SYLLABUS FOR FOUR YEAR INTEGRATED B.A.B.Ed OF IGNTU, AMARKANTAK
Rationale of the Course
The four year Integrated B.A.B.Ed course is an innovative pre-service teacher training programme of NCERT where
basic objective is to prepare quality secondary level teachers in Social Science and Languages in Indian school
system. In view of this MHRD has put much emphasis on introduction of four year integratyed B.Sc. B.Ed and
B.A.B.Edprogramme in all central Universities.This tertiary level programme is a link between higher secondary
education and post graduate level education. The course also ensures opportunities for higher learning of the
students. The syllabus is designed in eight semesters format as per UGC guidelines. Subjects like Geography,
History, Political Science and Economics are under the umbrella of Social Sciences.
This course is designed to integrate content and pedagogy by using various interventions like activity based
strategies, reading materials, ICT, multimedia, experiments, demonstrations, peace education, remedial instructions
and continuous and comprehensive evaluation. After completing the course the students will be well versed with
different innovative teaching practices, which will help them in the process of knowledge construction at secondary
level. The students will be exposed to teaching methodologies appropriate for physically challenged children,
children with learning difficulties, languages and social sciences to children from different settings by doing
experiment/demonstration using low cost/no cost materials, handling gifted students.
Objectives of the Course
After completing this course the student-teachers will be able to
develop knowledge and performance competencies in Languages and Social Sciences
get acquainted with content as well as pedagogical aspects of teaching-learning process.
appreciate the constructivist approaches of teaching-learning process
acquaint the student-teachers with innovative teaching practices as envisaged in NCF-2005
transact the school curriculum using different teaching methodologies/strategies
discover different human values inherent in the concepts
understand the design, working and limitations of various instruments and handle them efficiently
develop critical thinking, abstract reasoning, creativity and problem solving skills
develop the skill of experimentation
use low cost/no cost materials to demonstrate different concepts
Become effective teachers for secondary level in languages and social sciences.
Duration of the Course: with eight semesters (4 years)
No. of weeks for instruction in each semester = 16 weeks per semester
Examination after each Semester
Language Proficiency subjects and Professional education -- All the students of B.A.B.Ed Courses have to
undertake language proficiency subjects and professional education subjects.
In theory papers
Terminal 75 marks or 35 marks
Sessional 25 marks or 15 marks
Total: 100 marks 50 marks
Some of the papers are fully Sessional of having 50 marks or grade as the case may be
Subject Specialisation (Languages and Social Sciences)
In languages , there is provision for only one elective (English,Hindi)
A student has to opt for two social science subjects.
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In all the subjects the student has to study a minimum of 8 papers. In addition, the subject in which honours
is opted the student will have to study 10 papers.
Each of the above papers will carry 100 marks.
Medium of Instruction - English
Scheme of Instruction for B.A.B.Ed Courses
Details of courses and scheme of study, titles of the papers, duration etc. for B.A.B.Ed Courses are provided in
Tables given below.
Courses of study are organized into three categories:
Language Proficiency
Professional Education
Subject Specialization
Language Proficiency Course
It comprises of General English which is mandatory for all students.
General English papers of 50 mark each, thus comprising 200 marks, will be studied from semester 1 to
semester 4.
Professional Education
Comprises of core courses, pedagogy courses, Developing teacher sensibility courses (experiences for teacher
enrichment, experiences for social and environmental sensitivity) where two courses on pedagogy of languages and
Social Sciences. The course also includes a comprehensive school attachment programme and the internship in the
form of ‘Learning to Function as a Teacher’. No change of subject/s is permissible after formal admission to the
course. Total marks carried by Professional Education are 1700 along with grades in subjects like field work with
community and Art and Aesthetics
Subject Specialisation in B.A.B.Ed Course
A student will opt for either Hindi or English as an Elective Literature Subject.
A student will opt for two subjects out of four subjects of Social Sciences:
History/Geography/Pol. Sc./Economics. But one must study either History or Geography
while opting for two subjects.
At the end of the course a student will have to study honours in any one of the social
science subjects (History/Geography/Pol.Sc./Economics) or the Elective Literature. In
this case the student will clear ten papers of 1000 marks.
B.A.B.Ed
1. General English
--
200 marks
2
2. Professional Education -3. Subject specialization --
Sl.No.
1.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
11
12
13
14
15
16
17
Course
Subject/Semester
1700 marks
2600 marks
4500 marks
B.A. B.Ed. Course Structure
Contact hours per week and total marks in each Semester
I
II
III
IV
V
VI
VII
Language proficiency
English
Total
Professional Course
Basics in Education
Learner, Learning &
cognition
Schooling, Socialisation&
Identity
Curriculum & School
Vision of Indian Education,
issues & concerns
Management of Resources
in school
Pedagogy I (Phy Sc.)
Pedagogy II (Math./ Bio Sc.)
Learning to function as a
teacher I ( Core
training/multi cultural
placement)
Learning to function as a
Teacher II (Internship)
Assessment for learning
Health & well being
Use of ICT for effective
learning I
Use of ICT for effective
learning II
Human Development in
Socio-cultural Context
Environmental Education
Addressing Special needs
and gender issues in
VIII
Total
marks
2
2
2
2
200
2
2
2
2
200
4
100
100
4
4
100
4
4
4
2
4
4
2
weeks
2
50
200
200
50+50
=100
8
week
s
200
4
100
50
50
2+2
(T+P)
50
2
2+2
(T+P)
2
50
2
2
3
4
100
100
50
50
18
19
classroom
Education for peace
Field work with Community
20
Art & Aesthetics
2
1
week
2
Total
6
Grade
8
14
8
10
8
4
6
1700
Subject specialization
I
II
III
IV
V
VI
VII
VIII
5
5
5
5
5
5
5+5
5+5
1000
2.
Elective
Literature(Eng./Hindi)
History
5
5
5
5
5
5
5+5
5+5
1000
3.
Political Science
5
5
5
5
5
5
5+5
5+5
1000
4.
Economics
5
5
5
5
5
5
5+5
5+5
1000
5.
Geography
5
5
1000
15
1.
Total :
Grand Total contact
hours/week
Mark/Semester
T = Theory
5
5
4+2
(T)
(P)
4+2
(T)
(P)
9+2
(T)
(P)
9+2
(T) (P)
15
15
15
16/15
16/15
20/21
20/21
23
25
31
25
26/25
24/23
24/25
26/27
500
500
650
500
550
550
700
550
P= Practical
Semester wise weightage in B.A.B.Ed Course
Semester
I
50
Grade
Subject
Sessional
Terminal
Practical
Total
General English 15
35
-50
Professional
75
75
-150
Elective Lit.
25
75
-100
Hist/Geo.
25
75
100
Pol.Sc/Eco
25
75
100
__________________________________________________________________
165
335
--
4
500
4500+g
rade
II
III
General English 15
35
-50
Professional
40
110
-150
Elective Lit.
25
75
-100
Hist/Geo.
25
75
100
Pol.Sc/Eco
25
75
100
____________________________________________________________________
130
370
-500
Gen English
15
35
-50
Professional
80
220
-300
Elect. Lit
25
75
-100
Hist/Geo.
25
75
100
Pol.Sc/Eco
25
75
100
_______________________________________________________________________
145
405
-650
Semester
IV
Subject Sessional
Terminal
Practical
Total
Gen. English
15
35
-50
Professional
40
110
-150
Elective Lit.
25
75
-100
Hist/Geo.
25
75
100
Pol.Sc/Eco
25
75
100
______________________________________________________________________
130
V
VI
VII
Professional
Elec. Lit
Hist/Geo.
Pol.Sc/Eco
Geography
370
100
25
25
25
(15
175/165
Professional
100
Ele.Lit.
25
Hist/Geo.
25
Pol.Sc/Eco
25
Geography
(15
175/165
375/360
Professional
Elec. Lit.
Hist/Geo.
Pol.Sc/Eco
Hons. (Pol.Sc/
Hist/Geo/Eco/Eng./Hindi)
Geography
(15
-150
75
75
75
60
375/360
500
---
250
100
100
100
100)
550
25
25
150
75
75
75
60
---
250
100
100
100
100)
25
25
230
25
25
25
70
75
75
75
25
60
330/320
75
25
370/355
550
---
5
300
100
100
100
100
100)
700
VIII
Professional
40
Elec. Lit.
25
Hist/Geo.
25
Pol.Sc/Eco
25
Hons. (Pol.Sc/
Hist/Geo/Eco/Eng./Hindi)
25
Geography
(15
140/130
110
75
75
75
---
75
60
410/395
25
150
100
100
100
100
100)
550
Final B.A.B.Ed.
Semester
I
II
III
IV
V
VI
VII
VIII
Final
Semester -I
General
English
50
50
50
50
----200
Professional
Specialisation
150
150
300
150
250
250
300
150
1700+Grade
300
300
300
300
300
300
400
400
2600
Total
500
500
650
500
550
550
700
550
4500+Grade
General English
Total Marks – 50
Terminal-35
Sessional-15
Unit-I :Comprehension of an unseen passage
Unit-II: Basic Language Skills: Grammar &Usage
A) Simple, Compound and Complex sentences
B) Clauses
C) Tenses
D) Prepositions
Unit III :Writing Skills:
a) Paragraph Writing: Describing an event, object, process.
b) Letter Writing: Business/Official/ Social.
Unit-IV: Literary texts
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a) Poetry:
John Keats- When I have fears that I may cease to be
Wilfred Owen- Futility
W.B Yeats- Lake Isle of Innisfree
b) Short Stories:
R.N. Tagore-Hungry Stones
Ruskin Bond- The Tunnel
Leo Tolstoy- How much land does a man need
c) Speech:
Jawaharlal Nehru- Tryst with destiny
Unit –V: Phonetics:
Production of speech sounds: Vowels and Consonants
Stress: Strong and Weak Syllables
Suggested Readings
1. English Phonetics- Peter Roach
2. Phonetics and Spoken English- Bala Subhramanium
Semester -II
General English
Total Marks – 50
Terminal-35
Sessional-15
Unit -I: Advanced Comprehension
(Ability to comprehend English texts of a moderately advanced nature)
Unit-II: Grammar and Usage
a) Direct and Indirect Narration
b) Active and Passive Voice
c) Modals
d) Subject -Verb agreement
Unit-III: Writing Skills
a) Report Writing
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b) Expansion of an Idea
c) Notice and Circulars
Unit-IV: Literary Texts
a) Poetry
Gieve Patel: On Killing a Tree
Jayanta Mahapatra: The Captive air of Chandipur on Sea.
Sarojini Naidu: Coromandel Fishers
b) Prose
Brooker T.Washington- My struggle for an Education
c) Speeches
John F. Kennedy: A Tiny Ripple of Hope
Martin Luther King: I Have a Dream
Unit-V: Phonetics
Phonetic transcription of words with stress mark
Intonation
Suggested Readings
1. English Phonetics- Peter Roach
2. Phonetics and Spoken English- Bala Subhramanium
Semester -III
General English
Total Marks – 50
Terminal-35
Sessional-15
Unit-I: Study Skills
a) Vocabulary
Dictionary Skills: Synonyms, Antonyms, etc.
Formation of Words
Idioms and Phrases
b) Note Taking
c) Note Making
Unit-II: Writing Skills
a) Precis Writing and Summary Writing
b) Copy - editing
Unit-III: Literary Texts
a) Poetry
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R. N. Tagore – Upagupta
Rudyard Kipling – If
D.H. Lawrence – Piano
b) Prose
Nani Palkhivala – Education and the Art of Reading
Patrick Quinn – I was Gandhi’s Jailor
Mihir Sen – Operation Indian Ocean
M. Brown – Maori Village
Unit-IV: Spoken English
a) Talking about yourself, family, friends
b) Getting people to do things – request, order, giving direction, prohibit
c) Offering to do something – asking permission, giving permission, giving reasons
d) Giving opinions – agreeing, disagreeing etc.
Unit -V: Spoken English
a) Describing things, places and people
b) Talking about similarities, differences, making suggestions
c) Complaining, Apologizing, forgiving, expressing disappointment
Suggested Readings
1. Spoken English for India- Bansal and Harrison
2. Functions of English- Lee Jones
3. Expressway to English- Dr. B.K. Das
Semester -IV
General English
Total Marks – 50
Terminal-35
Sessional-15
Unit-I: Writing Skills
a) Book Review
b) Film Review
c) Writing Advertisement
d) Editorial Writing
e) Writing for Internet and Preparation of Web Content
Unit -II: Translation Tasks
(Folk and tribal literature can be translated)
Unit-III: Interview Skills
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How to conduct interviews
(Practical – Mock Interviews)
Unit -IV: Group Discussion
How to conduct group discussions
(Practical – Group Discussion on topics of current affairs)
Unit – V: Presentation Skills
How to make presentations and integrating ICT to make presentations.
Suggested Readings
1. The Selection Interview - P. Hackettt
2. Presentation Skills- S. Siddons
3. Writing for the Internet – Jane Dorner
Semester-I
BASICS IN EDUCATION
Contact hours: 4 hours per week
Total marks: 100(Internal-25, External,75)
Objectives of the Course
Education is a liberal process of knowing, examining knowledge, its realms of meaning, thus concerning itself with
the episteme of learning. It is a socially contrived system influenced by various social, cultural and normative factors.
Education draws its vision, aims and perspectives from different schools of thought for theorizing about various
concerns that are epistemological, social and ontological in nature. The conceptual nature of education is an activity
of analysis, clarification and criticism of concepts, principles, theories and assumptions that are unique to education
itself.
The theoretical formulations derived through analysis and synthesis of different schools of thought and observed
occurrences lend themselves into application that can be seen in the form of educational practice. Education in the
form of schooling, being a social act, prioritizes, and legitimizes knowledge and values as well. When knowledge is
processed and organized into school knowledge and transcribed into textbooks it assumes new forms, nature and
authority. This process of organisation of knowledge creates ‘gaps’ between school knowledge and local knowledge;
textual knowledge and contextual knowledge.
This course aims to make student teachers analyse and understand educational concepts, their premises and
contexts that are unique to education. Through the process of inquiry, critical analysis and an intellectual discourse, it
is hoped that the student teachers will be able to understand and appreciate the nature and the purpose of education,
their practical ramifications in the school context.
This course is visualized essentially to lead to an understanding of some relevant concepts and themes in education
(which will also be helpful in understanding the other courses). The course outline is presented in a different form
with intent. That is, just to indicate the main aim of the course to provide opportunity for interactive and reflective
modes of learning engagement. It purports to help student teachers to not only understand the concepts through self
study but also ‘reflect’ on them. Therefore, instead of stating the concepts and ideas required for understanding the
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theme, certain questions are given as pointers while seeking sources of information. They are not ‘sub-units’ but
mainly ‘discussion triggers’. They are not separate fact finding questions.
Course Outline
Unit 1: Education - Nature and Purpose
Meaning and Nature of Education:
What is Education?
Whether education is a natural or social process? Intentional or unintentional?
Does education occur only in educational institutions? Where else?
Processes and Modes of Education:
Is education an activity/process?
How education in schools is linked with outside school experiences?
Why education, in the form of schooling, needs to be provided to all children?
Purpose of Education:
Whether education is organized for:
- Individual development or social transformation;
- Providing knowledge or information;
How worthwhile is education? Who decides it? For whom?
Who is an educated person?
Unit 2: Knowledge and Knowing
Knowledge- meaning
What is knowledge?
What is knowing? Can doing, thinking and feeling be discerned separately in knowing?
Differentiate between information, knowledge, belief and truth
Knowing Process:
What are different ways of knowing?
How knowledge can be constructed? What is involved in construction of knowledge?
What are the relative roles of knower and the known in knowledge transmission and construction?
Facets of Knowledge:
What are different facets of knowledge and their relationship such as:
…Local and universal?
…Concrete and abstract?
…Theoretical and practical?
…Contextual and textual?
… School and out of school?
(With an emphasis on understanding special attributes of ‘school knowledge’)
Unit 3: Forms of Knowledge and its Organisation in Schools
Can we categories knowledge? On what basis?
What forms of knowledge are included in school education?
On what basis are knowledge categories selected in school education?
Who selects, legitimizes, and organizes categories of knowledge in schools? In what form?
How does school knowledge get reflected in the form of curriculum, syllabus and textbooks?
Unit 4: Autonomy of Teacher and Learner
Autonomy of teacher
What is autonomy? Is autonomy and freedom the same?
What is Teacher’s autonomy?
What is freedom of a teacher? Freedom in what sense? Why?
Do autonomy and accountability go together?
What are the hindering factors that affect teacher’s autonomy?
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Autonomy of learner
What is autonomy of learner?
What are the restraints on learners in schools?
Can learners be free from curriculum, textbooks, instruction, and discipline?
Does learning take place if the learner is free from all constraints of the school?
To what extent individual autonomy and collective responsibility go together for teacher and learner?
Unit 5: Education and Values
What are values? Are they relative or absolute? Who creates values?
What are the values prevalent in contemporary society?
What does it mean when one says ‘education is a normative Endeavour’? How does this relate to
value formation?
What kinds of values do education perpetuates?
Do different school contexts have a differential impact on learners’ value formation?
