1

Department of History
School of Humanities and Social Science

Curriculum Framework
M.A.

Based on National Education Policy- 2020

Date of BoS: 13/09/2022

Dr. Harisingh Gour Vishwavidyalaya, Sagar

(A Central University)
Madhya Pradesh-470003
 2

About the Department

The Department of History was established in1946, since the inception of the University. In the
initial stages, for four years, the department conducted only intermediate and B.A. Classes under the
headship of Dr. H.L. Gupta, Senior Lecturer and Head of the Department. Prof. R.P. Tripathi, Vice
Chancellor of Sagar University, was Honorary Professor of the Department. He took initiative to start
P.G. Classes in the Department. Prof. B. N. Sharma of this Department was appointed the Vice
Chancellor of Bhopal University. Three Professors of this Department Prof. H.L. Gupta, Prof. B.N.
Sharma and Prof. B.B. Shrivastava served as the Dean of Social Science Faculty. Presently Prof. B.K.
Shrivastava is the Head of the department. Since its inception, the Department has catered to the needs
of higher education to thousands of students who are now being employed in different universities and
colleges in India and abroad.

Curriculum Framework based on National Education Policy-2020

NEP-2020 has conceptualized the idea to develop well rounded competent individuals for making the
nation a self-reliant and global leader. In the same spirit, we at Department of History have developed a
curriculum framework to encompass the goals of NEP 2020. To this end, we have incorporated choice
of subject/disciplines of study creating academic pathways having constructive combinations of
disciplines for study with multiple entry and exit points as well as focus on experiential learning for
students by introducing multidisciplinary and skill enhancement courses and actual Hand’s on training
in the recent and trending aspects of the area concern.

Post Graduate Curriculum Framework for Master of arts in History

1. Name of the Programme: PG Diploma
2. About the Programme: The Programme is of 1 years divided into 2 Semesters
3. Objectives of the Programme:

• To help formulate postgraduate attributes, qualification descriptors, programme learning

outcomes and course learning outcomes that are expected to be demonstrated by the
holder of PG Diploma
• To enable the students to understand the nature and level of learning outcomes
(knowledge, skills, attitudes and values) or attributes a post-graduate would be capable of
demonstrating on successful completion of PG Diploma.
• To maintain national standards and international comparability of standards to ensure
global competitiveness, and facilitate doctoral mobility
 3

4. Programme Learning Outcomes :

The programme learning outcomes are attained by learners through the essential learnings acquired
on completion of selected courses of study within a programme. The outcomes and attributes
described in qualification descriptors are attained by students through learning acquired on
completion of a programme of study. After Completion of the programme the learner will be able to:

a. Understand the various phases of History in the process of man’s progress

b. Understand the various aspects of History which would form a platform for research by
developing the skills
c. Develop those analytical skills which is expected from a post-graduate diploma.

5. Structure of the Programme

Post Graduate Curriculum Framework

Year/Semester Nature of the Course Courses Title Credits

L8 Discipline Specific Major -1 HIS-DSM-121 Historiography: Concept, Methods 06

First Year and tools
Semester I
Discipline Specific Major -2 HIS-DSM-122 History of India (CE 1757 to 1857) 06

Multi-Disciplinary Major -3 HIS-MDM-121 History of Bundelkhand (CE 1531 06

to 1857)

Skill Enhancement Course HIS-SEC-121 Application of History in Tourism 04

(SEC) and its Management

22

6.
Year/Semester Nature of the Course Courses Name of the Paper Credits

Semester II Discipline Specific Major -1 HIS-DSM-221 Approaches, Schools & Theories of 06

History

Discipline Specific Major -2 HIS-DSM-222 History of India (CE 1858 to 1947) 06

Multi-Disciplinary Major -3 HIS-MDM-221 Freedom Struggle in Bundelkhand 06

(CE 1858-!947)

Skill Enhancement Course HIS-SEC-221 Gandhian Thought 04

(SEC)

L8 - Exit with Postgraduate Diploma in History 22

 4

6 Exit: Post Graduate Diploma in History

7 Teaching Learning Approach:

Mainly this programme will transact the under given pedagogic approach-
a. Lecture/ Seminar format
b. Demonstration
c. Readings/written assignments and Field Projects
d. Group discussions/tutorial
e. Community visit
f. Project work
g. Field Visit/Survey/Dissertation

8 Assessment
The learner in the programme will be assessed throughout the duration of the programme in
a formative and summative evaluations i.e. Mid (I & II) and End Semester examinations. To
be eligible to appear in End semester examination a student must appear in Mid semester
examinations along with 75 per cent attendance in classroom processes.
 5

HIS-DSM-121 Historiography: Concept, Methods and Tools

Level& Course Title of the Credits Marks Course

Semeste Code Course L T P C Coordinator
r
L8 Sem I HIS-DSM-121 Historiography 6 0 0 6 IA(Mid)-40
Concept, EA(End Sem)- 60
Methods and
Tools
Lectures/Hrs. 90

Learning Objectives:
• This course will help the students to develop an understanding of the Meaning and
Scope of History.
• This course will develop knowledge about the correlation of History with other subjects.
• This course will help in knowing about the Ancient Traditions of Historiography and the
Development of Historiography in Ancient India.
• This course will help the students understand the Features and limitations of Medieval
Indian Historiography. Students will be able to study the Modern trends of
Historiography.

