DEPARTMENT OF HISTORY

COURSES OFFERED BY DEPARTMENT OF HISTORY

Category I
[UG Programme for Bachelor in History (Honours) degree in three years]

DISCIPLINE SPECIFIC CORE COURSE -1 (DSC-1) – : History of India – III: 750 – 1200

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Code Credits Credit distribution of the course Eligibility Pre-requisite
criteria of the course
(if any)
Lecture Tutorial Practical/
Practice
History of India – III: 4 3 1 0 12 th Pass Should have
750 – 1200 studied
History of
India- II
Fourth century
to 750

Learning Objectives

This course is designed to make students trace the patterns of change and continuities
in the economic, political, social and cultural aspects of life during the ‘early medieval
period’ (c. 750 – 1200 CE) of Indian history. With its focus on multiple historiographical
approaches to various issues of historical significance during this period, the course
will also apprise students of the divergent ways in which historians approach, read and
interpret their sources.

Learning outcomes

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

● Critically assess the major debates among scholars about various changes that
took place with the onset of early medieval period in India.
● Explain, in an interconnected manner, the processes of state formation,
agrarian expansion, proliferation of caste and urban as well as commercial
processes.
● Discuss the major currents of developments in the cultural sphere, namely
Bhakti movement, Puranic Hinduism, Tantricism, architecture and art.

128
SYLLABUS OF DSC-1

Unit I: Studying early medieval India

1. Sources: texts; inscriptions; coins
2. Perspectives on the early medieval

Unit II: Political structures and processes

1. Evolution of political structures: Rajput polities; Chola state; Odisha
2. Symbols of political power: Brahmanas and temples; courtly cultures
3. Issue of ‘Foreign and Indian’: Arabs and Ghazanavids in the north-west, Cholas
in Southeast Asia

Unit III: Social and economic processes

1. Agricultural expansion and social changes
2. Trade and urbanization

Unit IV: Religious and visual cultures

1. Bhakti, Puranic Hinduism; Tantra; Buddhism and Jainism
2. Art and architecture: temples – regional styles

Practical component (if any) - NIL

Essential/recommended readings
Unit I. This unit seeks to familiarise students with the range of sources available for
the early medieval period of Indian history. Most importantly, students will
engage with the debates and varied scholarly views on the nature of early
medieval Indian social formation and the most important aspects and factors
of change therein. (Teaching Time: 12 hrs. approx.)
● Salomon, Richard. 1998. Indian Epigraphy: A Guide to the Study of Inscriptions
in Sanskrit, Prakrit and, the Other Indo-Aryan Languages. New York: Oxford
University Press. (The relevant portions are: Chapter I: 'The Scope and
Significance of Epigraphy in Indological StudStudiesies', pp. 3-6; Chapter VII:
'Epigraphy as a Source for the Study of Indian Culture,' pp. 226-51.)
● Schwartzberg. J. 1993. Historical Atlas of South Asia. New York: Oxford
University Press. (To be used mostly as a reference book)
● Jha, D.N. 2000. ‘Introduction’. In The Feudal Order: State, Society and Ideology
in Early Medieval India. Delhi: Manohar, pp. 1-60. [Also available in Hindi]
● Sharma, RS 1958. ‘Origins of Feudalism in India (c. A.D. 400-650)’. Journal of the
Economic and Social History of the Orient, vol. 1: 297-328.
● Mukhia, H. 1981. ‘Was there Feudalism in Indian History?’ The Journal of
Peasant Studies vol. 8(3): 273-310. Also reproduced in Kulke, Hermann. (ed).
1995. The State in India, 1000-1700. New Delhi: Oxford University Press, pp. 86-
133.
● Sharma, R.S. 1982. ‘The Kali Age: A Period of Social Crisis’. In D.N. Jha (ed). The
Feudal Order: State, Society and Ideology in Early Medieval India, Delhi:
Manohar, pp. 61-77. (Originally published in S.N. Mukherjea, (ed). India: History
and Thought. Essays in Honour of Professor A.L. Basham.)

129
● Chattopadhyaya, B.D. 1983. ‘Political Processes and the Structure of Polity in
Early Medieval India: Problems of Perspective’. Presidential Address, Ancient
India Section, Indian History Congress, 44 Session. This is also reproduced in
Kulke, Hermann. (ed). 1995. The State in India, 1000-1700. New Delhi: Oxford
University Press, pp. 195-232.
● Kulke, Hermann and Bhairabi Prasad Sahu (eds). 2022. ‘Introduction’. The
Routledge Handbook of the State in Premodern India. London and New York:
Routledge, pp. 1-43.
● स�ह, उप�ि◌र. 2017. प्राचीन एवं प व-मध्यकाल�न भारत का इततहास: पाषाण-काल से
12वीं शताब्द� तक. नई र्ि◌ल्ल�: पर्य�सन इर्ं डया एजक
ु े शन. प्रासंगर्क भाग है , अध्याय
10: ‘उभरता �ेत्रीय वर्न्यास’, पष्ठ संख्या 588-689.)
● झा, र्ि◌ज�द्र नारायण (सं.). 2007. भारतीय सामतं वाद: राज्य, समाज और तवचारधारा.
नई र्ि◌ल्ल�: ग्रंथ शर्ल्पी.
● शमाि◌, रामशरण. 1993. भारतीय सामंतवाद. नई र्ि◌ल्ल�: राजकमल प्रकाशन.
● मर्◌ु खया, हरबंस. 1998. ‘क्या भारतीय इतर्हास म� फ्यलर्ज़्म रहा है ?’. फ्यतलज़्म और
गैर-यूरोपीय समाज. (सं.) हरबंस मुखर्या, नई र्ि◌ल्ल�: ग्रंथ शर्ल्पी, पष्ठ सख ्ं या 1-49.

Unit II. This unit aims to apprise students of the dynamic nature of political structures
and the varied perspectives from which scholars study them. (Teaching Time:
12 hrs. approx.)
● Sharma, R.S. [1965] 2006. Indian Feudalism: c. AD 300-1200. 3rd edition, Delhi:
Macmillan (Especially relevant are, pp. 67-95.).
● Chattopadhyaya, B.D. 1983. ‘Political Processes and the Structure of Polity in
Early Medieval India: Problems of Perspective’, Presidential Address, Ancient
India Section, Indian History Congress, 44th Session. This is also reproduced in
Kulke, Hermann. (ed). 1995. The State in India, 1000-1700. New Delhi: Oxford
University Press, pp. 195-232.
● Kulke, Hermann. 1995. ‘The Early and the Imperial Kingdom: A Processural
Model of Integrative State Formation in Early Medieval India’. In idem. (ed). The
State in India, 1000-1700. New Delhi: Oxford University Press, pp. 233-62.
● Chattopadhyaya, B.D. 1976. ‘Origin of the Rajputs: The Political, Economic and
Social Processes in Early Medieval Rajasthan’. Indian Historical Review, vol. 3(1):
59-82. Also reproduced in B.D. Chattopadhyaya, The Making of Early Medieval
India, Delhi: Oxford University Press, pp. 57-88. Paperback edition, 1997.
● Stein, Burton. 1977. ‘The Segmentary State in South Indian History’. In Richard
Fox (ed.). Realm and Region in Traditional India. New Delhi: Vikas, pp. 3-51.
Stein’s views might also be accessed in another article by him, more easily
accessible: Stein, Burton. (1995). ‘The Segmentary State: Interim Reflections’.
In Hermann Kulke. (ed). 1995. The State in India, 1000-1700. New Delhi: Oxford
University Press, pp. 134-61.
● Heitzman, James. 1987. ‘State Formation in South India, 850-1280’, Indian
Economic and Social History Review, vol. 24 (1), pp. 35-61. Also reproduced in
Hermann Kulke. (ed). 1995. The State in India, 1000-1700. New Delhi: Oxford
University Press, pp. 162-94.

130
● Ali, Daud. 2006. ‘Chapter 2: ‘The Culture of the Court’. In idem. Courtly Culture
and Political Life in Early Medieval India. New Delhi: Cambridge University Press,
(Especially useful is, pp. 69-102.)
● Davis, Richard. 1999. Lives of Indian Images. New Delhi: Motilal Banarsidas
Publishers, pp. 88-112 and pp. 186-221.
● Chattopadhyaya, B.D. 2017. ‘The Concept of Bharatavarsha and Its
Historiographical Implications’. In B. D. Chattopadhyaya The Concept of
Bharatavarsha and Other Essays. New Delhi: Permanent Black, pp. 1-30.
● Maclean, Derryl N. 1989. Religion and Society in Arab Sind. Leiden: E.J. Brill.
(Chapter II: ‘Conquest and Conversion’, pp. 22-82).
● Habib, Mohammad. [1927] 1981. ‘Sultan Mahmud of Ghaznin’. In K.A. Nizami
(ed.) Politics and Society during the Early Medieval Period, Collected Works of
Professor Habib, vol. 2. New Delhi: People’s Publishing House, pp. 36-104.
● Thapar, Romila. 2005. Somnath: The Many Voices of a History. Penguin.
● Chattopdhyaya, B.D. [1998] 2017. Representing the Other? Sanskrit Sources
and the Muslims (eighth to fourteenth Century). Primus Books: Delhi.
● Kulke, Hermann, K. Kesavapany and Vijay Sakhuja (eds). 2009. Nagapattinam to
Su-varnadvipa: Reflections on the Chola Naval Expeditions to Southeast Asia.
Singapore: Institute of Southeast Asian Studies.
● शमाि◌, रामशरण. 1998. 'भारतीय सांमतवाि◌ कर्तना सामंती?’. हरबंस मर्◌ु खया (सं.).
फ्यूडतलज़्म और गैर-यूरोपीय समाज. नई र्ि◌ल्ल�:ग्रंथशर्ल्पी, पष्ठ सख ्ं या 50-86.
● मर्◌ु खया, हरबंस. 1998 ‘कृ षक उत्पाि◌न और मध्यकाल�न भारतीय समाज', हरबंस
मर्◌ु खया (सं.). फ्य तलज़्म और गैर-यूरोपीय समाज. नई र्ि◌ल्ल�: ग्रंथशर्ल्पी, पष्ठ
सख ्ं या 310-339.
● चट्टोपाध्याय, बिजलाल. 1978. 'राजपतू ◌ो◌ं क� उत्पर्ि◌; पूव-ि◌ मध्ययगु ◌ीन
राजस्थान म� राजनैतर्क, आ�थर्क एवं सामाजर्क प्रक्रर्याए',◌ं एच. डी. संकालर्या आर्ि◌
(सं.). प्राचीन भारत. मैकमर्लन: नई र्ि◌ल्ल�. पष्ठ सख ्ं या,136-153.
● हबीब, मोहिम्म. 1992. ‘मह�म के काय� का चररत्र और मल ्◌ू य', इरफान हबीब (स.)◌ं
मध्यकाल�न भारत, अकं -4. नई र्ि◌ल्ल�: राजकमल प्रकाशन, पष्ठ सख ्ं या 9-23.
● थापर, रोमर्ला. 2000. ‘सोमनाथ और मह�मू ’. सहमत मक्तनाद व�ष-2, अंक 1-2. पष्ठ
संख्या 37-44.
● थापर, रोमर्ला. 2015. सोमनाथ: इततहास एक, स्वर अनेक. नई र्ि◌ल्ल�: ग्रंथशर्ल्पी.
● हबीब, इरफान. 1999. ‘भारतीय राष्र के नर्माि◌ण क� प्रक्रर्या और अवधारणा: ऐतर्हासर्क
पररप्रे�य'. सहमत मक्तसंख्या 26-30. नाद व�ष-1, अंक 3. पष्ठ
● चट्टोपाध्याय ,ब्रिजलाल. 2012. ‘आक्रामक� और शासक� क� छवर्याँ’, मीना�ी खन्ना
(स.)◌ं मध्यकाल�न भारत का सांस्कृ ततक इततहास. नई र्ि◌ल्ल�: ओररएंट
ब्लैकस्वान, पष्ठ संख्या 107-33.
● शास्त्री, नीलकं ठ. 1979. चोलवंश. नयी र्ि◌ल्ल�: मैकमर्लन .

