DEPARTMENT OF HISTORY CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE ‘Course tle & Code | Credits gibi | Prevequiie cevitera | ofthe course esture | Tutorial | Practiall (itany) Practice History of India T]4 [3 i 0 12 Pass NIL (Prom the beginningto fourth century BCE) ~ psc or Learning Objectives ‘The Learning Objectives ofthis course areas follows: ‘The course intends to provide an extensive and deep understanding of carly Indian history to students who will be itrodaced fo the manner in which diverse aspoct af ancient Indian history has ‘been recovered from a rich variety of sources, archaeological, literary, mmismatc, epigraphist. ‘Students will become familiar with the tools required for studying history and explore the diverse histories and regional variation inthe Indian subcontinent and alo stady various facets of ancient India social, cultural, political, environmental concerns. The course, with an intedisciplinary approach, wil help stadens trace elements of continuity and changes in ro-cestes spanning over several millennia, from pre-historic times up to the 400 BCE. The emphasis on historiography will allow students to understand how historians have approached ancient Ind.a and how our present [knowledge and perceptions have played a role in inerpresing the pas. yg outeomes “The Learning Outcomes ofthis course are a Follows After completing the course, the students wil be able to appreciate the divers histories of our past fand the significant technological, social and eultral changes in the Indian Subcontinent from prehistoric times. The students will understand the significance of envizoament and ecology and have an understanding of the historical trajectory ofthe relationships between communities aed their subsistence stategies, regions, landscapes and resources. They will be able to understand the transitions to earl state formations, social complexity and emergence of rl gious and philosophical traditions. The students will learn about early arifacts, texts, coins and epigraphs, and recognise the 98need to study and preserve the rich cultural heritage of our past while also realizing the possibilities and future potential of the study of ancient Indian history. SYLLABUS OF DSC- Unit I Introducing early Indian history: Sources (upto 750 CE) and historiographical ends. (2 hours) Unit I: Prehistoric hunter-gatherers and early fod producing sociees (16 hours) 1. Paleolithic eultues: sequence and distibuton; tol typology and technology, subsistence patterns 2. Mesolithic Cultures: regional distribution, tool typology and subsisterce patterns. 3. Early food producing communities: Regional and chronological distribution of the Neolithic ‘and Chalcolitic cultures; subsistence; pattems of interaction and exchange, Unit IT: The Harappan civilization (16 hours) Origins; settlement patterns and town planning; agracian bese; pyroechnology and_water management, craft production and trade; social and political organizatior; religious beliefs and practices; ar; Late/ Post Harappan evidence. Unit IV: Social and Cultural Transitions (upto 400 BCE) (16 hours) 1. Archeological eultures: PGW, NBPW, megalithic; metallic coin; role of iron technology. 2. Literary and textual traditions: Vedic and Brahmanial; Shamanic. 3. The Aryan Question, 4. Emergence of Social and political institutions; urbanization; social stratification and state formation, Practical component (ifany) - NIL, Essentiairecommended readings Unit I: This unit aims to familiarise students with the divergent landscapes, varied sources and the ferent approaches to tho history of ancient India. (Teaching Tme: & houts Approx.) Relevant chapters from General readings ‘© Subbarso,B. (1958). The Personality of India. (Baroda: M.S. University). Chapter I © Chatiopadhyaya, B.D. (2017). The Concept of Bharatavarsha and Gther Essays. (Ranikbet Permanent Black). Chapter 1 ‘© Thapar, Romila, (2013), The Past Before Us; Historical Traditions of Batly India, Deli Permanent Black, Pat 1, pp. 34, Unit I: This unit ims to familiarize students withthe distibution, econcmic and technologi-cal Patterns in the Palaeolithic and Mesolithic cultures of the Indian subcontinent, and the be- innings of organized food production in pre-historic times in the Indian subcontinent. I also ‘expins the impact on other aspects of the life of the Neolithic an Chalelithie humans, ‘ther cultural practices, ther art and funerary practices. (Teaching Tine: 16 hours Approx.) Relevant chapters ftom General readings:© Chatiopadhyaya, U. C. (1996). “Setlement Patern and the Spatial Organization of Sub- sistenee and Mortuary Practices inthe Mesolithic Ganges Valley, Noth-Central India, Wodld ‘Ar-chacology, vol. 27(3), pp. 461-476 ‘© Neumayer, E (1993). Lines on Stone: The Prehistoric Rock Art of Inca. Delhi: Mancha. Unit 1 tthe end of this unit, students shall be familiar with various aspects of Harappan Civilization, their technological expertise, as well as the variel ways in. which the schacologieal remains of Harappa and related sites have been interpreted and studied. (Teaching Time: 16 hours Approx.) Relovant chapters fom Genera readings ‘Kenoyer, J, Mark (1998), Ancien Cities ofthe Indus Valley Civilization. Karachi: Ox-ford University Press. ‘© Possehl, Gregory L. (2002). The Indus Civilization: A Contemporzy Perspective. Del-i: Vistaar Publications ‘© Ratnagar, Shereen. (2001). Understanding Harappa: Civilization in the Greater In-dus Valley. Dei: Tika ‘* Ratnagar, Shereen, 2015). Harappan Archaeology: Early State Perspstives, Delhi: Primus. ‘© Thaplyal, K. K. and Sankata Prasad Shukla. (2003), Sindhu Sabryaia. Lucknow: Ustar Pradesh Hindi Santhan, (In Hindi) ‘Unit IV: This unit traces the archaeological and textual evidence for prnessses that led to the emergence of sates, social complexity, intensive agricultare and urban pattems, The unit also covers debates around the origins and coming of the Aryans, the cosmogonies, ‘cosmology and worldview of Vedi, Brakmanial texts end relgiosilosophical thought in ‘Upanishads, Bud-dhist, Jena and Shramanic traditions. (Teaching Tine: 6 weeks) Relevant chapters in General Readings (For archaeological cultures) Harvey, Peter (2017 edition). Buddha in his Indian Context, Chapter in An Introduction to Buddhism, p 8-31, Cambridge University Press, first published in 1972) © Moorti, US. (1994). Megalithic Culture of South India: Socio-economic Perspectives, ‘Varanasi: Ganga Kaveri Publishing House. © Sahu, BP. (ed). (2006). Iron and Social Change in Early India. Delhi: Oxford Univesity Press. (Most relevant isthe introduction’) © Sharma, RS. (1996). Aspects of Political Ideas and Insitutions in Ancient India. Deli: Motilal Banatsidas. (Chapters VI-XIV and XX.) (Also available in Hindi) ‘© Sharma, RS. (1983). Material Culture and Soeil Formations in Ancient India, Mactan India, Dei. (Chapters 2, 3,4 and 5.) (Also availabe in Hind) © Stal, Fre 2017), Discovering the Vedas, Origins, Mantras, Ritual, Insights, Part [and I, Penguin © Thapar, Romila, (1984). From Lineage to State: Social Formations in the MidLFist Millenium B. C. Inthe Ganga Valley. Delhi: Oxford University Pres. (Chapter 2, pp 21- 169) (Also available in Hind. “Trautman, TR, (ed) (2005). The Aryan Debate. New Delhi: Oxford University Press, rah, erg. (2017), _ anf ea at F_ REMMI. MT, 3, 4,5, 6,7, 8, 9. 100Suezestve readings ‘Allchin, FR. etal. (1995). The Archacology of Early Historic South Asia: The Emergence ‘of Cities and States. Cambridge: Cambridge University ress. (Chapter 6.) © Chakrabarti, D. K. (1999). India: An Archacolopical History: Paleolithic Beginnings to Early Historie Foundations, Delhi: Oxford Univesity Press. © Chakrabarti, D. K. and Makkhan Lal, (2013). History of Aniient Indi, vol 1, Deh: Ary-an Books Intemational (Section IIL2, pp. 301-346.) © Dhavalikar, M. K, (ed) 2013), Prehistory off 1, Par 1. Deli: Manohar. © Habib, Iefn & Faiz Habib, (2012). Atlas of Ancient Indian History, Delhi: Ox-ford University Press. ‘© Habib, Irfan. (2001). Prehistory, Delhi: Tlika (Available in Hindi Also) Irfan. (2002). The Indus Civilization. Delhi: Talika ‘© Jain, V. K. 2006), Prehistory and Protohstory of India: An Appraisal. Delhi Prnt-worl ja: A Comprehensive History of Ini, vol (in Hindi Also) © Kosimbi, D.D, (1956), An Introduction to the Study of Indian History. Bombay: Popular Prakashan. © Lahiri, Nayenjot, ed. 2000), The Decline and Fall of the Indus Civilization, Deli: Per- ‘manent Black, (Intoduetion,pp.1-33) © Pathak, V- S. (1966). Ancient Historians of India: A Study in Historical Biographies. Bombay: Asia Publishing House. ‘© Subbarao, Bendapudi. (1958). The Personality of India: Pre and Prot-Historic Founda-tions of India snd Pakistan. Baroda: University of Baroda, ‘* Thapar, Romila. (2000). Cultural Pasis: Essays in Early Indian History. Delhi: Oxford University Press. (Chapters 7, 8 and 16.) ‘* Wright, Bite P, (2010). The Ancient Indus: Urbanism, Economy, and Society. Cam-bridge Cambridge University Press. © Patick Ofivelle, (2017) Tntwoduetion in The Parly Upanisads, Annotated Text and ‘Translation, OUP, p3-28. © Neclis, Jason, 2011)" Historieal Contexts for the Emergence and Transmission of Buddhism Within South Asia” In Exdly Buddhist Transmission and Trade Networks: ‘Mobility and Exchange within and beyond the Nosthvestem Borderlands of South Asia, 65— 182. Brill, 2011. hup/fwww jstororpstable/10.1163).cttw8E16e8. Smble URL: ups:/wwjstorongstabe/10.11631.tt wAh16e.8, PP 65-78 ‘© Dundass, Paul. (2002 edition) Chapter One in The Jeinas p.1-48, Rouledge, first published in 1992) Note: Examination scheme and mode shall be as preseribed by the Examination Branch, University of Delhi, from time to time. 101‘Course tie &] Credits | Credit distribution ofthe course] Egil | Pre Code Lecture | Tutorial | Practieal/ | criteria | requisite of Practice the course ‘Social Formations |4 [3 1 ° 1 Pass and Cultural Patterns of | the ‘Ancient World = psc or Learning Objectives ‘The Leaming Objectives ofthis course ae as follows: ‘The Course aims to introduce students to significant developments in world history that have shaped the complexity of human existence. To begin wth it offers ahistorical survey of human evolution, [tetas the transition from the hunting-gnhering subsistence pattem to mo-e advanced adapations toa sedentary farming economy. The course content is based on the premise thatthe pace and nature fof change