Course Learning Outcomes :

This course will help the students understand the features and limitations of Ancient &
Medieval Indian Historiography. Students will be able to study the Modern trends of
Historiography.
Unit-wise Learning Outcomes :
UO 1. Will get in-depth knowledge about the Meaning and Scope of History.
UO 2. Will get knowledge about the correlation of History with other subjects.
UO 3. Will be able to describe the conditions for the Ancient Traditions of
Historiography and the Development of Historiography in Ancient India.
UO 4. Will get an understanding of the Features and limitations of Medieval Indian
Historiography.
UO 5. Will get in-depth knowledge about the Modern trends of Historiography.

Unit – I: 18

Meaning and Scope of History, Collection and Selection of data, Evidence and its transmission,
Causation in History, Bias in History
Unit - II: 18
History and other Disciplines- Archaeology, Geography, Anthropology, Sociology, Political
Science, Economics, Philosophy and Literature.
Unit - III: 18
Greeco-Roman Tradition of Historiography, Chinese Historiography, Ancient Indian Traditions of
Historiography, Development of Historiography in Ancient India, Bana Bhatt, and Kalhan’s
Historiography.
 6

Unit - IV: 18
Medieval Indian Historiography, Main features of medieval Indian Historiography, Problems of
Medieval Indian Historiography,
Unit – V: 18
Development of Medieval Indian Historiography, Historiography of Albaruni, Minhas-us shiraj,
Amir Khusrau, Ziya-ud-Din Barni and Abul Fazal. Modern trends of Historiography - Positivist,
Classical Marxist and Annals.

Essential Readings:
1. Carr, E.H., What is History? Penguin Books, Middlesex, reprint, 1975

2Sen, S.P., (ed.), Historians and Historiography in Modern India, Calcutta, Institute of
Historical Studies, 1973.

3. Thapar, Romila, Harbans Mukhia and Bipan Chandra, Communalism and the writing of

Indian History, People’s Publishing House, New Delhi, Reprint 1984.

4 Fkkij] jksfeyk] bfrgkl dh iquZO;k[;k] jktdey fnYyh] 1996-

5- ik.Ms;] xksfoUnpanz] bfrgkl % Lo:i ,oa fl)kar] t;iqj] 1999-
6- JhokLro] ch-ds-] bfrgklys[ku] vo/kkj.kk fo/kk;sa ,oa lk/ku] SBPD Publishing House, vkxjk] 2017
7. dkj] bZ- ,p-] bfrgkl D;kgS\ fnYyh] 1993
8. ljdkj] lqfer] lkekftd bfrgklys[ku dh pqukSrh] xzUFkf'kYih] ubZfnYyh
Suggested Readings:
1. Bajaj, Satish, K. Recent trends in Historiography, Anmol, New Delhi, 2001.

2. Budha, Prakash, The Modern approach to History.

3. Butterfield, H., Whig interpretation of History.

4. Collingwood, R.G., the Idea of History, Oxford University Press, London, Reprint, 1973

5. David Harvay, The condition of post modernity, An enqury into the Origin of Cultural Change,
Basil Blackwell, 1989.

6. Mukhia, Harbans, Historians and Historiography during the reign of Akbar, Delhi, 1976.

7. Marwick, Arthur, The Nature of History, Macmillan, Reprint, 1973.

8. Marc, Bcloch, The Historian's Craft.

9- cq) izdk'k] bfrgkln'kZu] fgUnhlfefr] iz;kx] 1962

10- jk;] dkSys'oj] bfrgkln'kZu] fdrkcegy] bykgkckn] 1998
11. ykycgknqj] bfrgklys[ku ds ckjs esa bykgkckn] 2000
 7

12- 'kekZ] jkefoykl] bfrgkln'kZu] ok.kh izdk'ku] fnYyh] 2000

13- flag] ijekuan] bfrgkln'kZu] 2000
14- lrh'kpanz] e/;dkyhu Hkkjr esa bfrgklys[ku /keZ vkSj jkT; dk Lo:i] xzUFkf'kYih] ubZfnYyh] 1999
15- ekjfod] vkFkZj] bfrgkl dk Lo:i] xzUFkf'kYih] ubZfnYyh
16- pkScs] >kj[k.M bfrgkln'kZu] fo'ofo|ky; izdk'ku] okjk.klh] 1999
17- gchc] bjQku] Hkkjrh; bfrgkl dk f'kYi] xzUFkf'kYih] ubZfnYyh
18- ekdZCyk[k] bfrgkldkj dk f'kYi] xzUFkf'kYih] ubZfnYyh
20- vehu 'kkfgn ,oa ik.Ms; KkusUnz fuEuoxhZ; izlsax] Hkkx&1 ,oa 2] jktdey] ubZfnYyh
 8

