Richard M. and Wagoner, Philip B.(2014). Power, Memory and Architecture-
-1600. New Delhi: Oxford
University Press.
Michell, George and Mark Zebrowski. (1999). Architecture and Art of the Deccan
Sultanates. Cambridge: Cambridge University Press.
Panchal, Parmanand.( 2009). Traditional Indian Forms of Deccani Poetry. Indian
Literature, Vol.53, No.5, pp- 211-219.
Tukaram and Machwe, Prabhakar.(1969). Twenty-Five Poems. Mahfil, Vol.5,
No.1/2, Published by Asian Studies Centre, Michigan State University
Select Readings:
Curtin, Philip D(1984). Cross-Cultural Trade in World History. New York: Cambridge
University Press.
Kruijtzer, Gijs.(2009). Xenophobia in Seventeenth-Century India. Leiden: Leiden University
Press.
Kulkarni, A.R., M.A. Nayeem and T.R. de Souza. (eds), (1996) Medieval Deccan History:
Commemoration Volume in Honour of P.M. Joshi. Bombay: Popular Prakashan, 1996
Rao, Valcheru Narayan and Subrahmanyam, Sanjay.( 2009). Notes on Political Thought in
Medieval and Early Modern South India. Modern Asian Studies, Vol.43, No. pp- 175-210
Richards, J.F.(1985). Mughal Administration in Golconda. Oxford: Clarendon Press, 1975.
Sherwani, H.K. and P.M. Joshi. (eds),(1975). History of Medieval Deccan, 1295 1724, 2
vols, Hyderabad: Government of Andhra Pradesh.
Wagoner, Philip B.( 1999). Fortuitous Convergences and Essential Ambiguities:
Transcultural Political Elites in Medieval Deccan. International Journal of Hindu Studies,
Vol.3, No.3.pp- 241-264
Wagoner, Phillip B. (1993). Tidings of the King: A Translation and Ethnohistorical Analysis
of Rayvacakamu. Honolulu: University of Hawaii Press.
Wink, Andre. (1986). Land and Sovereignty in India: Agrarian Society and Politics under
the Eighteenth Century Maratha Svarajya, Cambridge: Cambridge University Press, pp. 417.
Facilitating Teaching Learning Outcome:
The course is structured as weekly lectures and reading assignments. On the one hand, the
essential readings build up basic understanding about issues, on the other, the students will be
motivated to explore readings beyond given in paper paving way for research orientation and
knowledge production. In order to enhance verbal communication skills of students, one paper
presentation and group discussion on any two books (1 book from essential reading and one
Department of History, University of Delhi
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relevant book as per choice of student) will be held. Preparation of reports and assignment will
enhance writing skills of students.
Assessments:
The Assessment is aimed to ensure that students not only acquire knowledge as per themes of
paper, but also, develop understanding about reading a text, ability to connect history with
relevant issues of society and find new dimensions on themes referred in paper by approaching
relevant primary sources in creative ways. Students enrolled in the course would have their work
assessed in two modes.
1) Three Tests will be held -- two written test and one presentation. Out of this, the best two will
be counted for a total of 25 Marks 12.5 marks each. In case of presentation, the students are
required to consult primary sources, and prepare assignment following framework of research
paper with proper citations.
2) Finally, the students have to appear in end semester exam (Maximum Marks-75) at the end of
semester. The end semester exam will cover all contents of the course and the time duration is 3
hours. Out of 8 questions, the students can attempt any four questions.
Department of History, University of Delhi
413
HSM 375
Sources of the Mughal Period: Reading and Interpreting Texts
Course Objectives:
The objective of the course is to introduce students with the sources of the Mughal period, and
the problems historians face in reading and interpreting historical texts. Since this is a seminar
course, students read the texts beforehand, and there is intense discussion on a selected text every
week. The students are encouraged to read texts written in different genres with a view to
understand how genres shaped historical discourse.
Learning Outcomes:
At the end of the course, the student would:
Learn about the nature, form and literary traditions that impact on Mughal sources
Learn to critically engage with the texts
Understand the limitations of positivist-empiricist reading of texts
Appreciate the need to integrate author-centered readings of texts with reader-centered
interpretations
Have learnt to appreciate the significance of genre in shaping discourse in historical texts
Course Content:
Unit I (weeks 1-3): Historical Texts:
Unit II (weeks 4- 6): Imperial Memoirs:
Unit III (weeks 7-10): Biographies/autobiographies:
Unit IV (weeks 11-14): European Writings in Persian:
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit I (weeks 1-3): Abul Fazl. (2011). Akbarnama, trans. H. Beveridge. New Delhi: Low Price
Publications.
Unit II (weeks 4-6): Babur.(2002). Baburnama, trans. W. M.Thackston Delhi.
Unit III (weeks 7-10): Banarsidas, (2005). Ardhakathanaka, trans. Mukund Lath, New Delhi.
Unit IV (weeks 11-14): Antoine-Louis Henri Polier, (2007). Ijaz-i Arsalani, trans. Muzaffar
Alam and Seema Alavi under the title, A European Experience of the Mughal Orient Delhi:
Oxford University Press
Suggested Readings:
Department of History, University of Delhi
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Alam, Muzaffar. (2004). The Languages of Political Islam in India. Chicago: University of
Chicago Press.
Ali, M. Athar (2006). Mughal India.New Delhi: Oxford University Press.
Barthes, Roland. (1997). On the Edge of the Cliff: History, Language, and Practices.
Baltimore and London: The John Hopkins University Press.
Chartier, Roger. (1994). The Order of Books. Stanford: Stanford University Press.
Chartier, Roger. (1973). The Pleasure of the Text. New York: Hill and Wang.
Derrida, Jacques. (2001). Writing and Difference. London: Routledge.
Habib, Irfan. (ed.). (1999). Akbar and his India. New Delhi: Oxford University Press.
Islam, Khurshidul and Ralph Russell. (1998). Three Mughal Poets. New Delhi: Oxford
University Press.
Keshavmurthy, Prashant. (2016). Persian Authorship and Canonicity in Late Mughal Delhi.
London: Routledge.
Khan, I. A. (Ed.). (1999). Akbar and his Age. New Delhi: Manohar.
Kinra, Rajeev. (2015). Writing Self, Writing Empire: Chanderbhan Brahman and the
Cultural World of the Indo-Persian State Secretary Berkeley: University of California Press.
Losensky, Paul E. (1998). Welcoming Fighani: Imitation and Poetic Individuality in the
Safavid-Mughal Ghazal. Costa Mesa, CA: Mazda Publishers.
Naim, C. M. (2004). Urdu Texts and Contexts: The Selected Essays of C. M. Naim. New
Delhi: Oxford University Press.
Sharma, Sunil. (2017). Mughal Arcadia. Harvard: Harvard University Press.
Facilitating Teaching Learning Outcome:
The course is organized around weekly lectures and intense discussions on the prescribed
sources. At the end of each discussion, the students are required to make oral presentations on
the text under discussion. This is followed by written submissions which are discussed in the
class as well.
Assessments:
There are three modes of assessing the performance of students enrolled in this course:
marks)
2) Students will also be asked to submit a research paper on one of the topics of the course,
which will include footnotes and bibliography. The term paper will be marked out of 15 marks
3) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
415
HSM-377
Epigraphic, Numismatic and Archival Records
for the Study of Medieval Indian History
Course Objectives:
The aim of the course is to acquaint the students (some familiarity with the script/language
would be an advantage) with the latest research in the field of epigraphic, archival and
numismatic evidence and the way they have altered (added) to our understanding of the history
of the period. It will offer them an opportunity to undertake/understand the relationship the state
had with professional scribes, secretaries, artisans and other experts specializing in the respective
fields. Similarly, students would learn about the contexts and transitions in the social standing of
these groups in response (or not) to the changes in the nature and composition of the ruling elite.
With the opportunity to explore for themselves, students will access numerous (unreported)
collections/coin hoards and inscriptional data in the religious/secular structures, some in the
museum of the Department of History.
Learning Outcomes:
At the end of the course the students would be:
Familiar with the major repositories and collections of the archival records from pre colonial
times.
Able to cull the data from some of the major catalogues, private collections and the religious
institutions who have maintained these records.
Learn about the inscriptional data in Arabic, Persian and Sanskrit spread throughout the sub-
continent and the way this data has been compiled by the Archeological Survey of India,
other government and research agencies, and independent bodies.
Learn about the mints, minting techniques and mint towns
Learn how to decipher the legends on the coins and the way these have been analysed and
interpret in current scholarship.
Familiar with major coin hoards in Indian museums and their catalogues.
Able to develop some interest in the shikasta script, palaeography and codicology.
Learn about the nature of the large number of records that have survived at different
Museums, Archives and Libraries across the subcontinet.
Course Content:
Unit 1: (Week 1-2): Archives, Inscriptions and coins as repository of evidence for Historical
studies; Arabic and Persian inscriptions of the Sultanate period
Unit 2: (Week 3-4): Sanskrit inscriptions from Delhi and North West India
Department of History, University of Delhi
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Unit 3: (Week 5-6): Imperial orders and edicts by princes and nobles farmans, nishans and
parwanas
Unit 4: (Week 7): Edicts from the imperial harem
Unit 5: (Week 8): Local documents and papers in the establishments of the qazis
Unit 6: (Week 9-10): Documents in the khanqahs and Sufi hospices
Unit 7: (Week 11-12): Documents in the temples and maths
Unit 8: (Week 13): Coin hoards, catalogues and numismatic studies; Coins, mints, and
metallurgy during the Delhi Sultanate and the Mughals.
9) Unit 9: (Week 14): Inscriptional data from ruined/abandoned cities and the possibilities of
urban histories.
ESSENTIAL READINGS AND UNIT BASED TEACHING OUTCOMES:
Unit 1: (Week 1-2): This unit will discuss the importance of archives, inscriptions and coins as
repository of differing kinds of evidence for historical analysis.
Medieval History Journal, Vol. 20., Issue I,
April. pp. 192-229.
The Colonisation of Knowledge and Politics of Preservation:
National Archives of India, EPW, vol. 52, Issue 50.
Tirmizi, S.A.I. (1968). Ajmer Through Inscriptions, New Delhi: Indian Institute of
Islamic Studies, pp. 11-24.
S.Z.H. Jafri (ed.) Recording the Progress of Indian History: Symposia Papers of the
Indian History Congress, 1992-2010, 433-458.
Prasad, Pushpa. (1990). Sanskrit Inscriptions of Delhi Sultanate, 1191-1526. OUP, Delhi,
pp. xv- xxxii.
in Proceedings of Indian History Congress, Vol 75, Platinum Jubilee, pp. 224-231
Unit 2 (Week 3-4): This unit shall examine the Sanskrit insciptions from the regions of Delhi
and Gujarat and contextualize them within their socio-political milieu.
Bendrey, V.S. (1944). A Study of Muslim Inscriptions, Bombay: Karnatak Publishing
House, pp. 1-30.
Prasad, Pushpa. (1990). Sanskrit Inscriptions of Delhi Sultanate, 1191-1526. OUP, Delhi,
pp. xv- xxxii.
Proceedings of the Indian History Congress, Vol. 72, Part-I, pp. 246-263.
Sircar, D.C. (1965). Indian Epigraphy, Delhi: Motilal Banarsidas, [portions of some
Chapters].
Department of History, University of Delhi
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Unit 3 (Week 5-6): This unit would focus on the working of the imperial chancellery, the actual
procedures for issuing the orders and the internal checks against the possibilities of any fraud.
Srivastava, K.P. (ed.), (1974). Mughal Farmans [1540 to 1706], vol.1, Uttar Pradesh
State Archives, Lucknow, 1-71.
Mohinuddin, Momin. (1971). The Chancellory and Persian Epistolography Under the
Mughals, Calcutta: Iran Society, pp. 1-44.
Husain, Iqbal (2013). Studies in Polity, Economy and Society of the Trans-Gangetic
Valley Fifteenth-Nineteenth Centuries, Delhi: Primus, pp. 261-271; 103-12; 122-138
Seventeenth Centuries Documents from the Firangi Mahal Collection [With a Calender
A Calender of Khairabad Documents: Sixteenth-Nineteenth
-Awadh
from Mughal to Colonial Rule: Studies in the Anatomy of a Transformation, New Delhi:
Gyan Pub. House, pp. 59-74.
Unit 4 (Week 7): This unit will look at the position of the women in the imperial households
during the Sultanate and Mughal times; their role in the administration through the surviving
inscriptions/ archival documents and coin hordes.
Tirmizi, S.A.I. (1979). Edicts from the Mughal Harem, Delhi, Idarah-i Adabiyat-i Delli,
pp. 1-131.
Medieval India,
A Miscellany vol.1, Bombay: Asia Publising House.
Recording the Progress of Indian History: Symposia Papers of the Indian History
Congress, Delhi: Primus Books, pp. 263-276.
Proceedings of the
Indian History Congress, 52
nd
Session, Delhi, pp. 400-9.
Unit 5 (Week 8): This unit will discuss the working of the administration at the provincial level
- Proceedings
of the Indian History Congress, Vol. 66, pp. 355-362.
Proceedings of the Indian History Congress, Vol. 76, pp. 221-
252.
Rural Bureaucracy in Cooch Bihar and Assam under the Mughals-
Archival EvidenceProceedings of the Indian History Congress, pp. 277-286.
Department of History, University of Delhi
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The Sarkar Qanungo: 16
th
-18
th
Century DocumentsProceedings
of the Indian History Congress, pp. 417-431.
Bilgrami, Rafat M. (1984). Religious and Quasi-Religious Departments of the Mughal
period, 1556-1707, Delhi: Munshiram Manoharlal Publishers, pp. 105-140.
Irfan
Pradesh during the 16
th
Indian Economic and Social History Review, IV [3],
pp. 205-32
Unit 6 (Week 9-10): The unit will look at the surviving collections housed in old Sufi
establishments and their use by modern scholars to reconstruct their histories.
Khan, Motiur Rahman. (2010- Proceedings of
the Indian History Congress, Vol. 71 (2010-2011), pp. 226-235
Jafri, S.Z. Society and
Ideology in India: Essays in Honour of Professor R.S. Sharma, Delhi: Munshiram
Manoharlal Publishers, 269-290.
-Nawabi Legacy under Siege in the Age of
Empire(-1880s):Familial Grants and the Waqf of Khanqah-e Karimia, Salon,
Comparative Study of the Waqf from the East: Dynamism of
Norm and Practices in Religious and Familial Donations,pp.191-216, Tokyo: The Toyo
Bunko.
Unit 7 (Week 11-12): Here the emphasis will be laid on the Persian archival records at the
various temples and maths in the upper Gangetic valley and will discuss some case studies
undertaken by the modern scholars.
Goswami, B.N. and J.S. Grewal. (1967). Mughals and the Jogis of Jhakbar, Shimla:
Indian Institute of Advanced Studies, pp. 1- -108
Proceedings of the Indian History Congress, pp. 234-250.
Proceedings of the
Indian History Congress, pp. 287-300.
Ansari, M.A. (1984). Administrative Documents of Mughal India, Delhi: B.R. Publishing
Corp., pp. 1-71.
Unit 8 (Week 13): This unit would discuss the nature of coinage system under the Delhi
Sultanate and the Mughals
Wright, H. Nelson. (1974). The Coinage and Metrology of the Sultans of Delhi, Delhi:
Oriental Books Reprint Corporation, [Relevant sections].
Department of History, University of Delhi
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-
Medieval India Quarterly, IV [Nos. 1-2], Aligarh.
Ahmad, Qeyamuddin. Society and
Ideology in India: Essays in Honour of Professor R.S. Sharma, Delhi: Munshiram
Manoharlal Publishers, pp. 213-248.
ht of
Re-Searching
Transition in Indian History, London: Routledge.
Amiteshwar Jha ed., Medieval Indian Coinages: A Historical and Economic Perspective,
Nasik: India Institute of Research in Numismatic Studies.
Narratives, Routes and Intersections in
Pre-Modern Asia, London: Routledge.
Unit 9 (Week 14): this unit will look at the histories of the important towns during the pre-
Mughal times through the surviving inscriptional data from the modern studies.
Begley, W.E. (1985). Monumental Islamic Calligraphy from India, Illinois: Islamic
Foundation Villa park, pp. 1- 75
Khan, M. Abid Ali. (rpt. 1986). Memoirs of Gaur and Pandua, Edited and revised by
H.E. Stapleton, Calcutta: The Department of Information & Cultural Affairs, pp. 80-105.
Sharda, Harbilas. (1941) Ajmer: Historical and Descriptive, Ajmer: Scottish Mission
Industries Co., pp. 9-63.
Shokoohy, Mehrdad and Shokoohy, Natalie H. 1993. Nagaur: Sultanate and Early
Mughal History and Architecture of the District of Nagaur, India, London, Royal Asiatic
Society, pp. 7-84.
Proceedings of the Indian
History Congress, Delhi, pp. 1013-1020.
Suggested Readings
Selected Volumes of Epigraphica Indo-Moslemica now Epigraphica Indica Arabic and
Persian supplement Selected Volumes of the Memoirs of Archaeological Survey of India.
Prasad, Pushpa. 1996. Sanskrit Inscriptions of Delhi Sultanate, Delhi: Oxford University
Press, 1996
Tirmizi, S.A.A.I. 1976. Ajmer Through Inscriptions, Delhi: Indian Institute of Islamic
Studies.
Modi. J.J. 1903. The Parsis at the Court of Akbar, Bombay: Bombay Education Society
Press.
Department of History, University of Delhi
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Goswami, B.N. & Grewal, J.S.1967. Mughals and the Jogis of Jhakbar, Shimla: Indian
Institute of Advanced Study.
Hodivala, S.H. 1929. Studies in Parsi History, Bombay: Shahpurshah Hormasji Hodivala.
Husain, Iqbal. 2013. Studies in Polity, Economy and Society of the Trans-Gangetic Valley
Fifteenth-Nineteenth Centuries, Delhi: Primus.
Deyell, John. 1999. Living Without Silver: The Monetary History of Early Medieval North
India, New Delhi: OUP.
Husain, Syed Ejaz. 2003. The Bengal Sultanate: Politics, Economy and Coins (AD 1205-
1576), Delhi: Manohar
- Medieval
India Quarterly, IV [Nos. 1-2], Aligarh.
Proceedings of Indian History Congress, Vol 75, Platinum Jubilee, pp. 224-231
Jha, Amiteshwar, (ed.), 2001. Medieval Indian Coinages: A Historical and Economic
Perspective, India Institute of Research in Numismatic Studies.
Gupta, Parmeshwari Lal. 1996. Coins, South Asia Books.
Facilitating Teaching Learning Outcome:
The course is organized around weekly lectures and discussions based on the readings. Students
will be asked to make short presentations on the themes and topics of the course so that they can
develop their oratory skills and are able to understand the readings better.
Assessment:
There are three modes of assessing students who take this paper.
1) There will be an internal assessment exam held in mid-semester. This will be out of 10 marks.
2) Students will also be asked to submit a research paper on one of the topics of the course,
which will include footnotes and bibliography. The term paper will be marked out of 15 marks
3) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
421
HSM New Course
Connected Empires: Mughals, Safavids and Ottomans
Course Objectives:
This paper shall trace the
for critical appreciation of the historical processes within a vast geographical canvas. It will
emphasize the complex circulation, exchanges and interactions that operated across the formal
connections and new forms of alterities. The course will examine sources like paintings,
approach to understand specific structures and ideologies of the respective regimes in
comprehending the urban morphologies as well as the economic and cultural lives of the people.
Course Outcomes:
At the end of the course, the students would
Explore the ways in which polities and societies in these empires engaged with and produced
alternative imagined visions of interaction beyond given geographies.
Develop understanding of how people in the past themselves understood and sought to
influence patterns of long-distance interaction, and of how contemporaries drew comparisons
between widely-separated parts of the world.
Consequently, through the circulation and mobility of men, ideas and goods across the time
and space the course will instruct students on trajectories of growth, interdependent
relationships and the emergence of universal forms of knowledge across seemingly vast
geographical expanses.
Able to synthesize the histories of three empires through trade, migration and cultural
encounters.
How connected history helps in locating South Asia globally during the early modern period.
Extend scope of connected histories into the realm of language, court cultures and power.
Be acquainted with various sources for writing connected histories.
Course Content:
Unit 1: (Week 1-2): .
Unit 2: (Week 3-4): Sovereignity and Millennium Across the Empires.
Unit 3: (Week 5-6): The Movement of People, Circulation, and Travel Across the Empires.
Unit 4: (Week 7-8): Exchange Networks, Trade and Empires.
Department of History, University of Delhi
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Unit 5: (Week 9-10): Histories of the Royal Household and the Politics of the Harem.
Unit 6: (Week 11-12): The Diffusion of Culture and Connected Metaphors Across the Empires.
Unit 7: (Week 13): Connecting, comparing and contrasting public spaces and urban culture of
the Empires.
Unit 8 (Week 14): Europeans in Asian Empires, accounts of the encounters.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Week 1-2): This unit will explain the theoretical and methodological
Connected Histories: Notes towards a
Modern Asian Studies, Vol. 31, No. 3,
Special Issue: The Eurasian Context of the Early Modern History of Mainland South East
Asia, 1400-1800, pp. 735-762.
Representations, 91, pp. 26-57.
Subrahmanyam, Sanjay. (2011). From Tagus to the Ganges Explorations in Connected
History, Delhi: Oxford University Press.
Journal of the
Economic and Social History of the Orient, Vol. 41, No. 3, pp. 249-248.
Journal of Early Modern History
vol. 6, no. 3, pp. 296-307.
Unit 2: (Week 3-4): This unit would help students to understand connected notions of
magic in shaping a new form of kingship across these Empires.
Moin, A. Afzar. (2014). The Millennial Sovereign: Sacred Kingship & Sainthood in
Islam, New York: Columbia University Press.
Babayan, Kathryn. (2002). Mystics, Monarchs, and Messiahs: Cultural Landscapes of
Early Modern Iran, Cambridge: Harvard Middle Eastern Monographs.
Indian Economic and Social History
Review, 40, No. 2, pp. 129-161.
peror: The Islamic Millennium
According to Abd ai- Islam in South Asia in
Practice, New Jeresy: Princeton University Press.
-Mongol
Journal of World History, Vol. 18, No. 1, pp. 1-
39.
Department of History, University of Delhi
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Unit 3: (Week 5-6): This unit would help students in understanding circulation and mobility of
people (largely elite, intellectuals and professionals) as important vectors of connected histories
and the reusltant cultural encounters.
Subrahmanyam, Sanjay and Muzaffar Alam. (2007). Indo-Persian Travels in the Age of
Discoveries, 1400-1800, Cambridge: Cambridge University Press.
n Nile Green ed., Writing Travel in
Central Asian History, Bloomington: Indiana University Press.
-Asian Elite Migration and Early
Journal of Asian Studies, Vol. 54, No. 2, pp. 340-363.
Subrahmanyam, Sanjay. (2011). Three ways to be Alien: Travails & Encounters in the
Early Modern World, Brandies University Press: Massachusetts.
Iranian Studies, Vol.36, No.2.
Studies in History, vol. 9, no. 2, pp.
Iran, No. 14, pp. 117-132.
Unit 4: (Week 7-8): This unit would help the students to appreciate growth of exchange
networks, trade and commerce beyond the narrow technicalities of Imperial economy, and the
interconnections between trade and state.
Dale, Stephen Frederic. (1994). Indian Merchants and Eurasian Trade, 1600-1750, New
York: Cambridge University Press.
Chaudhury and Michel Morineau (ed.), Merchants, Companies and Trade: Europe and
Asia in Early Modern Era, Cambridge: CUP, pp. 95-116.
-Journal of Economic
and Social History of the Orient, vol. 17, no. 3, pp. 135-157.
Lefevre, Corinne. (2012). EuropeMughal IndiaMuslim Asia: Circu
, Antje and Susan Richter (ed.),
Structures on the Move Technologies of Governance in Transcultural Encounter,
Hidelberg: Springer, pp. 127-145.
f Ijarat and
Tijrat:
Asian Merchants and State Power in
Comparative Studies in Society and History,
vol. 37, no. 4, pp. 750-780.
Gopal, Surendra. (2016). Born to Trade: Indian Business Communities in Medieval and
Early Modern Eurasia, Delhi: Manohar.
Department of History, University of Delhi
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Unit 5: (Week 9-10): The nuances of royal household and harem would allow students to
understand gender as an important if still narrowly explored window into connected histories.
-Mongol
The Journal of Asian Studies, Vol. 69, No. 1, pp. 123-
147.
Peirce, Leslie P. (1993). The Imperial Harem: Women and Sovereignty in the Ottoman
Empire, London: Oxford University Press.
Lal, Ruby. (2005). Domesticity and Power in the Early Mughal, Cambridge: Cambridge
University Press.
Mukhia, Harbans. (2005). The Mughals of India. Oxford: Blackwell.
Unit 6: (Week 11-12): This unit would discuss the diffusion of culture and cultural metaphors
through visual representations of the universal monarch and its implications on the Safavid and
Mughal empires.
construction of
Universal Empire: A Comparative Approach to Imperial Culture and Representation in
Eurasian History, Cambridge: Cambridge University Press, pp. 194-209.
Comparative Studies in History and Society, vol.49, no.4, pp.751782.
Ars Orientalis, Vol. 23, Pre-Modern Islamic Palaces, pp. 303-342.
Ars Orientalis, Vol. 23, Pre-Modern Islamic
Palaces, pp. 269-280.
Ars Orientalis, Vol. 23, Pre-Modern Islamic Palaces, pp. 249-268.
-Imperial Palaces: Power and Authority in Mughal
Ars Orientalis, Vol. 23, Pre-Modern Islamic Palaces, pp. 281-302.
-Safavids-Mughals: Shared Knowledge and
CJournal of Islamic Studies, Vol.8, No.2, pp. 151-184.
Unit 7: (Week 13): Connections and disconnections between the forms of public spaces and
urban culture of the empires would be discussed in this unit.
Arjomand, Amir. (April 2004).
Government and Civil Society in Late 17
th
to Early 18
th
Century Istanbul and Isfahan as
European Journal of Sociology, Vol. 54, Issue 01, pp. 23-
42.
Dale, Stephen Frederic. (2010). The Muslim Empires of the Ottomans, Safavids, and
Mughals: New Approaches to Asian History, Cambridge: Cambridge University Press.
Department of History, University of Delhi
425
Streusand, Douglas E. (2011). Islamic Gunpowder Empires: Ottomans, Safavids and
Mughals, Westview Press.
anbul in the
The Early Modern
Ottomans: Remapping the Empire, Cambridge: Cambridge University Press, pp. 277-
312.
-British India
Bhargava and Helmut Reifeld ed., Civil Society, Public Sphere and Citizenship:
Dialogues and Perceptions, New Delhi: Sage Publication, pp. 84-105.
Robinson, Francis. (2007). The Mughal Emperors and the Islamic Dynasties of India,
Iran and Central Asia, London: Thames & Hudson.
Stephen P. Blake, Shahjahanabad: The Sovereign City in Mughal India, 1639-1739,
Cambridge: Cambridge University Press, 1991.
Unit 8 (Week 14): European engagement with these empires through trade and diplomacy and
their travelogues will be the focus of this unit.
Subrahmanyam, Sanjay. (2017). -1800,
Cambridge: Harvard University Press.
Subrahmanyam, Sa
Common Knowledge, vol. 12, Issue 1, pp. 66-
92.
Europeans and Europe, 1500Indian Economic and Social History Review, vol.
62, no.1, pp 69100.
Subrahmanyam, Explorations in Connected History: From the Tagus to the Ganges,
Delhi: OUP, 2011, pp. 138-179.
in Sanjay Subrahmanyam, Explorations in Connected History: Mughals and Franks,
Delhi: OUP, 2014, pp. 1-20.
Hasan, Farhat. (1989 and their Relations with the
English and Dutch Merchants: Based on a Collection of Persian Documents of the Reigns
Proceedings of the Indian History Congress, 50
th
Session,
Delhi: Indian History Congress, pp. 284293.
Morin
in Sushil Chaudhury and Michel Morineau (ed.), Merchants, Companies and Trade:
Europe and Asia in Early Modern Era, Cambridge: CUP, pp. 243-275.
Suggested Readings:
Department of History, University of Delhi
426
Bang, Universal Empire: A
Comparative Approach to Imperial Culture and Representation in Eurasian History,
Cambridge: Cambridge University Press.
European
Journal of Sociology, Vol. 46, No. 3, pp. 497-526.
Koch, Ebba. (2001). Mughal Art and Imperial Ideology, New Delhi : Oxford University
Press.
Koch, Ebba. (2006). The Complete Taj Mahal, London: Thames & Hudson.
Modern Asian Studies, Vol. 41, No. 5, pp. 889-923.
a H.
Aksan and Daniel Goffman (ed.). The Early Modern Ottomans: Remapping the Empire,
Cambridge: Cambridge University Press, 2007, pp. 213-232.
Pomeranz, Kenneth and Steven Topik. (2006). The World that Trade Created: Society,
Culture, and The World Economy, 1400 to the Present, Armonk: New York.
Irfan Habib ed., A Shared Heritage: The Growth of Civilizations in India and Iran, New
Delhi: Tulika, pp. 127-149.
Sachsenmaier, Dominic. (2011). Global Perspectives on Global History: Theories and
Approaches in a Connected World, New York: Cambridge University Press. Chapter 1.
Facilitating Teaching Learning Outcome:
Primary sources and modern historiographical debates will be introduced to students in weekly
lectures. Students are expected to prepare and participate in class discussions, and to give formal
presentations so that they can develop their oratory skills and are able to understand the readings
better.
Assessment:
Internal Assessment will be a continuous process based on three fold approach of reading,
understanding and articulation. Students enrolled in the course would have their work assessed in
three modes.
1) There will be a 10 marks internal assessment exam held in mid-semester.
2) Students will be expected to submit a 15 marks research paper on one of the topics of the
course.
3) There will be an end of term semester examination covering the entire course. This will be a 3
hours duration University examination and students will be required to answer 4 out of 8
questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
427
HSM: New Course
The World of Merchants in Early Modern South Asia
Course Objectives:
The course will teach students about a period of the early modern world (ca 1500-1800) that
witnessed the rise of complex merchant networks and trade relations. The world of merchants
was not subject to the idea of political frontiers; they worked with state systems but their
networks and interests transcended geographical and imperial boundaries. The paper gives
historical agency to merchants and their communities and examines their forms of commercial
interconnections, the knowledge systems and their negotiations with local politics as they
responded to larger global movements. Merchants were important actors in the intense
circulation and exchange of the economic, political, social, and cultural life of early modern Asia
and they brought societies around the world into interdependent relationships. Even as they
resolutely defended their autonomy, they patronized cultural pluralism and regional societies,
languages and literatures. They were collaborators and contestants in their search for autonomy
as fierce adherents of tradition and pragmatic innovation. It is in these merchants and their
communities that we find early-modern cosmopolitanism as well as the pursuit of local religious
and sectarian traditions.
Learning Outcomes:
At the end of the course, students would:
Be able to appreciate trade and commerce beyond the narrow technicalities of economic
history.
Comprehend the social roots of the mercantile economy in the larger milieu.
Appreciate the complex transactional networks the South Asian merchants constructed and
inhabited.
Discover how merchants and their networks helped to create an interconnected world of
Indian Ocean and Eurasian trade.
Be able to examine the global status of South Asian merchants in terms of their commercial
operations and business acumen.
Able to recognize the literary and cultural contributions of South Asian merchants during
early modern times.
Course Content:
Unit 1: (Week 1-2): Imagining the Early Modern Merchants and Traders.
Unit 2 (Week 3-4): The Merchant and the State: Markets and Urbanization.
Unit 3 (Week 5-6):Politics of Trade, Resistance and Search for Autonomy.
Department of History, University of Delhi
428
Unit 4 (Week 7-8): Communities and Networks: Banjaras, Baniyas,Bohras, Chettiars, Jain,
Marwari and European Merchant Groups.
Unit 5 (Week 9-10): Maritime and DiasporaMerchants in the Indian Oceanregion and beyond.
Unit 6 (Week 11):The Social Identities and Practices of Merchants and their Communities.
Unit 7 (Week 12):The Merchant as Litterateur and Patron- Literary Cultures and Narratives.
Unit 8 (Week 13-14):Case Studies: Banarsidas and Jean Baptiste Tavernier.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Week 1-2): This unit would help students to pose and resolve methodological and
theoretical questions in studying the histories of the South Asian merchants and traders during
early modern times.
The
Medieval World: The History of European Society, trans. Lydia G. Cochrane, London,
pp. 243-283.
Indian Economic and Social History Review, vol. 23,
pp. 357-77.
Bhaswati Bhattacharya, Gita Dharampal-Frick,Jos Gommans. (2007).
Temporal Continuities Of Merchant Networks in South Asia And The Indian Ocean
(1500-Journal of the Economic and Social History of the Orient, vol. 50, No. 2/3,
pp. 91-105.
Porter, David (ed.), (2012). Comparative Early Modernities, 1100-1800, New York:
Palgrave.
Brotton, Jerry. (1998). Trading Territories: Mapping the Early Modern World, Ithaca:
Cornell University Press
Frank, Andre Gunder. (1998). ReOrient: Global Economy in the Asian Age, Berkeley:
University of Berkeley Press
( 201),
,
:
Unit 2 (Week 3-4): This unit would emphasize the relationship between merchants and state and
reflect on the participation of merchants in processes of market and urbanization through
interpersonal relationship and control over the merchant bodies.
Comparative Studies in Society and History,
vol. 37, no. 4, pp. 750-780.
-
Uzbek Commercial Relations, c. 1550-1750, Journal of Economic and Social History of
the Orient, vol. 37, no. 3. pp. 202-227.
Department of History, University of Delhi
429
Hasan, Farhat. (2004). State and Locality in Mughal India Power Relations in Western
India, c. 1572-1730, New Delhi: Delhi: Cambridge University Press.
The
Political Economy of Merchant Empires: State Power and World Trade,1350-1750, New
York: Cambridge University Press.
Indian Economic and
Social Historical Review, no. 9, pp. 113-131.
Samira Sheikh. (2010). Forging A Region: Sultans, Traders, and Pilgrims in Gujarat,
1200-1500, Delhi: Oxford University Press.
Unit 3 (Week 5-6): This unit would contextualise merchants and traders within the larger milieu
of politics of local and long distance trade through histories of resistance and attempts to gain
autonomy from the political structures of dominance.
Hasan, Farhat. (2004). State and Locality in Mughal India Power Relations in Western
India, c.1572-1730, Cambridge: Cambridge University Press., pp. 52-
Pearson, M.N. (1976). Merchants and the Rulers of Gujarat: The Response to the
Portuguese in the Sixteenth Century, Berkeley: University of California Press.
Gupta, Ashin Das. (1994). Merchants of Maritime Trade, 1500-1800, USA: Ashgate.
Role in the Surat Crisis of 1669Proceedings of Indian History Congress, 41
st
Session,
Bombay.
Subrahmanyam, Sanjay. (2012). The Portuguese Empire in Asia, 15001700 A Political
and Economic History, London: John Wiley & Sons Ltd.
Reinhard, Wolfgang.(ed.), (2015). Empires and Encounters: 1350-1750, Cambridge, MA:
Harvard University Press.
Unit 4 (Week 7-8): This unit would introduce students to the leading business communities in
South Asia along with business practices, commercial networks, forms of mobility and
operations.
- The Rise of
Merchant Empires: Long-distance Trade in the Early Modern World, 1350-1750, (Ed.)
J.D. Tracy, Cambridge: Cambridge University Press, pp. 371-400.
Timberg, Thomas A. (2014). The Marwaris: From Jagat Seth to the Birlas, Gurgaon:
Penguin Books.
th
Indian Merchants and Entrepreneurs
in Historical Perspective with Special Reference to Shroffs of Gujarat: 17
th
to 19
th
Centuries, Delhi: Academic Foundation, pp. 65- 90.
Department of History, University of Delhi
430
in Identity, Community and State: The Jains under the Mughals, Delhi: Primus (Chapter
4).
- On Line
Oxford Research Encyclopedia.
(Ed.), Merchants, Companies and Trade: Europe and Asia in Early Modern Era,
Cambridge: Cambridge University Press, pp. 74-94.
, . (1978). , : .
Unit 5 (Week 9-10): Linked together by a web of religious, commercial, and intellectual
vast civilization, from Arabia to China, hummed with
commerce, international diplomacy, and the brisk exchange of ideas.
Iranian Studies, vol. 32, pp. 483-512.
Gupta, Ashin Das Gupta and M. N. Pearson. (Ed). (1987). India and the Indian Ocean,
1500-1800 New Delhi: Oxford University Press, pp. 46-200, 301-316.
-
Economy, circa 1500- The Indian Ocean: Explorations in
History, Commerce and Politics, New Delhi: Sage, pp. 125-150.
Subrahmanyam, Sanjay (ed.) (1996). Merchant Networks in Early Modern World. An
Expanding World: The European Impact on World History, 1450-1800, Aldershot:
Variorum.
-Journal of Economic
and Social History of the Orient, vol. 17, no. 3, pp. 135-157.
Chaudhury and Michel Morineau (ed.), (2007). Merchants, Companies and Trade:
Europe and Asia in Early Modern Era, Cambridge: CUP, pp. 95-116.
Merchants,
Companies and Trade: Europe and Asia in Early Modern Era, Cambridge: Cambridge
University Press, pp. 175-188.
Morineau (ed.), Merchants, Companies and Trade: Europe and Asia in Early Modern
Era, Cambridge: CUP, pp. 189-201.
Unit 6 (Week 11): Here the emphasis would be on the formation and techniques of social
Department of History, University of Delhi
431
identity of the merchant communities to developan understanding of the historical interface of
cultural identity and trade.
ed., Business Communities of India, Manohar, pp. 41-58.
Bulletin of the
School of Oriental and African Studies, vol. 44, issue 1, pp. 39-53.
Roy, Tirthankar. (2018). Company of Kinsmen: Enterprise and Community in South
Asian History, 1700-1940, Delhi: OUP.
Shalin Jain. (2018). Identity, Community and State: The Jains under the Mughals, Delhi:
Primus, pp. 255-267 (especially portions dealing with social role of Jain merchants-
Shantidas Jauhari and Virji Vora).
Granoff, Phyllis. (Decemb
Temple Builders, East and West, vol. 42, no. 2/4, pp. 301-317.
Unit 7 (Week 12): This unit would discuss merchants as the patrons of cultural pluralism in the
social milieu of regional societies, languages and literatures.
Curtin, Philip D. (1984). Cross- Cultural Trade in World History, Cambridge University
Press, 1984.
South Asia: Journal of South Asian Studies, vol. 40, no. 3.pp.
531-543.
Cort, John.E. (2015).
Seventeenth-
(ed.).Tellings and Texts: Music, Literature and Performance in North India, Cambridge,:
Open Book Publishers, pp.61-105.
-Century Jain Merchant: The:
Ardhakathanak South Asia Research, vol. 25, no. 1, pp. 79-104.
Khera, Dipti. (Spring 2016). Mobile, Multilayered: Painted Invitation Letters
as Bazaar Objects in Early Modern Journal 18: a Journal of Eighteenth Century
Art and Culture.
Unit 8 (Week 13-14): This unit would introduce students to the case study of two merchants
belonging two different geographical and cultural zones but active in a common space with a
Banarsidas. Ardhakathanak (1981), Text, translated, introduced and annotated by
MukundLath. Ardhakathanak:Half a Tale, Jaipur, Rajasthan Prakrit Bharati Sansthan.
,
(1641) , :
Tavernier, Jean-Baptiste. (2000). Travels in India. Trans. and Ed. V. Ball and William
Crooke. (2000) Delhi: Low Price Publications, 2 vols.
Glorieux, Guillaume. (2018).
Department of History, University of Delhi
432
Great Mogul to the Sun King: Catalogue Under The Supervision Of Guillaume Glorieux,
le, School of Jewelry Arts.
Suggested Readings:
Bayly, C. A. (1988). Rulers, Townsmen and Bazaars: North Indian Society in the Age of
British Expansion, 1770-1870, New Delhi: Cambridge University Press.
Bayly, C.A. (2004). The Birth of the Modern World: Global Connections and Comparisons,
1780-1914, Oxford: Blackwell.
Braudel, Fernand. (1985). Civilization and Capitalism: 15th-18th Century. Vol.2: The Wheels
of Commerce, London: Fontana Press.
Chaudhuri, K. N. (1989).Trade and Civilization in the Indian Ocean: An Economic History,
New York, 1989.
Gopal, Surendra. (2016). Born to Trade: Indian Business Communities in Medieval and
Early Modern Eurasia, Delhi: Manohar.
Indian Merchants and the Western Indian Ocean: The Early
Seventeenth Century
Modern Asian
Studies, vol. 19, no. 3, pp.
481-99.
Proceedings of Indian History Congress, 69th Session, pp., 297-308.
Habib, Irfan. (July Studies in
International Development, No. 34.
Guilds: Towards a Global History of the Guilds in Pre-industrial Times IRSH, vol. 53,
Supplement, pp. 518 Introduction
Markovits, Claude, Jacques Pouchepadass, and Sanjay Subrahmanyam. (2006). Society and
Circulation: Mobile People and Itinerant Cultures in South Asia, 1750-1950, Anthem Press.
Markovits, Claude. (2000).The Global World of Indian Merchants, 1750-1947: Traders of
Sind from Bukhara to Panama, Cambridge: Cambridge University Press..
Prakash, Om. (1998). European Commercial Enterprise in Pre-Colonial India, Cambridge:
Cambridge University Press.
S, Arasaratnam. (1968). Merchants, Companies and Commerce on the Coromandel Coast,
1650-1740, Delhi: Oxford University Press..
Subrahmanyam, Sanjay, (ed.), (1990). Merchants, Markets, and the State in Early Modern
India, Delhi: Oxford University Press.
Subrahmanyam, Sanjay. (1990). The Political Economy of Commerce: Southern India, 1500-
1800, Cambridge: Cambridge University Press.
Bengal History, 1400- and D. Lombard ed., Commerce and Culture in
the Bay of Bengal, 1500-1800, Delhi: Manohar, pp. 47-87.