Does education have the potential to contribute to transformation of values in society?
Modes of Learning Engagement:
The Course is visualized to be conducted through group discussion, self study and reflection. It does not envisage a
lecture mode. However, it would be important for the teacher educator to structure the study of themes in each unit
through a range of activities such as: initiation of the dialogue within the group, organizing study groups, organizing a
discussion in small groups, or planning for short presentations.
The sub-themes organized as units of the course are those that can be discussed by student teachers without any
specialized knowledge (using their own experiences and common-sense understanding, to begin with)
However, the questions given as ‘discussion triggers’ under each unit title will be helpful in providing some direction to
student teachers in seeking appropriate references. References are provided for each theme for meaningful focused
study. Each theme needs to be studied through referencing, group sharing as well as reflection. The teacher-learners
may be enabled to engage in multiple ways of study - i.e., independent study and/or group interaction. Self study
provides the necessary basic understanding while interactive sessions will clarify any complex idea and help reflect on
one’s grasp. The interactive sessions also help clarify and overcome several inadequate or incorrect understandings
that the student teachers may have.
Teacher educators will be present and participate in the plenary discussions as ‘facilitators’.
Some activities envisaged in the modes of learning engagement are listed:
Library readings for individual and/or group study; the list provided for each theme is suggestive and
not complete. Any other material may be selected, as and when needed.
Individual self-study of a text/article, with theme questions in mind
Group study of a text/article on a given theme
Observational studies and activities: it may be worthwhile to carry out observations in the field,
record what is observed and use the information while discussing with either teacher educator or
peers.
- Observation of different contexts of knowing to reflect on knowledge transmission,
construction, forms and ways of knowing and nature of knowing and knowledge;
- Observation with a purpose to reflect on knowledge preservation,
transmission/construction and generation in oral, written, and technological traditions.
- Observations of schools, teachers, student activities in a school context
Presentations by student teachers on selected themes- individually and collectively
Group discussions on themes
Documenting the discussions/dialogues.
Modes of Assessment
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The student-teachers will maintain a portfolio of observations and notes on discussions; these will be submitted
periodically to the faculty for appraisal and feedback.
Assessment will be done on the following heads:
The depth and width of reading in each unit
The level of participation in group study
Quality of participation in discussion
Note making and presentation of ideas
Relevant field observations and linking these to the ideas discussed
Written test on basic concepts introduced and discussed
A term paper on a specific theme selected by the student-teacher
Appropriate criteria need to be worked out for each of the above.
Reference
Agrawal, A (1995). Dismantling the Divide Between Indigenous and Scientific Knowledge : Development and
Change, 26:413-39
Ant Weiler, C. (1998). Low Knowledge and Local Knowing: An Anthropological Analysis of Contested “Cultural
Products” in the Context of Development. Anthropos, 93:46-94.
Butchvarov, P. (1970), The Concept of Knowledge, Evanston, Illinois: North Western University Press.
Chomsky, N (1986). Knowledge of Language, Prager, New York.
Datta, D.M. (1972). Six ways of Knowing. Calcultta University Press, Calcultta.
Dewey John.’My Pedagogic Creed’, in D.J. Flinders and S.J. Thorton(eds.) The Curriculum Studies Reader,
Routledge: New York, 1997.
Dewey, John( 1997 ) Experience and Education, Touchstone, New York
Dewey, John (1956). The Child and the Curriculum and School and Society, University of Chicago Press,
Chicago, Illinois, U.S.A.
Keddie, N.(1971) : Classroom Knowledge, in. M.F.D Young.
Krishna Murthy, J. (1947) On Education, Orient Longman, New Delhi.
Kumar Krishna (1996). Learning From Conflict, Orient Longman, New Delhi.
Peters, R.S. The Concept of Education, Routledge, UK, 1967.
Margaret, K.T. The open Classroom, Orient Longman: New Delhi, 1999.
Prema Clarke (2001). Teaching & Learning: The Culture of pedagogy, Sage Publication, New Delhi.
P.H. Phenix,(1964). Realms of Meaning. MacGraw-Hill, New York.
Steven H. Cahn (1970). The Philosophical Foundation of Education, Harper & Row Publishers, New York.
Sykes, Marjorie. The Story of Nai Taleem, Nai Taleem Samiti: Wardha, 1988
Thapan. M. (1991). Life at School: An Ethnographic Study. Oxford University Press, Delhi.
HEALTH AND WELL BEING
Contact Hours: 2 per week
Total Marks –Internal: 50
Objectives:
On completion of the course the student-teachers will be able to,
Develop skills to conduct medical check-up,
Develop competency to participate and conduct competitions in physical activities,
Verify their physical efficiency through tests of Physical Efficiency Tests,
Develop physical, mental and emotional well being through yoga and games
Develop social values
Transaction Mode: Oral, Demonstration, Imitation, Command, Dramatisation, part-by-part method and whole
methods
Practical Area:
CONTENT
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Unit 1 : Medical check-up
Conducting of medical check-up and recording in the health register – Follow up with doctor wherever
required
First aid: Demonstration of first aid for fracture, cuts, sprain etc.
Unit 2: Competitions:
Drawing of fixtures for conducting tournaments – Knock-out, League. Intramural competitions – Marking of
courts on the field
Lay out of Track and Field areas and participating in conducting Annual Athletic Meet
Unit 3 : Major Activities : Skills and fundamental rules
Track and field events (Any two events other than the 1st year events opted) like 100M, 200M, 400M, 800M,
1500M, Long Jump, High Jump, Triple Jump, Shot put, Discuss, Javeline, Relay etc.
Major Games : (Any one game other than the 1st year opted game) like
Throw ball, Volley ball, Tennikoit, Chess, Table Tennis, Cricket, Football, Basket ball etc.
Yoga : Any two yogasanas other than the two opted during 1st year like, Padmasana, Vajrasana,
Paschimottanasana, Halasana, Bhujangasana, Dhanurasana etc.
Physical Efficiency Test: Single star test or any other Physical Efficiency Test shall be conducted based
on the availability of resources.
Modes of Assessment:
Faculty should encourage student-teachers to participate in the above activities and keep track of their
participation as part of their overall profile. A descriptive assessment should be made on the basis of
overall level of participation for each year. The engagement of student teachers in the above set of
experiences should be quantitatively and qualitatively evaluated, based on observations and
submissions of projects and assignments and an overall grade should be assigned.
References
Butcher, C.A (1968).Foundations of Physical Education,(5th Edition),St.Loius ,The C.V.Mosby & Co Ltd
First Aid Manual: The St.John Ambulance Association and Brigade, The British Red cross Society
NCERT (2005).National Curriculum Framework-2005, New Delhi
Thirunarayanan,C &Sharma,HH(1959).Methods in Physical Education,Karaikudi ,South Indian Press
Thirunarayanan, C &Sharma, HH.Track and Field, Karaikudi, South Indian Press
WHO (1991).Comprehensive School Health Curriculum, Regional Office foe South East Asia, New Delhi
Williams,J.F(1964).The Principles of Physical education ,Philadelphia and London,W.B.Saunders Co
Semester-II
SCHOOLING, SOCIALISATION AND IDENTITY
Contact hours: 4 per week
Total marks: 100(Internal-25, External, 75)
Rationale
Schools, apart from transmitting curricular knowledge and skills, serve as crucial sites for processes of
socialization and transmission of value frameworks that are more often than not, unexamined. Schooling’ may thus
be seen as a key ingredient in the socialization of the young. This socialization ultimately contributes to and results in
the formation of identity. However, children who attend school have, already, been socialized into certain value
frame by the time they enter school. The value-frame, sense of self, and identity imbibed by the child at home and in
the wider society, interacts in complex ways with school and its socialization processes, more often than not being in
conflict. This is furthermore also true of adult learners who join teacher education. Therefore, this course, precisely,
intends to analyze and critique the way self and its identities are constructed through socialization process within as
well as outside the school. In the process of analyzing the self and identity critically, the course deliberately brings in
the social categories such as, caste, class, gender, religion, as well as other factors that are at work in constructing
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the self and identity of individuals and collectives. Further, the course intends to provide opportunities to contest the
value frame emanating from these processes of socialization. An understanding of the multiple processes that form
the self and identity ought to result in a capacity to reflect on one’s own self and identity, putting this under critical
scrutiny. In becoming conscious of the many factors that influence identity and self, the student-teachers should
become more sensitively aware of these and begin to ‘free’ themselves from limiting conceptions of self and identity,
thus becoming proactive in shaping their own identities as ‘teachers’ and ‘professionals’.
Therefore, teacher educators facilitating this course are asked to adopt transactional modes that result in critical
awareness of ‘self’ and ‘identity’ leading to the emergence of humanistic values, rather than simply in transmitting
theories of ‘socialization’, ‘self’ and ‘identity’.
Objectives
Through this Course the student teachers will then be able to
Become aware of the processes of socialization at home and school that act as shaping factors in
identity formation of the school going child (in Indian contexts)
Reflect critically on factors that shape identity formation and influence sense of self of the growing
‘student’ as well as ‘teacher’ in school as well as in out of school situations
Begin to understand the processes that have shaped/continue to shape one’s own sense of identity as
‘student’ and a ‘person’ located in multiple social contexts and roles
Begin to become critically aware of ‘self’ and ‘identity’ and ‘free’ oneself through self-understanding,
from tendencies that lead to crystallizing and limiting of one’s identity as a teacher and a human being.
Reflect on one’s aspirations and possibilities in order to develop a growing sense of agency as a
‘teacher’, a ‘professional’, as well as a ‘human being’.
Course Outline
Unit I: Socialization and development of self
Understanding the nature and processes of socialization
- At home: family as a social institution; impact of parenting style/child rearing practices; transmission of
parental expectations and values;
- In the community: neighbourhood, extended family, religious group and their socialization functions
- At school: impact of entry to school; school as a social institution; value-formation in the context of
schooling;
Various dimensions of self and the impact of socialization on development of self
Understanding interface between home, community and school; inter-linkages within wider socio-cultural
context
Unit II: Emergence of ‘person’ and ‘identity’
Understanding ‘identity formation’; emergence of multiple identities in the formation of a person placed
in various social and institutional contexts; the need for inner coherence; managing conflicting
'identities'.
‘Gender based identity’
Determinants of identity formation in individuals and groups: Social categories such as caste, class,
gender and religion
The influence of peer group, media messages, technology, and globalization on identity formation in
contemporary society
Unit III: Schooling and identity formation: a critical study
Schooling as a process of identity formation: ascribed, acquired and evolving
School as a site of identity formation in teacher and students: school culture and ethos, teachinglearning practices and teacher discourse in the classroom, evaluation practices; value system and
‘hidden curriculum’ in schools
Potential role of school in developing national, secular and humanistic identities
Unit IV: Coping with social complexities: role of education
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Expanding human activities and relations; increasing complexity, homogenization of culture vs
preservation of distinctive identities; competition, uncertainty and insecurities and the resultant identity
conflicts
Assertion of identities, oppression, conflict and violence – relevance of education for peace
Constructive role of education and ‘critical pedagogy’ in moving towards peaceful living
Unit V: Evolving a 'constructive identity' as a teacher
The impact of one’s own socialization processes; awareness of one’s own shifting identities as
'student', ‘adult’ and 'student teacher', and influences that have acted/continue to act on oneself
Evolving an identity as a teacher, which is progressive and open to re-construction
Teacher’s ‘professional identity’: what does it entail?
Modes of Learning Engagement
Compilation of a few selected readings should make up course material given to student teachers. There may not be
readily available texts on all themes, and faculty would need to seek out additional reference material from literature
(fiction), sociological works, writings of alternative educators, articles and such like. Relevant documentary films and
film clips should also be used to bring out course themes more vividly.
Introductory lectures-cum-discussion, to introduce key themes of the course – socialization, identity
formation, sociological notions and experiential sense of 'self' etc
Observations of schools and classrooms through the lens of course themes; interviews with teachers;
making field notes
Group discussion and exploration, around selected readings and key questions
Viewing selected documentaries and film clippings
Writing critical reviews of readings and films viewed
Presentations of reviews
Reflective, autobiographical writing, towards self-understanding, on given topics
Journal writing, on course experiences (to be initiated with this course; to be continued through the year,
with occasional sharing with a 'mentor')
Modes of Assessment
Modes of assessment will include:
Level of initiative and participation in discussions
Presentations based on readings and film reviews
Reflective written assignments (towards critical awareness of issues, for self-understanding and
formulating aspirations as a teacher)
Quality of Journal writing
Notes from field observations/interviews and linking these with course themes
Written test on grasp and application of key ideas
References
Pathak, Avijit (2002), Social Implications of Schooling, Rainbow Publishers, Delhi
Kumar Krishna (2004), What is Worth Teaching? 3rd edition, Orient Longman
Krishnamurti, J., Education and the Significance of Life, KFI Publications
Chap. 6: Parents and Teachers
Butler, J. (1990). Gender Trouble: Feminism and the subversion of Identity. New York; Routledge.
Sharma, R &E. Annamalai. (2003). Indian Diaspora: In Search of Identity. Mysore: CIIL.
Kumar, K.(2001) Prejudice and Pride: School Histories of the Freedom Struggle. New Delhi: Viking/Penguin.
Amalendu Misra, (2004). Identity and Religion Foundations of Anti-Islamism in India. Sage Publications,
New Delhi
Dipankar Gupta (Ed.) (2004). Caste in question Identity or Hierarchy. Sage Publications, New Delhi.
Kamala Ganesh & Usha Thakkar (Ed.) (2005). Culture and Making of Identity in India, Sage Publications,
New Delhi.
Saraswati, T.S. (Ed.) (1999). Culture, Socialization and Human Development. Theory: Research and
Applications in India, Sage Publication, New Delhi.
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Sen Amartya (2006). Identity and Violence. The Illusion of Destiny. Allen and Lane: Penguin Books India
Pvt. Ltd. New Delhi.
Shashi Tharoor (2007). The Elephant, the Tiger &the Cell phone. (Particularly part two of the book).Penguin
Viking, New Delhi.
Srinivas M.N., (1986). Social Changes in Modern India, Allied Publishers, Bombay.
Vidyanathan, T.G. (1989), ‘Authority and Identity in India’, in ‘Another India’ Dae dalus, Fall, 118 (H): 14769.
ARTS AND AESTHETICS
Contact Time: 2 Hr per week
Grading in 5 point scale
The need to integrate arts education in the formal schooling of our students is to retain our unique cultural identity in
all its diversity and richness and encourage young students and creative minds to do the arts. An understanding of
the arts will give our youth the ability to appreciate the richness and variety of artistic traditions as well as make them
liberal, creative thinkers and good citizens of the nation. Keeping in view some of these ideas the National Curriculum
Framework-2005, introduced arts education as a mainstream curricular area, which must be taught in every school
as a compulsory subject (up to class X) and facilities for the same may be provided in every school. Keeping this in
view, it is all the more important that arts education is integrated in the school curriculum to provide an aesthetically
viable atmosphere in schools encouraging creativity. For this, not only the art teachers but every teacher should be
sensitive to appreciate this.
Objectives
The aim of teaching arts education in school may be perceived as a tool for development of aesthetic
sensibility among learners to enable them to respond to the beauty in different forms. Thus, inclusion of
the curricular area of arts in education in for student learners will contribute significantly in the overall
development of their personality as well as make their teaching more effective. This may be achieved by
learning different art forms as well as knowing about them and through student’s own participation,
community help and building up of certain core facilities. Thus, the broader objectives of learning should
be able to make them;
express freely their ideas and emotions about different aspects of life through different art forms.
learn to appreciate different art forms and distinguish them.
develop an insight towards sensibility and aesthetic appreciation and become more creative and conscious
about the good and beautiful in their environment, including classroom, school, home and community through
an integrated learning approach.
integrate the knowledge of art with daily life through learning with different media and techniques by using
creative expression and making objects of common use.
make learners conscious of rich cultural heritage of their own region as well as that of the nation.
get acquainted with the life and work of artists.
Course Components: This course as part of the two year B. Ed. programme should consist of theory, practical,
project work and workshop. Also, the arts need to be applied in day to day life from designing classroom materials to
notice board, cultural festivals, theme based celebrations, national days to festivals etc. where everyone will
participate. These occasions will be a forum for students’ activities where intra relation of all the art forms will
manifest on a single occasion.
Theory
- Concepts and forms of arts and crafts- an introduction: what do we mean by arts and crafts, which contain visual
and plastic art forms, performing art forms, and heritage crafts.
- Significance of art in education: why art forms are important for learning?
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-
-
Integrating arts and crafts in school curriculum as a pedagogical support/ resource: education through arts and
crafts is an interesting method which may be integrated in regular learning that leads to skills, observation,
analysis, synthesis, evaluation, and problem solving.
Different ways/methods to integrate arts in education: during the curriculum transaction, different strategies can
be adopted.
Historical perspectives of arts in education: reflections on importance of arts education by thinkers and educators
in 20th century.
Current thinking and practices in arts education: various researches and NCF-2005.
Knowing about local art and craft forms: the diversity of India’s arts and crafts at the local/ regional level and its
integration in the curriculum.
Practical
- Activities related to doing arts, including application of arts in the immediate environment. Small activities, which
enhances the skills including the communication and presentation skills, brings in imagination, creativity and
aesthetic sensibility among the student teachers.