HIS-DSM-122 History of India (CE 1757 to 1857)

Level& Course Title of the Credits Marks Course

Semeste Code Course L T P C Coordinator
r
L8 Sem I HIS-DSM- History of India 6 0 0 6 IA(Mid)-40
122 (CE 1757 to EA(End Sem)- 60
1857)
Lectures/Hrs. 90

Learning Objectives:
To study and understand the expansionist policies and administration of the British
government in India and the Indian reaction to it.
.
Course Learning Outcomes:
After studying the course students would be able to understand the policies of British rule to
fulfil their ambitions and Indian Reaction to these policies
Unit-wise Learning Outcomes:
UO 1. After studying the unit students would be able to understand the sources of Modern
History

UO 2. After studying the unit students would be able to understand the expansionist policies of
the Britishers by means of wars

UO 3. After studying the unit students would be able to understand the British administrative
policies of extension and birth of Indian social reform movements

UO 4. After studying the unit students would be able to understand British administrative
policies for the education of Indians and role of the Press

UO 5. After studying the unit students would be able to understand Indian revolts against
British Rule.

Unit – I: Sources of Modern Indian History: Archival records, private papers, Newspapers, Periodical,
Diaries, Interviews and orality

Unit - II: India in the mid-eighteenth century, Establishment of British Supremacy in Bengal, Instrument
of expansion by wars: Anglo-Maratha relations, Anglo- Mysore relations, Anglo-Sikh relations

Unit - III: Expansion by diplomacy- Subsidiary Alliance system and Doctrine of lapse, Social Policies of
the British under William Bentinck, British contact and advent of Indian middle class, Raja
Rammohan Roy and Brahma Samaj, Young Bengal Movement

Unit - IV: Education: Indigenous and Modern, Orientalist and Anglicist controversy, Development of
education up to Charles Wood's Dispatch, History of Indian Press
 9

Unit –V: Resistance to colonial rule: Nature and forms of resistance to colonial rule. Pre1857 peasant,
tribal and cultural resistance, Revolt of 1857 – Historiography, Causes, Programmes,
Leadership at various levels, People's Participation, Failures of the Revolt and British
suppression and response.

Essential Readings:
1. Bipan Chandra, Rise and Growth of Economic Nationalism in India, People Publishing House, Delhi.
2- 'kqDyk] jkey[ku] vk/kqfud Hkkjr dk bfrgkl] fnYyh fo'ofo|ky; izdk'ku] 1993-
3- ch-,y- xzkos j] ;'kiky] vydkesgrk] vk/kqfud Hkkjr dk bfrgkl ,d uohu ewY;kadu ¼1707 ls orZeku le;
rd½ ,l- pUn ,.M dEiuh fyfeVsM] fnYyh] 2004-
Suggested Readings:
2. Brown Judith, Modern India - The Origin of Asian democracy, Oxford University, Delhi.
3. Desai, A.R., social Background of Indian Nationalism, Popular Prakashan, 1986.

4- Bkdqj] ds”f'kodqekj] Hkkjr esa vaxzsth jkt ds nks lkS o"kZ

5- jkcVZl] ih- bZ] osystyh ds v/khu Hkkjr vuqokn d mek nkl] mRrj izns'k fgUnh vdkneh] y[kum
6 - pVthZ] uUnyky] ehj dkfle] bf.M;u izsl ifCyds'ku] bykgkckn]1962
7- ’kqDy] fxfj/kj] Iyklh dk ;q} ]vkn’kZ fgUnh iqLrdky;] bykgkckn 1967
8 - feRry] ,- ds- Hkkjr dk jktuSfrd vkSj lkaLd`frd bfrgkl] lkfgR; Hkou ifCyds'u vkxjk- 1999
9 - fnokdj] izk-s ch- ,e] Hkkjr esa dEiuh jkt ds jkt ds dkjukesa 1613&1857]dkystcqdfMiks] t;iqj
10- xksfgr] jktho dqekj] vk/kqfud Hkkjr dk bfrgkl ¼1757&1857½] jtrizdk'ku] ubZfnYyh 2010
11-pUnzk] lrh'k] mRrj eqxydkyhu Hkkjr] fgUnh ek/;e dk;kZy; funs'kky;] fnYyh fo'ofo|ky;]1998
 10

HIS-MDM-121 History of Bundelkhand (CE 1531 to 1857)

Level& Course Title of the Credits Marks Course

Semeste Code Course L T P C Coordinator
r
L8 Sem I HIS-MDM- History of 6 0 0 6 IA(Mid)-40
121 Bundelkhand EA(End Sem)- 60
(CE 1531 to
1857)
Lecture/Contact Hours: 90
Course Objectives:

• This course will help the students to develop an understanding of local history.
• In this, the geographical expansion, cultural homogeneity and political scenario of
Bundelkhand can be observed.
• This course will develop the skill of the student to understand the movements going on at
the local level.
• This course will help in knowing about the establishment of Bundela state in
Bundelkhand and the spread of Maratha power.
• The expansion of the British Empire in Bundelkhand would develop an understanding of
the problems arising out of the process of social, economic, cultural and administrative
changes in the region.
• Students will be able to study the revolution of 1857 at a micro level and get to know the
local leadership.