Department of History, University of Delhi
433
Tracy, James D. (ed.), (1991). The Political Economy of Merchant Empires, Cambridge
University Press.
Tracy, James D.(ed.) (199.), The Rise of Merchant Empires: Long-Distance Trade in the
Early Modern World, Cambridge: Cambridge University Press.
Tripathi, Dwijendra. (1984) (ed.), Business Communities of India: A Historical Perspective,
Delhi: Manohar.
. (1978). , : .
Facilitating Teaching Learning Outcome:
Primary sources and modern historiographical debates will be introduced to students in weekly
lectures. Students are expected to prepare and participate in class discussions, and to give formal
presentations so that they can develop their oratory skills and are able to understand the readings
better.
Assessments:
Internal Assessment will be a continuous process based on three fold approach of reading,
understanding and articulation. Students enrolled in the course would have their work assessed in
three modes.
1) There will be a 10 marks internal assessment exam held in mid-semester.
2) Students will be expected to submit a 15 marks research paper on one of the topics of the
course.
3) There will be an end of term semester examination covering the entire course. This will be a 3
hours duration University examination and students will be required to answer 4 out of 8
questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
434
ELECTIVE COURSES
MODERN INDIAN HISTORY
Department of History, University of Delhi
435
HSM-401
Rise of British Power in India, 1757 – 1857
Course Objectives:
The course covers the rise and establishment of British colonial power in India from 1757 to
1857. The main objective of this course is to familiarize the students with the main commercial,
political, military and ideological aspects of the East India Company rule in India. Throughout
the course the students study the impact of British rule on India and the Indian reactions to this
rule ranging across a wide range of subjects. Students opting for an MA in modern history with
specialization in papers on Indian history will consider this course as one of the foundation
courses of the MA program in the Department of History.
Learning Outcomes:
Students will develop a holistic critical understanding of the social, economic, political,
military and cultural conditions prevalent in India (1757-1857).
The course will enable the students to understand the evolution of British policy in India with
reference to the key concepts of modern Indian colonial history like Colonialism, Indology,
Paramountcy, Orientalism and Utilitarianism.
While examining the Indian responses to the establishment of British power in India the
students will learn more about the central concerns of social reform initiatives, popular
protest, military organization and education.
Course content:
Unit 1 (Week 1): Introduction to the rise of British power in India, 1747-1857.
Unit 2 (Week 2): Colonial historiography and connections between trade and conquest.
Unit 3 (Week 3): The Dutch and English system of colonialism and various phases of British
colonialism in India.
Unit 4 (Week 4): The Conquest of East and South India.
Unit 5 (Week 5): The Conquest of West and Central India.
Unit 6 (Week 6): The Conquest of North and North West India and the Afghan War.
Unit 7 (Week 7): The instruments of conquest and rule and Parliamentary controls.
Unit 8 (Week 8): Colonial ideology Part 1.
Unit 9 (Week 9): Colonial ideology Part 2.
Unit 10 (Week 10): The Princely States.
Unit 11 (Week 11): Indian reactions to colonialism Part 1.
Unit 12 (Week 11-12): Indian reactions to colonialism Part 2.
Department of History, University of Delhi
436
Unit 13 (Week 13): Indian reactions to colonialism Part 3.
Unit 14 (Week 13-14): Indian reactions to colonialism Part 4.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1 (Week 1): The objectives of the course will be explained to the students and they will
speak about their interest in the subject of British colonialism in general.
Farooqui, A. (2014). The Establishment of British Rule 1757-1813, New Delhi, Tulika
Books, pp. 55-90.
Bandyopadhyay, S. (2007). From Plassey to Partition, Hyderabad, Orient Longman, pp.
1-100.
Unit 2 (Week 2): The students will study the nuances of colonial historiography and explore the
connections between trade and conquest in the mercantilist age.
Ludden, D. (2002). India and South Asia: A Short History, London, One World, pp.127-
138.
Bandyopadhyay, S. (2007). From Plassey to Partition, Hyderabad, Orient Longman,
pp.1-66.
Bayly, C. (2010). Indian Society and making of the British Empire, Delhi: Cambridge
University Press, pp. 45-78.
Bhattacharya, S. (2016). The Colonial State: Theory and Practice, New Delhi, Primus,
pp. 176-195, 96-111.
Unit 3 (Week 3): In this unit the students will comprehend important aspects of Dutch and
English company systems and be informed of the various stages of British colonialism in India.
Prakash, O. (2014). The Economic Encounter Between Asia and Europe 1500-1800,
Surrey, Ashgate, Chapter VI.
Ludden, D. (2002). India and South Asia: A Short History, London, One World, pp.127-
138.
Marx, K & Engels, F. (1978). On Colonialism, Moscow, Progress Publishers, pp. 45-74.
Unit 4 (Week4): During this week the students will study the British conquest of East and South
India in the context of the 18
th
Century.
Subramanian, L. (2015). History of India, 1707-1857, New Delhi, Orient BlackSwan, pp.
1-50.
Bandyopadhyay, S. (2007). From Plassey to Partition, Hyderabad, Orient Longman, pp.
1-100.
Unit 5 (Week 5): During this week the students will study the British conquest of West and
Central India in the context of the 18
th
and 19
th
Centuries.
Department of History, University of Delhi
437
Bandyopadhyay, S. (2007). From Plassey to Partition, Hyderabad, Orient Longman, pp.
1-65.
Subramanian, L. (2015). History of India, 1707-1857, New Delhi, Orient BlackSwan, pp.
47-85.
Farooqui, A. (2014). The Establishment of British Rule 1757-1813, New Delhi, Tulika
Books, pp. 1-53.
Unit 6 (Week 6): During this week the students will critically examine the British conquest of
North, North West and the Afghan War.
Bandyopadhyay, S. (2007). From Plassey to Partition, Hyderabad, Orient Longman, pp.
1-65.
Subramanian, L. (2015). History of India, 1707-1857, New Delhi, Orient BlackSwan, pp.
47-85.
Unit 7 (Week 7): In this week the students will analyze the instruments of colonial rule like the
Army and Police and the growing Parliamentary control over company rule in India in the 18
th
and 19
th
Centuries.
Bandyopadhyay, S. (2007). From Plassey to Partition, Hyderabad, Orient Longman. pp.
139-184.
Farooqui, A. (2014). The Establishment of British Rule 1757-1813, New Delhi, Tulika
Books, pp. 55-90;
Wickremesekera, C. (2002). British Perceptions and the Making of the Sepoy 1746-1805,
New Delhi, Manohar, pp. 13-76.
Unit 8 (Week 8): During this week the students will explore the concept of Orientalism,
Indology and the roots of modern nationalism.
Gottlob, M. (2006). Historical Thinking in South Asia A Handbook of Sources from
Colonial Times to the Present, Delhi: Oxford University Press, pp. 1-85.
Said, E. W. (2001). Orientalism, New Delhi, Penguin, pp. 1-28.
Unit 9 (Week 9): During this week the students will study fundamentals of Utilitarian and
Whiggish ideology and their impact on British policies in India including education.
Metcalf, T. R. (1995). Ideologies of the Raj: The New Cambridge History of India, III.4,
Cambridge University Press, pp. 1-50.
Ghosh, S.C. (2015). The History of Education in Modern India 1757-2012, New Delhi,
Orient BlackSwan, pp. 1-84.
Unit 10 (Week 10): This unit will focus on the concept of Paramountcy and the important
elements of the Princely States central to British colonialism.
Bandyopadhyay, S. (2007). From Plassey to Partition, Hyderabad, Orient Longman, pp.
Department of History, University of Delhi
438
1-65.
Ernst, W. & Pati, B. (2007) People, Princes and Colonialism,
New York, Routledge, pp. 1-15, 15-30.
Farooqui, A. (2011). Sindhias and the Raj, New Delhi, Primus Books, pp. 45-100.
Unit 11 (Week 11): During this week the students will be taught about the historicization of the
Indian mind.
Gottlob, M. (2006). Historical Thinking in South Asia A Handbook of Sources from
Colonial Times to the Present, Delhi: Oxford University Press, pp. 1-85.
Figueira, D. M.(2015). Aryans, Jews Brahmins: Theorizing Authority Through Myths of
Identity, New Delhi, Navayana, pp. 1-65.
Unit 12 (Week 11-12): In this week the students will study Indian reform initiatives under the
impact of British rule with respect to some original texts.
Gottlob, M. (2006). Historical Thinking in South Asia A Handbook of Sources from
Colonial Times to the Present, Delhi: Oxford University Press, pp. 1-85.
Subramanian, L. (2015). History of India, 1707-1857, New Delhi, Orient BlackSwan, pp.
129-179.
Unit 13 (Week 13): During this week the students will develop an overview of popular protests
in colonial India in the first half of the 19
th
Century.
Bayly, C. (2010). Indian Society and making of the British Empire, Delhi: Cambridge
University Press, pp. 106-135, 169-199.
Farooqui, A. (2014). The Establishment of British Rule 1757-1813, New Delhi, Tulika
Books, pp. 55-90.
Subramanian, L. (2015). History of India, 1707-1857, New Delhi, Orient BlackSwan, pp.
181-216.
Unit 14 (Week 13-14): The teaching during this week will concentrate on the causes and
consequences of the mutinies in Presidency Armies including the Vellore Mutiny and the Great
Revolt of 1857.
David, S. (2002). The Indian Mutiny 1857, London, Viking, pp.1-100.
Wickremesekera, C. (2002). British Perceptions and the Making of the Sepoy 1746-1805,
New Delhi, Manohar, pp. 96-150.
Unit 15 (Week 16): During this week the students will be encouraged to ask questions about the
key concepts taught in the course and discuss their doubts and learning outcomes of the course.
Suggested Reading:
Department of History, University of Delhi
439
Anderson, B. (2015). Imagined Communities: Reflections on the Origin and Spread of
Nationalism, Jaipur, Rawat Publications.
Barnett, R. (2002). Rethinking Early Modern India, Manohar, New Delhi.
Bayly, C. A. (1989). Imperial Meridian: The British Empire and the World 1780-1830,
London, Longman.
Dasgupta, S. (2015). Sepoy Rebellions in the Nineteenth Century, New Delhi, Primus.
Figueira, D. M.(2015). Aryans, Jews Brahmins: Theorizing Authority Through Myths of
Identity, New Delhi, Navayana.
Green, N. (2009). Islam and the Army in Colonial India Sepoy Religon in the Service of
Empire, Delhi: Cambridge University Press.
Hobsbawm, E. (1990). Nations and Nationalism since 1780, Delhi: Oxford University Press.
Kennedy, P. (1987).The Rise and Fall of the Great Powers: Economic Change and
Lawson, P. (1993). The East India Company: A History, London, Longmans.
Malcolm, J. (1970). Political History of British India from 1784 to 1823, New Delhi,
Associated Publishing House.
Mani, B. R. (2007). Debrahmanising History: Dominance and Resistance in Indian Society,
Delhi, Manohar.
Military Conflict from 1500 to 2000, New York, Vintage Books.
Peers, D. (2006). India under Colonial Rule 1700-1885, London, Longmans.
Raychaudhuri, T. (1999). -Colonial Experiences, New
Delhi: Oxford University Press, pp. 155-172. Toronto, University of Toronto Press.
Ward, J. M. (1976). Colonial Self-Government: The British Experience 1759-1856,
Facilitating Teaching Learning Outcome:
Teaching will involve lectures and class discussions. This will ensure the development of verbal
communication skills. Discussions will take place both in English and Hindi. Students will be
encouraged to read widely on the subject.
Assessment:
There will be two modes of assessing students who take this course:
1) The students will submit ONE term paper in proper academic format numbering 15-20 pages
(roughly 4000 to 5000 words inclusive of footnotes and bibliography). Marks will be awarded to
the students on the basis of the content, form and presentation of their term papers from a
maximum of 25 marks. These term papers will be considered an important step in the evolution
ative worthy of publication.
2) There will be an end of term semester examination covering the entire course. This will be a 3
hours duration University examination and students will be required to answer 4 out of 8
questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
440
HSM 402
Strategies of Imperial Control, 1850s–1920s
Course Objectives:
The objective of this paper is to examine the evolution of the colonial state, focussing on the
period from the mid-nineteenth century to the 1920s. It seeks to enable students to understand the
character of the colonial state, the manner in which it exercised its authority, the devices it used
for legitimization, and some of the means by which it sought to discipline colonial subjects.
Historiographical approaches, and debates on issues such as sovereignty, would be explored,
moving beyond administrative histories. The ideological framework, to which ideas of race were
crucial, would be analyzed, providing an opportunity to understand society, ideas, politics and
the state in colonial India of the late nineteenth and early twentieth centuries.
Learning Outcomes:
At the end of the course, students would be:
Acquainted with some of the crucial issues relating to characterization of the colonial state,
and the historiography on the problem of sovereignty
Familiar with features of some of the major organs of the state, especially the bureaucracy
and army, in the nineteenth century and the early twentieth century..
Comprehend the manner in which the colonial state attempted to seek legitimacy, and its
recourse to the use of violence to establish its authority.
Grasp the ways in which sections of Indian society were sought be coopted into the colonial
apparatus.
Understand that politics and authority are inherent features of social and cultural life.
Make sense of the several options available for colonial governance, wherein the indirect
mode was a frequently preferred option.
Able to appreciate the complex nature of the relationship between the colonial state and the
British government.
Course Content:
Unit 1: (Week 1-2): The Colonial State in the mid nineteenth century, before and after the revolt
Unit 2: (Week 3-4): The Bureaucratic Apparatus (I): Recruitment and Training
Unit 3: (Week 4-5):
Unit 4: (Week 6-7): The British Indian Army: Organization and recruitment of sipahis
Unit 5: (Week 7-8):
Unit 6: (Week 9-10): The British Indian Army and the Question of Commissions for Indians
Department of History, University of Delhi
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Unit 7: (Week 11-12):
Unit 8 (Week 13-14): Urban space and the new imperial capital
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Week 1-2): This unit will cover the administrative changes after the revolt of 1857, and
look at the structure of governance, and introduce students to writings on processes of
legitimization.
Minault,
.) (2003), Robes of Honour: Khil'at in Pre-
colonial and Colonial India, New Delhi: Oxford University Press.
Stokes, Eric (1989), English Utilitarians and India, Delhi: Oxford University Press.
(Ed.) (1985), Legitimacy and Symbols: The South Asian Writings of F.W. Buckler,
Michigan: Centre for South and Southeast Asian Studies.
Transactions of the Royal Historical
Society, London: Royal Historical Society, pp. 131-165.
Proceedings of the Indian History Congress, Bareilly Session, pp. 1-
31.
Bhattacharya, Sabyasachi (2016), The Colonial State: Theory and Practice, Delhi:
Primus.
Bowen, H.V. (2006), The Business of Empire: The East India Company and Imperial
Britain, 17561833, Cambridge: Cambridge University Press.
the East India CompSocial Scientist, Volume 35, nos. 9-10.
1857-Journal of British Studies, 23, 2, 1984, pp.79-105.
Unit 2 (Week 3-4): This unit will examine the bureaucratic apparatus of the colonial state,
focusing on the recruitment, training, and social composition of the higher civil services.
Cohn, Bernard, An Anthropologist among the Historians, Delhi: Oxford University Press.
-The
English Historical Review, 83, 327, 1968, pp. 265-284.
Hunt, R. and J. Harrison (Eds.) (1980), The District Officer in India, 1930-47, London.
Indian Civil Service, 1601-1930, London: Frank Cass and Co.
Misra, B.B. (1970), The Administrative History of India, 1834-1947, Bombay: Oxford
University Press.
Department of History, University of Delhi
442
Gilmour, David (2005), The Ruling Caste: Imperial Lives in the Victorian Raj, London:
John Murray.
Unit 3 (Week 4-5):
civil services, especially in the period after 1918.
Modern Asian Studies, Volume 11, Number 2, 1977, pp. 237-255.
Dewey, Clive (1993), Anglo-Indian Attitudes the Mind of the Indian Civil Service,
London: Hambledon Press.
Modern Asian Studies, 7, 1, 1973, pp. 47-73.
DuriJournal of Asian Studies, 30, 2, 1971, pp. 341-360.
Modern Asian Studies, 15, 4, pp. 751-769.
Unit 4 (Week 6-7): This unit will discuss reorganization of the army after the revolt and
recruitment of sipahis between 1858 and the 1880, and changes from the 1880s onwards.
Omissi, David (1994), The Sepoy and the Raj, London: Macmillan.
Cohen, Stephen P. (1990), The Indian Army: Contribution to the Development of a
Nation, revised Indian edition, Delhi: Oxford University Press.
Efforts to Reform its Army, 1796The Historical Journal, Volume 33, Issue 2, pp.
385-401.
in Crispin
Bates, Gavin Rand (Eds), Mutiny at the Margins Volume: IV: Military Aspects of the
Indian Uprising, Delhi: Sage.
Unit 5 (Week 7-8):
studied in this unit.
Indian Historical Review, Volume XXXIII, Number 1, pp. 1-23.
The Concept of Race in South Asia, Delhi:
Oxford University Press.
Dalit Martial Race in Late
Nineteenth- and Early Twentieth-Journal of Asian Studies, 60, 2,
pp. 439-478.
Postcolonial
Passages: Contemporary History-writing on India, Delhi: OUP.
Department of History, University of Delhi
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-
in Crispin Bates, Gavin Rand
(Eds.) Mutiny at the Margins Volume: IV: Military Aspects of the Indian Uprising, Delhi:
Sage.
Unit 6 (Week 9-10): This unit will examine issues of recruitment Indians as commissioned
officers in the colonial land army.
Gupta, Partha Sarathi and A. Deshpande (Eds.) (2005), The British Raj and Its Indian
Armed Forces, 1857-1939, Delhi: Oxford University Press, (especially essay of Partha
Sarathi Gupta on the Skeen committee)
Tan Tai Yong (2005), The Garrison State. Military, Government and Society in Colonial
Punjab, 1849-1947, Delhi: Sage.
Roberts, Frederick (1897), Forty-one Years in India: From Subaltern to Commander-in-
Chief
http://www.gutenberg.org/ebooks/16528
Indian History Congress, Delhi Session, Proceedings of the Indian History Congress, pp.
428-440.
Unit 7 (Week 11-12): This unit will explore colonial policy towards princely states, and
Ramusack, Barbara N. (1978), The Indian Princes and their States, Delhi: Cambridge
University Press.
and Terence Ranger (Eds.), The Invention of Tradition, Cambridge: Cambridge
University Press.
(Eds.), , Indian edition, Delhi:
Primus.
Cannadine, David, Ornamentalism: How the British Saw their Empire, Oxford: Oxford
University Press.
Bhagavan, Manu (2003), Sovereign Spheres: Princes, Education and Empire in Colonial
India, Delhi: Oxford University Press.
Jeffrey, Robin (Ed.) (1978), People, Princes and Paramount Power: Society, and Politics
in the Indian Princely States, Delhi: Oxford University Press.
Hettne, Bjorn (1978), The Political Economy of Indirect Rule: Mysore, 1881-1947,
London: Curzon Press.
Department of History, University of Delhi
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Copland, Ian (1982), The British Raj and the Indian Princes: Paramountcy in Western
India, 1857-1930, London: Sangam.
Fisher. Michael (1991), Indirect Rule in India: Residents and the Residency System,
1764-1858, Delhi: Oxford University Press.
Unit 8 (Week 13-14): The conceptualization of the new capital of the empire, and the manner in
which it encapsulated the imperial idea will be studied in this unit.
King, Antony (1976), Colonial Urban Development: Culture, Social Power and
Environment,, London: Routledge.
Irving, R.G. (1981), Indian Summer: Lutyens, Baker and Imperial Delhi, New Haven:
Yale University Press.
Metcalfe, Thomas (1989),
Berkeley: University of California Press.
Oldenburg, Veena T. (1989) The Making of Colonial Lucknow, 1856-1877, Delhi:
Oxford University Press.
Gupta, Narayani (1981), Delhi Between Two Empires, Delhi: Oxford University Press.
Kanwar, Pamela (1999)), Imperial Simla, Delhi: Oxford University Press.
Frykenberg, R.E. (Ed.), Delhi Through the Ages, Delhi: Oxford University Press
(especially, essays by Frykenberg, and Thomas Metcalf).
Singh, Malvika (2009), New Delhi: Making of a Capital, Delhi: Lustre.
Suggested Readings
Alavi, Seema (1995) The Sepoys and the Company: Tradition and Transition in Northern
India, 1770-1830, Oxford: Oxford University Press.
Bayly, C. A. (1996), Empire and Information, Cambridge: Cambridge University Press.
Dirks, Nicholas (1987), The Hollow Crown: Ethnohistory of an Indian Kingdom, Cambridge:
Cambridge University Press.
Modern Asian Studies , Volume 52, Issue 6, pp. 2013-2055.
Bombay Countryside, 1919-Modern Asian Studies, Volume 16, Number 3, pp. 493-518.
Legg, Stephen (2007), s, Oxford:
Oxford University Press.
MacMunn, George F. (1933), The Martial Races of India, London, 1933. Archive.org
https://archive.org/details/martialracesofin030605mbp/page/n9
Metcalfe, Thomas (1994), Ideologies of the Raj, Cambridge: Cambridge University Press.
Streets, Heather (2004), Martial Races: The Military, Race and Masculinity in Imperial
Culture (1857-1914), Manchester: Manchester University Press.
Department of History, University of Delhi
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Facilitating Teaching Learning Outcome:
The course is organized around weekly lectures and reading assignments. These readings are
cumulative; it is therefore important that no essential reading is left out. Students are expected to
regularly spend some time every week to consult readings in libraries accessible to postgraduate
students. They would also be required to engage in dialogue in the class on themes being
discussed by the instructor. The exercise is to ensure that students comprehend the readings and
develop verbal communication skills. They would also be encouraged to consult relevant
material available online, for which the department provides computer facilities.
Assessment:
Students will be evaluated in two modes in this paper
1) There will be an internal assessment exam held in mid-semester. This will be out of 25 marks.
This will consist of two parts: i) one essay on a topic to be selected from 2 or 3 topics given
beforehand to the students; and ii) brief and precise notes or comments on some selected issues
discussed in class, which will allow evaluation of regularity and comprehension in the
classroom, and ability to write succinctly.
2) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
446
HSM 403
The Colonial Economy in India: 1750-1850
Course Objectives:
This course studies some of the most significant aspects of the Indian economy under British rule
from the mid 18
th
to the mid 19
th
century. It introduces students to fundamental economic
changes that were brought about by colonialism during this period in the world of agriculture,
weaving, trade and finance, labour and law.
Learning Outcomes:
At the end of the course, students would:
Understand the emergence of modern institutions such as the state and market in the context
of colonialism in India
Understand the relationship between political conquest and the economy as much as law and
economic practice
Understand the relationship between colonial policies and their effects on various
populations in the subcontinent
Be able to read and analyse primary sources.
Course Content:
Unit 1: (Week 1-2): (a). Economic history/Economic method: Smith and Marx, Hayek and
Polanyi.
(b). The Industrial Revolution - The Indian sub-continent in The Great Divergence Debate
Unit 2: (Week 3): The Long 18th Century: Trade and Conquest Maritime laws and Maritime
Trade - History and the Nature of the East India Company Oceanic Trade Across the Indian
Ocean -- Regional Formations
Unit 3: (Week 4-5): s of Political Control
Weavers and Merchants (Eastern and Southern India) - Legal questions on Ownership and
Jurisdiction
Unit 4: (Week 5-6): Sovereignty, Land Revenue and Property - The
Permanent Settlement
Unit 5: (Weeks 6-7): Sovereignty, Land Revenue and Property II - Baramahal - Mirasidars and
the Jagir - The Raiyatwari and Other Settlements
Unit 6: (Week 8): Ecology and Economy - Western and Central India -
Jangal Mahals
Unit 7 (Week 9): Commercial Crops in British India: Cotton, Opium, Indigo
Department of History, University of Delhi
447
Unit 8 (Week 10): Labour and Law in Britain and British India Defining Poverty, Slavery,
Wage-labour
Unit 9 (Week 11): Agrestic Servitude; Debt Bondage; Penal Colonies; Indentured Labour
Unit 10 (Week 12): Approaching the Study of Poverty and Famines; Currency, Banking and
Finance
Unit 11 (Week 13): How does Economic History express and address Political Resistance:
Thematic Considerations
Unit 12 (Week 14): How does Economic History express and address Caste: Thematic
Considerations
Unit 1: (Week 1-2): This unit will study the methodological issues pertaining to Economic
History as well as study the recent literature on the position of the Indian subcontinent in the
global economy of the 18
th
century.
General Introductory Texts for the Entire Course:
Kumar, Dharma. Ed. (1983). Cambridge Economic History of India Vol. II, Cambridge,
University Press. [Selections]
MAS. Vol. 19, 3.
For Unit 1:
Hayek, Fredrick. (1994). Road to Serfdom, Chicago: University of Chicago Press
[Chapters 3 7]
Polanyi, Karl (1963) The Great Transformation, Boston: Beacon Press
Parthasarathi, Prasannan. (2011). Why Europe Grew Rich and Asia Did Not, Cambridge:
Cambridge University Press [Chapters 1-4]
-Industrialization and Pre-Past and
Present No. 98
Unit 2: (Week 3): This unity will study the nature of trade and conquest in the long 18
th
century.
Lawson, P. (1993). East India Company: A History, New York, Longman
Kolsky. (Eds.) Fringes of Empire, New
Delhi: Oxford University Press.
Bowen, H.V. (1991). Revenue and Reform, New York: Cambridge University Press.
Gupta, A.D. (2001). The World of the Indian Ocean Merchant, New Delhi: Oxford
University Press, [Part I]
Prakash, Om. (2004). Bullion for Goods, New Delhi, Manohar [Selections]
Modern Asian Studies 19, 3.
Department of History, University of Delhi
448
Unit 3: (Week 4-5): This unit will study the relationship between the English East India
Southern India. It will also study legal questions pertaining to issues such as ownership.
Arasara
Southeastern India 1750-IESHR, Vol. 17, 3.
Modern Asian Studies 13,1
Chatterjee, Kumkum. (1996). Merchants, Politics and Society in Early Modern India,
Leiden, Brill.
Parthasarathi, Prasannan. (2001). The Transition to A Colonial Economy: Weavers,
Merchants and Kings in South India, 1720-1800, Cambridge: Cambridge University
Press
Hossain, Hameeda. (1988). The Company weavers of Bengal : the East India Company
and the organization of textile production in Bengal, 1750-1813, New Delhi: Oxford
University Press.
Chaudhuri, Sushil. (1996). From Prosperity to Decline, New Delhi: Manohar.
Unit 4: (Week 5-6): This unit will study the relationship between Sovereignty, Land Revenue
and Property as well as the coming of the Permanent Settlement
Wink, Andre. (1986). Land and Sovereignty in India, Cambridge, Cambridge University
Press.
and its Rule (in Late Indo-Islamicate and Early
JESHO Volume 61, Issue 5-6, pp. 920-975
IESHR, Vol. 48, 2.
Guha, Ranajit . (1963). A Rule of Property in Bengal: An Essay on the Idea of Permanent
Settlement, Paris: Mouton.
Land Tax in Eighteenth-Modern Asian Studies 38(03):517 - 558
Datta, Rajat (2000) Society, Economy and the Market New Delhi, Manohar
Unit 5: (Weeks 6-7): This unit will study the relationship between Sovereignty, Land Revenue
Stokes, Eric. (1959). English Utilitarians and India, Oxford: Clarendon Press
Ludden, David. (2005). Early Capitalism and Local History in South India, Delhi:
Oxford University Press
Stein, Burton. (1990). Thomas Munro: The Origins of the Colonial State and his Vision
of Empire, New York: Oxford University Press.
Irshick, Eugine. (1994). ,Dialogue and History Berkeley: University of California Press,
[Chapters 1-2]
Department of History, University of Delhi
449
Stein, Burton. (Ed.). (1992). The Making of agrarian policy in British India 1770-1900,
Delhi: Oxford University Press.
Siddiqi, Asiya. (1973). Agrarian change in a Northern Indian State: Uttar Pradesh,
1819-1833, Oxford: Clarendon Press.
Unit 6: (Week 8):
Western and Central India, the
Gadgil, Madhav and Ramachandra Guha. (1993). This Fissured Land, Delhi: Oxford
University Press.
Guha, Sumit. (2006). Environment and Ethnicity, Cambridge: Cambridge, University
Press.
Sivaramakrishnan, K. (1999). Modern Forests: State Making and Environmental Change
in Colonial Eastern India. Stanford: Stanford University Press, [Chapters 1-4]
Bannerjee, Prathama. (2006). Politics of Time, Delhi: Oxford University Press, [Chapter
3]
Misra, Sanghamitra. (2018). -IESHR, Vol. 55, 3
Unit 7 (Week 9): This unit will study the economy of commercial crops in British India such as
cotton, opium, and indigo
Chaudhury, B.B. (1964). Growth of Commercial Agriculture in Bengal 1757-1900,
Calcutta, Indian Studies Past and Present.
Farooqui, Amar (1998) Smuggling as Subversion, New Delhi, New Age International
Modern Asian
Studies, Vol. 53, Issue 2.
Bharadwaj, Krishna
Raj (Ed.). Essays on Commercialization of Indian Agriculture, Delhi: Oxford University
Press.
Unit 8 (Week 10): This unit will study labour and law in Britain and British India so as to better
understand the categories and contexts of of Poverty, Slavery and Wage-labour in colonial
India
Deakin, Simon and F. Wilkenson. (2005). The Law of the Labour Market, New York:
Oxford University Press.
Patnaik, Utsa and Dingwaney Ed. (1985). Chains of Servitude : Bondage and Slavery in
India, Hyderabad: Sangam Books.
Cassels, N.G. (2010). Social Legislation of the East India Company, Delhi: Sage
Publications, [Chapter 3]
Unit 9 (Week 11): This unit will study agrestic Servitude, debt bondage, penal colonies and
indentured labour in the colonial economy
Department of History, University of Delhi
450
Historical Materialism 11, no. 3
Prakash, Gyan Ed. (1992). The World of the Rural Labourer, Delhi: Oxford University
Press.
Amin, Shahid Studies
in the History of Partial Proleterianization, Cambridge: Cambridge University Press.
Convict Transp Studies in
History, 19 (2), pp. 185-197
Unit 10 (Week 12): This unit will study the methodology involved in the study of poverty and
famines, as well as currency, banking and finance.
Sen, Amartya (1981) Poverty and Famines, Delhi: Oxford University Press, [Chapters
1-5]
IESHR, Vol. 39, 4,
Siddiqi, Asiya Ed. (1995). Trade and Finance in Colonial India 1750-1860 Delhi:
Oxford University Press
-1820: India transfers and
Economic History Review LIV (1): 58-86.
y and
Banking 1800 Modern Asian Studies 19
Unit 11 (Week 13): This unit will study how Economic History expresses and addresses
Political Resistance
Stokes, Eric. (1986). Peasant Armed, Oxford: Clarendon.
Guha, Ranajit .(1983). Elementary Aspects of Peasant Insurgency, Delhi: Oxford
University Press.
Kaviraj, Narahari. (1972). A Peasant Uprising in Bengal, 1783, Delhi: Peoples
Publishing House.
Past and Present, 189, pp. 81-109
Mukhopadh
Studies in History
Vol. 11, 2.
Unit 12 (Week 14): This unit will study how Economic History expresses and addresses Caste
Guha, Sumit. (2015). Beyond Caste, Identity and Power in South Asia, Leiden, Brill,
[Selections]
Robb (Ed.). Dalit Movements and Meanings of Labour in India Delhi: Oxford University
Press.
Department of History, University of Delhi
451
Peasant Studies, 9, no. 4., pp. 215-41
Viswanathan, Rupa. (2015). The Pariah Problem, Delhi, Navayana Publishers, [Chapters
1,2]
Chaudhuri, B.B. Ed. (2004) Tribes, Forests and Social Formation in Indian History,
Manohar, Delhi [Selections]
Facilitating Teaching Learning Outcome:
The course is organized around weekly lectures and discussions based on the readings. Students
will be asked to make short presentations on the themes and topics of the course to develop their
persuasive and analytical abilities. Students will also formulate a research paper based on the
themes taught. Suggested readings will b
interest in mind when they write their research papers.
The following are general introductory texts for the entire course:
Kumar, Dharma. Ed. (1983). Cambridge Economic History of India Vol. II, Cambridge,
University Press. [Selections]
Vol. 19, 3.
Assessments:
There are three modes of assessment:
1) The students will have to make one presentation based on a text. This will be graded out of 10.
2) Students have to write one research paper based on primary and secondary sources. Students
will have to inform and seek permission from the teacher on the topics/texts chosen for the
presentation and research paper in advance. They will also be given more readings specifically
tailored to their topics. The written paper will comprise 15 marks.
3) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
452
HSM-404 MA Final
Themes in the Economic History of India, c. 1850-1950
Course Objectives:
This course will teach students the core themes of economic history of India relating to a period
when it was firmly integrated into the Global economy as a crucial appendage of the British
Empire. It pays particular attention to the rich historiographical debates surrounding these
themes from different perspectives. The course examines the changing relation of India with
Britain and the world economy in two phases, before and after the first world war and the ways
the worlds of peasants, artisans and labourers were impacted.
Learning Outcomes:
At the end of the course students are expected:
To be equipped to understand trends and fluctuations of major economic indicators
To be fully conversant with the historiographical debates on major issues of Indian economy
To be familiar with quantitative and qualitative analysis used in the course.
To be able to compare, connect and contrast economic performance of contemporary India
with colonial India
To be able to locate Indian economic history in a global history perspective
Course Content:
Unit 1: India as a Colonial economy Reprising the Great Divergence debate
Unit 2:. Colonial Financial, Monetary and Economic Policy: Determinants
Unit 3: Changing Patterns of External Trade-Britain, India and the World Trade
Unit 4: Farms , Fields and Forests I: Impact of Commercialisation
Unit 5: Farms, Fields and Forests II: Colonial Transformation of the Forest and the Arable
Unit 6:
Unit 7: Indian Population: Change and determinants of demographic structure
Unit 8: Indian Economy between the Great Wars: Tariff protection and The Great Depression
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: Week 1: India as a Colonial economy Reprising the Great Divergence debate
Pomeranz, Kenneth. The Great Divergence: China, Europe and the Making of the
Modern World Economy. Princeton (N.J.): Princeton University Press, 2012, Introduction
Department of History, University of Delhi
453
Parthasarathi, Prasannan. (2014). Why Europe Grew Rich and Asia Did Not: Global
Economic Divergence, 1600-1850. Cambridge: Cambridge University Press, Chapters 1,
4 and 8.
Habib, Irfan. "Studying a Colonial EconomyWithout Perceiving Colonialism." Modern
Asian Studies, Vol. 19, no. 3 (1985): 355-81.
Balachandran, G. India and the World Economy: 1850-1950. New Delhi: Oxford
University Press, 2005. Introduction.
Gallagher, John and Ronald Robinson. "The Imperialism of Free Trade," The Economic
History Review (August 1953). Vol. 6, No.1 pp 115.
Unit 2: Weeks ( 2-3): Colonial Financial, Monetary and Economic Policy: Determinants
Bhattacharya, Sabyasachi. (2005). The Financial Foundations of the British Raj: Ideas
and Interests in the Reconstruction of Indian Public Finance 1858-1872. Hyderabad:
Orient Longman, Introduction.
- The Indian Economic and
Social History Review, Vol. II, No. 1, pp 1-22.
Chatterji, Basudev. (1992). Trade, Tariffs, and Empire: Lancashire and British Policy in
India, 1919-1939. Delhi: Oxford Univ. Press. Chapter 4.
Chandra, Bipan. The Rise and Growth of Economic Nationalism in India. New Delhi:
Anamika Publishers & Distributors (P), 2016, Chapters 6.
Unit 4: Weeks (4-5): Changing Patterns of External Trade-Britain, India and the World Trade
Cain, Peter J., and Anthony G. Hopkins. (2000). British Imperialism: Innovation and
Expansion: 1688 -1914. London: Longman. Chapters 3, 5 and 10.
Banerji, Arun K. (1982). Aspects of Indo-British Economic Relations: 1858-1898.
Bombay: Oxford Univ. Pr., Chapters 2,7, and 11
Desai, Meghnad, and Dharma Kumar. (1989). The Cambridge Economic History of
India. Cambridge: Cambridge University Press, pp 804-877
Unit 5: Weeks 6-7: Farms , Fields and Forests I: Impact of Commercialisation
Banaji, Jairus. (1977). "Capitalist Domination and The Small Peasantry: The Deccan
Districts in The Late Nineteenth Century." Economic and Political Weekly, Vol. 12, No.
33/34, pp 1375-1404.
Chaudhuri, Binay Bhushan. (1970) "Growth of Commercial Agriculture in Bengal
1859-1885." The Indian Economic & Social History Review, Vol. 7, S. No. 1, pp 25-60.
The Process of Agricultural Commercialisation in Eastern
Peter Robb (ed.) Meanings of Agriculture: Essays in South
Asian History and Economics. Delhi: Oxford University Press, 1997.
Department of History, University of Delhi
454
Beckert, Sven. (2004) "Emancipation and Empire: Reconstructing the Worldwide Web of
Cotton Production in the Age of the American Civil War." The American Historical
Review, Vol. 109, no. 5.
Richards, J. F. (1981) "The Indian Empire and Peasant Production of Opium in the
Nineteenth Century." Modern Asian Studies, Vol. 15, no.1, pp: 59-82.
debtedness: The
culture of sugarcane in Eastern UP, c. 1880-Subaltern Studies, Vol.1, pp 39-87.
Unit 5: Weeks 8-9: Farms, Fields and Forests II: Colonial Transformation of the Forest and the
Arable
Modern Forests: Statemaking and Environmental Change in
Eastern India, New Delhi, Oxford University Press, pp1-29, pp185-284
Neeladri Bhattacharya,(2018) The Great Agrarian Conquest :Colonial Reshaping of a
Rural World. Ranikhet, Permanent Black, Chapters 1, 9and 10.
Unit 6: Weeks 10-11:
Modern
Roy, Tirthankar. (1993). Artisans and Industrialization: Indian Weaving in the Twentieth
Century. Delhi: Oxford University Press. Introduction, Chapter 1, 3, 5 and 8.
Roy, Tirthankar.(1999) Traditional Industry in the Economy of Colonial India.
Cambridge: Cambridge Univ. Press, Introduction and Chapters 1, 2, 3, 6 and 8.
Sou
Deindustrialization in Nineteenth-
How India Clothed the World of South Asian Textiles, 1500-1850
Leiden: Brill Academic Pub. pp
Guha, Sumit. (1989)."The Handloom Industry of Central India: 1825-1950." The Indian
Economic & Social History Review. Vol. 26, No. 3: 297-318.
Chandavarkar, Rajnarayan. (1994). The Origins of Industrial Capitalism in India:
Business Strategies and the Working Classes in Bombay, 1900-1940. Cambridge:
Cambridge University Press. Chapter 1 and 3.
Chakrabarty, Dipesh. (2000). Rethinking Working-class History: Bengal, 1890 to 1940.
Princeton, NJ: Princeton University Press. Introduction.
Bagchi, Amiya Kumar. (2000). Private Investment in India 1900-1939. London:
Routledge, Chapter 1, 2, 7 and 14
Unit 7: Week 12: Indian Population: Change and determinants of demographic structure
Desai, Meghnad and Dharma Kumar. (1989). The Cambridge Economic History of India.
Cambridge: Cambridge University Press, pp 463-532.
Department of History, University of Delhi
455
Guilmoto and S.Irudaya Rajan, eds. Fertility Trends in South India, Sage, Delhi, pp 53-
89.
Sumit Guha. (2001). Health and Population in South Asia. Orient Blackswan.
Introduction and Chapter 2.
Unit 8: Weeks 13-14: Indian Economy between the Great Wars: Tariff protection and The
Great Depression
Chatterji, Basudev. (1992). Trade, Tariffs, and Empire: Lancashire and British Policy in
India, 1919-1939. Delhi: Oxford Univ. Press. Chapter 1, 2, 4, and 8.
Bagchi, Amiya Kumar. (2000). Private Investment in India 1900-1939. London:
Routledge, Chapter 1, 2, 7 and 14.
Rothermund ,Dietmar, India in the Great Depression 1929-1939 ,New Delhi, Manohar ,
Chapters.1-4
Balachandran , G ,
the Wars ,London, Routledge, Chapters 1, 2, 4 and 7.
Suggested Readings:
Bhattacharya, Sabyasachi. (2005). The Financial Foundations of the British Raj: Ideas and
Interests in the Reconstruction of Indian Public Finance 1858-1872. Hyderabad: Orient
Longman.
Breman, Jan. (1985). Of Peasants, Migrants, and Paupers: Rural Labour Circulation and
Capitalist Production in West India. Delhi: Oxford University Press.
Cain, Peter J., and Anthony G. Hopkins. (2000). British Imperialism: Innovation and
Expansion: 1688 -1914. London: Longman. Chapters 3, 5, 10 and 23.
Chandra, Bipan. The Rise and Growth of Economic Nationalism in India. New Delhi:
Anamika Publishers & Distributors (P), 2016, Chapters 6, 7, 13 and 14.
Chaudhary, Latika, Bishnupriya Gupta, Tirthankar Roy, and Anand V. Swamy, eds. A New
Economic History of Colonial India. Abingdon, Oxon: Routledge, 2016. Introduction,
Chapters 4, 7 and 13.
Parthasarathi, Prasannan. (2001). The Transition to a Colonial Economy in South India:
Industry and Commerce in the Eighteenth Century. New York: Cambridge University Press.
Prakash, Gyan. (Ed.) (1992) The World of the Rural Labourer in Colonial India. Delhi:
Oxford University Press.
Raj, K. N. (Ed.) (1985). Essays on the Commercialization of Indian Agriculture. Delhi:
Oxford University Press.
