1. Introduction to World History                    (8)
SECTION A: EARLY SOCIETIES
2. Introduction                                              (6)
3. From the Begining of Time                        (14)

Focus: Africa, Europe till 15000 BC

(a) Views on the origin of human beings.

(b) Early societies.

(c) Historians' views on present-day hunting- gathering societies.

4. Early Cities                                                 (12)
Focus: Iraq, 3rd millennium BC (a) Growth of towns. (b) Nature of early urban societies. (c) Historians' Debate on uses of writing.

SECTION B: EMPIRES
5. Introduction                                                (6)
6. An Empire across Three Continents           (12)

Focus: Roman Empire, 27 B.C to A.D 600.

(a) Political evolution (b) Economic expansion (c) Religion (d) Late Antiquity. (e) Historians views on the institution of Slavery.

7. Central Islamic Lands:                                   (12)

Focus: 7th to 12th centuries rise (a) Polity (b) Economy (c) Culture.(d) Historians viewpoints on the nature of the crusades.

-

-

-

8. Nomadic Empires:                                        (10)
Focus: the Mongol, 13th to 14th century (a) The nature of nomadism. (b) Formation of empires. (c) Conquests and relations with other states. (d) Historians’ views on nomadic societies and state formation.

SECTION C: CHANGING TRADITIONS
9. Introduction                                                 (6)
10. Three Orders                                              (12)

Focus: Western Europe, 13th-16th century (a) Feudal society and economy: (b) Formation of states. (c) Church and Society. (d) Historian’s views on decline of feudalism

11. Changing cultural traditions                       (14)
Focus on Europe, 14th to 17th century’. (a)New ideas, and new trends in literature and arts. (b) Relationship with earlier ideas (c) The contribution of West Asia.(d) Historian’s view points on the validity of the notion ‘European Renaissance’.

12.Confrontation of Cultures                             (12)
Focus on the America 15th to 18th century.

(1)European voyages of exploration. (b) Search for gold; enslavement, raids, extermination. (c) Indigenous people and cultures - the Arawaks, the Aztecs, the Incas. (c) The history of displacements.

(d) Historian's view points on the slave trade,

SECTION D: PATHS TO MODERNIZATION
13. Introduction                                                  (8)
14. The Industrial Revolution.                            (12)
Focus on England, 18th and 19th century.
(a) Innovations and technological change

(b) Patterns of growth. (c) Emergence of a working class. (d) Historians' viewpoints Debate, 'Was
there an Industrial Revolution?

15. Displacing indigenous People.                         (12)

Focus on North America and Australia, I8th-20th century,

(a) European colonists in North America and Australia. (b) Formation of white settler societies. (c) Displacement and repression of local people,

(d) Historians view points on the impact of European settlement on indigenous population.

 
16. Paths to Modernization.                                (14)

Focus on East Asia. Late 19th and 20th century.

(a) Militarization and economic growth in Japan. (b) China and the Communist alternative. (d) Historians' Debate on meaning of modernization

17. Map Work on Units 1-15                                (10)

Familiarize the learner with the history of a major world empire
Discuss whether slavery was a element in the
economy.

-

-

-

Familiarize the learner with the of Islamic empires in the Afro-Asian territories and its
implications for economy and society.
Understand what the crusades
meant in these regions and how
they were experienced.

-

Familiarize the learner with the varieties of nomadic society and their institutions.

Discuss whether state formation is possible in nomadic societies.

-

Familiarize the learner with the nature of the economy and society of this period and the changes within them.
Show how the debate on the decline of feudalism helps in understanding processes of
transition.

Explore the intellectual trends in the period.

Familiarize students with the paintings and buildings of the period

Introduce the debate around the idea of ‘Renaissance’.

Discuss changes in European economy that led to the voyages.

Discuss the implications of the conquests for the indigenous people.

Explore the debate on the nature of the slave trade and see what this debate tells us about the meaning of these “discoveries”.

-

Understand the nature of growth in the period and its limits.

Initiate students to the debate on the idea of industrial revolution.