131
Unit III. This unit will familiarise students with social and economic processes of the
early medieval period in Indian history. The diverse ways in which these have
been studied will be the chief focus. (Teaching Time: 9 hrs approx.)
● Sharma, R.S. 1987. Urban Decay in India c. 300 – c. 1000. New Delhi: Munshiram
Mnoharlal. (Especially important parts are, Chapter 2: ‘Urban Growth and
Decay in the North’, pp. 10-27; Chapter 8: ‘Explaining the Urban Eclipse’, pp.
132-42; and Chapter 10: ‘Agrarian Expansion’, pp. 168-77.)
● Champakalakshmi, R. 1995. ‘State and Economy: South India, Circa A.D. 400-
1300’. In Romila Thapar (ed.). Recent Perspectives of Early Indian History.
Bombay: Popular Prakashan, pp. 266- 301.
● Yadava, B.N.S. 1997. ‘Immobility and Subjection of Indian Peasantry’. In
Bhairabi Prasad Sahu (ed.). Land System and Rural Society in Early India. Delhi:
Manohar, pp. 329-42.
● Sharma, R.S. 1969. Social Changes in Early Medieval India. The first Devraj
Chanana Memorial Lecture. New Delhi: People’s Publishing House. Also
reproduced (with slight changes) as Sharma, R.S. 2001. ‘Changes in Social
Structure’. In idem. Early Medieval Indian Society: A Study in Feudalisation.
Hyderabad: Orient Longman, pp. 186-213.
● Chattopadhyaya, B.D. 1994. The Making of Early Medieval India. Oxford: Oxford
University Press. (Relevant parts are, Chapter 4: ‘Markets and Merchants in
Early Medieval Rajasthan’, pp. 89-119; Chapter 6: ‘Trade and Urban Centres in
Early Medieval North India’, pp. 130-54; Chapter 7: ‘Urban Centres in Early
Medieval India: An Overview’, pp. 155-182).
● Bhandare, Shailendra. 2015. ‘Evaluating the Paucity of Metallic Currency in
Medieval India’. In Himanshu Prabha Ray (ed). Negotiating Cultural Identity:
Landscapes in Early Medieval South Asian History. Delhi: Routledge, pp. 159-
202.
● Chakravarti, Ranabir. 2004. ‘Introduction’. In idem. (ed). Trade in Early India.
Delhi: Oxford University Press, pp. 1-101.
● Malik, Anjali. 1998. Merchants and Merchandise in Early Medieval Northern
India, A.D. 600-1000. Delhi: Manohar. Relevant sections are, ‘Introduction’, pp.
15-33; Chapter 4: ‘The Changing Patterns of Trade’, pp. 89-109.
● शमाि◌, रामशरण. 2000. भारत के प्राचीन नगर� का पतन. राजकमल प्रकाशन: नयी
र्ि◌ल्ल�. प्रासंगर्क हर्स्से इस प्रकार ह:◌ै◌ं अध्याय-2 : 'िउर म� शहर� वर्कास और पतन’,
पष्ृ ठ संख्या 25-47; अध्याय-8: 'शहर� पतन क� व्याख्या’, पष्ठ सख ्ं या 173-84; अध्याय
10: ' कृ षर् का प्रसार’, पष्ठ सख ्ं या 213-23.
● शमाि◌, रामशरण. 1995. पूवव-मध्यकाल�न भारत म� सामातजक पररवतवन, नई
र्ि◌ल्ल�. संशोधर्त संस्करण शमाि◌, रामशरण. 1996. प व- मध्यकाल�न भारत का
सामतं ◌ी समाज और संस्कृ तत. नयी र्ि◌ल्ल� : राजकमल प्रकाशन म� प्रकाशर्त है .
● याि◌व, बी.एन. एस. 1981. ‘प्रारं भक
र् -मध्यकाल�न व्यवस्था म� भारतीय कर्सान व�ग क�
अगतर्शीलता और ि◌◌ासता’, इरफान हबीब (सं.). मध्यकाल�न भारत, अंक-1. नयी
र्ि◌ल्ल�: राजकमल प्रकाशन, पष्ठ सख ्ं या 3-12.

132
Unit IV. The focus of this unit will be on the religious and visual cultures of the early
medieval period in the Indian subcontinent. Having done this unit, students will
be able to trace the patterns of change in these spheres of life. (Teaching Time:
12 hrs. approx.)
● Champakalakshmi, R. 1996. ‘From Devotion and Dissent to Dominance: The
Bhakti of the Tamil Alvars and Nayanars’. In R. Champakalakshmi and S. Gopal
(ed). Tradition, Dissent and Ideology. New Delhi: Oxford University Press, pp.
135-63.
● Narayanan, M.G.S. and K. Veluthat. 2000. ‘Bhakti Movement in South India’. In
Jha, D.N. (ed). The Feudal Order: State, Society and Ideology in Early Medieval
India. New Delhi: Manohar, pp. 385-410. The essay was originally published in
S.C. Malik. (ed.). 1978. Indian Movements: Some Aspects of Dissent, Protest and
Reform. Simla: Indian Institute of Advanced Study, 1978. The same was also
reproduced in D.N. Jha. (ed). 1987. Feudal Social Formation in Early India. Delhi:
Chanakya Publications.
● Mahalakshmi, R. 2000. ‘Outside the Norm, Within the Tradition: Karaikkal
Ammaiyar and the Ideology of Tamil Bhakti’, Studies in History, vol. 16(1): pp.
17-40.
● Chakrabarti, Kunal. 1996. ‘Texts and Traditions: The Making of the Bengal
Puranas’. In R. Champakalakshmi and S. Gopal (eds). Tradition, Dissent and
Ideology. New Delhi: Oxford University Press, pp. 55-88.
● Desai, Devangana. 1989. ‘Social Dimensions of Art in Early India’. Presidential
Address (Ancient India Section). Proceeding of the Indian History Congress, 50th
session, Gorakhpur: pp. 21-56.
● नंि◌◌ी, रमेन्द्रनाथ. 1998. प्राचीन भारत म� धमव के सामातजक आधार. नई र्ि◌ल्ल�:
ग्रंथशर्ल्पी.
● स�ह, उपर्न ्ि◌र. 2017. प्राचीन एवं प व- मध्यकाल�न भारत का इततहास: पाषाण काल से
12 वीं शताब्द� तक. नई र्ि◌ल्ल�: पर्य�सन इर्ं डया एजुके शन. प्रासंगर्क भाग है , अध्याय
10: 'उभरता �ेत्रीय वर्न्यास’, पष्ठ संख्या 588-689.

Suggestive readings
● Bosworth, C.E. 1966. ‘Mahmud of Ghazna in Contemporary Eyes and in Later
Persian literature’. Iran. vol. 4, pp. 85-92. (Alternatively, see Mahmud B.
Sebuktigin. in Encyclopaedia of Is-lam, ed. H.A.R. Gibb et al. Leiden: E.J. Brill.)
● Champakalakshmi, R. 1996. Trade, Ideology and Urbanization: South India 300
BC to AD 1300, New Delhi: Oxford University Press.
● Chattopadhyaya, B.D. 2003. ‘The Study of Early India’. In idem. Studying Early
India. Delhi: Permanent Black, pp. 3-25.
● Desai. Devangana. 1974. ‘Art under Feudalism in India (c. A.D. 500-1300)’. The
Indian Historical Review vol. 1(1): pp. 10-17. Reprinted in Jha, D.N. 1987. The
Feudal Order: State, Society and Ideology in Early Medieval India. Delhi:
Manohar, pp. 487-496.
● Deyell, J.S. 1990. Living Without Silver: The Monetary History of Early Medieval
North India. Delhi: Oxford University Press.
● Eaton, Richard M. 2002. ‘Temple Desecration and Indo-Muslim States’. In David
Gil-martin and Bruce B. Lawrence (eds). Beyond Turk and Hindu: Rethinking
133
 Religious Identities in Islamicate South Asia. New Delhi: India Research Press,
pp. 246-81. The article can also be ac-cessed in Eaton, Richard M. 2000. Essays
on Islam and Indian History, New Delhi: Oxford Univer-sity Press.
● Huntington, Susan. 1985. The Art of Ancient India: Buddhist, Hindu, Jain. New
York and Tokyo: Weather Hill.
● Jha, D.N. 2000. The Feudal Order: State, Society and Ideology in Early Medieval
India. Delhi: Manohar Publishers.
● Kulke, Hermann. 2001. ‘Royal Temple Policy and the Structure of Medieval
Hindu Kingdoms’. In idem. Kings and Cults: State Formation and Legitimation in
India and Southeast Asia. Delhi: Manohar, pp. 1-16.
● Kulke, Hermann and B. P. Sahu. 2018. History of Precolonial India: Issues and
Debates. Delhi: Oxford University Press, pp. 141-278.
● Pollock, Sheldon. 1998. ‘India in the Vernacular Millennium: Literary Culture
and Polity, 1000-1500’. Daedalus, vol. 127(3). 1998: pp. 41–74.
● Ramaswamy, Vijaya. 1982. ‘Peasant, State and Society in Medieval South India:
A Re-view Article’, Studies in History, vol. 4, pp. 307-19.
● Sahu, B.P. (ed). 1997. ‘Introduction’. In idem. Land System and Rural Society in
Early India. Delhi: Manohar, pp. 1-58.
● Sharma, R.S. (1985). ‘How Feudal was Indian Feudalism?’. The Journal of
Peasant Studies, vol. 12 (2-3), pp. 19-43. A revised and updated version of this
article is to be found in, Kulke, Hermann (ed). 1995. The State in India 1000-
1700. New Delhi: Oxford University Press, pp. 48-85.
● Singh, Upinder. (2008). ‘Chapter 10: Emerging Regional Configurations, c. 600-
1200 CE’. In idem. A History of Ancient and Early Medieval India: From the Stone
Age to the 12th Century. New Delhi: Pearson Education, pp. 546-643.
● Spencer, G.W. (1969). ‘Religious Networks and Royal Influence in Eleventh
Century South India’. Journal of the Economic and Social History of the Orient.
vol. 12 (1): pp. 42- 56.
● Subbarayalu, Y. 2011. South India under the Cholas. New Delhi: Oxford
University Press. (Especially important are chapters titled ‘Introduction’, ‘The
Chola State’ and ‘Characterizing the Chola State’.)
● Veluthat, Kesavan. 2000. ‘The Role of Nadu in the Socio-Political Structure of
South India (c. AD 600-1200)’. In D.N. Jha (ed). The Feudal Order: State, Society
and Ideology in Early Medieval India. Delhi: Manohar, pp. 179-96.

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

DISCIPLINE SPECIFIC CORE COURSE – 2 (DSC-2): Rise of the Modern West – I

Credit distribution, Eligibility and Prerequisites of the Course

Course title & Code Credits Credit distribution of the course

134
 Lecture Tutorial Practical/ Eligibility Pre-requisite
Practice criteria of the course
(if any)
Rise of the Modern 4 3 1 0 12 th Pass NIL
West – I

Learning Objectives

The focus of the course is on transition from feudalism to capitalism in Europe. The
paper familiarizes the student with important transitions and transformations in the
economy, polity, and socio-cultural life from mid fifteenth century to 1600 in various
parts of Europe. The course shall critically examine the dynamics of economic and
political power within Europe, and contacts with the New World. The processes by
which Europe’s economy benefited from colonial expansion and exploitation of
indigenous and slave labour will be explained. Students shall also engage with
continuities and changes in intellectual and artistic realms; the social and economic
milieu which influenced developments in religion; trends in state formation; and the
relation-ship between state and religion. Students will be introduced to the concept
of Eurocentrism in our understanding of the Rise of the Modern West.

Learning outcomes

On completion of this course students will be able to:

● Outline important changes that took place in Europe from the mid fifteenth
century.
● Acquire an integrated approach to the study of economic, social, political and
cultural developments in Europe.
● Explain the processes by which major transitions unfolded in Europe’s
economy, state forms, social structure and cultural life. Examine elements of
early modernity in these spheres.
● Critically analyse linkages between Europe’s State system and trade and
empire.