Ray, Rajat K. (1992). Entrepreneurship and Industry in India, 1800-194. Delhi: Oxford
University Press
Department of History, University of Delhi
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Riello, Giorgio, and Tirthankar Roy, eds. (2009) How India Clothed the World of South
Asian Textiles, 1500-1850. Leiden: Brill Academic Pub, pp 193-217 and 415-35
Roy, Tirthankar. (1996) Cloth and Commerce: Textiles in Colonial India. New Delhi: Sage.
Sivasubramonian, S. (2001) The National Income of India in the Twentieth Century. Delhi:
Oxford University Press.
Guha, Sumit. (2001). Health and Population in South Asia. Delhi: Orient Blackswan.
Teaching Learning:
Teaching of the course is organized around lectures and discussions in two weekly classes of
one hour forty minutes duration each. Students will be encouraged to read up the essential
readings and discuss those in the class after the lectures. Basic understanding of quantitative data
sources and analyzing and visualizing data will be imparted to the students through use of
digital instructional aids .
Asessment:
1) They will be assessed on the basis of a mid term examination of one hour duration of twenty
five marks or on the basis of two take home assignments to be submitted in week 5 and week
10 of the course duration of 12.5 marks each.
2) At the end of the semester the students will take an examination of three hours duration for 75
marks. They are required to answer any four out of eight questions .
Department of History, University of Delhi
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HSM-405
Caste and Gender Identities in Modern India
Course Objectives:
The objective of this course is to study caste and gender as central to identity politics in modern
India. It will inform the students as to why and how caste and gender are at the centre of
historical writings on colonial India today, whereby studies on them have been widely
recognised as the most challenging and exciting interventions in the recent past in social and
cultural histories of modern India. In historicizing various axes of gender and caste identities, the
course will guide students on how these were represented and conceived through a historical and
an interactional course. The paper will be thematic rather than chronological and will particularly
grapple with how these identities could be both limiting and liberating. Central to it will be the
role and impact of women and caste stratification on constructions of nationalism.
Learning Outcomes:
After the successful completion of this course, students will:
Have knowledge about the making and remaking of gender and caste identities in modern
India.
Understand how gender and caste are deeply intertwined.
Appreciate how and why gender and caste identities help us in critiquing and challenging
singular, neat identities.
Comprehend the nature of debates that were taking place between the colonisers, reforms and
nationalists
movements.
Have a firm grasp over caste movements that emerged in various regions of India in late
nineteenth, early twentieth century.
Comprehend debates between Gandhi and Ambedkar on the caste question.
Course Content:
Unit 1: (Week 1-2): Colonial Knowledge, Caste and Census; Emerging Caste Associations
Unit 2: (Week 3-4): Non Brahmin and Dalit Movements in Different Regions: Maharashtra,
Tamilnadu, Bengal, Gangetic Plains
Unit 3: (Week 5-6): Gandhi and Ambedkar on the Caste Question
Unit 4: (Week 7-8): The Gender of Caste
Unit 5: (Week 8-9): Gendering Reforms and Nationalism: A Broad Historiography
Department of History, University of Delhi
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Unit 6: (Week 9-10): Women and Social Reform Movements: Sati Debates, Age of Consent,
Widow Remarriage, Education
Unit 7: (Week 11-12): Women and Popular Culture
Unit 8 (Week 13-14): Women, Nationalism and Partition
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Week 1-2): This unit will examine the implications of colonialism for caste and how
census helped in consolidating caste identities.
Indian Economic
and Social History Review, 8 (2), pp. 164-91.
The Journal of Asian Studies, 37 (2), February, pp. 233-50.
Society for Comparative Study of Society and History, pp. 148-67.
Sarkar, Sumit and Tanika Sarkar, eds. (2014). Caste in Modern India, Vol. 1, Ranikhet:
pp. 255--310; Chapter 11:
-39).
Srinivas. M. N. (2001). Adhunik Bharat Mein Jati, trans. Rashim Chowdhury. Delhi:
Rajkamal Prakashan [in Hindi].
Unit 2 (Week 3-4): This unit will study non-Brahmin and Dalit movements in various parts of
India in the colonial period and how they asserted themselves in the public sphere.
Tamilnadu, c. 1900-Social Scientist, 22 (5/6), May-June, pp. 84-104.
t
Politics of Uttar Pradesh, 1946Modern Asian Studies, 37 (3), pp. 585612.
Sarkar, Sumit and Tanika Sarkar, eds. (2014). Caste in Modern India, 2 Vols, Ranikhet:
381--32; Chapter
--401).
Bhartiya
Samajshastra Sameeksa, 5 (1), pp. 42-87 [in Hindi].
Unit 3 (Week 5-6): This unit will understand debates between Gandhi and Ambedkar regarding
the caste question.
Ambedkar, B. R. (1937). Annihilation of caste, with a reply to Mahatma Gandhi,
Bombay.
Department of History, University of Delhi
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Dirks, Nicholas B. (2011). Castes of Mind: Colonialism and the Making of Modern India,
Princeton:
-74.
-Ambedkar Interface: When Shall the Twain Meet?,
Economic and Political Weekly, August 3, pp. 2070-72.
-Gandhi
Economic and Political Weekly, XLVI (2), pp. 56-66.
Sarkar, Sumit and Tanika Sarkar, eds. (2014). Caste in Modern India, Ranikhet:
- -Purification vs Self-
330-61).
Mahar, ed. Untouchables in Contemporary India, Tucson: University of Arizona Press.
Omvedt, Gail. (2015). Dalit aur Prajataantrik Kranti: Aupniveshik Bharat mein Dr.
Ambedkar evam Dalit Andolan. Delhi: Sage [in Hindi].
Unit 4 (Week 7-8): This unit will focus on the intersections between gender and caste in modern
Indian history.
Question in the Dravidian Movement c. 1925-
Social Scientist, 19 (5-6), May-June, pp. 24-41.
Economic and
Political Weekly, 42 (19), pp. 1739-46.
Gupta, Charu, The Gender of Caste: Representing Dalits in Print, Ranikhet: Permanent
Black, 2016, Introduction, pp. 1-30.
Rao, Anupama (ed.). (2003). Gender and Caste. Delhi: Kali for Women, Introduction,
pp. 1-47.
Chakravarti, Uma. (2011). Jati Samaj mein Pitrasatta: Narivadi Najariye Se, trans. Vijay
Jha. Delhi: Granth Shilpi [in Hindi].
Alochana, 53, Jan-March, pp 107-26 [in Hindi].
Roop aur Aroop, Seema aur Aseem: Aupniveshik Kaal mein Dalit
Pratiman: Samay, Samaj, Sanskriti, 1 (1), January-June, pp. 99-125 [in Hindi].
Narayan, Badri. (2015). Dalit Viranganen evam Mukti ki Chah. Delhi: Rajkamal
Prakashan [in Hindi].
Unit 5 (Week 8-9): This unit will examine the historiography of gender in modern India,
particularly with regard to social reforms and nationalism.
Forbes, Geraldine. (1996). Women in Modern India, Cambridge: Cambridge University
Press, Introduction, pp. 1-9.
Department of History, University of Delhi
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Gupta, Charu, ed., (2012). Gendering Colonial India: Reforms, Print, Caste and
Communalism, New Delhi: Orient Blackswan, -36.
Sangari, Kumkum and Sudesh Vaid, eds. (1989). Recasting Women: Essays in Colonial
History, Delhi: Kali for Wo-26; Partha
-53).
Unit 6 (Week 9-10):
will be studied in this unit.
Major, Andrea (ed.). (2007). Sati: A Historical Anthology, Delhi: Oxford University
Press, Introduction.
Minault, Gail. (1998).
Reform in Colonial India, Delhi: Oxford University Press.
Sangari, Kumkum and Sudesh Vaid (eds). (1989). Recasting Women: Essays in Colonial
History, New Delhi: Kali for Women. (
on Sati -
in Hindi: 1910--32).
Sarkar, Sumit and Tanika Sarkar (eds). (2007). Women and Social Reform in Modern
India: A Reader, 2 Vols, Ranikhet: Permanent Black (Vol.1: Geraldine Forbes,
-and Statutory Social
- -
419).
1 (2), pp. 8-33.
Gupta, Charu. (2
Alochana, 38, July-September, pp. 89-101 [in Hindi].
Gupta, Charu.
Tadbhav, 21, pp. 43-52 [in Hindi].
Kumar, Radha. (2002). Stree Sangharsh ka Itihaas, trans. Ram Shankar Singh. Delhi:
Vani Prakashan [in Hindi].
Orsini, Francesca (2013). Hindi Lokvritt, trans. Nilaabh. Delhi: Rajkamal Prakashan,
Chapter 6 [in Hindi].
Unit 7 (Week 11-12):
the subject of this unit.
Sangari, Kumkum and Sudesh Vaid (eds). (1989). Recasting Women: Essays in Colonial
History, New Delhi: Kali for Women. (Sumanta Banerjee,
-79).
Uberoi, Patricia. (2006). Freedom and Destiny: Gender, Family and Popular Culture in
India, New Delhi: Oxford University Press
-47).
Department of History, University of Delhi
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Virdi, Jyotika. (2003). The Cinematic ImagiNation: Indian Popular Film as Social
History,
pp. 60-86).
Hansen, Kathryn. (1992). Grounds for Play: The Nautanki Theatre of North India,
171-207).
Economic and Political Weekly, 26 (43), pp. WS91-WS99.
Gupta, Charu. Samved, 18, pp. 205-24 in Hindi].
John, Mary E., Janaki Nair (eds). (2008). Kamsutra se Kamsutra Tak: Adhunik Bharat
Mein Sexuality ke Sarokar, trans. Abhay Kumar Dube. Delhi: Vani Prakashan [in Hindi].
Menon, Dilip M. (2010). Adhunik Bharat ka Sanskritik Itihas. Delhi: Orient Blackswan,
Chapter 5 [in Hindi].
Unit 8 (Week 13-14):
the implications of partition for women.
Economic and Political Weekly, 28 (17), April 24, pp. WS 12-WS21-WS24.
Didur, Jill. (2006). Unsettling Partition: Literature, Gender, Memory, Toronto:
University of Toronto Press, Introduction.
Economic and Political Weekly, 20 (40),
5 October, pp. 1691-1702 & 20 (41), 12 October, pp. 1753-58.
Menon, Ritu and Kamla Bhasin. (1998). Borders and Boundaries
Partition, New Brunswick:
-30).
Economic
an Political Weekly, 23 (8), February 20, pp. 377-87.
Kumar, Radha. (2002). Stree Sangharsh ka Itihaas, trans. Ram Shankar Singh. Delhi:
Vani Prakashan [in Hindi].
Shweta. (2018). Bhartiya Rashtriya Congress evam Mahilaen (1920-1950). Delhi: Vani
Prakashan [in Hindi].
Suggested Readings:
Amin, Shahid and Gyanendra Pandey (eds). (1995 and 2002). Nimnvargiya Prasang, Bhaag
1 aur 2. Delhi: Rajkamal Prakashan [in Hindi].
Bandyopadhyay, Shekhar. (2015). Plassey se Vibhaajan Tak aur Uske Baad. Delhi: Orient
Blackswan [in Hindi].
Banerjee-Dube, Ishita. (2015). A History of Modern India, Cambridge: Cambridge University
Press, 2015.
Department of History, University of Delhi
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Bayly, Susan. (1999). Caste, Society and Politics in India from the Eighteenth Century to the
Modern Age, Cambridge: Cambridge University Press.
Chand, Achhut Ank. (2005 [1927]). Ed. Nandkishore Tiwari. Delhi: Rajkamal Prakashan [in
Hindi].
Forbes, Geraldine, (1996). Women in Modern India, Cambridge: Cambridge University
Press.
Gupta, Charu. (2001). Sexuality, Obscenity, Community: Women, Muslims and the Hindu
Public in Colonial India, Delhi: Permanent Black.
Kumar, Ravindra. (1997). Adhuik Bharat ka Samajik Itihas, trans. Aditya Narayan Singh,
Delhi: Granth Shilpi [in Hindi].
Malhotra, Anshu. (2002). Gender, Caste and Religious Identities: Restructuring Class in
Colonial Punjab, Delhi: Oxford University Press.
Michel, S.M. (2015). Aadhunik Bharat Mein Dalit. Delhi: Sage [in Hindi].
Nandy, Ashis. (1983). The Intimate Enemy: Loss and Recovery of Self Under Colonialism,
Delhi: Oxford University Press.
Sarkar, Sumit. (1997). Writing Social History, Delhi: Oxford University Press.
Sarkar, Sumit. (2001). Saamaajik Itihaas Lekhan ki Chunauti, trans. N.A.K. Shahid, Delhi:
Granth Shilpi [in Hindi].
Sarkar, Tanika. (2001). Hindu Wife, Hindu Nation: Community, Religion and Cultural
Nationalism, Delhi: Permanent Black.
Zelliot, Eleanor. (1992). From Untouchable to Dalit: Essays of Ambedkarite Movement,
Delhi: Manohar.
Facilitating Teaching Learning Outcome:
The course is organized around weekly lectures and discussions based on the readings. Students
will be asked to write an essay on one of the topics of the course, with footnotes and
bibliography, and further readings will be given to them on their chosen topic, so that they can
go in much more depth on a particular topic, thus preparing them for future and further research.
This would also facilitate rigorous conceptualization and written expression.
Assessments:
There are three modes of assessing students in this course.
1) There will be an internal assessment exam held in mid-semester. This will be out of 10 marks.
2) Students will also be asked to submit a written essay of 3000 words with footnotes and
bibliography, which will be out of 15 marks.
3) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
463
HSM-407
Select Issues in the History of Nationalism in India, ca. 1860 – 1917
Course Objectives:
The objective of the course is to teach students some of the broad debates and theoretical
formulations of early phases of nationalistpolitics in India. The course addresses themes in the
early history of Indian nationalism, including the response of the Indian intelligentsia to social
and political reforms, the role of print and standardisation of language in the formation of
nationalist collectives, the issue of gender, and the Swadeshi movement. A search for nationalist
identity, quest for improvement in socio-economic status, a share in political power and
ultimately destruction of the inequalities are the motives to be discussed. The course also
attempts to explain intersectionalities through which students can comprehend what nationalism
means for common people in their everyday lives.
Learning Outcomes:
At the end of the course, students would:
Reflect upon sources, methods and approaches to the study of nationalism.
Chart the ways in which South Asian nationalism has been understood by anthropologists,
sociologists and other social scientists from the beginning of the British rule up to the
present era of global integration.
On completing this course, students will have an understanding of some of the key trends
that defined Indian history during formative period of the national movement.
Understand ways in which Indians responded to colonialism and learn about a variety of
nationalisms emerged in response to British rule.
The assignments in reading and writing will help in the development of rigorous
conceptualization and written expression about the vision of Indian nationalism.
Course Content:
Unit 1: (Week 1-2):Perspectives: Conceptual problems, sources and methods to study
nationalism.
Unit 2: (Week 3-4):Imperial Imperatives: Ideas, attitudes and policies of the rulers.
Unit 3: (Week 4-5): Patterns of change under colonialism and Indian responses, the Indian
intelligentsia; intellectual cross-currents; print, press, societies, associations and socio-political
reforms.
Unit 4: (Week 5-6):The Politics of Nationalism and the Early Congress.
Unit 5: (Week 7-8): Religious Communities, and Traditionalist and Modern Politics and
Identities; Language, conflicts and riots.
Department of History, University of Delhi
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Unit 6: (Week 9-10):Nationalism, Gender, Culture and Politics.
Unit 7: (Week 11-12):The Swadeshi Movement and its Aftermath.
Unit 8: (Week 13-14):Nationalism Hind Swaraj.
Essential Readings and Unit Wise Learning Outcome:
Unit 1: (Week 1-2): This unit will explainthe history of nationalism as ideas, sentiments, and
cultural identities in relation to recent historiography.
Loomba, Ania. (2015). Colonialism/Postcolonialism, new ed., London, pp.154-end.
Smith, Anthony D.(1998). Nationalism and Modernism: A Critical Survey of Recent
Theories of Nations and Nationalism, London: Routledge, Introduction, chapter 1 and
Conclusion.
Anderson, Benedict. (1991).Imagined Communities: Reflections on the Origin and
Spread of Nationalism, London, Verso, ch. 1-3, till page 113.
Bayly, C.A. (1998).The Origins of Indian Nationality: Patriotism and Ethical
Government in the Making of Modern India, Delhi, Cambridge University Press, pp. 1-
35, 98-113 (Chapter 1, Chapter 4).
Balakrishnan, Gopal. (1999).Mapping the Nation, London: Verso.
Essays on Indian
, Modern Asian Studies, Chapters 1-5.
Goswami, Manu. (2004). Producing India: from colonial economy to national space,
Chicago: University of Chicago, (Introduction, ch. 1, ch. 8 and Conclusion).
Chatterjee, Partha. (1995).The Nation and its Fragments: Colonial and Postcolonial
Histories, Delhi: Oxford University Press, (Chapters 1 5).
IESHR, vol. 38. no.4,
pp. 399 -- 418.
Ray, Rajat Kanta. (2003).The Felt Community: Commonality and Mentality before the
Emergence of Indian Nationalism, Delhi: Oxford University Press, Chapters 1-2.
Third World Quarterly, Vol. 29, No. 3, pp 429 445.
Unit 2 (Week 3-4):This Unit will take a historical overview of the idea of ruling an empire and
the attitudes and policies toward colonized people.
Bayly, C.A.(2012). Recovering Liberties: Indian Thought in the Age of Liberalism and
Empire, Cambridge: Cambridge University Press.
Mantena, Karuna. (2010). Alibis of Empire: Henry Maine and the Ends of Liberal
Imperialism, Princeton: Princeton University Press.
Sinha, Mrinalini. (1995). Colonial Masculinity: The 'Manly Englishman' and the
'Effeminate Bengali' in the Late Nineteenth Century, Manchester: Manchester University
Press.
Department of History, University of Delhi
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Metcalf, Thomas R.(1998).Ideologies of the Raj, Cambridge: Cambridge University
Press.
Mehta, Uday Singh. (1999). Liberalism and Empire: A Study in Nineteenth Century
British Liberal Thought, Chicago: University of Chicago Press.
Unit 3 (Week 4-5): This unit will assess the nature and role of new intelligentsia in modern
transformation and development of modern institutions in the public sphere.
dern
EPW, vol. XLV, no. 50, pp. 73-82.
Banerjee, Arindam, Chirashree Das Gupta and Surajit Mazumdar. (August 2015).
EPW, vol.L, no.35, , pp
12432.
The Rise and Growth of Economic
Nationalism in India-759.
NMML Occasional Paper, no. 25.
Goswmai, Manu. (2004).Producing India: From Colonial Economy to National Space,
Chicago: University of Chicago, chapter 8.
EPW, vol. L, no.15, pp.51-57;
Roy, Tirthankar. (October 2015).
EPW, vol. L, no.40, pp.75-79.
Unit 4 (Week 5-6): This unit moves around the early stage of the nationalist politics to build a
national political community in British India in relation to the Indian National Congress.
Bayly, C.A. (1975).The Local Roots of Indian Politics: Allahabad 1880-1920, Oxford:
Oxford University Press, 1975, Chapters 4-5.
Bose, Sugata and Ayesha Jalal. (1998).Modern South Asia: History, Culture and Political
Economy, Delhi: Oxfo
107-125.
Chandravarkar, Rajnarayan. (1998).Imperial Power and Popular Politics: Class,
Resistance and the State in India c. 1850-1950, Cambridge: Cambridge University Press,
Chapter 8.
Johnson, Gordon. (2005).Provincial Politics and Indian Nationalism: Bombay and the
Indian National Congress, 1880 to 1915, Cambridge: Cambridge University Press.
McLane, J. R. (1977).Indian Nationalism and the Early Congress, Princeton: University
Press
Mehrotra, S.R.(1971).Emergence of Indian National Congress, Delhi: Oxford University
Press.
Department of History, University of Delhi
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Seal, Anil. (1971). The Emergence of Indian Nationalism, Cambridge : Cambridge
University Press, Chapters 1-3, 5-6 and 8.
- The American Historical Review, Vol.
104, No. 1, pp. 95-116.
Washbrook, D.A. (1976).The Emergence of Provincial Politics: The Madras Presidency
1870-1920, Cambridge: Cambridge University Press
Unit 5 (Week 7-8): This unit examines the complex ways in which religion shape modern
identities, and how people get mobilized in support of specific forms of nationalist identities
based on such cleavages.
Comparative Studies of South Asia, Africa and the Middle East,
Vol.30, No. 2, pp. 297-311.
Amin, Shahid. (2015).Conquest and Community: The Afterlife of Warrior Saint Ghazi
Miyan, New Delhi: Orient Blackswan.
Freitag, Sandria B. (Ed.). (1989). Collective Action and Community: Public Arenas and
the Emergence of Communalism in North India, Berkeley: University of California Press,
(Chapters by Lutgendorf , King and Nita Kumar).
Comparative Studies in Society and History,
Vol. 22, No. 4, pp. 597-625.
Gupta, Charu. (2001).
Matri BhashaEconomic and Political Weekly,Vol. 36, No. 45, pp. 4233-
4277.
Hardy, Peter. (1972). The Muslims of British India, Cambridge: Cambridge University
Press.
Muslim Conceptions of Community and Nation, 1878-
C.A. Bayly ed., Modernity and Culture: From the Mediterranean to the Indian Ocean,
New York: Columbia University Press, pp. 230-260.
Metcalf, Barbara Daly. (1982).Islamic Revival in British India: Deoband, 18601920,
Princeton: Princeton University Press, Introduction, Chapters 1-3, 5-8.
Pandy, Gyanendra. (1999).Colonial Construction of Communalism in North India, Delhi:
Oxford University Press.
Parel Journal of
Commonwealth Political Studies ,vol. 7, no.11, pp. 179203.
Veer, Peter van dar. (1996).Religious Nationalism: Hindus and Muslims in India,
Berkeley, University of California Press, pp. 154- 176.
Department of History, University of Delhi
467
Yang, Anand A.(1980).
AntiCow KillingComparative Studies in Society and
History, vol. 25,.pp. 576-96.
Unit 6 (Week 9-10): This unit unfolds roles of colonization, nationalism and cultural norms in
defining gender roles.
Sarkar, Tanika. (2001).Hindu Wife, Hindu Nation: Community, Religion and Cultural
Nationalism, Delhi: Permanent Black, Chapters 1-3,6-7,Seventh chapter Imp.
Sinha, Mrinalini. (1995).Colonial Masculinity:The 'Manly Englishman' and the
'Effeminate Bengali' in the Late Nineteenth Century, Manchester: University Press.
Gender and Nation, New
York: Thousand Oaks.
Chatterjee, Partha. (2010).Empire and Nation: Essential Writings, 1985-2005, Delhi:
Oxford University Press; Chapter 6, pp. 116-135.
Reconsidered: Women's Perspectives and Participation in the Child-Marriage
South Asia Research, Vol.12,pp. 100-118.
Unit 7 (Week 11-12): How the Swadeshi Movement spreading from an economic boycott had
profound effects on Indian society to encompass multiple facets of nationalismis the main
concern of this unit.
South Asia Research,Vol. 26, No.2, pp. 115131.
Sarkar, Sumit. (2010). The Swadeshi Movement in Bengal,1903-1908, new ed. Delhi:
Oxford University Press.
Modern Asian Studies, vol. 45, pp.1-43.
Movement, 1903- EPW, vol. xlviI, no.42, pp 53-62.
EPW, vol.
xlviI, no.42, pp 44-52.
Unit 8 (Week 13-14): Through critical analysis of the views of Mahatma Gandhi and
Rabindranath Tagore the two giant thinkers of modern India with vastly different ideas of
nationalism, this unit shows the intellectual depth of the ideas like patriotism, nationalism and
Swaraj.
Vajpeyi, Ananya. (2012).Righteous Republic: The Political Foundations of Modern
India, Harvard: University Press.
Gandhi, M. K. The Hind Swaraj, Various editions: Parel (ed.), and T. Surhud, S. Sharma
(ed.), etc.
Department of History, University of Delhi
468
ra Nath Tagore and Nationalism: An
Heidelberg Papers in South Asian and Comparative Politics, Working
paper no. 42.
Tagore, R.N.(1992).Nationalism, With an Introduction by E.P. Thompson, Calcutta:
Rupa.
thinking Tagore on the Antinomies of
Tagore and Nationalism, Shimla:
Indian Institute of Advanced Study.
Bhattacharya, Sabyasachi. (2011).Talking Back: The Idea of Civilization in the Indian
Nationalist Discourse, New Delhi: Primus, Introduction & Chapters 2 & 3.
Politics of Self, Bonfire of Creeds: The Essential Ashis Nandy , New Delhi: Oxford
University Press, pp. 153-233.
Suggested Further Readings:
Seal, Anil. (1971).The Emergence of Indian Nationalism, Cambridge: Cambridge University
Press.
McLane, J. R.(1977).Indian Nationalism and the Early Congress, Princeton, N.J.: Princeton
University Press.
Ray, Rajat. (1984).Social Conflict and Political Unrest in Bengal, 1875-1927, Delhi : Oxford
University Press.
Bayly, C.A.(1975).The Local roots of Indian Politics: Allahabad, 1880-1920, Oxford:
Clarendon Press, 1975.
Sarkar, Sumit. (1973).The Swadeshi Movement in Bengal, Delhi: Permanent Black.
Hardy, Peter. (1972).The Muslims of British India, Cambridge: Cambridge University Press.
Lelyveld, David. (1978).,
Princeton, N.J.: Princeton University Press.
Raychaudhuri, Tapan. (1988).Europe Reconsidered: Perceptions of the West in Nineteenth-
century Bengal. Delhi: Oxford University Press.
Chatterjee, Partha. (1993).Nationalist Thought and the Colonial World: A Derivative
Discourse, Minneapolis: University of Minnesota Press.
Tagore, R.N. (1992).Nationalism, With an Introduction by E.P. Thompson, Calcutta: Rupa.
Facilitating Teaching Learning Outcome:
The course is organized around weekly lectures and assignments based on the themes and topics
of the course. Students will be participating in course readings based group discussions. The
course, aims at developing a rational insight with a focussed objective of comprehending the
course content and develop oratory skills of the students.
Department of History, University of Delhi
469
Assessments:
Internal Assessment will be a continuous process based on three fold approach of reading,
understanding and articulation. Students enrolled in the course would have their work assessed in
three modes.
1) There will be a 10 marks internal assessment exam held in mid-semester.
2) Students will be expected to submit a 15 marks research paper on one of the topics of the
course.
3) There will be an end of term semester examination covering the entire course. This will be a 3
hours duration University examination and students will be required to answer 4 out of 8
questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
470
HSM 408
Select Issues in the Study of Nationalism in India (1917-49)
Course Objectives:
This course focuses on select themes in the study of Indian nationalism from the early 20
th
century to Independence. The course lays emphasis both on reading primary sources, as well as
understanding important secondary literature on these themes. In addition to scholarly material,
students will be exposed to films, literature and visual material. Students will be required to
engage with the thoughts and ideas of important nationalist figures as well as with the histories
s Indian nationalism experienced, appropriated and
articulated by non-elite groups in society? The course will also emphasize the use of non-official
archives particularly the oral and the visual- used by historians to study this period.
Learning Outcomes:
By the end of the course, students will:
Critically read a variety of primary sources on late nationalism in India.
Read seminal literature by historians on the topics dealt with in this course.
Go beyond academic work through exposure to the rich corpus of literature, films and visual
material that deal with issues pertinent to this period. This will also allow students to engage
with how historians have creatively used new kinds of archives to study Indian nationalism.
Course Content:
Unit 1: (Week 1): The ways of Indian nationalism
Unit 2 ( Week 2-3): The nation and nationalism according to Gandhi
Unit 3: (Week 4-5): Gandhian politics and the ways of mass nationalism
Unit 4: (Week 5-6): Critiques of caste: Ambedkar and Gandhi
Unit 5: (Week 7-8): Economic nationalism
Unit 6: (Week 9-10): Hindu nationalism in late colonial India
Unit 7: (Week 11-12): Partition: accountability, violence and displacement
Unit 8: (Week 13-14): Approaches and Sources: Rethinking the nationalist archive through the
visual
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1 (Week 1): This unit will focus on how nationalism was understood in the period of its
emergence with a particular focus on the views of Rabindranth Tagore
Department of History, University of Delhi
471
Primary Source: Tagore, Rabindranath. (2009). Nationalism, Delhi: Penguin India.
Originally published in 1917.
Anderson, Benedict. (2006). Imagined Communities: Reflections on the Origin and
Spread of Nationalism, Verso: London and New York, pp. 1-38, 69-84.
Economic and Political Weekly, 15(6), pp. 39-45.
Chatterjee, Partha. (1993).The Nation and its Fragments: Colonial and Post-Colonial
Histories, Princeton: Princeton University Press, pp. 3-13.
-
Economic and Political Weekly, 41(32), pp. 3500-3504.
Film: Ghare Bhaire or The Home and the World. (1983) directed by Satyajit Ray.
Unit 2 ( Week 2-3): This unit focuses on Gandhian thought and ideas.
Primary Source: Gandhi, M.K. (1997) Hind Swaraj and Other Writings: With an
Introduction by Anthony Parel, Cambridge: Cambridge University Press,
1997. Originally published in 1909.
Economic and Political Weekly 38
(39), pp. 4159-4165.
Devji, Faisal. (2012). The Impossible Indian: Gandhi and The Temptation of Violence,
London: Hurst, pp. 1-66.
Hardiman, David. (2003). Gandhi: In His Time and Ours, Delhi: Permanent Black, pp.
1-84.
-
Public Culture 23 (2), pp. 417-29.
nd the Ethics of Everyday
Modern Intellectual History 7(2), pp. 355-371
https://thewire.in/40893/the-religion-of-gandhi-a-conversation-about-satyagraha-with-
ajay-skaria/
http://www.india-seminar.com/2014/662/662_ajay_skaria.html
Unit 3: (Week 4-5): This unit looks at Gandhian mass movements with a particular focus on the
Champaran Satyagraha and the Non Cooperation Movement. It discusses significant
historiographical interventions that have conceptualized the nature of peasant nationalism.
Primary Source: Misra, B.B. (ed.), Select Documents on Mahatma Gandhi’s
Movement in Champaran, 1917-1918, Government of Bihar, Patna, 1963.
Amin Shahid. (1995) Event, Metaphor, Memory: Chauri Chaura 1922-1992, Princeton:
Princeton University Press.
Brown, Judith (1974) , Cambridge: Cambridge University Press,
pp. 16-51
Department of History, University of Delhi
472
Ranajit Guha (ed.)
Subaltern Studies 3, Delhi: Oxford University Press, pp. 153-195. Kumar, Ravinder.
est for a Popular Consensus in
Modern Asian Studies 3 (4), pp. 357-76.
Pouchepadass, Jacques. (1999). Champaran and Gandhi, Planters, Peasants and
Gandhian Politics, Delhi: OUP, Oxford University Press.
Unit 4 (Week 5-6): The unit focuses on the emergence of economic nationalism in India.
Primary Source: Naoroji, Dadabai. (1909). Poverty and Un-British Rule in India.
London: Swan Sonnenschein and Co.
Sarkar, Sumit. (1973) Swadeshi Movement in Bengal 1903-1908
Publishing House, pp. 31-148.
Comparative Studies in Society and History, 40(4),
pp. 609-636.
Chandra, Bipan. (1966). The Rise and Growth of Economic Nationalism in India:
Economic Policies of Indian National Leadership.
Unit 5 (Week 7-8): This unit looks at the caste question through the ideas of Ambedkar and
Gandhi.
Primary Source: Ambedkar, B.R. (2014) Annihilation of Caste with a Reply to
Mahatma Gandhi, Delhi: Navayana Press. Originally published in 1936
Nagaraj, D. R. (1993) The Flaming Feet: A Study of the Dalit Movement, Bangalore, pp.
1-29.
Omvedt, Gail. Dalits and the Democratic Revolution: Dr Ambedkar and the Dalit
Movement in Colonial India, Delhi: Sage Publications.
- Ambedkar
Debate, Vol 46, Issue 2, pp. 56-66.
Malhar (ed), Untouchables in Contemporary India, Tucson: University of Arizona, pp.
69-95.
Unit 6 (Week 9-10): This unit looks at the rise of Hindu nationalism, examining in particular,
the work of V. D. Savarkar.
Primary Source: Savarkar, VD. (1966) Hindutva. Bombay: Veer Savarkar
Prakashan. Originally published in 1922.
Gould, William. (2004) Hindu Nationalism and the Language of Politics in Late Colonial
India, Cambridge: Cambridge University Press, pp.1-86.
Hansen, Thomas Blum. (1999) The Saffron Wave: Democracy and Hindu Nationalism in
Modern India. Princeton: Princeton University Press, pp. 60-89.
Department of History, University of Delhi
473
Jaffrelot, Christophe. (2007). Hindu Nationalism, Delhi: Permanent Black, pp. 1-96.
Pandey, Gyanendra (2012) The Construction of Communalism in Colonial North India
Delhi, Delhi: Oxford University Press, pp. 1-156.
Economic and Political Weekly, Vol. 34,
Issue 32, pp. 2269-2276.
Unit 7: (Week 11-12): This unit looks the Partition of India, playing special attention to the
importance of non-official sources including oral history and literature.
Primary Source: Manto, Saadat Hasan. ( 2000) Mottled Dawn: Fifty Sketches and
Stories of Partition, Delhi: Oxford University Press.
Bhalla, Alok
Economic and Political Weekly, 34(44), pp. 3119-3128.
Butalia, Urvashi. (1998) The Other Side of Violence: Voices from the Partition of India,
Delhi: Penguin India, pp. 1-65, 106-171.
The Journal of Asian Studies, Vol 74, no.1, 2015, pp. 23 - 41.
Jalal, Ayesha.(1994) The Sole Spokesman: Jinnah, The Muslim League and the Demand
for Partition, Cambridge: Cambridge University Press, pp. 1-6, 82-125, 241-293
Pandey, Gyanendra. (2001) Remembering Partition: Violence, Nationalism and History
in India, Cambridge: Cambridge University Press, pp. 1-91.
Zamindar, Vazira. (2007). The Long Partition and the Making of Modern South Asia:
Refugees, Boundaries, Histories. New York: Columbia University Press, pp. 1-160
Film: Garam Hawa. (1973). Director: M.S. Sathyu
Unit 8: (Week 13-14): This unit looks at how historians have used non-official sources, focusing
on the visual archive, to study the period of nationalism in India.
Primary Source: Ramaswamy Sumathi. (2013). When Language Becomes A
Goddess: An Image Essay on Tamil, Tasveer Ghar Digital Online Archive.
http://www.tasveergharindia.net/essay/language-mother-goddess.html
mia
and Rashmi Sadana ( eds.), Cambridge Companion to Modern Indian Culture,
Cambridge: Cambridge University Press, pp. 184-204.
Martyr- The Journal of Asian Studies, 70(4), pp. 1051-1082.
Pinney, Christopher. (2004). Photos of the Gods: The Printed Image and Political
Struggle in India, Chicago: University of Chicago Press, pp. 7-12, 105-144.
Swadeshi Politics in Nationalist
India, 1920-The Journal of Asian Studies Vol. 62, No. 1, pp. 11-41.
Department of History, University of Delhi
474
Suggested Reading:
For a comprehensive historical overview of the period:
Sarkar, Sumit. (1983) Modern India 1885-1947.Basingstoke: Macmillan.
A recent book that focuses on the historiography of India nationalism:
Dube, Ishita Bannerjee. (2014). A History of Modern India, Cambridge: Cambridge
University Press.
Facilitating Teaching Learning Outcome:
The class will be based on weekly lectures along with class discussions based on the readings.
Most of the primary sources are also available in Hindi
Assessment:
There will be three modes of assessing students who take this paper.
1) 10 marks for participation in class discussions which will be assessed through the term.
2) 15 marks for a research paper. The student will be asked to analyze a primary source of her
choice pertaining to the topics covered in the course. With permission from the teacher, the
student can write a research paper on a topic not in the syllabus as long as it is relevant to the
course.
3) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a total of 75.
Department of History, University of Delhi
475
HSM 409
Community and Religion in Modern India
Course Objectives:
The objective of the course is to teach important historical trends and interpretations about
constantly changing and evolving community identities such as religion and caste under colonial
rule. It will teach students the role of various processes such as religious reforms and colonial
education which reinforced community identity formation, hardening of community identities
and increasing community consciousness during the period under study. It will teach students the
ways in which scholars analyse the impact of colonial policies and colonial knowledge collection
such as census, codification of personal laws, over caste and religious categories. It will discuss
the prehistory and history of communalism and various historical interpretations for the rise of
religious conflicts and communalism
Learning outcomes:
At the end of the course students will be able to:
Better understand processes involved in community identity formation
Deeper Knowledge about impact of colonial rule on Indian communities
Comprehensive understanding of history of communalism and causes responsible for the rise
of communalism and communal animosity
Learn about the historiography surrounding the study of secularism and history of secularism
in India.
Course Content:
Unit 1: (Week 1): Introduction.
Unit 2: (Week 2-3): The implications of colonial codification of knowledge about Indian society
and culture for the formation/hardening of community boundaries.
Unit 3: (Week 4-5): Colonialism and gospel: conversion to Christianity and question of the
involvement of colonial state
Unit 4: (Week 5-7): Religion and power-relations; late-colonial consolidation and fragility of
identities
Unit 5: (Week 8-9): Revivalism, education and community identity
Unit 6: (Week 10-12): Communalism: meanings and approaches
Unit 7: (Week 13-14): Secularism and Indian state: Doctrine, practice and criticism
.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Department of History, University of Delhi
476
Unit 1. (Week 1.): This unit will introduce students to the questions surrounding community and
identity formation through the discussion of a recent influential book on the subject.
Anderson, Benedict. (2016). Imagined Communities: Reflections on the Origin and
Spread of Nationalism, revised ed, Verso publication,
Unit 2: (Week 2-3): In this unit ideology, separate personal laws, social reforms, Census
enumerations, the politics of numbers, the issue of origins and the question of the prehistory of
communalism will be discussed.
and Peter Van der Veer, ed. Orientalism and the Postcolonial Predicament, Philadelphia:
University of Pennsylvania Press.
story of the study of Indian society and
An Anthropologist among the Historians and Other Essays, Delhi: Oxford
India Paperback.
In his An Anthropologist Among Historians and Other Essays, Delhi: Oxford India
Paperback.
-History of 'Communalism'? Religious Conflict in India,
1700-Modern Asian Studies, Vol. 19, No. 2, pp. 177-203.
Derrett, J.D.M. (1968). Religion, Law and the State in India, London, Faber and Faber,
pp. 171-224, (Especially Chapters 8 and 9)
(ed.), Census in British India: New Perspectives, New Delhi: Manohar.
Dirks, Nicholas B. (2002). Castes Of Mind: Colonialism And the Making Of Modern
India, New Delhi: Permanent Black.
Datta, Pradip Kumar. (1999). Carving Blocs: Communal Ideology in Early 20th century
Bengal, New New Delhi, Oxford University Press, (Especially chapter 1.)
-
Comparative Studies in Society and History, Vol. 45, No. 1, pp. 148-167.
Savarkar, V. D. (1969). Hindutva : Who is a Hindu ? Veer Savarkar Prakashan,
Inden, Modern Asian Studies, Vol.
20, No. 3, pp. 401-446.
Unit 3: (Week 4-5): In this unit dynamic relationship of native Christian converts with colonial
state, their former community members and proselytizing Christian missionaries will be
explored. Its impact on their identity formation and self-conception will also be discussed.
in History, Vol. 18, No. 3, PP. 22-32.
Department of History, University of Delhi
477
'untouchable' educational protest in late nineteenth-
383-444.
Kent, Eliza F. (2004). Converting Women: Gender and Protestant Christianity in
Colonial South India, New York, Oxford University Press.
Oddie, G.A. (Ed.). (1977). Religion in South Asia: Religious conversion and Revival
Movements in South Asia in Medieval and Modern Times. New Delhi: Manohar, pp. 65-
175.
Copley, Antony. (1997). Religions in conflict: Ideology, cultural contact and conversions
in late colonial India, New Delhi: Oxford University Press.
Viswanathan, Gauri. (1998). Outside the fold: Conversion, modernity and belief, New
New Delhi, Oxford University Press, PP. 73-117. (Especially Chapters 3 and 4.)
Kenneth W. Jones, (ed) Religious Controversy in British India: Dialogues in South
Asian Languages, New York: State University of New York.
Zupanov, Ines. (1999). Disputed Mission: Jesuit Experiments and Brahmanical
Knowledge in Seventeenth Century India, New Delhi: Oxford University Press.
Oddie, Geoffrey A. (2006). Imagined Hinduism: British Protestant Missionary
Constructions of Hinduism, 1793-1900, New Delhi: Sage.
Sarkar, Sumit. (2002). Beyond Nationalist Frames: Relocating Postmodernism,
Hindutva, History, New Delhi: Permanent Black.
Unit 4: (Week 6-8): impact of various Sikh, Islamic and Hindu socio religious reformist and
revivalist movements on identity formation will be discussed.
Hardy, Peter. (1978). Muslims of British India, London, Cambridge University Press.
Metcalf, Barbara. (1982). Islamic Revival in British India: Deoband, 1860-1900, New
Jersey, Princeton University Press
Lelyveld, David. (1978). , New Jersey, Prinston University
Press,
Robinson, Francis. (1975). Separatism Among Indian Muslims: The Politics of the United
-1923, New Delhi, Vikas Publishing House.
Mali
Modern Asian Studies, Vol. 4, No, 2, PP. 129-147).
National PrModern Asian Studies, Vol. 2, No. 3, 1968, PP. 221-244.
Islamic Studies, Vol. 38, No. 1, 87-101.
Jones, Kenith W. (1990). Socio-Religious Reform Movements in British India, London,
Cambridge.
Department of History, University of Delhi
478
Jones, Kenneth W. (1989). Arya Dharm: Hindu Consciousness In 19th-Century Punjab,
New Delhi, Manohar.
Oddie, Geoffrey A. (2006). Imagined Hinduism: British Protestant Missionary
Constructions of Hinduism, 1793-1900, New Delhi, Sage Publications.