- Application of aesthetic and design sensibility in the day to day life, in their profession and environment are some
of the practical aspects, which needs to be taken care of. During the celebrations of festivals, functions, special
days etc. this should be reflected.
Project:
The student teacher can take a theme-based project from any of the curricular areas covering its social, economic,
cultural and scientific aspects integrating various art and craft forms. Also, they can do an analysis of textbooks where they can find a scope either in the text or in the form of activities or exercises to integrate art forms. They can
also document processes of an art or craft form from the pedagogical point of view; such as weaving or printing of
textiles, making of musical instruments, folk performances in the community etc. - how the artists design their
products, manage their resources including raw materials, market it, what problems do they face as all these aspects
involve historical, social, economic, scientific and environmental concerns.
Modes of Learning Engagements:
Classroom environment should be interactive and discussions should take place where student teachers can
document each others’ experiences as an artist and connoisseur both. How arts in education can be
Attending exhibitions and performances, interacting with artists and craft persons, watching and listening art
related films, audio and video materials available on different performers, regional/ folk art forms etc. may also
be shown from time to time. These will not only create awareness but also an appreciation for arts forms and
bring in aesthetic sensibility and related values among the student teachers.
Projects and assignments may be given for individual learners as well as for group work.
Workshops may be conducted at least once in each year where student teachers can get a first hand
experience of working with artists, handle different materials and media, learn about different aspects of an art
form on how it relates to the society and community and can be used as pedagogical tool to transact
Modes of Assessment:
The engagement of teacher-learners in the above set of experiences will be quantitatively and qualitatively evaluated,
based on observations and submissions of projects and assignments and an overall grade should be assigned that
covers: a) submission of work b) participation c) creative potential displayed d) application of aesthetic and design
sensibility in campus events or in other course work.
ENVIRONMENTAL EDUCATION
Contact Hours: 2 Per week
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Marks: 50 (Internal-15,External-35)
Objectives of the Course
NCERT has developed a new curriculum framework (NCF) in 2005 based on position papers of 21 National Focus
Groups. The focus groups worked on three major areas – the curricular areas, systemic reforms and national
concerns. The NCF suggests that the national concerns and related issues are to be integrated at appropriate places
while transacting the content of the curricular areas. Conservation of Environment and protection of wild life is one of
the core areas of education as specified in the National Policy on Education (NPE-986). The NCF-2005 has been
accepted by Central Advisory Board on Education (CABE) of Govt. of India. Therefore the issues of conservation and
environmental regeneration have been infused at appropriate places in all the textbooks developed by NCERT for
classes I to XII.
Since a course on ‘Environmental Education’ (syllabus developed by UGC and approved by the Hon’ble Supreme
Court of India) is a compulsory paper at the undergraduate level. It is therefore expected that all students getting
admission into the two year B.Ed course have requisite knowledge on environmental concerns and issues.
The syllabus for ‘Issues of Conservation and Environmental Regeneration’ aims to orient student-teachers analyse
and understand environment concerns through the process of inquiry, critical analysis, intellectual discourse and
essential projects.
Unit I Environmental Conservation and Related Issues
Importance need and scope of Environmental Conservation and Regeneration.
Structure and functions of different ecosystems.
India as a mega biodiversity nation.
Role of individual in conservation of natural resources: water, energy and food.
Role of individual is prevention of pollution: air and water.
Equitable uses of resources for sustainable livelihoods.
Environmental legislation: awareness and issues involved in enforcement.
Role of information technology and media in environment and human health.
Su Suggested Practicum
The students on completion of each topic of the of Unit-I will submit a small assignment in the form of an activity.
This may include observation of important relevant days, preparation of bulletin board material, wall games,
crossword puzzles, worksheet etc. The class can also form an environment club. The activity has to be on
some local specific issue pertaining to the place of residence of the student.
Unit II Conservation of Environment and Sustainable Development
Community participation in natural resource management- water, forests etc.
Deforestation in the context of tribal life.
Sustainable land use management
Traditional knowledge and biodiversity conservation.
Developmental projects including Government initiatives and their impact on biodiversity conservation.
Role of media and ecotourism in creating environmental awareness.
Shifting cultivation and its impact on environment.
Change in forest cover over time.
Consumerism and waste generation and its management
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Genetically Modified crops and food security.
Water consumption pattern in rural and urban settlement.
Ethno-botany and its role in the present day world.
Environmental degradation and its impact on the health of people.
Economic growth and sustainable consumption
Agricultural waste: their impact and management.
Rain water harvesting and water resource management.
Biomedical waste management.
Changing patterns of energy and water consumption.
Unit III Environmental Management
Environmental conservation in the globalised world.
Alternative sources of energy
Impact of natural disaster/man-made disaster on environment.
Biological control for sustainable agriculture.
Heat production and green house gas emission.
Impact of industry/mining/transport on environment.
Sustainable use of forest produces.
Female foeticide/ infanticide and skewed sex ratio.
Development of slum area and their inhabitants.
HIV/AIDS, Malaria-status, measures undertaken for their control/ eradication.
Su Suggested Practicum
From the wide range of topics suggested in Units II, and III, the student will be assigned one topic. The student will
develop a seminar document, which will be submitted after the seminar. The seminar document will be evaluated by
teacher educators.
Modes of Learning Engagement
Case studies and success stories
Problem solving and enquiry methods
Small assignments which may include observation of important relevant days, preparation of bulletin board
material, games, crossword puzzles, worksheet etc.
Setting up of environmental club.
Conducting a seminar and developing a seminar document
Project work and writing of project report
Discussion of activities pertaining to two different classes and subjects.
Activities on infusion of appropriate concerns
Semester-III
LEARNER, LEARNING AND COGNITION
Contact hours: 4 hours per week
Total marks: 100(Internal-25,External,75)
Objectives of the Course
This course introduces student teachers to perspectives that will enable them to develop a rich understanding of the
nature of human learners, their development and processes of learning. It aims at developing in student teachers a
feeling for human development and learning as a multi-dimensional, complex and life long process.
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One of the purposes of education being that of furthering the course of human development, at the outset inputs are
provided on various dimensions and stages of human development. The developmental stages and processes, while
being informed by various theoretical perspectives, would be presented in a composite non-technical manner, in
order to make student teachers cognizant of sensitive periods of growth and possibilities of long term growth in
individuals. The role of socio-cultural milieu in shaping dimensions of development will be explored in the Indian
context.
Learning is central to the on-going process of education, and the mind, with its cognitive capacities, is often seen as
the chief ‘instrument’ as well as ‘product’ of human learning. There have long been a range of perspectives on how
people learn, and these remain pertinent to contemporary viewpoints on purposes of education and learning. The
cognitive revolution in psychology, focusing on ‘cognition’ as a fundamental capacity of the human mind, has evolved
an increasingly sophisticated modeling of how the brain processes and makes sense of experience, how it
constructs, retains, reorganizes and uses knowledge. A constructivist paradigm of learning emphasizes the role of
cognition and the agency of the learner, and demonstrates that learning arises from an interactive process between
learner and environment.
A non-technical modeling of a range of cognitive processes aims to provide a working grasp of a brain-based
understanding of learning, while an exploration of the interconnections between development, language learning,
cognition and conceptual change is intended to clarify the meaning and place of these key ideas, An exposure to the
evolution of various theoretical perspectives on ‘how learning happens’ and the role of the learner (and teacher) in a
range of situations, enables them to reflect on and widen their own implicit understanding of various kinds of
teaching-learning activities. The course attempts to orient student-teachers to viewing a constructivist perspective as
a more evolved and comprehensive understanding of human learning and cognition, with implications for shifts in
processes of teaching-learning. Finally, a focus is brought on understanding differences among individual learners,
in order to sensitize student-teachers to their differential learning needs.
In summation, the focus of the course would be to facilitate the student teachers:
Objectives
To situate individual development in a socio-cultural context
To develop an understanding about the impact/influence of socio cultural context in shaping
human development, especially with respect to the Indian context;
To acquire theoretical perspectives and develop an understanding of dimensions and stages of
human development and developmental tasks
To understand a range of cognitive capacities in human learners
To become aware of different contexts of learning, and situate schools as a special environment for learning
To reflect on their own implicit understanding of the nature and kinds of learning
Gain an understanding of different theoretical perspectives on learning with a focus on cognitive views of
learning as well as social-constructivist theories
Explore the possibilities of an understanding of processes in human cognition and meaning-making as a
basis for designing learning environments and experiences at school
Appreciate the critical role of learner differences and contexts in making meanings, and draw out
implications for schools and teachers
Course Outline
Unit 1: Learner - Dimensions and Stages of Development
Learner as a developing individual- Development as a resultant of interactions between and among
individual potential (innate, inherited, acquired) and external environment (physical, social, cultural,
economic and technological)
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Dimensions of individual development: physical, cognitive, social, emotional and moral; their interrelationships and processes of growth across various stages from infancy to post-adolescence (an
integrated view of different dimensions of development: Incorporating relevant ideas of Piaget, Erikson,
Kohlberg, etc.)
(Only aspects pertaining to individual development need be considered; details of each of the theoretical
perspectives are not expected)
Unit 2: Development, Learning and Cognition
Understanding meanings and distinctiveness of human development and learning
Exploring relationship between ‘development’ and ‘learning’
Meaning of ‘cognition’ and its Role in learning
Language development and its Role in learning
Cognitive processes – sensation, perception, attention, memory, concept formation and problemsolving in learning.
Socio-cultural factors that influence cognition
Unit 3: Theoretical Perspectives on learning: an Overview
Evolving theoretical perspectives on human learning: behaviourist, cognitivist, humanist, socialconstructivist (drawing selectively on the ideas of Skinner, Piaget, Rogers, Vygotsky.)
Concepts and principles of each perspective and their applicability in different learning situations.
(Briefly trace the concepts and principles of learning through the key ideas of above thinkers for
developing richer and more inclusive perspective of learning)
Relevance and applicability of various theories of learning for different kinds of learning situations
Role of learner in various learning situations, as seen in different theoretical perspectives
Role of teacher in teaching-learning situations: a) transmitter of knowledge b) model c) facilitator d)
negotiator e) co-learner
Unit 4: Processes of Learning in 'constructivist’ perspective
Distinctions between learning as ‘construction of knowledge’ and learning as ‘transmission
and reception of knowledge’
Understanding processes that facilitate ‘construction of knowledge’:
- Experiential learning and reflection
- Social mediation
- Meta-cognition
(Treatment of each should be done by drawing on classroom situations or content/theme of learning)
Unit 5: Understanding differences in individual learners
Dimensions of differences in individual learners
Gardener’s theory of Multiple Intelligences: Implications for understanding differences in individual
learners
Differences in learners based on predominant ‘learning styles’
Differences in learners based on socio-cultural contexts, for instance:
- Impact of home languages of learners vis a vis language of instruction
- Impact of differential ‘cultural capital’ of learners vis a vis school knowledge
Understanding differences based on cognitive abilities in children with ‘learning difficulties’ – for
instance, slow learners and dyslexics
Modes of Learning Engagement
A compilation of selected readings – rather than a single textbook - should make up course material given to student
teachers
Modes of learning engagement may include:
Reflective Written Assignments – comments and grade
Lecture-cum-discussion, for presentation of overviews
22
Study of selected readings and discussions around these
Anecdotes, experiential and reflective writings.
Audio-visual clips of learning situations and interactions, analysis and discussion in small groups (as well as
large group)
Group presentations of key themes and concepts
Exemplars of 'constructivist' learning situations, Case studies, their analysis and discussion
Close observation of learners (students) in learning situations at school, as well as in other contexts:
making field notes
Interpretation, analysis and discussion of observations
Assignments based on the above
Modes of Assessment
Suggested Modes of Internal Assessment:
Reflective Written Assignments – comments and grade
Field observation notes – comments and grade
Participation in discussions – to be assessed qualitatively (along a set of rubrics)
Analysis of a learning situation and case study, using theoretical perspectives – to assess for conceptual
grasp and clarity of analysis – comments, further questions, grade
A written test can be given on ‘conceptual grasp’ of theories of development, learning and cognition, as
well as ‘working understanding’ of constructivist approach to construction of knowledge – evaluated with
marks
A year-end Summative Assessment by the University
References
Ambron, S.R. (1981). Child Development, Holt Rinehart & Winston, New York.
Atkinson, Richard C. et.al. (1983). Introduction to Psychology. Harcourt Brace Johanovich Inc. New York,.
Benjafield, J.G. (1992). Cognition, Prentice Hall, Englewood Cliffs.
Blackie, J. How Children Learn in J.C. Stone an F.W. Schneider (eds.) Readings in the Foundations of
Education, Vol, II, Cromwell: New York, 1971
Brown, J.S., Collins A and Dugrid, P (1989). Situated Cognition and the Culture of Learning, Educational
Researcher; 32-42.
Flavell, J.H. The Developmental Psychology of Jean Piaget, Van Nostrand: New York, 1963
Gagné, R. M. (1985) The Conditions of Learning and Theory of Instruction (4th edition). New York: Holt,
Rinehart and Winston
Gardner, H. (1999) The disciplined mind: What all students should understand. New York: Simon &
Schuster
Gardner, Howard (1989). Frames of Mind. The Theory of Multiple Intelligences, Basic Books, New York.
Gardner, Howard (1991). The Unschooled Mind, Basic Books, New York.
Hurlock, E.B., (1964). Child Development, Mcgraw Hill Book Co. New York.
Jeanne Ellis ,Ormrod .Educational Psychology : Developing Learners. Fourth Edition
Kolb,
D.A.
(1984)
Experiential
Learning.
Engelwood
Cliffs,
NJ:
Prentice-Hall
Rogers, C.R. (1983) Freedom to Learn (revised edition). Columbus, OH: Merrill
Lindgren, H.C. (1980). Educational Psychology in the Classroom Oxford University Press, New York.
Luria, A.R. (1976). Cognitive Development: Its Cultural and Social Foundations. Havward University Press,
Cambridge, Mass.
Patricia A. Alexander, Philip H. Winne (2006) Handbook of Educational Psychology
Phillippe Aives, (1962). Centuries of Childhood: A Sociology of Family Life, Knops, New York.
Rosser, Rosemary A. (1993). Cognitive Development: Psychological and Biological Perspectives, Allyn dand
Bacon:USA
Vygotsky, L.S. Mind in Society, Harvard University Press: Cambridge, 1978. Chapter 6.
Wolfolk , Educational Psychology, Prentice Hall: Eaglewood Cliff,1987
Srivastava, A.K. (1998) Child Development: The Indian Perspective, NCERT, New Delhi
Santrok, J.W. (1999) : Life Span Development (7th Edition), Boston: Mc Graw Hill College
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Sibia, A. (2006) : Life at Mirambika, NCERT, New Delhi
Sarangapani M. Padma(2003.), Constructing School Knowledge :An Ethnography of learning in an Indian
Village, Sage Publication
Sturt Mary, Oakden, E.C. (1999) Modern Psychology and Education, Routledge.
Thorndike Edward L. (2007) Educational Psychology, Published by READ Books.
Woolfolk, A.E. (2009) Educational Psychology (11th Edition) (My Education Lab Series) Prentice Hall
Wertsch, J.V. (1985) Vygotsky and the Social Formation of Mind. Harvard University Press
CURRICULUM AND SCHOOL
Contact hours: 4 per week
Total marks: 100(Internal-25, External,75)
Objectives of the Course
School, in the modern world, has been looked at as social transformer and great equalizer. Further, it has
been considered as an indicator of development. Schools, it is believed, through their knowledge and
value systems, change individuals and transform societies to reach and realize constitutionally desired
goals. The realization of intended goals by the school depends on how effectively it transforms the
available spaces and sites in and around it into learning environments. School, the physical space,
becomes a learning space through its curriculum. Therefore, curriculum development and organization
become all the more crucial aspects of school, as they determine the functions and nature of schools.
The course intends to inform student teachers how curriculum making plays a critical role in a
heterogeneous and plural society like India. However, without a clear vision and understanding of
curricular aims schools tend to become rigid in their curricular practices, and uniformly impose processes,
meanings and values. This negates the ideals that they are expected to actualize. Therefore, the course
aims at enthusing student teachers to infuse dynamism in interpreting and transacting curriculum in the
school, so that it becomes culturally sensitive in selection of knowledge, symbols and values, and child
friendly in pedagogy.
Student teachers understand the evolving meanings of ‘curriculum’, when seen as a dynamic process.
Within this broad field, conceptual linkages ( and distinctions) between educational aims, curriculum
framework, curriculum development, syllabus, teaching learning materials, pedagogy as well as evaluation
processes are recognized. The role of school organisation and culture, as well as of the teacher, in
operationalizing and developing a contextually responsive ‘curriculum’ and ‘critical pedagogy’ is explored.
The scope for teachers to make curricular decisions based on field realities is highlighted.
