DEPARTMENT OF HISTORY CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE ‘Course tle & Code | Credits gibi’ | Prevequiie cvitera | ofthe course esture | Tutorial | Practiall (itany) Practice History of India T]4 [3 i ° 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. (Ranikhet 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 General 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 Indus 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 University Press. (Most relevant isthe introduction’) © Sharma, RS. (1996). Aspecs 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 Archaeological History: Paleolithic Beginnings to Early Historie Foundations, Delhi: Oxford Univesity Press. © Chakrabarti, D. K. and Makkhan Lal, (2013). History of Aniient Indi, vol 1, Dei: Ary-an Books Intemational (Section IIL2, pp. 301-346.) © Dhavalikar, M. K, (ed) 2013), Prehistory off 1, Par 1. Deli: Manohar. © Habib, Irfan & 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. ‘+ Suboarao, Bendapudi. (1958). The Personality of India: Pre and Prts-Historic Founda-tions of India snd Pakistan. Baroda: University of Baroda, ‘* Thapar, Romila. (2000). Cultural Pasts: Essays in Early Indian History. Delhi: Oxfort University Press. (Chapters 7, 8 and 16.) ‘© Wright, Bite P, (2010). The Ancient Indus: Urbanism, Economy, and Society. Cam-bridge Cambridge University Press. © Patick: Ofvelle, (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 Jeinasp.1-48, Reuledge, 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