SYLLABUS OF DSC- 2

Unit 1: Transition from Feudalism to Capitalism

1. Issues and debates
2. Question of Eurocentricism

Unit II: Early colonial Expansion

1. Trade and Empire-Mines and Plantations
2. Labour Systems-Indigenous populations and African Slaves

Unit III: Renaissance

1. Origins
2. Humanism in Italy and its spread in Europe, Art

135
Unit IV: Origins, course and results of the European Reformation

Unit V: Economic development of the sixteenth century

1. Shift of economic balance from the Mediterranean to the Atlantic
2. Price Revolution

Unit VI: European State Systems: with any two case studies-Spain, France, England and
Russia

Practical component (if any) - NIL

Essential/recommended readings
Unit 1: The Unit will give an overview to the paper through issues and debates related
to transition from feudalism to capitalism in Europe. The concept of Eurocentrism will
be introduced. (Teaching Time: 9 hrs. approximately)
● Aston, T.H. and C.H.E. Philpin, (Eds.). (2005). The Brenner Debate, Agrarian
Class Structure and Economic Development in Pre-Industrial Europe.
Cambridge/Delhi: Cambridge University Press, Ist South Asian Edition.
● Blaut, J.M., [Link]. (1992). 1492 - The Debate on Colonialism, Eurocentrism, and
History. Trenton, N J: Africa World Press, Inc.
● Hilton, Rodney, (Ed.). (1985). The Transition from Feudalism to Capitalism.
London: Verso.
● Sinha, Arvind. (2009). Sankrantikaleen Europe. New Delhi: Granth Shilpi. [and
English edition].
● Wallerstein, Immanuel. (1974). The Modern World System, Vol. I, Capitalist
Agriculture and the Origins of the European World Economy in the Sixteenth
Century. New York: Academic Press.

Unit II: The Unit discusses the process of early colonization, inter-linkages, and impact
of trade and empire on Western Europe, the New World, West Africa and parts of Asia.
(Teaching Time: 6 hrs. approximately)
● Braudel, Fernand. (1988). Civilization and Capitalism, 15th to 18th Centuries,
Vols. I, II,
● III. London: Collins/Fontana Press.
● Burbank, Jane and Frederick Cooper. (2010). Empires in World History - Power
and Politics of Difference. Princeton: Princeton University Press.
● Crosby, Alfred W. (2004). Ecological Imperialism: The Biological Expansion of
Europe, 900-1900. Cambridge: Cambridge University Press (2nd edition).
● Davis, Ralph. (1973). The Rise of the Atlantic Economies. London: Weidenfield
and Nicolson.
● Waites, Bernard. (1999) Europe and the Third World: From Colonisation to
Decolonisation, c 1500-1998. London: Palgrave Macmillan.

Unit III: The Unit emphasizes social roots of Renaissance, elements of continuity and
change in intellectual and cultural realms, and debates on Renaissance and Humanism.
(Teaching Time: 9 hrs. approximately)

136
 ● Burke, Peter. (1999). The Italian Renaissance, Culture and Society in Italy.
Princeton: Princeton University Press.
● Mac Kenny, Richard. (2005). Renaissances: The Cultures of Italy, 1300-1600.
London/NewYork: Palgrave Macmillan.
● Winks, Robin W. and Lee Palmer Wandel. (2003). Europe in a Wider World,
1350-1650. New York: Oxford University Press.
● Woolfson, Jonathan. (Ed.). (2004). Palgrave Advances in Renaissance
Historiography. London: Palgrave Macmillan.

Unit IV: The Unit outlines the economic, political, social and intellectual dimensions of
Reformation, and Reformation’s impact on different regions of Europe. (Teaching
Time: 6 hrs. approximately)
● Dixon, C. Scott. (2002). The Reformation in Germany. Oxford: Blackwell
Publishers Limited.
● Ferguson, Niall. (2011). Civilization: The West and the Rest. London: Allen Lane.
● Greengrass, Mark. (2015). Christendom Destroyed, Europe 1517-1648. London:
Penguin Books.
● MacCulloch, Diarmaid. (2004). Reformation: Europe's House Divided, 1490-
1700. London: Penguin Books Ltd.

Unit V: The Unit deals with European economy, decline of Mediterranean and rise of
Atlantic regions, and the impact of Trans-Atlantic commerce on Europe. (Teaching
Time: 9 hrs. approximately)
● Frankopan, Peter. (2015). The Silk Roads: A New History of the World. London:
Bloomsbury.
● Heller, Henry. (2011). Birth of Capitalism: a 21st Century Perspective. London:
Pluto Press.
● Hill, Christopher. (1969). Reformation to Industrial Revolution. London: Penguin
Books.
● Kriedte, Peter. (1983). Peasants, Landlords and Merchant Capitalists: Europe
and the World Economy, 1500-1800. Cambridge: Cambridge University Press.

Unit VI: The Unit emphasizes the nature of the European State system and
interconnections between economy, society, religion, and polity with case studies.
(Teaching Time: 6 [Link])
● Anderson, Perry. (1979). Lineages of the Absolutist State. London: Verso
Edition.
● Cameron, Euan. (Ed). (2001). Early Modern Europe, An Oxford History. Oxford:
Oxford University Press.
● Cuttica, Cesare and Glenn Burgess. (Eds). (2011). Monarchism and Absolutism
in Early Modern Europe. London: Routledge.
● Kumin, Beat, (Ed.). (2013). The European World 1500-1800: An Introduction to
Early Modern History. New York: Routledge.

Suggestive readings (if any)

137
 ● Cipolla, Carlo M., (ed). (1994), Before the Industrial Revolution: European
Society and Economy1000-1700. New York: WW Norton & Co.
● Cipolla, Carlo M., (ed). (1976). Fontana Economic History of Europe, Vols. II, III.
New York: Barnes and Noble.
● Dickens, A.G. (1974). German Nation and Martin Luther. London: Edward
Arnold.
● Dobb, Maurice. (1963). Studies in the Development of Capitalism. London:
Routledge and Kegan Paul.
● Findlen, Paula, (ed). (2002). The Italian Renaissance. The Essential Readings.
Oxford: Blackwell Publishers Ltd.
● Hilton, Rodney. (2007) Samantvaad se Poonjivaad mein Sankraman. New Delhi.
Granth Shilpi.
● Kamen, Henry. (1996). European Society, 1500-1700. London: Routledge.
● Lee, Stephen. (1984). Aspects of European History 1494-1789. London:
Methuen & Co. Ltd. (2nd edition)
● Lynch, John. (1984). Spain under the Habsburgs, Vol. I, Empire and
Absolutism,1516- 1598. New York: New York University Press.
● Parry, J. H. (1963). Age of Reconnaissance. London: Weidenfield & Nicolson.
● Scammell, G.V. (1989). The First Imperial Age: European Overseas Expansion
1400- 1715. London/New York: Routledge.
● Verma, Lal Bahadur. (2008). Europe ka Itihaas. Bhaag 9. (Delhi: Prakashan
Sansthan)
● Wiesner-Hanks, Merry E. (2006). Early Modern Europe: 1450-1789. Cambridge:
Cambridge University Press.
● Wood, E.M. (2002). The Origin of Capitalism: A Longer View. London: Verso,
(rev. ed.).

DISCIPLINE SPECIFIC CORE COURSE– 3 (DSC-3): History of Modern China ( 1840 –

1950s)

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Credit Credit distribution of the Eligibility Pre-requisite

Code s course criteria of the course
(if any)
Lectur Tutori Practical/
e al Practice

History of Modern 4 3 1 0 12 th NIL

China ( 1840 – Pass
1950s)

Learning Objectives

138
The course studies the transformation of China from an imperial power into a modern
nation taking its place among a constellation of world powers. This transition has been
studied in the context of the impact of a specific form of western imperialism on China
and the country’s numerous internal fissures and contradictions. This paper seeks to
focus on a range of responses to the tumultuous changes taking place: various strands
of reform (from liberal to authoritarian), popular movements, and revolutionary
struggles. It facilitates an understanding of the multiple trajectories of China’s political
and cultural transition from a late imperial state, to a flawed Republic, to the
Communist Revolution led by Mao Tse Tung. The paper shall expose students to
historiographical debates pertaining to each of these themes, keeping in mind
historical and contemporary concerns centred on such issues.

Learning outcomes

Upon the completion of this course the student shall be able to:
● Develop an in-depth understanding of China’s engagement with the challenges
posed by imperialism, and the trajectories of transition from feudalism to a
bourgeois/ capitalist modernity.
● To locate these historical transitions in light of other contemporaneous
trajectories into a global modernity, especially that of Japan.
● Analyse significant historiographical shifts in Chinese history, especially with
reference to the dis-courses on nationalism, imperialism, and communism.
● Investigate the political, economic, social and cultural disruptions caused by the
breakdown of the centuries old Chinese institutions and ideas, and the
recasting of tradition to meet modernist challenges.
● Comprehend the genesis and unique trajectories of the Chinese Communist
Revolution.
● Locate the rise of China and Japan in the spheres of Asian and world politics
respectively.

SYLLABUS OF DSC-3

Unit I: Late Imperial China and Western Imperialism

1. Confucian Value System; Society, Economy, Polity
2. Opium Wars and the Unequal Treaty System (9 lectures)

Unit II: Popular Movements and Reforms in the 19th century

1. Taiping and Boxer Movements – Genesis, Ideology, Nature
2. Self-Strengthening Movement; Hundred Days Reforms of 1898 (13 lectures)

Unit III: Emergence of Nationalism

● The Revolution of 1911: Nature and Significance
● The May Fourth Movement of 1919 (10 lectures)

Unit IV: Communist Movement in China

1. 1921-1927: Formation of the CCP and the First United Front
139
 2. 1928-1949: Evolution of Maoist Strategy and Revolutionary Measures in Kiangsi
and Yenan ; Communist victory (13 lectures)

Practical component (if any) - NIL

Essential/recommended readings
Unit I: This unit will introduce the students to the salient features of Late Imperial
China and its confrontation with Western Imperialism. As a backdrop, it will discuss
Confucianism. (Teaching Time: 9 hrs. approx.)
● Chesneaux, J. (Ed.). (1972). Popular Movements and Secret Societies in China
1840-1950. Stanford: Stanford University.
● Fairbank, J.K. and Merle Goldman. (2006). China: A New History. Harvard:
Harvard University Press, (Chapter 9).
● Hsu, C. Y. Immanuel, (1970) The Rise of Modern China, Oxford University Press.
● Sharma, K. R. (2022). The Third Birth of Confucius: Reconstructing the Ancient
Chinese Philosophy in the Post-Mao China. New Delhi: Manohar. (Chapters 1-
5).

Unit II: This unit examines the nature and consequences of popular movements and
reforms attempted by the ruling elite. (Teaching time: 12 hrs. approx.)
● Peffer, N. (1994). The Far East- A Modern History. New Delhi: Surjeet
Publications, (Chapter 6 &Chapter 7).
● Chung, Tan. (1978). China and the Brave New World: A Study of the Origins of
the Opium War. New Delhi: Allied Publishers, (Chapter 2, Chapter 6 & Chapter
7).
● Vinacke, H.M. (1982). A History of the Far East in Modern Times. Delhi: Kalyani
Publishers, (Chapter 2).
● Chesneaux, J. (1973). Peasant Revolts in China 1840-1949. London: Thames and
Hudson, (Chapter 2).
● Cohen, P.A. (1997). History in Three Keys: The Boxer as Event, Experience and
Myth. New York: Columbia University Press.
● Fairbank, J.K. and Merle Goldman. (2006). China: A New History. Harvard:
Harvard University Press, (Chapter 10& Chapter 11).
● Gray, J. (1990 reprint). Rebellions and Revolutions: China from 1800s to the
1980s. Oxford: Oxford University Press, (Chapter 3& Chapter 6).
● Greenberg, M. (1951). British Trade and the Opening of China. Cambridge:
Cambridge University Press.
● Michael, F.H. (1966-1971). The Taiping Rebellion: History and Documents.
Seattle: University of Washington Press.
● Purcell, V. (1963). The Boxer Rebellion: A Background Study. Cambridge:
Cambridge University Press, (Chapter 6, Chapters 9, Chapter 10 & Conclusion).
● Tan, Chester C. (1967). The Boxer Catastrophe, New York: Octagon Books.
● Teng, S.Y. (1971). The Taiping Rebellion and the Western Powers: A
Comprehensive Survey. Oxford: Clarendon Press.
● Tan Chung. (1986). Triton and Dragon: Studies on the 19th Century China and
Imperialism. New Delhi: Gian Publishing House.
● Shih, Vincent. (1967). Taiping Ideology: Its Sources, Interpretations and
Influences. Seattle: University of Washington Press.
140
Unit III: This unit examines the history of the emergence of nationalism in China;
nature, character and significance of the Revolution of 1911 and the May Fourth
Movement. (Teaching time: 12 hrs. approx..)
● Wright, M. C. (Ed.). (1968). China in Revolution: the First Phase, 1900-1913.
London: Yale University Press, (Introduction).
● Zarrow, P. (2005). China in War and Revolution 1895-1949. London: Routledge.
● Lazzerani, Edward J. (Ed.). (1999). The Chinese Revolution. Westport,
Connecticut: Greenwood Press, pp 19-32.
● Bianco, L. (1967). Origins of the Chinese Revolution 1915-1949. Stanford:
Stanford University Press, (Chapter 2).
● Chow, Tse-tung. (1960). The May Fourth Movement. Stanford: Stanford
University Press, (Chapter 1, Chapter 14).
● Spence, J. (1999). The Search for Modern China. New York: W.W. Norton,
(Chapters 11 and 13).
● Shinkichi, E. and H. Z. Schiffrin, (Ed.). (1984). The 1911 Revolution in China:
Interpretive Essays. Tokyo: University of Tokyo Press, pp. 3-13.