Course Outline
Unit 1: Concept of Curriculum
Understanding the meanings and nature of Curriculum: need for curriculum in schools
Differentiating Curriculum Framework, Curriculum and Syllabus; their significance in school
education
Facets of curriculum: core curriculum - significance in Indian context,
Meaning and concerns of ‘hidden’ curriculum
Curriculum visualized at different levels: national-level; state-level; school level; class-level and
related issues
Unit 2: Curriculum Determinants and Considerations
Broad determinants of curriculum making:
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(At the nation or state-wide level)
Socio-political aspirations including ideologies and educational vision
economic necessities
technological possibilities
cultural orientations
national priorities
Considerations in curriculum development:
(At the level of the school)
Forms of knowledge and its characterization in different school subjects;
Relevance and specificity of educational objectives for concerned level;
Learner characteristics
Teachers’ experiences and concerns
Socio-cultural context of students - multi-cultural, multi-lingual aspects
Critical issues: environmental concerns, gender differences, inclusiveness,
value concerns and issues, social sensitivity
Unit 3: Curriculum Development (at school level)
Understanding shifts in emphasis in approach to curriculum: from subject centered ‘minimum
levels of learning’ and/or behaviouristic learning outcomes; to integrated approach involving
development of perspectives, concepts and skills across subjects, incorporating
environmental/local concerns, to activity centered and constructivist orientation
Process of Curriculum Making
- Formulating aims and objectives (based on overall curricular aims and syllabus)
- Criteria for selecting knowledge and representing knowledge in the form of thematic
questions in different subjects
- Organizing fundamental concepts and themes vertically across levels and integrating
themes within (and across) different subjects
- Selection and organization of learning situations
Unit 4: School: the site of curriculum engagement
Role of school philosophy, administration (and organization) in creating a context for
development of curriculum;
Available infrastructure, curricular sites and resources (library, laboratory, school playground,
neighbourhood etc)
School culture, climate and environment as the context for teachers’ work
Construction of curriculum vis a vis teachers’ role and support–in ‘transacting curriculum’;
‘developing curriculum’; ‘researching curriculum’
Unit 5: Curriculum implementation and renewal
Operationalising curriculum into learning situations
Teachers’ role in
- Generating dynamic curricular experiences through:
i.
flexible interpretation of curricular aims
ii.
contextualization of learning
iii.
varied learning experiences
- Selection and development of learning resources (text-books, teaching-learning materials
and resources outside the school- local environment, community and media, etc.
- Evolving assessment modes
Process of curriculum evaluation and revision:
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need for a model of continual evaluation;
Feedback from learners, teachers, community, and administrators;
observable in-congruencies and correspondence between expectations and
actual achievements
Modes of Learning Engagement
A set of readings need to be compiled, which includes those which clarify key concepts, trace the evolution
of alternative conceptions of curriculum, contextualize the problem of curriculum, indicate ways of
developing, implementing and reviewing curriculum. In addition, National Curriculum documents and
relevant secondary school syllabi should also be made available.
The following modes of learning engagement are suggested:
Introductory lectures on key themes and concepts
Study and discussions on the process of curriculum development at various levels
Study the NCF 2005 as well as the earlier curriculum frameworks and a prescribed syllabus;
Discussion on purpose of curriculum framework;
Critical evaluation of the extent to which the curriculum framework is reflected in the syllabus
(in small groups)
Interactions with school teachers and principal about how they operationalise the prescribed
curriculum into an action plan; how curriculum is evaluated and revised
Observe the kinds of curricular experiences a school provides apart from classroom teaching
and discern their relevance vis a vis learner development; for this, interactions with teachers
and students could be held
Study of selected readings and presentations based on these
Modes of Assessment
Suggested modes of assessment are:
Nature and level of participation in discussions
Presentations based on readings
Quality of field notes on observations and interviews in schools, and linking these with concepts
introduced
Analysis of curriculum development/implementation processes within a school, based on field
notes and observations
Written test
References
Bob Moon and Patricia Murphy (Ed) (1999). Curriculum in Context. Paul Chapman Publishing,
London.
Chryshochoos, N.E. (1998) Learner Needs and Syllabus Design. M.A. Dissertation. School of
English.University of Durham, England.
Dewey, John. The Child and the curriculum, University of Chicago Press, Chicago.
------(1997) My Pedagogic Creed, in D.J. Flinders and S.J. Thorton (eds). The Curriculum Studies
Reader, Rontceoge, New York.
G.W. Ford and Lawrence Pungo,(1964). The structure of Knowledge and the curriculum. Rand
McNally & Company, Chicago.
Groundland, N.E.(1981). Measurement and Evaluation in Teaching. New York:Macmillan.
Guilford,J.P.and B.Fruchter (1987) Fundamental Statistics in Education and Psychology. Tokyo:
McGraw Hill.
Joseph Schwab, (1969). The Practical: A language for curriculum. School Review, November.
Kelley, A.B. (1996). The Curricular Theory and Practice. Harper and Row, US.
Kumar Krishna (1997). What is Worth Teaching, Orient Longman, New Delhi.
-
26
Nirantar (1997). Developing a Curriculum for Rural Women, Nirantar, New Delhi.
Padma M. Sarangapani (2003). Constructing School Knowledge, An Ethnography of learning in an
Indian Village, Sage Publication Inc., New Delhi.
Taba, Hilda (1962). Curriculum Development. Theory and Practice, Har Court, Brace and Wald. New
York.
Tyler, R.W. (1949). Basic Principles of Curriculum and Instruction. Chicago: University of Chicago
Press.
Human Development in Socio-cultural Context
Contact Hours: 2 hrs. Per week
Total Marks: 50 (Internal-15, External-35)
Objectives:
To develop a contemporary understanding of human development: its meanings,
processes and perspectives in socio cultural context
To acquire theoretical perspectives and develop an understanding of dimensions of
human development with special reference to adolescent learners
To develop an understanding about the impact/influence of socio cultural context
in shaping adolescent development
To make them cognizant of specific issues of adolescent behaviour in schools and
the critical role of teacher in furthering development
To develop the competencies in dealing with children of diverse abilities
Unit I: Human Development and the Contexts
-
Human Development: Meaning, Nature and Dimensions
-
Role of Heredity and Environment in Development
-
Socio-cultural Contexts: Meaning, Nature and its Influences on Human Development
*
Family:
Child rearing practices, Types of Family, Problem in Family
(Divorce, alcoholism etc.)
-
Unit II:
*
Peer:
Peer Status, Peer Pressure, Friendship
*
School:
School Culture, Climate, Teacher Values
*
Ethnicity, Culture, and Gender
*
Socio Economic Status and Language
Creating a culturally compatible classroom
Socio-cultural aspect of personality Development
27
-
The self, self concept, self esteem, self-efficacy, and self realization
-
Attitude and Interest Development
-
Personality, Temperament, and Traits
-
Character Development
-
Culture and Personality
Unit III: Understanding Adolescent
-
Nature of Adolescence: stage of development, Socio-cultural context
-
Characteristics and concerns of Adolescents
*
Biological :
Physical, Sexual, Emotional
* Cognitive :
Abstract Thinking, Meta cognition
* Psychological:
Identity, Individuation, and Sense of Independence
* Social
Adolescent expectation, Social expectation, Parental
:
expectation, Skepticism, Peer culture, Role model
* Moral & Spiritual:Conformity and non-conformity
-
Challenges and opportunities during adolescence: Role of Guidance and
Counselling
Transactional Modes:
Class presentations
Readings and class discussions
Assignments
Survey to study child rearing practices
Case study analysis to understand contextual influence on development
Exercises on self concept and personality development
Use of online videos related to cognitive and moral development
Case study of an adolescent
Practical work :
Any Three from the following:
(i)
Intelligence (Verbal, Non Verbal and Performance Tests)
(ii)
Personality
(iii) Creativity
(iv)
Motivation
(v)
Learning
(vi)
Concept Formation
(vii) Problem Solving
28
Suggested Readings:
1. Aives, Phillippe (1962). Centuries of Childhood: A Sociology of Family Life, Knops,
New York.
2. Ambron, S.R. (1981). Child Development, Holt Rinehart & Winston, New York.
3. Atkinson, Richard C. et.al. (1983). Introduction to Psychology. Harcourt Brace Johanovich Inc.
New York,.
4. Barry and Johnson (1964). Classroom Group Behavior, Macmillan New York.
5. Bhargava, Mahesh (1994). Introduction to Exceptional Children, Sterling Publishers Pvt. Ltd.
New Delhi.
6. Bourne, L.E. (1985): Psychology: Its Principles and Meaning Holt, Rinehart Land Winston, New
York.
7. Christian, Jyoti (1984). Classroom Group Dynamic, Anu Books, Meerut.
8. DeCecco, John P. (1977). The Psychology of Learning and Instruction Prentice Hall of India Pvt.
Ltd., New Delhi.
9. Gessel, A.L. & Allagh, F.H.(1946). The Child from Five to Ten, Harper & Brothers, New York.
10. Hurlock, E.B., (1964). Child Development, Mcgraw Hill Book Co. New York.
11. Klausmeier, Herbert, J. (1985). Educational Psychology. Harper and Row, New York.
12. Kochar, S.K. (1989). Guidance and Counselling in College and Universities, Sterling Publishers
Pvt. Ltd., New Delhi.
13. Lindren, H.C. (1980). Educational Psychology in the Classroom (Sixth ed.). Oxford University
Press, New York.
14. Mathur S.S. (1988). A Sociological Approach to Indian Education, Vinod Prakashan,
Agra.
15. Pasricha, prem, (1976). Guidance and Counselling in India Education NCERT, New Delhi.
16. Smith Ronald E. Sarason, I.G. and Sarason, Barbara R. (1982). Psychology: The Frontiers of
Behaviour. Harper and Row Pub. New York.
17. Shrivastava, G.N.P. (1986). Recent Trends in Personality study. Agra Psychological Research
Cell, Balangunj, Agra.
18. Shrivastava, G.N.P. (1999). Shiksha Manovigyan, Naveen Vikkchardharayen Concept Publishing
Company, New Delhi.
USE OF ICT FOR EFFECTIVE LEARNING-I
Contact Hours: 4 hrs. Per week
Total Marks: 50 (Internal-15, External-35)
Objectives of the course:
This set of experiences is visualized with an assumption that many student teachers will have a basic familiarity with
computers, even if they do not have much hands-on experience. It is intended to enable student teachers to
29
recognize, understand and appreciate ICT as an effective learning tool for learners and an enormous functional
support to teachers.
Unit-I: ICT in Education
Understanding ICT: Concept and Principle
Changing View of Learning in the context of ICT
Changing Role of the Learner
Changing Role of the Teacher in the use of ICT
Role of ICT in ‘construction of knowledge’
Possible uses of audio-visual media and computers
Initiatives for ICT Integration- National and International Scenario
Approaches: Blended, face to face online etc
Planning and managing ICT integration
UNIT-II: Fundamentals of Computers
Computer Hardware
Functional overview of a computer (Personal Computer/Laptop) and its parts and functions; Standard computer
accessories – their configurations, connections and functioning; Computer Software
Functional overview of windows operating system
Use of Window Explorer to manage file and folder
Application Software
Word Processors and Word Processing: Common features of word processors, their functions and use; using word
processors in the classroom.
Spreadsheets: Common features of spreadsheets, their functions and use; Using spreadsheets in the classroom.
Databases: Common features of databases, their functions and use; Development, management and output of a
database; Databases in educational contexts.
Presentations: Common features of presentations, their functions and use; Using presentations in the classroom.
Unit III: Use of computers in schools
Computer as a learning tool
Use of Internet and e-mail
Effective browsing of the internet for discerning and selecting relevant information
Survey of educational sites
Downloading and uploading relevant material
Interactive use of ICT: participation in Yahoo groups, creation of ‘blogs’ etc.
Modes of Learning Engagement
This course should be dealt with essentially as a competence development component with conceptual
understanding of the technology dimensions and their educational usability. It is best conducted in a ‘workshop’
mode, with plenty of practical assignments.
A significant point is that the student teachers have different levels of familiarity with ICT and use of computers, and
students can be made to work in supportive groups. Modes of learning engagement could include:
Demonstrations of use of audio-visual and computer-based media
Evolving learning tasks involving web based data
Developing/listing suggestive directions for web based self learning
Understanding and developing appropriate assessment tools for students’ web based learning
Exercises in dovetailing ICT based learning experiences with face to face classroom interactions
Group discussions on learning potentials as well as ‘dangers’ of using ICT
Modes of Assessment
Formative Assessment
These could include:
Level of Participation in group activities
30
Demonstrable proficiency in the utilization of various ICT tools
Quality of assignment for integrating ICT with classroom learning
Range of awareness of ICT’s learning potential, with specific examples
Critical understanding of ‘downsides’ of ICT usage
References
DVD and CDs
In view of the fact that some of the student-teachers may be new to computers, the following may be made
available:
The DVD prepared by the NCTE, New Delhi for initiating one to the use of computers;
Learning Modules by Intel Teach to the Future (ITTF) 1-14; these are helpful in learning some ways of use of ICT for
visualizing teaching-learning situations;
The CDs prepared By UNESCO, Bangkok:
Free Software for Educators,
Directory of ICT Resources for teaching and learning of Science, Mathematics and language,
Multimedia Resources,
E-Learning Series on Information and Communication Technology(ICT) in Education,
Web tools for Educators, and
Intel Teach Elements: Project based approaches course
Books and Journals
Adam, D.M. (1985): Computers and Teacher Training: A Practical guide, The Haworth Pren, Inc., N.Y.
Behera, S.C. (1991): Educational Television Programmes, Deep and Deep Publications, New Delhi.
Coburn, P. and et. al. (1985): Practical Guide to Computers in Education, Addison – Wesley Publishing
Company, Inc.
Das, R.C. (1993): Educational Technology – A Basic Text, Sterling Publishers Pvt. Ltd.
Evaut, M. The International Encyclopaedia of Educational Technology.
British Educational Communications and Technology Agency (Becta) (2004). A review of the Research Literature on
Barriers to the uptake of ICT by Teachers Retrieved august 13, 2008, from http://www.becta.org.uk.
Boud, D., & Felleti, G. (1991) : The Challenge of Problem-based Learning, London: Kogan.
Chou, C. (2003): Interactivity and interactive functions in web-based learning systems: A technical Framework for
Designers, British Journal of Educational Technology, 34(3), 265-279.
Dodge, B. (1997) : Some Thoughts about Web Quests, retrieved December 10, 2006, from
http://webquest.sdsu.edu/about*webquests.html.
Earle, R.S. (2002): The Integration of Instructional Technology into Public Education: promises and Challenges.
Educational Technology, 42(1), 5-13.
GOI – MHRD, Dept. of School Education & Literacy (2009) : National Policy on Information and Communication
Technology (ICT) in School Education (Draft), New Delhi.
International Society for Technology in Education (2001): National Educational Technology Standards for Teachers:
Eugene, OR: ISTE.
International Society for Technology in Education (2002): National Educational Technology Standards for Teachers:
Preparing Teachers to Use Technology. Eugene, OR: ISTE.
Johnson, S.D., & Aragon, S.R. (2003): An Instructional Strategy Framework for Online Learning Environments. New
Directions for Adult and Continuing Education, 100, 31-43.
Jonassen, D.H. (1991) : Evaluating Constructive Learning. Educational Technology, 31(9), 28-33.
Mandell, S., Sorge, D.H., & Russell, J.D. (2002) : Tips for Technology Integration, Tech Trends, 46(5), 39-43.
RTI International, 2007 : Where Desert Meets Technology : Findings from ICT in Education Initiatives in Rural
Schools in Mongolia. STEP-AP Mongolia Country Report. ADB TA6278-REG. Research Triangle Park,
NC.
31
Savery, J.R., & Duffy, T.M. (1995): Problem Based Learning: An Instructional Model and its Constructivist
Framework, Educational Technology, 35(5),31-38.
Schoepp, K (2005): Barriers to technology integration in a technology-rich environment. Learning and Teaching in
Higher Education: Gulf Perspectives, 2 (1), 1-24.
UNESCO (2002-a): Information and Communication Technologies in Education – A Curriculum for Schools and
Programmes of Teachers Development, France.
UNESCO (2002-b): Information and Communication Technologies in Teacher Education – A Planning Guide, Paris.
Williams, M.D. (2003): Technology integration in Education. In S.C. Tan & F.L.Wong (Eds.), teaching and Learning
with Technology: An Asia-pacific Perspective, Singapore: Prentice Hall, 17-31.
SEMESTER : IV
ASSESSMENT FOR LEARNING
Contact Hours: 4 per week
Total Marks: 100(Internal-25,External,75)
Course: Assessment is integral to school education and more specifically to teaching-learning. Since
education in schools presupposes certain aims and objectives, it is crucial for teachers to be aware of how
the progress and growth of students is to be assessed. This in turn implies that teachers become
cognizant of what dimensions of growth or learning are to be assessed, what means are available to them
for this purpose, and what effects are likely to flow from various kinds of assessment.
This Course – as its title suggests - proposes that student-teachers become conscious of the distinction
between assessment for learning and assessment of learning. Whereas both have their place in school
education, a constructivist paradigm indicates a shift in emphasis towards the former. The course intends
to enlarge current perspectives on assessment and evaluation, and enable student-teachers to view
student learning along multiple dimensions. It brings a specific focus on assessment of subject-based
learning, as well as processes of feedback and reporting, which are among the core competencies
needed by teachers. A critical review of the examination system and the assessment practices that derive
from this is also felt to be a necessary component of the course; so that student-teachers may learn to
evolve more flexible and richer forms of assessment, even as they respond to current examination
practices.