Unit-wise Learning Outcome:

UO – I This unit will help the students to understand the historical development of Bundelkhand.
Students are introduced to the society, culture and economy of Bundelkhand.
The focus is on the relationship between Chhatrapati Shivaji and Chhatrasal, describing the
establishment of the Bundela kingdom in Bundelkhand.
UO – II The learning outcomes in this volume pass through the stages in which the relationship between
Peshwa Bajirao I and Chhatrasal is established and British authority in the Sagar and Narmada Territory
is established.
UO – III This unit discusses the contribution of the major leaders who participated in the rebellion
while telling the students about the Bundela rebellion in the middle of the 19th century.
UO – IV In this section, while telling the background of the 1857 revolution in Bundelkhand, it will be
told about the spread of the revolution from the Jhonkan Bag massacre in Jhansi.
UO – V This unit explains the importance of Hindu-Muslim unity in the revolution by explaining the
role of Bhakhatwali and Mardan Singh, who were regional leaders in the revolution of 1857.
 11

Unit – I
Bundelkhand: Geographical limit Society, Economy and Culture of Bundelkhand: Establishment of
Bundela Kingdom by Chatrasal; Impact of Chatrapati Shivaji on Chatrasal.
Unit - II
Relations of Chatrasal with Peshwa Bajirao-I, Establishment of British power in Sagar and Narmada
territory
Unit - III
Bundela rebellion of 1842, Role of Parikshit, Madhukarshah and Hidershah in Bundela rebellion.
Suppression of Bundela rebellion.
Unit - IV
Background of Revolution of 1857 in Bundelkhand, Beginning of Revolution at Jhansi, Jhokhan bag
massacre, an outbreak of Revolution at Sagar, Role of folklores in the development of National
consciousness during the Revolution of 1857.
Unit - V
Role of Bhakhatwali and Maradan Singh in it. Suppression of the Revolution. Impact of Revolution,
Hindu-Muslim unity during the Revolution.
Essential Readings:
1. Hkxoku nkl xqIrk] cqansy[k.M dsljh egkjkt {k=lky cqansyk] e/; izn’s k fgUnh xazFk vdkneh] HkksikyA
2. lqjs’k feJk] e/; izns’k ds jucadqjs] Lojkt laLFkku] HkksikyA
3. t; izdk’k feJk] cqnsyk fonªkgs ] Lojkt laLFkku] HkksikyA
Suggested Readings:
4. vXuhl Bkdqj] egkdkS’ky esa 1857 dh Øakrh xkWMQknj fizaV flLVe] tcYkiqjA
5. lqjs’k feJk] 1842 ds fonªksgh ghjkiqj ds fgnsZ’kkg] Lojkt laLFkku] HkksikyA
6. f=ikBh] dk'khçlkn] cqansy[k.M dk lkekftd&vkfFkZd bfrgkl] le; çdk'ku] ubZ fnYyh] 2006-
7. f=ikBh] dk'kh çlkn] cqansy[k.M dk c`gn bfrgkl] le; çdk'ku] ubZ fnYyh] 2006-
8. JhokLro] ch- ds-] cqansy[k.M dk bfrgkl] Mh- ds- fçaVoYMZ ¼çk-½ fy- ubZ fnYyh] 2019-
9. JhokLro] ch- ds-] cqansy[k.M dh laL—fr] jk/kk ifCyds'kUl] ubZ fnYyh] 2019-
10. flag] nhoku çfriky] c¡qnsy[kaM dk bfrgkl] Hkkx&1&12] dq¡oj i`Foh flag] Nrjiqj] 2009-
 12