Unit IV: This unit examines the emergence of Communism in China, the relations
between the CCP and the KMT (Nationalist Party) and the evolution of the distinctive
traits of Maoist Strategies of Revolution. (Teaching Time: 12 hrs. approx.)
● Bianco, L. (1967). Origins of the Chinese Revolution 1915-1949. Stanford:
Stanford University Press, (Chapter 3 -4).
● Fairbank, J.K. (1987). The Great Chinese Revolution 1800-1985, Part Three.
London: Chatto and Windus, (Chapters 12-14).
● Harrison, J.P. (1972). The Long March to Power: A History of the Chinese
Communist Party, 1921- 1972, London: Macmillan, (Chapter 2-3 & Chapter 9).
● Isaacs, H. (1961).The Tragedy of the Chinese Revolution. Stanford: Stanford
University Press, (Preface, Chapters 1-4 & Chapter 18).
● Johnson, Chalmers A. (1962). Peasant Nationalism and Communist Power: The
Emergence of Revolutionary China, 1937-1945. Stanford: Stanford University
Press, (Chapter I).
● Selden, M. (1971). The Yenan Way in Revolutionary China. Cambridge: Harvard
University Press, (Chapter 1 & Chapter 6).
● Sheridan, J.E. (1975). China in Disintegration: The Republican Era in Chinese
History 1912-1949. London: Free Press, Collier Macmillan Publishers, (Chapter
4).
● Snow, E. (1937). Red Star over China, Part Three. London: Victor Gollancz,
(Chapter 2).
● Spence, J. (1999). The Search for Modern China. New York: W.W. Norton,
(Chapter 16).
● Vohra, Ranbir. (1987). China’s Path to Modernization: A Historical Review From
1800 to the Present. Englewood: New Jersey.: Prentice Hall.
● Waller, D. Kiangsi Soviets Republic: Mao and the National Congress of 1931 and
1934. Berkeley: University of California Press.

Suggested Readings:

141
● Bailey, Paul J. (2007). Gender and Education in China: Gender discourses and
women’s schooling in the early twentieth century. London: Routledge.
● Cameron, Meribeth H. (1931). The Reform Movement in China, 1898-1912,
Stanford: Stanford University Press.
● Chen, J. (1965). Mao and the Chinese Revolution. London: Oxford University
Press.
● Chesneaux, Jean et. al. (1976). China from the Opium Wars to the 1911
Revolution. New York: Random House, (Chapters 2-4, 7).
● Cohen, P. A. and John E. Schrecker. (1976). Reform in Nineteenth Century
China, Cambridge: Harvard University Press.
● Duara, Prasenjit. (2009). The global and the regional in China’s nation-
formation. London: Routledge.
● Fairbank, J. K. (1953). Trade and Diplomacy on the China Coast: the opening of
the treaty ports, 1842-54. Cambridge: Harvard University Press.
● Fairbank, J.K. (Ed.). (1983). Cambridge History of China: Volume XII: Republican
China 1912-1949, Cambridge: Cambridge University Press
● Fairbank, J.K. and Merle Goldman. (2006). China: A New History. Harvard:
Harvard University Press, (Chapter 12).
● Fairbank, J.K., E.O. Reischauer and A.M. Craig. (1998). East Asia: Tradition and
Transformation. New Jersey: Houghton Mifflin.
● Fenby, J. (2009). The Penguin History of Modern China: The Fall and Rise of a
Great Power 1850- 2009. London: Penguin Books, 2009.
● Franke, Wolfgang. (1980).A Century of Chinese Revolution, 1851-1949,
Colombia: University of South Carolina Press.
● Goodman, Bryna and Wendy Larson (Ed.). (2005). Gender in Motion: Divisions
of Labor and Cultural Change in Late Imperial and Modern China. Lanham:
Rowman and Littlefield Publishers.
● Hsu, I.C.Y. (1985). The Rise of Modern China. Hong Kong: Oxford University
Press, (Chapter 10).
● Hsu, I.C.Y. (Ed.). (1971). Readings in Modern Chinese History, Part Two. Hong
Kong: Oxford University Press, (Chapter 2).
● Lovell, J. (2011). The Opium War: Drugs, Dreams, and the Making of China,
London: Picador.
● Schram, S.R. (1963). The Politics and Thoughts of Mao Tse Tung. London: Pall
Mall.
● Schurmann, F. and O. Schell (Ed.). (1968). China Reader Series: Vol. I– Imperial
China, Vol. II– Republican China. Harmondsworth: Penguin Books.
● Schwartz, B. (Ed.). (1972). The Reflections on the May Fourth Movement: A
Symposium. Cambridge: Harvard University Press.
● Sheng, Hu. (1981). Imperialism and Chinese Politics, Beijing: Foreign Languages
Press.
● Spence, J.D. (1972). The Gate of Heavenly Peace. London: Faber and Faber
Limited.
● Twitchett, D. and J.K. Fairbank. (1978). The Cambridge History of China.
Cambridge: Cambridge University Press.
● Wasserstorm, Jeffrey N. (2003). Twentieth Century China: New Approaches
(Rewriting Histories). London: Routledge.

142
 ● Wasserstorm, Jeffrey N. (2016). The Oxford Illustrated History of Modern China,
Oxford: Oxford University Press.
● पुणतांबेकर, . ◌ीकृ 1ण व3कटे श.(1967) ए>शया क@ Aवकासोǎमुख एकता. लखनऊ :
Kहǎि◌N स>मOत, सच उUरVि◌◌ेश. ना Aवभाग,
● Aवनाके , हरे ǐड, एम. (1974). पवZ ए>शया का आधOनक इOतहास. लखनऊ: Kहǎि◌N
स>मOत सच ना Aवभाग.
● ए^सटाइन, इजराइल.(1984). अफ@म युcध से मर्◌ु eततक.Kि◌ǐलN: अǎतररा1fNय
Vकाशन. चीन का भग ◌ोल, (1985). A�वेशी भाषा Vकाशन गह, पेइiचग
● पंत, शैला. (2005) आधुOनक चीन का िउय. Kि◌ǐलN : इmडप3ड3ट पर्nलके शन कं पनी
● >म.,कृ 1णकाǎत.(2005).बीसवीं �सN का चीन: रा1fवाि◌ और साpयवाि◌, qǎथ>शǐपी.
● Aवcयालंकार, सsयके तु. (2015). ए>शया का आधOनक इOतहास, मसरू N: . ◌ी
सरtवती �सन. सराओ, के . टN. एस. (2015) आधO O�नेशालय. नक चीन का इOतहास.
Kि◌ǐलN AवvवAवcयालय: Kहǎि◌N माwयम कायाZǎवय
● मोहतं ◌ी, मनोरं जन.(2017) माओ sसे-तं◌ुग का राजनीOतक iचतन. Kि◌ǐलN :
qǎथ>शǐपी.
● पांडेय, धनपOत. (2017). आधOनक ए>शया का इOतहास. Kि◌ǐलN: मोतीलाल
बनारसीि◌◌ास.

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

143
 DISCIPLINE SPECIFIC ELECTIVE COURSE– 1 (DSE-1): Global Environmental History

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Credit Credit distribution of the Eligibility Pre-requisite

Code s course criteria of the course
(if any)
Lectur Tutori Practical/
e al Practice

Global 4 3 1 0 12 th NIL
Environmental Pass
History

Learning Objectives

The objective of this course is to introduce the students to the emerging field of global
environmental history. It will explore the transformations in the relationship between
society and nature in various places and various time periods around the world.
Drawing on environmental, political ecology, and historical geography studies
perspectives, the course will introduce the concepts, methods and ideas of global
history. Moving beyond regional and national scales of analysing historical processes,
the following units elaborate the global interconnectedness of socio-environmental
histories. The course adopts a chronological approach to address issues such as human
interactions with other living species, modes of resource use, technologies of energy
harnessing, migration, modes of transportation, nature protection, pollution, use of
fossil fuel and carbon emission, and global warming, among others. Each unit focuses
on a general period in history, based on major patterns and large-scale changes in the
relationship between societies and the natural world. The role of human agency and
unequal power relations in organizing, exploiting, and transforming the natural world
will be the central focus of the course. This will enable students to critically assess how
historical experiences provide insights in understanding what is happening to human-
nature interactions today and to explore ways to achieve socially inclusive ways of
addressing climate crisis.

Learning outcomes

Upon the completion of this course the student shall be able to:
● Understand the interconnected histories of the relationship between social
formations and environmental transformations around the globe from
prehistory to the present.
● Critique an understanding of environmental concerns based on a narrow
scientific/technological perspective
● Discuss environmental issues within a socio-political framework.
144
 ● Identify the historical roots of current climate crisis.
● Apply interdisciplinary methods of Humanities and Social Sciences to
understand the past.
● Examine the role of social inequality, i.e., unequal distribution of and unequal
access to environmental resources. This is critical in gaining an understanding
of the environmental crisis of the world - from the global to the local
● Locate solutions to environmental problems within a framework of greater
democratisation of resource use.
● Problematise the notion of a pristine past and of perfect balance between
human societies and nature in pre-modern times.

SYLLABUS OF DSC-3

Unit I: Thinking Globally in the Era of Climate Crisis

1. What is Global Environmental History
2. Interdisciplinary Approaches: Archaeology, Anthropology, Historical-
Geography, Political Ecology

Unit II: Ecologies of Subsistence in the Early Societies

1. Human-animal interactions
2. Pre-Industrial Prime Movers and Fuels

Unit III: Into the Early Modern Condition

1. Emergence of the European Empires as Ecological Process; The Columbian
Exchange
2. Early Colonialism and Environmental Transformations of the small islands-St.
Helena and Mauritius
3. Global Cooling and General Crisis in the Seventeenth Century.

Unit IV: Fossil Fuel, Capitalism, and Planetary Environmental Changes

1. Industrial Agriculture
2. Steam Ships and Hydraulic Engineering
3. Cities and Environment

Unit V: The Great Acceleration and the Anthropocene

1. Carbon Politics; the Middle East Crisis
2. Anthropogenic Natural Disasters; Fukushima
3. The Anthropocene Debate

Practical component (if any) - NIL

Essential/recommended readings

Unit I: This unit will introduce the important themes and perspectives within the
emerging field of global environmental history. The readings and discussion will help

145
the students to understand the interdisciplinary methodologies developed by
environmental historians to examine source materials. (Teaching time: 9 hrs. approx.)
● McNeil, J. R. and Mauldin, E. S. (2012), A Companion to Global Environmental
History. Oxford: Wiley-Blackwell, Introduction pp. xvi-xxiv.
● Conrad, Sebastian (2016), What is Global History. Princeton: Princeton
University Press, pp. 1-17, [“Introduction”].
● Corona, Gabriella (2008), “What is Global Environmental History?” Global
Environment,
● No. 2, pp. 228-249.
● Bayly, C. A, et al., “AHR Conversation: On Transnational History,” The American
Historical Review, Vol. 111, No. 5, pp. 1440-64.
● Hughes, Donald J. (2001), An Environmental History of the World: Humankind’s
Changing Role in the Community of Life. London: Routledge, pp. 242-248
[“Bibliographical Essay: Writing on Global Environmental History”]

Unit II: This unit provides an overview on the nature and dynamics of human
interactions with the environment in the pre-modern world. By focusing on the
changing technologies and modes of energy harnessing, the themes discussed in this
unit expects the students to explore how the relationship of humans with the animals,
plants, landforms and water bodies in turn shaped social relationships, ideas and
beliefs. (Teaching time: 9 hrs. approx.)
● Radkau, Joachim (2008), Nature and Power: A Global History of the
Environment. Cambridge: Cambridge University Press, pp. 45-54 [Chapter 2.2;
“Humans and Animals: Hunting and Domestication”].
● Smil, Vaclav (1994), Energy in World History. Colorado: Westview, 1994
[Chapter 2 “Energy in Prehistory”, pp. 15-27; Chapter 3 “Traditional
Agriculture,” pp. 28-91; Chapter 4 “Pre-Industrial Prime Movers and Fuel, 92-
156].
● Bulliet, Richard (2005), Hunters, Herders and Hamburgers: The Past and Future
of Human-Animal Relationships. New York: Columbia University Press, pp. 205
-224.
● Edmund Burke III. “The Big Story: Human History, Energy Regime and the
Environment” in Edmund Burke III and Kenneth Pomeranz, eds., the
Environment and World History. Berkeley: University of California Press, 2009.
pp. 33-53.