Ahmad, Rafiuddin. (1981). Bengal Muslims: a quest for identity 1871-1906, New Delhi,
Oxford University Press, pp. 39-106.
Oberoi, Harjot K. (1994). The construction of religious boundaries: culture, identity and
diversities in the Sikh tradition, New Delhi, Oxford University Press.
Subaltern Studies,
Vol. II, Delhi: Oxford University Press.
Menon, Dilip M. (2005). The Blindness of Insight: Essays on Caste in Modern India,
Delhi: Navayana.
Unit 5: (Week 9-10): 4. This theme will discuss sectarian nature of the colonial education. other
educational efforts by religious revivalist movements will also be discussed in this light.
The Contested
Terrain: Perspectives on Education in India, New Delhi, Orient Longman Limited.
Kuma Social Scientist, Vol. 18,
No. 10, PP. 4-26.
Transmission of Knowledge in South Asia: Essays
on Education, Religion, History, and Politics. New New Delhi: Oxford University Press,
Minault, Gail. (1998).
Reform in Colonial India, London: Oxford University Press.
Hasan, Mushirul. Ed. (1998) Knowledge, Power and Politics: Educational Institutions in
India, Delhi: Roli Books.
Economic and Political Weekly, Vol. 21, No. 17, PP. 9-25.
Kumar, Krishna and Oesterheld, Joachem. (2007). ed. Education and Social Change in
South Asia, New New Delhi, Orient Longman.
Seth, Sanjay. (2008). Subject Lessons: The Western Education of Colonial India, New
New Delhi, Oxford University Press.
Unit 6: (Week 11-12): this unit will discuss various historical approaches focusing upon rise of
communalism and other aspects of communalism such as elite communalism and Communal
riots; women and the community violence etc.
Chandra, Bipan. (2008). Communalism in Modern India, New Delhi: Har Anand
Publication.
Chandra, Bipan. (2004). Communalism a Primer, New Delhi: Anamika.
Department of History, University of Delhi
479
Sarkar, Sumit (2002). Modern India, Delhi: Macmillon, pp. 44-81, 21-22, 156-161, 233-
236, 352-356. (especially Sections on Communalism.)
Sarkar, Sumit. (1985). A Critique of Colonial India, Calcutta: Papyrus Gariendra, pp.
134-164.
Page, David. (1999). Prelude to Partition: The Indian Muslims and the Imperial System
of Control (1920-1932), New Delhi: Oxford University Press.
Freitag, Sandria B. (1989). Collective Action and Community: Public Arenas and the
Emergence of Communalism in North India, Berkeley: California University Press.
Datta, Pradip Kumar. (1999). Carving Blocks, New Delhi: Oxford University Press.
Jalal, Ayesha. (1994). The Sole Spokesman, Jinnah, The Muslim League and the demand
for Pakistan, London: Cambridge University Press.
Modern Asian Studies, Vol. 15, No. 3, pp. 415-454.
Roy, Asim.
In Mushirul Hasan (Ed.). India's Partition: Process, Strategy and Mobilization, New
Delhi: Oxford University Press, pp. 2-132.
Jalal, Ayesha. (2001). Self and sovereignty: individual and community in South Asian
Islam since 1850, New Delhi: Oxford University Press.
Pandey, Gyanendra. (2006). The Construction of Communalism in Colonial North India,
(Second Edition), New Delhi: Oxford University Press.
Pandey, Gyanendra. (1983). Economic and Political Weekly, Vol.
18, No. 5, pp. 19-28.
Subaltern Studies Vol. 8.
Pandey, Gyanendra. (2001). Remembering Partition, Violence, Nationalism and History
in India, London, Cambridge,
Pandey, Gyanendra. (Aug. 9-
Economic and Political Weekly, Vol. 32, No. 32, pp. 2037-2045.
946-
Journal of Genocide Research, Vol. 5, No. 1, pp. 71-
101.
Butalia, Urvashi. (1994). The Other Side of Silence: Voices from the Partition of India,
New Delhi, Penguin Books.
Menon, Ritu and Bhasin, Kamla. (1998). Border
Partition, New Delhi: Kali for Women.
Unit 7: (Week 13-14): Secularism and Indian state: Doctrine, practice and criticism.
Bhargava, Rajeev. Ed. (1998). Secularism and Its Critics, New Delhi: Oxford
University Press.
Department of History, University of Delhi
480
-
Hartmut Lehmann, ed., Nation and Religion: Perspectives on Europe and Asia, Ithaca:
Princeton University Press, pp 178-196.
Chatterjee, Nandini. (2011). The Making of Indian Secularism Empire, Law and
Christianity, 1830-1960, Palgrave Macmillan.
Needham, Anuradha Dingwaney and Rajan, Rajeswari Sunder. (Ed.). (2007). The Crisis
of Secularism in India, Ranikhet: Permanent Black.
Suggested readings:
Cohn, Bernard S. (1997) Colonialism and its Forms of Knowledge, Oxford University Press,
Dalmia, Vasudha. (1993). Ed. Representing Hinduism, Delhi, Sage Publication.
Dalmia, Vasudha. (1996). Nationalization of Hindu Tradition: Bharatendu Harischandra
and Nineteenth-century Banaras, Delhi, Oxford University Press.
Hunter, W.W. (1968). Indian Musalmans: Are They Bound In Conscience To Rebel Against
The Queen ? (Reprinted from 1971 Edition), Lahore, The Premier Book House.
Inden, R. Imagining India. (Especially Introduction).
Powell, Avril A. (1993). Muslims and Missionaries in Pre-Mutiny India, Richmond, Curzon
Press.
Rai, Alok Hindi Nationalism. Orient Longman Limited, 2000.
Risley, H.H. Tribes and Castes of Bengal. (Especially the Introductory Essay.)
Trautmann, Thomas R. Aryans and British India, New Delhi, Yoda Press, 2004.
Facilitating Teaching Learning Outcome:
The course is organized around weekly lectures and reading assignments. Students will
be asked to take part in the class discussions which will be based on the prescribed
readings. Short class presentations based on the class readings will also be organized
regularly. The aim and objective of the exercise will be to inculcate oratory and
analytical skills among the students.
Assessment:
There will be two modes of assessing students who take this course:
1) Students will be asked to submit two term papers each consisting of 12.5 marks each.
Everyone will be allowed to submit term paper on the theme/topic of their choice after
necessary consultation and approval from the course instructor.
2) There will be an end of term semester examination that will cover the contents of the
entire course. The examination will be of 3 hours duration and students will be required
to answer 4 out of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
481
HSM 411
Political Economy of Decolonization 1914-1950
Course Objectives:
This paper strives to comprehend interconnections and interrelations between political economy
and the process of decolonization. Economic impact of colonial rule and consequent political
agitations surrounding economic issues will be understood through various historical
explanations. To understand historical explanations about British economic interests in India and
consequently increasing political pressure on British government to not only retain Indian colony
but pursue and prioritize the interests of British home economy. Causes for the slow pace of
growth of indigenous industries, pursuing of British fiscal and industrial interests in India and
response of Indian intelligentsia, big bourgeoisie and the nationalist movement will be discussed
by discussing various historiographical approaches.
Learning Outcomes:
At the end of the course, students would be:
Able to comprehend colonization and decolonization as a process.
They will become familiar with different explanations provided for the slow pace of growth
of indigenous industries and causes for haphazard industrialization in India
Inherent British interests in pursuing specific kind of industrial, fiscal and monetary policies
in India will be understood.
A nationalist critique of British economic policies, role of economic issues in the nationalist
movement and attitude of big business class towards nationalist movement will be
understood by the course participants.
Various historical explanations regarding economic policies pursued by post-independence
Indian government to carry forward the process of decolonization will be grasped.
Course Content:
Unit 1: (Week 1-2: Introduction to the course. Colonization and Decolonization: a Theoretical
Framework, Economic Explanations and Interpretations.
Unit 2: (Week 3-4): Slow pace of Industrialization and Growth of Indigenous industries.
Unit 3: (Week 5): Impact of 1
st
World War over Indian Economy and IndoBritish Relations.
Unit 4: (Week 6-7): Nature of the Indian Big Bourgeoisie Class, Programs, Policies, and Their
Relations with Indian National Congress and Colonial Indian British Government.
Unit 5: (Week 8): British Fiscal and Industrial Policies in India.
Department of History, University of Delhi
482
Unit 6: (Week 9-10): Monetary Policy in Colonial British India, Gold Standard, Formation of
RBI and response of Indian Nationalist Intelligentsia Class.
Unit 7: (Week 11): Balance of Payment, Direction of Trade and decolonization.
Unit 8: (Week 12-13): Second World War, Transfer of Power and Political Economic
Explanations.
Unit 10: (Week 13-14): Nature and Character of the Post Colonial Indian States, Economic
Programs, Policies and Decolonization.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1 (Week 1-2): This unit will introduce the course and discuss various aspects, related to
d structure. Legacy and Long term effects of colonialism over
economy will be discussed in the Indian context.
Chandra, Bipan. (1999). Essays on Colonialism, New Delhi: Orient Longman.
Chandra, Bipan. (2008). India Since Independence, New Delhi: Penguin, pp. 1-23.
Chandra, Bipan. (1989). -1947, New Delhi:
Penguin, pp. 91-101.
Chandra, Bipan. (1979). Nationalism and Colonialism in Modern India, New Delhi:
Orient Longman, pp. 1-143.
Economic and
Political Weekly, Vol. 10, No. 33-34, pp. 1235-1265.
Economic and Political
Weekly, Vol. 16, No. 10/12.
Wallerstein, Imm
Economic and Political Weekly, Vol. 21, No. 4,
, Social Scientist, Vol. 36, No. 3-4, PP. 3-44.
Economic and
Political Weekly, Vol. 45, No. 50, PP. 73-82.
Tomlinson, B.R. (2008). The Economy of Modern India, Cambridge: Online publication,
pp. 1-30.
Unit 2: (Week 3-4): This unit will cover historical explanations for slow pace of
industrialization in India. Growth of indigenous industries will also be discussed.
Bagchi, Kumar Amiya. (2008). Private Investment in India (1900-1939), Cambridge, Digital
Publication.
Modern Asian Studies, Vol. 19, No. 3, PP.
623-688.
Department of History, University of Delhi
483
Kumar, Dharma. (2008). (Eds.) Economic History of India, Vol. 2, 1757-1970,
Cambridge: Cambridge University Press Online Publication. pp. 552-762.
- The
Economic History Review, New Series, Vol. 48, No. 1, pp. 118-133.
Sethia, T
Journal of World History, Vol. 7, No. 1, pp. 71-99.
Simmons, Colin. (April 1984- -Industrialization', Industrialization and the
Indian Economy, c. 1850-Modern Asian Studies, Vol. 19, No. 3, (Special Issue),
pp. 593-622.
Economic and Political Weekly, Vol. 23, No. 31, pp. 38-50.
Rothermund, Dietmar. (2003). An Economic History of India From Precolonial Time to
1991, Second Edition, Routlidge, (Taylor & Francis e-Library) pp. 30-65.
Unit 3. (Week 5): This unit will discuss Indian contribution in the first world war. impact of first
world war over India, British imperialism and IndoBritish relations will also be discussed.
Darwin, John. (2009). The Empire Project: Rise and Fall of British World System, 1830-
1970, Cambridge.
Social Scientist, Vol. 42, No. 7/8, pp. 5-27.
Rothermund, Dietmar. (2003). An Economic History of India From Precolonial Time to
1991, Second Edition, Routlidge, (Taylor & Francis e-Library) pp. 66-75.
Cain, P. J. and Hopkins, A. G. (2001). British Imperialism, 1688- 2000, New York,
Longman.
-The Economic
History Review, New Series, Vol. 46, No. 3, pp. 575-591.
Unit 4. (Week 6-7): This unit will discuss emergence of Indian Big business class, Their
demands, programmes, policies and attitude towards national freedom struggle and Indian
National Congress. Their relations with British imperial apparatus will also be covered.
Bhattach
Indian Capitalist Class, 1920-Economic and Political Weekly, Vol. 11, No. 47, pp.
1828-1834.
-
Economic and Political Weekly, Vol. 16, No. 42/43, pp. 36-44.
1937-Modern Asian Studies, Vol. 15, No. 3, pp. 487-526.
Economic and Political
Weekly, Vol. 23, No. 45/47, pp. 2445-2558.
Department of History, University of Delhi
484
Markovits, Claude. (2002). Indian Business and Nationalist Politics 1931-1939: The
Indigenous Capitalist Class and the Rise of the Congress Party, London, Cambridge.
(paperback).
Chandra, Bipan. (1979). Nationalism and Colonialism in Modern India, New Delhi,
Orient Longman, pp. 144-203.
ly, Vol. 23, No. 11, pp.
531-546.
Mukherjee, Aditya. (2002). Imperialism, Nationalism and the Making of the Indian
Capitalist Class, 1920-1947, Delhi, Sage, pp. 1-75.
Bagchi, Kumar Amiya. (2008). Private Investment in India (1900-1939), Cambridge,
Digital Publication, pp. 420-443.
Gandhi-Irwin Pact (1930- A critique of Colonial India, , Calcutta: Papyrus
Second Edition, pp. 102-133.
hy Did Indian Big Business Pursue a Policy of
Modern Asian Studies, Vol. 43, No. 4, pp. 979-1038.
Unit 5. (Week 8): This unit will discuss British industrial and fiscal policies in India which were
governed by British home interests and safety and security of British imperial system.
Mukherjee, Aditya. (2002). Imperialism, Nationalism and the Making of the Indian
Capitalist Class, 1920-1947, Delhi, Sage, pp. 173-338.
Chatterji, Basu
Making of the Indo-Modern Asian Studies, Vol. 15, No.
3, pp. 527-573.
Chatterji, Basudev. (1992). Trade, Tariff and Empire Lancashire and British Policy in
India 1919-39, Delhi, Oxford.
Taxation, Borrowing and the Allocation of Resources in the Inter-Modern
Asian Studies, Vol. 19, No. 3, (Special Issue), pp. 521-548.
The Economic Journal,
Vol. 45, No. 179, pp. 469-483.
Cambridge
Economic History of India, Vol. 2, 1757-1970, Cambridge: Cambridge University Press,
Online Publication, pp. 904-946.
Unit 6. (Week 9-10): This unit will explore monetary policy in colonial India as a tool to
promote and secure imperial interests.
Department of History, University of Delhi
485
Mukherjee, Aditya. (2002). Imperialism, Nationalism and the Making of the Indian
Capitalist Class, 1920-1947, Delhi, Sage, pp. 75-172.
1927-Economic and Political Weekly, Vol. 27, No. 5, pp. 229-234.
Economic and
Political Weekly, Vol. 24, No. 35/36, pp. 2015-2023.
-American Monetary
Relations, 1925-The International History Review, Vol. 18, No. 3, pp. 573-590.
The Economic
Journal, Vol. 48, No. 190, pp. 237-248.
s, 1930-
India and the World Economy 1850-1950, Delhi, Oxford. pp. 223-265 and 266-307.
-
Cambridge Economic History of India, Vol. 2, 1757-1970, Cambridge: Cambridge
University Press, Online Publication, pp. 762-803.
Banerji, A.K. (1982). Aspects of Indo-British Economic Relations 1858-1898, Bombay,
Oxford, pp. 223-239. Chapter 10.
Unit 7. (Week 11): Changes in the Balance of Payment which includes (current and capital
account), direction of trade and decline of colonialism will be discussed.
Social
Scientist, Vol. 12, No. 12, pp. 43-55.
omy 1900 to 1935: The Inter-War
Social Scientist, Vol. 42,
No. ½, pp. 13-35.
India 1914-Modern Asian Studies, Vol. 15, No. 3, pp. 455-486.
- The Indian
Economic and Social History Review, Vol. XII, No. 4, pp. 339-380.
- The Indian
Economic and Social History Review, Vol. XIII, No. 3, pp. 332-351.
-
Dharma Kumar ed Cambridge Economic History of India, Vol. 2, 1757-1970,
Cambridge: Cambridge University Press, Online Publication, pp. 804-878.
Banerji, Arun Kumar. (1963).
Capital Accounts from 1921-22 to 1938-39, Bombay, Asia Publishing House.
Unit 8. (Week 12-13): This unit will discuss Second World War, Bengal Famine and political
and economic historical interpretations which led to transfer of power in 1947.
Department of History, University of Delhi
486
-
Economic and Political Weekly, Vol. 17, No. 14/16, pp. 677-689.
Kamtekar, Indivar. (2002). "The Simmer of 1942", Studies in History, Vol. 18, No. 1.
Kamtekar, Indivar. (2002). "A Different War Dance: State and Class in India 1939
1945." Past & Present, Vol. 176No. 1, pp. 187-221.
Sen, Amartya. (1977). "Starvation and Exchange Entitlements: a General Approach and
its Application to the Great Bengal Famine", Cambridge Journal of Economics, Vol. 1,
No. 1, pp. 33-59.
Bowbrick, P. (1986). "The Causes of Famine: a Refutation of Professor Sen's Theory",
Food Policy, Vol. 11 No. 2, pp. 105-124.
Omvedt, G. (1975). "The Political Economy of Starvation", Race & Class, Vol. 17, No.
2, pp. 111-130.
Owen, N. (2003). "The Conservative Party and Indian Independence, 1945-1947",
Historical Journal, Vol. 2, No. 46. pp. 403-436.
Menon, V. P. (1997). The Transfer of Power in India, Chennai, Orient Longman.
Potter, D. C. (1973). "Manpower shortage and the end of colonialism: the case of the
Indian Civil Service." Modern Asian Studies, Vol. 7, No. 1. pp. 47-73.
Sucheta, Mahajan. (2000). Independence and Partition: The Erosion of Colonial power
in India. New Delhi, Sage.
Unit 9. (Week 13-14): This unit will discuss decolonization and nature and character of post-
independence Indian state by examining economic policies and programs carried out by Indian
state. Comparison and contrast between pre-independence and post independence-Indian state
will also be discussed.
Chandra, Bipan. (2008). India Since Independence, New Delhi, Penguin, pp. 24-135,
167-189, 442-456, 508-584.
Social Scientist, Vol.
2, No. 10, pp. 3-19.
-
Economic and Political Weekly, Vol. 15, No. 5/7, pp. 245, 247, 249, 251, 253, 255, 257-
258.
Nambo Economic and Political
Weekly, Vol. 8, No. 48, pp. 2133-2140.
Economic and
Political Weekly, Vol. 8, No. 27, 1189+1191-1198.
Kalecki, Economic
and Political Weekly,
-
Dharma Kumar ed. Cambridge Economic History of India, Vol. 2, 1757-1970,
Cambridge: Cambridge University Press, Online Publication, pp. 946-995.
Department of History, University of Delhi
487
Suggested Readings:
Goldsmith, R.W. (1983). The Financial Development of India 1860-1977), U.S.A. Yale,
Shirokov, G.K. (1973). Industrialization in India, Central Books Ltd.
Singh V.B. (2008).ed. Economic History of India 1857-1956, Atlantic.
Tomlinson, B.R. (2008). The Economy of Modern India, 1860-1970, Online version,
Cambridge.
Tripathi, Dvvijendra. (1991). Ed. Business And Politics In India, New Delhi, Manohar, 1991.
Facilitating Teaching Learning Outcome:
The course is organized around weekly lectures and reading assignments. Students will
be asked to take part in the class discussions which will be based on the prescribed
readings. Short class presentations based on the class readings will also be organized
regularly. The aim and objective of the exercise will be to inculcate oratory and
analytical skills among the students.
Assessment:
There will be two modes of assessing students who take this course:
1)Students will be asked to submit two term papers each consisting of 12.5 marks each.
Everyone will be allowed to submit term paper on the theme/topic of their choice after
necessary consultation and approval from the course instructor.
2) There will be an end of term semester examination that will cover the contents of the
entire course. The examination will be of 3 hours duration and students will be required
to answer 4 out of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
488
HSM 412
Colonial Northeastern India: Economy, Society and Politics
Course Objectives:
This course introduces students to the modern history of northeastern India over a period of
about two centuries of British rule, beginning in the mid eighteenth century and ending in the
middle of the twentieth century. Beginning with historicising of the space that comes to be called
of this region such as agrarianisation, colonial forestry, migration, plantation economies, print
culture, the advent of missionaries, the politics of nationalism and the impact of Partition. The
associations between political sovereignty, law, economy and culture are examined through
concrete illustrations from the history of the hills and the valleys. Further, the course historicises
empire.
Learning Outcomes:
The course requires students to read and analyse a collection of primary texts from the
colonial period through class discussions, presentations and written tutorials.
It introduces them to the methods of conducting historical research and encourages them to
formulate original projects of research in the final semester of their postgraduate programme.
Other significant outcomes of the course include discerning critical shifts in historiographical
trends in writings on northeastern India.
The course familiarises students with the political history of northeastern India under British
rule and into the period of Partition.
ethnic movements in the region.
A significant outcome of the course would also be a closer understanding of the history of
commodities such as tea, rubber, coal and oil.
The reading and writing assignments build the comprehension and verbal abilities of the
students.
Course Content:
Unit 1: (Week 1-2): The Politics of Space: Counter Narratives for Northeastern India
Unit 2: (Week 3-5): The Colonial Order: Reorganising the Hills and Plains
Unit 3: (Week 6-8): A: The Colonial Economy I: Land, peasants, migration, forests
Unit 4: (Week 9-11): The Colonial Economy II: Tea, Opium, Rubber and Jute
Department of History, University of Delhi
489
Unit 5: (Week 12): Print, Missionaries and Identity
Unit 6: (Week 13-14): Nationalism, Separatism and Partition
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Week 1-2): This unit studies alternate approaches to the study of the spatial history of
northeastern India.
The Art of Not Being Governed: An Anarchist History of Upland Southeast Asia, New
Haven, Yale University Press.
Environment and Planning D: Society and Space,
Volume 20, pp. 647668.
The Art of Not Being
Governed: An Anarchist History of Upland Southeast Asia, New Haven, Yale University
Press.
Using Geographical History to Locate Current
Social Himal South Asia.
Geo- Journal of Asian Studies, Vol. 70, no. 1, pp. 4170.
Territoriality, Indigeneity and Rights in the North-
Economic and Political Weekly, Vol. 43, Issue No. 12-13, pp. 15-19..
Unit 2: (Week 3-5): This unit explores aspects of colonial conquest through the history of raids,
territorialisation, slavery, road building and headhunting.
Modern Asian Studies, Vol. 26, No. 1, pp.95-128.
Chowdhury, Tamina Raids, annexation and plough: Transformation through
territorialisation in nineteenth-The Indian Economic and
Social History Review, Volume 53, No. 2, pp. 183224.
The Colonial State and Constructions of Indian Identity: An
Example on the Northeast Modern Asian Studies, Vol. 31, pp.
245283.
Dzuvichu, Lipokmar. (2013).
colonial Naga Hills, 1860s The Indian Economic and Social History Review,
Vol. 50, No.4, pp. 473494.
The Indian Economic and Social History Review,
Vol. 48, No. 3, pp. 339376.
Department of History, University of Delhi
490
Colonial Intervention in the Naga Hills,
1840-Economic and Political Weekly, Volume 33, No. 1, pp. 32733279.
The sovereignty of political economy: The Garos in a pre-
Indian Economic and Social History Review, Volume
55, No. 3 pp. 345387.
Unit 3: (Week 6-8) This unit will focus on the changes in the land revenue system, forests and
ecology under British rule in different parts of northeastern India.
Barpujari, H.K. (1963). Assam in the Days of the Company, Shillong. (Chapters 1,2,3,5,7)
Nineteenth- Journal of Peasant Studies, Vol. 28, No. 3,
pp.109-124.
Saikia, Arupjyoti.
Conservation in Assam State, 1850s- Indian Economic and Social History
Review, Vol.45, no.1, pp.77-114.
Cederlof, Gunnel. (2014). -Eastern Frontiers,
1790-1840, Delhi, Oxford University Press.
Misra, Sanghamitra. (2011). Becoming a Borderland: The Politics of Space and Identity
in Colonial Northeastern India, London and Delhi, Routledge.
ative tribes: A culture of contracts
The Indian Economic and Social History
Review, Volume 53, No. 1, pp. 4167.
Unit 4: (Week 9-11): This unit will focus on the commercialization of agriculture, the
emergence of plantation economies, and the history of labour and peasant protests.
-Eastern
Frontier of British In Indian Historical Review, Volume 36, No. 1, pp. 131-150.
Modern Asian Studies, Vol. 43, No. 6, pp. 1287---1384.
Kolsky, Elizabeth. (2010) Colonial Justice in British India: White Violence and the Rule
of Law, New Delhi, Cambridge University Press.
The Rise and Fall of the Indenture System in the Assam Tea Plantations 1840-
Journal of Peasant Studies, Vol. 19, Nos. 3 and 4, pp. 142-172.
Coolie Strikes Back: Collective Protest and Action in the Colonial
Tea Plantations of Assam, 1880Indian Historical Review, pp. 289297.
Unit 5: (Week 12): This unit will focus on the advent of missionaries, and the emergence of
print culture and linguistic nationalism in different parts of northeastern India.
Department of History, University of Delhi
491
first hand The Indian
Economic and Social History Review, Volume 47, No. 3, pp. 377403.
Pachau, Joy (2014). Being Mizo, Oxford University Press, New Delhi. .
Redrawing frontiers: Language, resistance and the
The Indian Economic and Social History Review,
Volume 43, No. 2, pp. 200225.
Sharma, Jayeeta (2011) Durham, Duke University Press.
1800 Studies in History Volume 24, No. 1, pp. 27-76.
Misra, Tilottoma. (1987). Literature and Society in Assam, Omsons Publications, Delhi.
Unit 6: (Week 13-14): This unit will study the politics of nationalism and separatism as well as
the history leading up to the Partition of India.
Nag, Sajal. (2008). Pied Pipers in North-East India: Bamboo-flowers, Rat-famine and the
Politics of Philanthrophy (1881-2007), Delhi, Manohar Publishers.
Thomas, John. (2015). Evangelising the Nation: Religion and the Formation of Naga
Political Identity (Transition in Northeastern India), Delhi, Routledge.
Misra, Udayon. (2017). Burden of History: Assam and the Partition---Unresolved Issues,
Oxford University Press, Delhi.
Dutta, Binayak. (2014).
History of Bengali Immigration in Colonial Assam (1871-Man and Society: A
Journal of North-East Studies, Vol. 11.
The Making and Unmaking of Assam-Bengal Borders and
Modern Asian Studies Vol.47, No. 1.
Ludden, David.
Modern Asian Studies, Volume 46, No. 3, pp. 483525.
Baruah, Sanjib. (1999). India Against Itself, Oxford University Press, Delhi.
Dasgupta, Anindita (2008)
Economic and Political Weekly, Vol. XLIII, No. 31.
Suggested Readings
Behal, Rana P. (2014). One Hundred Years of Servitude: Political Economy of
Tea. Plantations in Colonial Assam, New Delhi, Tulika Books.
Coolie', in Journal of Peasant
Studies, 19, pp. 3-4.
Duara, Prasenjit. (1995). Rescuing History from the Nation: Questioning Narratives of
Modern China, Chicago, Chicago, University of Chicago Press.
Department of History, University of Delhi
492
1890-Studies in History, Vol. 32, No. 1, pp.39--71.
Space, Sexuality and Postcolonial Cultures , Centre
for Studies in Social Sciences, ENRECA papers series, Calcutta.
The Journal of
Asian Studies, Vol. 62, No. 4, pp. 1057-1078.
Modern Asian Studies, Vol. 49, No. 5.
-Siam Mapped: A History of the
Geo-Body of a Nation, Hawaii, University of Hawaii Press.
and human sacrifice in north-Contributions to Indian Sociology, Vol. 39, No.1.
Facilitating Teaching Learning Outcome:
The course is organized around weekly lectures and reading assignments. Students will have to
read the weekly assigned readings and participate in formal class discussions. There will be
formal class presentations, which while being part of the assessment, also encourage
communication and verbal skills.
Assessment :
Students enrolled in the course would have their work assessed in three modes.
1) Each student will have to choose a primary text from a collection listed by Course Instructor
and make a presentation before the class on the same. These presentations will be marked out of
10.
2) Each student will also have to submit a term paper of not less than 3000 words on a theme
chosen by the Instructor. Students are encouraged to include in their essay, an analysis of their
reading of the primary text chosen for presentation. They are expected to meet with the instructor
to develop and finalise subjects and materials on which their papers would be based. The term
paper will be marked out of 15 marks.
3) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
493
HSM 413
Select Issues in the Study of Peasant and Tribal Movements in Colonial India
Course Objectives:
This course analyses the nature of agrarian structure and peasant movements largely in the latter
half of the colonial period. In doing so it will address 1) The issues involved in the categories of
peasant and tribal and their relationship with the colonial agrarian world 2) The issues of
organization, solidarity and consciousness of movement. 3) The issues involved in questions of
territoriality, ethnicity and nationalism. Finally it will illustrate the all of this through a detailed
study of some cases of peasant revolt.
Learning Outcomes:
At the end of this course the student will be able to:
Understand the categories of peasant and tribal
Understand the nature of the agrarian world of the peasant
Understand questions of solidarity, territoriality and ethnicity in peasant movements
Analyse historical case studies.
Course Content
Unit 1: (Week 1-2): Sources, Methods, Approaches, Question of Evidence: I
Unit 2: (Week 3-4): Sources, Methods, Approaches, Question of Evidence: II
Unit 3: (Week 5-8): The Structure of Resistance: Territoriality, Solidarity, Nationalism
Unit 4: (Week 9-11): The Left Movement, Kisan Sabha and Peasants
Unit 5: (Week 12-13):
Rebellion
Unit 6: (Week 14): Case Studies: The Ulgulan of Birsa Munda; The Tana Bhagat Movement,
The Indigo Revolt
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Week 1-2): This unit will study some of the core approaches in the historiography of
peasant movements in world history.
Wolf, Eric. (1966). Peasants, Princeton, Prentice Hall.
Scott, James C. (1976). The moral economy of the peasant: Rebellion and subsistence
in Southeast Asia, New Haven, Yale University Press.
Department of History, University of Delhi
494
Scott, James C. (1987). Weapons of the Weak : Everyday Forms of Peasant Resistance,
New Haven, Yale University Press.
Hobsbawm, Eric. (2010). Bandits, London, Hachette UK.
Alavi, Hamza. (1973). 'Peasant classes and primordial loyalties,' Peasant Studies, Vol. 1,
No. 1, pp. 23-62.
Unit 2: (Week 3-4): This unit will study some of the core approaches in the historiography of
peasant movements in Indian history.
Subaltern studies: writings on South Asian history
and society: Writings on South Asian History and Society, Volume 1, Delhi, Oxford
University Press.
Subaltern Studies. Writings on South Asian History and Society, Volume 2, Delhi, Oxford
University Press.
Guha, Rnajit. (1983). Elementary Aspects of Peasant Insurgency in Colonial India, Delhi,
Oxford University.
Subaltern Studies. Writings on South Asian
History and Society. Edited by Ranajit Guha. Modern Asian Studies, 22(1), 189-224.
India- Economic and Political Weekly, Vol. 23, Issue No. 41 and
Issue 42.
Unit 3: (Week 5-8): This unit will study the structure of peasant resistance through concepts of
territoriality, solidarity and nationalism.
Hardiman, David. (1981). Peasant nationalists of Gujarat: Kheda district, 1917-1934,
Delhi and New York, Oxford University Press.
Siddiqi, Majid Hayat. (1978) Agrarian unrest in North India: The United Provinces,
19181922, New Delhi, Vikas Publications.
movement in Awadh, 1919-Subaltern studies: writings on
South Asian history and society: Writings on South Asian History and Society, Volume 1,
Delhi Oxford University Press.
Madras,
1876-Subaltern studies: writings on South Asian history and
society: Writings on South Asian History and Society, Volume 1, Delhi, Oxford
University Press.
edited Subaltern Studies Subaltern Studies: Writings on South Asian History and Society,
Volume V, Delhi, Oxford University Press.
Department of History, University of Delhi
495
Guha, Ranajit. (1983). Elementary Aspects of Peasant Insurgency in Colonial India,
Delhi, Oxford University.
Hardiman, David. (1995). The Coming of the Devi: Adivasi Assertion in Western India,
Delhi, Oxford University Press.
Stokes, Eric. (1978). The peasant and the Raj: Studies in agrarian society and peasant
rebellion in colonial India, Cambridge, Cambridge University Press.
Fuchs, Stephen. (1965). Rebellious prophets: A study of messianic movements in Indian
religions, Bombay, New York, Asia Publishing House.
Chaudhuri, Binay Bhushan (1972). 'Agrarian movements in Bihar and Bengal, 1919-39,'
in B.R. Nanda ed. Socialism in India, Delhi, Vikas Publications.
pp. 190-229.
Unit 4: (Week 9-11): This unit will focus on the role of the Left Movement and the Kisan Sabha
in peasant movement in India.
Hauser, Walter. (2019). The Bihar Provincial Kisan Sabha, 1929-1942: A Study of an
Indian Peasant Movement, Delhi, Routledge.
-
Dhanagare, Peasant Movements in India, 1920-1950, Delhi, Oxford University Press.
Dhanagare, D.N. (1976). 'Peasant protest and politics: The Tebhaga movement in Bengal,
1946-7,' Journal of Peasant Studies, Vol. 3, No. 3, pp. 360-78.
Pinch ed. Speaking of Peasants: Essays on Indian History and Politics in Honor of
Walter Hauser, Delhi, Manohar.
Peasant Struggles in India,
Oxford and London, Oxford University Press.
sent, Vol. 110, No. 1, pp. 169204.
Unit 5: (Week 12): This unit will consist of the following case studies: the Pabna Revolt, the
Dhanagare, D.N. (1977). 'Agrarian conflict, religion and politics: The Moplah rebellions
in Malabar in the nineteenth and early-twentieth centuries,' Past and Present, Vol. 74,
1977, pp. 112-41.
F. Dale., Stephen. (1975). 'The Mappilla Outbreaks: Ideology and social conflict in
nineteenth-century Kerala,' Journal of Asian Studies, Vol. 35, No. 1, pp. 85-98.
Singh, Suresh, Dust-storm and the Hanging Mist, Calcutta, 1966.
-1932: A Study in Tribal
Subaltern studies: writings on South Asian history and
Department of History, University of Delhi
496
society: Writings on South Asian History and Society, Volume V, Delhi, Oxford
University Press.
- Peasant
Struggles in India, Oxford and London, Oxford University Press.
P
Peasant Struggles in India, Oxford and London, Oxford
University Press.
Sen Gupta, Katyan. (1974). Pabna Disturbances and the Politics of Rent, 1873-1885
(New Delhi, South Asian Books.
Unit 6: (Week 13-14): This unit will consist of the following case studies: The Ulgulan of Birsa
Munda; The Tana Bhagat Movement, The Indigo Revolt
Guha, Ranajit. (1974). 'Neel-Darpan: The image of a peasant revolt in a liberal mirror,'
Journal of Peasant Studies, Vol. 2, No.1, pp.1-46.
Chaudhuri, Binay Bhushan. (1973). 'The story of a peasant revolt in a Bengal District,'
Bengal Past and Present, Vol. 92, No. 2, pp. 220-78.
-98.
Studies in History, Vol. 15, No. 1.
-
Economic and Political Weekly, Vol. 42, No. 19, pp. 1672-1676.
alization: collective
resistance to peasantization among the Mundas, Oraons and Santals, 1858-
Contributions to Indian Sociology, Volume. 11, Issue. 2, pp. 295-327.
Suggested Readings:
Man in India, Vol. xxv, No. 4, December, 1945.
Economic and Political Weekly, Vol. 12, No. 33/34, Special
Number, pp. 1375-1404.
Banerjee, Prathama. (2006). Politics of Time: 'Primitives' and History-writing in a Colonial
Society, New Delhi, Oxford University Press.
Dale, Stephen. (1980). Islamic Society on the South Asian Frontier: The Mapillas of Malabar
, 1498-1922, Delhi, Oxford University Press.
Dasgupta, Sangeeta. (2016) Indian
Economic and Social History Review, Vol. 53:1, Special Issue.
Economic and Political Weekly, Vol. 9,
pp. 1391-1412
Department of History, University of Delhi
497
Guha, Ramachandra. (1989). Unquiet Woods: Ecological Change and Peasant Resistance in
the Himalaya, Delhi, Oxford University Press.
Kling, B.B. (1966). The Blue MutinyThe Indigo Disturbances in Bengal 18591862,
Philadelphia.
Mridula Mukherjee, EPW.
Nandini, Sundar. (2007). Subalterns and Sovereigns: An Anthropological history of Bastar
1854-2006, Delhi, Oxford University Press.
Sengupta, Kalyan Kumar. (1971). 'Agrarian disturbances in Eastern and Central Bengal in
the late nineteenth century,' Indian Economic and Social History Review, Vol. 8, No. 2, pp.
192-212.
Speaking of Peasants: Essays on Indian History and Politics in
Honor of Walter Hauser, Delhi, Manohar.
Wolf, Eric. (1982). Europe and the people without history, Berkeley and Los Angeles:
University of California Press.
Facilitating Teaching Learning Outcome
The course is organized around weekly lectures and reading assignments. Students will have to
read the weekly assigned readings and participate in formal class discussions. There will be
formal class presentations, which while being part of the assessment, also encourage
communication and verbal skills.
Assessment
Students enrolled in the course would have their work assessed in two modes.
1) Each student will have to make a class presentation on a text and theme that will be arrived at
after discussion with the Course Instructor. These presentations will be marked out of 10. Each
student will also have to submit a term paper of not less than 3000 words on a theme chosen by
the Instructor. Students are encouraged to include in their essay, an analysis of their reading of
the text chosen for presentation. They are expected to meet with the instructor to develop and
finalise subjects and materials on which their papers would be based. The term paper will be
marked out of 15 marks.
2) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
498
HSM 414 – MA Final
The Great Revolt, 1857-59
Course Objectives:
The objective of this paper is to examine the diverse historiographical interpretations of the
revolt of 1857 and to look at how the resistance of the period c.1857-59, and its suppression, can
be situated in the longer history of anti-colonial struggles, especially during the nineteenth
century. It seeks to enable students to understand some of the problems that the long-term impact
of colonial historiography has had on writings on the struggles of 1857-59, and acquaint them
with approaches that have more recently tried to broaden historical enquiry regarding the revolt.
The narrower geographical focus of questions pertaining to the revolt in much of the earlier
scholarship has given way to a wider sweep, which in turn has led to fresh questions and
insights. The student would be introduced to some of the debates on the relationship between the
mobilization. Responses of various social classes would be analyzed, providing an opportunity to
understand society, politics and the state in colonial India of the 1850s and beyond.
Learning Outcomes:
At the end of the course, students would be:
Acquainted with problems of sources for writing histories of the revolt, particularly the
excessive reliance on the colonial archive due to its relative profusion.
Familiar with character of the colonial state in the nineteenth century, with its recourse to the
use of violence to establish its authority.
Comprehend the diverse historiographical approaches to the study of revolt anti-colonial
resistance and their ideological moorings.
Grasp the different ways in which individuals and social groups perceived colonial authority,
articulated grievances, opposed or sided with the state or its organs, and the options available
to empire for exercising power.
Understand that politics and authority are inherent features of social and cultural life.
Make sense of the processes whereby resistance and collaboration shaped colonialism during
the second and third quarters of the nineteenth century.
Course Content:
Unit 1: (Week 1): Introduction to the course and discussion on colonial historiography on the
revolt, and its impact.
Department of History, University of Delhi
499
Unit 2 (Week 1): Alternative sources
Unit 3 (Week 2-3): Case studies (1): MeerutDelhi
Unit 4 (Week 4-5): Case studies (2): Kanpur
Unit 5 (Week 6): Case studies (3): Jhansi-Gwalior
Unit 6 (Week 7): Reponses of i) the intelligentsia; ii) peasants; iii) landed elites
Unit 7 (Week 8):
Unit 8 (Week 9): Pan-Indian character of the revolt: Panjab; south India
Unit 9 (Week 10): Pan-Indian character of the revolt: Eastern and north-Eastern India.
Unit 10 (Week 11): Survey of recent trends in historiography, since c.2007
Unit 11 (Week 12): Survey of recent trends in historiography, continued (focus on writings on
lower castes)
Unit 12 (Week 13): Politics of Commemoration: Colonial memorials (Kanpur, Lucknow, the
Unit 13 (Week 14):
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Week 1): This unit will provide an overview of the chronology of the revolt, and
introduce some of the issues relating to problems of historiography on the revolt.
Sen, Surendranath (1957), Eighteen Fifty-Seven, New Delhi: Publications Division.
Joshi, P.C. (Ed.) (1957), Rebellion 1857: A Symposium, Delhi: National Book Trust.
Hibbert, Christopher (1980), The Great Mutiny: India, 1857, Delhi: Penguin.
Stokes, Eric (1986), The Peasant Armed: The Indian Rebellion of 1857, Oxford: .
Husain, Iqbal (Ed.) (2006), Marx on India, Delhi:
Unit 2 (Week 1): This unit will explore some of the alternative sources which might be useful
for undermining the colonial narrative of the revolt.
Russell, Ralph and Khurshidul Islam (Trans. and Eds.) (2010), Ghalib: Life and Letters
(chapters 6 and 7), Delhi: Oxford University Press.
Krishnan Mini (Ed.) and Priya Adarkar, Shanta Gokhale (Trans.) (2014), Mazha Pravas,
Adventures of a Brahmin Priest: My Travels in the 1857 Rebellion, Oxford
Moosvi, Shireen (Ed.) (2008), Facets of the Great Revolt: 1857, Delhi: Tulika,
(especially
Maulvi A).
Unit 3 (Week 2-3):
Meerut, and events at Delhi, will be discussed in this unit, and the different ways in which
these have been depicted in historiography
Department of History, University of Delhi
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Dalrymple, Willaim (2006), The Last Mughal: The Fall of a Dynasty, Delhi, 1857, Delhi:
Viking, (Chapters 5-11).
Letters of Col. Keith Young, compiled by Henry W. Norman and Mrs. Keith Young
(2010), Delhi: Low Price Publications.