Objectives: The Course will thus enable student-teachers to:
Gain a critical understanding of issues in assessment and evaluation (from a constructivist
paradigm)
Become cognizant of key concepts such as formative and summative assessment, evaluation and
measurement, test, examination
Be exposed to different kinds and forms of assessment that aid student learning
Become the use of a wide range of assessment tools, and learn to select and construct these
appropriately
Evolve realistic, comprehensive and dynamic assessment procedures that are able to keep the
whole student in view.
Course Outline
Unit I: Overview of Assessment and Evaluation
32
Perspective on assessment and evaluation of learning in a constructivist
paradigm
Clarifying the terms
o assessment, evaluation, test, examination, measurement
o formative and summative evaluation
o continuous and comprehensive assessment
o Grading
Distinction between ‘Assessment of learning’ and ‘assessment for learning’
Purposes of assessment in a ‘constructivist’ paradigm:
o engage with learners’ minds in order to further learning in various
dimensions
o promote development in cognitive, social and emotional aspects
Critical review of current evaluation practices and their assumptions about
learning and development
Unit II: What is to be assessed?
Dimensions and levels of learning
Retention/recall of facts and concepts; application of specific skills
Applying tools and symbols; problem-solving; applying learning to diverse
situations
Meaning-making propensity; abstraction of ideas from experiences;
seeing links and relationships; inference; analysis; reflection
originality and initiative; collaborative participation; creativity; flexibility
Contexts of assessment:subject-related ;person-related
Unit IIIAssessment of subject based learning
Enlarging notions of ‘subject-based learning’ in a constructivist perspective
Assessment tools
kinds of tasks: projects, assignments, performances
kinds of tests and their construction
observation of learning processes by self, by peers, by teacher
self-assessment and peer-assessment
Constructing Portfolios
Unit-IV Context of Assessment and Evaluation
Steps in pedagogical analysis of content matter
Preparation of test item, development of blue print
Checking of answer scripts-Subjective and objective
Construction of achievement test-Teacher made and standardized
Syllabus and textbook analysis
Unit V: Data Analysis and Feedback
Statistical tools- percentage, graphical representation, frequency distribution, central
tendency, variation, normal distribution, percentile rank, correlation and their interpretation
Feedback as an essential component of formative assessment
-use of assessment for feedback; for taking pedagogic decisions
-Types of teacher feedback (written comments, oral); peer feedback
Modes of Learning Engagement
Some suggested modes of learning are:
Lecture-cum-discussion
33
Readings and presentations
Group discussions
Analysis of a range of assessment tools
Developing worksheets and other tasks for learning and assessment in one’s specific
subject area
Maintaining a portfolio related to the course-work and devising rubrics for assessment
Constructing a test or an examination paper in one’s subject area; critical review of these
Observing, interviewing and writing comprehensive profile of a student
Simulated exercises in ‘marking’ and giving feedback to fellow student-teachers (on a written
task); critical review of feedback
Simulated exercise in marking an examination paper in one’s subject area; critical review of
marking
Modes of Assessment
Suggested modes of assessment are:
Quality of participation in discussion
Quality of presentation
Rating of tasks taken up
Rating of critical analysis of assessment tools
Quality of assessment tools constructed
Portfolio assessment according to the rubrics
Written test
References
Baker, B, Costa, A., & Shalit, S. (1997). The norms of collaboration: Attaining communication competence.
In A. Costa & R. Liebmann (Eds.), The process-centered school: Sustaining a renaissance community (pp.
119-142). Thousand Oaks, CA: Corwin.
Black, P., Harrison, C., Lee, C., Marshall, B, & William, D. (2004). Working inside the black box:
Assessment for learning in the classroom. Phi Delta Kappan, 86 (1), 8- 21.
Bransford, J., Brown, A.L., & Cocking, R.R. (Eds.). (2000). How people learn: Brain, mind, experience, and
school. Washington, DC: National Academy Press.
Burke, K. (2005). How to assess authentic learning (4 th Ed.). Thousand Oaks, CA: Corwin. Burke, K.,
Fogarty, R., & Belgrad, S (2002). The portfolio connection: Student work linked to standards (2 nd Ed.)
Thousand Oaks, CA: Corwin.
Carr, J.F., & Harris, D.E. (2001). Succeeding with standards: Linking curriculum, assessment, and action
planning. Alexandria, VA: Association for Supervision and Curriculum Development.
Danielson, C. (2002). Enhancing student achievement: A framework for school improvement. Alexandria,
VA: Association for Supervision and Curriculum Development.
Gentile, J.R. & Lalley, J.P. (2003). Standards and mastery learning: Aligning teaching and assessment so
all children can learn. Thousand Oaks, CA: Corwin.
Guskey, T.R., & Bailey, J.M. (2001). Developing grading and reporting systems for student learning.
Thousand Oaks, CA. Corwin.
NCERT(1985). Curriculum and Evaluation, New Delhi:NCERT
Norris N.(1990) Understanding Educational Evaluation, Kogan Page Ltd.
Natrajan V.and Kulshreshta SP(1983). Assessing non-Scholastic Aspects-Learners Behaviour, New Dlehi:
Association of Indian Universities.
Newman, F.M. (1996). Authentic achievement: Restructuring schools for intellectual quality. San Francisco,
CA: Jossey-Bass.
34
Nitko, A.J. (2001). Educational assessment of students (3rd ed.). Upper Saddle River, NJ: Prentice Hall.
Singh H.S.(1974) Modern Educational Testing. New Delhi: Sterling Publication
Thorndike RL and Hagen (1977). Measurement and Evaluation in Psychology and Education.
USE OF ICT FOR EFFECTIVE LEARNING-II
Contact Hours: 4 per week
Total Marks: 50(Internal-15, External-35)
Objectives of the course:
This set of experiences is visualized with an assumption that many student teachers will have a basic familiarity with
computers, even if they do not have much hands-on experience. It is intended to enable student teachers to
recognize, understand and appreciate ICT as an effective learning tool for learners and an enormous functional
support to teachers.
Unit-I: Web Technologies
Web1, Web2 and Web3 Technologies
Technologies of web 2.0
The Characteristics of Web2.0:
Popular Examples of Web 2.0 Based Websites
Characteristics of Web2 tools with a focus on constructivism
Types of web2 tools
Use of Professional forums, Educational blogs, Wiki and Social networking in the context of constructivist classroom.
Unit-II: Role of Web 2.0 Technology in Creating Constructivist Learning Environment
Constructivist Learning Environment
Web 2.0 Technologies and Constructivism
Constructivist learning design
The Interpretation Construction Design Model
The 5E Approach to Constructivist Learning
Web 2.0 Mediated Constructivist Learning Design
Hands on experiences in designing web.2.0 mediated constructivist learning materials
Unit-III: Role of ICT in Alternative Assessment
Alternative Assessment: Meaning, need and importance in current scenario
Portfolio Assessment
E-portfolio
Process of E-portfolio Creation
E-portfolio software
Performance Task
Developing Performance Tasks
Performance Criteria
How to conduct Performance Task
Rubrics for performance based assessment
Components of a rubric, Types of rubrics, steps for Creating a Rubric and Usage of Rubrics
Creating Rubrics in Rubistar
35
Analyzing Rubrics in Rubistar
Advantages of Rubrics
Modes of Learning Engagement
This course should be dealt with essentially as a competence development component with conceptual
understanding of the technology dimensions and their educational usability. It is best conducted in a ‘workshop’
mode, with plenty of practical assignments.
A significant point is that the student teachers have different levels of familiarity with ICT and use of computers, and
students can be made to work in supportive groups. Modes of learning engagement could include:
Demonstrations of use of audio-visual and computer-based media
Evolving learning tasks involving web based data
Developing/listing suggestive directions for web based self learning
Understanding and developing appropriate assessment tools for students’ web based learning
Exercises in dovetailing ICT based learning experiences with face to face classroom interactions
Group discussions on learning potentials as well as ‘dangers’ of using ICT
Modes of Assessment
Formative Assessment
These could include:
Level of Participation in group activities
Demonstrable proficiency in the utilization of various ICT tools
Quality of assignment for integrating ICT with classroom learning
Range of awareness of ICT’s learning potential, with specific examples
Critical understanding of ‘downsides’ of ICT usage
References
DVD and CDs
In view of the fact that some of the student-teachers may be new to computers, the following may be made available:
The DVD prepared by the NCTE, New Delhi for initiating one to the use of computers;
Learning Modules by Intel Teach to the Future (ITTF) 1-14; these are helpful in learning some ways of use of ICT for
visualizing teaching-learning situations;
The CDs prepared By UNESCO, Bangkok:
Free Software for Educators,
Directory of ICT Resources for teaching and learning of Science, Mathematics and language,
Multimedia Resources,
E-Learning Series on Information and Communication Technology(ICT) in Education,
Web tools for Educators, and
Intel Teach Elements:Project based approaches course
Books and Journals
Augur, N,. Raitman, R., & Zhou, W. (2004). Teaching and learning online with wikis.Retrieved on January 30, 2010
from http://citeseerx.ist.psu.edu/viewdoc/download? doi=10.1.1.133.1456&rep=rep1&type=pdf
Alexey Semenov, UNESCO, (2005): Information and Communication Technologies in Schools: A
Handbook for Teachers.
Bose K Sanjay (1996): Hardware and Software of Personal Computer.
Conrad, Kerri (2001) Instructional Design for web – based Training HRD Press.
36
Bybee, R. (2001). The Five E's from Roger Bylbee. Biological Curriculum Science Study (BSCS). Retrieved January
29,2010 from http://www.miamisci.org/ph/lpintro5e.html
Gagnon George W. Jr.& Michelle Collay(2005) Constructivist Learning Design: Key Questions For Teaching To
Standards
Honebein, P. (1996). Seven goals for the design of Constructivist learning environments. In B. Wilson, Constructivist
learning environments, pp. 17-24. New Jersey: Educational Technology Publications.
Intl Teach to the Future –beginner’s Curriculum. 2000.
Mallik, Utpal et al. (2001): Leaning with Computers Level – III. NCERT New Delhi.
Lee, William W; Diana L Owens (2001) Multimedia – Based Instructional Design: Computer – Based
Training. Jossey – Bass.
Web links
http://www.vbulletin.com
http://www.videojug.com
http://www.greenwebdesign.com
http://bugclub.org/glossary.html.
http://www.phpbb.com
http://www.wired.com
http://www.websitetoolbox.com
http://boardsus.playstation.com
http://www.technofyed.com
http://www.teachervision.fen.com/rubrics/teaching-methods/6340.html
http://www.introductiontorubrics.com/
www.carla.umn.edu/assessment/vac/Evaluation/p_6.html
www.mark-ed.com/assessment/TypesOfRubrics.htm
http://www.teach-nology.com/web_tools/rubrics/
www.rubrics4teachers.com
http://edtech.kennesaw.edu/intech/rubrics.htm
http://en.wikipedia.org/wiki/Rubric_(academic)
http://712educators.about.com/od/rubrics/Rubrics_Writing_and_Grading_Rubrics.htm
http://rubistar.4teachers.org/
Semester-V
PEDAGOGY-I, ENGLISH LANGUAGE -1
Contact hours-4 per week
Marks-100(Internal-25,External,75)
Course Description
Pedagogy courses aim at developing an understanding in the student teacher about the epistemology of
language and language learning in general, its interaction and interface with history, economics society,
etc. The course, besides familiarising the student teacher with the recent developments and emerging
trends in language pedagogy, particularly English as a second language in Indian contexts, focus on
enabling the learner to explore various ways and means to enrich language learning among learners in
school contexts.
Objectives of the Course:
37
The Course will enable student-teachers
To become aware of the nature and system of language, language acquisition and language
learning, and develop a perspective on English (as second) language education in Indian contexts.
To understand the dynamic nature of beliefs and assumptions about language learning,
methodologies of language teaching and appreciate the aims of language teaching, particularly
English Language teaching and its place and importance in learning-teaching other subject areas.
To critically examine the English language curricula at school level (as prescribed by the boards)
and appreciate philosophical and pragmatic understanding in them.
To become a language teaching professional by continuous learning and exploring critically the
existing theories and practices in language education.
Unit-1: Nature and system of Language
1 Language faculty in humans – Language as a rule governed system
2 Language as a system consisting of several subsystems – at the sound level, word level (lexis) and
sentence level (syntax). Spoken and written language
3 Human Language and Animal communication
Unit-2: Language acquisitions and language learning
2.1 Objectives of language learning. First language acquisition, record language
Acquisition
2.2 Behaviorist view of language learning, Cognitive view of language learning,
Linguistic view of language learning, Constructivist view of language learning
2.3 Objectives of teaching English as a second language at the secondary level, position
and role of English in India, Problems of teaching English in Indian schools
Unit-3: Methods of Language Teaching
3.1 A brief history of language teaching – Oral approach, situational language teaching,
Grammar translation method, Direct Method
3.2 Audio-lingual method. The silent way, suggestopadia, Communicative language
Teaching, Total physical Response (TPR)
3.3 Community Language learning, Natural Approach, Whole language approach
3.4 Constructivist approach to language teaching: Piagetian and Vygotskean perspective
on social construction of knowledge
Unit-4 : Pedagogy of English as a second language-I
4.1 Integrating Language Skills
Listening, Speaking, Reading and Writing – receptive and productive skills
4.2 Kinds of listening sub skills of listening, Listening activities
4.3 Speaking sub skills of speaking and speaking activities
Unit-5: Pedagogy of Teaching English as Second Language-II
5.1 Reading – Kinds of reading, different reading skills early reading development,
Different approaches to reading – Top down, Bottom up, genro approaches,
Achuteres to promote reading
5.2 Importance of teaching writing, kinds of writing, mechanics of writing, product and
Process approach, strategies to improve writing skills, correction of writing tasks,
Vocabulary teaching – kinds of vocabulary, strategies for vocabulary teaching,
Vocabulary test demo
Modes of Assessment
Suggested modes of assessment would include:
Student teacher’s interest in reading and self-study
38
Initiative and participation in the discussion, group worked.
Quality and ideas of Essay writing by student teachers
Quality of materials (texts) and activities developed by student teachers.
Self appraisal by teachers themselves about their learning performance.
Key Readings:
Agnihotri, R.K., Khanna, A.L. 1994. (Eds.) Second Language Acquisition: Socio-cultural and linguistics
Aspects of English in India (RAL 1), New Delhi: Sage Publications.
Brown, J.D. 1996 Testing in Language Programmes. Upper Saddle River, NJ:Prentice Hall Regents.
Chomsky, N. 1986. Knowledge of Language. New York: Praeger
Chomsky, N. 1996. Powers and prospects: Reflections on Human Nature and the Social Order. Delhi:
Madhyam Books.
Crystal, David. 1997. Globalisation of English. Cambridge: Cambridge University Press.
Cathy Spagnoli (Year not mentioned) Telling Tales from Asia: a resource book for all who love telling
stories. Tulika. Chennai
Graddol, D. 1997. The Future of English? London: The British Council
Graddal, D. 2006. English Next London: The British Council
Ellis, R. 1992. The Study of Second Acquisition. Oxford: Oxford University Press.
Jesperson, O. 1922. Language: Its Nature, Development and Origin, New York: W.W. Nortorn.
Jhingaran, D. 2005. Language Disadvantage: The Learning Challenges in Primary Education, New
Delhi APH Publishing Corporation.
Khubchandani, L.M. 1988. Language in a plural Society. Delhi: Motilal Banarasidass and Shimla IIAS.
Krashen, S. D. 1982. The Input Hypothesis. Oxford. Pergamon Press
Lewis, M 1993. The Lexical Approach: The State of ELT and a Way Forward. Hove: Language
Teaching Publications. .
Lock, G. 1996 Functional English Grammar. Cambridge: Cambridge University Press
Marianne Celce – Murcia, Elite Olshtain 2000. Discourse and Context in Language Teaching: A Guide
for Language Teachers. Cambridge University Press.
Mohanty, A.K.Bilingualism in a Multilingual Society: Psycho-social and Pedagogical Implication.
Mysore: CIIL
NCERT. 2005. National Curriculum Framework – 2005. NCERT: New Delhi
NCERT. 2005. Teaching of Indian Languages: Position Paper of National focus Group. NCERT: New
Delhi
NCERT. 2005. Teaching of English: Position Paper of National focus Group. NCERT: New Delhi
NCERT. 2005. Gender Issues in Education: Position Paper of National focus Group. NCERT: New
Delhi
NCERT. 2005. Problems of Scheduled Caste and Scheduled Tribe Children: Position Paper of National
focus Group. NCERT: New Delhi
NCERT 2008. Reading for Meaning. New Delhi: NCERT.
NCERT 2008 Source Book on Assessment for Classes I – V. NCERT: New Delhi
NCERT 2000 Continuous and Comprehensive Evaluation. NCERT: New Delhi.
NCERT 2005. Examination Reforms: Position Paper of the National Focus Groups. NCERT: New Delhi
Nunan, D. 1991. Language Teaching Methodology. London. Prentice Hall.