Unit III: The first rubric of this unit explores how Empires of the New World transferred
flora and fauna across continents, affected the demography of local societies and
completely transformed landscapes. The second rubric explores how the colonial
plantations resulted in rapid socio- environmental changes on oceanic islands, with
special focus on the small islands-St. Helena and Mauritius. The third rubric explores
the social and cultural impacts of the “Little Ice Age”, or the global cooling that
continued from the thirteenth through the eighteenth century, with special focus on
interlinking climate change and the intensification of famines, and spread of epidemics
in the seventeenth century. (Teaching time: 9 hrs. approx.)
● Crosby, Alfred W. (1986). Ecological Imperialism: The Biological Expansion of
Europe, 900-1900. New York. Cambridge University Press, pp.294-308.

146
 ● McNeill, J.R. (2012). “Biological Exchange in Global Environmental History”, in
J. R. McNeill & E. S. Maudlin, eds., Companion to Global Environmental History.
Oxford: Blackwell, pp. 433-452.
● Grove, Richard H. (1995), Green Imperialism: Colonial Expansion, Tropical Island
Edens and the Origins of Environmentalism, 1600-1860. Cambridge: Cambridge
University Press, pp. 16-72 [“Edens, Islands and Early Empires”].
● Brooke, John L. (2014), Climate Change and the Course of Global History: A
Rough Journey. New York: Cambridge University Press, pp. 370-383 [“The Little
Ice Age and the Black Death].
● Parker, Geoffrey (2013), Global Crisis: War, Climate Change and Catastrophe in
the Seventeenth Century. New Haven: Yale University Press, pp. xxi-xxix
[“Introduction: The ‘Little Ice Age’ and the ‘General Crisis’].

Unit IV: This unit studies the new energy regimes of the modern world, with a special
focus on industrialization and a major shift towards fossil fuel. It offers a historical
perspective on the increasing inequality of access to natural resources, especially in
the context of industrialisation of agricultural production, hydraulic engineering,
urbanization of natural resources, and industrial pollution. (Teaching time: 9 hrs.
approx.)
● McKittrick, Meredith (2012), “Industrial Agriculture”, In J. [Link] & E. S.
Maudlin , eds., Companion to Global Environmental History. Oxford: Blackwell,
pp. 411-432.
● Carse, Ashley (2014), Beyond the Big Ditch: Politics, Ecology, and Infrastructure
at the Panama Canal. Cambridge, MA: The MIT Press, [Chapter 3: Making the
Panama Canal Watershed, pp. 37-58; Chapter 6: “Canal Construction and the
Politics of Water, 93-120; Chapter 13: “A Demanding Environment, 129-222].
● Bauer Jordan and Melosi, Martin V. (2012). “Cities and the Environment” in J.
R. McNeill and E. S. Maudlin, eds., Companion to Environmental History.
Oxford: Blackwell, pp. 360-376.
● Culver, Lawrence. (2014). “Confluence of Nature and Culture: Cities in
Environmental History”, in A. C. Isenberg (ed.), The Oxford Handbook of
Environmental History. New York: OUP, pp. 553-572.
● McNeill, John R. (2000), Something New Under the Sun: An Environmental
History of the Twentieth-Century World, New York, pp. 50-83 [Chapter 3: “The
Atmosphere: Urban History”].

Unit V: This unit provides a critical historical perspective on contemporary

environmental issues including the global-imperial competition to control oil
resources, environmental issues created by nuclear plants, and issues related to
carbon emission and global warming. This unit also introduces the concept of
Anthropocene to discuss emergent concerns regarding the influence of humans on the
planet’s history. (Teaching time: 9 hrs. approx.)
● Jones, Toby C. (2012), “America, Oil, and the War in the Middle East,” Journal
of American History, Vol. 99, No. 1, pp. 208-218.
● Mitchell, Timothy. (2011). Carbon Democracy: Political Power in the Age of Oil.
Lon-don: Verso, “Conclusion: No More Counting on Oil,” pp. 231-254.
● Smil, Vaclav (2005), “The Next 50 years: Unfolding Trends,” Population and
Develop-ment Review, Vol 31, No. 4, pp. 605-643.
147
 ● Pritchard, Sara B. (2013), “An Envirotechnical Disaster: Negotiating Nature,
Technolo-gy, and Politics at Fukushima,” In Ian Jared Miller, et al. eds., Japan at
Nature’s Edge: The Envi-ronmental Context of a Global Power. Honolulu:
University of Hawaii Press, 2013, pp. 255-279.
● Steffen, Will, Crutzen, Paul J and McNeill J. R. (2008). “The Anthropocene: Are
Hu-mans Now Overwhelming the Great Forces of Nature”, Ambio, Vol. 36, No.8,
pp. 614-621.

Suggested Readings:
● Beinart William and Hughes Lotte. eds. (2007). Environment and Empire.
Oxford: OUP, pp. 200-214 [Imperial Scientists, Ecology and Conservation]
● Beinart William and Middleton, Karen. (2004), “Plant Transfers in Historical
Perspective: A Review Article”. Environment and History, Vol. 10, No. 1, pp. 3-
29.
● Bulliet, Richard. (2005). Hunters, Herders and Hamburgers: The Past and Future
of Human-Animal Relationships. New York: Colombia University Press. pp. 205
-224.
● Chakrabarty, Dipesh (2021), The Climate of History in a Planetary Age. Chicago:
The Univeristy of Chicago Press.
● Crist, Eileen. And Helen Kopina (2014), “Unsettling Anthropocentrism”,
Dialectical Anthropology, Vol. 38, No 4, pp. 387-396.
● Crosby, Alfred W. (2006). Children of the Sun: A History of Humanity’s
Unappeasable Appetite for Energy. New York: W. W. Norton. pp. 159-166 & pp.
117-158
● Dickinson, William. (2013). “Changing Times: The Holocene Legacy” in J. R.
McNeil and Alan Roe, eds., Global Environmental History: An Introductory
Reader. London: Routledge, pp 3-23.
● Fitzgerald, Amy J. (2015). Animals as Food Reconnecting Production, Processing
and Impacts. Michigan: Michigan State University Press, pp 9-34.
● Freese, Barbara (2003), Coal: A Human History. Cambridge: Perseus Publishing,
Chapter 8: “A Sort of Black Stone”, pp. 199-232.
● Guha, Ramachandra. (2000). Environmentalism: A Global History. New York:
Longman.
● Kalof, Linda. (2007). Looking at Animals in Human History. London: Reaktion
Books. pp. 1-71
● Lewis, Simon L. and Maslin, Mark A. (2015). “Defining the Anthropocene”,
Nature,
● Vol.519(12March), 171-80.
● Malm, Andreas. (2016). The Rise of Steam Power and the Roots of Global
Warming.
● London: Verso. pp.389-394
● McAfee, Kathleen. (2016). “The Politics of Nature in the Anthropocene” in
“Whose Anthropocene? Revisiting Dipesh Chakrabarty’s ‘Four Theses,’” Robert
Emmett and Thomas Lekan (eds.), RCC Perspectives: Transformations in
Environment and Society No. 2, pp.65–72.
● McKenney Jason. (2002). Artificial Fertility: “The Environmental Costs of
Industrial Age Fertilisers” In Andrew Kimbrell (ed.), The Fatal Harvest Reader:
The Tragedy of Industrial Agriculture. London: Island Press, pp.121-129 148
 ● Moore, Jason W. (ed.) (2016) Anthropocene or Capitalocene?: Nature, History
and the Crisis of Capitalism. Oakland: PM Press. pp. 173-195.
● Moore, Jason W. (2015), Capitalism in the Web of Life: Ecology and the
Accumulation of Capital. London: Verso, pp. 241-290 [“The Long Green
Revolution: The Life and Times of Cheap Food in the Long Twentieth Century”]
● Morrison, Kathleen D. (2015). “Provincializing the Anthropocene”, Seminar, No.
673, 75- 80.
● Nunn, Nathan and Qian, Nancy (2010) “The Columbian Exchange: A History of
Disease, Food, and Ideas”, Journal of Economic Perspectives, Vol. 24, No.2, pp.
163–188.
● Radkau, Joachim (2008), Nature and Power: A Global History of the
Environment.
● Cambridge: Cambridge University Press.
● Sayre, Nathan F. (2012). “The Politics of the Anthropogenic”, Annual Review of
Anthropology, Vol. 41, pp. 57-70.
● Urry, John. (2013) Societies Beyond Oil: Oil Dregs and Social Futures. London:
Zed Books, pp. 202 -240.

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

DISCIPLINE SPECIFIC ELECTIVE COURSE– 2 (DSE-2): History of South East Asia – I

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Credit Credit distribution of the Eligibility

Code s course criteria

149
 Lectur Tutori Practical/ Pre-requisite
e al Practice of the course
(if any)
History of South East 4 3 1 0 12 th NIL
Asia – I Pass

Learning Objectives

This course offers an overview of pre-colonial Southeast Asian history. It seeks to

familiarise students with historiographical debates involving the construction of
Southeast Asia as a region. It analyses processes of state formations, the impact of
maritime activity on society and polity in the mainland and the archipelago. It focuses
on the development and localization of religious traditions across a linguistically and
culturally diverse region. The paper will require students to engage with recent
developments in the historiography especially with recent research on aspects of
social and political history, external influences on the region, architecture, urban
history and its local histories. Through this the student will develop a clear and
comprehensive understanding of different aspects of pre modern Southeast Asian
history.

Learning outcomes

Upon the completion of this course the student shall be able to:
● Explain the processes of state formation, the localization and spread of
religious traditions like Islam and Buddhism
● Analyse the impact of the European presence on local society
● Examine the impact of maritime activity of local society and polity and the
developments in the economic and architectural history of the region.
● Discern the history of Populist and Progressive movements along with
introduction of New Deal in response to the Great Depression.
● Describe the historiographical trends to study history of Southeast Asia

SYLLABUS OF DSC-3

Unit I: Introducing maritime and mainland Southeast Asia

1. Environments, Language, Cultures and People; the macro region
2. Sources and the study of Southeast Asian History
3. Perceptions of the Region, historiographical trends

Unit II: Early State formations

1. The religion, architecture, economy and state formation: Pagan, Khmer
2. The maritime trade and political formations in Sea Asia: Champa, Srivijaya-Java

150
Unit III: Religion in Early Southeast Asia
1. Localisation of Buddhism and Hinduism; The Epics and Buddhist texts

Unit IV: Early modern in South East Asia

1. Majapahit Empire, regional formations

Unit V: Religion in Early Modern Southeast Asia

1. Localisation of Islam: The Hikayats
2. Christianity in Pre Colonial Southeast Asia

Practical component (if any) - NIL

Essential/recommended readings
Unit I: In this unit the student will better appreciate the region and its linguistic,
ecological and ethnic diversity. She/he will become familiar with various aspects of the
regions micro histories. Recent historiographical debates. In this unit the student will
be introduced to the important aspects of the recent historiographical debates.
She/he will be familiarised with the questions of social formations linked to the
influence of India and China over the region. The student will also engage with recent
debates that draw attention to local factors in the regions development. (Teaching
time: 9 hrs. approx.)
● Tarling, N., ed. (2000). The Cambridge History of Southeast Asia (vol. 1, part 1:
from earliest times to 1500 CE), Cambridge: Cambridge University Press. (A
basic text book for the course).
● Wolters, O.W. (1999). History, Culture and Region in Southeast Asian
Perspectives, Singapore: Institute of Southeast Asian Studies
● Andaya, Leonard Y. (2008). Leaves of the Same Tree: Trade and Ethnicity in the
Straits of Melaka, Honolulu: University of Hawaii Press
● Monica L Smith. (1999). “‘Indianization’ from the Indian Point of View: Trade
and Cultural Contacts with Southeast Asia in the Early First Millennium C.E”,
Journal of the Economic and Social History of the Orient, Vol. 42, No. 1, pp. 1-
26
● Suarez, Thomas. (1999). Early Mapping of Southeast Asia: The Epic Story of Sea-
farers, Adventurers and Cartographers who first mapped the regions between
China and India, Singapore: Periplus.
● Hall, D.G.E. (eds.) (1961) Historians of South East Asia, Oxford University Press,
London.
● Mabbet, I. W. The ‘ Indianization’ of Southeast Asia, reflections on the Historical
Sources, Journal of Southeast Asian Studies, Vol.8, No.2 9Sept., 1977), pp.143-
161
● Coedes, George. (1968), The Indianized States of Southeast Asia, Hawaiian
University Press, Honolulu.