Farooqui, Amar (2013), Zafar and the Raj: Anglo-Mughal Delhi, c.1800-1850, Delhi:
Primus, (Chapters 7 and 8; Appendix: B).
Spear, Percival (2002), Twilight of the Mughals, Delhi: Oxford University Press,
Hussain, Syed Mahdi (2006), Bahadur Shah Zafar and the War of 1857 in Dehli, Delhi:
Aakar Books.
Palmer, J.A.B. (1966), The Mutiny Outbreak at Meerut in 1857, Cambridge: Cambridge
University Press.
Unit 4 (Week 4-5): Events at Kanpur, and Awadh, will be discussed in this unit, and the
different ways in which these have been depicted in historiography.
Mukherjee, Rudrangshu (2001) Awadh in Revolt: 1857-1858, Delhi: Permanent Black.
Sen, Surendranath (1957), Eighteen Fifty-Seven, New Delhi: Publications Division
(Chapter 4, including appendix).
Mukherjee, Rudrangshu (1998), Spectre of Violence: The 1857 Kanpur Massacres,
Delhi: Penguin.
Past and Present, pp. 92-116.
Past &
Present, pp. 169-178.
Unit 5 (Week 6): Events at Jhansi and Gwalior will be discussed in this unit, and the different
ways in which these have been depicted in historiography.
Sen, Surendranath (1957), Eighteen Fifty-Seven, New Delhi: Publications Division,
(Chapter 7).
Roy, Tapti (1994), The Politics of a Popular Uprising: Bundelkhand in 1857, Delhi:
Oxford University Press.
gent in 1857-58: The Organization and
Facets of the Great Revolt, Delhi:
Tulika.
Unit 6 (Week 7): This unit will examine the responses of i) the intelligentsia; ii) peasants; iii)
zamindars/talluqdars during the anti-colonial struggle of 1857-59
Modern Asian Studies, Vol.6, no.3, pp. 277-290.
Department of History, University of Delhi
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Pernau, Margrit (2006), The Delhi College: Traditional Elites, the Colonial State and
Education before 1857, Delhi: Oxford University Press, (especially Swapna Liddle,
Russell, Ralph and Khurshidul Islam (Trans. and Eds.) (2010), Ghalib: Life and Letters,
Delhi: Oxford University Press (chapters 6 and 7).
Hartung, Jan-
Mutiny at the Margins Volume: 5: Muslim,
Dalit and Subaltern Narratives, Delhi : Sage.
Pati, Biswamoy (Ed.) (2007), The 1857 Rebellion, Delhi: Oxford University Press,
Moosvi, Shireen (Ed.) (2008), Facets of the Great Revolt: 1857, Delhi: Tulika,
Farooqui, Amar (2013), Zafar and the Raj: Anglo-Mughal Delhi, c.1800-1850, Delhi:
Primus, pp.160-66.
Unit 7 (Week 8): This unit will discuss the role of the sipahis, the reasons for disaffection, and
debates on the character of the munity in the Bengal Army of the East India Company.
Dasgupta, Sabyasachi (2015), In Defence of Honour and Justice: Sepoy Rebellions in the
Nineteenth Century, Delhi: Primus.
Misra, Amaresh (2005), Mangal Pandey: The true story of an Indian revolutionary,
Delhi: Rupa and Co.
Mukherjee, Rudrangshu (2005), Mangal Pandey: Brave Martyr or Accidental Hero?,
Delhi: Penguin.
Alavi , Seema (1995), The Sepoys and the Company: Tradition and Transition in
Northern India, 1770-1830, Delhi: Oxford University Press.
Efforts to Reform its Army, 1796The Historical Journal, pp. 385-401.
Unit 8 (Week 9): This unit will introduce students to some of the research of the past few
decades which has explored the pan-Indian character of the revolt, focussing on Panjab and
southern India
Yadav, K.C. (2014), 1857: The Role of Punjab, Haryana and Himachal Pradesh, Delhi:
National Book Trust.
Rethinking 1857, Delhi: Orient
BlackSwan.
Department of History, University of Delhi
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Unit 9 (Week 10): This unit will introduce students to some of the research of the past few
decades which has explored the pan-Indian character of the revolt, focussing on Eastern
India (including Bihar) , and north-eastern India
Sen, Surendranath (1957), Eighteen Fifty-Seven, Delhi: Publications Division, (Chapter
6)
Rethinking 1857 Delhi:
Orient BlackSwan.
Bhattacharya (Ed.), Rethinking 1857 Delhi: Orient BlackSwan, pp. 165-179.
Unit 10 (Week 11): This unit will survey some of the recent trends in historiography, since c.2007.
Mutiny at the Margins Volume VI:
Perception, Narration and Reinvention: The Pedagogy and Historiography of the Indian
Uprising, Delhi: Sage .
Sabyasachi Bhattacharya
(Ed.), Rethinking 1857, Delhi: Orient BlackSwan.
-hunts, Adivasis and the Uprising in
Economic and Political Weekly, Volume 42, Number 19, pp. 1672-1676.
Economic
and Political Weekly Volume 43, Number 39, pp. 118-119.
Unit 11 (Week 12): This unit will continue the survey of some of the recent trends in historiography,
especially with a focus on lower caste responses.
Crispin Bates (Ed.), Mutiny at the Margins Vol 5: Muslim, Dalit and Subaltern
Narratives, Delhi: Sage.
Mutiny at the Margins Volume: 5: Muslim,
Dalit and Subaltern Narratives, Delhi: Sage.
Tiwari, Badri Nara
Rethinking 1857, Delhi: Orient BlackSwan, pp. 143-164.
-hunts, Adivasis and the Uprising in
Economic and Political Weekly, Volume 42, Number 19, pp. 1672-676.
Economic
and Political Weekly, Volume 43, Number 39, pp. 118-119.
Department of History, University of Delhi
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Unit 12 (Week 13): This unit will discuss the politics of commemoration, focussing on colonial
memorials in Kanpur, Lucknow and Delhi.
World Archaeology, Volume 35, Number 1, pp. 35-60.
Biswamoy Pati (Ed.), The Great Rebellion of 1857 in India: Exploring Transgressions,
Contests and Diversities, London: Routledge.
by Baron Marochetti (1805-The Victorian Web
http://www.victorianweb.org/sculpture/marochetti/30.html.
Chakravarty, Gautam (2004), The Indian Mutiny and British Imagination, Cambridge:
Cambridge University Press.
Unit 13 (Week 14):
memory of the revolt, and contestations over commemoration. It will conclude with a summing
up and review of the course.
Royal Visit to India 1905-1906 by the Prince & Princess of Wales (King George V &
Queen Mary) at http://www.rvi1905-6.com/about.html
A Handbook for Travellers in India, Burma and Ceylon, John Murray, London, 1911
(https://archive.org/details/handbooktravelle00john/page/n6)
Suggested Readings
Pearson, (Ed)., Legitimacy and Symbols: The South Asian Writings of F.W. Buckler,
Michigan: Centre for South and Southeast Asian Studies.
Chakravarty, Gautam (2004), The Indian Mutiny and British Imagination, Cambridge,:
Cambridge University Press.
Chaudhuri, S.B. (1957), Civil Rebellion in the Indian Mutinies, Calcutta: World Press.
Dewar, Douglas, H. L. Garrett and F. W. Buckler (1924),
Transactions of the Royal Historical Society,
London: Royal Historical Society, pp. 131-165.
Guha, Ranajit (1983), Elementary Aspects of Peasant Insurgency Delhi: Oxford University
Press.
-
Journal of British Studies , Volume 3, Number 2, pp. 79-105.
Kaye, J.W. (1988), History of the Sepoy War, Volume: 2, Delhi..
Metcalfe, T.R. (1964), The Aftermath of Revolt: India 1857-70, Princeton: Princeton
University Press.
Department of History, University of Delhi
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Pramod K. Nayar, Pramod K. (Ed.) (2007), The Trial of Bahadur Shah Zafar, Hyderabad:
Orient Longman, (trial proceedings).
Savarkar, V.D. (1960), The Indian War of Independence, Bombay: Dhawale-Popular.
Tope, Parag (2010), , Delhi: Rupa and Co.
Facilitating Teaching Learning Outcome:
The course is organized around weekly lectures and reading assignments. These readings are
cumulative; it is therefore important that no essential reading is left out. Students are expected to
regularly spend some time every week to consult readings in libraries accessible to postgraduate
students. They would also be required to engage in dialogue in the class on themes being
discussed by the instructor. The exercise is to ensure that students comprehend the readings and
develop verbal communication skills. They would also be encouraged to consult relevant
material available online, for which the department provides computer facilities.
Assessment:
There will be two modes of assessing students in this course:
1) There will be an internal assessment exam held in mid-semester. This will be out of 25 marks.
This will consist of two parts: i) one essay on a topic to be selected from 2 or 3 topics given
beforehand to the students; and ii) brief and precise notes or comments on some selected issues
discussed in class, which will allow evaluation of regularity and comprehension in the
classroom, and ability to write succinctly.
2) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
505
HSM 415
History of Labour, Labouring Poor and the Working Class in India, c. 1750-2000
Course Objectives:
The paper will focus on the major themes of labour history in modern India, straddling the
colonial and postcolonial period. The course shall familiarise students with conceptual issues and
historiographical debates along with detailed case studies. The emphasis in this paper will be on
studying Indian labour history in a global comparative perspective.
Learning Outcomes:
At the end of this course the students are expected
To be aware of the main historiographical trends in the field of labour history
To have mastered at least three main texts suggested in the readings
To have astrong chronological aware ness about the development of labour history
To be able to connect the contemporary transformation of labour with the past changes.
To be able to fully grasp the connection between changes in global capitalism and structures
of labour relations .
To be aware of the technology driven future trends in work and work relations .
Course Content:
Unit 1: ( weeks 1-2): Requiem or Revival: Changing concept of Worker and Working Class
Historiography
Unit 2: (week 3): Euro centrism and Indian Working Class Formation-Global Comparisons
Unit 3: (Weeks 4-5): Labour Regimes I- Pre Colonial and early colonial, Slaves, Artisans and
agricultural workers
Unit 4: (Weeks 6-7): Labour Regimes II- Factory, Plantations and Mines
Unit 5: (Week 8): The Gender Question and Labour
Unit 6. ( Weeks 9-10): Forms of Workers Protest and Politics of Labour Movement
Unit 7: (Weeks 11-12): Worker in the Mirror of Law: Legal Regulation of Labour
Unit 8: (Weeks 13-14): Informality and Informal Labour relations.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: ( weeks 1-2): This unit will familiarise students with the historiographical issues and
debates around decline and revival of labour history.
Van der Linden,(2008)Workers of the World :Essays in Global Labour History,Leiden
Department of History, University of Delhi
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and Boston, Brill, pp. 1-63.
International Review of Social
History.Cambridge, Cambridge University Press.
Politics, and the Future of Labor History, International Labour and Working Class
History, Vol. 46 , Fall, pp. 7-32.
Thompson, E.P. (1963). The Making of the English Working Class, NewYork, Vintage
Books, pp. 9-17, pp. 189-212, and 711-746.
(Ed.) Global History of Work, Oldenbourg, Degruyter pp. 3-22.
Labour and Development, pp. 1-23.
Unit 2: (week 3): This unit will focus on on the issues arising out of comparative working class
formation with a special focus on Indian working class formation and its historiography.
Katznelson, Ira and Aristide Zolberg(ed) Working Class Formations:Ninteenth Century
Patterns in Western Europe and the United States, Princeton, Prinecton University Press,
pp3-44, pp397-456.
Global Labour History: A State of the Art,
Bern, PterLang pp147-160.
European Journal of Sociology, Vol 37, pp 180-202 .
Campbell, John McIlroy (ed)Histories of Labour: National and International
Perspectives ,Pontypool, Merlin.
Unit 3: (Weeks 4-5): This unit focusses on the emergence of a novel labour regime in early
colonial India and its pre colonial and metropolitan lineages.
The Origins of Colonial Labour Policy in Late Eighteenth-Century
Madras
International Review of Social History , Cambridge, Cambridge University Press,Vol 44 ,
pp. 159195.
Labour Relations in an Early Colonial Context: Madras, c.1750
Modern Asian Studies , Cambridge, Cambridge University Press,Vol36, No 4, pp.
793826.
Joshi, Chitra. (2013) in Stanzianni,
Alessandro(ed) Labour, Coercion, and Economic Growth in Eurasia, 17th-20th
Centuries,Leiden, Brill pp 273-287.
Department of History, University of Delhi
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Working on Labour:
Essays in honour of Jan Lucassen, Leiden, Brill , pp73-97.
Lucassen, Jan. (2012) Working at the Ichapur Gunpowder Factory in the 1790s (Part I
and II), Indian Historical Review, Vol 39 no 1and 2, pp19-56, pp251-271.
Prakash, Gyan. (2002)Bonded Histories, Genealogy of Labour Servitude in Colonial
India, Cambridge, Cambridge University Press, pp 1-2 and pp218-226.
Relations in Colonial India 1780-
New Delhi, Oxford, pp96-125.
Unit 4: (Weeks 6-7): This unit takes up the establishment and operation of Labour Regimes on
Plantations, Factories and Mines.
and Fall of the Indentured System in Assam Tea Plantations 1840-Journal of
Peasant Studies, Vol 19, No 3and 4, pp142-172.
One Hundred Years of Servitude: Political Economy of Tea
Plantations in Colonial Assam, New Delhi, Tulika books , pp. 1-24 and pp. 252-335.
Chakrabarthy, Dipesh. (1989) Rethinking Working Class History: Bengal 1890-1940,
Princeton, Princeton University Press. pp. 3-65 and pp. 219-235.
Chandavarkar, Raj Narain. (1995) The Origins of Industrial Capitalism in India:
Business Strategies and Working Classes in Bombay 1890-1940, Cambridge, Cambridge
University Press, Chapters 1, 3, 4, 5 and 7.
Joshi Chitra. (2003). Lost Worlds: Indian Labour and its Forgotten Histories. Ranikhet,
Permanent Black, Chapters - Introduction, 2, 3,4 and 6.
Simeon, Dilip. (1995). The Politics of Labour under Late Colonialism: Workers, Unions
and the State in Chotanagpur 1928-1939 , New Delhi, Manohar, pp1-70.
Lucassen (Ed.). Workers in the Informal Sector: Studies in Labour History, New Delhi,
Macmillan pp 97-120.
of Safety in the Jharia Coalfields 1895-The Coal
Nation: History, Ecology and Politics of Coal in, London, Routledge, Chapter 5.
Unit 5: (Week 8): This unit focusses on the emergence of the gender question in history of
Labour in India focussing on household work , paid and unpaid work of women and the
Sen, Samita (1999) Women and Labour in Late Colonial India, The Bengal Jute Industry,
Cambridge, Cambridge University Press, pp1-89.
Department of History, University of Delhi
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- Modern
Asian Studies, Cambridge, Cambridge University Press, Volume 42 No 1, pp 75-116.
Special Issue .Supplement in International Review of Social History,Vol 42, issueS5.
Joshi, ChInternational
Review of Social History , Vol 47, No. 10, pp. 159-175.
Mies, Maria. (2012). The Lacemakers of Narsapur: Indian Housewives Produce for the World
Market Melbourne: Spinifex Press, Preface, Introduction, Chapter 3-6.
Unit 6. ( Weeks 9-10): This Unit will focus on modes of resistance of workers by taking up
specific case studies .
Lost Worlds: Indian Labour and its Forgotten
Histories, Ranikhet: Permanent Black, Chapter 6.
Indian Economic and Social History Review, New Delhi, Sage, Volume 30, No 2and 3
p135-161, pp311-335.
Bhattacharya, Sabyasachi. Capital and Labour in Bombay City, 1928-
Economic and Political Weekly, Vol. 16, No. 42/43 (Oct. 17-24), pp. PE36-PE44.
Chandavarkar , Rajnarayan. ( 1999) Questions of class: The general strikes in Bombay,
1928-1929, Contributions to Indian Sociology , Volume: 33 issue: 1-2, pp 205-237.
Sukomal, Sen. (1990). Working Class in India , History of Emergence and Movement
1830-1990, Kolkata: K.P Bagchi and Co, pp1-65.
Unit 7: (Weeks 11-12): This Unit will familiarise students with the history Labour Regulations
in India in a global comparative perspective
Relations in India 1814- Andreas Eckert (ed)Global History of Work,
Oldenbourg, Degruyter Chapter 9.
Labour 1860- in Douglas Hay and Paul Craven (ed) Masters , Servants and
Magistrates in Britain and The Empire, 1562-1955, Chapel Hill, University of North
Carolina Press.pp455-480.
-
and Paul Craven (ed) Masters , Servants and Magistrates in Britain and The Empire,
1562-1955, Chapel Hill, University of North Carolina Press.pp422-454
Bhattacharya , Debashis (2002)Organized Labour and Economic Liberalization in India:
Past, Present, and Future,in A.V.Jose (ed.), Organized Labour in the 21st Century,
Geneva: ILO, pp.307-346.
Department of History, University of Delhi
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in Economic and Political weekly, Mumbai, Sammeksha Trust, Vol 50 No 12( 21
March)
Sarkar, Aditya ( 2018) Trouble at the Mills:Factory Law and The Emergence of the
Labour Question in late 19
th
Century Bombay ,New Delhi, Oxford University Press ,
Introduction and Chapters 1-3.
Unit 8: (Weeks 13-14): This Unit will reprise the issue of Informal labour and labour relations
focussing on the contemporary transformations in global labouring landscape.
Breman, Jan (2016) At Work in the Informal Economy of India : A Perspective from the
Bottom Up, New Delhi, Oxford University Press, pp 1-44,112-144,pp165-246.
Breman, Jan (1996) Footloose Labour, Cambridge, Cambridge University Press,
Introduction
Breman, Jan (2007) Labour Bondage in West India: Past and Present I, New Delhi,
Oxford University Press, Chapters 1 and 2.
Harriss- White, Barbara (2004) India Working: Essays on Society and Economy
Cambridge, Cambridge University Press, Chapters 1,2 9 and 10.
Bhattacharya, Sabyasachi and Jan Lucassen (ed) (2005) Workers in the Informal
Sector:Studies in Labour History, New Delhi, Macmillan , Introduction.
Agarwala, Rina (2013) Informal Labour, Formal Politics and Dignified Discontent in
India, Cambridge , Cambridge University Press,Chapters 12 and 3.
Sanyal, Kalyan (2014) Rethinking Capitalist Development: Primitive Accumulation,
Governmnetality and Post Colonial Capitalism, New Delhi, Routledge Foreword,
Chapters 1,2,5 and 6.
Srivastava , Ravi ( 2007) Report on Conditions of Work and Promotion of Livelihood in
the Unorganised Sector.New Delhi, National Commission on Enterprises in the
Unorganised Sector, pp1-108.
Standing Guy ( 2016) Precariat:The New Dangerous Class, London, Bloomsbury
Chapters 1-3.
Suggested Readings and Primary Sources
Government of India (1891)Report of the Indian Factory Labour Commission, 1891. Shimla,
Government Printing Press.
Government of India (1919) Report of the Indian Industrial Commission, 1916-1918,
Shimla, Government Printing Press.
J.H Wheatley ( 1931) Report of the Royal Commission of Labour in India . London, H.M
Stationery Office.
P.B Gajendragadkar ( 1969) Report of the National Commission on Labour in India. Delhi.
Government of India ( 1988) Shram Shakti: Report on the SelfEmployed Women in India.
Delhi
Department of History, University of Delhi
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Sengupta , Arjun ( 2009) Report of the National Commission on the Enterprises in the
Unorganised Sector, Delhi.
Teaching and Learning:
The Course is based on lectures and extensive discussion of essential readings assigned to the
students. Students are expected to be prepared to present short reports on the readings assigned
either individually or in groups. Apart from readings primary archival sources, visual sources
including documentaries will be utilised in the teaching of the course.
Assessment:
Students will be assessed in two modes.
1) First they have to present an archival/ field research based assignment of 15 pages maximum
on topics which will be chosen by them in consultation with the instructor at the end of the
semester.The total marks for this assignment and presentation will be twenty five.
2) Secondly at the end of the semester the students will have take an end semester examination
where they have to answer four out of eight questions .The total marks will be 75 for this
examination.
Department of History, University of Delhi
511
HSM 419
The Margins of History: Tribes in Central and Western India
Course Objectives:
This course will study societies living on the various margins of the British empire in India and
their modes of protest against changes under colonial rule during the course of the nineteenth and
first half of the twentieth century. It will introduce students to the rich historiography on the
of empire, including ideas of liberalism, race and ethnology.
Learning Outcomes:
This course will require students to read and analyse a collection of primary texts from the
colonial period through class discussions, presentations and written tutorials. These texts belong
to the genre of colonial ethnographies and students will be required to understand how a primary
history source categorises and classifies a community as tribe or caste. This intellectual exercise
will introduce them to the methods of conducting historical research and also encourage them to
formulate original projects of research in the final semester of their postgraduate programme.
The course will also familiarise students with the historiography on the intellectual history of
Empire and the robust debates in the decades immediately after 1947 on the position of the tribe
in India. The latter will be particularly useful for studying ethnic movements in contemporary
times.
Course Content:
Unit 1: (Week 1-4): Categories and Concepts: Tribe, Race and Human Difference
Unit 2: (Week 4-8): The Tribe in Colonial Ethnography
Unit 3: (Week 8-12): Tribes and the State: Resistance
Unit 4: (Week 12-14): Debating the Tribe-Caste continuum in the time of the Nation.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Week 1-4): This unit will introduce students to writings on Empire and liberalism, race
and ethnology.
Mehta, Uday. (1999). Liberalism and the Empire, A Study in Nineteenth Century British
Liberal Thought, Chicago, University of Chicago Press.
Smith, Adam. (1982). Lectures in Jurisprudence, Liberty Fund, Glasgow, pp. 12-72.
Department of History, University of Delhi
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Meek, Ronald L. (1976). Social Science and the Ignoble Savage, Cambridge, Cambridge
University Press.
Pitts, Jennifer. (2006). A Turn to Empire: The Rise of Imperial Liberalism in Britain and
France, Princeton, Princeton University Press.
Majeed, Javed. (1992). Ungoverned Imaginings, London, Oxford University Press.
Todorov, Tzvetan. (1984). The Conquest of America: The Question of the
Other, trans. Richard Howard, New York, Harper Collins.
Trautman, Thomas R. (1997). Aryans and British India, Berkeley University of
California Press.
Unit 2: (Week 4-8): This unit will study classificatory orders based on occupation, language,
race and caste in the works of colonial ethnographers and implications of this for the
al India: the early origins of
Concept of Race in South Asia, Delhi,
Oxford University Press.
Trautman, Tho Aryans and
British India. Berkeley, University of California Press.
The Journal of Asian Studies Vol.
57, No. 2, pp. 423-441.
Concept of Race in South Asia, Delhi, Oxford University Press.
Primary texts (selected texts from this list will be discussed in class):
Risley, H.H. (1908). People of India, 1908, London, Thacker, Spinks & Co.
Risley, H.H. (1891). Tribes and Castes of Bengal, Vol. 1, Bengal Secretariat Press,
Calcutta.
Crooke, W. (1907). The Native Races of the British Empire, Bengal Secretariat Press,
Calcutta.
Hunter, W.W. (1868). The Annals of Rural Bengal, New York and London, Leypoldt and
Holt.
Dalton, E.T. (1872). The Descriptive Ethnology of Bengal, Government of Bengal
Printing Press, Calcutta.
Ibbetson, Denzil. (1916) Punjab Castes: Races, Castes and Tribes of the People of
Punjab, 1916, Government Printing Press, Lahore.
Dowding, Reverend Charles. (1894). Tea Garden Coolies in Assam, London, Thacker,
Spinks & Co.
Thurston, Edgar. (1909). Castes and Tribes of Southern India, Government Printing
Press, Madras.
Department of History, University of Delhi
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Unit 3: (Week 8-12): This unit will study the political economy of conquest and cultures of
fixing, disciplining and policing communities. It will also study peasant modes of protest.
,
The Journal of Asian Studies, Vol. 56, No. 3.
-
Subaltern Studies, Vol. IX, New
Delhi, Oxford University Press.
Padel, Felix. (1995). The Sacrifice of Human Being: British Rule and the Konds of
Orissa, New Delhi, Oxford University Press.
Singha, Radhika. (2000).
India, Studies in History, Vol. 16, pp. 150--197.
LlIndian
Economic Social History Review, Vol. 45.
Kolsky, Elizabeth. (2010). Colonial Justice in British India: White Violence and the Rule
of Law, New Delhi, Cambridge University Press.
Bannerjee, Prathama. (2006). The Politics of Time, New Delhi, Oxford University Press.
Guha, Ranajit. (1983). Elementary Aspects of Peasant Insurgency in Colonial India,
Delhi, Oxford University Press.
Hardiman, David. (1995). The Coming of the Devi: Adivasi Assertion in Western India,
Delhi, Oxford University Press.
Unit 4: (Week 12-14): This unit will focus on the debates between the Isolationists,
Interventionists, Assimilationists, Integrationists and the Romanticists.
Ghurye, G.S. (1941). The Aborigines so called and their Future, (Reprinted as The
Scheduled Tribes), Gokhale Institute of Politics and Economics Publication No. 11,
Poona
Grigson, W.V. (1938). The Maria Gonds of Bastar, Nagpur, Government Printing Press.
Elwin, Verrier. (1944). The Aboriginals, London, Oxford University Press.
Elwin, Verrier. (1943). The Baiga, London, Oxford University Press.
Elwin, Verrier. The Philosophy for NEFA, Oxford University Press, London.
Thakkar, A.V. (1941). The Problem of the Aborigines in India, R.R. Kale Memorial
Lecture, Poona.
Suggested Readings
Comparative
Studies in Society and History, Vol. 28, pp.356-357.
Writing Culture, The Poetics and Politics of Ethnography, Berkeley, University of California
Press.
Department of History, University of Delhi
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Guha, Sumit. (1999). Environment and Ethnicity in India 1200 - 1991, Cambridge,
Cambridge University Press.
Representation, Beyond Representations: colonial and postcolonial constructions of Indian
ew Delhi.
Nag, Sajal. (2008). Pied Pipers in North East India, Bamboo Flowers, Rat Famine and the
Politics of Philanthropy, 1881-2007, Delhi, Manohar Publications.
Sundar, Nandini. (1996) Subalterns and Sovereigns: An Anthropological History of Bastar,
1854-1996, Delhi, Oxford University Press.
Scott, James. (2011).
in James Scott, The Art of Not Being Governed: An Anarchist History of Upland Southeast
Asia', New Haven, Yale University Press.
Prasad, Archana. (2011). (Second Revised and Expanded Edition) Against Ecological
Romanticism: Verrier Elwin and the Making of an Anti-Modern Tribal Identity, New Delhi,
Three Essays Collective.
Facilitating Teaching Learning Outcome:
The course is organized around weekly lectures and reading assignments. Students will have to
read the weekly assigned readings and participate in formal class discussions. There will be
formal class presentations, which while being part of the assessment, also encourage
communication and verbal skills.
Assessment:
There are three modes of assessing the work of students in this course:
1) Each student will have to choose a primary text from a collection listed by Course Instructor
and make a presentation before the class on the same. These presentations will be marked out of
10.
2) Each student will also have to submit a term paper of not less than 3000 words on a theme
chosen by the Instructor. Students are encouraged to include in their essay, an analysis of their
reading of the primary text chosen for presentation. They are expected to meet with the instructor
to develop and finalise subjects and materials on which their papers would be based. The term
paper will be marked out of 15 marks.
3) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
515
HSM 420
Law and Society in Colonial India
Course Objectives:
This course will examine the formation of a new legal culture and the making of the colonial
legal subject in India under British rule. Its themes will include the nature of pre-colonial legal
regimes and the transition to Company rule; Orientalist discourse and the making of colonial
law; custom and legal codification; criminality and criminalization; gender and law; the nature
and implications of a new documentary regime. We will end with a discussion on the legal
archive and a summing up of the themes we have explored in the course. The course will engage
with important debates in Indian legal history as well as with the different ways in which
historians read and use legal records in their scholarship.
Learning Outcomes:
By the end of the course, students:
Will have an understanding of the major historiographical interventions and debates in the field
of legal history in colonial India.
Will appreciate how historians have critically and creatively used the colonial legal archive.
Course Content:
Unit 1: (Week 1-2): Pre-colonial Legal Regimes and the Transition to the Early Company State
Unit 2 (Week 3-4): Indology and British Rule: The Shastras and the Sharia
Unit 3: (Week 5-6): Custom and Codification
Unit 4: (Week 7-8): Surveillance, Control and Rule
Unit 5: (Week 9-10): Gender and Law in Colonial India
Unit 6: (Week 11-12): The Document Raj: Evidence, Legitimacy, Authority.
Unit 7: (Week 12-13): Law and the Subaltern: Thinking about the legal archive
Unit 8: (Week 14): Summing Up: Colonialism and Law
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1 (Week 1-2): This unit studies the transition to colonialism from pre-colonial legal
systems in India
Singha, Radhika.(1998). A Despotism of Law: Crime and Justice in Early Colonial India,
Delhi: Oxford University Press, pp. 1-35
Department of History, University of Delhi
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and Sumit Guha (eds.) Changing Conceptions of Law and Justice in South Asia, Delhi:
Oxford University Press, pp. 14-29
Courts, Merchants and Identities
Indian Economic and Social History Review 41:3, pp. 269-
92
of Social Issues 24:4, pp. 65-88.
Unit 2 (Week 3-4): This unit will look at the relationship between religious law and colonialism
Women Living Under Muslim Laws, Occasional paper no 7 ,
http://www.wluml.org/node/5627.
Madras in Anne Murphy ( ed.), Time, History and the Religious Imaginary in South Asia,
Routledge, London, 2011, pp. 84-99.
Colonialism and its Forms of Knowledge: The British in India, Princeton: Princeton
University Press, pp. 57-75.
Journal of the American
Academy of Religion, 75:2, pp. 241-267.
Modern Asian Studies 35: 2, pp. 257-313.
Unit 3 (Week 5-6) : This unit will con
indigenous custom.
Colonial Madras in Anne Murphy ( ed.), Time, History and the Religious Imaginary in
South Asia, Routledge, London, 2011, 84-99.
Tradition, Dissent
and Ideology: Essays in Honour of Romila Thapar, Delhi: Oxford University Press, pp.
20-51.
Comparative Studies in Society and History, 39, no 1, pp. 187-212.
Mantena, Karuna. (2010). Alibis of Empire: Henry Maine and the Ends of Liberal
Imperialism, Princeton: Princeton University Press, pp. 119-147.
Unit 4 (Week 7-8): This unit looks at methods of surveillance and rule used by the colonial
state.
Department of History, University of Delhi
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Subaltern
Studies VIII, Delhi: Oxford University Press, pp. 148-187.
Fisch, Jorg, (1983). Cheap Lives and Dear Limbs: The British Transformation of Bengal
Criminal Law, Wiesbaden: F. Steiner, pp. 31-121.
Modern Asian Studies, 33: 3,
pp.657-688.
Modern Asian
Studies, 32: 3, pp. 513-557.
Unit 5 (Week 9-10): This unit looks at important historical moments that throw light on the
relationship between law and gender in colonial India.
Sangari and S Vaid (ed.) Recasting Women: Essays in Indian Colonial History, New
Delhi: Kali for Women, pp. 88-126
Nair, Janaki. (1996). Women and Law in Colonial India: A Social History, Delhi: Kali for
Women.
Sarkar, Tanika. (1993). Rhetoric against Age of Consent: Resisting Colonial Reason and
Death of a Child-Wife. Economic and Political Weekly, 28(36), pp.1869-1878.
Family in Nineteenth-Comparative Studies in Society and
History 47: 3, pp. 611637.
Unit 6 (Week 11-12): This unit looks at the emergence of the colonial state as a documentary
regime.
Public Culture 11:3, pp. 52756.
Raman, Bhavani.( 2012). Document Raj: Writing and Scribes in Early Colonial South
India, Princeton: Princeton University Press, 137-160.
Sa-by-Records and Rule-by-Reports:
Contributions to Indian
Sociology, 19: 1, pp. 153-176.
ices in British
Studies in History, 16: 2, pp. 151-198.
Unit 7 ( Week 13-14) This unit looks at the subaltern as a legal subject.
Partha Chatterjee and Gyanendra Pandey ( eds.), Subaltern Studies 7, Delhi: Oxford
University Press.
Department of History, University of Delhi
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Amin, Shahid. (1987) "Approver's Testimony, Judicial Discourse: The Case of Chauri
Chaura," in Ranajit Guha (ed.), Subaltern Studies V, Delhi: Oxford University Press, pp.
166-202.
Baxi, Upendra.
Subaltern Studies 5,
Delhi: Oxford University Press, pp. 135-165.
(ed.) Subaltern Studies 2, Delhi: Oxford University, pp. 1-42.
Unit 8 (Week 14): This unit will sum up looking at significant scholarly work on law and
colonialism.
Comaroff, JohLaw and
Social Inquiry, 26 (2001), pp. 305-314.
Rudolph, Lloyd and Susanne. (1984). The Modernity of Tradition: Political Development
in India, Chicago: Chicago University Press, pp. 251-95.
Benton, Lauren. (1999) Colonial Law and Cultural difference: Jurisdictional Politics and
the Formation of the Colonial State, Comparative Studies in Society and History, 41:3,
pp. 563-588.
),
Modernization of Law, New York, 1996, pp. 153-165.
Balachandran, Aparna, Pant, Rashmi and Raman Bhavani. Iterations of Law: Legal
Histories from India, Delhi: Oxford University Press, pp. 1-25.
Suggested Reading:
Cover, Robert. (1983 ). Nomos and Narrative, Yale Law School Legal Scholarship Repository.
Facilitating Teaching Learning Outcome:
The class will be based on weekly lectures along with class discussions based on the readings.
Assessment:
There will be three modes of assessing students who take this paper:
1) 10 marks for participation in class discussions on select readings at different junctures of the
course.
2) 15 marks for a research paper with citations and an annotated bibliography.
3) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a total of 75.
Department of History, University of Delhi
519
HSM-421
Language, History and Nationalism in South Asia
Course Objectives:
This course will examine the relationship of language to culture and politics in South Asian
history. Its themes will include the relationship between language, culture and power in pre-
modern India, colonial knowledge production and language, the role of language in shaping
National and regional imaginations in colonial and post-colonial India, the emergence of
linguistic publics and counter-publics (defined through print, literary genres, cultural and
political rhetoric, etc.); social power and language, and the relationship between language and
history writing in India.
Learning Outcomes:
The successful completion of this course will result in the knowledge of the relationship between
language, culture and politics in modern India.
The assignments in reading and writing will result in the development of rigorous
conceptualization, written and verbal expression.
Course Content:
Unit 1 (week 1-2): Language and the nation, some theoretical considerations.
Unit 2 (week 3-4): Languages, literatures and identities in pre-colonial South Asia.
Unit 3 (week 5-7): Language, Print and modern Public Sphere.
Unit 4 (week 8-9): ion and the
transformation of Indian languages and identities.
Unit 5 (week 11-12): Language, community, gendered personifications and nationalism in
colonial India.
Unit 6 (week 13-14): Language politics in post-colonial India.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1 (week 1-2): This unit will survey the theoretical-Historiographical scholarship that seeks
to define nationalism and the conceptual ways in which it places language in such definitions.
Anderson, Benedict. (1991) Imagined Communities: Reflections on the Origin and
Spread of Nationalism, London: Verso
Bayley, C.A. (2001) Origins of Nationality in South Asia: Patriotism and Ethical
Government in the Making of Modern India, New Delhi, Oxford Univrsity Press.
Department of History, University of Delhi
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The Indian Economic and
Social History Review 38, pp. 399-419
Gellner, Ernest. (1983) Nations and Nationalism, England, Basil Blackwell, pp. 1-63
Goswami, Manu. (2002) "Rethinking the Modular Nation Form: Toward a
Sociohistorical Conception of Nationalism" Comparative Studies in Society and History
44, pp. 770-799
Hobsbawm, E.J. (2012) Nations and Nationalism Since 1780: Programme, myth, reality,
Cambridge: Cambridge University Press, pp. 1-45
Nandy, Ashis. (2006) "Nationalism, Genuine and Spurious" EPW 41, pp. 3500-504.
Renan, Ernst. (1992). "What is a Nation?" text of a conference delivered at the Sorbonne
--Pocket,
(translated by Ethan Rundell)
http://ucparis.fr/files/9313/6549/9943/What_is_a_Nation.pdf
Sen, Amartya. (2008) "Is Nationalism a Boon or a Curse" EPW 43, pp. 39-44
Unit 2 (week 3-4): In this unit, students will study pre-modern language order in South Asia and
the patterns of imagining oneself and the other. They will examine (A) some scholarly
perspectives about the nature of language orders in pre-modern South Asia and (B) discursive
representations of different peoples and communities. Thus, students will understand how
community Identities were shaped in pre-modern discourses? They will also understand what
significant differences these representations demonstrate from their modern forms.
Chattopadhyaya, Brajadulal. (1998). Representing the Other? Sanskrit Sources and the
Muslims, Delhi: Manohar, especially pp. 13-91
Naregal, Veena. (2001). Language Politics, Elites, and the Public Sphere, Delhi:
Permanent Black. (Chapter 1)
Pollock, Sheldon (2006). The Language of the Gods in the World of Men: Sanskriti,
Culture and Power in Premodern India, California: University of California Press.
Pollock, Sheldon. (2003). (Ed.), Literary Cultures in History: Reconstructions from South
Asia, Berkeley: University of California Press, (Specially read the essays by Sheldon
Pollock pp. 39-130 and Muzaffar Alam pp. 131-198.)
is Jr., ed., Islam and Cultural Change in the Middle
Ages, Wiesbaden: Otto Harrasowitz, pp. 107-26
Studies in History, 18, pp. 274-96.
Unit 3 (week 5-7): This unit will explore how the Transition from Oral and Manuscript Cultures
to the Print Culture (even though there never existed an absolute divide between the two)
Transformed Languages, Literature and community identities. How was this transition
responsible for the rise of nationalism? With the view to find answer to this question, the unit
Department of History, University of Delhi
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will survey the historiographical debate on the nature and impact of print culture. Though the
main focus of this course is colonial South Asia, the unit will also examine the Western
European historical trajectories so as to evolve an informed theoretical understanding.
Blackburn, Stuart. (2001). Print, Folklore and Nationalism in Colonial South India,
Delhi, Delhi: Permanent Black (Especially Introduction, Chapter 5 and Conclusion, pp.
1-25 and 143-190).
Eisenstein, Elizabeth L. (1979). The Printing Press as an Agent of Change:
Communications and Cultural Transformations In Early-Modern Europe, New York:
Cambridge University Press (Specially see the Preface, Part 1 and the Conclusion.
Ghosh, Anindita. (2006). Power in Print: Popular Publishing and the Politics of
Language and Culture in a Colonial Society (1778-1905), Delhi: Oxford University Press
Printing Press as an Agent of Change: Communications and Cultural Transformations In
Early-Modern Europe by Elizabeth L. Eisenstein) The Journal of Interdisciplinary
History, 11, pp. 265-286.
Johns, Adrian. (1998). The Nature of the Book: Print and Knowledge in the Making,
Chicago: University of Chicago Press
Priolkar, A.K. (1958). The Printing Press in India, Bombay: Marathi Samshodhana
Mandala
Robinson, Francis (1
ed., The Transmission of Knowledge in South Asia: Essays on Education, Religion,
History, and Politics, Delhi: Oxford University Press
Stark, Ulrike (2007). An Empire Of Books: The Naval Kishore Press and the Diffusion of
the Printed Word in Colonial India, Delhi: Permanent Black (Specially Introduction and
Ch. 1.)
Unit 4 (week 8-9): This unit studies the changes brought about by the colonial intervention in
the field of knowledge production and education which transformed language order And the
pattern of the representation of socio-religious and linguistic communities in India. We will
focus under this rubric on indological and similar other studies of India and various institutional
practices of colonial state in the field of language.
and Ch. Radha Gayathri. (Eds.). Education in Colonial India: Historical Insights, New
Delhi: Manohar, pp. 187-226
Colonialism and Its Forms of Knowledge, New Delhi: Oxford India Paperbacks, pp. 16-
56.
Department of History, University of Delhi
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in his An Anthropologist among the Historians and Other Essays, Delhi: Oxford India
Paperback
Das, Sisir Kumar. (1978) Sahibs and Munshis: An Account of The College Of Fort
William, New Delhi: Orion Publications
Dodson, Michael S. (2010) Orientalism, Empire and National Culture: India 1770-1880,
New Delhi: Cambridge University Press
Trautmann, Thomas R. (2004) Aryans and British India, First Published University of
California Press, 1997, republished in India, New Delhi: Yoda Press
Unit 5 (week 11-12): This unit will examine that how central were the questions of gender,
community and language within Indian nationalism during colonial period. What is the
relationship of gender, language and community with nation? Under this theme, we will focus on
the iconography or symbolic configuration of Indian nationalism during late 19th and early 20th
century, such as the cry of holy-cow, the icon of mother, and the tendency of nationalism to
engender language; Hindi Urdu controversy and the underlying communal consciousness etc.
Communal and Pan-Islamic Trends in Colonial
India, Manohar: Delhi, 1981.
Dalmia, Vasudha (1999) The Nationalization of Hindu Tradition: Bharatendu
Harishcandra and Nineteenth Century Benaras, Delhi: Oxford University Press
Bharat Mata',
EPW 36 pp 4291-4299.
King, Christopher (1994) One Language, Two Scripts: The Hindi Movement in
Nineteenth Century North India, New Delhi: Oxford University Press
Rai, Alok. (2001) Hindi Nationalism, Delhi: Orient Longman
Ramaswamy, Sumathi (1993) "En/gendering Language: The Poetics of Tamil Identity",
Comparative Studies in Society and History, 35, pp. 683-725
Talwar, Vir Bharat. (2002) Rassa Kashi: 19vi sadi ka Navjagaran aur Pashchimottar
Prant, Delhi: Saransh Prakashan
Unit 6 (week 13-14): this unit studies the position of the post-independence nation-state on
language question. It critically surveys the Constituent Assembly debates pertaining to the issue
of language and subsequent official Policy Framework. Secondly, this unit deals with major
language Movements in post-independence India, which re-emerged after independence in
context of the formation of states on linguistic lines. It thus particularly explores how the
language question was dealt with by the Indian state and what does it conceptually tell us in
general about the relationship of language with nation-state.