HIS-DSM-221 Approaches, Schools & Theories of History

Level& Course Title of the Credits Marks Course

Semeste Code Course L T P C Coordinator
r
L8 Sem II HIS-DSM- Approaches, 6 0 0 6 IA(Mid)-40
221 Schools & Theories EA(End Sem)- 60
of History
Lectures/Hours 90
Learning Objectives:
• This course will help the students to develop an understanding of the various approaches
to History like Orientalist, Imperialist, Nationalist approach etc.
• This course will develop knowledge about the Major Theories of History like Cyclical
Theory, Comparative, Ecological theory, etc.
• This course will help in knowing about the conditions for the Themes in Indian History like
Economy, Labour & peasants, Religion, etc.
• This course will help the students to develop an understanding of some debates in History.
Course Learning Outcomes :
• This course will help the students understand the various approaches and major theories of
History. Students will be able to study some debates in History and some eminent Indian
Historians.
Unit-wise Learning Outcomes :
UO 1. Will get in-depth knowledge about the various approaches to History like Orientalist,
Imperialist, Nationalist approach, etc.
UO 2. Will get knowledge about the Major Theories of History like Cyclical Theory, Comparative,
Ecological theory, etc.
UO 3. Will be able to describe the conditions for the Themes in Indian History like Economy,
Labour & peasants, Religion, etc.
UO 4. Will get an understanding of some debates in History. Will get in-depth knowledge about
the Nature of the Revolt of 1857 A.D. and the World Economic Crisis of 1929 A.D.
UO 5. Will get in-depth knowledge about the Historiography of Jadunath Sarkar, Muhammad
Habib, K.P. Jayaswal, R.P.Tripathi & R.C. Majumdar.

Unit – I 18
Approaches to History: Theological, Orientalist, Imperialist, Nationalist, Marxist, Subaltern, Post
Modernism

Unit - II 18
Major Theories of History: Cyclical Theory, Historical Materialism. Sociological Comparative, World
System, Ecological.

Unit - III 18
Themes in Indian History: Economic, Labour& peasant, Religion, Culture, Ecological, Science & Technology.

Unit - IV 18
Debates in History- Position of women in Indian society, Balance-Sheet Debate related to British Rule in
India, Is History a Science or Art or both?, Nature of the Revolt of 1857 A.D., World Economic Crisis of 1929
A.D.
 13

Unit – V 18
Some eminent Indian Historians K.P. Jayaswal, R.C. Majumdar, R. P. Tripathi, Jadunath Sarkar and V.D.
Savarkar

Essential Readings:
1. Carr, E.H., What is History? Penguin Books, Middlesex, reprint, 1975
2. Marwick, Arthur, The Nature of History, Macmillan, Reprint, 1973.
3. Mukhia, Harbans, Historians and Historiography during the reign of Akbar, Delhi, 1976.
4. ik.Ms;] xksfoUnpanz] bfrgkl % Lo:i ,oa fl)kar] t;iqj] 1999-
5. Fkkij] jksfeyk] bfrgkl dh iquZO;k[;k] jktdeyfnYyh] 1996-
6 JhokLro] ch-ds-] bfrgklys[ku] vo/kkj.kk fo/kk;sa ,oa lk/ku] SBPD Publishing House, vkxjk] 2017
7 dkj] bZ- ,p-] bfrgkl D;kgS \ fnYyh] 1993
8 oekZ] ykycgknqj] bfrgklys[ku ds ckjs esa bykgkckn] 2000
9 ekjfod] vkFkZj] bfrgkl dk Lo:i] xzUFkf'kYih] ubZfnYyh
Suggested Readings:
1. Bajaj, Satish, K. Recent trends in Historiography, Anmol, New Delhi, 2001.
2. Budha, Prakash, The Modern approach to History.
3. Butterfield, H., Whig interpretation of History.
4. Collingwood, R.G., the Idea of History, Oxford University Press, London, Reprint, 1973
5. David Harvey, The Condition of postmodernity, An Enquiry into the Origin of Cultural Change,
Basil Blackwell, 1989.
6. Marc, Bloch, The Historian's Craft.
7. Sen, S.P., (ed.), Historians and Historiography in Modern India, Calcutta, Institute of Historical
Studies, 1973.

8- cq) izdk'k] bfrgkln'kZu] fgUnh lfefr] iz;kx] 1962

9- jk;] dkSys'oj] bfrgkln'kZu] fdrkcegy] bykgkckn] 1998
10- ljdkj] lqfer] lkekftd bfrgklys[ku dh pqukSrh] xzUFkf'kYih] ubZfnYyh
11- 'kekZ] jkefoykl] bfrgkln'kZu] ok.kh izdk'ku] fnYyh] 2000
12- flag] ijekuan] bfrgkln'kZu] 2000
13- lrh'kpanz] e/;dkyhu Hkkjr esa bfrgklys[ku /keZ vkSj jkT; dk Lo:i] xzUFkf'kYih] ubZfnYyh] 1999
14- n'kZu] fgUnhlfefr] iz;kx
15- pkScs] >kj[k.M] bfrgkln'kZu] fo'ofo|ky; izdk'ku] okjk.klh] 1999
16- gchc] bjQku] Hkkjrh; bfrgkl dk f'kYi] xzUFkf'kYih] ubZfnYyh
17- ekdZCyk[k] bfrgkldkj dk f'kYi] xzUFkf'kYih] ubZfnYyh
18- vehu 'kkfgn ,oa ik.Ms; KkusUnz] fuEuoxhZ; izlax] Hkkx&1 ,oa 2] jktdey] ubZfnYyh
 14

HIS-SEC-121– Application of History in Tourism and its Management

Level& Course Title of the Credits Marks Course
Semeste code Course L T P C Coordinator
r
L5 Sem I HIS-SEC- Application of 4 0 0 4 IA(Mid)-40
121 History in EA(End Sem)- 60
Tourism and its
Management