difered in different pars of the world. Further, changes in social formations that facilitated the emergence of socially stratified and state-ordered societies ere explained through a ‘study of some ofthe early Bronze Age Civilizations. The impact of specific ecological conditions on different trajectories of grovt, higher population density and social complzity, the emergence of the city and newer erafis and wade and the unfolding of cultural pattems inthe early civilizations ae ‘concerns that are central to this course. This therefore, provides a sound foundation in the historical discipline, and helps in engaging. in a varoty of subject matters of hisory ~ social relations, ‘economies, politcal formation, religion, and culture from a global perspective. Understanding the sissimilar but inte-linked history of humanity is therefore the prime objective ofthis Course. Leaming outcomes ‘The Learning Outcomes ofthis course are a follows: ‘+ Trace long term changes in the relationship of humans to their landcapes, to resources and to socal groups ‘+ Discuss that human history is the consequence of choices made in e:ological and biological ‘contexts, and that these choices are not only foreed by extemal foes lke environmental ‘change but are also enabled by changes in technology and systems of cultural cognition. ‘+ _Delineat the significance of early food production and the beginning of social complexity ‘+ Analyze the process of state formation and urbanism in the early Bronze Age Civilizations “+ Correlate the ancient post and its connected histories, the ways in which it is reconstructed, and begin o understand the fundamentals of historical methods and approaches. SYLLABUS OF DSC (2 hour)1. Understanding Prehistory 2. Biological and Cultural Evolution of Humans: lithic and other technologies 3. Changing subsistence patterns; funerary practices and art. Unit-Hl: Transition to Food Production (16 hours) I. Mesolithic Cultures: West Asia and Europe 2. Origins of Food Production: Debates 3. Features ofthe Neolithic based on sites from West Asi, Europe, Mesoamerica / UnitHIl: The Bronze Age (16 hours) Note: Rubies b, and eae to be based on any one case study [Ancient Mesopotamia (Sumerian and Akkadian periodEgypt (Old KingdomChina (Shang, dynasty). 2. Concepts: Bronze Age ‘Civilization, Urban Revolution’ and ‘Sate 3, Ecological context of eary civilizations 44. Kingship, religion and state; Socal and economic complexity: Class, Gender Unit IV: Nomadic Cultures in Transition (16 hours) 1. Nomadic Pastoralism in West Asia in the third and seeond millennium BCE 2. Iron technology andi spread Practical eomponent (if any) - NIL. _Esscntil/recommended readings Unit: This Unit introduces stidents to the basic aspects of world prehistory particularly with reference to the debate on the biological and cultural evolution of Hamans(Teaching Time: 6 hours Approx.) + Bogucki,P. (1999). The Origins of Human Society. Wiley-Blackwll 1999, Chapter 2, pp. 2977. + V.G. Childe, What Happened in History? Great Britain: Pelican, 190, reprint 1971, pp. 13- 32. «Fagan, BM and N. Duran es (2019) The People ofthe Earth: Ax Intoduton to Word Pre hist (sth) New Yorks Rouledge, Chaps 2-5, pp. 2-14 4 Website wor humanorginss edu (website ofthe Smitsonian Musca) 2 anges ere ere a ere, TEE eT, SCAT | + ugee.v.itne aoi9 starch gaera rg oD attey ATO, ¢ HR aT saree. + ore, A 2015), urd ste raha MATE oom aieue athe ep Tae, x es See + (fire, DN ae starr arer, ore are, ¢ Peat x aePDacerers, C AAMNY seat sree ¢ fee. 103Unit IL This Unit wil falas students with the transition to food production when the advanced Hunter-Gatherer communitis primarily of the Mesolithic caltues responded. t0 cavironmental changes with greater sedentism and newer ways of exploiting plants and animals. The debates on the origins of food production will enable students to understand the complexity of the Neolithic cultures, The discussion on the Neoihie sits in diferent parts of the world will help in understanding the proces of besiming of food production and variations in Neosithie Cltres. (Teaching Time: 16 hours Approx) ‘+ Boguck,P (1999). The Origins of Human Society. Massachusets: Blackwell, pp. 127-189. + Price, ID. (1991). "The Mesolithic of None Europe”, Annual Review of Anthropology, Vol. 20, pp.211-233, ‘+ Shea, JJ. and DE. Lieberman. (2008), eds. Transitions in Prchisioy, Essays in Honour of Ofer Bar-Yoset, Oxbow Books, p. 185.222 + Zvelebil, M, (1989). “Economic Intensification and Postlaial Huater-Getherers in North “Temperate Europe” in C. Bonsall, (Ed). The Mesolithic in Europe. Edinburgh: University of Edinburgh Press1989, pp 80-88, + eA, A 015), ora Se Remarc ara oer ere ath eB Taz eh: FR TER. + Cohen M, (2009), ‘Inroduetion, Rethinking the Origins of Agricultue’. October 2008, Current Anthropology. 50 (5), pp. 591-595, ‘+ Fagan, BM. and N. Duran. (2019) The People of the Bath: An Intoduetion to. Word Prchisory. New York: Routledge (15th El), Chapters 8, 9, 10, 12, pe 178-218, 228-245, ‘+ Price, ID. and O, Bar-Yosef 2011) “The Origins of Agriculture: New Data, New Ideas”, {An Iniroduction to Supplement 4. Curent Anthropology, Vo. 52, No. 84, October 2011, pp 163-8174 ‘+ Wenke, RJ. and D. Olzewski. 2007), Pattems in Prehistory: Hemankind's First Three Milion Yeas. New York: Oxford University Press p, 228-266, BIER, A. 2015). ee mearaTe Bray are acc the ap Tae, FR SI TR, Unit ML This Unit will enable students to contestualize the beginning of wan sclements, ‘appearance of complex society and tate with reference fo some ofthe erly efisaons of the word (Teaching Time: 16 hours Approx) + Childe, G. (1950) "The Urban Revolution, “The Town Planning Review, Vol. 21, No. 1 ‘Api 1950, pp. 317 Redman, CL, (1978). The Rise of Civilstons, From Barly Prmersto Urban Society in the ‘Avwent Nea East, San Francisco: WH. Freeman, Chapter 2,67, p16, 166-215; 214 28. + Scare, Christopher and Brian M. Fagan, (2008). Ancient Civiliations idedn), New Jersey: Pearson Prete Hall, p. 3-12, and pp. 26-47. + Whitehouse, R. (1977), The Fist Civilizations, Oxford: Phaidon, Chapters 1 and 9, 9p 7-15 a 177.198, + SEA, A. 201s), wrt she Remarc ana oer atcaeM atk wey yal, x Pat re were 10sMesopotamia ‘© Nissen FJ (2003), The Early History ofthe Anciont Near East, 9000-2000 B.C. Oxford and Vietora: Blackwell ‘© Redman, C.L (1978). The Rise of Civilisations. From Early Farmers to Urban Society inthe ‘Ancient near East. an Francisco: WH. Freeman, Chapters 8, pp. 244322, ‘+ Roux, Georges (1992). Ancient Irag, UK: Penguin, Chapters 1,5, 6,8 9; pp. I-16; pp. 65- 103; 122-160. ‘+ Whitehouse, R. (1977). The Fist Civilizations, Oxford: Phaidon, Chapters 3, 4,5, pp 33 M15. or ‘© Chang, KC. (1987), Shang Civilization. New Haven, Conn: Yale University Pres, pp. 263- 288, Feng, Li. (2013) Early China, Cambridge: Cambridge Univesity Press pp. I-ilI. ‘+ Keightly, D1N. (1999) "The Shang. China's First Historical Dynasty" in Michoel Loewe and [Edward L. Shaughnessey. (Ed). The Cambridge History of Ancient Shia, From the origins of Civilization to 221 B.C. Cambridge: Cambridge University Press, 1999 ‘+ Thorp, R. L. (2006).China in the Early Bronze Age. Shang Civilization. Pennsyvenia: Universi-ty of Penasylvania Press oR Egypt ‘*) Hawkes, J. (1973). “Egypt: the beginnings and the Old Kingdon” in The First Great Civilisaions: Life in Mesopotamia, the Indus Valley and Egypt, New York: KnopfiRandom House, pp. 285-299, + Trigger, B.G., BJ. Kemp, D. O'Connor and A.B. Lloyd. (1983). ancient Egypt A Social History. Cambridge: Cambridge University Press, Chapters | & 2, pp. 1-83, + Wilkinson, T- (2010) The Rise and Fall of Ancient Egypt: The Histoy of a Civilisation fiom 30,000 BC to Cleopatra. London: Bloomsbury Publishing, pp. 13-11¢ + Silverman, D.P, Ed,). (2003). Ancient Egypt. New York: Oxford University Press (Bd) pp. 10-27, Unit IV. This unit will discuss the Nomadic eultues in West Asia in the third and second Millennium BCE. The use and spread of iron technology will enable students tobe familiar ‘with the echnological and other changes related to it (Teaching Time: 16 hours Approx.) ‘© Schuid, Conrad. (2018) “Pastoral Nomadism in Third Millenium BC Eastem Arabia,” ‘© Paleoren, Vol 44, No.1, pp.105 -118. ‘Leas, 8. And D.G. Bates. (April 1974), “The Emergence of Specialised Nomadic Pasto- ralism: A Systemic model,” American Antiquity, Vol. 3, No.2, pp. 187-193 © Sherzat, A. “Sedentary Agriculture and nomadic pastoral populations.” in History of Humanity: from the thd millenniom to the seveath century BCE, vol. i, (Ed) SJ. de [Lacted. London: Routledge, pp. 37-43 ‘+ Villad, P. (1996). “The beginning of the Iron Age and its Consequences" ‘Humanity (Seieniie and Cultural Developments) Vol. Il. From the Third Sev-enth Century B.C. Paris, London: Routledge: UNESCO. 105+ Maddin, R., ID. Muhly, SS. Whosler (1977). “How the Iron Age Began", Scientific American, Vol. 237,No, 4, Ot. 1977, pp. 122-131. ‘© Cottrell, A. (1985). "The Coming of Iron” in A.Cotterell, Origins 0” European Civilization, London: Michael Joseph Rainbird, pp. 118-140, ‘© ExbSatullo, Nathaniel L. (2019). “The Innovation and Adoption of Hon inthe Ancient Near East” Journal of Archscological Research 27:557-607 hutpsi/di og/10.1007/s10814- 101929-6, pp.557 ~ 58. ‘© Snodgrass, A.M. (1980). “ron and Karly Metallurgy in the Mediterrmean” in TH, Wer-time ‘and 1.D. Mubly eds) The Coming of the Age of Iron. New Haves and London, p.335 -374 Suggnive reading any) Car, ELH. (1961/1991). “The Historian and his facts” Penguin Modem Classes (2ndFn),pp.7-3. + Re, BH. (1976). revere Se SN ET, EO, Gee TRY ST 1, HTT Seas em THAT + aREIP, 1976, ‘© Bar-Yosef, O, and F. Vala. (1990). “The Natufian culture and the origins ofthe Neolithic in the Levant, Current Anthropology, Vol. 31, No.4, Aug-Oct, pp. 433436 + Binford, LR (1968), ‘Post Pleistocene adapuations' in L. R. Binford and 8, R. Binfor, ed New perspectives in Archaeology. Chicago: Aldine, p. 313-342 + Chang, K.C. (1986). The Archaeology of Ancient China, New Haven, Conn: Yale Uni verity Press, pp. 234-294 + Clark, G. (1977). Wotld Prehistocy in New Perspective, Cambridge: Cambridge University Press Grd edn.) pp. 1-61 ‘+ Darwin, C. (1859, 2003), On the Origin of Species by Means of Netual Selection, Joseph (Caroll Ea, Canada: Broadview Press (2003 edn.) Chapters I-5/ ‘+ lannery, K.V. (1973), “Origins of Food Production”, Annual Review of Anthropology, 2 (1993), pp271- 310. ‘© Fried, M. (1978), “The State, the Chicken, and the Egg: or, What Came Fist” in R. Cocben and E, Service Fd. Origins of the State: The Anthropology of Polical Evolution (stitute for the Study of Human Issues, 1978), pp. 3-47. ‘+ James, 1.6.1. (1979, 2005) The British Museum's Concise Intodution to Ancient Eaypt ‘+ British Museum Publications, Michigan: University of Michigan Press. ‘© Johnson, A. W. and Timothy Earle (2000). The Evolution of Human Societies: From Foraging Group to Agrarian Sat, Stanford: Stanford University Pres, ‘+ Kemp, B. (1989). Anciont Egypt. Anatomy ofa Civilisation. London: Routledge. ‘+ Kumar, 8, @018). Ancient and Medieval World: From Evolution of dumans to the Crisis of Feudalism, New Delhi: Sage + Lamiberg-Kariovsky, C.C. and J.A. Sabloff. (1979) Ancient Civilizations, The Near Eat and “Mesoamerica, California: Benjamin-Curmings Publishing Company. + Leakey, R. (1981). The Making of Mankind. London: Michael Joseph Limited, 1981, pp. 183, ‘+ Lemer, G. (1986). The Creation of Patriarchy. Oxford University Press, pp. 4-76. in BH. Care, What is History?