-

-

-

Sensitize students to the processes of displacements that accompanied the development of America and Australia.

Understand the implications of such processes for the displaced populations.

-

-

-

Make students aware that. transformation in the modern world takes many different forms.
Show how notions like ‘modernization’ need to be critically assessed.

SECTION A: ARCHAEOLOGY & ANCIENT INDIA

1. The Story of the First Cities: Harappan Archaeology.

Broad overview: Early urban centres.

Story of discovery: Harappan civilization

Excerpt: Archaeological report on a major site.
Discussion: how it has been utilized by archaeologists/historians

2. Political and Economic History: How
Inscriptions tell a story.
-
Broad overview: Political and economic history from the Mauryan to the Gupta period.
Story of discovery: Inscriptions and the from the Mauryan to the Gupta period. economic history of the
Story of land grant.
Discussion: Interpretation of inscriptions by historians.

-

3. Social Histories: Using the Mahabharata
Broad overview: Issues in social history, including caste, class, kinship and gender.
Story of discovery: Transmission and publications of the Mahabharat.
Excerpt: from the Mahabharata, illustrating how it has been used by historians.
Discussion: Other sources for reconstructing social history.

-

4. A History of Buddhism: Sanchi Stupa
Broad overview: (a) A brief review of religious

histories of Vedic religion, Jainism, Vaisnavism, Saivism. (b) Focus on Buddhism. Story of discovery: Sanchi stupa
Excerpt: Reproduction of sculptures from Sanchi.
Discussion: Ways in which sculpture has been
interpreted by historians, other sources for
reconstructing the history of Buddhism.

-

SECTION B: MEDIEVAL INDIA
5. Agrarian Relations: The Ain-i- Akbari
Broad overview: (a) Structure of agrarian
relations in the 16th and 17th centuries. (b)  Patterns of change over the period.
Story of Discovery: Account of the compilation

and translation of Ain-i-Akbari.
Excerpt: from the Ain-i-Akbari
Discussion: Ways in which historians have used
the text to reconstruct history.

-
6. The Mughal Court: Reconstructing
Histories through Chronicles
Broad Overview: (a) Outline of political
history 15th-17th centuries. (b) Discussion of the Mughal court and politics.
Story of Discovery: Account of the production of court chronicles, and ‘their subsequent translation and transmission.

Excerpts: from the Akbarnama and Padshahnama.
Discussion: Ways in which historians have used
the texts to reconstruct political histories.

-
7. New Architecture: Hampi
Broad Overview: (a) Outline of new buildings
during Vijayanagar period-temples, forts,irrigation facilities. (b) Relationship between architecture and the political system..

Story of Discovery: Account of how Hampi was found.

Excerpt: Visuals of buildings at Hampi
Discussion: Ways in which historians have
analyzed and interpreted these structures.

-
8. Religious Histories: The Bhakti-Sufi tradition
Broad Overview: (a) Outline of religious
developments during this period. (b) Ideas and practices of the Bhakti-Sufi saints.
Story of Transmission: How Bhakti-Sufi compositions have been preserved.
Excerpt: Extracts from selected Bhakti Sufi works.
Discussion: Ways in which these have been
interpreted by historians.

-

9. Medieval Society Through Travellers'
Accounts
Broad Overview: Outline of social and cultural life as they appear in travellers’ accounts.

Story of their writings: A discussion of where
they travelled, why they travelled, what they wrote, and for whom they wrote.

Excerpts: from Alberuni, Ibn Batuta, Bernier.
Discussion: What these travel accounts can tell us and how they have been interpreted by historians.

-
SECTION C: MODERN INDIA
10. Colonialism and-Rural Society: Evidence
from Official Reports
Broad overview : (a). Life of zamindars,
peasants and artisans in the late 18 century (b) East India Company, revenue settlements and surveys. (c) Changes over the nineteenth century.

Story of official records: An account of why official investigations into rural societies were

under taken and the types of records and reports
produced.
Excerpts: From Firminger's Fifth Report, Accounts of Frances Buchanan-Hamilton, and Deccan Riots Report,
Discussion: What the official records tell and do
not tell, and how they have been used by historians.