Lectures/Hrs. 60
1. Learning Objectives:
To conceptualize and understand the role of History in Tourism and Tourism
skills
.
2. Couse Learning Outcomes:
After studying the course students would be able to understand the skills of Tourism by
incorporating historical knowledge and in its management
Unit wise Learning Outcomes:
UO 1. After studying the unit students would be able to understand the concept and History of
Tourism

UO 2. After studying the unit students would be able to understand the means in History for
Tourism promotion in India

UO 3. After studying the unit students would be able to understand the different types and
impact of Tourism
UO 4. After studying the unit students would be able to understand different Organizations in
the field of Tourism

UO 5. After studying the unit students would be able to understand different manging skills
for Tourism and its importance for India

Unit – I: Tourism: Meaning, Nature & Concept, Tourist motivation, Purposes of Travel, History of
Tourism: Ancient, Medieval and Modern Period, Impact of World wars on Tourism

Unit – II: Historical Monuments of India, Tourist Sites of India, Religions, Fairs and Festivals of India.
Folk Culture of India, Cultural Heritage, Application of History in Tourism

Unit - III: Features of Tourism, Forms of Tourism, Types of Travel and Tourism, components and
Elements, Development and Impact

Unit - IV: The Organization of Tourism: Need & Factors, International Organizations- PATA, IFTO,
WTTC, IATA, World Tourism Organization- Aims, Objectives, Organs and Function, National
Tourist Organization and functions,
 15

Unit –V: Management of Tourism, Tourism Marketing: Concept, Process and Functions
Growth of Modern Tourism in India, Problems and Challenges, Guiding skills and Tourist
Guide.

Essential Readings:
1. Bhatia, A.K. Tourism Development: Principles & Practices Sterling, Publishers Private Limited, New
Delhi, 2006.
2. Bhatna, A.K.: Tourism in India- History & Development, Sterling Publishers, Private Limited, New
Delhi, 1991.
3. okjs ,oa ukxkSjh% i;ZVu esa bfrgkl dk vuqiz;ksx] e/;izn’s k fgUnhxzaFk vdkneh] Hkksiky] 2005-
Suggested Readings:
4. Bhatna, A.K.: Tourism Management & Marketing, Sterling Publishers, Private Limited, New Delhi,
1997.
5. Bhatia, A.K.: International: Fundamental & Practices, Sterling Publishers, Private Limited, New
Delhi, 1991.
6. Ram Acharya: Civil Aviation and Tourism Administration in India, National Publishing House, New
Delhi 1978.
7. ohjsUnª flag% e/; izns’k]vfjgar ifCyds’ku izk-fy-] esjB] 2008-
8. JhokLro] ch- ds-] i;ZVu esa bfrgkl dk vuqiz;ksx] jkeizlkn ,.M laUl] Hkksiky] 2021-
9. JhokLro] ch- ds-] e/;izns’k esa i;ZVu] jkeizlkn ,.M laUl] Hkksiky] 2021-
10. JhokLro] ch- ds-] i;ZVu dk bfrgkl foi.ku ,oa izca/ku] uE;izsl] ubZfnYyh] 2021
 16

HIS-DSM-222 History of India (CE 1858 to 1947)

Level& Course Title of the Credits Marks Course
Semeste Code Course L T P C Coordinator
r
L8Sem II HIS-DSM- History of India 4 0 0 6 IA(Mid)-40
122 (CE 1858 to 1947) EA(End Sem)- 60
Lectures/Hrs. 90
Learning Objectives:
To study the role of Social reform movements in removing evils of Society and the birth of nationalism
to regain independence
.
Course Learning Outcomes:
After studying the course students would be able to understand the efforts of Indian leaders
and social reformers to generate awareness among the people
Unit-wise Learning Outcomes:
UO 1. After studying the unit students would be able to understand the foreign policy of
British government

UO 2. After studying the unit students would be able to understand the colonial intervention
towards social Reforms and Social reform movements

UO 3. After studying the unit students would be able to understand the birth of nationalism
and role of moderates in politics

UO 4. After studying the unit students would be able to understand the role of Extremists,
Revolutionaries and Indian opposition to British Acts

UO 5. After studying the unit students would be able to understand various movements
launched by people to free themselves resulting in independence and partition of India

Unit – I: British Government and its control over Indian Administration: Change in the policy
government of India, Principles and policies governing foreign relations: British policy
towards Afghanistan, Tibet, Burma, Persia.