EPW. vol.
L, no. 8, pp. 47-56.
Department of History, University of Delhi
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EPW XXXV pp.
1837-45.
R. Bhargava, ed., Politics and Ethics of the Indian Constitution, New Delhi: Oxford
University Press, pp. 354-391
-making and Political Safeguards for Minorities: An
Discourse, Democracy
and Difference: Perspectives on Community, Politics and Culture, Delhi: Sahitya
Akademi, pp. 271-308
Brass, Paul (1974) Language, Religion and Politics in South Asia, Cambridge:
Cambridge University Press, (Specially Introduction pp 3-50 and Chapters 3-5 pp 119-
275).
Gupta, Jyotindra Das (1970) Language Conflict and National Development, Berkeley:
University of California Press, (specially chapters V and VI pp 127-196)
Hany Babu, M.T (2017) "Breaking the Chaturvarna System of Languages: The Need to
EPW, 3, pp. 112-119
King, Robert D. (1997) Nehru and the Language Politics of India, Delhi: Oxford
University Press, 1997.
Mitchell, Lisa (2009) Language, Emotion, and Politics in South India: The Making of a
Mother Tongue, Indiana University Press
Ramaswamy, Sumathi (1997) Passions of the Tongue: Language Devotion in Tamil
India, 1891-1970, Berkeley: University of California Press
Suggested Readings:
Nation and Narration, New York: Routledge and Keegan Paul
Chatterjee, Partha. (1993) Nationalist Thought and the Colonial World: A derivative
Disccourse? and The Nation and Its Fragments: Colonial and Post Colonial Histories,
(Specially Whose Imagined Community), in Partha Chatterjee Omnibus, Delhi: Oxford
University Press
Diacritics, 29, pp. 128-134.
Chatterjee, Partha. (2004) "Empire after Globalization", EPW, 39, pp. 4155-4164.
Darnton, Robert. (2001) "Literary Surveillance in the British Raj: The Contradictions of
Liberal Imperialism," Book History, 4, pp. 133-176
Darnton, Robert. (2002) "Book Production in British India, 1850-1900," Book History, 5, pp.
239-62.
IndEPW, xlv, pp. 37-46.
Department of History, University of Delhi
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The Medieval History Journal, 14, pp 151-157
Kopf, David. (1969) British Orientalism and the Bengal Renaissance: The Dynamics of
Indian Modernization, 1773-1835, Berkeley: University of California Press
The Journal of Asian
Studies, 66, pp 819-825.
Tagore, Sir Rabindranath. (1971) Nationalism, San Francisco, The Book Club of California
Thompson, E.P. (Ed.). (1991), (with and Introduction by
Thompson), London, Paperback
Facilitating Teaching Learning Outcome:
Since the main method of teaching this course is through a combination of lectures and
discussion, certain texts will be specified for each unit in advance for students to read before the
lecture so that they can learn with engagement. The exercise is to ensure that students
comprehend the readings and develop verbal communication skills.
Assessments:
There are two levels of assessment: internal assessment of 25 marks and the end-semester
examination of 75 Marks.
1) For internal assessment, students are asked to either write an assignment, or appear in a test, or
give an open book exam (as specified by the teacher at the beginning of the semester). Students
are expected to meet with the teacher to develop and finalize subjects and materials on which
their assignment/test/openbook examination for internal assessment would be based.
2) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75.
Department of History, University of Delhi
525
HSM 423
Aspects of Book History in India
Course Objectives:
The objective of the course is to show that the history of the book is an interdisciplinary venture
connected to the technological development of paper and print since the early modern era. This
course will also demonstrate that the Book has been associated with institutional history of
knowledge centres (monasteries and universities) and book trade across cities. In its printed
form, the history of the book has informed epochal events such as the Renaissance, the
Learning Outcomes:
At the end of this course, the student would be in a position:
to appreciate the dual nature of the Book as a commodity as well as a text, both the material
and textual aspects of this cultural artifact.
to observe major world events (such as the Renaissance, the Enlightenment, Protestant
Reformation, French Revolution, etc. ) through the lens of book history.
Course Content
Unit 1 (Week 1): Theoretical debates on the printed book
Unit 2 (Week 2-3): Manuscript (Scribal) Culture before 1450
Unit 3 (Week 4): Books after the Moveable Type: The Incunabula c. 1450-1500
Unit 4 (Week 5-6): 16
th
-Century Print & Protestant Reformation
Unit 5 (Week 7-8): 17
th
-Century Print & Dutch Golden Age
Unit 6 (Week 9-10): 18
th
-Century Print in England & Continental Europe
Unit 7 (Week 11-12): Printing press and the Public Sphere
Unit 8 (Week 13): Print in early colonial India (before 1885)
Unit 9 (Week 14): Print in the age of Indian nationalism
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1 (Week 1): This unit will cover key debates on the historiographical significance of the
printed book.
Daedalus (Summer), 111 (3):
6583.
Department of History, University of Delhi
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American
History Review 107 (1): 87-105.
The American Historical
Review, Vol. 107 (1): 106-125.
Unit 2 (Week 2-3): This unit will briefly introduce students to the history of manuscript books
before 1450.
Greenblatt, Stephen (2012) The Swerve: How the Renaissance began, London: Vintage
Books.
listair McCleery (2006) The Book
History Reader.
Thomas, Marcel, “Manuscripts” in Lucien Febvre and Henri-Jean Martin (1976) The Coming of
the Book, London: Verson; reprinted by Seagull, Calcutta, 2006, pp. 7–24.
Unit 3 (Week 4): This unit will discuss select examples of the first fifty years of early print
(C.E. 1450-
Eisenstein, Elizabeth (1993) The Printing Revolution in Early Modern Europe,
Cambridge: Cambridge University Press [Ch. 2: Defining the initial shift, pp. 12-41].
Febvre, Lucien and Henri-Jean Martin (1976) The Coming of the Book, London: Verson;
reprinted by Seagull, Calcutta, 2006 [Sec.8.1: From Manuscript to Pinted Book, pp. 286-
302].
Gleeson-White, Jane (2011) Double Entry, London: Allen & Unwin, pp. 49-90.
Lotte Hellinga (2007) “The Gutenberg Revolution” (pp. 207-219) in Simon Eliot and Jonathan
Rose (eds.) A Companion to the History of the Book, Malden, MA & Oxford: Blackwell.
Unit 4 (Week 5-6): This unit will cover aspects of book history in the context of the 16
th
century
in general and of the Protestant Reformation in particular.
Davis, Natalie Zemon (1975) Society and Culture in early modern France, Stanford:
Stanford University Press [ch. 7: Printing and People, pp. 189-226].
Eisenstein, Elizabeth (1993) The Printing Revolution in Early Modern Europe,
Cambridge: Cambridge University Press [Ch. 6: Western Christendom disrupted, pp.
148-186].
Febvre, Lucien and Henri-Jean Martin (1976) The Coming of the Book, London: Verson;
reprinted by Seagull, Calcutta, 2006, [Sec. 8.3: The Book and the Reformation, pp. 332-
370].
Unit 5 (Week 7-8): This unit will introduce book history during the 17
th
century
Department of History, University of Delhi
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Nadler, Steven (2014)
Birth of the Secular Age, Princeton: Princeton University Press.
Harline, Craig E. (1987) Pamphlets, Printing, and Political Culture in early Dutch
Republic, Dordrecht: Martinus Nijhoff Publishers, pp. 111-133.
Unit 6 (Week 9-10): This unit will introduce book history during the 18
th
century
Darnton, Robert (1996) The Forbidden Best-Sellers of Pre-Revolutionary France, New
York: W.W. Norton & Company.
Johns, Adrian (1998) The Nature of the Book: Print and knowledge in the Making, Chicago &
London: Chicago University Press [Ch. 3: “The advancement of wholesome knowledge”: The
politics of print and the practices of propriety, pp. 187- 265].
Unit 7 (Week 11-12): Birth of the Public Sphere & Print Capitalism
Habermas, Jurgen (1989) The Structural Transformation of the Public Sphere: An Inquiry
into a Category of Bourgeois Society, Cambridge & Oxford: Polity Press [ Ch. 3:
Political functions of the public sphere, pp. 57-88].
Benjamin Constant (1815) “On freedom of thought,” in Constant, Principles of Politics Applicable
to all Governments, trans. Dennis O’Keeffe, Indianapolis: Liberty Fund, pp. 102-124.
Alexis de Tocqueville (1835/2004) Democracy in America, New York: Bentam Dell. [Free Press in
America, Read vol.1, ch.xi & vol.II, bk.II, ch. vi].
Anderson, Benedict (1983) Imagined Communities, London & New York: Verso.
(revised ed. 2006).
Unit 8 (Week 13): This unit will discuss the coming of paper and print in colonial India with
special reference to the period before the age of nationalist printing.
David
Finkelstein and Alistair McCleery (eds.) The Book History Reader, pp. 190-204.
Bayly, C.A. (2012) Recovering Liberties: Indian Thought in the Age of Liberalism and
Empire, Cambridge University Press, pp. 73-103.
Stark, Ulrike (2008) Empire of Books: The Naval Kishore Press and the Diffusion of the
Printed Word in colonial India, Delhi: Permanent Black.
Raman, Bhavani (2012) Documentary Raj: Writing and Scribes in early colonial South
India, Chicago: University of Chicago Press.
Unit 9 (Week 14): This unit will discuss different themes that intersect with the history of the
book in colonial India.
Blackburn, Stuart (2003) Print, Folklore and Nationalism in colonial South India, Delhi:
Permanent Black.
Department of History, University of Delhi
528
Ghosh, Anindita (2006) Power in Print: Popular Publishing and the Politics of Language
and Culture in a Colonial Society, 1778-1905, Delhi: Oxford University Press.
Ogborn, Miles (2007) Indian Ink: Script and Print in the making of the English East
India Company, Chicago & London: University of Chicago Press.
Venkatachalapathy, A.R. (2012) The Province of the Book, Ranikhet: Permanent Black.
Suggested Readings
Briggs, Asa and Peter Burke (2009) A Social History of the Media from Gutenberg to the
Internet, Cambridge: Polity.
Boorstin, Daniel J. (1985) The Discoverers, New York: Vintage Books, [Read ch. 61 “Empire of the
Learned” pp. 489-497].
Elizabeth Eisenstein (1979) The Printing Press as an Agent of Change: Communications and Cultural
Transformation in early-modern Europe, Cambridge: Cambridge University Press.
Jack, Belinda (2012) The Woman Reader, Yale University Press.
McDermott, Joseph P. (2006) A Social History of the Chinese Book: Books and Literati
Culture in late Imperial China, Hong Kong: Hong Kong University Press.
Poe, Marshall T. (2011) A History of Communications: Media and Society form the
Evolution of Speech to the Internet, New York: Cambridge University Press.
Postman, Neill (1994) The Disappearance of Childhood, New York: Vintage Books [on how
print impacts the idea of childhood].
Sinha, Mrinalini (2006) Spectre of Mother India: the Global Restructuring of an Empire,
Delhi: Kali for Women.
Studies in History (n.s.) 10 (2): 273 290.
Facilitating Teaching Learning Outcome
Unit 1 covers theoretical and methodological questions across time and space; but units 2 - 6 are
organized chronologically; units 7 9 are again arranged on a scheme that blends both thematic
and chronological elements. The reading list also attempts to achieve some degree of balance in
terms of geographical coverage.
Assessments:
There will be two mode of assessing the work of students enrolled in this course:
1) For the purpose of Internal Assessment (carrying 25 marks), students are encouraged to write
a term paper on a topic of their choice in the field of book history. Alternatively, students will be
Department of History, University of Delhi
529
given a set of readings consisting of both primary and secondary sources. They will be asked to
identify some researchable questions and prepare an essay of about 2000 3000 words with the
help of the resources provided by the course teacher. Students are required to have verbal
presentation of their written assignment in small groups of their own formation.
2) End-semester examination of three-
the prescribed syllabus and this will be marked out of 75 marks. In the current format, students
are expected to answer four out of eight questions.
Department of History, University of Delhi
530
HSM-428
Cultures of Intimacy in Colonial India
Course Objectives:
The objective of this course is to study cultures of intimacy in colonial India and teach students
about various private and public spaces, where human relationships and socio-cultural idioms
were being reconstituted in the period. It guides students to analyse everyday life, spheres of
work, home and leisure, which were undergoing changes, within the wider context of colonial
modernity. The course studies cultures of intimacy through varied themes and subjects, including
age of consent and child marriage debates, implications of education for women, reimagining of
love, marriage, family life and friendship, and changing roles and meanings of servants,
hijras and clothing.
Learning Outcomes:
After the successful completion of this course, students will:
Have knowledge about various notions and kinds of intimacies that were experienced in
colonial India.
Understand how intimacies were expressed in literary genres, cultural spheres, print media
and in actual practices.
Appreciate how and why family increasingly became a locus of identity and a building block
of national belonging.
Comprehend how love, marriage, romance and togetherness were reformulated in colonial
India, and provided with new meanings.
Be able to analyse changes in personal relationships in the period.
Have a firm grasp over shifting meanings of motherhood, prostitution, servants, hijras and
clothing in colonial India
Course Content:
Unit 1: (Week 1-2): Social Reforms: Age of Consent and Child Marriage Debates
Unit 2: (Week 3-4): Gender, Education and Print: Literary Expressions
Unit 3: (Week 5-6): Reconstituting Love, Marriage and Family Life
Unit 4: (Week 7-8): Servants in Colonial India
Unit 5: (Week 9-10): Prostitution and its Changing Meanings
Unit 6: (Week 11-12): The Icon of Motherhood, Goddess and Mother India
Unit 7: (Week 13): Clothing Matters
Unit 8 (Week 14): Hijras in Colonial India
Department of History, University of Delhi
531
Essential Readings and Unit Wise Learning Outcomes:
Unit 1: (Week 1-2): This unit will examine debates around the intimate sphere of marriage and
Age of Consent.
Age of Consent Committee, Government of India. (1928). Report 1928-1929, Calcutta:
Central Publication Branch.
Anagol-
South Asia Research, 12 (2), pp. 100-18.
Kumar, Radha. (2016). Stree Sangharsh ka Itihaas, 1800-1990 [in Hindi]. Delhi: Vani
Prakashan.
South Asian History and Culture, pp. 1-22.
Age of Consent Debate in Colonial
Feminist Studies, 26 (3), pp. 601-22.
Unit 2 (Week 3-4): This unit will study the intimate and intricate relationship between women
and education, and its literary expressions in print.
Colonial North India, South Asia Research, 20 (2), pp. 89-118.
-Known Story of the Education of
Girls in Twentieth- mar (ed.), Women as Subjects: South
Asian Histories, Charlottesville: University Press of Virginia, pp. 211-32.
-un-
Modern Asian Studies, 24 (1),
February, pp. 147-72.
Orsini, Francesca. (2002). The Hindi Public Sphere 1920-1940: Language and Literature
in the Age of Nationalism
-308.
Magazines in Colonial India, 1890-, 14 (4), pp. 59-82.
Menon, Dilip M. (2010). Adhunik Bharat ka Sanskritik Itihas. Delhi: Orient Blackswan,
Chapter 2 [in Hindi].
Orsini, Francesca (2013). Hindi Lokvritt, trans. Nilaabh. Delhi: Rajkamal Prakashan,
Chapter 6 [in Hindi].
Unit 3 (Week 5-6): This unit will understand how love, marriage and family life was
reconstituted in colonial India.
Chowdhry, Prem. (2007). Contentious Marriages, Eloping Couples: Gender, Caste and
Department of History, University of Delhi
532
Patriarchy in North India, Delhi: Oxford University Press, Chapter 1.
-Colonial North
Modern Asian Studies, 36 (1), pp. 195-221.
Majumdar, Rochona. (2009). Marriage and Modernity: Family Values in Colonial
Bengal, Durham: Duke University Press, Chapter 5.
in Nineteenth-Modern Asian Studies. 34 (2), pp. 349-78.
Sarkar, Tanika. (2001). Hindu Wife, Hindu Nation: Community, Religion and Cultural
Nationalism, Delhi: Permanent Black, Chapter:
and Nationalism in Nineteenth-
Gupta, Charu. (2008).
Tadbhav, 18: 26-39 [in Hindi].
4 (Week 7-8): This unit will focus on the relationship between servants and masters in colonial
India.
Journal of Social
History, 37 (3), Spring, pp. 681-708.
-
Women's History Review, 3 (4), pp. 54962.
British Employers and their Servants in the Nineteenth-
Identities: Global Studies in Culture and Power, 22 (6), pp. 70621.
Studies in History, 34 (2), pp. 141-63.
Unit 5 (Week 9-10): This unit will examine the changing meanings of courtesans and prostitutes
in colonial times.
19
th
Economic and Political Weekly, November 6, pp. 2461-72.
Journal of the History of Sexuality, 4 (4), pp. 579-602.
Oldenburg, Veena Talwar. (1990
Feminist Studies, 16 (2), pp. 259-87.
Tambe, Ashwini. (2009). Codes of Misconduct: Regulating Prostitution in Late Colonial
Bombay, New Delhi: Zubaan.
Begums and Bibis to abandoned Females and Idle Women:
Sexual Relationships, Venereal Disease and the Redefinition of Prostitution in Early
The Indian Economic and Social History Review, 46 (1), pp.
5-25.
Department of History, University of Delhi
533
Vijayshree, Priyadarshini. (2014). Devdasi ya Dharmik Vaishya: Ek Punarvichar. Delhi:
Vani Prakashan [in Hindi].
Unit 6 (Week 11-12): Icons of motherhood, goddesses and Mother India will be studied in this
unit.
Economic and Political Weekly, 36 (45), November 10, pp.
4291-9.
The Journal of Asian Studies, 67 (3), August, pp. 819-53.
Anandamath, and Hindu
Economic and Political Weekly, September 16, pp. 3959-69.
ning Mother India: Feminism and Nationalism in
Late-Feminist Studies, 26 (3), Autumn, pp. 623-44.
Unit 7 (Week 13):
of khadi cloth in the period.
Bayly, Christop
Society, 1700-The Social Life of Things: Commodities
in Cultural Perspective, Cambridge: Cambridge University Press, pp. 285-322.
Chakrabarty, Dipesh.
KhadiJournal of Human Values, 5 (1) , pp.3-13.
Economic and Political Weekly, XLVII (42), 20 October, pp. 76-84.
Tarlo, Emma. (1996). Clothing Matters: Dress and Identity in India, New Delhi: Penguin
Books.
Trivedi, Lisa N. (2007). ,
Bloomington: Indiana University Press.
Unit 8 (Week 14): The unit will study how and why hijras faced increasing marginalisation.
Hinchy, Jessica. (2019). Governing Gender and Sexuality in Colonial India, The Hijra, c.
1850-1900, Cambridge: Cambridge University Press.
masculation: Being Muslim and Becoming Hijra in
Asian Studies Review, 36 (4), December, pp. 495-513.
-
Modern Asian Studies, 21 (2), pp. 371-87.
Reddy, Gayatri. (2005). With Respect to Sex: Negotiating Hijra Identity in South India,
Chicago: University of Chicago Press.
Suggested Readings:
Department of History, University of Delhi
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Bandyopadhyay, Aparna. (2016). Desire and Defiance: A Study of Bengali Women in Love,
1850-1930, Delhi: Orient Blackswan, Chapter 1.
Banerjee, Swapna M. (2004). Men, Women and Domestics: Articulating Middle-Class
Identity in Colonial Bengal, Delhi: Oxford University Press.
Burton, Antoinette. (2003). Dwelling in the Archive: Women Writing House, Home and
History in Late Colonial India, New York: Oxford University Press.
Chatterjee, Indrani (ed.). (2004). Unfamiliar Relations: Family and History in South Asia,
Delhi: Permanent Black.
Ghosh, Durba. (2006). Sex and the Family in Colonial India: The Making of Empire,
Cambridge: Cambridge University Press.
Gupta, Charu. (2001). Sexuality, Obscenity, Community: Women, Muslims and the Hindu
Public in Colonial India, Delhi: Permanent Black.
John, Mary E. and Janaki Nair (eds). (1998). A Question of Silence: The Sexual Economies of
Modern India, Delhi: Kali for Women.
Levine, Philippa. (2003). Prostitution, Race and Politics: Policing Venereal Disease in the
British Empire, New York: Routledge.
Orsini, Francesca (ed.). (2006). Love in South Asia: A Cultural History, Cambridge:
Cambridge University Press.
Orsini, Francesca. (2009). Print and Pleasure: Popular Literature and Entertaining Fictions
in Colonial North India, Delhi: Permanent Black, Delhi.
Vanita, Ruth and Saleem Kidwai (eds). (2000). Same-Sex Love in India: Readings from
Literature and History, Delhi: Macmillan.
Gupta, Charu. (2012). Streetva se Hindutva Tak: Aupniveshik Bharat mein Yaunikta aur
Sampradayikta. Delhi: Rajkamal Prakashan [in Hindi].
Gupta, Manmathnath. (2005). Stri Purush Sambandhon ka Romanchkari Itihaas. Delhi: Vani
Prakashan [in Hindi].
John, Mary E., Janaki Nair (eds). (2008). Kamsutra se Kamsutra Tak: Adhunik Bharat Mein
Sexuality ke Sarokar, trans. Abhay Kumar Dube. Delhi: Vani Prakashan [in Hindi].
Facilitating Teaching Learning Outcome:
The course is organized around weekly lectures and discussions based on the readings. Students
will be asked to write an essay on one of the topics of the course, with footnotes and
bibliography, and further readings will be given to them on their chosen topic, so that they can
go in much more depth on a particular topic, thus preparing them for future and further research.
This would also facilitate rigorous conceptualization and written expression.
Assessment:
There will be three modes of assessing students in this course:
Department of History, University of Delhi
535
1) There will be an internal assessment exam held in mid-semester. This will be out of 10 marks.
2) Students will also be asked to submit a written essay of 3000 words with footnotes and
bibliography, which will be out of 15 marks.
3) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
536
HSM 432
History of Education in Colonial India: Social Attitudes, Colonial State and Nationalism,
(Late 18th to mid 20th Century)
Course Objectives:
This thematic course aims to familiarise students with the ideological and historiographical
debates on various issues of education in colonial India. It will provide students an opportunity to
critically examine the nature, potentials and limitations of the educational agency of colonial
state, Christian missionaries, social/religious reformers and leaders of anti-colonial freedom
struggle.
Learning Outcomes:
The course would provide a crucial window for students to understand contradictory
processes through which modern apparatus of education evolved in India and its relationship
with social reproduction and change;
The successful completion of this course will result in the knowledge of various debates
around the politics of education in colonial India;
The assignments in reading and writing will result in the development of rigorous
conceptualization and written expression.
Course Content:
Unit 1 (week 1-2): Pre-colonial or indigenous education in India and its interface with colonial
apparatus of education.
Unit 2 (week 3-5): Ideological and administrative contexts of the making of colonial education.
Unit 3 (week 6-8): Historiography of Colonial Education and The educational struggles of the
disprivileged and social reformers: context, issues and agency.
Unit 4 (week 9-11): Aspects of Curricular Knowledge in Colonial Education: its social
orientation and politics.
Unit 5 (week 11-12): Colonial policies on Education during late 19th and early twentieth
century.
Unit 6 (week 13-14): Nationalist Discontents with Colonial Policies and Alternatives in
Education during late 19th and early twentieth century.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1 (week 1-2): This unit will focus on the encounter between pre-modern indigenous
arrangements of education and Western style modern education in India during late 18th and
Department of History, University of Delhi
537
19th century. It will critically examine the discourse and activities of different agencies that
shaped the hegemonic superiority of colonial system of education and marginalized indigenous
education. The unit will juxtapose salient features of both kinds of educational arrangements and
underline the continuities and the breaks, similarities and dissimilarities between the two. This
exercise will aim at evolving a fresh comprehension of respective structures of indigenous and
colonial systems of education, role of state and community in their management, and their
implications for social reproduction, inequality and amelioration of difference.
Acharya, Poromes -British Era:
Economic and Political Weekly 13, 1983-88
Crook, Nigel. ed., (1996) The Transmission of Knowledge in South Asia: Essays on
Education, Religion, History, and Politics, Delhi, Oxford University Press, (Essays by
Poromesh Acharya and Kazi Shahidullah)
Dharampal ed., (1983) The Beautiful Tree: Indigenous Education in the Eighteenth
Century, New Delhi, Biblia Impex, (Specially Introduction)
Dibona, Joseph. ed., (1983) One Teacher One School, New Delhi, Biblia Impex
(Specially Introduction).
Educational Despatch from the Court of Directors of the East India Company, to the
Governor General of India in Council, No.49, 19th July 1854, Printed in J. A. Richey, Ed.
(1922). Selections from Education Records, Part II (1840-1859), Bureau of Education
India, Calcutta: Superintendent Government Printing.
Educational Despatch from the Court of Directors of the East India Company, to the
Governor General of India in council, No. 4, 7th April 1859, Printed in J. A. Richey, Ed.
(1922). Selections from Education Records, Part II (1840-1859), Bureau of Education
India, Calcutta: Superintendent Government Printing, 1922.
Seminar, 638, pp. 30-6.
Hunter, William Wilson. (1883) Report of the Indian Education Commission, Calcutta,
Superintendent of Government Printing, (Specially Chapter 3, pp. 55-79).
Seth, Sanjay. (2008) Subject Lessons: The Western Education of Colonial India, Delhi,
OUP, pp. 17-46
Unit 2 (week 3-5): This unit will discuss how and why certain scholars and administrators of late
18th and early 19th centuries championed the idea of patronizing oriental knowledge and
institutions? How and why different ideological camps evolved by the second quarter of the 19th
century favored Anglicist perspective and condemned the orientalist approach? What were the
similarities and disjunctions between the orientalist and the anglicists? What have been the
implications of their respective understandings of India? Is it problematic and simplistic to view
introduction of English education?
Department of History, University of Delhi
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in his An Anthropologist among the Historians and Other Essays, India, Oxford India
Paperback
Dodson, Michael S. (2010) Orientalism, Empire and National Culture: India 1770-1880,
New Delhi, Cambridge University Press, (Intro and Chapters 1-3.
The Journal of the Royal
Asiatic Society of Great Britain and Ireland 2, 305-15
Gupta, Vikas
Agnihotri, Arun Chaturvedi, Ved Dan Sudhir, and Rajni Dwivedi, eds., Macaulay,
Elphinstone Aur Bhartiya Shiksha, New Delhi: Vani Prakashan
Modern Asian Studies 20 pp.
401-46
Kopf, David. (1969) British Orientalism and the Bengal Renaissance: The Dynamics of
Indian Modernization (1773-1835), University of California Press (Specially Ch. 1-3, 9-
10 and 13-14)
Trautmann, Thomas R. (1997) Aryans and British India University of California Press
(republished in India, 2004) Yoda Press, New Delhi, (Chapter 1-4)
Zastoupil, Lynn. & Moir, Martine. ed., (1999) The great Indian Education Debate -
Documents related to the orientalist-anglicist controversy, 1781-1843, London, Curzon
Press, (Specially Introduction).
Unit 3 (week 6-8): This unit is comprised of two interrelated components: 1. It traces different
historiographical shifts in the approach of scholars of education in colonial India. And 2. It
explores the historiography of the issues and challenges in the education of marginalized groups
in colonial India. The unit also discusses a historiographical riddle that who played the most
the colonial state, Christian Missionaries, social reformers, or leaders from within the hitherto
excluded groups themselves? Hence, this unit provides us an entry point to the Issues pertaining
to the education of disprivileged.
Basu, Aparna. (1974) The Growth of Education and Political Development in India,
(1898-1920), Delhi, Oxford University Press
Bhattacharya, Sabyasachi. ed., (1998) The Contested Terrain: Perspectives on Education
in India, New Delhi, Orient Longman Limited (Specially the Introduction).
Bhattacharya, Sabyasachi. ed., (2002) Education and the Disprivileged: Nineteenth and
Twentieth Century India, New Delhi: Orient Longman Private Limited, (Specially the
Introduction and the essays by Eleanor Zelliot, A. Satyanarayana, Chinna Rao Yagati, G.
Nancharaiah, Joseph Bara, Samita Sen and Parimala V. Rao)
Carnoy, Martin. (1974) Education as Cultural Imperialism, New York, Longman Inc.,
(Specially Introduction and Chapter 3.)
Department of History, University of Delhi
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'untouchable' educational protest in late nineteenth-IESHR 37, pp.
383-422.
Crook, Nigel. ed., (1996) The Transmission of Knowledge in South Asia: Essays on
Education, Religion, History, and Politics, Delhi, Oxford University Press, (Specially
Introduction and the essay by J.B., Harrison).
Kumar, Krishna. (2014) Politics of Education in Colonial India, New Delhi, Routledge
Kumar, Krishna. and Oesterheld, Joachem. eds., (2007) Education and Social Change in
South Asia, New Delhi, Orient Longman (Essays by Sanjay Seth, Heike Liebau, Sonia
Nishat Amin, and Margret Frenz)
Rao, Parimala V. ed., (2013) New Perspectives in the History of Indian Education, New
Delhi, Orient BlackSwan (Introduction and essay by Eleanor Zelliot).
Viswanathan, Gauri. (1990) Masks of Conquest: Literary Study and British Rule in India,
London, Faber and Faber
Unit 4 (week 9-11): This unit will critically examine the apparatus of production and
prescription of curricular knowledge in colonial India; the motifs and the nature of this
knowledge in terms of its overall value orientation; the contemporary debates on textbooks; the
historiographical notions of its impact on the individuals and groups; and the breaks and the
continuities with the epistemology of indigenous education, the Orientalists and the Anglicists.
Basu, Aparna. (1982) Essays in the History of Indian Education, New Delhi, Concept
Publishing Company, (Specially Chapter 3)
Bhattacharya, Sabyasachi. (ed., (1998) The Contested Terrain: Perspectives on
Education in India, Orient Longman Limited, (See the articles by Naresh Prasad Bhokta,
Deepak Kumar, B.R. Tomunson and S. Irfan Habib.)
Mid- Indian History Congress Proceedings, 68th Session, pp 1113-
23.
Seminar 638, pp 30-36.
and Citizenship in Colonial India), Shiksha Vimarsh, 10, pp. 19-27
Jain
Concerns and Lessons), Shiksha Vimarsh, 14, pp. 183-191
in India: Colonial Roots and Postcolonial
Curriculum Studies in India: Intellectual Histories,
Present Circumstances New York, Palgrave Macmillan, pp. 111-39
Social
Scientist 18, pp. 4-26
Department of History, University of Delhi
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Kumar, Krishna. (2014) Politics of Education in Colonial India, New Delhi: Routledge,
2014, (Especially chapters 3 and 4)
-colonial
Invoking the Past: The Uses of
History in South Asia, ed. Daud Ali, New Delhi, Oxford University Press
Stark, Ulrike. "Knowledge in Context: Raja Shivaprasad (1823-95) as hybrid intellectual
and people's educator." In Michael Dodson and Brian Hatcher eds., (2012) Trans-
Colonial Modernities in South Asia, Routledge pp. 68-91
Unit 5 (week 11-12): The unit critically examines the major contours of different
pronouncements, committees and commissions on education setup during late 19th and early
twentieth century.
Basu, Aparna. (1974) The Growth of Education and Political Development in India,
(1898-1920), Delhi, Oxford University Press
Basu, Aparna. (1982) Essays in the History of Indian Education, New Delhi, Concept
Publishing Company, pp. 1-27, 39-90.
Ghosh, Suresh Chandra (2000) The History of Education in Modern India (1757-1998),
New Delhi, Orient Longman Limited, First Published 1995, Revised Edition 2000, pp 92-
176
-
Minerva 26, pp. 463-92
Kumar, Deepak. Bara, Joseph. Khadria, Nandita. and Gayathri, Ch. Radha. eds., (2013)
Education in Colonial India: Historical Insights, New Delhi, Manohar, pp 147-324
Naik, J.P. & Nurullah, Syed. (2004 reprint)
(1800-1973), Delhi, Macmillan India Ltd.
Unit 6 (week 13-14): Besides critically exploring salient features of the educational discourse of
freedom struggle at a general level, this unit also draws upon The particular examples of
Swadeshi experiments; the struggles over legislations concerning Compulsory Primary
Education; and the scheme of NaiTalim advocated by Mahatma Gandhi and Dr. Zakir Husain.
EPW, 32, pp 601-06.
Bhattacharya, Sabyasachi. Bara, Joseph. and Yagati, Chinna Rao. eds., (2003) Educating
the Nation: Documents on the Discourse of National Education in India (1880-1920),
Kanishka Publishers Distributors (Specially Introduction).
Chatterji, Basudev. ed., (1999
Press for ICHR, (Vol. I. chapter 8.)
Gandhi, Mahatma. (1938) Educational Reconstruction, Wardha, Hindustani TalimiSangh
What is Worth Teaching? Orient
Longman, (Third Edition), Ch. 9, pp 111-128
Department of History, University of Delhi
541
SAGE Open, SAGE Publications.
http://journals.sagepub.com/doi/abs/10.1177/2158244017727037
ry Primary Education In Baroda State: Retrospect And
Progress of Education, Poona, and thereafter published
in book form).
Response to the W
Education and Social Change in South Asia, New Delhi, Orient Longman, pp. 166-195
India, 1840- mala V. Rao ed., New Perspectives in the History of Indian
Education, New Delhi, Orient BlackSwan, pp. 151-175
n eds., The Living
Gandhi: Lessons of Our Times, New Delhi, Penguin Books India, pp. 163-179
-Ambedkarka Muktidai
Sudhir, Ved Dan. and Rajni Dwivedi. eds., Macaulay, Elphinstone Aur Bhartiya Shiksha,
New Delhi, VaniPrakashan, pp. 82-95.
Sarkar, Sumit. (1973) Swadeshi Movement in Bengal (1903-1908)
House, (Chapter 4, pp. 149-181).
SAGE Open, Sage Publications,
http://journals.sagepub.com/doi/pdf/10.1177/2158244013510302
Suggested Readings:
Bagchi, Barnita. Fuchs, Eckhardt. and Rousmaniere, Kate. eds., (2014) Connecting Histories
of Education and Transnational Cross-Cultural Exchanges in (Post)Colonial Education,
Berghahn Books, (Essays By Eckhardt Fuchs and Sabyasachi Bhattacharya).
Balagopa
Childhood 9, pp. 19-34
Cambridge Historical Journal, X, pp. 224-29
The Journal of the Royal
Asiatic Society of Great Britain and Ireland 1, pp. 91-94
Indian Economic and Social History Review
(IESHR), 21, pp. 385-88
Department of History, University of Delhi
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Bhattacharya, Sabyasachi. Bara, Joseph. and Yagati Chinna Rao. eds., Development of
Women's Education in India: A Collection of Documents (From 1850 to 1920), New Delhi,
Kanishka, (Especially the Introduction)
Chatterjee, Partha (1998) The Present History of West Bengal: Essays in Political Criticism,
Oxford India Paperback, (Chapter 2)
The American Historical
Review 58, pp. 824-53
tances of Curriculum
Curriculum Studies in India: Intellectual Histories,
Present Circumstances, New York, Palgrave Macmillan, pp. 83-110
Inclusive
Vol. 1, No. 12. (January). http://www.theinclusive.org/posts/2018-01-spart-04.html
EPW 21, pp 9-24.
Kumar, Krishna. (1991) Political Agenda of Education: A Study of Colonialist and
Nationalist Ideas, India, Sage Publications
Kumar, Nita. (2000) Lessons from Schools: History of Education in Banaras. Sage
Publication, (Specially Introduction).
LajpatRai. (1966) The Problem of National Education in India, New Delhi, Publications
Division
Malik, Jamal. (2000) ed., Perspectives of Mutual Encounters in South Asian History (1760-
1860)Brill Publishers (Specially the essays by C.A. Bayly, Avril A. Powell, Gail Minault and
Jamal Malik)
EPW 31, pp. 1011-24
Social Change 19, pp. 3-
17.
The Hudson Review 63, pp. 91-99
Sengupta, Indra. and Ali, Daud. (2011) eds., Knowledge Production, Pedagogy, and
Institutions in Colonial India, New York, Palgrave Macmillan (Specially the Introduction).
Seth, Sanjay. (2008) Subject Lessons: The Western Education of Colonial India, Oxford
University Press
Stokes, Eric. English Utilitarians in India, Oxford University Pres. (Specially Part I).
Cristine Sleeter, Shashi Bhushan Upadhyay, Arvind K. Mishra and Sanjay Kumar. eds.,
School Education, Pluralism And Marginality: Comparative Perspectives, Hydarabad, Orient
Blackswan, pp. 152-180
Whitehead, Clive. (2003) Colonial Educators: The British Indian and Colonial Education
Service 1858-1983, London, I.B.Tauris
Department of History, University of Delhi
543
Commission 1882-Education Research and Perspectives, 31, pp. 120-136
Facilitating Teaching Learning Outcome:
Since the main method of teaching this course is through a combination of lectures and
discussion, certain texts will be specified for each unit in advance for students to read before the
lecture so that they can learn with engagement. The exercise is to ensure that students
comprehend the readings and develop verbal communication skills.
Assessment:
There are two levels of assessment: internal assessment of 25 marks and the end-semester
examination of 75 Marks.
1) For internal assessment, students are asked to either write an assignment, or appear in a test, or
give an open book exam (as specified by the teacher at the beginning of the semester). Students
are expected to meet with the teacher to develop and finalise subjects and materials on which
their assignment/test/openbook examination for internal assessment would be based.
2) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75.
Department of History, University of Delhi
544
HSM-433
Mahatma Gandhi: Man, Ideas, Philosophy and Practices
Course Objectives:
has been the source of inspiration for peace and civil rights movements throughout the world.
This course traces Gandhian philosophy, the evolution and practical application of his ideas,
techniques of non-violent resistance, and his attitudes toward the economy, society and state. The
objective of this course is to
Thus the role of ideas and views of Mahatma Gandhi on the foundational philosophical and
political issues of our times is main concern.
Learning Outcomes:
At the end of the course, students would:
Identify historical contexts that influenced Gandhi.
Be able to understand the creative tension experienced by Gandhi in the process of his
evolution.
ahimsa, swaraj and
sarvodaya.
satyagraha.
To critically assess Gandhi and his legacy on logical, ethical or historical grounds.
might not do so.
Course Content:
Unit 1: (Week 1-2):Making and Influences on Gandhi-the activist-thinker; perspectives on
Unit 2: (Week 3-4):Hind Swaraj-
Unit 3: (Week 5): Gandhi as an author: A study of the Autobiography.
Unit 4: (Week 6):
-
Unit 5: (Week 7-8):
Unit 6: (Week 9-10):the reform of tradition and orthodoxy.
Department of History, University of Delhi
545
Unit 7: (Week 11-12): -economic thought and Sarvodaya-the Constructive
Program.
Unit 8: (Week 13):
Unit 9 (Week 14):Gandhian economic thought and alternatives to industrial capitalism.
Essential Readings and Unit Wise Learning Outcome:
Unit 1: (Week 1-2): This unit will interpret Mahatma Gandhi's career and the development of
various segments of his personal, ideological and cultural identity and influences.
Raghuramaraju (Ed.), Debating Gandhi: A Reader, New Delhi: Oxford University Press.
Devji, Faisal. (2012), The Impossible Indian: Gandhi and the Temptation of Violence,
Cambridge, MA: Harvard University Press. chapters 1 & 2.
: the Heritage
of Kathiawad and Gujarat Journal of Asian Studies, 30, pp.36l-72.
Guha, Ramchandra.(2013).Gandhi before India, Delhi: Penguin.
Modern Asian Studies, vol. 3, no. 4, pp. 305-319.
Liberal Democracy in the NineteeHistory of the Present, Vol. 7, No. 1, pp.
33-58.
,
,
.
Unit 2 (Week 3-4):Hind
Swaraj
- Reading Hind Swaraj Today
EPW, vol. XLIV, no. XI, pp. 41-48.
Hardiman, David. (2004).Gandhi in His and Our Time, New Delhi: Oxford University
Press, Chapter 4.
Gandhi, M.K.(1997).Hind Swaraj and other writings, (ed.), Anthony J. Parel, Cambridge:
Cambridge University Press.
Nationalist Thought & the Colonial World, London: Zed Books. pp.
85-102.
Debating
Gandhi: A Reader, New Delhi: Oxford University Press, 2012, pp. 195-222.
Public Culture, Vol. 23, no. 2, pp. 43148.
Department of History, University of Delhi
546
-
Public Culture,Vol 23, no. 2 ,pp.417-429.
. (1909).
, : .
Unit 3 (Week 5): This unit will take Autobiography of Gandhi as a historical document which
also works at a metaphorical level as the story of a soul in quest of Truth.
Majeed, Javed.(2007).Autobiography, Travel and Postnational Identity: Gandhi, Nehru and
Iqbal, London: Palgrave Macmillan.
Gandhi. M. K. (1927,rpt.2002).An Autobiography or The Story of My Experiments
withTruth, trans. Mahadev Desai, Ahmedabad: Navjivan.
Shinohara, eds., Other Selves: Autobiography and Biography in Cross-Cultural
Perspective. Oakville: Mosaic Press,pp.73-113.
Debating Gandhi: A Reader, New Delhi: Oxford University Press, pp. 151-171.
.(2011).
, : .
Unit 4 (Week 6): This unit will demonstrate an understanding of pervasive principles in
Truth and ahimsa (non-violence).
Raghuramaraju, Debating Gandhi: A Reader, New Delhi: Oxford University Press, pp.
248-266.
-EPW, vol.
XLVIII, no. 23, pp. 1-48.
Devji, Faisal.(2012). The Impossible Indian: Gandhi and the Temptation of Violence,
Cambridge, MA: Harvard University Press, chapters 5 & 6.
Gandhi, Leela. (1996-
Cultural Critique, no. 35, pp. 105-147.