Pattanayak, D.P. 1981. Study of Languages. A Report (unpublished). New Delhi: NCERT.
Prabhu, N.S. 1987 Second Language Pedagogy. Oxford University Press.
Richards, J.C. and Rodgers, T.S. 1981. Approaches and Methods in Language Teaching. University of
Hawaii, Manoa: Cambridge University Press.
39
Ronald Carter and David Nunan (eds.) 2001. The Cambridge Guide to Teaching English to Speakers
of Other Languages (Eds). Cambridge University Press
(This covers most of the aspects of English (as a second) language pedagogy and is very useful to
develop a perspective among student teachers)
UNESCO. 2004. Education in Multilingual World. UNESCO Education Position Paper. Paris
UNESCO. 2007 Advocacy Kit for Promoting Multilingual Education: Including the Excluded. UNESCO
Asia and Pacific Regional Bureau for Education, 920 Sukhumvit Road, Prakanong, Bangkok
10110. Thailand
UNESCO 2003. The Use of Vernacular Language in Education. Paris: UNESCO
PEDAGOGY-I
HINDI-1
Contact Hours -4 per week
Marks-100(Internal-25,External,75)
Objectives
On completion of the course, the student teachers will be able to:
Understand the process of communication in language
Understand the concept of mother tongue and second language
Explain the skills of language
Develop innovative lesson design for concept attainment and acquisition of subject specific skills
Understand the process of evaluation
Transaction Mode
Panel discussion, symposia,lecture cum discussion, group work presentations etc
Course content
Unit-I Language and its Function
Definition of language, Principles of language learning
Functions of language communication
Home language vs. school language
Contributions of Bhartendu Harish Chandra,Mahaveer Prasad Diwedy and Premchand to the
knowledge of Hindi language and literature
Unit-II Teaching Hindi as Mother Tongue, First and Second Language
Home and school language as reflected in NCF-2005
Objectives of teaching Hindi as mother tongue as first language and second language
Problems of teaching Hindi as mother tongue as first and second language
Mother tongue across the subjects
Unit-III Language Skills
Listening,speaking,reading and writing
Teaching sentence construction and vocabulary
Reading defects and its remedies
Writing defects and remedies
Unit-IV Learning resources and learning assessment
Use of audio-visual and other learning resources including computer/ICT/Internet
Evaluation in Hindi
40
Different types of test-Essay, short answer and objective type
Unit-V Approaches and Lesson Designing
Constructivist learning situations
Methods of teaching-direct method, translation method,strutural and communicative approaches
Inductive deductive method
Specification of objectives in Hindi
Lesson plan in teaching poetry, prose and grammar by adopting different methodologies
Preparation and use of learning materials
Sessional work
Preparation of various type of test
Preparation of teaching aids
Theme based discussion
References
Diwedy,K.D.(1991)Bhasa Vigyan and Bhasa Shastra,Viswa Vidyalaya Prakashan,Varanasi
National Curriculum Framework-2005, Position Paper on Examination Reforms, N.C.E.R.T, New Delhi
Panday, R.S (1984).Hindi Shikshyan,Vinod Pustak Mandir,Agra
Pattnaik, D.P (1981).Multi linguism and Mother tongue education, OUP,Delhi
Srivastav, R.N (1992).Bhasa Shishyan, Vani Prakasan,New Delhi
PEDAGOGY-II (SOCIAL SCIENCE-I)
Contact Hours -4 per week
Marks-100(Internal-25,External,75)
Objectives:
On completion of the course, the student teacher will be able to
develop an understanding of the nature of knowledge in Social Sciences and its validity
gain an understanding of the structure of Social Sciences
review the contributions of Social Scientists to the knowledge domain of Social Sciences
integrate knowledge within components of Social Sciences with other school subjects
trace the changing trends in learning of Social Sciences with respect to its goals and approaches to learning
analyse the content in social sciences with respect to its categories process skill knowledge organization
and other critical issues
develop process oriented objectives based on content themes/units
identify alternative conceptions held by students and teachers in general
examine the different ways in which learning situations can be created to learn concepts in Social Sciences
formulate projects, problem solving, situation based on secondary school social sciences
examine different pedagogical issues in the content of learning Social Sciences
Transaction Mode :
Short lectures, organizing inquiry activities/open ended activities for learning Social Sciences. Group work on
analysis of content in selected topics in Social Sciences at the secondary level from both State and CBSE textbooks.
Reading biographies of social scientists, articles on gender issues, inclusiveness of education, population and peace
education, use of CDs related to Social Sciences at the secondary level.
COURSE CONTENT
Unit-1 The Nature and Scope of Knowledge in Social Sciences
Nature of knowledge in Social Sciences – Social Sciences – Fundamental concepts of Social Sciences; contribution
of social scientists to the knowledge domain of social sciences Jadunath Sarkar, Romila Thaper, Moonis Raja, R.L.
Singh, Durga Das Basu, Rajni Kothari, Jagadish Bhagabati, Amartya Sen.
41
The place of Social Sciences in the school curriculum
Integration of knowledge among various components of Social Sciences
Application of the knowledge of Social Sciences in daily life.
Unit-2 The Changing Emphasis in Learning Social Sciences
The changing trends in the goals and objectives of learning Social Sciences:
Development of process skills;
Stating objectives in terms of process skills;
Learner as a constructor of knowledge;
Environment as a rich learning site to construct meanings and concepts related to Social Sciences.
Unit-3 Knowledge conception in Social Sciences
Alternative conceptualization (misconceptions) of students and teachers in Social Sciences with examples;
Content analyses: Identification of units, themes, concepts, generalizations, issues, knowledge organization in CBSE
and State textbooks of VIII, IX and X standards; Identification of learning points.
Units for Content analysis:
History: The French Revolution, Socialism in Europe and the Russian Revolution, Causes of the First World War,
Causes of the Second World War, Cold War and its impact.
Geography: India – major physiographic units, the monsoons – its characteristics, rainfall and temperature
distribution; natural resources – type and distribution, land degradation in India and conservation measures.
Political Science: Democracy, Indian Constitution and its main features, Fundamental Rights and Duties, Human
Rights, Rights of the Child.
Economics: Poverty as a challenge, food security in India, consumer awareness, role of Govt. in ensuing food
supply.
Any other unit chosen by the teacher: Population related concepts, quality of human resource, unemployment as a
form of non-utilization of human resource.
Unit-4 Approaches to constructing knowledge in Social Sciences
Approaches to concept learning;
Conceptual change models (restructuring ideas about certain social science concepts);
Use of analogies in evolving the meaning of concepts in Social Sciences;
Learning of Social Sciences through projects, problem solving, group investigations self learning, strategies and
inductive and deductive methods;
Multi Media interactive learning approach.
Unit-5 Focus Pedagogical Issues
Learning beyond textbooks.
Children’s knowledge and local knowledge.
Inclusiveness in learning.
Social Sciences and Education for Peace.
Environment concerns in learning Social Sciences.
Population concerns in learning Social Sciences.
Sessional Work
Content analysis of Social Science units, concept mapping and writing of learning
objectives
Assignment on contribution of Social scientists (Indian and Western) to the knowledge domain of Social
Sciences.
Development of process skills on selected Social Science units.
Group Discussions on pedagogical issues.
Development of learning episodes on different methods of constructing knowledge in Social Sciences.
Sessional Assessment
42
Content analysis, concept mapping and writing learning objectives
Assignment
on
contribution of social scientists using ICT
Development of process skills on the selected units from Social Sciences
Development of learning episodes using different methods.
References
National Curriculum Frame Work, 2005, NCERT, New Delhi
Position paper by National Focus Group on Teaching of Social Sciences
Report of the Secondary Education Commission, 1953, Ministry of Education, Government of India, New Delhi.
Report of the Education Commission, 1964-66, Ministry of Education, Government of India, New Delhi.
The Curriculum for the Ten Year School – a Frame Work, 1975, NCERT, New Delhi.
National Curriculum for Elementary and Secondary Education. A Frame Work, 1988, NCERT, New Delhi.
Learning without Burden, Report of the National Advisory Committee, 1993, Ministry of Human Resource
Development, Government of India.
Delors.J.,(1996) Learning the Treasure within. Report of International Commission on Education for 21 st Century –
UNESCO.
Bining, Arthur,C., and Bining, David, H., teaching Social Studies in Secondary Schools, Mc.Graw Hill Book company,
Inc, New York, 1952.
Yagnik, K.s. The Teaching of Social Studies in India, Orient Longman Ltd., 1966.
Banks, James, a. (1977) teaching Strategies for the Social Studies: Enquiry, Valuing and Decision Making, Wesley
Publishing comp. Massachusetts.
Dhamija. Neelam (1993) Multimedia Approaches in Teaching Social Studies. Harmen Publishing House, New Delhi.
James, Hemming (1953) The Teaching of Social Studies in Secondary Schools.
Longman Green & Company, London.
UNESCO, New Source Book for Teaching of Geography, UNESCO 2005.
NCERT Textbooks for class VIII, IX and X in Social Sciences.
(Apart from the above-mentioned readings, please refer to the syllabi and other curricular documents
brought out by NCERT, CBSE and other State Boards)
LEARNING TO FUNCTION AS TEACHER-I
(Core Training -Practice of Teaching Skills)
Marks: 50(Internal)
Objective-To develop in pupil teachers mastery in class room teaching skills in behaviouristic and constructivist
learning situation.
Transaction Mode: The theoretical input and practice of following classroom teaching skills will take place in the
specified hours through discussion, demonstration and micro teaching session. At the closure of the practice of
individual skills a lesson to be delivered
By linking all skills together (For obtaining feedback of each lesson tools will be provided)
Introducing a lesson/topic: the importance of motivation in teaching, techniques of introducing a lesson to provide
motivation, meeting the motivational needs of the disadvantaged learners, movement from familiar to unfamiliar,
introduction of dramatic element, strategies for sustaining attention and interest.
Questioning : its various forms : thought provoking, interpretative questions, questions to measure analytical
ability, application ability, rephrasing, question to test judgment ability, synthesis ability, probing questions
distribution and delivery of instruction, suggestions for handling pupil’s questions and promoting pupil-pupil
interaction in diverse context
Explaining : Clarity, continuity, relevance to the content, using beginning and concluding statements, covering
essential points Illustrating with Examples - simple, interesting and relevant to the points being explained
43
Reinforcing : principles of reinforcement, varieties of reinforces and their uses-positive and negative, verbal and
non-verbal : guidelines for use of reinforcement
Stimulus Variation : Meaning, components-movement, gesture, change in voice, stress, focusing change in
interaction pattern, pause, pupil participation and aural and visual aids
Use of Blackboard: techniques of using blackboard in different ways.
Along with the above skills the pupil teachers will learn how to create learning situation in constructivist learning
environment using various constructivist model, such as 5 E model and Interpretation construction design model.
Evaluation-The performance in the skill will be observed and evaluated out of 10.The best five performances would
be taken in to consideration to assign marks out of 50.
Semester-VI
PEDAGOGY-1
ENGLISH LANGUAGE -II
Contact Hours -4 Per week
Marks-100 (Internal-25, External,75)
Objectives of the Course:
The Course will enable student-teachers
To become aware of the nature and system of language, language acquisition and language
learning, and develop a perspective on English (as second) language education in Indian contexts.
To understand the dynamic nature of beliefs and assumptions about language learning,
methodologies of language teaching and appreciate the aims of language teaching, particularly
English Language teaching and its place and importance in learning-teaching other subject areas.
To critically examine the English language curricula at school level (as prescribed by the boards)
and appreciate philosophical and pragmatic understanding in them.
To become a language teaching professional by continuous learning and exploring critically the
existing theories and practices in language education.
Unit-1 : Phonetics
1.1 : organs of speech vowels and consonants, problems, sounds for Indian learners
1.2 Stress pattern in English, strong and weak syllables, phonetic transcription of words with stress marks
1.3 Intonation, problems and remedial measures
Unit-2: Teaching of Grammar
2.1 Basic grammatical terms, noun and its uses, pronoun and its uses, verb forms, tenses
2.2 Adverbs, preposition, conjunction
2.3 Direct indirect speech, active and passive voice
2.4 Phrases and
(All the above items should be related to class IX & X syllabi, teaching by contextualizing grammar)
Uint-3: Designing a lesson
3.1 Need and purpose of designing a lesson, aims and objectives of lesson design, constructivist learning
situation in language
3.2 writing lesson plans, format of lesson design in prose, poetry, grammar and
Composition
Unit-4 : Evaluation and Language Testing
44
4.1 Defining terms : Measurement, Test and Evaluation, Characteristics of good test –
Validity, reliability, practicability
4.2 Kinds of test, types of test items, test construction
4.3 On going assessment, continuous and comprehensive evaluation, portfolio evaluation
Unit-5 : Effective teaching and Language Teacher
5.1 Essentials of good teaching, qualities of an effective teacher, managing large classes
& multi grade classes, reflective teaching
5.2 Using mother tongue in the classroom, bilingualism//multilingualism and scholastic
achievement
5.3 Use of input rich communicational enrichment, use of group work and pair work,
Teacher produced materials, audio visual materials, computer assisted language
Learning, internet in language learning, authetic materials, material developed by
Students.
Modes of Learning Engagement:The course is visualised as a combination of guided self-study, a few
overarching lectures, reading, consultations with important web-sites, and group discussion.
Overarching lectures-cum-discussions
Pair work, small group discussion, debates on themes / ideas of relevance (e.g. Do we need a national
language? / Is English a killer language?)
Reading, presentation and discussion on contemporary issues
Writing essays on themes of current interest in language education (e.g. Multilingual classroom:
Challenges and merits, Addressing the needs of low proficient language learners) One essay for a
fortnight or one in a month would benefit the student teachers.
Pedagogical aspects of English language such as Listening, Speaking, Reading Writing, grammar,
vocabulary, TBL, Story telling, etc. could be engaged very well as suggested below:
Student teachers understand the ideas and the processes through lectures-cum-discussions, reading,
or any way adopted by the teacher educator
Develop an activity on each aspects for a real classroom based on their learning and reflections – (for
example, Student teachers develop a listening activity giving rationale, giving the content and trialling it
in a class)
Write essays critically examining the existing processes and practices
Discuss in the class with peers and the developed activities may be developed in to a book or manual
for further use.
Developing materials (selection of texts and designing activities) for learners as a particular stage or
class.
Workshops as a device for engagement for developing and designing materials and activities in each
aspect of language learning-teaching.
Comparative study of curriculum, syllabi and textbooks of Indian states or Asian countries.
Study and analyse the aims and objectives of syllabi and textbooks.
Writing book reviews (each student teacher may do at least four books in a year)
Designing and running a manuscript magazines / wall magazines on ELE.
Modes of Assessment
Suggested modes of assessment would include:
Student teacher’s interest in reading and self-study
Initiative and participation in the discussion, group worked.
Quality and ideas of Essay writing by student teachers
45
Quality of materials (texts) and activities developed by student teachers.
Self appraisal by teachers themselves about their learning performance.
Key Readings:
Agnihotri, R.K., Khanna, A.L. 1994. (Eds.) Second Language Acquisition: Socio-cultural and linguistics
Aspects of English in India (RAL 1), New Delhi: Sage Publications.
Brown, J.D. 1996 Testing in Language Programmes. Upper Saddle River, NJ:Prentice Hall Regents.
Chomsky, N. 1986. Knowledge of Language. New York: Praeger
Chomsky, N. 1996. Powers and prospects: Reflections on Human Nature and the Social Order. Delhi:
Madhyam Books.
Crystal, David. 1997. Globalisation of English. Cambridge: Cambridge University Press.
Cathy Spagnoli (Year not mentioned) Telling Tales from Asia: a resource book for all who love telling
stories. Tulika. Chennai
Graddol, D. 1997. The Future of English? London: The British Council
Graddal, D. 2006. English Next London: The British Council
Ellis, R. 1992. The Study of Second Acquisition. Oxford: Oxford University Press.
Jesperson, O. 1922. Language: Its Nature, Development and Origin, New York: W.W. Nortorn.
Jhingaran, D. 2005. Language Disadvantage: The Learning Challenges in Primary Education, New Delhi
APH Publishing Corporation.
Khubchandani, L.M. 1988. Language in a plural Society. Delhi: Motilal Banarasidass and Shimla IIAS.
Krashen, S. D. 1982. The Input Hypothesis. Oxford. Pergamon Press
Lewis, M 1993. The Lexical Approach: The State of ELT and a Way Forward. Hove: Language Teaching
Publications. .
Lock, G. 1996 Functional English Grammar. Cambridge: Cambridge University Press
Marianne Celce – Murcia, Elite Olshtain 2000. Discourse and Context in Language Teaching: A Guide for
Language Teachers. Cambridge University Press.
Mohanty, Bilingualism in a Multilingual Society: Psycho-social and Pedagogical Implication. Mysore: CIIL
NCERT. 2005. National Curriculum Framework – 2005. NCERT: New Delhi
NCERT. 2005. Teaching of Indian Languages: Position Paper of National focus Group. NCERT: New
Delhi
NCERT. 2005. Teaching of English: Position Paper of National focus Group. NCERT: New Delhi
NCERT. 2005. Gender Issues in Education: Position Paper of National focus Group. NCERT: New Delhi
NCERT. 2005. Problems of Scheduled Caste and Scheduled Tribe Children: Position Paper of National
focus Group. NCERT: New Delhi
NCERT 2008. Reading for Meaning. New Delhi: NCERT.