+ Lewin, R. (2005), Evolution: An Mustrated Introduction. (Sth edn) USA, UK, Austal-ia Blackwell Publishing, pp 1-29, 39-55, 60466, 95-127, 131-136, 159-175, 179.235, + Lewis-Williams, D. (2002). The Mind in the Cave: Consciousness and the Origins of Art, Condon: Thames and Hudson. + Masel, C. K. (1987). “Models of Social Evolution: Trajectories fiom the Neolithic to the State", Man, New Series, Col. 22, No.2, June, pp. 331-359. + McAdams, Robert. (1966). The Evolution of Urban Society: Barly Mesopotamia and Prchispanic Mexico. New Brunswick (USA) and London: Aldine Transaction (Second Reprin 2007), + Postgate, JIN. (1992), Early Mesopotamia, Society and Bconomy at the davm of history, Landon and New York: Routledge, pp. 1-154 + Service E. (1973), Origins ofthe State and Civilization. The Process of Cultural Evolutions: W.W. Norton & Co, ‘Sherratt, A. (1996) “Sedentary Agricultural and nomadic pastoral populations’ in History of ‘Humanity: From the thied millennium tothe seventh century B.C. vl. edited by S.J. de ‘Lao, 37-43, Paris, London: Routledge, UNESCO, pp. 37-43. ‘Star, H, (2005) “Subsistence Models and metaphors for the Transition to Agriculture in North westem Europe, MDIA, Issue Tite: Subsistence and Sustenane, Vol.15, no. 1, ‘© Arbor, Ann. (2008) Publishing, University of ‘Michigan Library” url ‘nwo handle ne 2027/sp0.0522508.0015,103. Website: www: bralshawfoundation.com ‘+ Wright, G. A. (1992). “Origins of Food Production in Southwestem Asia: A Survey of Ideas", Current Anthvopology, Supplement: Inquiry and Debate in Human Sciences: CContibustions from Current Antiropology, 1960-1990, Vol33, No. 1, Feb, 1992, pp. 109- 139, ‘+ Yoffee, Norman. (2008), Myths ofthe Archaic State: Evolution of the Pariest Cites, States and Civilisation, New York: Cambridge University ress, Chapter 3, 9. 4-90 e wietdape, wanOale, (2019). reer ever ae, Delhi: Medha Publishing House TE UN. 2017), ¢ emsmar ar Saere, CRA: TS wT Meee oareiiesetkenuoe Termite Pires en enol Credit distribution, Blgibilty and Pre-requisites of the Course Course ttle & Code | Credits | Credit distribution ofthe course) ENgibiigy | Prerequisite Lecture] Tutorial | Practica’ eriteria | the course Practice any) History of the USA!|4 [3 7 0 2 Pass | NIL. Independence to Civil War DSC 03, Learning Objectives 107The Learning Objectives of this course areas follows The course initiates the process of comprehending the rise ofthe “New Worl’ that eventually came to be known asthe United States of America (USA) afer the American Revclution, came atthe cost of marginalization of the Indigenous Tribes and enslavement of Black labourers, The focus is to study both Indigenous tribes and Black Slaves in a detailed manner to understand the Limits of ‘American democracy that pushed the county towards the Civil War. The course also concentrates ‘on the process ofthe evolution of America's feign policy inthe aftermath ofthe War of 1812. ‘Learning outeomes Upon the completion ofthis course the student shall be abl to ‘© Explain the emergence ofa new independent nation in the Wester Hemisphere (USA) atthe cost of placing Indigenous tribes behind reserves and introduction of the insttudon of slavery and racism ‘+ Examine te limits of American democracy in its formative stages along with the foundation ofthe US foreign policy ‘© Describe the economics of slavery in the USA slong with details of save culture and forms ofesistance + Trace the main sues related to the Civil War and it critical evaluatin SYLLABUS OF DSC3 UnitI: A New World: (12 hours) 1. Contribution of Indigenous Tribes, Indentured Servants and Slave lbour in the growth and expansion of American coloni 2. American Revolution: Sources, Historiography Unit TE: Limits of American Democracy: (16 hours) 1. Marginalizaton and Displacement of Indigenous tribes (Shawnee and Cherokee) 2. Policies of Thomas Jefferson and Andiew Jackson that placeé the origi (indigenous tribes) behind ‘reserves! peoples ‘Unit IIE: United States Quest for Dominance: Imperialism and Changing Diplomacy: (16 hours) 1. Manifest Destiny 2. Warof 1812 3. Monroe Doetrine Unit IV: Slavery and the Civil War: (16 hours) 1. Tae Economics of Slavery: South vs. North Debate 2. Slave Culture and Slave resistances (ineluding the nature of female slavery and resistance 3. Issues ofthe Civil War and the Interpretations Practical omponent (if any) -NIL_ ssential/recommended readings 108Unit ‘This Unit importance is given to the usage of varied types of labour force for the Colonization of the New World with special emphasis on the Indigenous tibes and Slave Tabour. The factors that led to the rise of the American Revolution along with historiographical debates is being emphasized. Teaching Time: 16 hours Approx.) ‘© Boyer, PS. H.Sitkof et al. The Enduring Vision: A History ofthe American People. Vol ‘+ Sthetion. Massachusetts: Houghton Miffin Company, 2003, © Carnes, MC. & J. Garmaty. The American Nation, A History ofthe United States. 12thedn ‘New York: Pearson Longman, 2006. + Darar, K. America Ka Itihas. University of Delhi: Dirsctorae of Hindi Medium Implementation Board, 1997 (Hindi medium students) ‘© Fonot, E. Give Me Libery! An American History. Vol. New Yore: W.W. Norton & Co. 2andedn. 2007 ‘© Grob, GN. and G.A. Blas. Interpretations of American History: Paterns and Perspectives. Vol. New York: The Free Press, 2000. Unit TI: This unit examines how Jeffersonian and Jacksonian Democracies displaced, marginalized and decimated the original peoples, the Indigenous tribes by taking up the ease stuies of Shawnee and Cherokee tribes who both suffered yet resisted white advance on their ancestral lands. (Teaching Time: 16 hours Approx.) ‘© Balleck, BJ. “When the Ends Justify the Means: Thomas Jefferion and the Louisiana Purchase’. Presidential Studies Quarterly, 22, Fall 1992, ‘+ Berkhofer, R. Jr. “The White Advance Upon Native Lands’ Paterso, T.G. Major Problems in American Foreign Policy: Documents and Essays. Lexington, Massachusets: + D.C. Heath, 1989, ‘+ Edmunds, RD. “Tecumseh, The Shawnee Prophet and Americen History’. Westem Historical Quarery, Vo. 14, No.3, July, 1983, ‘© Foner, E. Give Me Liberty! An American History. Vol. I. New York: W.W. Norton & Co. 2nd ede. 2007, ‘+ Wallace, A.F.C. end E. Foner. The Long, Biter Trail: Andrew Jackson and he Indians. New York: Hill and Wang, 1996. ‘+ Young, M. “The Cherokee Nation: Miror of the Republic. Ameican Quarterly Speci Issue: American Culture and the American Frontier, Vol. 33, No 5, Winter 198] Unit If: This unit explores how the United States of America learnt some ficult lessons from the ‘War of 1812 and how it led to the formulation of both internal and external polices that ‘became the foundation of American impesalism and the maintenance of diplomatic elation, (Teaching Time: 16 hours Approx.) + Boyer, PS. H. Sitkol eal, The Enduting Vision: A History of the American People. Vol Sthediion. Massachusetts: Houghton Mifflin Company, 2003. Carnes, M.C. & J.A. Garay. The American Nation, A History ofthe United States. 12thedn New York: Pearson Longman, 2006 Grob, G.N. and G.A. Blas. Interpretations of American History: Pttems and Perspectives, Vol. New York: The Free Press, 2000‘+ Fitz, CA, ‘The Hemispheric Dimensions of Early US. Nationalism: The War of 1812, its [Aftermath and Spanish American Independence’. The Joumal of American History, Vol 102, Issue 2, September 2015, "© Goodman, W. "The Origins of the War of 1812: A Survey of Changing Interpretations Shechan, D. (e.), The Making of American History: The Emergence of @ Nation. Vol. I New York: Holt, Rinehart & Winston, 1963. ‘+ Metk, F. Manifest Destiny and Mission in American History. Massachusets: Harvard University Pres, 1995. ‘+ Perkins, D. ‘The First Challenge: Monroe Hurs Defiance at Europe. Sheehan, D. (ed), The Making of Ametican History: The Emergence of # Nation. Vol. New York: Holt, Rinehart & Winston, 1963, ‘This Unit ritcally examines the economic foundations ofthe inst tution of slavery inthe southorn states and how historians began to unravel slave culture that assisted them t0 survive the brutality of this inhuman institution with particular emphasis on the female slavery and how they offered resistance agains this bondage syste. The unit also delves, Jno the various eauses ofthe Civil War ad historiographical debates that have evolved over 1 petid of time (Teaching Time: 16 hours Approx.) ‘© Bracey, 1H, A. Meier, E. Ruwvick (ed). American Slavery: The Question of Resistance California: Wadsworth Publishing Co. In, 1971 © Datar, K- America Ka Itihas. University of Delhi: Dirctoraie of Hindi Medium Implementation Board, 1997 (Hindi Mesum) ‘+ Faragher, LM., MJ. Buble etal. Out of Many: A History of the American People. Vol. [New Jerse: Prentice Hall, 1995, ‘© Foner, E. Give Me Libery! An American History. Vol. I. New York: W.W. Norton & Co, 2nded, 2007 1+ Genovese, ELD. Roll, Jordan, Roll: The World the Slaves Made. &th edition. New York: Knopf Doubleday Publishing Group, 2011 ‘+ Genovese, E.D. The Poltial Eeonomy of Slavery: Studies in the Esonomy and Society of the Slave South. Connecticut: Wesleyan University Press. 