Unit - II: Colonial intervention and social change: Development of modern education since1858, Social
reform movement: Prarthana Samaj, Arya Samaj, Ram Krishna Mission, Theosophical
Society, Aligarh Movement, Anti-caste movements
Unit- III: Rise of Indian Nationalism: Role of Nationalist press in the evolution of political
consciousness, Formation of nationalist organization, Establishment of Indian
National Congress, Moderates in Indian politics

Unit - IV: Birth of extremists in Indian national movement, their ideologies Partition of Bengal and
Swadeshi movement, Revolutionary Movements, Home Rule Movement, Khilafat Movement,
Rowlatt Satyagraha, Jallianwallah Bagh Massacre
 17

Unit –V: Non-Cooperation Movement, Civil Disobedience Movement, Round Table Conferences, Poona
Pact, Govt. of India act 1935, Peasants Movements in India, Ambari Satyagraha of 1939,
Individual satyagraha, Cripps mission, Quit India Movement, Wavell plan, Cabinet Mission,
Mountbatten plan and partition of India
Essential Readings:

1. Bipan Chandra, K.N. Pannikar, MridulaMukherji, Sucheta Mahajan and Aditya Mukherjee,
India’s struggle for Independence, 1857-1947, Penguin, Delhi, 1996.
2. Bipan Chandra, Communalism in Modern India, Vikas publishing house Pvt. Ltd., Delhi, 1987.
3. fcfiu panª] Hkkjrdk Lora=k la?k"kZ] fnYyh fo’ofo|ky;] fgUnh izdk’ku] 1998-
4. jkey[ku 'kqDyk] vk/kqfud Hkkjr dk bfrgkl] fnYyh fo’ofo|ky;] 1998.
Suggested Readings:
5. M.K. Gandhi, Autobiography or The Story of My Experiments with Truth, Navjivan,
Ahmedabad, 1981.
6. Sanjay Barolia, Gandhi’s Movements and Constructive Programmes in Madhya Pradesh, Pranjul,
Sagar.
7.fcfiu panª] vk/kqfudHkkjr] vukfedk] fnYyh] 2002-
8- fcfiu panª] vkt+knh ds ckn dk Hkkjr] xazFk f’kYih] 1998
9- ch- ,y- xzksoj] ;’kiky] vYdk esgrk] vk/kqfud Hkkjr dk bfrgkl& ,d uohu ewY;kadu] ,l- pan ,.M
daiuh] fnYyh] 2004
 18

HIS-MDM-221 Freedom Struggle in Bundelkhand (CE. 1858–1961)

Level& Course Title of the Credits Marks Course
Semest Code Course L T P C Coordinator
er
L8Sem II HIS- Freedom 6 0 0 6 IA(Mid)-40
MDM-221 Struggle in EA(End Sem)-
Bundelkhand 60
(CE. 1858–
1961)
Lectures/Hrs. 90

Course Objectives:
• Through this course, students will be able to understand the local elements of
the national movement going on at the national level.
• By making the students acquainted with the spread of political consciousness
in Bundelkhand, their knowledge can be increased by understanding the
regional nature of the national movement.
• By understanding the ongoing efforts to establish democracy in the native
princely states of Bundelkhand, students will be able to get acquainted with
the local history and know about their freedom fighters and their
contribution.
Unit-wise Course outcomes
UO- I From this unit students will be able to know about the Ratona movement
at the local level.
UO – II This unit will help the students to understand what was the regional nature
and expansion of the national movement.
UO – III From this unit students will be able to know about the Jungle Satyagraha
while understanding the regional nature of the Civil Disobedience
Movement.
UO – IV From this unit students will be able to understand the extent of the
Individual Satyagraha started at the national level.
UO – V From this section students will be able to know the role of Bundeli folklores
in developing cultural consciousness at the national level.

Unit – I
Political Consciousness during 1858 to 1920 in Bundelkhand, Ratona Movement of 1920,
Causes, Events and Consequences, Role of Bhai Abdulgani and Pt. Makhanlal Chaturvedi in
Ratona Movement, Role of News Papers in Ratona Movement.
Unit - II
Non-Cooperation Movement in Sagar: Causes, Events, main freedom fighter who actively
took part in the Non-Cooperation movement in Sagar, Jhanda Satyagrah of 1923, Impact of
 19