NCERT 2008 Source Book on Assessment for Classes I – V. NCERT: New Delhi
NCERT 2000 Continuous and Comprehensive Evaluation. NCERT: New Delhi.
NCERT 2005. Examination Reforms: Position Paper of the National Focus Groups. NCERT: New Delhi
Nunan, D. 1991. Language Teaching Methodology. London. Prentice Hall.
Pattanayak, D.P. 1981. Study of Languages. A Report (unpublished). New Delhi: NCERT.
Prabhu, N.S. 1987 Second Language Pedagogy. Oxford University Press.
Richards, J.C. and Rodgers, T.S. 1981. Approaches and Methods in Language Teaching. University of
Hawaii, Manoa: Cambridge University Press.
Ronald Carter and David Nunan (eds.) 2001. The Cambridge Guide to Teaching English to Speakers of
Other Languages (Eds). Cambridge University Press
(This covers most of the aspects of English (as a second) language pedagogy and is very useful to develop
a perspective among student teachers)
46
UNESCO. 2004. Education in Multilingual World. UNESCO Education Position Paper. Paris
UNESCO. 2007 Advocacy Kit for Promoting Multilingual Education: Including the Excluded. UNESCO Asia
and Pacific Regional Bureau for Education, 920 Sukhumvit Road, Prakanong, Bangkok 10110. Thailand
UNESCO 2003. The Use of Vernacular Language in Education. Paris: UNESCO
Widdowson, H.G. 1991 Aspects of Language Teaching. Oxford. Oxford University Press
Journals and Magazines
Indian Journals
Journal of English Language Teaching, Journal of English Language Teachers’ Association of India
(ELTAI), Chennai.
English Teaching Professional, British Council, New Delhi, India (www.etprofessional.com)
Forum, Journal of Regional English Language Office (RELO) U.S. Embassy
South Asian Language Review, New Delhi, India
Foreign Journals:
ELT Journal, Oxford University Press
Folio, Journal of the Materials Development Association (MATSDA)
Language Learning, Oxford UK
Journal of Reading, New York, USA
Second Language Acquisition Research, Bedfordshire, UK
Language Problems & Language Planning, www.benjamins.com/jbp
Language & Ecology (On line Journal at http://www.ecoling.net/journal.html )
NCERT Journals:
Journal of Indian Education
The Primary Teachers
Educational Abstract
Indian Educational Review
Useful Websites for student teachers and practising teachers
www.languageinIndia.com (Full text downloadable)
www.ncert.nic.in (Full text downloadable)
http://www.britishcouncil.org/India (British Council website)
http://www.teachingenglish.org.uk/ (British Council, U.K.)
http://newdelhi.usembassy.gov/reloels (Regional English Language Office (RELO) U.S.
Embassy)
http://www.asian-efl-journal.com (Asian –English as a Foreign Language Journal- Full text
downloadable)
http://www.ncte.org (National Council of Teachers of English, USA)
http://www.eric.ed.gov. (Education Resources Information Center (ERIC))
www.breakingnewesEnglish.com
www.elllo.org/english/home.htm (very useful for listening activity, games,
training videos)
www.listen-and-write.com
www.myETP.com
http://www.matsda.org.uk. (Materials Development Association – MATSDA)
http://www.britishcouncil.org/eltecs/ (weekly e-mail service for English language teaching
professionals)
47
http://www.iatefl.org (International Association of Teachers of English as a Foreign Language
–IATEFL)
www.cal.org (Center for Applied Linguistics -CAL)
www.nunan.info (David Nunan’s website)
http://www.unesdoc.unesco.org
http://www.iteachilearn.com/cummins/mother.htm (Cummins, J. 2000. Bilingual Children’s
Mother Tongue: Why is it Important for Education?)
PEDAGOGY -1 HINDI (PAPER-II)
Contact Hours Per week-4
Marks-100(Internal-25,External-75)
Objectives
On completion of the course, the student-teachers will be able to:
understand the concept of curriculum, syllabus and textbooks;
solve the language problems of students;
understand various types of usage of a language;
understand the importance of news papers/magazines in language teaching
Transaction Mode
Lecture-cum-discussion, symposia, panel discussion, group-work etc.
Course Content
Unit-1 : Curriculum, Syllabus & Text-books
Curriculum syllabus and text-books with reference to Hindi language, review of Hindi text-books at
the secondary level, knowledge of developing supplementary instructional materials.
Unit-2 : Errors in speaking and writing skills
Identifying errors and error analysis and remedial teaching with special reference to speaking and
writing skills.
Unit -3 : Formal and informal language
Formal and informal language, various usage of formal language in ;day to day life. Language
planning in National Education Policy, Three language formula.
Unit-4 : Language Games
Language games in Hindi Teaching, Newspapers, Magazines and their role in Hindi teaching,
Multilingualism and place of mother tongue.
Unit-5 : Pattern Practice
Techniques to organize pattern practice, types of pattern practice, drill-imitation drills, substitution
drills, addition drills, transformation drill, integration drills, and question answer.
Sessional Work : Suggested Activities
work related to National Curriculum Frame work/Curriculum Frame work of specific State;
language survey in a locality;
work related to Hindi Journalism;
project on language used in advertisements;
identifying language errors committed by a particular student and rectifying them
any other project
References
Diwedy,K.D.(1991)Bhasa Vigyan and Bhasa Shastra,Viswa Vidyalaya Prakashan,Varanasi
National Curriculum Framework-2005, Position Paper on Examination Reforms, N.C.E.R.T, New Delhi
48
Panday, R.S (1984).Hindi Shikshyan,Vinod Pustak Mandir,Agra
Pattnaik, D.P (1981).Multi linguism and Mother tongue education, OUP,Delhi
Srivastav, R.N (1992).Bhasa Shishyan, Vani Prakasan,New Delhi
PEDAGOGY II
SOCIAL SCIENCE-II
Contact Hours-4 Per week
Marks(Internal- 25,External,75)
Objectives:
On completion of this course, the student-teacher will be able to
plan learning designs based on problem solving situations, inquiry and projects to facilitate learning of
Social Sciences.
realize her/his role as facilitator in enhancing Social Sciences learning in the real classroom situation.
explore the use and relevance of different learning resources and materials in learning different units in
Social Sciences.
develop learning materials on selected units to facilitate learning in Social Sciencs.
identify themes in Social Sciences in which community can be used as a learning resource.
conduct Social Science related activities through Social Science Clubs. Social Science Fair, Social
Science Exhibitions during school attachment.
assess Social Science Laboratory in schools, facilities and materials available that facilitate learning of
Social Science.
reflect upon her/his own experiential knowledge in the different processes of becoming a Social
Science teacher.
Transaction Mode:
Lectures when required, group work on pedagogic analysis of content, concept mapping and planning learning
designs, group work followed by presentations, discussion on different methods of groupings and execution of
the learning designs to help students to construct knowledge, prepare exemplar learning material schools for
observing lessons, Field trips and social science tours.
Course Content:
Unit-1: Pedagogic Planning in learning Social Sciences:
Visualizing learning situations.
Content Analysis: Writing process objectives, designing of lessons, different ways of grouping learners for
collaborative learning, creating learning situations, teachers reflections in the process.
Units for Content analysis:
History: Harappan Culture, Ashoka and Budhism, The Mughal period as an Age of Magnificence, Impact of
British Rule in India, the significance of Indian Freedom Movement.
Geography: Natural vegetation – types, distribution, attitudinal vegetation in India, measures of
conservation; population in India – distribution, age-zex composition, Agriculture – types of farming, major
crops, cropping pattern, technological and institutional reforms.
Political Science: Union and State Government, Local Self Government.
Economics: National Income and per capita income , growth of National Income. Human Development
indicators, Money and financial system – Role of money in an economy, formal and informal financial
institutions for savings and credit.
Unit-2 Teacher’s role as a facilitator and Teacher & Curriculum:
49
Providing multiple learning context and opportunities, encouraging students’ ownership of knowledge and
engagement in learning process, effective ways of questioning, engaging in learning episodes, helping
learners to develop the attitudes of the rational problem solving, taking account of student’s prior knowledge
– encouraging student’s inquiry abilities, valuing students’ ideas and small group work, different ways of
scaffolding and negotiating. Features of Social Science curriculum; Issues and concerns in social science
curriculum addressed in NCF-2005.
Unit-3 Learning Resources and Preparation of Materials
Preparation and use of learning aids contextually.
Audio-visual materials – charts models, maps, supplementary books, handbooks. etc.
Field trips, study tours, community as a resource site for learning Social Science. Self learning material.
ICT in learning Social Sciences – Website on Geography and History, interactive websites, online learning,
preparation and projects using ICT..
Planning of Social Science laboratory, facilities, equipment, management of lab.
Unit-4 Assessment of Learning in Social Sciences
Construction of test items (unit test) to assess simple factual knowledge, higher thinking and application
abilities, use of observation, techniques, recording and evaluating procedures to assess the performance of
students’ activities, projects, laboratory skills, group assessment, self and peer assessment, assessment of
worksheets, students’ journals, use of rubries in assessment.
Portfolio assessment.
Unit-5 Professional Development of Social Science Teachers
Professional competencies of Social Science teachers.
Need for updating content and pedagogical social science competencies, participation in seminars,
conferences, online sharing, distance learning, membership of professional organizations, role of reflection
in professional development.
Sessional Work
Planning of learning designs (lessons) on the Social Sciences units/themes of VIII, IX and X classes.
Facilitating learning of Social Sciences in real classroom/simulated situation.
Preparation of learning aids and organizing an exhibition after completion of internship in teaching.
Analysis of Social Science textbooks and other curricular materials.
Project work using ICT on any Social Science lessons and use of them in the class during school
attachment programme.
School visits to study existing laboratory facilities for learning Social Science project. Construction of
assessment items and tools to assess content-specific tasks and demonstrations, observations,
drawing skills, group discussions and brainstorming.
Planning performance tasks, data recording sheets, prediction activity sheets and individual
experiments and tools to assess embedded products and processes in activities.
Reading curriculum documents in groups and presentations.
Group work on professional competencies of Social Science teachers.
Sessional Assessment
Planning of leaning designs (Lessons)
Preparation of learning aids
Project work using ICT in Social Science lesson
Construction of performance task
References
National Curriculum Frame Work, 2005, NCERT, New Delhi
Position paper by National Focus Group on Teaching of Social Sciences
Report of the Secondary Education Commission, 1953, Ministry of Education, Government of India, New Delhi
The Curriculum for the Ten Year School – a Frame Work, 1975, NCERT, New Delhi.
National Curriculum for Elementary and Secondary Education. A Frame Work, 1988. NCERT, New Delhi.
Learning without Burden, Report of the National Advisory Committee, 1993, Ministry of Human Resource
Development, Government of India.
50
Delors,j., (1996) Learning the Treasure within. Report of International commission on Education for 21st Century
– UNESCO
Bining, Arthur,c., and Bining, David, H., teaching Social Studies in Secondary Schools,
Mc.Graw Hill Book company, Inc, New York, 1952.
Yagnik ,K.S.. The Teaching of Social Studies in India, Orient Longman Ltd.,1966.
Banks, James,a.(1977) teaching Strategies for the Social Studies. Enquiry, Valuing and
Decision Making, Wesley Publishing comp. Massachusetts.
Dhamija, Neelam (1993) Multimedia Approaches in Teaching Social Studies. Harmen
Publishing House, New Delhi.
James, Hemming (1953) The Teaching of Social Studies in Secondary Schools.
Longman Green & Company, London.
UNESCO, New Source Book for Teaching of Geography, UNESCO, 2005.
Kumar Krishna (2005) Second Edn. Political agends of Education: A Study of Colonialist
Nationalist Ideas, Sage, New Delhi.
NCERT (1971) Report of the Committee on Examinations, CABE, Ministry of Education
On Social Welfare , India New Delhi.
NCERT Textbooks in Social Science for Classes VIII, IX and X.
LEARNING TO FUNCTION AS TEACHERSCHOOL EXPERIENCE IN MULTICULTURAL SET UP
Duration-2 weeks
Marks: 50(Internal)
Objectives
The pupil teachers would be exposed to different type of schools such as urban,rural,tribal with a view to
Develop understanding about the school activities with different cultures
Develop the process of engaging students in classrooms through observing the process adopted by regular
teachers
Develop understanding to manage a substitute(arrangement class)
Experience of engaging classroom activities
Conduct case studies
The institute will identify suitable number of cooperating urban schools, rural schools, and tribal schools, and
students will be placed by rotation in all the three types of schools. All activities listed below are to be completed
within two weeks during the placement of student teachers in three types of schools in rotation. Each pupil teacher
performs the following activities under the guidance of supervisor and prepare reports on all the activities.The report
will be evaluated as indicated below.
Activities
Sl.No Activities
1
2
3
4
5
Marks
Observing 10 lessons 5 in each method delivered by regular teachers with the help
of observation schedule
Observation of day-to-day school activities and preparation of comprehensive
report highlighting working of the library, co-scholastic activities, games and
sports, functioning of laboratory, school morning assembly
Availing atleast six substitute teaching opportunities in actual school situation
Developing two lessons in each method subject and use of learning
materials/teaching aids
Undertaking a case study
Total
51
10
10
10
10
10
50
Semester-VII
EDUCATION FOR PEACE
Contact Hours-2 per week
Full Marks -50(Internal-15,External-35)
Aim of the Course
Education is preparation for participation in the democratic processes of society as an ethical and compassionate
adult. It should enable students to develop a vision of peace as a dynamic social reality at micro (personal, home
and family) and macro levels, (society, national, global) marked by conflicts arising out of the diverse needs and
aspirations of the individuals and diverse groups-regional, religious, linguistic, marginalized etc. which need to be
maintained by reconciled with dignity and justice for all. Peace education is about developing awareness in the
education system particularly teachers, of the issues and challenges to peace which result in direct violence, as well
as, indirect forms of violence as neglect, humiliation, denial of freedom and rights to individuals or groups or
societies. It aims at building attitudes, values, skills and competencies and, developing commitment for conflict
resolution. Foundations of peace in the society lie on respect for values of peace-compassion, caring, and
cooperation, which complement Constitutional values of freedom justice, equality, intercultural harmony, secularism,
human rights, social responsibilities ecological balance. The starting point for this change are transformed and
empowered teachers who having identified challenges to peace in their own conflicts, biases and stereotypes and,
the conflicts inherent in the structure and processes of school and society, could work for a change.
This course aims at broadening notions of trainee teachers about peace and peace education, their relevance and
connection to inner harmony as well as harmony in social relationships across individuals and groups based on
constitutional values. The course also proposes to enable teachers for reflection on the attitudes that generate
conflicts at personal and social levels and learning skills and strategies of resolving these conflicts. The contents also
focus on strengthening self by continual reflection leading to reduction in stereotypes, and transcending barrier of
identity and socialization. Thus transformed trainee teachers will be enabled to orient curricular and educational
processes, find creative alternatives which nurture and promote peace building capabilities among students and
counter the negative influence of media and the local community to weed out negative effects by influencing parents,
families, and local community.
The course transaction must include activities for experiential awareness of peace as a reality at personal and school
levels modeled by teacher educators. It should enable them to develop attitudes and skills for resolving conflicts in
creative manner and reflect on school, curricula, textbooks and pedagogical processes from peace perspective. The
teacher educators must involve prospective teachers in understanding role of media and local community on them.
Peaceful solutions to the real issues facing trainee teachers may be discussed.
Objectives
To enable teacher trainees to acquire knowledge, attitudes, values, skills and competencies to:
Become aware of role of education in building peace as dynamic social reality.
Understand and resolve conflicts within, and mediate others’.
Empower themselves and transcend barriers of identity.
Use pedagogical skills and strategies in and out of classroom for promoting peace at school level.
Act as agency to promote peace in the local community influencing school.
Course Outline
Unit 1: Understanding peace as a dynamic social reality
Peace Contexts; underlying assumptions, processes and imperatives.
Peace is a dynamic reality.
52
Peace values vis-à-vis constitutional values: Importance of the attitudes, beliefs and values of
peace viz., compassion, cooperation, love, etc. that foster inner peace and Constitutional values of
justice, equality, freedom, respect for differences and ecological resources that ensure peace in
society.
Approaches to peace education
Unit 2: Understanding conflicts, underlying personal – social processes and mediation, and transformation
of conflict
Nature of conflict-Incompatibility of needs, aspirations; desires and resulting conflicts at
different levels in society: intrapersonal, interpersonal, organizational, interstate, global.
Understanding the role of social conditions and processes that sustain conflict: limited
resources, poverty, political, economic, socio-cultural and ecological conditions,
environmental resources viz., water, forests, energy etc.
Unit 3: Orienting education for peace building
Critical reflection on the curricular processes
Awareness of opportunities inherent in curriculum for introducing
Healthy discipline practices in and outside classroom, for their fairness to different gender,
caste and cultural groups, child rights/human rights, and ameliorative approach to
discipline rather than punitive.