2nd edn. Paperback, 1989. ‘+ Grob, G.N. and G.A. Bilis. Interpretations of American History: Paterns and Perspectives. Vol. j. New York: The Free Pres, 2000 ‘+ Kailyn, B, D. Wood, JL. Thomas etal. The Great Republi People. Massachuset: D.C. Heath & Company, 2000. ‘+ Stampp, K. The Peculiar Institution: Slavery inthe Ante-Bellum South, New York: Vintage, 1989, ‘+ White, DB. “The Nature of Female Slavery’. in Aren't Ia Womas? Female Slaves in the Plantation South. New York: W.W. Norton, 1985, ‘+ Barrington, M. Jr. “The American Civil War: The Last Capitalist Revolt’. Barrington, M. 4. Social Origins of Dictatorship and Democracy, Lord and Pessat inthe Making of the Modern World Boston: Beacon Press, 2015. + Foner, E. Politics and Ideology in the Age of the Civil War. New York: Oxford University Press, 1981. A History of the American 10Suggested Readings: + Bailyn, B.D. Wood, JL. Thomas etal. The Great Republic, A Hstory of the American People, Massachusetts: D.C, Heath and Company, 2000. + Boyer, PS. H.Sitkof etal, The Enduring Vision: A History ofthe American People. Vol. I Sthedn. Massachusetts: Houghton Miflin Company, 2003 ‘© Carnes, M.C. JA. Garay, The American Nation, A History ofthe United States. 12thedn, ‘New York: Pearson Longman, 2006 © Daas K. America Ka Iihas University of Delhi: Directorate of Hindi Medium Implementation Board, 1997, 4 Paragher, IM, MJ. Buble etal. Out of Many: A History ofthe Ametican People. Vol. New Jersey: Prentice Hall, 1995, ‘© Foner, E. Give Me Liberty! An American History. Vol. I, New York: W.W, Norton & Co, 2andedin. 2007. + Grob, GN. and G.A. Bilis. Interpretations of American History: Paterns and Perspectives. Vol. Il, New York: The Free Press, 2000. ‘+ Zion, H. A People’s History of the United States, 1492-Present. New York: Harper Collins, 2008. Selected Fie ‘© ‘Lincoln’ Directed and Co-produced by Steven Spielberg, 2012, ‘© "The Birth of a Nation* (based on slave Nat Tuer, who led a rebellion in Southampton, ‘Virginia in 1831) Directed and Co-produced by D.W. Griff, 2016. + The Bisth of a Nation’ (showeases assassination of Lincoln; originally based on “The CCansman’ and “The Leopard's Spots’ by TP. Dixon Je) Directed ané Co-produced by + D.W. Grtith, 1915. + “Glory” (Get dusing the Civil War) Directed by Bdwatd Zwick, Prodaced by Freddie Fields, 1989, + "12 Years Slave" Directed and Co-produced by Steve MeQueen, 20:3. + “Django Unchained” (eet in Old West and Ante-Bellum South) Directed by Quantin Tarantino, Produced by Stacey Sher & Others, 2012. “Amistad” (based on events in 1839 aboard the slave ship Le Amistad) Directed and Produced by Steven Spielberg, 1997, + ‘Gone with the Wind” (set inthe Civil War ea) Directed by Victor Fleming and Produced by David Selanick, 1939. + ‘Uncle Tom's Cabin’ (set in 1856) Directed by Stan Lathan and Produced by firey A. [Nelson and Others, 1987 + ‘Roots’ (based on Alex Haley, ‘Roots: The Saga of American Family, 1976) Directed by Bruce Beresford and Produced by Ann Kindberg and others, 2016, aBA (Prog) with History as Major Category It iene erie (CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE ‘Course title &] Credits | Credit distribution ofthe course | Eljibiity | Pre-requisive Code Lecture | Tutorial | Practical ofthe course Practice (itany) Tistory of India] |3 T 0 "Pas NIL from earliest times up toe: 300 CE Learning Objectives ‘The Learning Objectives of this couse areas fellows: ‘This course explores various historical phases and processes of Indian tistory from prehistoric petiod to early historic centuries through the lens of archaeological anc literary evidence. An overview of various transformations cultural shifs, developments in all aspects ffor the earliest times up to the phase of Empire building is provided to the leamer. Alongside the pan-ndian historical changes, it also foeuses on regional diversities. ‘The Learning Outcomes of this cours are as follows: ‘+ Explain the importance of various sources for study of prehistory snd poto-history ‘+ Distinguish between civilization and culture, patculrly in the context of the Harappan civilization ‘© Locate the developments related to the inoducion of Iron in ealy societies leading to urbanism and state formation Outline the key features ofthe Mauryan perio. ‘Loca the shift of historical focus from Gangetic belt to newer arcas alongside the process of assimilation, SYLLABUS OF DSC-1 Unit 1: Sources for interpreting early Ind Unit Unit H history (4 hours) ‘Survey of Prehistoric Cultures: Palaeolithic, Mesolithic, Neolithic. 8 hours) Harappan Civilization: early urbanism, town planing, economy, cultural patterns and decline. (8 hours) Unit 1V: Vedic and Megalithic cultures: an overview (8 hours) naUnit V: Second urbanization, material and social changes, Buddhism and Jabs, ($ hours) Unit VI: The Mauryan Empire: sdminstation, economy, Ashoka Dharume, pillars and rock edicts (hours) Unit VII: Escly Tamilkatn: Survey of Sangam literature, polity, economy and society (8 hours) Unit VIII: Post Mauryan age: polity economy, society and eulture with special reference to Satvahanas and Kushanas (8 hours) Practical component (if any) -NIL Esseniarecommended readings ‘Unit: In his Unit the students shall be introduced to the varied sources, he sope end Kimittions, for reconstructing the exly history of Inia (Teaching Time: 4 hours approx.) ‘+ Chakrabart,D.K. (1990). India: An Archacologial History. New Deli: OUP (Chapter 7) + Goyal, SR (1993). The Coinage of Ancient Indi, Jodhpur: Kusumarjali Prakashan + a EA, oe, Ata, (2000) sre set a eT. Rae AREY aT anreiae frente, rt Rreafeaurer. Grae. crear 2) ‘+ Salomon, Richard (1998). Indian Epigraphy. Delhi: OUP. + Shama, RS. (1995). Perspectives in Social and Economic History of Early India. New Delhi: Munshirem Manobaral. (Chapter 2) + aah, ane. we (2000), Tera sare a Ton ate ann ere. Ree Ree star arate fer, Reet Reefer, TEATE2) + Singh, Upinder. (2013). A History of Ancient and Early Medieval Inca: From the Stone Age tothe 12th century. New Delhi: Pearson (Chapter 1) +B, Slee. 2016). arn ak a rat ares MRT: oT TTB 1 TAT mag Reo, Rate rea 1) + Thapar, Romila. (2002). Bal India fom the Origins to AD 1300, New Delhi: Penguin (Chapter 1) +e, eT, (2008), er ar AS 1300 Se, RH Ae ae rei ‘teres, Rah eater, (BEATE |) Unie Il: This Unit detinestes the transition fom hunting gathering to food prong societies, farang the students with their subsistence peters and mata! caltses. Teaching Time: 2eeks approx) + Agrawal, DP. (1982) The Archacology of India: London and Mao: Curzon Press (All chapter) + ‘Allen, Bridget and Raymond Allein (1997). Origin ofa Cvlzaon: The Prehistory and arly Archaeology of Sout Asia, New Deh: Viking. (Chapter 3-5) «Jin, V-K. 006) Pre and Prothistry of India, New Deli DK. Panworl, (Chapter 3-5) + Sar 88, (2008 seer sur Ne ae BRT. a Sa REA. DK Prin-word. 3-5) errr fg 1967) sect tre ne aor te, eh ean TT n33h, Upindcr. (2013). A History of Ancient and Early Medieval India: From the Stone Age to the 12th century. New Delhi: Pearson, (Chapters 2 and 3) + ig, see. 2016). rar ak armen sec ager: TT TB 12a TTA ‘a Fg Re, Fer, area 233) Unit his Unit wil enable students to gain an understanding of the various faces of ety ubanism as witnessed ring the Harappan cvlization. (Teaching Tne: 12 hours approx) + Allein Bridget and Raymond Allin. (1997) Origin of a Civilizaon: The Prehistory and Early Archaeology of South Asia, New Delhi Viking. (Chapters 69) + Ratnaga,Steresn (2001). Understanding Horappa: Civilization inte Greate Indus Valley ‘New Delis Tuli. (ll Chapters) + Singh, Upinder (2013), A History of Ancient and Early Medieval India: From the Stone Age tothe 12th century. New Deli: Pearson (Chapter 4) + ig, Ri. 2016), Teh we oars TTT TTR: THON Te 12a EAT am, a Rom, Pacer, rears 4) are, 85, athe ser ee rer (2002 Fly Re, eT: Sere wT ARE ‘deere sabia ca tener. Hal eA Unit IV: The Usit shal discuss the advent of material estes and communities tht developed the ‘te of iron technology in the nother ad southem parts of the subcontinent. (Teaching ‘Time: 8 hours approx.) + Chakravar, Ranabi, (2010) Exploring Early India Up wo C. AD 1300, New Deli MacMillan. (Chaper 2) + ama. wordy, (2012) anette sfetere. snfearat. ag eect. sitftece etreda, (Great » + in, V.K, 2006). Pre and Protohistry of India. New Deh: D.K.Paintwor. Appendix 1 + Baa (2008) sree soe ae ae STRRT. U aeRT. aE A, DK. Prineword ROE 1 + tha, DN 2004). Early Indi: A Concise History. Delhi: Mancha. (Chapter 3) + Majumaar, RC. and Posie A.D, (4): The History and Cutie of Indian People. Vol. Vedio Age + Moor, Udayarav , (199). Megalithic Cute of Sout nda, Vari Ganga Kaver ‘Shamma, RS, (1995). Perspectives in Social and Economie History of Early Inia, New Dethi: Munshiram Maaohara. (Chapter 11) +e, ae. 2000), mea seer ana ake rane afer, rh: et rear araiea terra, Ret RaeaRcaTa. (SCAT 11) ‘+ Karashims, Noborou (Ed). (2014). A Concise History of South Inia. New Delhi: Oxford Unicversity Press (Chapter 1) usUnit Vi This unit shall familiarize the students with major political and social eansformetions slongside eigous ferment ha unfolded fom roughly e600 BCE toc. 300 BCE. (Teaching ‘Time: 12 hours approx) + Chakravari, Ranabit. (2010). Exploring Eatly India Up t C, AD 1300, New Delhi ‘MacMillan, (Chapter 3) + aad, word, (2012) eda gare, snare, a6 Roa. acest steed, (se > sat 8 wa, we Bae, MATE, (2000) aT are a ser Ree: ARR ATE sera ere, Rett Pree GEt (3TEATA 6 nd 7) + tha, D.N. (2008). Baty Inia: A Conese History. Delhi: Manohar. (Chapter 4 + Sahu, BP. (et) (2006, Ion and Socal Change in Early India, OUP, Debi (Inivoduction) Sharma, RS. (1983). Material Cult and Socal Formations in Ancient India. New Deli Macmilian, (Chapters 6 and 7) + aah ome. a, 2008) sre sree A aes aie et aT Gee, TEATS ‘wares. (area 6 3827) + Thapat, Romila, (2002). arly Indi fons the Origins to AD 1300, New Delhi: Penguin (Chapsce 5) + aang, aR, (2008), Gare aa: eeaT & 1300 § aa Reval «ABE aE ‘erecta Pero, rah Fava. SEATS) ‘Unit VI This Unit shal introduce students othe evolving administrative famework, economy an concept of Dharma during the Maryan Empire. (Teaching Time: 12hows approx.) + Ghakzavar, Ranabiz (2010), Exploring Early India Up to C, AD 1300. New Delhi MacMillan. (Chaper 4) + amar. erahe (2012) sche after ant Ree afte mere, NEAT 9 ‘+ Lisi, Nayanot 2015) Ashoka in Ancient India, New Delhi: Oren! Blackswan 1 Rayehaudhary IC. (ev eda 1997) Polite! History of Ancien Inds, New Delh: OUP Singh, Upinder 2013). A History of Ancient and Early Medieval Ina: From the Stone Age tothe 12th century. New Delhi: Parson. (haper 7) + Rig, fe 2016. mri ck aera: TUT ew 17M Tae, am. fea, Racer, ea 7) + ‘Thapar, Roma, (2012). Ashoka and the Decline ofthe Mauryas, thrd edition, New Deli Oxford Universiy ress (All Chaps) + rag, afte. (2005). anata athe ats araarsar er ey, erty, ater ret. (aah sta Unit VIE: This Unit shall familiarize the students with important politica, economic and social ‘developments tht took place inthe Tamilakam area ofthe Indian subeontnent. (Teaching, Time: 4 hours approx.) ‘+ Karashima, Noborou (Ed). (2014). A Concise History of South Inia, New Delhi: Oxford Uni-versity Press. (Chapter 2) us+ Sasi, K. A, Nilakamha, (1985) A History of South India fom Prelistore Times tothe fll of Vijayanagar. New Delhi: OUP (els available in Hindi) + Singh, Upinder. 