Chandrashekhar Azad on freedom struggle consciousness of Bundelkhand

Unit - III
Jangle Satyagraha in Sagar, Charan Paduka Massacre at Chhatarpur of 1931, Establishment
of Praja Mandel in Bundelkhand, Gandhiji's visit in Bundelkhand.
Unit - IV
Individual Satyagraha at Sagar, Quit India Movement of 1942 at Sagar, Orcha Sewa Sangh
and its Movement, Bundelkhand Sewa Sangh
Unit - V
Role of Bundeli folklores in the National and cultural awaking in Bundelkhand Establishment
of responsible Government in the native states of Bundelkhand, Role of Sagar in Goa
Liberation Movement
Essential Readings:
1. lqjs’k feJk] e/; izns’k ds jucadqjs] Lojkt laLFkku] HkksikyA
2. ,Xuhl Bkdqj] egkdkS’ky esa 1857 dh Økarh xkWMQknj fizaV flLVe] tcYkiqjA
3. JhokLro] ch- ds-] cqansy[k.M dk Lora=rk la?k"kZ] Mh- ds- fçaVoYMZ ¼çk-½ fy- ubZ fnYyh] 2020-
4. HknkSfj;k] larks"k] cqUnsy[k.M dk Lok/khurk vkUnksyu vkSj i=&if=dk,¡] Lojkt laLFkku
lapkyuky;] Hkksiky] 2008-
Suggested Readings:
5. t; izdk’k feJk] cqnsyk fonªkgs ] Lojkt laLFkku] HkksikyA
6. lqjs’k feJk] 1842 ds fonªksgh ghjkiqj ds fgnsZ’kkg] Lojkt laLFkku] HkksikyA
7. Hkxoku nkl xqIrk] cqansy[k.M dsljh egkjkt {k=lky cqansyk] e/; izns’k fgUnh xazFk vdkneh]
HkksikyA
8. cSlk] lq/kk] tax&,&vktknh esa cqUnsy[k.M dh ns'kh fj;klrsa] Lojkt laLFkku lapkyuky;] Hkksiky]
2008-
 20

HIS-SEC-221 Gandhian Thoughts

Level& Course Title of the Credits Marks Course
Semest Code Course L T P C Coordinator
er
L8Sem II HIS-SEC- Gandhian 4 0 0 4 IA(Mid)-40
221 Thoughts EA(End Sem)-
60
Lectures/Hrs. 60
Learning Objectives:
• This course will help the students to develop an understanding of the theory
of Satyagraha, Satya, Ahimsa, and Sarvodaya.

• This course will develop knowledge about the Gandhian Perspective on Skills
as a Universal and Primary Requirement, Importance and dignity of Labour
• This course will help in knowing about Gandhi’s idea of a ‘Constructive
Programme’ for the economic-social uplift of India.
• By This course Students will be able to study Gandhi’s view on machinery, and
Gandhi’s view on the Cottage industry.
Course Learning Outcomes :
• This course will develop knowledge about the Gandhian vision for Swaraj –
“Hind-Swaraj” and Gandhian Perspective on Skills as a Universal and Primary
Requirement, Importance and dignity of Labour.
Unit-wise Learning Outcomes :
UO 1. Will get in-depth knowledge about the Fundamentals of Gandhian
Thoughts.
UO 2. Will get knowledge about the Gandhian Perspective on Skills as a Universal
and Primary Requirement, Importance and dignity of Labour (Philosophy of
Non-violent Labour)
UO 3. Will be able to describe the conditions for Gandhi’s idea of a ‘Constructive
Programme’ for the economic-social uplift of India.
UO 4. Will get an understanding of the Gandhian education system: Basic
education and Wardha system of education.
UO 5. Will get in-depth knowledge about Gandhi’s view on machinery and big
industries, and Gandhi’s view on the Cottage industries.

Unit – I 12

Fundamentals of Gandhian Thoughts – “Hind-Swaraj, Satya, Ahimsa, Satyagraha,

Sarvodaya.

Unit - II 12

Gandhian Perspective of Skills - Importance and dignity of Labour and Art of

living within the limit of the body, Gandhian vision of Geeta for Character building
 21

Unit - III 12
Gandhian Constructive Programme – Charkha, Khadi, Gram Swaraj, Swadeshi,
Achhutoddhar, Ekadas Vrata, Savinaya-Avajna

Unit - IV 12
Gandhian Education System - Nayee Taleem and Wardha system of education,
Gandhian Perspective of Skilled India, Crafts-centric Skillful Education.
Unit – V 12
Gandhian Economics – Critique of Centralized production, Heavy Machineries and
Large industries, Cottage industries and Decentralized Production

Essential Readings:
1. eksgunkl djepan xkWa/kh] fgUn&Lojkt] uothou] vgenkcknA
2. eksgunkl djepan xkWa/kh] xzke&Lojkt] uothou] vgenkcknA
3. eksgunkl djepan xkWa/kh] esjs liuksa ds Hkkjr] uothou] vgenkcknA
4. M.S. Patel, The Educational Philosophy of Gandhi, Navjivan, Ahmedabad.

Suggested Readings:
5. Gopinath Dhawan, Political Philosophy of Gandhi, Navjivan, Ahmedabad.

6. Sanjay Barolia, Gandhian Movements and Constructive Programmes in Madhya Pradsh,

Pranjal Publication, Sagar.

7. xksfiukFk /kou] loksZn; rRo n’kZu thou ekxZ] vfgalk dh izfr"Bk vkSj vfgald
jkT;&O;oLFkk dh foospuk] uothou] vgenkcknA
8. x¡k/kh fo’ks"kakd gsrq½ lukru x¡k/kh ls laokn] e/;Hkkjrh] 77 ok¡ vad] tqykbZ&fnlEcj 2019]
vfrfFk laiknd] iadt flagA
9. vfEcdk nRr ’kekZ] fo’oukFk feJ] lukru x¡k/kh] izkd`r Hkkjrh vdkneh] t;iqjA