11. Representations of 1857

Broad Overview:

(a) The events of 1857-58.

(b) How these events were recorded and narrated. Focus: Lucknow

Excerpts: Pictures of 1857. Extracts from

contemporary accounts.

Discussion: How the pictures of 1857 shaped

British opinion of what had happened.

-

12. Colonialism and Indian Towns:Town Plans and Municipal Reports

Broad Overview: The growth of Mumbai,

Chennai, hill stations and cantonments in the 18th and 19th century.

Excerpts: Photographs and paintings. Plans of cities. Extract from town plan reports. Focus on Kolkata town planning.

Discussion: How the above sources can be used to reconstruct the history of towns. What these sources do not reveal.

13. Mahatma Gandhi through Contemporary Eyes

Broad Overview: (a) The nationalist movement
1918 - 48, (b) The nature of Gandhian politics and leadership.

Focus: Mahatma Gandhi in 1931.

Excerpts: Reports from English and Indian
language newspapers and other contemporary writings.

14. Partition through Oral Sources

Broad Overview: (a) The history of the 1940s;

(b) Nationalism. Communalism and Partition.

Focus: Punjab and Bengal.
Excerpts: Oral testimonies of those who experienced partition.

Discussion: Ways in which these have been analyzed to reconstruct the history of the event.

-

15. The Making of the Constitution

Broad Overview: (a) Independence and the

new nation state. (b) The making of the constitution. .

Focus: The Constitutional Assembly debates.
Excerpts: from the debates.

Discussion: What such debates reveal and how they can be analyzed.

-

16. Map Work on Units 1-15

Familiarize the learner with early urban centres as economic and social institutions.

Introduce the ways in which new data can lead to a revision of existing notions of history.
Illustrate how archaeological reports are analyzed and interpreted by scholars.

-

-

-

Familiarize the learner with major trends in the political and economic history of subcontinent.

Introduce inscriptional analysis and the ways in which these have shaped the understanding of political and economic processes.

-

-

-

Familiarize the learner with issues in social history.

Introduce strategies of textual analysis and their use in reconstructing social history.

-

-

-

-

Discuss the major religious developments in early India.

Introduce strategies of visual analysis and their use in reconstructing histories of religion.

-

-

-

-

-

Discuss developments in agrarian relations.

Discuss how to supplement official documents with other sources.

-

-

-

-

-

Familiarize the learner with the major landmarks in political history

Show how chronicles and other sources are used to reconstruct the histories of political institutions.

-

-

-

-

Familiarize the learner with the new buildings that were built during the time.
Discuss the ways in which architecture can be analyzed to reconstruct history.

-

-

-

-

-

Familiarize the learner with religious developments.

Discuss ways of analyzing devotional literature as sources of history.

-

-

-

Familiarize the learner with the salient features of social histories described by the travellers.

Discuss how travellers’ accounts can be used as sources of social history.

-

-

-

-

Discuss how colonialism  affected Zamindars, peasants and artisans.

Understand the problems and limits of using official sources for understanding the lives of people.

-

-

-

-

Discuss how the events of 1857 are  being reinterpreted.

Discuss how visual material can be used by historians.

-

-

-

-

-

Familiarize the learner with the history of modern urban centres.

Discuss how urban histories can be written by drawing on different types of sources.

-

-

-

-

-

Familiarize the learner with significant elements of the nationalist movement and the nature of Gandhian leadership.

Discuss how Gandhi was perceived by different groups.
Discuss how historians need to read and interpret newspapers, diaries and letters as historical source.

-

Discuss the last decade of the national movement, the growth of communalism and the story  of Partition.

Understand the events through the experience of those who lived through these years of communal violence.

Show the possibilities and limits of oral sources.

-

-

-

Familiarize students with the history of the early years after independence.

Discuss how the founding ideals of the new nation state were debated and formulated.

Understand how such debates and discussions can be read by  historians.