-Major Gandhi: Indian Nationalism and Non-Violent
The Journal of Asian Studies,vol. 73, no.3,pp. 689709.
-violence and the Pursuit
American Historical Review, vol. 115, no. 2,
pp. 453-473.
Iyer,Raghavan N.(2000).The Moral and Political Thought of Mahatama Gandhi, Delhi:
Oxford University Press, Chapters 4,7, 8 & 9.
- Social Scientist, vol.
34, no. 5-6, pp. 84-103.
Unit 5 (Week 7-8): This unit focuses on the political thought of satyagraha as a positive peace
building strategy and as a process of civil disobedience or nonviolent resistance.
Department of History, University of Delhi
547
Hardiman, David. (2004). Gandhi in His and Our Time, Delhi: Oxford University Press,
Chapter 3.
Iyer, Raghavan N.(2000).The Moral and Political Thought of Mahatama Gandhi, Delhi:
Oxford University Press, Chapters 10 & 11.
Dalton, Dennis.(1998).Delhi: Oxford University
Press, pp. 91-138.
Gandhi as a
Political Strategist: With Essays on Ethics and Politics, New Delhi: Gandhi Media
Centre, pp. 43-59.
Ahmed, Talat. (2019).Mohandas Gandhi Experiments in Civil Disobedience. London:
Pluto Press.
Unit 6 (Week 9-10):
religion into all spheres of life for religious harmony and peace.
Bilgrami, Akeel. (2014). Secularism, Identity, and Enchantment, Cambridge: Harvard
University Press, Chapters 4 & 5.
Chatterjee, Margaret.(1983). , New Delhi: Macmillan.
Devji, Faisal.(2012). The Impossible Indian: Gandhi and the Temptation of Violence,
Cambridge, MA: Harvard University Press, Chapters 3 & 4.
Gandhi. M. K. (1994). What is Hinduism, New Delhi: National Book Trust.
Hardiman, David. (2004). Gandhi in His and Our Time, Delhi: Oxford University Press,
Chapter 7.
Skaria, Ajay.(2016). Unconditional Equality: Gandhi's Religion of Resistance, Delhi:
Permanent Black.
Unit 7 (Week 11-12): This unit unfolds Gandhian constructive programme for the promotion of
communal harmony, gender equality, removal of untouchability, education (Nai Taleem),
promotion of social and economic equality.
Brown, Judith.(1989). Prisoner of Hope, New Haven and London: Yale University Press.
Hardiman, David. (2004). Gandhi in His and Our Time, New Delhi:OUP, Chapters 5 &
6.
Kish Debating
Gandhi: A Reader, Delhi: Oxford University Press, pp. 269-322.
Gender and History, vol.18.1,pp.130-149.
Debating Gandhi: A Reader, Delhi: Oxford
University Press, pp. 359-388.
EPW,
vol.23, no. 8, pp. 377-387.
Department of History, University of Delhi
548
Social Scientist, vol. 37, no. 1-2, pp. 64-70.
From
Untouchable to Dalit: Essays on the Ambedkar Movement, Delhi, Manohar Publications,
pp.150-183.
Unit 8 (Week 13):
(Gramswaraj), rights and duties, means and ends will be studied in this unit.
Hardiman, David. (2004). Gandhi in His and Our Time, Delhi: Oxford University Press,
Chapters 2 and 4.
Modern Asian Studies, vol. 3,
no. 4, pp. 377-393.
of the State: Sources, Contexts,
Modern Intellectual History, vol. 9, no. 3. pp. 535563.
Social Scientist, vol.
34, no. 5-6, pp. 50-69.
Citizenship Studies, vol. 15, nos. 67, pp. 659678.
Iyer,Raghavan N.(2000).The Moral and Political Thought of Mahatama Gandhi, Delhi:
Oxford University Press, Chapters 3,12 & 13.
Shingavi, Snehal,(2013).The Mahatma misunderstood: the politics and forms of literary
nationalism in India, New York: Anthem Press.
Unit 9 (Week 14): this unit traces Gandhian encounters with poverty and his alternatives for
development through bread labour, utilities and wants, self-reliance and self sufficiency
trusteeship, khadi and village industries, agrarian economy and cooperatives.
Bawa, R.S.
EPW, vol. 31, no.47, pp. 3048-49.
Dasgupta, Ajit K. (1996). , London: Routledge.
Gandhi, M.K. (1960), Village Industries, (Compiled by R.K. Prabhu), Ahmedabad:
Navajivan Publishing House.
EPW, vol. 23, No. 7, pp.311-320.
Koshal,
American Journal of Economics and Sociology, vol. 32, no. 2, pp. 191-209.
Pani, Narendar.(2002). Inclusive economics: Gandhian method and contemporary policy,
New Delhi: Sage.
Colonial IndiaSouth Asia Research , vol. 11, no. 2, pp. 134-157.
Department of History, University of Delhi
549
Suggested Further Readings:
Ambedkar, B.R.(1970). Gandhi and Gandhism, Jullundur, Bheem Patrika Publications.
Bhattachraya, Sabyasachi.(2011). Talking Back: The Idea of Civilization in the Indian
Nationalist Discourse, Delhi: Oxford University Press.
Bhattachraya, Sabyasachi (2006).The Mahatma and the Poet: Letters and Debates Between
Gandhi and Tagore, 1915-41, New Delhi: National Book Trust.
Collected Works of Mahatma Gandhi, (1956). Ahmedabad, Navjivan Press, (first
edition), (selected assigned readings).
Erikson, Erik K.(1969). Gandhi's truth on the origins of militant non-violence, New York:
Norton.
Kumar, Aishwary.(2015). Radical equality: Ambedkar, Gandhi, and the risk of democracy,
California: Stanford University Press.
Nandy, Ashis.(1987). Traditions, Tyranny and Utopias: Essays in the Politics of Awareness,
Delhi: Oxford University Press.
Parekh,Bhiku C.(1999).
Discourse, New Delhi: Sage.
Facilitating Teaching Learning Outcome:
The course is organized around weekly lectures and assignments based on the themes and topics
of the course. Students will be participating in course readings based group discussions. The
course, aims at developing a rational insight with a focussed objective of comprehending the
course content and develop oratory skills of the students.
Assessments:
Internal Assessment will be a continuous process based on three fold approach of reading,
understanding and articulation. Students enrolled in the course would have their work assessed in
three modes.
1) There will be a 10 marks internal assessment exam held in mid-semester.
2) Students will be expected to submit a 15 marks research paper on one of the topics of the
course.
3) There will be an end of term semester examination covering the entire course. This will be a 3
hours duration University examination and students will be required to answer 4 out of 8
questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
550
HSM - 438
Select Problems in History and Historiography
Course Objectives:
A conceptual investigation into the nature of historiography and historical practice, this course
takes as its point of departure a debate that has emerged within modern Indian historiography on
the nature of the historical enterprise and its relationship with modernity. The two key threads to
be pursued are (1) historical practice via the questions around epistemology and narrative;
differences and continuities between the pre-modern and the modern, and (2) Historical practice
and its relationship to collective and personal agency, and the constitutio
consciousness. Arguments from different historical traditions will be analysed to address these
problems.
Learning Outcomes:
At the end of the course, students would:
Understand the relationship between historical consciousness and the modern discipline of
history
Understand the relationship between historical consciousness and political consciousness
Understand the epistemological problems involved in the practice of historical writing
Explore the relationship between different historical traditions and modern historical practice
Course Content:
Unit 1(Weeks 1-4): History and its Modern Origins. Relationship between Modernity and the
West. Recent Critiques.
Unit 2 (Weeks 5-7): -
and Literature)
Unit 3(Weeks 8-12): -
(Epistemology)
Unit 4(Weeks 13-14): History and Politics
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Weeks 1-4): This unit will study the conceptualization of History and its modern
much as the recent critiques of this relationship as they have emerged from the study of modern
India.
Department of History, University of Delhi
551
Koselleck, Reinhart. (2002). The Practice of Conceptual History, Stanford: Stanford
University Press, [Chapters 4,10,13]
Between Past and
Future, New York: Penguin.
History and Theory Vol. 34, No.
2
Guha, Ranajit. (2002). History at the Limit of World History, New York: Columbia
University Press.
Chakrabarty, Dipesh. (2000). Provincializing Europe Princeton: Princeton University
Press, [Chapters 1,4]
Subrahmanyam, Sanjay, D. Shulman and V. N. Rao. (2011). Textures of Time, Ranikhet:
Permanent Black, pp. 1-93; 209-271
- History and Theory Vol. 46, No. 3,
pp. 366-383
Chattopadhyaya, B.D. (2018). The Concept of Bharatvarsha and Other Essays, Delhi:
Oxford University Press.
Grafton, Anthony. (1997). The Footnote: A Curious History Cambridge: Harvard
University Press.
Unit 2: (Weeks 5-7): This unit will analyze the relationship between forms of historical
understanding and the conceptualization of language and literature
Studies in Social
Sciences and Humanities Vol 10, No. 2, Shimla: Indian Institute of Advanced Study
Bilimoria, Purushottama. (2008). Sabdapramana New Delhi: D.K. Printworld
[Selections]
Ricoeur, Paul. (1990). Time and Narrative Vol. I, Chicago: University of Chicago Press,
[Part I]
Nietzsche, F.W. (1989) On the Genealogy of Morals, New York: Vintage Books
Unit 3 (Weeks 8-12): This unit will analyze the epistemological presuppositions and
implications of the study of History from diverse regions and traditions.
Mohanty, J.N. (1993)
Essays on Indian Philosophy: Traditional and Modern, Delhi: Oxford University Press.
Chattopadhyaya, D.P. (2001). Ways of Understanding the Human Past, New Delhi:
Centre for Studies in Civilisations
History and
Theory Vol. 38, No. 3, pp. 307-321
Huang, Chun-”
History and Theory Vol. 46, No. 2, pp. 180-188
Department of History, University of Delhi
552
Is There a Chinese Mode of Historical Thinking? A Cross-Cultural
History and Theory Vol. 46, No. 2 , pp. 201-209
Sartori, A Companion to Global Historical Thought, Oxford: Wiley-Blackwell, pp. 34-
46.
Alam, Muzaffar (2008) The Languages of Political Islam in India, Ranikhet: Orient
Blackswan [Selections]
Khilidi, Tarif. (1995). Arabic Historical Thought in the Classical Period, Cambridge:
Cambridge, University Press.
Funkenstein, Amos. (1989). Theology and the Scientific Imagination, Princeton:
Princeton, University Press, [Part IV]
Hegel. G.W.F. (1991). Elements of the Philosophy of Right, New York: Cambridge
University Press, [Preface and Introduction]
Marx, Karl. (1999). Poverty of Philosophy New York: International Publishers, [Chapter
2]
Banaji, Jairus. (2010). History as Theory, Leiden: Brill, [Selections]
Unit 4 (Weeks 13-14): This unit will analyze the relationship between political identity and
historical understanding more generally but will also focus on key primary sources from modern
India in addressing this issue.
Schmitt, Carl. (2006) Political Theology, Chicago: University of Chicago Press.
Michael Foucault (2002) Society Must be Defended, New York: Picador.
Bandyopadhyay, Sibaji. (2016). Three Essays on the Mahabharata New Delhi: Orient
Blackswan, [Essay I]
Deshpande, G.P. Ed. (2012). Selected Writings of Jyotitao Pule New York: Leftword
Books.
Ambedkar, B. R. (1989). Who Were the Shudras. V. Moon, (Ed.). Dr Babasaheb
Ambedkar: Writings and Speeches, Vol VII, Bombay: Education Dept, Govt. of
Maharashtra.
Am V. Moon, (Ed.).
Dr Babasaheb Ambedkar: Writings and Speeches Vol. III, Bombay: Education Dept,
Govt of Maharashtra.
Savarkar, V. D. (1969). Essentials of Hindutva Veer Savarkar Prakashan
Nehru, Jawaharlal. (2004). Discovery of India, Delhi: Penguin [Selections]
Walter Benjamin,
Illuminations New York: Schocken.
Facilitating Teaching Learning Outcome:
Department of History, University of Delhi
553
This is a readings based seminar course with students expected to read and discuss the texts
during every class. They will be asked to make short presentations in every class in order to
develop their persuasive and analytical abilities. More readings may be suggested keeping each
Assessment:
There will be three kinds of assessments.
1) Students will be assessed on their oral contributions in every class. They will have to make a
short presentation in every class.
2) They will also be required to write one long research paper. They will have to inform and seek
permission from the teacher on the topics/texts chosen for the research paper in advance. They
may also be given more readings in relation to their topics.
3) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
554
HSM 439
Trials of Imperial Jurisprudence
Course Objectives:
This course investigates the relationship between sovereignty and law and does so through a
of the conceptual problems regarding the nature of law and its practices and then moves on to
study the specific court proceedings of particular cases listed below.
Learning Outcomes:
At the end of the course, students would:
Understand the conceptual issues involved in relating sovereignty, politics and law
Understand foundational concepts in jurisprudence and their relationship to legal practice
Understand the nature of colonial law
Understand the relationship between the nationalist movement and the colonial legal regime
Be able to read and analyse primary sources.
Course Content:
Unit 1 (Weeks 1): Sovereignty and Law: General Reflections
Unit 2 (Week 2-3): Understanding Criminal Law
Unit 3 (Week 4): Law in the British Empire
Unit 4 (Week 5-6): The British Empire and India
Unit 5 (Week 7): The Imperial/Colonial Legal Regime in India:
Unit 6 (Week 8-9): The Trial of Bahadur Shah Zafar
Unit 7 (Week 9-10): The Trial of B.G. Tilak
Unit 8 (Week 11-12): The Trial of Bhagat Singh
Unit 9 (Week 13): The Trial of M.K. Gandhi
Unit 10 (14): The INA Trials
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES
Unit 1 (Week 1): This unit will analyze the relationship between Sovereignty and Law.
Agamben, Giorgio. (2005). State of Exception, Chicago: University of Chicago Press.
Benton, Lauren. (2010). Search for Sovereignty, Cambridge: Cambridge University
Press, [Selections]
S
Journal of Law and Society, pp. 279-302
Department of History, University of Delhi
555
Unit 2 (Week 2- 3): This unit will focus on certain conceptual problems in jurisprudence.
Norrie, Alan. (2000). Punishment, Responsibility and Justice, Oxford: Oxford University
Press, (Chapters 1-4)
Farmer, Lindsay. (1997). Criminal Law, Tradition and Legal Order, Cambridge:
Cambridge University Press, (Chapters 1, 3, 4, 5)
Constitution of Criminal Law, Oxford: Oxford University Press
Unit 3 (Week 4): This unit will focus on the nature of law and the legal order as it had
developed in Britain in the 18
th
century.
Thompson, E. P. (1975). Whigs and Hunters, London: Allen Lane, pp. 21-54, 245-269
Thompson, E. P. (1991). Customs in Common, London: Merlin Press, (Chapter 3)
Imperial Contexts, and American ImplicatVirginia Law Review, Vol. 94, No. 3,.
Available at SSRN: https://ssrn.com/abstract=1008252; pp.1 -61, 67-81
Leiberman, David. (1989). The Province of Legislation Determined Cambridge:
Cambridge, University Press, pp. 1-98, 217-291
Law and
History Review, pp. 397-425
Unit 4 (Week 5-6): This unit will focus on the relationship between British legal concepts and
institutions and their application and mutation in the colonial order in India.
India, 1756-Studies in History Vol. 33, 2, pp. 1-36
IESHR,
Vol. 45, 2.
Mukherjee, Mithi. (2010). India in the Shadows of Empire, New Delhi, Oxford
University Press
Hussain, Nasser. (2003). The Jurisprudence of Emergency, Ann Arbor, University of
Michigan Press, Ann Arbor.
Unit 5 (Week 7): This unit will focus on the nature of the colonial legal order.
Singha, Radhika. (2000). The Despotism of Law New Delhi: Oxford University Press
(chapters 1,2,5 and Epilogue)
Kolsky, Elizabeth. (2011). Colonial Justice in British India Cambridge: Cambridge
University Press, (Chapters 1-3)
Singh, Ujjwal Kumar. (2001). Political Prisoners in India, Delhi: Oxford University
Press
Department of History, University of Delhi
556
Unit 6 (Week 8-9): This unit will analyze the trial proceedings of Bahadur Shah Zafar, examine
its context as well as study its implications for an understanding of the colonial legal order.
Nayar, Promod K. (Ed.). (2007.) The Trial of Bhadur Shah Zafar, Hyderabad: Orient
Longman.
Farooqui, Mahmood. (2012) Besieged: 1857 Voices from Delhi Delhi: Penguin Random
House,
Dalrymple, William. (2007). The Last Mughal, New Delhi:Penguin.
Bhattacharaya, Sabyasachi. (2007). Rethinking 1857, New Delhi: Orient Blackswan
Unit 7 (Week 9-10): This unit will analyze the trial proceedings of Bal Gangadhar Tilak in the
case of 1908, examine its context as well as study its implications for an understanding of the
colonial legal order.
Full & authentic report of the Tilak trial (1908.) Being the only authorised verbatim
account of the whole proceedings with introduction and character sketch of Bal
Gangadhar Tilak together with press opinion (1908) Bombay: Indu-Prakash steam Press
Bombay, e-editions accessible at https://clio.columbia.edu/catalog/7999777
Donough, W. (1911). A Treatise on the Law of Sedition, Calcutta: Thackel Spink and Co.
Social History. vol. 35, no. I,
Rao, P.V. (2011). ationalism New Delhi, Orient Blackswan
Unit 8 (Week 11-12): This unit will analyze the trial proceedings of Bhagat Singh, examine its
context as well as study its implications for an understanding of the colonial legal order
Kanungo, Hemchandra. (2015). An Account of the Revolutionary Movement in Bengal,
Kolkota: Setu Prakashani
Noorani, A.G. (1996). The Trial of Bhagat Singh, Delhi: Oxford University Press
Habib, S. Irfan. (2007). To Make the Deaf Hear, Delhi: Three Essays Collective
Maclean, Kama. (2015). A Revolutionary History of Interwar India-Violence, Image,
Voice and Text, London: Hurst and Company
Nikhil Govind. (2014). Between Love and Freedom: The Revolutionary in the Hindi
Novel, New Delhi: Routledge,
Ghosh, Durba. (2017). Gentlemanly Terrorists, Cambridge: Cambridge University Press.
Unit 9 (Week 13): This unit will analyze the trial proceedings of M.K. Gandhi, examine its
context as well as study its implications for an understanding of the colonial legal order
Watson, Francis. (1967). Trial of Mr. Gandhi, London, Macmillan
Gandhi, M.K. (2000-1). Collected Works, Publications Division, Ministry of Information
and Broadcasting, Govt. of India, [Selections]
Amin, Shahid. (2006). Event Metaphor Memory Chauri Chaura 1922-1992, New Delhi,
Penguin,
Department of History, University of Delhi
557
Unit 10 (14): This unit will analyze the I.N.A. trials and examine its context as well as study its
implications for an understanding of the colonial legal order
The Modern Law Review Vol. 11, No. 1, pp. 47-
69
Law
and Social Inquiry Vol. 44 Issue 2., pp. 420-443
Bose, Sugata. (2013). His Majesty's Opponent: Subhas Chandra Bose and India's
Struggle Against Empire, New Delhi, Penguin
Sareen, T.R. (2004). Indian National Army: A Documentary Study, New Delhi, Gyan
Publishing House.
Facilitating Teaching Learning Outcome:
This is a readings based seminar course with students expected to read and discuss the texts
during every class. They will be asked to make short presentations in every class in order to
develop their persuasive and analytical abilities. More readings may be suggested keeping each
Assessment:
There will be three kinds of assessments:
1) The students will have to make one presentation based on a primary text. Students will have to
inform and seek permission from the teacher on the text(s) chosen for the presentation. The
presentation will comprise of 10 marks
2) Students have to write one research paper based on primary and secondary sources. Students
will have to inform and seek permission from the teacher on the topic chosen for the research
paper in advance. They may also be given more readings in relation to their topics. The written
paper will comprise of 15 marks.
3) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
558
HSM 440
Fiction, Fieldwork, Folklore, Film, History
Course Objectives:
This course looks at how history is understood, negotiated and represented in a variety of genres
including the novel, biography, folklore, ethnography and film. Students will critically and
closely read seminal text from these genres to understand what insights they offer for the
historian, both in terms of content and method.
Learning Outcomes:
By the end of the course, students:
Will be exposed to seminal texts across various genres that deal with the past in different
ways.
Will expand their understanding of the historical archive.
Will learn to read texts critically and closely.
Will learn to write academically through short submissions for each class.
Course Content:
Unit 1: (Week 1-2): Folklore, History and Film
Unit 2 (Week 3-4): Folklore, Popular Memory and History
Unit 3: (Week 5-6): The Short Story
Unit 4: (Week 7-8): Gender, Race, and Ethnography
Unit 5: (Week 9-10): Ethnography and Memory
Unit 6: (Week 11-12): Anthropology and History
Unit 7: ( Week 13): History and fiction: speaking of trauma
Unit 8: (Week 14): Biography and History.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1 (Week 1-2): This unit looks at themes of sexuality and gender through folklore. We also
look at the translation of folklore into the cinematic medium.
Detha, Vijaydan. (1997). The Dilemma and Other Stories, translated by Ruth Vanita
(New Delhi: Manushi Prakashan)
(ed.) Collected Essays of A. K Ramanujan, Delhi: Oxford University Press, pp. 429-447.
Film: Duvidha (1973), directed by Mani Kaul.
Department of History, University of Delhi
559
Unit 2 (Week 3-4): In this unit we look at the work of the Rajasthani folklorist, Komal Kothari
and his intellectual interlocutor, Rustom Bharucha. We will explore a variety of themes
including the relationship between history, folklore and popular memory
Bharucha, Rustom. (2003). Rajasthan: An Oral History, Conversations with Komal
Kothari, Delhi: Penguin India.
Unit 3 (Week 5-6): In this unit, we look at a selection of short stories by Ismat Chughtai that
explores a variety of issues pertaining to middle class Muslim women including that of female
sexuality. We also look at a more contemporary depiction of homosexuality in India in the film,
Aligarh.
Aligarh ( 2016), directed by Hansal Mehta
Manushi 110,
36-40.
Manushi, pp. 39-
42
Annual of
Urdu Studies 26, pp. 279-287.
Studies, 18, pp. 435-448.
http://kindlemag.in/to-be-a-gentle-coloniser/
Urdu Studies, 201-215
Unit 4 (Week 7-8): This unit examines the work of an American woman, Gertrude Emerson,
who chronicled north Indian rural life in north India in the mid 20
th
century.
Emerson, Gertude. (1931). Voiceless India. New York: Doubleday Doran and co.
Unit 5 (Week 9-10): t known professional
anthropologist to understand the history and sociology of rural south India, and to consider the
relationship between memory and history.
Srinivas, MN. (2013). Remembered Village, Oxford: Oxford University Press. Originally
published in 1976.
Unit 6 (Week 11-12): This unit looks at the interplay between history and anthropology.
Ghosh. Amitav. (1992). In An Antique Land, Ravi Dayal Publishers.
Unit 7 (Week 13): This unit looks at the relationship between the fictive and history through the
lens of the Partition.
Department of History, University of Delhi
560
Husain, Intizar. (2012). Basti, translated by Frances Pritchett. New York: New York
Review Books.
ns of the
Economic and Political Weekly, 34(44), pp. 3119-3128.
Unit 8 (Week 14): This unit considers the importance of the biography in understanding the
past and the present.
Chatterjee, Upamanyu. (2003). English August. Delhi: Penguin India. Originally
published in 1988.
Mishra, Pankaj. (1998 -32.
Facilitating Teaching Learning Outcome: The class will be based on guided discussions based
on close reading of the texts in the syllabus. Students will be required to bring a short write up on
each text in the syllabus for which they will receive detailed feedback.
Assessment:
There are two modes of assessing students in this cours:
1)
in class discussions and weekly submissions ( 3-4 pages).
2) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
561
HSM New Course
History, Region and Culture in north-east India
Course Objectives:
interface of academic study areas such South Asia and Southeast Asia. This survey course also
intends to show the use of regional approach to history by taking stock of recent literature on
historical studies and related disciplines in this region.
Learning Outcomes:
At the end of this course, the students would be:
northeast.
encouraged to ask comparative questions on other historical regions and other periods of
Indian history and beyond the boundaries of the nation-state.
Course Content:
Unit 1 (Week 1): -colonial monastic institutions, genealogy
of the agrarian (ryot), peasant struggle.
Unit 2 (Week 2): Geographical history of Indian borderland in the Brahmaputra-Meghna
River Basin
Unit 3 (Week 3-4): Colonial modernity, colonial towns and its transport networks (roads,
railways, etc.)
Unit 4 (Week 5-6): History of wastelands in British Assam, land rights in Meghalaya and land
claims in Manipur
Unit 5 (Week 7-8): Colonial commerce (Khasi hills), culture of Contract, coolie labour
Unit 6 (Week 9-10): Religious change before and after the colonial era
Unit 7 (Week 11): Mechanisms of identity politics: Culture (tribe, language), Country
(territory), Creed (religion), Class, and Gender
Unit 8 (Week 12): Commoners, Chiefs, anti-Slavery movement in the Lushai Hills
Unit 9 (Week 13): Orality, literacy, writing, print and photography under British rule
Unit 10 (Week 14): Oral history and historical novel: the case of Apatanis, etc.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1 (Week 1): This unit will discuss the pre-colonial history of the medieval princely states of
the Ahoms, Manipur and Tripura.
Department of History, University of Delhi
562
Guha,
Irfabn Habib, The Cambridge Economic History of India, vol. I, c. 1200-1750.
Landscape, Culture,
and Belonging: Writing History of Northeast India, Cambridge: Cambridge University
Press, pp. 38-65.
Chatterjee, Indrani (2013) Forgotten Friends: Monks, Marriage and Memories of
Northeast India, Delhi: Oxford University Press.
Unit 2 (Week 2): -eastern region from the perspective of
geographical history.
-
in Bhattacharya, Neeladri & Joy L.K. Pachuau (eds.) (2019) Landscape, Culture, and
Belonging: Writing History of Northeast India, Cambridge: Cambridge University Press.
Bhattacharya, Neeladri & Joy L.K. Pachuau (eds.) (2019) Landscape, Culture, and
Belonging: Writing History of Northeast India, Cambridge: Cambridge University Press,
pp. 89-109.
Unit 3 (Week 3-4): This unit will discuss the spatial character of colonial modernity in the
development of towns and transport.
1890-Studies in History 32 (1): 39-71.
colonial Naga Hills 1850s-
Modern Practices in North East India, New York: Routledge, pp. 89-116.
Unit 4 (Week 5-6): This unit will discuss the history of resources (especially landed property
and extractive economy) in the legal register of the colonial state.
Misra, Sanghamitra (2011) Becoming a Borderland: The Politics of Space and Identity in
colonial Northeast India, Delhi: Routledge [ch. 3: Land, law, migration].
Alam (eds.) Blending Nation and Region, Delhi: Primus Books, pp. 487-511.
Karlsson, Bengt G. (2011) , New
Delhi: Orient Blackswan.
Saikia, Arupjyoti (2011) Forests and Ecological History of Assam 1826-2000, Delhi:
Oxford University Press.
-
Jangkhomang Guite & Thongkholal Haokip, The Anglo-Kuki War 1917-1919, Delhi:
Routledge, pp. 157-167.
Department of History, University of Delhi
563
Unit 5 (Week 7-8): This unit will discuss the development of colonial commerce, culture of
contract and the market for wage labour in northeastern region of India.
The Indian Economic and Social History
Review, 53, 1 (2016): 4167.
-Eastern Frontiers 1790-
1840: Climate, Commerce, Polity, Delhi: Oxford University Press.
onomy: The Garos in a pre-
Indian Economic and Social History Review, 55 (3):
345-387.
Sharma, Jayeeta (2011) , Ranikhet: Permanent Black.
Unit 6 (Week 9-10): This unit will discuss the theme of religious change before and after the
advent of the colonial era.
Thomas, John (2015) Evangelizing the Nation: Religion and the Formation of Naga
political identity, Delhi: Taylor & Francis.
dentity in
Landscape,
Culture, and Belonging: Writing History of Northeast India, Cambridge: Cambridge
University Press, pp. 314-332.
May, Andrew J. (2012) Welsh missionaries and British imperialism: The Empire of
Clouds in north-east India, Manchester: Manchester University Press.
-
Radhakrishna (ed.) First Citizens: Studies on Adivasis, Tribals, and Indigenous Peoples
in India, Delhi: Oxford University Press, pp. 97-125.
Unit 7 (Week 11): This unit will discuss the mechanisms of identity politics through the
Romantic appeals of culture, country, creed, etc.
McDuie-
Neeladri & Joy L.K. Pachuau (eds.) (2019) Landscape, Culture, and Belonging: Writing
History of Northeast India, Cambridge: Cambridge University Press, pp. 66-85.
Pachuau, Joy L.K. (2014) Being Mizo: Identity and Belonging in Northeast India, Delhi:
Oxford University Press.
Saikia, Yasmin (2004) Assam and India: Fragmented memories, cultural identity and the
Tai-Ahom Struggle, Delhi: Permanent Black.
Bhattacharyya, Harihar (The Reang rebellion in Tripura, 1943-45 and the birth of
Indian Economic & Social History Review, Vol. 32 (3): 375-390.
Department of History, University of Delhi
564
Unit 8 (Week 12): This unit will discuss the historical significance of social stratification (not
class analysis) in the colonial history of the region.
Nag, Sajal (2016) The Uprising: Colonial State, Christian Missionaries, and anti-Slavery
Movement in North-East India, Delhi: Oxford University Press.
Saikia, Arupjyoti (2014) A Century of Protests: Peasant Politics in Assam since 1900,
New Delhi: Routledge.
Modern
Practices in North East India, New York: Routledge, pp. 119-143.
Unit 9 (Week 13): This unit will discuss the history of social communication in the form of oral
tradition, literary cultures and visual literacy.
Pachuau, Joy L.K. and Willem van Schendel (2015) The Camera as Witness: A Social
History of Mizoram, Northeast India, Delhi: Cambridge University Press.
Economic & Social
History Review, Vol. 47 (3): 377-403.
Unit 10 (Week 146): This unit will make a methodological comparison of oral history and
historical novel on the case of the Apatani community.
ApIndian Economic & Social History Review, 40 (3): 335-
365.
Blackburn, Stuart (2015) Into the Hidden Valley, New Delhi: Speaking Tiger Publishing
[historical novel on Anglo-Apatani contact].
Suggested Readings:
International Review of Social History, vol. 51 (Supplement) pp. 143
172.
Franke, Marcus (2009) War and Nationalism in South Asia: the Indian state and
the Nagas, London and New York: Routledge.
Guha, Amalendu (2006) Planter Raj to Swaraj: Freedom Struggle and Electoral Politics in
Assam, Delhi: Tulika Books.
Guite, Jangkhomang (2018) Against State, Against History: Freedom, Resistance and
Statelessness in Upland Northeast India, Delhi: Oxford University Press.
Beyond the EthnoTerritorial Binary: Evidencing the Hill
South Asia: Journal of South Asian Studies, 38 (2): 276-
289.
Department of History, University of Delhi
565
Ka-Eastern
Indian Historical Review, 36(1) 131150
Nag, Sajal (2008) Pied Pipers in North-East India: Bamboo-Flowers, Rat-Famine & the
Politics of Philanthropy (1881-2007), Delhi: Manohar Publishers.
1947Studies in History 32(1): 7296.
Facilitating Teaching Learning Outcome
The course is organized thematically while retaining some chronological developments within
individual themes. Unit 1 focuses on the pre--eastern region. Units
2-3 look at this regional history from a spatial perspective; and units 4-5 underlines commercial
elements in the historical development of the region. Units 6-8 discuss the cultural history of the
area by picking themes such as religion, identity and social groups. Units 9-10 are concerned
with the uses of oral history, historical novel and literary cultures in the writing of regional
history.
Assessment
Students taking this course will be assessed in three modes:
1) For the purpose of Internal Assessment (carrying 25 marks), students are encouraged to write
a term paper on a topic of their choice on any indigenous culture or people in India or abroad.
2) Alternatively, students will be given a set of readings consisting of both primary and
secondary sources. They will be asked to identify some researchable questions and prepare an
essay of about 2000 3000 words with the help of the resources provided by the course teacher.
Students are required to have verbal presentation of their written assignment in small groups of
their own formation.
3) End-semester examination of three-
the prescribed syllabus and this will be marked out of 75 marks. In the current format, students
are expected to answer four out of eight questions.
Department of History, University of Delhi
566
HSM-New Course
The World of Artisans in Indian History:18
th
to 20
th
Centuries
Course Objectives:
The objective of the course is to teach students some of the broad debates and theoretical
formulations about the manufacture and trade in crafted goods and the men and women who
were involved in this industry. The artisans, including metalworkers, , shoemakers, dyer,
spinners, dyers, weavers, embroidery-workers, blacksmiths and even carpenters etc.- lay at the
social as well as the economic heart of society. A historical overview of craft traditions from the
early modern to contemporary periods would be required in order to situate them in the cultures
that produced them within a material culture of ingrained hierarchies. The associations between
living practices and ritualistic forms, ceremonial occasions, customary beliefs and fashions,
gendered work cultures becomes a part of the complex study of artisan culture. Finally, to
illustrate and complicate the more general processes discussed in the course, students will
explore the history of particular artisanal traditions as select case studies -- its geographical
distribution, internal organization, patterns of patronage, myths and legends associated with
different influences on the artisan and so on.
Learning Outcomes:
At the end of the course, students would:
Reflect upon craft knowledge and artisanal epistemology.
Learn about the intersections between craft, skill and science; and questions of historical
methodology and evidence in the reconstruction of historical experience of crafts.
Acquire the knowledge about the history of artisanal work, as much as the sociological,
historical and cultural conditions of their production, in pre colonial and colonial India.
Get information about the social structures that supported certain forms of production and
consumption (e.g., associations such as guilds, workshops, manufactories).
Know about changes in the hands-on approach reshaped by technological shifts,
interdependent practices of making and the relationship between labour and status?
Understand crafts as material and consumer objects and critical role of the crafts community
and its integral relationship to the Indian history.
Course Content:
Unit 1: (Week 1-2): The meaning of work and the artisanal economy.
Unit 2: (Week 3-4): Local skill and Knowledge systems, the artisanal workplace and production
methods.
Department of History, University of Delhi
567
Unit 3: (Week 5-6): Histories of crafts from Pre-colonial to Early-colonial India, regional
perspectives.
Unit 4: (Week 7-8): Artisan communities, artisan life-cycle, social hierarchies of work,
individual craftsmen and women.
Unit 5: (Week 9-10): Networks of crafts distribution, consumption and fashion.
Unit 6: (Week 11-12): Marginalization of work and Forms of identities among Artisanal groups.
Unit 7: (Week 13: Authority and resistance: artisans in the society, economy, polity and culture.
Unit 8 (Week 14): Artisans in the era of industrial capitalism.
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Unit 1: (Week 1-2): This unit will raise and explain methodological and theoretical questions
about the meaning of work and the artisanal skill economy.
Adamson Glenn (ed.) (2010), The Craft Reader, Oxford: Berg.
Alfoldy, Sandra. (ed.).(2007), NeoCraft: Modernity and the Crafts. Halifax: Press of the
Nova Scotia College of Art and Design.
Appadurai, Arjun. (ed.), (1988) The Social Life of Things: Commodities in Cultural
Perspective. Cambridge: Cambridge University Press.
Indian Economic and Social History Review 3,
no. 3, 24067.
International Labor and Working-Class History, vol. 12. 2831.
Sennett, Richard.(2008). The Craftman, New Haven: Yale University Press.
Smith,Pamela H., Amy R. W. Meyers, and Harold J. Cook. (eds.) (2014), The Ways of
Making and Knowing, University of Michigan Press.
Unit 2 (Week 3-4): This unit will provide descriptions of Indian crafts, their traditional genres,
technology, and aesthetics in terms of their materials and techniques, designs, patterns, and
visual appeal, the nature and varieties of local skills and knowledge systems, the artisanal
workplace and production methods.
Jiwan Pani. (1986). Living Dolls: Story of Indian Puppet by Publications Division,
Government of India.
Chattopadhyay, Kamaladevi. (1980). . Publications Division,
Government of India.
Brijbhushan, Jamila.(1980). Indian Embroidery. Publications Division, Government of
India.
Pal, H. Bhisham.(1984). Handicrafts of Rajasthan. Publications Division, Government of
India.
Department of History, University of Delhi
568
Roy, Tirthankar (1999) Traditional Industry in the Economy of Colonial India,
Cambridge: Cambridge University Press.
Jaitley, Jaya.(2001). , New
Delhi, Institute of Social Sciences and Concept Publishing Company.
,2002.
,
, , 1982.
Unit 3 (Week 5-6): This unit will take a historical overview of crafts traditions to examine how
the craft economy of the pre-colonial times underwent the changes and developments during the
colonial period that have led us to a very different model of craft economy today.
loth and Indian
Society, 1700Origin of Nationality in South Asia: Patriotism and Ethical
Government in the Making of Modern India, ed. C.A. Bayly, Delhi: Oxford University
Press, pp. 172209.
Cloth and Human Experience, ed. A. Weiner and J. Schneider, Washington:
Smithsonian Books, pp. 10662.
Roy, Tirthankar (1999) Traditional Industry in the Economy of Colonial India,
Cambridge: Cambridge University Press.
Hossain, Hamida.(1988). The Company Weavers of Bengal: The East India Company and
the Organization of Textile Production in Bengal, 17501813, Delhi: Oxford University
Press.
Pandey, Gyanendra.(198
in Peter Robb, ed., Rural South Asia: Linkages, Change and Development, London:
Curzon Press,pp.89-129.
Unit 4 (Week 7-8): This unit moves around the social structures, prejudices, policies and
collectivities that sought to economically subordinate as well as support certain forms of
production and consumption i.e. artisan communities and guilds, artisan life-cycle, individual
craftsmen, gender and formation of social hierarchies of work.
Amin, Shahid . (2005). A concise encyclopaedia of North Indian peasant life: Being a
compilation from the writings of William Crooke, J. R. Reid, G. A. Grierson. New Delhi:
Manohar.
Kumar, Nita. (1988). The Artisans of Banaras: Popular Culture and Identity, 18801986,
Princeton: Princeton University Press.
Rai, Santosh Kumar.(2012).
Studies in History, vol. 28, no.2,
pp.203-230.
Roy, Tirthankar.(2010). Company of Kinsmen: Enterprise and Community in South Asian
History, 1700-1940, New Delhi: Oxford University Press.
Department of History, University of Delhi
569
Sahai, Nandita Prasad.(2006), Politics of Patronage and Protest: State, Society and
Artisans in Early Modern Rajasthan,New Delhi: Oxford University Press.
Sen,Samita.(1999) Women and Labour in Colonial India, Cambridge: Cambridge
University Press.
(2011).
-
Unit 5 (Week 9-10): This unit will examine networks of distribution, consumption and fashion
of different craft objects to explore their material culture.
KhadiCloth
and Human Experience, edited by Annette B. Weiner and Jane Schneider, Washington
DC :Smithsonian Institution Press. 35576.
Haynes, Douglas E., Abigail McGowan, Tirthankar Roy and Haruka Yanagisawa (eds.),
(2010). Towards a History of Consumption in South Asia, Delhi: Oxford University
Press.
Haynes, Douglas E.(2012). Small Town Capitalism in Western India: Artisans,
Merchants, and the Making of the Informal Economy, 18701960, New York: Cambridge
University Press.
Jain, Kajri. Gods in the Bazaar: The Economies of Indian Calendar Art. Durham: Duke
University Press, 2007.
Parthasarathi, Prasannan.(2001). The Transition to a Colonial Economy: Weavers,
Merchants and Kings in South India, 17201800, New York: Cambridge University
Press.
brass-Modern Asian Studies, 30, 357-85.
Tarlo, Emma. (1996). Clothing matters: dress and identity in India. London: Hurst.
Journal of Global History 2:1,87112.
Unit 6 (Week 11-12): This unit unfolds marginalization of work and forms of organization;
caste and religious identities and differences among artisanal groups.
Brouwer, Jan. (1995). The Makers of the World: Caste, Craft and Mind of South Indian
Artisans, New Delhi: Oxford University Press.
Contemporary South-Asia, vol. 3, no. 2, pp. 8393.
Mehta, Deepak.(1997). Work, Ritual, Biography: A Muslim Community in North India,
Delhi: OUP.
Rai, Santosh Kumar.(2013). Julaha
Indian Historical Review, vol.40, no.1,
pp.117-143.
Department of History, University of Delhi
570
Rai, Santosh Kumar.(2018).
The Indian Economic
& Social History Review, vol.55, Issue 4, pp. 549574.
Unit 7 (Week 13): The forms of dominance, authority and resistance vis-a-vis artisans in the
histories of their trade and politics; of colonialism, urbanism and nationalism will be studied in
this unit.
McGowan, Abigail. (2009). Crafting the Nation in Colonial India, New York: Palgrave
Macmillan.
Trivedi, Lisa. (2007). ,
Bloomington.
-Industrialization: The Roots of
South Asia 3, 93104.
Rai, Santosh Kumar.(2012).
India: in Economic and Political Weekly, Vol.XLVII, No. 15,
pp.61-70.
Unit 8 (Week 14): This unit traces histories of institutional change in terms of training,
technology and organization to trace incorporation of informal and household production units in
the global-industrial capitalist system.
Journal of Global History 8:1 (2013): 11741.
in Leather Production in India, 1900-Indian Economic and Social History Review ,
vol.55, no. 3, pp. 307-344.
t Education and the Figure of the
Confronting the Body: The
Politics of Physicality in Colonial India. London: Anthem Press, 2004. 11834.
lysis of Crafts Producers
Economic and Political Weekly 37 (27 December 2003): 5366
76.
Rai,Santosh Kumar.(2015).
Training Schools and Handloom Weavers in Early Twentieth Century United Provinces,
Indian Historical Review, vol. 42 no. 2, pp. 261-287.