2013) A History of Ancient and Early Medieval Ind: From the tone Age to the 12th century. New Delhi: Pearson (chapter 8) + Rig, 3Riee. one), seer we amr Ta BRITT TTT aT 17e ere a, § Ree, Pace, BEATE 8) Unit VI: This Unit will provide the students with an understanding abou the key developments that tok place in North and wester India under the post~ Maryan dynasties, especialy the ‘Kushanas and Satvahanes (Teaching Time: 8 hours approx.) + Chakravari, Ranabir. 2010). Exploring Early India Up to C. AD 1300, New Delhi: MacMillan. (Chapter 3) + amber, TENE, (2012) sree ener, snare, ag Reach, siete eave tar (are 5) ‘+ Sahu, BP. (2015) Society and Culture in Post-Mauryan India €200 BC to AD 300. A People's History of India series, New Delhi: Tulka Books (also avaible i Hindi) ‘+ Sharma, RS, G15) Aspects of Political Ideas and Insitutions in Arcient India, Delhi: Mo- Ula Banarasidas, (Chapters 18 and 19) + aah, are Te, (2000), ara ag A Tanti fare wd seo, Re HT Tee. GET EEN, (SEAT 18 We 19) re readings ‘Basham, AL, (1967) The Wonder That Was India. New Delhi: Rupa & Co. Thapar, Romila. (2013) Cultural Pasts: Essays in Early Indian Histcry. New Delhi: Oxford University Press ‘+ Kosambi, D.D. (1975), An Intoduction to the Study of Indian Histery. New Delhi: Popular Pra-kashan, ‘+ Ray, H. P. (1986), Monastery and Guild: Commerce under the Sav (Oxford Univesity Press + Chakrabarti, Dilip K. (2006). The Oxford Companion to Indan Archacology: ‘The ‘Archaeological Foundations of Ancient India, Stone Age to AD 13h Century. New Delhi (Oxford University Press + Laisi, Nayanjot. (2002). The Decline and Fall of the Indus Civilization. New Delhi: Permanent Black. + Guruldal, Rajan. (1995), “The Begimings of the Historic Pesiod The Tamil South” in Romila. Thapar (Ed), Recent Perspectives of Early Indian Hisory. Bombay: Popular Prakshan. Suggest nas, New Deh Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University of Dei, from time to time. 6Dean (CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OP THE COURSE Course Wile Code | Credis | Credit dkietbution af the course) Eigihaity | Provequlalie Lecture | Tutorial | Practical’ criteria | the course Practice (itany) ‘Ancient Societies [4 [3 7 0 TE Pass | NIL Learning Objectives ‘The Learning Objectives of this course re as follows: ‘The course sims towards enabling students to have a broad understanding of various Ancient Civilizations with special focus on eomplexites in State Formation, society, economy, religion and culture. An overview ofthe ecological impact on ther emergence, craft and rade, emerging cultural patterns, art and architecture and religion will be discussed relacd to the Indian, Mesopotamian, Egyptian, Greek and Chinese Civilizations. Sudents will get to familiarize themselves with fundamental concepts like Bronze Age’, “Civilization, ‘Culture’, “Urban Revolution’, and ‘Stat’ Various craft technology especially metal technology and debates around it wll also be intoduced to them. The course strives to generate interest in students to learn about metal technology and its contribution tothe emergence and growth of Ancient Civilizations. Learning outcomes “The Learning Outcomes ofthis course are a follows: ‘+ Define and explain concepts like Urban Revolution, Bronze Age and Civilization, ‘+ Discuss the debate around metal technology 1+ Describe ecological and other reasons for emergence ofthe vatious civilizations, ‘© Understand social complexities of different civilizations. ‘+ Explain trends in the economy of these civilizations. ‘+ Gain an understanding of cultural pattems and religious developments, SYLLABUS OF DSC. Unit I: Defining Civilization, Sources and Historiography, Urban Revolution and Bronze Age, Debating Metal Technology (12 hours) ‘Unit: Bronze Age Civilizations: India / China (Shang Dynasty) (16 hours) Unit TIL: Bronze Age Civilizations- Mesopotamia (Sumerian and Akkadian Period)Egypt (Old Kingdom) Ecological Context, Kingship and State, Social Patter and Economy. As, Religion and Cultare (16 hours) Unit IV: Bronze Age Civilizations- Minoan’ Mycenean, Ecological Context, Social Patter and Economy Art, Religion and Culture (16 hours) ingship and State, urPractical omponent (if any) -NIL sscntil/recommended readings : Unit I: This Unit will help students understand the concept of Civilization, The important mile- ‘stones in the growth and spread of eviliations vz, urban evolution, Bronze Age and advent of meta technology will elso be dealt with, Teaching period: 8 hours approx.) “+ Childe, G. (1950). “The Urban Revolution, “The Town Planning Review, Vol. 21, No. 1, Apel 1950, pp. 3-17, ‘+ Redman, CL. (1978). The Rise of Civilisations. Prom Early Farmersto Urban Society in the ‘Ancient Near East San Francisco: WH. Freeman, Chapter 2, 6 7, p. 1649; 188-213; 214- 243, ‘+ Scare, Christopher and Brian M. Fagan. (2008). Ancient Civilizations (Int edo), New Jersey: Pearson/Prentice Hall, pp. 3-12, and pp. 26-47 ‘+ Whitehouse, R. (1977). The Fest Civilizations. Oxford: Phaidon, Chapters | and 9, pp 7-15, and 177-19. + Chile, V.G. 1930. The Bronze Age. Cambridge: Cambridge University Press + Childe, V. Gordon.1957. ‘The Bronze Age’. Past and Present. 12 (November): 2-15 Unit I: This unit will deal will the idea of civilizations and the evolution of complex societies ‘associated with the Bronze Age Civilizations in Indi / China during the Shang Dynasty. AS suk it will delve into factors lesding tothe use of metallurgy, its furtion in socio-relgious complex snd politcal structures thereof. (Teaching period: 16 hours prox.) Indi: + Allchin, B., and R. Alicin, (1997) Origins of a Civilization: The Prehistory and Early “Archacology of South Asia. New Dei: Viking. (Chapters 6,789 & 10, pp. 113-222). + Chakrabarti, D.X. (1999). India: An Archacologicel History. Delhi: Cacord University Press, (Chapters V and VI. pp.151-261), + Rotnagar, Shereen. (2001). Understanding Harappa: Civilization in the Greater Indus Valle. Delhi: Talika, Pp. 6-42, 103-115, 122-182. + Retnagar, Shereen. Approaches to the Study of Ancient Technology. + Ratnagar, Sheteen, (2007), Makers and Shapers: Early Indian Technology inthe Home, Vil- lage and Urban Workshop, Delhi, pp. 156, 196,218 n 12. ‘+ Singh, Upinder. (2008). A History of Ancient and Early Medieval India: From the Stone Age to the 12th Cenfury. Delhi: Pearson Longman. (Chapter 4, pp. 1:2- 181.) (Available in Hind). ‘+ Thaplyal, K. K. and Sankata Prasad Shukla, (2003), Sindba Sabhyata (EY ASAD, Luck: now: Uttar Pradesh Hindi Sansthan. (In Hindi) PP. 25-107, 157- 226, 262-276, 292- 315, 354-363. ‘+ Chang, KC. (1987). Shang Civilization, New Haven, Conn: Vale Usiversity Press, pp. 263- 288, + Feng, Li, 2013), Farly China, Cambridge: Cambridge University Press, pp. 1-111 ‘+ Keightly, DIN. (1999), “The Shang, China's Fiest Historical Dynasty” in Michael Loewe and Edward L. Shaughnessey. (Fd). The Cambridge History of Ancient China. Prom the origins of Civilization to 221 B.C, Cambridge; Cambridge University Press, 1999. us+ Thorp, RL. (2006). China inthe Early Bronze Age. Shang Civilization. Pennsylvania: Uni- versity of Pennsylvania Press, ‘Unit It: (Teaching period: 16 hours) “Mesopotamia is considered to be the cradle of civilization and this unit will ace the evolution of complex socitics, especially in relation o civilizational trait markers sucha: eligion, urbanization, social stratification ranging from early farming in Zagros to mature urtanization in South-em Mesopotamia. The unit will also deal with Egypt that presented another model of civilizational, development withthe Pharaohie model of kingship, development of writing, distinct geog-raphy and ‘monumental at and architecture ‘+ Nissen, HJ. (2003). The Barly History of the Ancient Near East, 9900-2000 B.C. Oxford and ova: Blackwell. + Redman, C-L. (1978). The Rise of Civlisatons, From Early Farmers to Urban Society in the ‘Ancient near East. Sin Francisco: W.H. Freeman, Chapters 8, pp. 244322. + Roux, Georges (1992), Anctent Iraq, UK: Penguin, Chapters 1, 5,6 8, 9; pp. 1-16; pp. 65- 103; 122-160. + Whitehouse, R. (1977), The First Civilizations, Oxford: Phaidon, Chapters 3, 4, 5, pp. 33- us. + Trigger, Bruce G. 2003. UnderstndingFarly Civilizatims: A Compara- tive Study Cambridge: Cambridge University Pres. + TBA, A 2018), Urata Remarc arama Pw aeaaMe see TACT A {Beh RTA (Ch. 4) Bayt +) Hawkes, J, (1973), “Egypt: the beginnings and the Old Kingdom” in The First Great Civilis-tone: Life in Mesapotamia the Indus Valley and Egypt, New York: KnopRandom House. + Trigger, B.G., BJ. Kemp, D. O'Connor and A.B. Lloyd. (1983). Ansient Egypt A Social His-tory. Cambridge: Cambridge University Press, Chapters | 2 p. 1-43, ‘Silverman, D.P. (Ed) (2003), Ancient Egypt. New York: Oxford University Press (Ed) pp. 10-27. : + Warden, L.A. 2014, Pottery and Economy in the Old Kingdom. Leiden: Bil, + Teeter, Emily. 2011. Religion and Ritwl in Ancient Egypt. New York: Cambridge University Press + Wolinski, Arclene. 1987. “Egyptian Masks: The Priest and His Rol, Archaeology 40 (1) 2, + Morenz, $. 1960, Egyptian Religion. (A. E. Keep, trans) New York: Comell University Press, + RR, A 0015). Teter ste Remar ane ae aieaene ate aeG a aI, at Ba TE SORT (Ch. 5), Unit IV: This unit will deal with another model of Bronze Age Civilizations in the Greek archi- pelago that has been termed Minoan’ Mycenean within their Ecological Context. twill ok atthe manner in which Kingship was intertwined with the evolution 3f State, Socal Patterns ngand Economy. Further it will delve into Art, Religion and Culture especially in context of GGreck my-thology and pantheon (Teaching Period: 16 hours) ‘ML Finley, The Ancient Greeks, 1963, ‘MCL Finley, Early Greece: The Bronze and Archaic Age, 1970, Sarah Pomeroy, Godesses, whores, wives and Slaves, 1995 repeat, f-16-31 Bridenthal and Koons (Ea). Becoming Visible: Women in European History, 1977, p36-59, Renfrew, Colin, (1999). The Emergence of Civilsstion The Cyclades and the Aegean in the ‘Third Millennium B.C. London: Methuen, 1972 + Bint, John L.