Unit II: At the end of this rubric the students would be able to discuss the process of
state formation in the region. They will develop a better understanding of the evolving
social structures in the region and will be familiar with the important networks of trade
and artistic patronage. (Teaching time: 12 hrs. approx.)

151
 ● Miksic, John N. and Geok Yian Goh. (2017). Ancient Southeast Asia, London:
Routledge
● Kenneth R. Hall, (2011). A History of Early Southeast Asia: Maritime Trade and
Societal Development, 100-1500, London: Rowman & Littlefield Publishers
● Kulke, H. (1993; 2001). Kings and Cults: State Formation and Legitimation in
India and Southeast Asia, New Delhi: Manohar.
● Tarling, N., ed. (2000). The Cambridge History of Southeast Asia (vol. 1, part 1:
from earliest times to 1500 CE), Cambridge: Cambridge University Press. (A
basic text book for the course).
● Wolters, O.W. (1999). History, Culture and Region in Southeast Asian
Perspectives, Singapore: Institute of Southeast Asian Studies
● Andaya, Leonard Y. (2008). Leaves of the Same Tree: Trade and Ethnicity in the
Straits of Melaka, Honolulu: University of Hawaii Press
● Majumdar, R.C. (1927) Ancient Indian Colonies in the Far East, Vol. 01, Modern
Greater India Society: Lahore
● Coedes, George, (1968), The Indianized States of Southeast Asia, Honolulu:
University of Hawai Press
● Kulke, Hermann, (2016) Śrīvijaya Revisited: Reflections on State Formation of a
Southeast Asian Thalassocracy, Bulletin de l'École française d'Extrême-Orient,
Vol. 102, pp. 45-96
● Kumar, Bachchan, (2011) Art and Archaeology of Southeast Asia, Delhi: Aryan
Book International

Unit III: The student will be expected to develop an understanding of local beliefs and
ritual practices in both maritime and mainland southeast Asia. She/he will be able to
demonstrate familiarity with the historical time line and local impact of the spread and
localization of important religious traditions in the region. (Teaching time 6 hrs.
approx.)
● Miksic, John N. and Geok Yian Goh. (2017). Ancient Southeast Asia, London:
Rout- ledge
● Klokke, M., (Ed.) (2000). Narrative Sculpture and Literary Traditions in South
and Southeast Asia. Leiden: Brill.
● Kulke, H. (1993; 2001). Kings and Cults: State Formation and Legitimation in In-
dia and Southeast Asia, New Delhi: Manohar.
● Girard-Geslan, M., M. Klokke, A. Le Bonheur, D.M. Stadtner, T. Zephir, (1998).
Art of SoutheastAsia, London: Harry N. Abrams
● Guy, J., et al. (2014). Lost Kingdoms: Hindu-Buddhist Sculpture of South and
Southeast Asia. New York: Metropolitan Museum of Art and Yale University
Press.
● Acri, Andrea, Helen Creese and Arlo Griffiths (Eds.). (2011). From Lanka
eastwards: The Ramayana in the Literature and Visual Arts of Indonesia, Leiden:
Brill
● Klokke, M., (Ed.) (2000). Narrative Sculpture and Literary Traditions in South
and Southeast Asia. Leiden: Brill.
● Majumdar, R.C. (1938), Ancient Indian Colonies in the Far East, Vol. 02, Calcutta:
Modern Publishing.

152
Unit IV: By the end of this rubric the students will be able to trace the changing
character of political formations and the establishment of a European presence in
Southeast Asia. The student will learn about various dimensions of the maritime
activity involving communities, commodities and port cities. The student will read
about the beginnings of the European presence in the region and its impact on the
local polities, patterns of trade and social networks. (Teaching time: 12 hrs. approx.)
● Andaya, Leonard Y. (2008). Leaves of the Same Tree: Trade and Ethnicity in the
Straits of Melaka, Honolulu: University of Hawaii Press
● Pinto, Paulo Jorge de Sousa. (2012). The Portuguese and the Straits of Melaka,
1575-1619: Power Trade and Diplomacy, Singapore: National University of
Singapore Press
● Reid, Anthony. (1988). Southeast Asia in the Age of Commerce, 1450-1680: The
Lands Below the Winds, New Haven: Yale University Press
● Reid, Anthony (Ed.). (1993). Southeast Asia in the early modern era: Trade,
power and belief, Ithaca, New York: Cornell University Press
● Bulbeck, David, Anthony Reid, Lay Cheng Tan and Yiqi Wu,(1998). Southeast
Asian Exports since the 14th century: Cloves, Pepper, Coffee and Sugar,
Singapore: Institute of Southeast Asian Studies

Unit V: The student will be expected to learn about the spread of Islam and Christianity
in the region. She/he will develop an understanding of how practitioners of these
monotheistic religious traditions interfaced with local beliefs and ritual practices in
southeast Asia. She/he will be able to demonstrate familiarity with the historical time
line and local impact of the spread and localization of important religious traditions in
the region. (Teaching time: 6 hrs. approx.)
● Hill, A.H., (1963) The Coming of Islam to North Sumatra, Journal of Southeast
Asian History, Vol.4, No.1, (Mar), pp.6-21
● Hussein, Ismail, (1966) The Study of Traditional Malay Literature, Journal of the
Malaysian Branch of the Royal Asiatic Society, Vol 39, No 2 (210), December,
pp.1-22
● Porath, Nathan, (2011) Hikayat Patani: The Kingdom of Patani in the Malay and
Thai Political World, The Journal of the Malaysian Branch of the Royal Asiatic
Society, Vol 84, No 2 (301), December, pp.45-65
● Morgan David O. and Anthony Reid. (2010). The New Cambridge history of
Islam: The Eastern Islamic World eleventh to eighteenth centuries, Vol. 3,
Cambridge: Cambridge University Press
● Aritonang, Jan Sihar and Karel Steenbrink (Eds.). (2008). A History of Christianity
in Indonesia, Leiden: Brill
● Tara Albert. (2014). Conflict and Conversion: Catholicism in Southeast Asia,
1500- 1700, Oxford: Oxford University Press
● Reid, Anthony, (2006) Continuity and Change in. The Austronesian Transition to
Islam and Christianity in Peter Bllwood, James J Fox and Darrell Tyron (eds.) The
Austronesians, Historical and Comparative Perspectives, Perth: Australia
National University Press.

Suggested Readings:
153
● Ahmad, Abu Talib and Tan Liok Ee, (2003). New Terrains in Southeast Asian
History,
● Singapore: Singapore University Press
● Andrea, Acri, Helen Creese and Arlo Griffiths (eds.) (2011). From Lanka
eastwards: The Ramayana in the Literature and Visual Arts of Indonesia, Leiden;
Brill
● Borschnerg, Peter. (2010). The Singapore and Melaka Straits: Violence, Security
and Diplomacy in the 17th century, Singapore: National University of Singapore
● Broese, Frank. (1997). Gateways of Asia: Port Cities of Asia in the 13th - 20th
cen- turies, London: Routledge.
● Chaudhuri, K.N. (1985). Trade and Civilization in the Indian Ocean: An Economic
History from the Rise of Islam to 1750, New Delhi: Munshiram Manoharlal.
● Goh, Robbie B.H. (2005). Christianity in Southeast Asia, Singapore: Institute of
Southeast Asian Studies
● Hall, K. (1985). Maritime Trade and State Development in Early Southeast Asia.
Honolulu: University of Hawaii Press.
● Hall, K.R. and Whitmore, J.K. (1976). Explorations in Early Southeast Asian Histo-
ry: the origins of Southeast Asian Statecraft. Ann Arbor: Centre for Southeast
Asian Studies, University of Michigan. Michigan Papers on South and Southeast
Asia,
● Henley, David and Henk Schulte Nordholt (eds.). (2015). Environment, Trade
and Society in Southeast Asia, Leiden: Brill
● Kulke, H, K. Kesavapany, and V. Sakhuja. (2009). Nagapattinam to
Suvarnadwipa: Reflections on the Chola Expeditions to Southeast Asia.
Singapore: Institute of Southeast Asian Studies.
● Kulke, H. ([1993] 2001). Kings and Cults: State Formation and Legitimation in
India and Southeast Asia. New Delhi: Manohar.
● Lieberman, Victor. (2009), Strange Parallels: Southeast Asia in Global Context,
c.800- 1830, Volume 2, Mainland Mirrors: Europe, Japan, China, South Asia and
the Islands, Cambridge: Cambridge University Press
● Manguin, Pierre-Yves, A. Mani & Geoff Wade (eds.). (2012). Early Interactions
be- tween South and Southeast Asia: Reflections on Cross Cultural Exchange,
Singapore: Institute of Southeast Asian Studies.
● Morgan, David O. and Anthony Reid. (2010), The New Cambridge history of
Islam: The Eastern Islamic World eleventh to eighteenth centuries, Vol. 3,
Cambridge: Cambridge University Press
● Ray, H.P. (1994). The Winds of Change: Buddhism and the Maritime links of
Early South Asia Delhi: Oxford University Press.
● Singh, Upinder and P. Dhar ed., (2014). Asian Encounters: exploring connected
histories, New Delhi: Oxford
● Smith, R.B. and W. Watson. (1979). Early South East Asia: Essays in Archaeology,
History and Historical Geography, New York and Kuala Lumpur: Oxford
University Press.
● पुर�, बैधनाथ, सुि◌रू पू�व म� भारतीय संस्कृ तर् और उसका इतर्हास, �ह� ◌ी समर्त,र् सना
वर्भाग िउर �प्रेश।
● Majumdar, R.C. Ancient Indian Colonies in the Far East, Vol. 02, Modern
Publishing, Calcutta, 1938.
154
 ● Majumdar, R.C. Ancient Indian Colonies in the Far East, Vol. 01, Modern Greater
India Society, Lahore, 1927
● Kumar, Bachchan, (2005) “ The Devaraja Cult and Khmer Architecture”, God and
King, the Devaraja Cult in South Asian Art ad Architecture: Proceedings of the
Seminar 2001, No.2, Delhi: Daya Books
● Kulke, Hermann, (2010) Nagapattinam to Suvarnadwipa: Reflections on the
Chola Naval Expeditions to Southeast Asia, Delhi: Manohar
● Ray, Himanshu Prabha (2021) Coastal Shrines and Transnational Maritime
Networks Across India and Southeast Asia, Delhi: Routledge.
● Coedes, George, (1966) The Making of Southeast Asia, translated in English by
H. M. Wright, London: Routledge & Paul.

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

DISCIPLINE SPECIFIC ELECTIVE COURSE (DSE -3): Environment in Indian History

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Code Credits Credit distribution of the course Eligibility Pre-requisite
criteria of the course
(if any)
Lecture Tutorial Practical/
Practice
Environment in 4 3 1 0 12 th Pass NIL
Indian History

155
Learning Objectives:
This course aims to introduce the students to the major themes in the environmental history of
the Indian subcontinent. A historically informed understanding on how the past societies
shaped the natural world shall enable the students to critically situate the environmental issues
that we encounter at present. The issues include global warming, contestation over natural
resources, changing land use patterns, human interaction with other living species, impacts of
agrarian expansion, ecological consequences of imperialism, impacts of mega infrastructure
projects, urban pollution, emergence of environmental justice movements and environmental
regulations, changing ideas about the natural world, and gendered dimension of environmental
degradation. The course has the following broad objectives: a) to introduce the historical
studies that explores the long-term trajectories of man-nature interactions and revises the
political history-based periodization of the sub-continent’s past as self-contained ancient,
medieval, and modern periods; b) to introduce interdisciplinary approaches- cartographic,
geological, zoological, ecological knowledges -that helps historians study the crucial role
played by ecology in the shaping of the past societies; c) to familiarize the students to the
methods of using archaeological, bio and geo-archival sources, artistic depictions and oral
history sources to study the past relationship between humans and the natural world. By the
end of this course, the students are expected to develop an in-depth understanding of the
interdisciplinary approaches to historical thinking and the significance of the environment in
human history.