Suggested Further Readings:
Breman, Jan.(1988). The Shattered Image: Construction and Deconstruction of the Village in
Colonial South Asia. Providence, RI: Foris Publications.
Department of History, University of Delhi
571
Masselos, Jim.(ed.). (1984). Popular Art in Asia: The People as Patrons. Sydney: University
of Sydney, Centre for Asian Studies: Working Papers No. 1.
Mathur, Saloni.(2007). India by Design: Colonial History and Cultural Display. Berkeley:
University of California,
Meister, Michael. (eds), (1988). Making Things in South Asia: The Role of Artist and
Craftsman, Philadelphia: Department of South Asia Regional Studies, University of
Pennsylvania.
Mitter, Partha.(1994). Art and Nationalism in Colonial India, 18501922: Occidental
Orientations.Cambridge: Cambridge University Press.
Pandey, Gyanendra. The Construction of Communalism in Colonial North India. Delhi:
Oxford University Press, 1990.
Sinopoli, Carla.(2003). The Political Economy of Craft Production: Crafting Empire in South
India, ca. 13501650. Cambridge: Cambridge University Press.
Facilitating Teaching Learning Outcome:
The course is organized around weekly lectures and assignments based on the themes and topics
of the course. Students will be participating in course readings based group discussions. The
course,aims at developing a rational insight with a focussed objective of comprehending the
course content and develop oratory skills of the students.
Assessment:
Internal Assessment will be a continuous process based on three fold approach of reading,
understanding and articulation. Students enrolled in the course would have their work assessed in
three modes.
1) There will be a10 marks internal assessment exam held in mid-semester.
2) Students will be expected to submit a 15 marks research paper on one of the topics of the
course.
3) There will be an end of term semester examination covering the entire course. This will be a 3
hours duration University examination and students will be required to answer 4 out of 8
questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
572
HSM New Course
Caste and Life Narratives in Modern India
Course Objectives:
generative sites of serious study for a history of modern India. It guides students to analyse the
conjunction of a
scholarly study of life narratives and foregrounds a nuanced and critical awareness of life
narratives in explorations of caste in modern and contemporary India.
Learning Outcomes:
After the successful completion of this course, students will:
Have knowledge about various autobiographical forms and its relationship to caste histories.
Understand why life narratives have been central to histories of the oppressed.
Have a grasp of life histories of anti-caste ideologues like Phule, Periyar, Ambedkar and
Achhutanand in modern India.
Appreciate the richness of Dalit testimonies in various Indian languages.
Comprehend how biopics have played a role in caste configurations.
Be able to analyse the conjunctions between caste, gender and life narratives.
Course Content:
Unit 1: (Week 1-2): Autobiographical Forms, Testimonios and Caste Oppression
Unit 2: (Week 3-4): Life Narratives of Gandhi and Ambedkar
Unit 3: (Week 5-6): Anti Caste Ideologues and Life Writing
Unit 4: (Week 7-8): Dalit Life Narratives in Hindi
Unit 5: (Week 9-10): Dalit Life Writings in Marathi and Tamil
Unit 6: (Week 11-12): Caste, Gender, Sexuality and Life Narratives
Unit 7: (Week 13): Visual and Cinematic Representations of Caste and Life Narratives: Art and
Biopic
Unit 8 (Week 14): Individual Case Studies: Om Prakash Valmiki, Sharan Kumar Limbale,
Phoolan Devi and Viramma
ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:
Department of History, University of Delhi
573
Unit 1: (Week 1-2): This unit will examine various forms of life narratives, including
autobiographies and testimonies, and their relationship to caste.
David Arnold and Stuart Blackburn, eds, Telling Lives in India: Biography,
Autobiography, and Life History, Bloomington: Indiana University Press, pp. 128.
Kumar, Udaya. (2016). Writing the First Person: Literature, History and Autobiography
in Modern Kerala. Ranikhet: Permanent Black.
Economic and Political Weekly,
43 (38), pp. 3440.
Ramaswamy, Vijaya and Yogesh Sharma, eds. (2009). Biography as History: Indian
Perspectives. New Delhi: Orient Blackswan.
Biography: An
Interdisciplinary Quarterly: Special Issue on Caste and Life Narratives, 40 (1), Winter,
pp. 1-15.
Unit 2 (Week 3-4): This unit will understand the life writings of Gandhi and Ambedkar, in the
context of the caste question.
Ambedkar, B. R. (2014). Annihilation of Caste: The Annotated Critical Edition. Ed. S.
Anand. New Delhi: Navayana.
Gandhi, M. K. (2007). An Autobiography, or The Story of My Experiments with Truth,
trans. Madhav Desai, London: Penguin.
Rege, Sharmila. (2013). Against the Madness
Brahmanical Patriarchy. Delhi: Navayana.
Roy, Arundhati. (2017). The Doctor and the Saint: Caste, Race, and the Annihilation of
Caste: The Debate Between B.R. Ambedkar and M. K. Gandhi, Chicago: Haymarket
Books.
Unit 3 (Week 5-6): This unit will study the biographies and life writings of anti-caste ideologues
like Periyar, Achhutanand and Santram BA.
Geetha V., and S. V. Rajadurai. (1998). Towards a Non-Brahmin Millennium: From
Iyothee Thass to Periyar, Calcutta: Samya.
Gooptu, Nandini. (2009). Swami Achhutanand and the Adi Hindi Movement. New Delhi:
Critical Quest.
Biography: An Interdisciplinary Quarterly:
Special Issue on Caste and Life Narratives, 40 (1), Winter, pp. 16-43.
Caste, Conflict and Ideology: Mahatma Jotirao Phule and
Low-caste Protest in Nineteenth-Century India. Cambridge: Cambridge University Press.
Department of History, University of Delhi
574
Pandian, M. S. S. (2007). Brahmin and Non-Brahmin: Genealogies of the Tamil Political
Present. Delhi: Permanent Black.
Zelliot, Eleanor and Rohini Mokashi-Punekar, eds. (2005). Untouchable Saints: An
Indian Phenomenon. Delhi: Manohar.
Unit 4 (Week 7-8): This unit will study Dalit writings in Hindi.
Biography: An Interdisciplinary
Quarterly: Special Issue on Caste and Life Narratives, 40 (1), Winter, pp. 44-63.
Biography: An Interdisciplinary
Quarterly: Special Issue on Caste and Life Narratives, 40 (1), Winter, pp. 77-92.
Gajarawala, Toral Jatin. (2013). Untouchable Fictions: Literary Realism and the Crisis of
Caste. New York: Fordham University Press.
Hunt, Sarah Beth. (2014). Hindi Dalit Literature and the Politics of Representation.
Delhi: Routledge.
Singh, N. (2012). Dalit Sahitya ke Pratimaan, Delhi: Vani Prakashan [in Hindi].
Unit 5 (Week 9-10): This unit will focus on Dalit writings in Marathi and Tamil.
Dangle, Arjun, ed. (1992). Poisoned Bread: Translations from Modern Marathi Dalit
Literature, trans. Avinash S. Pandi and Daya Agrawal, Bombay: Orient Longman.
The Poisoned Bread: Translations from Modern Marathi Dalit Literature, Bombay:
Orient Longman, pp. 234-66.
Kumar, Raj. (2010). Dalit Personal Narratives: Reading Caste, Nation and Identity.
Hyderabad: Orient Blackswan.
Biography: An Interdisciplinary
Quarterly: Special Issue on Caste and Life Narratives, 40 (1), Winter, pp. 64-76.
Satyanarayana, K. and Susie Tharu, eds. (2011). No Alphabet in Sight: New Dalit
Writing from South India, Tamil and Malayalam. Delhi: Penguin.
Indian
Literature, xliii (5), pp. 1530.
Unit 6 (Week 11-12): Issues of gender and sexuality have a bearing on caste and life narratives,
and they will be studied in this unit.
Bhave, Sumitra. (1988). Pan on Fire: Eight Dalit Women Tell Their Story. Delhi: Indian
Social Institute.
Ga
Asian Studies Review, 33 (4), December, pp. 429-42.
Department of History, University of Delhi
575
Economic and
Political Weekly, 42 (19), pp. 173945.
Narayan, Badri. (2006). Women Heroes and Dalit Assertion in North India: Culture,
Identity and Politics, Delhi: Sage.
n S. Shankar and Charu Gupta,
eds. Biography: An Interdisciplinary Quarterly: Special Issue on Caste and Life
Narratives, 40 (1), Winter, pp. 170-99.
Gender and Caste, Delhi: Kali for Women, pp. 12935.
Rege, Sharmila. (2006).
Testimonios. Delhi: Zubaan.
Unit 7 (Week 13): This unit will focus on visual and cinematic representations of caste,
particularly on works of art and biopics, and how they are intricately tied to life narratives.
Biography: An Interdisciplinary
Quarterly: Special Issue on Caste and Life Narratives, 40 (1), Winter, pp. 140-69.
Periyar as a Biopic: Star Persona, Historical Events, and
Biography: An Interdisciplinary
Quarterly: Special Issue on Caste and Life Narratives, 40 (1), Winter, pp. 93-115.
Charu Gupta, eds. Biography: An Interdisciplinary Quarterly: Special Issue on Caste and
Life Narratives, 40 (1), Winter, pp. 116-139.
Economic and
Political Weekly, 26 (11/12), pp. 759-70.
Unit 8 (Week 14): The unit will study individual case studies, with a focus on the life writings
of Om Prakash Valmiki, Phoolan Devi and Viramma.
Signs. 25 (1), September, pp. 123-
52.
Limbale, Sharan Kumar. (2003). The Outcaste: Akkarmashi. Trans. Santosh Bhoomkar.
New Delhi: Oxford University Press, 2003.
Valmiki, Omprakash. (1997). Jhoothan, Delhi: Rajkamal [in Hindi].
Viramma. (1998). Viramma: Life of an Untouchable, trans. Will Hobson, Retold by
Josiane Racine and Jean-Luc Racine, New York: Verso.
Suggested Further Readings:
Untouchable! Voices of the Dalit Liberation
Department of History, University of Delhi
576
Movement, no trans. indicated, ed. Barbara Joshi, 14147. London: Zed.
Brueck, Laura R. (2014). Writing Resistance: The Rhetorical Imagination of Hindi Dalit
Literature. New York: Columbia University Press.
Guru, Gopal and Sundar Sarukkai. (2012). The Cracked Mirror: An Indian Debate on
Experience and Theory, New Delhi: Oxford University Press.
Heering, Alexandra de. (2013)
South Asia Research, 33 (1), pp. 39-55.
Joshi, Barbara. (1986). Untouchable! Voices of the Dalit Liberation Movement, ed. London:
Zed.
Kshirsagar, R.K.(1994). Dalit Movement in India and its Leaders (1857-1956). Delhi: MD
Publications.
Limbale, Sharan Kumar. (2004). Toward an Aesthetics of Dalit Literature. Trans. Alok
Mukherjee. Hyderabad: Orient Longman.
Menon,
Dilip M. (2006). The Blindness of Insight: Essays on Caste in Modern India.
Pondicherry: Navayana.
Nagaraj, D.R. (2010). The Flaming Feet and Other Essays: The Dalit Movement in India.
Ranikhet: Permanent Black.
Narayan, Badri and A.R. Misra. (2004). Multiple Marginalities: An Anthology of Identified
Dalit Writings. Delhi: Manohar.
Facilitating Teaching Learning Outcome:
The course is organized around weekly lectures and discussions based on the readings. Students
will be asked to write an essay on one of the topics of the course, with footnotes and
bibliography, and further readings will be given to them on their chosen topic, so that they can
go in much more depth on a particular topic, thus preparing them for future and further research.
This would also facilitate rigorous conceptualization and written expression.
Assessment:
There are three modes of assessing students in this course.
1) There will be an internal assessment exam held in mid-semester. This will be out of 10 marks.
2) Students will also be asked to submit a written essay of 3000 words with footnotes and
bibliography, which will be out of 15 marks.
3) There will be an end of term semester examination that will cover the contents of the entire
course. The examination will be of 3 hours duration and students will be required to answer 4 out
of 8 questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
577
HSM New Course
Peasant Societies and Movements in India, 1856-1951
Course Objectives:
The objective of the course is to teach students some of the broad debates and theoretical
formulations about the peasantry in modern India. Central focus of the course will be to
understand the changing agrarian social structure and agrarian relations given the nature of
colonialism. Students are required to analyse the question of the peasant society and movements
from different parameters of class, role of different agrarian classes, role of different political
experiences, emphasizing the social questions and ideologies in different period. The task of this
course is to examine critically great inequalities existing in levels of living, perennial
indebtedness, poverty and social status of the peasantry. It seeks to understand the politics of the
oppressed peasantry, as expressed through a search for identity and through movements which
seek improvement in their socio-economic status, a share in political power and ultimately
destruction of the inequalities. It also attempts to explain the role of youth, women and
marginalized groups in the historical forms of agrarian politics.
Learning Outcomes:
At the end of the course, students would:
Have a good grasp on the sources, methods and approaches to the study of peasantry with an
overview of the literature on the subject.
Examining the colonial background to the peasant experiences, particularly the nature of
colonial revenue policy, its impact on agriculture and the agrarian relations.
Acquire the knowledge about the functional history of the village community in colonial
India.
Acquainted with the nature, magnitude and significance of peasant struggles in British India.
Comprehend the role of peasant uprisings in the Indian national movement and thereafter.
Learn about the intersections of peasant identity and its implications for democratic politics.
Analysing the main issues, forms and phases of the peasant consciousness, and explore select
case studies of peasant movements, to examine their emergence, ideology, strategies of
mobilisation.
Course Content:
Unit 1: (Week 1-2): Conceptual problems, sources, methods and issues of differentiation.
Unit 2: (Week 3-4): The colonial revenue policy and its impact on agricultural production and
agrarian relations.
Department of History, University of Delhi
578
Unit 3: (Week 5-6): Patterns of change under colonialism, commercialization, indebtedness,
famines, migration and disease.
Unit 4: (Week 7-8): Peasant Landlessness, tied labour and reproduction of subordination,
economic and social institutions and stratification.
Unit 5: (Week 9-10): Peasant life cycle, work organization, hierarchies of work and family
labour
Unit 6: (Week 11-12): Transformation in peasant identities and patterns of social interactions,
communities, kinship, caste and religion.
Unit 7: (Week 13): Peasant consciousness, organizations, leadership and diverse Ideologies,
case studies from the second half of the 19
th
century
Unit 8: (Week 14): Peasants, nationalism and resistance: peasants in revolt, issues, forms,
phases in first half of 20
th
century.
Essential Readings and Unit Wise Learning Outcome:
Unit 1: (Week 1-2): This unit will raise and explain methodological and theoretical questions
.
Barrington Moore jr (1993) Social Origins of Dictatorship and Democracy: Lord and
Peasant in the Making of the Modern World, Boston: Beacon Press.
Bhattacharya, Neeladri,(2019). The Great Agrarian Conquest: The Colonial Reshaping
of a Rural World, Ranikhet: Permanent Black.
Hobsbawm, E.J. et.al (ed.), (1980). Peasants in History: Essays in Honour of Daniel
Thorner, Delhi: Oxford University Press.
Journal of Peasant
Studies 1, no. 1, pp. 91106.
Journal of Contemporary Asia, vol.
35, no. 3, pp.368385.
Redfield, Robert.(1960).The Little Community and Peasant Society and Culture.
Chicago: University of Chicago Press.
Journal of Peasant Studies, vol.36, no.1, pp.5-32.
Scott, James C. (1976).The Moral Economy of the Peasant: Rebellion and Subsistence in
South east Asia, New Haven: Yale University Press.
International Encyclopaedia of Social Sciences,
vol. 11 & 12, pp. 503-10.
Unit 2 (Week 3-4): This Unit will take a historical overview of the arrival of colonial regimes
and land settlement policies to analyze the historical interdependence between political change,
institutional capture of economy, and new trends in agrarian relations, social mobility and
inequality in peasant society.
Department of History, University of Delhi
579
Baden Powell, B.H.(1972). The Land Systems of British India, 3 vols., New York,
Johnson Reprint Corporation.
Forms of Capitalist Agrarian
Rural Transformation in Asia, Delhi: Oxford University Press.
Banaji, Jairus. (2010). Theory as History: Essays on Mode of Production and
Exploitation, Leiden and Boston: Brill, Chap. 1 and Summary.
Bose, Sugata (1993). Peasant Labour and Colonial Capital: Rural Bengal since 1770,
(The New Cambridge History of India Vol. III.2), Cambridge: Cambridge University
Press.
Frykenberg, R.E. (ed.) (1977). Land Tenure and Peasant in South Asia, Delhi, Orient
Longman.
American
Economic Review, vol. 95,pp. 1190-1213.
Guha, Ranajit. (1963). A Rule for Property in Bengal: An Essay on the Idea of the
Permanent Settlement. Paris: Moulton and Co.
Guha, Sumit. 1985. The Agrarian Economy of the Bombay Deccan 1818-1941. Delhi:
Oxford University Press.
Stein, Burton (ed.).(1992). The Making of Agrarian Policy in India, 1770- 1900, Delhi:
Oxford University Press.
Unit 3 (Week 5-6): This unit will assess the nature of colonial and feudal exploitation leading
towards fundamental changes in the life of lower groups of peasantry; social discontent of the
peasantry and resulting desperate responses due to problems related to the food, land rights to the
tiller, tenancy issues, commercialization, indebtedness, famines, migration, disease and poverty.
Amin, Shahid.(1984). Sugarcane and Sugar in Gorakhpur: An Inquiry into Peasant
Production for Capitalist Enterprise in Colonial India. Delhi: Oxford University Press.
Journal of Peasant Studies, vol.12, no.4, pp.7-25.
Guha, Sumit,(1985). The Agrarian Economy of the Bombay Deccan, 1818-1941, Delhi:
Oxford University Press.
Hall-Matthews, David.(2005). Peasants, Famine and the State in Colonial Western India,
NewYork: Palgrave.
Hardiman, David.(1996). Feeding the Baniya. Peasants and Usurers in Western India.
Delhi: Oxford University Press.
Neeladri Bhaattacharya, Sumit Guha and Sakti Padhi (eds). Essays on the
Commercialization of Indian Agriculture, Delhi: Oxford University Press.
Department of History, University of Delhi
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Raj, K.N. et.al. (ed.). (1985). Essays on the Commercialisation of Indian Agriculture,
Delhi: Oxford University Press.
Ramaswamy,Vijaya. (ed.). (2016).Migrations in Medieval and Early Colonial India,
Oxford: Routledge.
Ray, Ratnalekha.(1979). Change in Bengal Agrarian Society, (C. 1760 1850), Delhi,
Manohar.
Robb, Peter (ed.).(1993). Rural India: Land, Power and Society under British Rule,
Delhi: Oxford University Press.
Robb, Peter. (ed.) (1983), Rural South Asia: Linkages, Change and Development,
London: Curzon Press, pp.89-129.
Rothermund, D.(1978). Government, Landlord and Peasant in India: Agricultural
Relations under British Rule, 1865-1935, Wiesbaden: Franz Steiner Verlag Gmbh.
Unit 4 (Week 7-8): This unit moves around power and subordination of various peasant strata,
nature, role and potential and social structures, prejudices, and collectivities that sought to
economically subordinate as well as working as the source of turbulence and disruption.
Agarwal, Bina (2001
Land, Labour and Rights: 10
Daniel Thorner Memorial Lectures, Delhi: Tulika.
Aggarwal, Bina. (1994). ghts in South Asia,
Cambridge University Press.
Baker, Christopher John.(1984). An Indian Rural Economy: 1880 - 1955 The Tamilnad
Countryside. Oxford and Delhi: Oxford University Press.
Breman, Jan.(1974). Patronage and Exploitation: Changing Agrarian Relations in South
Gujarat, India. Berkeley: University of California Press.
Frykenberg, R.E. (ed.).(1979). Land Control and Social Structure in Indian History, New
Delhi, Manohar Publications .
ers in Bonded
Disappearing Peasantries?: Rural Labour in
Africa, Asia and Latin America, eds. Jos E. Mooij, Deborah Fahy Bryceson, and Crist bal
Kay, London: Intermediate Technology Publications, pp. 247261.
Metcalf, Thomas R.(1976). Land, Landlords and The British Raj: Northern India in the
Nineteenth Century. Berkeley: University of California Press.
No.2
Prakash, Gyan. (1990). Bonded Histories: Genealogies of Labor Servitude in Colonial
India. Cambridge: Cambridge University Press.
Sen, Samita.(1999) Women and Labour in Colonial India, Cambridge: Cambridge
University Press.
Department of History, University of Delhi
581
Yang, Anand A. (1989).The Limited Raj: Agrarian Relations in Colonial India, Saran
District, 1793-1920. Berkeley: University of California Press.
Unit 5 (Week 9-10): This unit will examine every day existence and life cycle,of peasantry
through various social institutions such as the family, social stratification, the interrelationship
among power relationships to explore gender and related social hierarchies of work.
Amin, Shahid . (2005). A concise encyclopedia of North Indian peasant life: Being a
compilation from the writings of William Crooke, J. R. Reid, G. A. Grierson. Delhi:
Manohar.
Modern Asian Studies, vol. 17,no. 2 , pp.
283-31
Crooke, William.(1989). A Glossary of North Indian Peasant Life, edited, with an
Introduction, Appendices and Notes, ed., Shahid Amin, Delhi: Oxford University Press.
Gupta, Dipankar. (1997). Rivalry and Brotherhood: Politics in the Life of Farmers in
Northern India, Delhi, Oxford University Press.
Haynes, Douglas and Gyan Prakash (eds). (1991)Contesting Power: Resistance and
Everyday Social Relations in South Asia. Delhi: Oxford University Press.
Lewis, Oscar.(1965). Village life in Northern India : studies in a Delhi village, New York
: Random House.
th
Century Origins of the
Modern Asian Studies, vol.27,no.2, pp. 357-395.
A
American Ethnologist, vol. 2,
no.4, pp. 727-56.
Roy, Tirthankar.(2010). Company of Kinsmen: Enterprise and Community in South Asian
History, 1700-1940, Delhi: Oxford University Press.
Scott, James C. (1985). Weapons of the Weak: Everyday Forms of Peasant Resistance,
Yale University Press.
Journal of Peasant Studies,vol. 36, no.1, pp. 227 243.
Unit 6 (Week 11-12): This unit unfolds inherited determinants of identity and amorphous
differences to examines ways in which peasants transform and institutionalise themselves, forge
new collective identities and articulate new strategies to ensure peasant survival.
Indian Economic
and Social History Review 7, no. 2, pp. 16491.
Bayly, Christopher A. (1988). Indian Society and the Making of the British Empire.
Cambridge: Cambridge University Press.
Department of History, University of Delhi
582
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in Subaltern Studies I: Writings on South Asian History and Society, ed. Ranajit Guha.
Delhi: Oxford University Press, pp. 9-38.
Chatterjee, Suranjan.(1
Economic and Political Weekly 19, no. 4,pp. PE2PE13.
Crooke, William. (1978).The Popular Religion and Folklore of Northern India. 2 vols. 2d
ed., revised and illustrated. London: A. Constable, 1896. Fourth reprint, Delhi:
Munshiram Manoharlal.
Freitag, Sandria B.(1989). Collective Action and Community: Public Arenas and the
Emergence of Communalism in North India. Berkeley: University of California Press.
Pandey, Gyanendra.(1992). The Construction of Communalism in Colonial North India,
Delhi: Oxford University Press.
Pinch, William R.(1996). Peasants and Monks in British India. Berkeley, University of
California Press.
Unit 7 (Week 13): The forms of dominance, authority and resistance and the mobilization for
struggle are the main concerns of this unit. Descriptions of different agrarian classes and
formation of peasant consciousness, role of different organizations emphasizing the social
questions and ideologies will traces histories of peasant resistance through case studies of any
two rebellions from second half of the 19
th
century the revolt of 1857,the Indigo revolt, the
Deccan riots, the Mapilla rebellion.
an Riots in
EPW.
Charlesworth, Neil. (1985). Peasants and Imperial Rule: Agriculture and agrarian
society in the Bombay Presidency, 1850-1935. Cambridge: Cambridge University Press.
Chaturvedi, Vinayak.(2007). Peasant pasts : History and memory in Western India,
Berkeley: University of California Press.
Guha, Ranajit. (1983). Elementary Aspects of Peasant Insurgency in Colonial India,
Delhi: Oxford University Press.
Kumar, Ravinder. (1968) Western India in the Nineteenth Century: A Study of the Social
History of Maharashtra. London: Routledge and Kegan Paul.
Mukherjee, Rudrangshu.(1984). Awadh in Revolt: A Study of Popular Resistance, Delhi:
Oxford University Press
Panikkar,K.N. (1989).Against Lord and State: Religion and Peasant Uprisings in
Malabar, 1836 -1921, Delhi: Oxford University Press.
Stokes, Eric. (1980). The Peasant and Raj: Studies in Agrarian Society and Peasant
Rebellion in Colonial India, Cambridge University Press along with S. Chand & Co.
Stokes, Eric. (1986). The Peasant Armed: The Indian Rebellion of 1857 (Ed.). C.A.
Bayly, Oxford: Clarendon Press.
. (2012). 1857 :
1-2),: .
Department of History, University of Delhi
583
Unit 8 (Week 14): This unit traces histories of peasant resistance and revolt in relation to Indian
nationalism through case studies of any three rebellions- Peasant movement in Awadh 1919-
1922, Peasant movements in Bihar 1919-1941, the Tebhaga movement 1946-1947, the
Telengana movement 1946-1957.
Amin, Shahid, (1988), 'Agrarian bases of nationalist agitations in India : an
historiographical Survey', in D.A. Low (ed.), The Indian National Congress: centenary
hindsights, New Delhi: Oxford University Press, pp. 54-97.
Amin, Shahid. (1995). Event, Metaphor, Memory: Chauri Chaura 1922-1992, Delhi:
OUP.
In Subaltern Studies III, ed. Ranajit Guha,Delhi:OUP.pp.1-57..
Gandhi and India's Peasants, 191722 Journal of Peasant
Studies, vol.1(4), pp.462-485.
Das, Arvind N.(ed.).(1982). Agrarian Movements in India: Studies on 20th Century
Bihar, Delhi: Manohar.
Dhanagare, D.N.(1983). Peasant Movements in India 1920 - 1950, New Delhi, OUP.
Guha, Ramachandra1989. The Unquiet Woods: Ecological Change and Peasant
Resistance in the Himalaya, Delhi, OUP .
Hardiman, David. (1981). Peasants Nationalist of Guajarat: Kheda District, 1917-1934,
Delhi: OUP. Chapters 5&6.
Henningham, Stephen.(1982).Peasant movements in colonial India: North Bihar, 1917-
1942. Canberra : ANU Printing.
Jha, Hetukar. (1977). Lower Caste Peasants and Upper Caste Zamindars in Bihar, 1921-
25. IESHR, vol. 14, no. 4, pp. 55055.
Kumar, Kapil.(1994). Peasants in Revolt: Tenants, Landlords, Congress and the Raj in
Oudh 1886 1922, New Delhi : Manohar.
Nationalism: The Peasant
Ranajit Guha, (ed.), Subaltern Studies, vols. I, New Delhi: OUP.
Pouchepadass, Jacques . (1999). Champaran and Gandhi: Planters, Peasants and
Gandhian Politics, New Delhi: OUP, pp. 144-230.
Rasool,Md. Abdullah.(1974). A History of the All India Kisan Sabha,Calcutta: National
Book Agency.
Satyanarayana, A.(1990). Andhra Peasants under British Rule: Agrarian Relations and
Rural Economy, Delhi:Manohar .
Sen, Sunil.(1972). Agrarian Struggle in Bengal 1946-47, New Delhi: PPH.
Sundarayya, Puchalapalli.(1972). ,
Calcutta,CPI-M.
Siddiqi, Majid Hayat. (1978).Agrarian Unrest in North India: The United Provinces,
1918-1922. New Delhi: Manohar.
Department of History, University of Delhi
584
,(2000).
,.
,
Suggested Further Readings:
Charlesworth, Neil.(1982). British Rule and the Indian Economy, 1800-1914. London:
Macmillan.
Desai, A.R. (ed.). (1979). Peasant Struggles in India, Bombay: Oxford University Press.
EPW. vol.IX (Spl. Number).
Hardiman, David (ed.). (1993). The Peasant Resistance in India, 1858-1914, Delhi, OUP.
Hasan, Zoya.(1989). Dominance and Mobilisation: Rural Politics In Western Uttar Pradesh
1930- 1980. New Delhi: Sage Publications.
Hauser,Walter.(1961). The Bihar Provincial Kisan Sabha, 1929-1949 : a study of an Indian
peasant movement, Chicago: University of Chicago Press.
Kumar, Dharma (ed.). (1984). The Cambridge Economic History of India, Vol. II, (C.1757
C.1970), Delhi:Orient Longman along with CUP.
Ludden, David (ed.). (1994). Agricultural Production and Indian History, Delhi: OUP.
Neale, Walter C. (1962).Economic Change in Rural India: Land Tenure and Reform in the
United Provinces, 1800-1955. New Haven: Yale University Press.
Prakash, Gyan.(1992). The world of the rural labourer in colonial India. Delhi: Oxford
University Press.
Raj, K.N. (ed.). Essays on the Commercialisation of Indian Agriculture.
Shanin, Teodor, (ed.), (1971). Peasants and Peasant Societies:Selected Readings,
London:Penguin Books.
Thorner, Daniel and Alice Thorner.(1962). Land and Labour in India, Bombay: Asia
Publishing House.
Whitcombe, Elizabeth.(1972). Agrarian Conditions in Northern India: the United Provinces
Under British Rule, 1860-1900). Berkeley: UCAL.
1850-1900) :
:
Facilitating Teaching Learning Outcome:
The course is organized around weekly lectures and assignments based on the themes and topics
of the course. Students will be participating in course readings based group discussions. The
course,aims at developing a rational insight with a focussed objective of comprehending the
course content and develop oratory skills of the students.
Department of History, University of Delhi
585
Assessments:
Internal Assessment will be a continuous process based on three fold approach of reading,
understanding and articulation. Students enrolled in the course would have their work assessed in
two modes.
1)There will be a 10 marks internal assessment exam held in mid-semester.
2) Students will be expected to submit a 15 marks research paper on one of the topics of the
course.
3) There will be an end of term semester examination covering the entire course. This will be a 3
hours duration University examination and students will be required to answer 4 out of 8
questions. Marks will be awarded out of a maximum of 75 marks.
Department of History, University of Delhi
586
HSM New Course
Business and Finance in the History of Political Economy in Modern India
Course Objectives:
This course attempts to explore select empirical studies of the history of business and finance
within the broad framework of the history of economic thought. While paying special attention
to the national business history of India, it includes the national business history of the United
States of American and other comparative cases from Europe as well as Asia. The course will
underline the disciplinary kinship of business history with economic history as well as the history
of ideas. Ideas shape history as much as historical events determine political economy.
Learning Outcomes:
At the end of this course, the students will
learn how to anaylyse the interface between human action and ideashistorical events,
economic thought and business practices.
learn about the older concerns of mainstream economic history.
be equipped with an inventory of best practices and ideas for practical action either in the
world of business or the realm of policy making.
Course Content
Unit 1 (Week 1): Historiography of business history and economic history
Unit 2 (Week 2-3): Economic thought & business practices in Arab-Islamic & Chinese
economies
Unit 3 (Week 4-5): Economic thought and business history in ancient and medieval Europe
Unit 4 (Week 6-7): The Financial Revolution: Credit and the origin of Public Debt and the
price revolutions in modern Europe
Unit 5 (Week 8): Business history and enterprise culture in Britain
Unit 6 (Week 9-10): Business history and enterprise culture of continental Europe and Japan
Unit 7 (Week 11): Business & Financial history in North America and Latin America
Unit 8 (Week 12): History of money across time and culture; the Great Depression in
monetary history
Unit 9 (Week 13): Portfolio capitalists and the political economy of early modern India; the
emergence of Capitalism in India
Unit 10 (Week 14): Business communities & pioneers in India; the global resurgence of Indian
business
Department of History, University of Delhi
587
Essential Readings and Unit Wise Learning Outcome:
Unit 1 (Week 1): This unit will discuss the historiography of business history by situating it
within the broad framework of economic history.
Amatori, Franco & Jones, Geoffrey (2003) Business History around the World,
Cambridge: Cambridge University Press.
-
Economic History of Developing Regions, 29 (1): 15-41.
Unit 2 (Week 2-3): This unit will discuss the economic thought and business culture in China
and in the Arab-Islamic context.
Madjd-China: in Vincent
Barnett, Routledge Handbook of the History of Global Economic Thought, Abingdon:
Routledge, pp. 294-305.
Ghazanfar, S.M. Arab-in Vincent Barnett (2015) Routledge
Handbook of the History of Global Economic Thought, Abingdon: Routledge, pp. 202-
215.
History of Economics and their Impact: A Refutation of the
Schumpeterian
A Companion to the History of Economic Through, Malden, USA: Blackwell, pp. 28-45.
El-Ashker, Ahmed A.F. and Wilson, Rodney (2006) Islamic Economics: A Short History,
Leiden: Brill, (Ch. 5
Economics, pp. 155-221).
John B. Davis (eds.) A Companion to the History of Economic Through, Malden, USA:
Blackwell, pp. 46-60.
Unit 3 (Week 4-5): This unit will discuss the history of economic thought and business practice
in Europe from antiquity to the medieval period.
Lyttkens, Carl Hampus (2013) Economic Analysis of Institutional Change in Ancient
Greece: Politics, Taxation and Rational Behaviour, Abingdom: Routledge (ch. 7:
Institutions and Market, pp. 118-134).
Landes, David; Mokyr, Joel; & Baumol, William, The Invention of Enterprise:
Entrepreneurship from Ancient Mesopotamia to Modern Times, Princeton: Princeton
University Press, pp. 88-106.
Mills, John (2003) A Critical History of Economics, Basingstoke: Palgrave Macmillan
(ch. 3: The Pre-Industrial World, pp. 40-58).
Marjorie Grice-Hutchinson (1952) The School of Salamanca, Oxford: Clarendon Press
[Introduction + chapter 3].
Department of History, University of Delhi
588
Gleeson-White, Jane (2011) Double-Entry: How the Merchants of Venice created
modern Finance, London: Allen & Unwin.
Unit 4 (Week 6-7): This unit will discuss the financial revolution (the birth of modern credit and
public debt) in modern Europe; and it will also consider the theory of price revolutions in
history.
Excise Taxation and the Origins of Public Debt, Basingstoke,
UK: Palgrave Macmillan (Preface, chs. 1-2).
Entrepreneurship: Theory, Network, History, Cheltenham,
UK: Edward Elgar, pp. 326 371.
Wennerlind, Carl (2011) Casualties of Credit: The English Financial Revolution,
16201720, Cambridge: Harvard University Press (ch. 3: Epistemology of Credit, pp. 83-
122; ch. 5: Public credit and the public sphere, pp. 161-196).
Fischer, David Hackett (1996) The Great Weave: Price Revolutions and the Rhythm of
History, New York: Oxford University Press.
Creating Legitimacy: Administering Taxation in Britain,
1815 Pedro Lains (eds.) Paying for the Liberal State: The
Rise of Public Finance in Nineteenth-Century Europe, Cambridge: Cambridge University
Press, pp. 27-56.
Unit 5 (Week 8): This unit will discuss the business history and the culture of enterprise in
Britain.
Past and Present, No.
123: 178-204.
Benn, Ernest J. (1925) The Confessions of a Capitalist, London: Ernest Benn Limited,
reprint 2014 [ch.1-4].
Organization and Technological Change: The
Business History Review, 57, 2, Summer 1983:
195-236.
Unit 6 (Week 9-10): This unit will discuss the business history and enterprise culture of
continental Europe and Japan
Susanna Fellman, Martin Jes Iversen, Hans Sjögren, Lars Thue (eds.) (2008) Creating
Nordic Capitalism: The Business History of a Competitive Periphery.
Se
Business History Review, 74, 2, pp. 237-266.
1860s-Business History Review, 85, 3, pp. 529-550.
Department of History, University of Delhi
589
Technological Paradigms: The Globalization of Cotton Spinning, 1878-Journal
of Economic History, 70 (3): pp. 535-566.
McCraw, Thomas K. (1997) Creating Modern Capitalism: How Entrepreneurs,
Companies, and Countries Triumphed in Three Industrial Revolutions, Harvard
University Press.
Unit 7 (Week 11): This unit will discuss the business history of North America and Latin
America.
Folsom, Burton W. (2010) The Myth of Robber Barons: A New Look at the Rise of Big
Business in America,
Geisst, Charles R. (1997) Wall Street: A History, Oxford: Oxford University Press.
Abbate, Janet (2001) The
Business History Review, 75 (1): 147-176.
De Soto, Hernando (1989) The Other Path: The Invisible Revolution in the Third World
[Latin America], New York: Harper & Row Publishers.
Unit 8 (Week 12): This unit will discuss the history of money across time and culture and also
look at the Great Depression from the perspective of monetary history.
Ferguson, Niall (2009) The Ascent of Money: A Financial History of the World, London:
Penguin Books.
Weatherford, Jack (1997) The History of Money, New York: Three Rivers Press.
Mills, John (2003) A Critical History of Economics, Basingstoke: Palgrave Macmillan
(ch. 8: Hard Money, pp. 152-174).
Eichengreen, Barry (2014) Exorbitant Privilege: The Rise and Fall of the Dollar, Oxford:
Oxford University Press.
Ahamed, Liaquat (2009) Lords of Finance: 1929, the Great Depression, and the Bankers
who Broke the World, London: William Heinemann.
Unit 9 (Week 13): This unit will study the history of Indian business across different periods till
recent times.
Chandrasekaran, Balakrishnan Vincent Barnett (2015) Routledge
Handbook of the History of Global Economic Thought, Abingdon: Routledge, pp. 323-
336.
Indian Economic Social History Review, 25, pp. 401-
424.
Subrahmanyam, Sanjay (2004) The Political Economy of Commerce: South India 1500-
1650, Delhi: Cambridge University Press [chs. 2 & 6].
Department of History, University of Delhi
590
Roy, Tirthankar (2012) India in the World Economy: From Antiquity to the Present,
Delhi: Cambridge University Press.
Roy, Tirthankar (2018) A Business History of India: Enterprise and the Emergence of
Capitalism from 1700, Delhi: Cambridge University Press.
Nirmalya Kumar (2009)
World, Brighton & New York: Harvard Business Review Press.
Unit 10 (Week 14): This unit will discuss the history of business communities and the lives of
select entrepreneurs in India.
Roy, Tirtha
Indian Economic Social History Review, 34 (4): 437-463.
Tripathi, Dwijendra and Jumani, Jyoti (2007) A Concise Oxford History of Indian
Business, Delhi: Oxford University Press.
Indian Economic
Social History Review, 19 (2&4): pp. 301- 324.
Raman Mahadevan
Study of the Role of Nattukottai Chettiars of Tamil Nadu, 1880-Indian
Economic Social History Review, 15 (3): 329-358. 18 80-1930*
RAMAN MAHADEVAN
Suggested Readings
Ricardo, David (1817) The Principles of Political Economy and Taxation.
Bagehot, Walter (1885) The Postulates of English Political Economy,
Sons.
Bohm-Bawerk, Eugen (1890) Capital and Interest: A Critical History of Economical Theory,
London: Macmillan & Co. (Bk. 6, ch. 3: The Exploitation Theory Marx, pp. 367-392).
Weber, Max (1905) The Protestant Ethics and the Spirit of Capitalism, London: Routledge
[reprint 2001].
Tawney, R.H. (1926) Religion and the Rise of Capitalism, Delhi: Aakar [reprint 1912].
Schumpeter, Joseph A. (1947) Capitalism, Socialism and Democracy [Part II: the Process of
Creative Destruction].
Schumpeter, Joseph (1954) History of Economic Analysis [on-line] Taylor & Francis e-Library,
2006 (Part 2, ch. 1 Greco-Roman economics, pp. 48-69; ch. 2 The Scholastic doctors & the
philosophers of natural law, pp. 70-138).
Friedman, Milton (1962) Capitalism and Freedom, Chicago: Chicago University Press.
Dowd, Douglas (2000) Capitalism and its Economics: A Critical History, London: Pluto Press,
(ch. 1: Birth: The Industrial Revolution and Classical Political Economy 1750-1850), pp. 19-44
Recommended Resources
The Economist
Wall Street Journal
Department of History, University of Delhi
591
Business History Review
Index of Economic Freedom [on-line] https://www.heritage.org/index/ranking/
Facilitating Teaching Learning Outcome
Unit 1 deals with historiography of business history and economic thought. Units 2-7 are
organized geographically to include Chinese, Arab, Japanese, European and American cases.
Unit 2 looks at the idea and practice of business in two non-European contexts (China and
Islamic lands). Units 3-6 deals with the business history of Europe during ancient, medieval and
modern eras. Unit 7 discusses enterprise culture in America. Unit 8 is organized thematically on
the theme of money and monetary history. Finally, units 9-
national history of business enterprise and business communities.
Assessment:
1) Students may write either a term paper on a topic of their choice in the field of business
history, or they may write an assignment based on a given a set of readings consisting of both
primary and secondary sources to be provided by the course teacher. In the latter case, students
will be asked to identify some researchable questions and prepare an essay of about 2000 3000
words. This will be evaluated out of 15 marks.
2) Students are required to have verbal presentation of their written assignment in small groups
of their own formation. This will be evaluated out of 5 marks.
3) Every student must submit a question (reader questions) and a short responseno more than
one-half a page on any of the readings in the list. These questions should be thematic or
conceptualnot merely factual trivia. In lieu of a question, select a quote or aspect of the case
that you wish to discuss further. Reader questions or quotes must be typed and are due at the
beginning of class. These will be scored on a standard grading scale based on their degree of
thoughtfulness and insightfulness based on the issues raised by the readings. As we move
through the course and have more points of comparison, please ask questions that link together
previous readings. This will be marked out of 5 marks.
4) End-semester examination of three-
the prescribed syllabus and this will be marked out of 75 marks. In the current format, students
are expected to answer four out of eight questions.