“Setement and Teritory.” In Companion Encyclepeia of Archaeology Edited by Graeme Barker, Vo. 1. London: Routledge, 199, p. 505-545. + STA, A. QOLS), Sa ae meme arate Fw Sema She aER ATS, Desh are WARE (Ch. 6). Suggested Readings: + Buns, Edward McNall, and Philip Lee Ralph, (1982), World Civiizations: Their History and Their Culture. Nori, New York Fagan, Brian M, People ofthe Earth. (1977). Litle, Brown, Faroogui, Amat. 2001). Barly Socal Formation, New Deli UNESCO Series: History of Mankind, Vols. I~ Il /or New ed. Histery of Humanity (Cambridge History of Aftica, Vol 1. CUP, Cambidge, 1975 Childe, Vere Gordon. (1946). What happened in history. Baltimore, MD. (Available in Hindi 0). + Roux, Georges. (1992). Ancient Img. Penguin. + Childe, Vere Gordon. (1951), Socal Evolution. London: Wats. © Curtin,P,D. 1984. Cross-CultualTrade in World History. — Mel- ‘bourne: CambridgeUiversity Press. + Frankfort, Hens, 1978, Kingship and God: A Study of Ancient Near Eastern Religion asthe integration of Society and Natur, Chicago: Chicago University Press + Bogucki P. Pam J. Crabtree, (2004). Ancient Europe (8000 B.C A.D. 1000). An Eneyelo- pedia ofthe Barbarian World, Charles Serbner’s Sons, New York. ‘Video Recommendations ‘© How Ancient Chinese Bronzes were created: hnpsAvww:youtube.comwatch + Oracle Bone, Shang Dynasty: hups:/ww. youtube.com watch + buaps:fegyankosh ac ivhandle! Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University of Delhi, from time to 120BA (Prog,) with History as Minor Cacegry Ht CREDIT DISTRIBUTION, ‘THE COURSE ‘Course ile S Code | Credis | Credit distribuilon of the cure Prevequbite Lecture | Tutorial | Practical” of the eourse Practice (itany) Tistory of India [4 [3 T 0 NIL from earliest times upto e300 CE Learning Objectives ‘The Learning Objectives ofthis course are as follows: ‘This course explores various historical phases and processes of Indian History ftom prehistoric period to early historic centuries through the lens of archacological ané literary evidence. An ‘overview of various transformations, cultural shifts, developments in all aspects from the ealiest times up to the phase of Empire building is provided to the leaner. Almngside the pan-Indian historical changes, italso focuses on regional divers Learning outcomes ‘The Learning Outcomes ofthis course are as follows ‘+ Explain the importance of various soures fr study of prehistory and proto-history ‘Distinguish between civilization and culture, particularly in the context of the Hareppan civilization + Locate the developments related 10 the introduetion of Iron in ealy societies leading to urbanism and state formation ‘© Outline the Key features ofthe Mauryan period. ‘Locate the shift of historieal focus from Gangetic belt 1 newer areas alongside the process of ssimilaton SYLLABUS OF DSC-1 Unit I: Sources for interpreting early Indian history (4 hours) ‘Unit HI: Survey of Prehistorie Cultures: Paleolithic, Mesolithic, Neolithic. (8 hours) ‘Unit If; Harappan Civilization: early urbanism, town planning, evonomy, eultral patterns and decline. (8 hours) ‘Unit IV: Vedic and Megalithic cultures: an overview (8 hours) rrUnit V: Second urbanization, material and social changes, Buddhism and Jainism. (8 hours) Unit Viz The Mauryan Empire: administration, economy, Ashoka's Damme, pias and rock eiets hours) Unit VII: Early Tamilkam: Survey of Sangam lteature, polity, economy and society (8 hours) Unit VIII: Post Mauryan age: polity economy, society and culture wih special reference 19 Satvahanas and Kushanas (8 hours) Practical component (if any)~NIL Exsent Unit recommended readings in this Unit the students shall be introduced to the varied souess, ther seope and limit ions, for reconstructing the eaty history of Inia (Teaching Time: 4 hours approx.) + Chakzabari, DK. (1990), India: An Archscologieal History. New Dehi: OUP (Chapter 7) + Goyal, SR. (1998). The Coinage of Ancient India. Jodhpur: Kusumarali Prakashan +B 8 wa, OE, ar, MATE, (2000) tr re aT sfeer, ea: KET aT swrafe Pere, eee Pree, Grelea, Gre 2) + Salomon, Richard. (1998). lian Epigraphy. Delhi: OUP. + Shama, RS. (1995). Perspectives in Social and Ezonomic Histoy of Ealy India. New Delhi: Mun-shiram Manohalal. (Chapter) + af, 3, Wet, (2000), Tera mea TT ate afer gfe, Rare: PRE ‘areas arate Per, Rao RaeaAATE, (SEAT 2) + Singh, Upinder. 2013). A History of Ancient and Early Medieval Inca to the 12h century. New Delhi: Pearson. (Chapter 1) + 8g, lee. 2016). rear ek a eri eT AT: TTT a Lat eA a Reo rae, FETT 1) + Thapar, Romie. (2002). Early Indi from the Origins to AD 130C, New Deli: Penguin. (Chapter 1) ee, HT, (2008), aera: REST a 1300 Ee, RR Reet a Te ‘aera, ett Rear, (sea 1) om the Stone Age Unit delineates the trnsition from hunting gathering to food producing societies, izing the students with their subsistence paiems and maieial cultures. (Teaching Time: 8 hours approx.) + Agrawal, DP. (1982) The Archaeology of India. London and Malmo: Curzon Press (All chapters) ‘+ Allehn, Bridget and Raymond Allchin. (1997). Origin of a Civilization: The Prehistory and Early Atchaeology of South Asia. New Delhi: Viking. (Chapter 3-5) ‘Jain, V.K. (2006). Pre and Protoistory of India. New Delhi: D.K. Paintworld (Chapter 3-5) Ser & (2008) are ar seers afte ag gfe. ea seat. a FRAY. D.K. Prinsworld. @FE=3-5) + sragarar fg (1987) src grey sm arora wee, ea FETT i‘+ Singh, Upinder. (2013). A History of Ancient and Early Medieval Ici: Prom the Stone Age to the 12th century. New Delhi: Pearson. (Chapters 2 and 3) + Ris, SR. (2006). see week aera arc a ete: TREY wT S12 ery ‘amg Reo ere, (etaTT 23H 3) Unit 0 ‘This Unit will enable students to gain an understanding of th various facets of erly ‘utbanism as witnesed ding the Hroppanevilization. (Teaching Time: 12 hours pox) + Allein, Bridget and Raymond Allein, (1997), Origin ofa Civilizaon: The Prebisory and Early Archaeology of South Asia, New Delhi: Viking. (Chapters 69) + Ratnagac, Sheree 2001), Understanding Harappa: Civilization ith Grete Indus Valley ‘New Delhi: Tulika. (All Chapters) + Singh, Upinder. 2013), A History of Ancient and Eatly Medieval Inia From the Stone Age tothe 12th entry. New Delhi: Pesrom. (Chapter 4) + Rig, size. 2016), wrt we et emer aera eere Te ae a rey mG Rea, Few, (9 4) + aafeiares, &, a, ate vier see Fe 2003) Ae AEST, IAT: Sea waAT ARE aetre Betis a sewer. (wat ATT) Unit 1V: The Unit shall discuss the advent of material culture and communities that developed the use of ion technology in the northem and southem parts of the subeontinent. (Teaching ‘Time: 8 hows approx.) + Chakrevari, Ranabir. (2010), Exploring Early India Up to C, AD 1300. New Delhi MacMillan. (Chapter 2) + aaah onde (2012) seca @ftre, sara a§ Re, shies tare, (sear 2) + Jain, V. K. 2006). Pre and Protohistory of Indi New Delhi: DK. Pinword. (Appendix 1) + Se a. 2008) seer wr antisera Se se fet Uw Stas. AE Feral. DK. Prinworld RARE 1) + Sha, D.N. 2004). Early Indi A Concise History. Delhi: Manohar. Chapter 3) + Majumdar, ®.C. and Pusalkar A.D, (ed): The History and Culture of Indian People. Volk Veale Age. + Moor Udayarav 8. (1994). Megalithic Culture of South India, Vaenasi: Ganga Kaveri + Shama, RS. (1995), Perspectives in Social and Economic History of Barly Indi. New Delhi: Mareshiram Manoharal, (Chapter 11) + emt, Sie Ta (2000), eFPIT ares a anf she arenes after eat: Ret area arr TT, RR Fea SEAT 11) ‘+ Karashima, Noborou (Ed). 2014). A Concise History of South Inia, New Delbi: Oxford University Press (Chapter 1) bes‘Unit Vi This unit shall familiarize the students with major political ané socal transformations slongside religious ferment tht unfolded from roughly e, 600 BCE tee, 300 BCE. (Teaching ‘Time: 12 hous approx) * Chalzavai, Ranabir. (2010), Exploring Early India Up t© C. AD 1300. New Delhi MacMillan. (Chapter) + aaah, zordk, (2012) ectie eftere,snonre. af eM. aR ewer, Gre 2 + Br wat wd a aM (2000) arr amet aT AT at: ELT aA sera faterere, Rc eater yee, area 6 end 7, + Sha, D.N. (2004), Barly India: A Concise History. Delhi: Manohar. (Chapter 4) + Sahu, BP. (e.) 2006), Iron and Social Change in Early India, OUP, Delhi Ginuoduetion) + Sharma, RS, (1983). Material Culture and Sosal Formation in Ancient India. New Deli Mac-milian, (Chaps 6 and 7) + wat ane. we (2008) oreo eg Haas Hep ed as eeu, THREAT sara, (FEAT 6 3827) + Thapar, Romila, (2002). Early India from the Origins to AD 1308, New Delhi: Penguin, (Chaptee 5) + ae, aPat, 2008), eg areer area: sreeae 81300 § a Rea: edt aT amram, eee Reamer, FEATS) ‘Unit VI: This Unit shall introduce students othe evolving administrative famework, economy and concept of Dhamma during the Mauryan Empire. (Teaching ime: 12 hours approx) + Chakravani, Ranabir. 2010), Exploring Farly Indie Up 0 C. AD 1300, New Deli MacMillan (Chapter 4 + mR. Tre (2012) srr steer, snr ms ee, eke eRe, GTEATET 4 + Lahiri, Nayanot (2015) Ashoka in Ancient India. New Delhi: Oriental Blackswan + Raychaudhary, H.C. (ev edn 1997) Political History of Ancient Ind, New Delh: OUP + Singh, Upinder, (2013). A History of Ancient and Early Medieval India: From the Stone Age to de 12th century. New Delhi: Pearson, (chapter 7) Big, sie (2016). rer ek atari ae a BART: TOT TT eT ‘aes Reoa Race, (EAT 7) + Thapar, Romila. (2012), Ashoka and the Decline of the Mauryas hed edition, New Delhi Oxford University Press. (All Chapien) + tree, 2, (2005), Fear ae aft are sr err RR, ie Row, coh area Unit VII: This Unit shall familiarize the students with important politcal, economic and sociat developments that took place in the Tarilakam area of the Indian subcontinent. (Teaching Time: 4 hous spprox.) ‘+ Karashima, Noborou (Ed). 2014). A Concise History of South Ina. New Delhi: Oxford University Press. (Chapter 2) 124+ Sant, K. A. Nilakana, (1955) A History of South Inia from Prehstorie Times to the fll of Vijayanagar. New Delhi: OUP (also available in Hindi) + Singh, Upinder. 