Learning Outcomes:
After completing this course, students should be able to:
● Understand the historical methodologies and concepts to explain the environmental
contexts of the past social and cultural transformations.
● Develop a historical perspective on the complex relationship between society and
nature from prehistory to the present in the context of the Indian subcontinent.
● Discuss how societies developed technologies, sources of energy, and modes of
organizing lives to adapt to varied ecological landscapes.
● Discuss environmental issues within a socio-cultural framework.
● Examine the social, political and economic contexts of creating inequalities in resource
use, with reference to the case studies regarding water rights, forest rights, and the right
to have livable cities.
● Locate solutions to environmental problems within a framework of greater
democratization of resource use.

Course Content:
Unit I: What is Environmental History
1. Historiography and Sources
2. Interdisciplinarity

Unit II: Living with Nature

1. Environment and Early Urban Societies: Harappan Civilization
2. Beliefs, Practices and Natural Resources

Unit III: Era of Major Agrarian Expansion

1. Pastoralism, Agrarian Expansion
2. Forests and Tribal Groups
3. Irrigation and Canals

Unit IV: Colonialism and Transformation of Nature

156
 1. Changing Land Use Patterns; Railway and Deforestation, Dams and Hydroelectric
Power
2. Inland Waterbodies and Fisheries
3. Urbanization and Environment; Delhi

Unit V: Development, Environment, and Migration in Contemporary India

1. Big Dams and Displacement; Narmada and Tehri
2. Gender and Environmental Justice
3. Green Revolution; Biodiversity Loss; Species Extinction

Essential Readings and Unit Wise Teaching Outcomes:

Unit 1: This unit provides an overview of environmental historiography of the Indian
subcontinent. The first rubric introduces the methods, theoretical concepts, sources, and the
major sub-fields of environmental history. The second rubric explores how archeological
records, literary sources, bio-mass, artistic depictions of nature, material cultural artifacts and
oral history sources are integrated into environmental history narratives. (Teaching time: 9
hrs. approx)
● Hughes, Donald (2006), What is Environmental History? Cambridge: Polity Press. pp.
1-17 [Chapter 1: “Defining Environmental History]
● Mann, Michael (2013), “Environmental History and Historiography on South Asia:
Context and some Recent Publications,” South Asia Chronicle, Vol. 3, pp. 324-357.
● Rangarajan, Mahesh (2015), Nature and Nation: Essay on Environmental History.
Ranikhet: Permanent Black, pp. 1-45 [Chapter 1: “Introduction: Issues in the Writing
of Environmental History”]

Unit II: This unit gives a synoptic overview of human interaction with the animals, plants, and
natural elements that sustained life. It shows how from the times of gathering, scavenging and
hunting to the beginning of agriculture, humans adapted to the environment even as they tried
to manipulate it, and maintained harmony with it and advocated conservation of earthly
resources. (Teaching time: 9 hrs. approx.)
● Mishra, V. N. (2008), “Climate, a Factor in the Rise and Fall of the Indus Civilization:
Evidence from Rajasthan and Beyond,” In Mahesh Rangarajan, ed., Environmental
Issues in India: A Reader. Delhi: Pearson,pp. 7-16.
● वी. एन िमश्रा (2010)जलवायु, िसंधुघाटीस�ताकेउथान - पतनम�एकघटक:
राज�ानऔरपारकेत�, महेशरं गाराजनसंपािदतभारतम�पया� वरणकेमुददे , िपयस�न, िद�ी.
● Allchin, Bridget (1998), “Early Man and Environment in South Asia,” In Richard
Grove, Vinita Damodaran, and Satpal Sangwan, Nature and the Orient: The
Environmental History of South and Southeast Asia. Delhi: Oxford University Press,
pp. 29-50.
● Lal, Makkhan, “Iron Tools, Forest Clearance and Urbanization in the Gangetic Plains,”
In Mahesh Rangarajan, ed., Environmental Issues in India: A Reader. Delhi:
Pearson,pp. 18-32.
● मखनलाल, (2010), गंगाकेमैदानोंम�लोहे केउपकरण, वनोंकीसफाईऔरनगरीकरणकासंबंध,
महेशरं गाराजनसंपािदतभारतम�पया� वरणकेमु ददे , िपयस� न, िद�ी.
● Thapar, Romila (2008), “Forests and Settlements”, In Mahesh Rangarajan, ed.,
Environmental Issues in India: A Reader. Delhi: Pearson,pp. 33-41.
● रोिमलाथापर, वनऔरब�ी, महेशरं गाराजनसंपािदतभारतम�पया� वरणकेमु ददे , िपयस�न, िद�ी,
2010

157
 ● Gosling, David L. (2001), Religion and Ecology in India and Southeast Asia. London:
Routledge.
● Rangarajan, Mahesh (2008), “The Forest and the field in Ancient India,” In Mahesh
Rangarajan, ed., Environmental Issues in India: A Reader. Delhi: Pearson,pp. 42-48.
● महेशरं गाराजन (2010), प्राचीन भारत म� वन और खेत, महे शरं गाराजन संपािदत भारत म�
पया�वरण के मुददे , िपयस�न, िद�ी.
● Chakravarti, Ranabir, “The Creation and Expansion of Settlements and Managements
of Hydraulic Resources in Ancient India,” In Richard Grove, et al, eds, Nature and the
Orient: The Environmental History of South and Southeast Asia. Oxford: Oxford
University Press, 1998, pp. 87-105.

Unit III: This unit explores the patterns and processes of the expansion of agrarian landscapes,
pastoralism and forest economies in India up to the eighteenth century. Providing an overview
of the dynamics of human-nature interaction during the medieval times will help students to
challenge the notions of considering pre-modern environments as a timeless continuum.
(Teaching time: 9 hrs. approx.)
● Murty, M. L. K, (2012), “Sheep/Goat Pastoral Cultures in the South Decan: The
Narrative as a Metaphor,” In Rangarajan, Mahesh and K. Sivaramakrishanan, eds
(2014), India’s Environmental History: A Reader. Ranikhet: Permanent Black.
● Singh, Chetan (1995), “Forests, Pastoralists and Agrarian Society in Mughal India,” In
David Arnold & Ramachandra Guha, eds., Nature, Culture, Imperialism: Essays on the
Environmental History of South Asia. Delhi: Oxford University Press, pp. 21-48.
● Guha, Sumit (2008), “A Historical Study of the Control of Grass and Fodder Resources
in Eighteenth-Century Maharashtra,” In Mahesh Rangarajan, Environmental Issues in
India: A Reader. Delhi: Pearson,pp. 97-106.
● सुिमतगुहा (2010) अठारहवींशता�ीकेमहारा��म�घासऔरचारे परिनयंत्रण:
एकऐितहािसकअ�यन, महेशरं गाराजनसंपािदतभारतम�पया� वरणकेमुददे , िपयस�न, िद�ी.
● Singh, Abha (2014), “Irrigating Haryana: The Pre-Modern History of the Western
Yamuna Canal”, in Habib, Irfan, Medieval India 1: Researches in the History of India
1200-1750, Delhi: Oxford University Press, pp.49-61.
● Sengupta, Nirmal (1985), “Irrigation: Traditional vs Modern”, Economic and Political
Weekly, Vol. 20, No.45-47, pp.1919-1938.

Unit IV: This unit explores how colonial capitalism as a powerful agent of environmental
transformations made fundamental changes to the land use patterns and livelihood resources.
The first rubric explores the environmental history of the colonial appropriation of forests as
raw material for railways expansion and rivers as dams and other hydraulic infrastructures for
industrial production and long-distance transportation. The second rubric elaborates how the
colonial appropriation of water bodies and common lands through the new revenue policies,
acts and regulations affected indigenous fishing and other livelihood patterns based on
hydraulic [Link] third rubric elaborates the environmental problems of urbanization in
the context of the colonial city of Delhi. (Teaching time: 9 hrs. approx.)
● Das, Pallavi (2013), “Railway fuel and its impact on the forests in colonial India: The
case of the Punjab, 1860– 1884”, Modern Asian Studies, Vol.47, No.4,pp.1283-1309.
● Morrison, Kathleen D. (2010), “Dharmic Projects, Imperial Reservoirs, and New
Temples of India: An Historical Perspective on Dams in India,” Conservation and
Society, Vol. 8, No. 3, pp. 182-195.
● D’Souza, Rohan (2012), “Damming the Mahanadi River: The Emergence of Multi-
Purpose River Valley Development in India (1943-946),” In Mahesh Rangarajan & K.
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 Sivaramakrishnan, eds., India’s Environmental History: Colonialism, Modernity, and
the Nation. Ranikhet: Permanent Black, pp. 550-583.
● Singh, Vipul (2018), Speaking Rivers: Environmental History of a Mid-Ganga Flood
Country, 1540-1885. Delhi: Primus Books, pp. 122-158 [Chapter 6:
“Decommonization of the River”].
● Reeves, Peter, (1995), “Inland Waters and Freshwater Fisheries: Some Issues of
Control, Access and Conservation in Colonial India,” In David Arnold & Ramachandra
Guha, eds, Nature, Culture, Imperialism: Essays on the Environmental History of South
Asia. Delhi: Oxford University Press, pp. 260-292.
● Gadgil, Madhav and Guha, Ramachandra. (1992). “Conquest and control.” In Madhav
Gadgil and Ramachandra Guha, eds., This Fissured Land: An Ecological History of
India. Delhi: OUP, pp. 113- 145.
● Sharan, Awadhendra B. (2014), In the City, Out of Place: Nuisance, Pollution, and
Dwelling in Delhi, c. 1850-2000. Delhi: Oxford University Press [“Introduction” and
Chapter 4: “Pollution: Industrial Landscapes, 1936-2000].

Unit V: This unit explains how the issues of development such as the construction of big dams
and other mega infrastructural projects are often associated with displacement, biodiversity
loss, species extinction, and how the industrialization of agricultural production transforms
livelihood patterns and cultural landscapes. It offers a historical perspective on increasing the
inequality of access to natural resources for women and the poor (Teaching time: 9 hrs.
approx.)
● Sangvai, Sanjay (2008), “The Tragedy of Displacement,” In Mahesh Rangarajan, ed.,
Environmental Issues in India: A Reader. Delhi: Pearson,pp. 437-443.
● संजय संगवई(2010), िव�ापनाकाएकदद� नाकिक�ा,
महेशरं गाराजनसंपािदतभारतम�पया� वरणकेमु ददे , िपयस� न, िद�ी.
● Asthana, Vandana (2012), “Forced Displacement: A Gendered Analysis of the Tehri
Dam Project,” Economic and Political Weekly, Vol. 47, No. 47/48, pp, 96-102.
● Singh, Satyajit K. (1990), “Evaluating Large Dams in India,” Economic and Political
Weekly, Vol. 25, No. 11, pp. 561-574.
● Agarwal, Bina. (1992). “The Gender and Environment Debate: Lessons from India”,
Feminist Studies, Vol. 18, No.1. pp. 119-158.
● Shiva, Vandana. (1988). “Women in the Food Chain” (Ch.5) in Vandana Shiva, Staying
Alive: Women, Ecology and Survival in India. New Delhi: Kali for Women. pp.96-178.
● McNeill, J. R. (2008), “The Green Revolution,” In Rangarajan, Mahesh, Environmental
Issues in India: A Reader. Delhi: Pearson,pp. 184-194.
● Shiva, Vandana (2016), Stolen Harvest: The Hijacking of the Global Food Supply.
Kentucky: The University Press of Kentucky, [Chapter 1: “The Hijacking of the Global
Food Supply”] pp. 5-20.
● Shiva, Vandana (1993), The Violence of the Green Revolution: Third World
Agriculture, Ecology and Politics, London and New Jersey: Zed Books,pp. 19-60;
[Chapter 1: “Science and Politics in the Green Revolution”], pp. 61-102 [Chapter 2:
“Miracle Seeds’ and the destruction of Genetic Diversity”]; pp. 171-193 [Chapter 5:
“The Political and Cultural Costs of the Green Revolution”].

Suggested Readings:
● Erdosy, George (1998), “Deforestation in Pre- and Proto Historic South Asia,” In
Richard Grove, Vinita Damodaran, and Satpal Sangwan, Nature and the Orient: The

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 Environmental History of South and Southeast Asia. Delhi: Oxford University Press,
pp. 51-69.
● Adve, Nagraj (2022), Global Warming in India: Science, Impacts, and Politics. Bhopal:
Eklavya Foundation.
● Agarwal, Ravi (2010), “Fight for a Forest,” In Seminar, No. 613, pp. 48-52 (On Delhi
Ridge)
● Bhattacharya, Neeladri (1992), ‘Colonial State and Agrarian Society,’ In Burton Stein,
ed. The Making of Agrarin Policy in British India, 1770-1900. Delhi: Oxford University
Press.
● Bulliet, Richard. (2005). Hunters, Herders and Hamburgers: The Past and Future of
Human-Animal Relationships. New York: Colombia University Press. pp. 205 -224.
● D’souza, Rohan (2006), Drowned and Dammed: Colonial Capitalism and Flood
Control in Eastern India. New Delhi: Oxford University Press.
● Dangwal, DhirendaraDatt (2009), Himalayan Degradation: Colonial Forestry and
Environmental Change in India. New Delhi: Cambridge University Press.
● Gadgil, Madhav and Ramachandra Guha (2000), The Use and Abuse of Nature. Delhi:
Oxford University Press.
● Grove, Richard (1997), Ecology, Climate and Empire. Delhi: Oxford University Press.
● Hardiman, David (1996), ‘Small-dam Systems of the Sahyadris,” in David and
Ramachandra Guha, eds, Nature, Culture, Imperialism: Essays on the Environmental
History of South Asia. Delhi: Oxford University Press, pp. 185-209.
● Kapur, Nandini Sinha (2011), Environmental History of Early India: A Reader. New
Delhi: Oxford University Press.
● Malamoud, Charles (1998), Village and Forest in Ancient India. Delhi: Oxford
University Press.
● Mann, Michael (2007), “Delhi’s Belly: The Management of Water, Sewerage and
Excreta in a Changing Urban environment during the Nineteenth Century, Studies in
History, Vol. 23, No. 1, pp. 1-31.
● Meadow, R. H. (1981), “Early Animal Domestication in South Asia: A First Report of
Faunal Remains from Mehrgarh, Pakistan,” In H. Hartel, ed. South Asian Archaeology.
Berlin: Dietrich Reimer Verlag, pp. 143-79.
● Murali, Atluri (1995), “Whose Trees? Forest Practices and Local Communities in
Andhra, 1600-1922,” In David Arnold & Ramachandra Guha, eds., Nature, Culture,
Imperialism: Essays on the Environmental History of South Asia. Delhi: Oxford
University Press, pp. 86-122.
● Rangarajan, Mahesh (2002), “Polity, Ecology and Landscape: Fresh Writing on South
Asia’s Past,” Studies in History, Vol 17, No. 1, pp. 135-48.
● Rangarajan, Mahesh ed. (2008), Environmental Issues in India. Delhi: Pearson.
● Singh, Satyajit K. (1990), “Evaluating Large Dams in India,” Economic and Political
Weekly, Vol. 25, No. 11, pp. 561-574.
● Singh, Vipul (2018), Speaking Rivers: Environmental History of a Mid-Ganga Flood
Country, 1540-1885. Delhi: Primus Books

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

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 DISCIPLINE SPECIFIC ELECTIVE COURSE (DSE -4): Cultures in Indian Subcontinent – I

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Code Credits Credit distribution of the course Eligibility Pre-requisite
criteria of the course
(if any)
Lecture Tutorial Practical/
Practice
Cultures in Indian 4 3 1 0 12 th Pass NIL
Subcontinent – I

Learning Objectives

This course aims to provide an overview of Indian cultural traditions and cultural
experience. It will help students to understand the meaning, perspectives and
approaches to the study of culture. The section dealing with Indian languages and
literature focuses upon the development of Sanskrit, Prakrit, vernacular, Indo-Persian
and Urdu language and literature respectively. The content of performing arts will help
one appreciate the traditions of music, dance and drama in Indian culture through the
ages. This also explores the development of different forms of architecture in India
since ancient period.

161
Learning outcomes

After the successful completion of this Course, the students will be able to:
● understand different perspectives and approaches to the study of culture,
● explain the plurality in Indian cultural traditions,
● learn the growth of Sanskrit, Prakrit, vernacular, Indo-Persian and Urdu
language and literature,
● trace the evolution of and the distinction between the Hindustani and Carnatic
music culture,
● identify Indian classical dance forms, musical and theatre cultures,
● explain the rich architectural traditions of India.

SYLLABUS OF DSC-1

Unit I: Definitions of Culture and its various aspects

1. Perspective on Cultures: Indian Cultural tradition: An overview.
2. Plurality of Cultures: Social Content of Culture

Unit II: Language and Literature

1. Sanskrit: Kavya – Kalidasa’s Ritusamhara; Prakrit: Gatha Saptasati.
2. Development of Vernacular language and literature.
3. Indo-Persian literature: Amir Khusro’s works; Urdu poetry and prose: Ghalib.
Unit III: Performing Arts
1. Music: Hindustani, Carnatic Classical Music, Devotional Music: Bhakti and
Sufi
2. Dance: Classical and Folk
3. Theatre: Classical, Folk, Colonial and Modern

Unit IV: Architecture: Meanings, Forms and Functions

1. Rock-cut and structural temples: Mamallapuram or Ellora; Khajuraho
complex and Tanjavur temple.
2. Fort – Daulatabad or Chittor forts; Palace–dargah at Fatehpur Sikri.
3. Colonial architecture– Lutyens’ Delhi.

Practical component (if any) - NIL

Essential/recommended readings
Unit-I: This unit will enable students to understand the meaning of culture and its
various perspectives. It will further help them to explain the plural
characteristics of cultures in the Indian subcontinent and explore their content
which conveys diverse ideas. (Teaching Time: 9 hrs. approx.)
● Basham, A.L. The Wonder That was India. Volume I, Rupa & Co., New Delhi,
1997. (in Hindi translation Adhbhut Bharat)

162
 ● Maxwell, T.S. Image: Text and Meaning: Gods of South Asia, Oxford University
Press, Delhi, 1997.
● Thakaran, R.C, Sheo Dutt and Sanjay Kumar, ed. Bhartiya Upamahadvipa ki
Sanskritiyan, (in Hindi), Directorate of Hindi Medium Implementation Board,
University of Delhi, 2013.

Unit II: This unit will help students to understand the literary traditions of India since
ancient times. The section deals with some of the important literary works of
Sanskrit and Prakrit literature in ancient India. It also explores about the origin
and development of vernacular literature in India along with the development
of Indo-Persian literature in medieval times and, Urdu poetry and prose of
modern period. (Teaching Time: 12 hrs. approx.)
● Basham, A.L. The Wonder That was India. Volume I, Rupa & Co., New Delhi,
1997. (in Hindi translation Adhbhut Bharat)
● Khanna, Meenakshi, Madhyakalin Bharat Ka Saanskritic Iihas, (translated in
Hindi by Umashankar Sharma), Orient Blackswan, Delhi, 2012.
● Majumdar, R.C. ed. The History and Culture of the Indian People, Vol. 3 (The
Classical Age), Bhartiya Vidya Bhawan, Bombay, 1954. (chapters XV, XIX) (in
Hindi translation Shrenya Yug translated by Shivdaan Singh Chauhan, Motilal
Banarsidass, 1984)
● Thakaran, R.C, Sheo Dutt and Sanjay Kumar, ed. Bhartiya Upamahadvipa ki
Sanskritiyan, (in Hindi), Directorate of Hindi Medium Implementation Board,
University of Delhi.

Unit III: This unit highlights various kinds of performing art forms practiced in India
since our ancient past. These include music, dance and theatre. This part deals
with the musical traditions of north and south India. The focus is also on the
devotional music of the Bhakti and Sufi traditions. Classical and folk forms of
dance and theatre are also dealt with. (Teaching Time: 12 hrs. approx.)
● Thakaran, R.C, Sheo Dutt and Sanjay Kumar, ed. Bhartiya Upamahadvipa ki
Sanskritiyan, (in Hindi), Directorate of Hindi Medium Implementation Board,
University of Delhi.
● Vatsyayan Kapila; Indian Classical Dance, Publications Divisions, New Delhi,
1974 (also in Hindi translation)
● Venkatasubramanian, T.K. Music as History in Tamil Nadu, Primus Books, Delhi,
2010.
● Zimmer, H. Myths and Symbolism in Indian Art and Civilization, Princeton Press,
New Jersey, 1992.

Unit IV: This unit explains the different architectural forms in India through the ages.
It deals with the rock-cut and structural temples of India, fort and palaces of
medieval period and the colonial buildings of modern era with special reference
to Lutyens’ Delhi. (Teaching Time: 12 hrs. approx.)
● Agrawala, Vasudev Sharan, Bhartiya Kala (in Hindi), New Edition, Prithvi
Prakashan, Delhi, 2020.

163
 ● Asher, Catherine. (ed.): Perceptions of India’s Visual Past, American Institute of
Indian Studies, Delhi, 1994
● Asher, Catherine, Architecture of Mughal India, Cambridge University Press,
1992.
● Brown, Percy. Indian Architecture, Buddhist Hindu and Islamic, Vol. I, II,
Mumbai, 1956 Chandra Pramod, ed. Studies in Indian Temple Architecture,
American Institute of Indian Studies, Delhi, 1975. (Chapter 1)
● Majumdar, R.C. ed. The History and Culture of the Indian People, Vol. 3 (The
Classical Age), Bhartiya Vidya Bhawan, Bombay, 1954. (chapters XV, XIX) (in
Hindi translation Shrenya Yug translated by Shivdaan Singh Chauhan, Motilal
Banarsidass, 1984)
● Thakaran, R.C, Sheo Dutt and Sanjay Kumar, ed. Bhartiya Upamahadvipa ki
Sanskritiyan, (in Hindi), Directorate of Hindi Medium Implementation Board,
University of Delhi.
● Zimmer, H. Myths and Symbolism in Indian Art and Civilization, Princeton Press,
New Jersey, 1992.

Suggestive readings
● Agrawala, Vasudev Sharan, Kala Aur Sanskriti (in Hindi), New Edition, Prabhat
Prakashan, Delhi, 2019.
● Agrawala, Vasudev Sharan, Bhartiya Kala (in Hindi), New Edition, Prithvi
Prakashan, Delhi, 2020.
● Asher, Catherine. (ed.): Perceptions of India’s Visual Past, American Institute of
Indian Studies, Delhi, 1994
● Asher, Catherine, Architecture of Mughal India, Cambridge University Press,
1992.
● Basham, A.L. The Wonder That was India. Volume I, Rupa & Co., New Delhi,
1997. (in Hindi translation Adhbhut Bharat)
● Brown, Percy. Indian Architecture, Buddhist Hindu and Islamic, Vol. I, II,
Mumbai, 1956 Chandra Pramod, ed. Studies in Indian Temple Architecture,
American Institute of Indian Studies, Delhi, 1975. (Chapter 1)
● Cohn. Bernard. India: The Social Anthropology of a Civilization in Bernard Cohn
Omnibus, Oxford University Press, 2004
● Deva, B.C. An introduction to Indian Music, Delhi, 1973.
● Khanna, Meenakshi, Madhyakalin Bharat Ka Saanskritic Iihas, (translated in
Hindi by Umashankar Sharma), Orient Blackswan, Delhi, 2012.
● Majumdar, R.C. ed. The History and Culture of the Indian People, Vol. 3 (The
Classical Age), Bhartiya Vidya Bhawan, Bombay, 1954. (chapters XV, XIX) (in
Hindi translation Shrenya Yug translated by Shivdaan Singh Chauhan, Motilal
Banarsidass, 1984)
● Maxwell, T.S. Image: Text and Meaning: Gods of South Asia, Oxford Uuiversity
Press, Delhi, 1997.
● Thakaran, R.C, Sheo Dutt and Sanjay Kumar, ed. Bhartiya Upamahadvipa ki
Sanskritiyan, (in Hindi), Directorate of Hindi Medium Implementation Board,
University of Delhi.
● Vatsyayan Kapila; Indian Classical Dance, Publications Divisions, New Delhi,
1974 (also in Hindi translation)

164
 ● Venkatasubramanian, T.K. Music as History in Tamil Nadu, Primus Books, Delhi,
2010.
● Zimmer, H. Myths and Symbolism in Indian Art and Civilization, Princeton Press,
New Jersey, 1992.

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

165