2013). History of Ancient and Early Medieval Ina: From the Stone Age to the 12th century. New Delhi: Pearson (chapter 8) + FRis, sR. (2016), srchr wa arene saree sr Fert: TT aT 12a aiff. free srt 8) ‘Unit VIE: This Unit will provide the students with an understanding abou: the key developments that took place in North and westem India under the post ~ Mauryan dynasties, especially the ‘ushanas and Satvahanas (Teaching Time: 8 hours approx.) + Chaisavarti, Ranair. (2010) Exploring Early India Up to C. AD 1300, New Delhi; MacMil- Jan, (Chapter 5) + ampach crete, (2012) sect gitar. anf, a6 fava anion dharetar(3TEa 5) + Sahu, BLP. 015) Society and Culture in Post-Mauryan India ¢200 BC to AD 300, A People's His-tory of India series. New Delhi: Tulika Books. (also available in Hind) + Sharma, RS. 2015). Aspects of Political Ideas and Institutions iz Ancient India. Delhi: Motilal Ba-arssias. (Chapters 18 and 19) +h, ame we. (2000), wren sre A aroha Rare wet Seem, Ret: arora ere. ERT EATEN. (HEAT 18 WG 19) Suggestive readings ‘Basham, A.L_ (1967). The Wonder That Wes India. New Delhi: Rupa & Co, + Thapar, Romila, (2013) Cultural Past: Essays in Early Indian Histery. New Delhi: Oxford University Press. + Kosambi, D.D. (1975) An Introduction to the Study of Indian istry. New Delhi: Populae Pravkashan, + Ray, H. P, (1986), Monastery and Guild: Commetee under the Savahanas. New Deli ‘Oxford University Press, + Chakrabarti, Dilip K. 2006). The Oxford Companion to Indan Archasology: The ‘Archaeological Foundations of Ancient India, Stone Age to AD 13ih Century, New Delhi: ‘Oxford University Press. Labi, Nayanjot. (2002), The Decline and Fall of the Indus Ciilization, New Delhi: Permanent Black, ‘Gurulkal, Rajan. (1995). “The Beginnings of the Historic Period The Tamil South” in Romile Thapar (Ed), Recent Perspectives of Early Indian Histry.. Bombay: Popular Prakshan, Note: Examination scheme and mode shall be as preseribed by the Examination Branch, University of Delhi, from time to time.COMMON POOL OF GENERIC ELECTIVES (GE) COURSES, Offered By Department OF History Category-1V GENERIC ELECTIVES (GE-1): Delhi Through the Agest The making ofits early ‘Modern History Credit distribution, Eligibility and Pre-requisites of the Course Course ile & Code | Credits | Credit distribution ofthe course Lecture] Tutorial | Practical” crieria | requisite Practice a Delhi Through the [4 T 0 TPass_ | NIL Ages: The making of| its early Modern ning Objectives ‘The Leaming Objectives ofthis couse areas follows: ‘The objective of the paper isto explore the city of Deh from its early history tothe eighteenth century. The city grew info one ofthe Iargest cities in the work and was the capital of some ofthe jgreat empires. As capital Delt profited from continuous immigration, state patronage end vibrant cultural life. The city was not merely dependent upon its rules for cultural snd polieal sustenance “The coutse also focuses on Sufi lierateurs and merchants who also give the ety its unique character and resilience inthe face of political turbulence ‘Upon completion ofthis course the student shall be able to: ‘+ Toacqusint students withthe history of Delhi sil the early mademn pesto, ‘© Analyse the proceses of wbanizaton as shaped by polis, economic and social changes SYLLABUS OF GE-1 ‘Unit I: Ancient Delhi and adjoining sites: (12 hours) 1. Indraprasthe>Hastnapur, Panipat, Tilpat, 2. Ashokan Edits 3. Mehrauli ron Pill 4 Lalkot ‘Unit II: From Settlements to Cityseape - Understanding the 10th and 14th Century Cities of Det, Case Study Any Two: (16 hours) 136Anangpur Fort Dehli Kuitna’s Masjid Jami Sint Ghiyaspur-Kilukhi ‘Tughulgabad Firuzabad ‘Unit IME: 16th 0 17% Century Dei: (16 hours) 5. Humayun's Garden Tomb 6 Morphology of Shajhanabad Unit IV: 18th Century Delhi - Understanding politcal and social changes (16 hours) Essentialeecommended readings Unit 1: This unit will intoduce students to the early history of Delhi, foeusing on Indraprasth, ‘ancient edicts and pillars and the Tomar and Chauhan constructors. Teaching Time: 12 hus) + Richard J. Cohen, “An Early Atestation ofthe Toponym Diill, Journal ofthe American Oriental Society, Vo. 109 (1989), pp. 513-519, + Singh, Upindes, (2006). Ancient Delhi, Delhi: Oxford University Press + Mani, BIR, (1997). Delhi: Threshold of the Orient; (Sudes in Archaeological Investigations), Aryan Books International ‘This unit wil study the cities of Sultanate Delhi in the 10th to Mth centuries. It will discuss ‘the various reasons for the shift of capitals and the changing character of the city. Case studies of any two of these cities will be undertaken. Students wil be encouraged to plan fic rips related to the themes and readings. (Teaching Time: 16 hous) ‘+ BRMani and LD.Dwivedi (2006). “Anangpur Fort: The Earliest Tomar Settlements Neat Delhi’, in Upinder Singh, e., Delhi: Anciet History, Social Science Press, New Delhi, pp 200-268 + Ali, Athar. (1985). “Capital ofthe Sultans: Delhi through the 13th and 14th Centres" in + RE, Frykenberg, ed Delhi Through the Age: Essays in Urban History, Culture and Society, Delhi: Oxford University Pres, pp. 34-4 ‘+ Kumar, Sunil. 2019) The Tyranay of Meta-Nareative; Re-reading a History of Sultanate Delhi", in Kumkum Roy and Naina Dayal. (Fd). Questioning Faradigms, Constructing Histories: Festschrift for Romila Thapar, Aleph Book Company, pp 222-235, + Kumar, Sunil 2011). “Courts, Capita and Kingship: Delhi and its Sultans in the ‘Thirteenth and Fourteenth Centuries CE” in Albrecht Fuess and Jun Peter Hartung. (eds). (Cour Cultures inthe Muslim World: Seventh to Nineteenth Centuries, London: Routledge, pp. 123-148 ‘+ Kumar, Sunil. (2009) ‘Qutb in Modem Memory’. In: Kaul, Suir, (€d), Pattions of Memary. Delhi: Permanent Black, pp. 140-182. + Jackson, Peter. (1986). ‘Delhi: The Problem of a Vast Military Encampment’, is: RE. Frykenberg (ed). Delhi Through the Ages: Essays in Urban History, Culture, and Society, [New Delhi: Oxford University Press, 1986), pp. 18-33. a7Haidar, Najaf. 2014). ‘Persian Histories and a Lost City of Debit, Stodies in People's Histor, vol. 1, pp. 163-171 Aguil, R. (2008), “Hazrati-Debll: The Making of the Chishti Sufi Centre and the Stronghold of Islam.” South Asia Research 28: 23-48. Weleh, Anthony snd Howard Crane, (1983), “The Tughlugs: Master Builders of the Delhi Sultanate“: Mugarnas, vol. 1 pp. 123-166. Weleh, Anthony. (1993). Architectural Patronage and the Past: The Tughlug Sultans of India: Mugarass, Vo. 10, Essays in Honor of Oleg Graber, pp. 311-322, Published by Bil. haps jstreorglstable/1 5323196 Unit 3: This unit will explore the structure and meanings of Humayun’s Garden Tomb and Unit ‘morphology ofthe imperial city of Shahjahanabad, inthe 16th and 17th centuries (Teaching, time: 16 hours) Chandra, Satish. (1991). "Cultural and Political Role of Delhi. 1675-1725", in RE. Frykenberg, Deli thzough the Ages: Essays in Urban History, Culture and Society, Delhi: Oxford Univesity Press, pp. 106-116. Blake, Stephen, (1985). “Cityscape of an Imperial Cty: Shabjaharabad in 1739", in RE. Trykenberg, Delhi Through the Ages: Essays in Usban History Culture and ‘Socely, Oxford Univesity Press, pp. 66-99. Hasan, Nurul, S. (1991), “The Morphology of @ Medieval Indian City: A Case Study of ‘Shabjehanabad”, In Indu Banga (ed). The City in Indian History, Delhi: Manohar, pp. 87- 38 Gupta, Narayan. (1993). “The Indomitable City." in Eckart Ehlers and Thomas Kraff, cds, Shahjahanabad / Old Delhi: Tradition and Change. Delhi: Mansa, pp. 29.4, Kock, Ebb. (1994). “Divan-i'Amm and Chibil Sus: The Audience Halls of Sha Jahan Mugamas, vol 1, pp. 143-165, Lowry, Giean D. (1987) Humayun's Tomb: Form Function, and Meaning in Eaely Mughal Archtceture. Mugarnas, Vo. 4, pp. 133-148 Dickie, James (Zaki, Yakub), (1985). The Mughal Garden: Gateway to Paradise, Mugarnas, Vol 3, pp. 128-137 Kock, Fbba. (1997). ‘Mughal Palace Gardens fiom Babur to Shahjahan (1526-1648), Mugaras, pp. 143-165 Rezavi, Syed Ali Nadeem, (2010). ‘The Mighty Defensive Fort: Red For t Delhi Under ‘Shabjahan ~ ts Plan and Structures as Described by Muhammad Waris.” Proceedings of the Indian History Congres 71, pp. 1168-1121 his unit will discuss the developments in Shabjshanabad in the 18th century. The ‘destne? i he authority meant turbulence in he ety, but it also empowered new groups of people and ‘created a cultural and social dynamism that was embraced by some and seen asa challenge by others. (Teaching Time: 16 hours) ‘Alam, Muzafar. (2013) “Introduction to the second edition: Xevisitng the Mughal Eighteenth Century” in The Crisis of Empire in Mughal North India. Awadh and the Punjab 1707-1748, Delhi: Oxford University Press, pp xii-txiv Ataullsh, (2006-2007). “Mapping 18h Century Delhi: the citysape of a pre-Modern sovereign ety” Proceedings ofthe Indian History Congres, vol 67 pp. 1042-1087. 18+ Chenoy, Shama Mitra, (1998). Shabjahanabad, a City of Delhi, “638-1857. New Delhi ‘Munshiram Manobar Lal Publishes ‘+ Raziuddin Aquil, (2017) “Violating Norms of Conduct” in The Muslim Question: understanding Isiam and Indian History, Delhi: Penguin Random House, pp. 133-136, ‘Suggested readings ‘Anthony Welch, “A Medieval Centre of Learning in India: The Hauz Khas Madrasa in Deli’, Mugamas, 13 (1996); 165-90; + Anthony Welch, “The Shrine of the Holy Footpint in Del 178; + Asher, Catherine B. (2000), “Delhi Walled: Changing Boundasies” in James D. Tracy, City Walls: The Urban Encente in Global Perspective, Cambridge: Cambridge University Pres, pp. 247-281 , Muyamas, 14 (1997): 116- + Boyly, Christopher Alan. (1986). “Delhi and Other Cities of Nowth tndia during the “Twilight”, in Delhi through the Ages: Essays in Urbon History, Culture, and Society, edited by Robert Eric Frykenberg, Deli: Oxford University Press, fp. 221-36. ‘+ Blake, Stephen P. (1991). Shahjahanabad: The Sovereign City’ f1 Mughal India, 1639- 1739, Cambridge; New York: Cambridge University Press. ‘© Chandra, Satish (1991). "Cultural and Polical Role of Delhi, 1675-1725", in RE. Frykenberg, Delhi through the Ages: Essays in Urban History, Culure and Society, Delhi: Oxford University Press, pp. 106-116. ‘+ Hasan, Zafar. (1922). A Guide to Nizanud Din, New Delhi: Memoits of the Archacological Survey of India 10 ‘+ Habib, Irfan. (1978) “Economic History ofthe Delhi Sultanate — an Essay in ‘+ Interpretation’, Indian Historical Review vol. 4, pp. 287-303. ‘+ Flood, Finbar’ B. (2008). “Introduction” in Farr B. Flood, Piety and Polites inthe Ealy Indian Mosque, Dethi: Oxford University Press, pp. xix ‘+ Matsuo, Ara (1982) “The Lodi Rulers and the Construction of Tomb-Buildings in Delhi” ‘Acta Asatca, vol. 43, pp. 61-80, ‘+ Moosvi, Shireen. (1985) “Expenditure on Buildings under Shubjahan-A. Chapter of Imperial Financial History." Proceedings ofthe Indian History Coagress, vol. 46 pp. 285— 9, ‘© Page, J.A. (1926). An Historical Memoir on the Qutb. New Delhi: Memoirs of the Archacological Survey of India #22 ‘+ Page, J.A. (1937). A Memoir on Kotla Fiz Shah, Delhi. New Delhi: Memoirs of the Arctiagological Survey of India #52 ‘+ Shamsur Rahman Farugi, 2001). “A True Beginning inthe Nort and “A Phenomenon ‘called “Vali” in Barly Urdu Literary Culture and History, Delhi: Oxford University Press, pp. 109-126, 129-142. ‘+ Shokoohy, Mehrdad. (2007). Tughlugabad: a paradigm for Indo~slamic Urban planning and its architectural components. London: Araxus Books. ‘+ Singh, Upinder. ed, 2006) Delhi: Ancient History, Delhi: Social Science Press ‘+ Flood, Finbar B. (2003) "Pillar, Palimpsess, and Princely Practices: Translating the past in Sultanate Delhi” RES: Anthropology and Aesthetic, No. 43, Islanie Ars, pp. 95-116 129© Anand Tang, ‘Saintly Visions: Other histories and history's othets inthe medieval ruins of Delhi’ IESHR, 49 (2012) ‘© Pinto, Desiderios. J. (1989). "The Mystery of the Nizarmudin Dargah: the Account of Pilgrims’, in Christian W. Troll, ed., Muslim Shrines in Indi, Delhi: Oxford University ress, pp. 112-124 Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University of Delhi, from time to time TigDity and Course title © Code | Credits Prerequisite critria | of the cours ‘Science, Technologies [4 [3 12*Pase | NIL and Humans: (Contested Histories Learning Objectives ‘The Learning Objectives of his course are as follows: “This course proposes to examine the history of science and technology with respect to social acceptance, economic viability and politics associated with it. While dealing with the history of seience and technology this paper challenges the notion of "moder origins of science in west-em societies, Human instinct to understand the unknown and the need to predic he fue which often ventures into providence has been explored through case studies of astronemy and astrology. The prper analyses the impact of hegemony of colonial science on traditional knowledge systems. Ik ‘proposes a case study to highlight the highly contested heritage of science The thin line between military and peaceful use of technology in the capitalist economy also constitutes en important ‘component of this paper. A brief diseussion on science and nation making bas been intodced to highlight the role of important figures and women in sciences that shaped the nature of scientific development in India, The Leaming Outcomes of this couse areas follows: ‘+ Critique the prevalent dominant understanding of science and technology. ‘Discuss the complex relations between scenes, technology and sociey. ‘+ Examine the role of politis associated with scientific and technological developments snd its economics in the capitalist economy ‘Examine the character of ‘dual use technologies. Define various iititives taken by the government for promotion of seenee and technology. 130SYLLABUS OF GE-2 Unit 1: Science, Technology and Society (12 hours) 1. Revisiting ‘Scientific Revolution’ 2. Colonialism and Science Unit 2: Scionce: Contetation and Exchanges (16 hows) 1, Decimal and Zero 2. Hegemony of documentation Unit 3: Economics of Technologies: Questions of Ethics (16 hours) 1. Genetic Medicines 2. Industri! Disasters Unit 4: Science and nation making (16 hours) 1. Atomic Power 2. Policies and lnsttutions 3. Homi Jehangir Bhabha, Meghnad Shaha, EK Janaki Ammal Practical component (ifany)- NIL. Essentialrecommended readings Unit: Science and technology have a very complex relationship with society. Populatanding of ‘ence’ and “Technology’ willbe unpacked o convey the role of colonial power in extab- lishing the hegemony of west knowledge systems. (Teaching Time: 16 hours Approx) + Pat, Biswamoy & Harrison, Mark. 2001. Introduction in Biswaroy Pati & Mark Hani- sonceds, Health, Medicine and Empire: Perspectives on Coloaial Indi. New Delhi: Or-ent Longa, pp 1.2436. som, Te oy, aruda, | Ratarhwere, Gramamataan, TB tt-29, say NETTIE, OS yey, A actors, TS 40-6). + Bemal, 1D. (1968). Science in History Vol, : The Emergence af Science. Middlesex: Penguin Books, pp. 27-57 + Raj, Kapil. 2017). Thinking Without the Scientific Revolution: Geel Interactions and the Consiration of Knowledge’. Journal of Early Modern History, Vo. 2 (No), pp. 445-458, + Habib, $ Irfan and Raina, Dhrwv. (2007), “Intoducton’, in § Irfan Habib & Diu Raina (Eds). Social History of Science in Colonial Indi Delhi: Oxf University resp. XXL, + (Revised version published as S Inn Habib & Dhruv Rain, “ntcductin? in Socal Hise tory oF Science in Colonial India, New Delis Oxford University Press, 2007, pp XI- XL] + Kumar, Deepak, Sience andthe Raj, OUP, 1998 todton). ‘Students will understand the polities associated with appropriation of *Scientiic' heritage ‘rough the ease study of the decimal and zero, It wil also teach them about the polities of BLdocumentation and its importance duting early modem times, (Teaching Time: 16 hours Approx.) ‘+ Nanda, Meera, 2016). ‘Nothing that is: Zero's Fleeting Footsteps, in Science in Sefton: ‘Skeptical Essays on History of Science. Delhi: Three Essays Collective, pp. 49-92, ‘+ Grove, Richard. (1996). “Indigenous Knowledge and the Significance of South-West India {ar Portuguese and Dutch Constructions of Tropical Nature’. Modern Asian Studies, Vol. 30, (Wo. 1, pp. 121-143, ‘+ Ioseph, George V., A Passage to Infinity: Medieval Indian Mathematics from Kerala and Its Impact, Sage Publication, 2009 (Iniroduction). This unit will make an atompt to convey that science and technology need tobe carefully historcized in the context of the prevalent politcal-economy. It will also problematse associated questions of etics in scence. (Teaching Time: 12 hours Anprox.) ‘+ Mazumdar, Padip. (2017), “The Generic manoeuvre’. Economie and Politieal Weekly, Vol Lil (N035), pp. 2226, + Nagaraj. Vijay K- and Raman, Nithya V. (2007). “Are we prepared ‘or another Bhopal?” in ‘Mahesh Rangarajan ed., Environmental Issues in India: A Reader. Delhi: Pearson. pp. + 530-43, (Also avaiable in Hindi) + Banerjee, Madhulika, Power, Knowledge, Medicine: Ayurvedic Pharmaceuticals at Home and inthe Work’, Hyderabad: Orient Blackswan, 2009 (Introduction, ‘This unit wil highlight the role of sefence in ‘naton-making”. I wil also examine the role ‘of afew scientists and women; associated institutions and their contribution in nation mak- ing. (Teaching Time: 12 hours Approx.) + Kosambi,D. D. (2016). “Atomic Energy for India’, in Ram Ramaswamy, ed + DID KosambicAdventures into the unknown: Gurgaon: Three Essays Collective. pp. $9-70 + Marshal, Eliot. 2007). ‘Is the Friendly Atom Poised for & Comeback?” in Mahesh Ranga- ‘jan, ed, Environmental Ieues in India: A Reader. Deli: Peason. pp.544-49, (Also availble in Hin) + Banerjee, Somaditya. (2016). ‘Meghna Shaha: Physicist and Nationalists’, Physies To-day, Vol. 69 (No.8) pp. 39-44. + Wadia, Spesta R. 2009). “Homi Jehangir Bhaba and the Tata Trstitute of Fundamental Research’. Current Seience, Vol.96 (No.3), pp. 725-33, + Krishna, V.V. 2013), ‘Science, Technology and Innovation Policy 2013: High on Goals, Low on Commitment’. Economie and Political Weekly, Vol. 48 (No.6), pp 15-19. + Damodaran, Vinita, (2013). “Gender, Race and Science in Twenteth-Century India: BK Janaki Amal andthe History of Science.’ History of Science, Vo. 5l (No. 3), pp. 283-307. + Chattopadhyay, Anjane. (2018). Janaki Ammal, Edavaleth Kakkat([897-1984), in Women Scientists in India: Lives, Struggles and Achievements, New Delhi: National Bock Trust pp. 170-172. Suggestive readings - ‘Bhattacharya, Nandini. (2018). Inteogating the Hegemony of Biomedicine. Beonomie and Politieal Weekly, Vo. LIIl (No.9), pp. 45-47. ‘+ Chaterjee, Santimay. (1994). “Meghnad Shaha The Scientist and the Institution maker” Indian Journal of History of Science, Vol 29 (No.1), pp 99-110. 132‘+ Habib, Irfan. (2008). Technology in Medieval Indi. c. 650-1750, New Delhi: Tulike (Also svailable in Hin). + Quisar, A J. (1982), Indian Response to European Technology and Culture AD 1498-1707, Bombay: Oxford University Press + Rehman, Abdur. (1984). Seienee and Technology in Indian Culue: A Historical Per- spective, Delhi: National Institute of Science, Technology & Develepment Studies Science, Technology and Innovation Policy "2013, Govemment of India, India (itp:/worw.dst gov in'sitesefaulvfles/STI%420Policy%202013-English pa) Available in Hindi Also -Chtp/ww dst gov insite! defaul/ilesST1420Poliey?4202013%20Hind pal). + Zimmerman, F. (1987). ‘Monsoon in Traditional Culture’, in Jay 8, Fein and Pamela L. Stephens, eds, Monsoon. New York, Chichester, Brisbane, Toronto, Singapore: John Willey & Sons. pp. 51-76 FILMS: +) The Fugitive A movie featuring Harrison Ford + The Effet of the Atomic Bomb on Hiroshima and Nagasaki (htps:iwr-youtube.com/watchv=3wxWNAMECs® and Ihaps:/vww, youtube com/watch? v=n7FTEMur6GuSlis-PLDTFIAOSCE1780ADS&kinde =) Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University of Delhi, from time to time. (GENERIC ELECTIVES (GE-3): Culture and Everyday Li (Credit distribution, Elighility and Pre-requisites of he Course ‘Course ile & Codd Credits | Credit distribution of the course Prerequisite Lecture | Tutorial | Practical the course Practice Caltare aa [3 T 0 NIL, Everyday Life India Learning Objectives ‘The Leaming Objectives ofthis course are a follows: (Our everyday lives are filled with setivties so routine and mundane that it hardly seems worth talking about themseting up, doing daily abluions, drinking a cup of tea or coffee, performing daily prayers and rituals, getting dressed for workplace, boarding the metro work, returning bore, finding leisure in watching TY, shopping and even planning «holiday. Al these sorts of etivities are part of our everyday lives, and most peaple have the same sorts of everyday experiences. At the ‘same time, however, diferent people across the world have different sorts of every-day lives that are defined by their society. Further, the society itself is defined by peoples” idea, values, customs, belief, and ways of thinking All these things may be explained as ‘ealture’” While there ae several 3

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