Critical pedagogy of Peace Education
Awareness of pedagogical skills and strategies for removing tensions, examination fear,
stress, corporal punishment, violence and conflicts at school level.
Becoming peace teacher- acquisition of relevant knowledge, attitudes, values and skills
Development of listening skills for dialogue- listening to verbal and non-verbal content of
messages, developing awareness of feelings and expressions in massages,; skills of
questioning, paraphrasing and providing feedback that is, non judgmental, sensitivity to
socio-economic, cultural, gender, caste differences.
Pedagogical skills for orientation of subject content and teaching-learning experience in
classroom for promoting peace.
Practical activities to be taken
Experiential learning sessions on yoga, meditation, communication skills, conflicts their resolution,
media influence, cooperative competitive strategies, use of meditation, art, drama, nature to
experience harmony.
Reflective journal to record experiences of the day and reflections thereon during the training
programme, sharing and discussing self expression of change during the training.
Visits to organizations connected with peace and intercultural harmony, and aesthetic appreciation to
experience peace as reality submission of reports on experiences.
Assignments on topics which require deep understanding, and generating creative/alternative ideas
to deal with issues and challenges to peace few suggested topics and sharing in groups. Few
suggested topics for assignments:
Conflicts experienced at home/in family/ in society/ in school etc.
Experiences of handling conflicts in a creative manner.
Exploring possible strategies of resolving commonly experienced conflicts.
Healthy discipline among school children.
Identifying challenges of peace in school and dealing with one such challenge.
Strategies of promoting healthy relationships on the job.
Approaches to peace education-case studies of local and international.
53
Role plays to enact situations involving conflict, corporal punishment, discrimination, and domestic
violence in day-to-day life.
Films clips displaying, concerns of peace, good intercultural relationships, environmental presentation
and other key ideas and discussions thereon, like –Doha Debates, Sadako etc.
Preparation of collages from newspapers etc. to highlight issues and challenges to peace or positive
response to them
Developing an action plan for peace in school and local community.
Visiting websites on peace education to become familiar with national and international initiatives,
approaches and strategies of peace, case studies of conflict in the region.
Modes of Learning Engagement
The course material should be transacted in experiential manner drawing from a number of resources print,
films, exercises, visits, reading of selected papers, write ups etc. It should be made available to teacher
trainees with instructions to read material before hand for participation in the discussion in class. The sources
could be relevant portions of textbooks with chapters on peace education, and non-violence, selected portions
from Gandhian literature on Buniyaadi shiksha books on self and identity development, communication skills,
chapters from psychology texts. A number of materials may not be available locally; the conflicts stories,
issues and resolution related articles, editorials/ news and special columns in newspapers could also be used.
A few selections from work and films on prominent philosophers and educators of peace like Gandhi.
Krishanamurthy, Aurobindo, Vivekananda, Rabindranath Tagore, Gopabandhu Dash, the Dalai Lama
could be used to initiate discussion and dialogues followed by assignment on one or two.
Modes of Assessment
Involvement and initiative in self learning, and joining discussions on lectures, films, experiential
sessions
Submission of assignments with the rigour and reflection.
Reflection journal maintenance and change in beliefs, all attitudes, and vales temperament,
cooperation and discipline relevant to peace acquired and exhibited during the training
programme.
Reference:
Dalai, Lama 1980. Universal Responsibility and the Good Heart. Library of Tibetan Works & Archives,
Dharamshala, Dist. Kangra. H.P.
Dalai, Lama 2000 Transforming the Mind, translated by Dr. Thupten Jinpa, edited by Dominique Side & Dr.
Thupten Jinpa, Thorsons, London
Gangrade K.D (2001). Religion and Peace, A Gandhian Perspective, Gandhi Smriti and Darshan Samiti, New
Delhi.
Harris, I.M. 1998. Peace Education. McFarland, North Carolina, NCERT, New Delhi.
Kaur, B. 2006. Teaching of Peace and Conflict and Pride - School Histories of the Freedom Struggle in India.
Penguin Books India Pvt, Ltd., New Delhi.
Kumar, K. 2006. Peace Lines. Penguin Publications, New Delhi, (In Press).
Kumar, K. (2007). Shanti Shiksha Aur Gandhi. (in Hindi) Maharishi Valmiki College of Education, Delhi
University.
Krishnamurti, J. 1997. The Flame of Attention. Krishnamurti Foundation Trust Ltd., London.
Ministry of Human Resource Development. 1993. Learning Without Burden: A Report of the Advisory
Committee, (MHRD), Department of Education, New Delhi.
NCERT 2005. National Curriculum Framework. NCERT, New Delhi.
Prasad, D (2005), Education for Living Creatively and Peacefully. Spark India Hyderabad, AP.
Hant, T. N. (2004). Being Peace, Nice Printing Press, Delhi
UNESCO (2001). Learning the Way to Peace - A Teacher's Guide to Peace Education. A.S. Balasooriya,
UNESCO, New Delhi
54
UNESCO (2002). Learning to Be: A Holistic and Integrated Approach to Value Education for Human
Development. Bangkok.
Valson, T. (.2006). Living in Harmony: A Course on Peace and Value Education. Oxford, New Delhi.
Journals
Journal of the Krishnamurti School. Krishnamurti Foundation of India, 124-126, Green ways Road, RA Puram,
Chennai-600028.
Awakening Ray ,by Gnostic Centre.
ADDRESSING SPECIAL NEEDS AND GENDER ISSUES IN CLASSROOM
Contact Hours-2 per week
Full Marks -50(Internal-15, External-35)
Aims of the Course
The philosophy underlying this course is that many students face difficulties in learning at some stage of their school
life and while traditionally these difficulties were considered to be a result of individual pathologies like a disability,
today many of these are viewed more positively as created by the social environment involving interaction of complex
range of factors . These factors include the nature of curriculum, school organization, teachers’ attitudes and their
inclination to respond to diversity of understanding, experiences and learning styles of the children in the classroom.
The management of these difficulties, therefore, requires social action and is the responsibility of the school at large
to make the necessary changes in the environment for the full participation of students in the school situation.
Emphasizing on the wider cultural, social and political context in which their special needs occur, this course
introduces student teachers to the difficulties a student with disability may experience while learning and participating
in a regular classroom and help them to develop a rich understanding of theoretical and practical ideas of how to
handle these difficulties.
National Curriculum Framework (NCF) 2005 that focuses on equality, social justice and respect for diversity as well
as dignity and right of children from different social backgrounds. It attempts to treat gender as a human issue and
not as a women’s issue The approach followed in the course is based on the position paper on Gender Issues in
Education wherein it is stated that gender should not be treated as an add on approach but as a cross cutting edge
in all disciplinary areas. The course will also enable students to understand key concepts related to gender and how
they operate in reality through various institutions. As has rightly been pointed out in the position paper pedagogical
and curricular changes cannot be realized without the teacher who is at the forefront of the teaching learning
process. This course will provide an opportunity for pupil teachers to reflect at their own socialization processes and
will enable them to integrate their experiences with the content of different disciplines. The broad course outline
would promote self-esteem and self confidence, stimulate critical thinking and develop in learners the abilities to
question power relations., enable them to access resources, especially to an expanding framework of information
and knowledge, ability to analyse options available in making informed choices, challenge relations of power and
enable girls to take control of their lives and assert their rights as independent human.
Objectives
This course will enable the students to:
Develop basic understanding and familiarity with key concepts – inclusion,gender equality etc
Developing an understanding of special needs of students in terms of the curriculum and changing
perspectives in the area of education of children with disabilities.
Familiarizing teachers with literature on Policy and legislative frameworks, and activities taken up by
the governmental and voluntary organizations for education of children with disabilities
Developing skills and practices that respond to special needs of students and facilitate learning of all
students in the classroom
Creating awareness about the range of attitudes towards students with disabilities and to help in
developing ways of replacing negative attitudes with positive attitudes.
Course Outline
55
Unit 1: From Segregation to Inclusion: Changing Paradigms
Historical overview of education of children with disabilities- from welfare to rights
Defining Special Needs : Ways of looking at Educational difficulties-individual deficit view vs.
curriculum view
Shifting Approaches of viewing Disability: the charity model, the bio centric model, the functional
model and the human rights model
Difference between special, integrated and inclusive education
Philosophy of inclusive education
Unit 2: Moving towards Inclusion: Policy ,Rights and Legislations and Efeective Classroom Climate
National Policy and Legislative Frameworks –Education of students with disabilities in the National
Policy on Education, 1968, 1986, Education of Special focus groups under the Sarva Shiksha
Abhiyan, Educational Provisions of Persons with Disabilities (Equal Opportunities, Protection of
Rights and Full Participation) Act, 1995, Goals and Strategies in the Comprehensive Action Plan for
Including Children and Youth with Disabilities in Education, MHRD, 2005,
Special Role of Institutions for the Education of Children with Disabilities- Rehabilitation Council of
India, National Institutes of different Disabilities.
Addressing social climate of the classroom
Parents as Partners- Developing positive relationships between school and home;Involving
Community Resources as source of support to teachers
UNIT III Gender Issues in Curriculum
Gender Bias, Gender Stereotyping and Empowerment
Gender, Culture and Institution: Intersection of class, caste and religion
Curriculum and the Gender Question
Construction of Gender in Curriculum Framework since independence: An Analysis
Gender and the hidden curriculum
Gender in Text and Context( textbooks inter-sectionality with other disciplines, classroom processes
including pedagogy)
Modes of Learning Engagement
Presentation of examples help to strengthen what is being presented to the trainees
It is important to engage the participants in a lot of cooperative group work so that they start valuing
alternative points of view and significance of collaboration
The student trainees can also be asked to write their reflections on various topics.
Presentation of case studies and discussion on those is a good medium to crystallize individual view points on
various issues. This method can easily used in the classrooms. The case studies from all over India can be
collected before hand.
Interaction with children with disabilities studying in schools and spending quality time with them is of great
help in changing attitudes and developing empathy. This can be used as a mode of learning engagement.
Projects on various topics can help the students to achieve some in depth knowledge on different topics.
Audio- Visual Demonstrations including Videos and slides can help in demonstrating various practices
Modes of Assessment
Reflective written assignments
Conducting Seminar on chosen topics
Group reports
Field visit reports/project report
Participation in discussions
Written tests
Suggested Readings
Azad, Y.A. Shravan Vikaryukt Bachchon Ka Bhasha Vikas: NCERT, New Delhi
56
Baquer, A. & Sharma, A. (1997) Disability: Challenges vs. Responses: CAN, New Delhi
Farrell, M. (2004) Special Educational Needs: A Resource for Practitioners, New Delhi, Sage Publications.
Chakravarti, Uma Gendering Caste Through a Feminist Lens, 2003 Mandira Sen for Stree, an imprint of Bhatkal and
Sen, 16 Southern avenue, Calcutta 700026
Chanana, Karuna. 1985. 'The Social Context of Women's Education in India, 1921-81,'in New Frontiers of Education,
July-September. New Delhi: 15 (3):1-36.
Chanana, Karuna. 1990. 'Structures and Ideologies: Socialisation and Education of the Girl Child in South Asia',
Indian Journal of Social Sciences,voL3, no.1, pp.53-71.
Chanana, Karuna.2001. 'Hinduism and Female Sexuality: Social Control and Education of Girls in India', in
Sociologjcal Bulletin, 50 (1), March, pp37-63.
Fox, A.M. (2003) An Introduction to Neuro-Developmental Disorders of Children, The National Trust for the
Welfare of Persons with Autism, Cerebral Palsy, Mental Retardation & Multiple Disabilities, New Delhi,
India.
Hegarty, S. & Alur, M. (eds.) (2002). Education and Children with Special Needs: From Segregation to
Inclusion. New Delhi, Sage Publications.
Julka, A. (2007). Meeting Special Needs in Schools: A Manual, National Council of Educational Research
and Training, New Delhi.
Julka, A. (2006) Cognitive Architecture in the Visually Impaired. Discovery Publishing House, Delhi.
Gender Issues in Education, Position Paper, NCERT, 2006
Julka, A. (2004) Children with Visual Impairments: Education of--- Entry published in the Encyclopedia of Indian
Education, NCERT, New Delhi
Julka, A. (1999). Low Vision Children: A Guide for Primary School Teachers. National Council of
Educational Research and Training, New Delhi.
Murickan, J. & Kareparampil,, G. (1995). Persons with Disabilities in Society: Kerala Federation of the Blind Kerala,
India.
NCERT (2005) National Curriculum Framework, NCERT, New Delhi, India
NCERT (2000) Assessment of Needs for Inclusive Education: Report of the First Regional Workshop for SAARC
Countries, NCERT, New Delhi, India.
Office of chief commissioner of disabilities, Planning a Barrier Free Environment, Ministry of Social Justice and
Empowerment
Punani, B. & Rawal, N. (2000). Visual Impairment Handbook. Blind's People's Association: Ahmedabad, India.
Puri, M. & Abraham, G.(eds)(2004). Handbook of Inclusive Education for Educators, Administrators, and Planners,
New Delhi Sage.
International Classification of Functioning, Disability and Health, (2001). World Heath Organization, Geneva.
Rehabilitation Council of India,(2001) Status of Disability in India (2001), Rehabilitation Council of India, New Delhi.
Reynolds , C.R. and Janzen, F. E. (eds.)Encyclopedia of Special Education: A reference for the Education of the
Handicapped and other Exceptional Children and Adults Vol. No. 2 ed. USA, John Wiley and Sons, Inc.
Nayar, Usha, Duggal, Janak, Women’s Equality and Empowerment through Curriculum: A Handbook for Teachers at
Primary Stage, 1997. NCERT N. Delhi
Nayar, Usha, Duggal, Janak, Women’s Equality and Empowerment through Curriculum: A Handbook for Teachers at
Upper Primary Stage, 1997. NCERT N. Delhi
Srivastava, Gouri, Women Who Created History Exemplar Materials for Textbook Writers and Teachers, 1997
NCERT, N. Delhi
Srivastava, Gouri, The Role of Begums of Bhopal in Girls’ Education, 2006. NCERT N. Delhi
57
The Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, (1995) Ministry of
Law, Justice and Company Affairs (Legislative Department).
Wall, K. (2004) Special Needs and Early Years, A Practitioner's Guide, Sage Publications, India
UNESCO (1994) The Salamanca Statement and Framework for Action on Special Needs Education. Paris:
UNESCO.
LEARNING TO FUNCTION AS A TEACHER-II (INTERNSHIP)
Full Marks-200(Internal)
Duration -8 weeks
Objectives
On completion of the course the student teacher will be able to
acquire the competence and skills required for multi level teaching,
class management, evaluation of learning outcome, organization of co-curricular activities,
develop professionalism and positive attitude to teaching
understand the facilitating role of a teacher
Content
Unit-1 : Organisation:In order to facilitate staged entry of student-teachers in teaching, Internship in teaching will be
organized in three phases viz. pre-internship, internship and post internship. The duration of Pre-internship
(Preparation for teaching) programme will be of 1 month in first and second semester. The Internship will be of 5
weeks organized in selected cooperating schools. Necessary orientation programme for cooperating teachers and
Head of the schools will be organized at the institute. An internship committee with representatives from the
Departments of Education in Science & Mathematics, Department of Education and Department of Education in
Social Sciences and Humanities will look after the academic and organizational aspects of the internship programme.
Unit-2 : Internship Activities:The details of Pre-internship have been elaborated earlier. The various activities to be
performed during Internship and Post internship phases are as follows:
B. Internship
Getting acquainted with various aspects of cooperating schools
Planning and preparation for teaching in two school subjects and maintenance of records.The students are to
deliver minimum of 20 lessons(16 with detailed lessons and 4 with lesson notes) in a method subject i.e(25 +
25 lessons) minimum in two subjects(Mathematics/BioScience and Physical Science for B.Sc.B.Ed and
Language and Social Science for B.A.B.Ed students
development of scheme of lessons and activities in schools
administration of achievement tests, identification of learning difficulties and analysis of results
conducting an action research
preparation of instructional materials/teaching aids and exhibition of the aids/materials and exhibition of the
aids/materials
participation in school activities/organizations of activities and a reflective report on it.
School Attachment Programme
Each student teacher will prepare a report on the following
Suggested Activities
conducting classroom teaching
maintenance of classroom teaching records
framing of time table
development of scheme of lessons and activities
observstion of peer lessons for self improvement
attending and organizing morning assembly
maintenance of school discipline
58
organization/participation in literary and recreational activities debates/speech competition/quiz
maintenance of school records
conducting guidance and counseling
conducting achievement tests
organizing science fair, exhibition, science club, nature study clubs
maintenance of school library
maintenance of school laboratories
organizing games and sports and participations
C. Post-Internship
Discussion with the pupil-teachers in regard to :
seeking reactions of students, cooperating teachers and headmasters and institute supervisors through
inventory, interview and group discussion as feedback
fellow-up, remedial and strengthening activities to be taken up by the institute
exhibition of works done by students during internship
suggestions for future
Unit – 3 : Evaluation and scheme of Assessment
Evaluation of performance, during internship will be done on the basis of assessment of institute
supervisors, cooperating teachers, head of schools and students activities/assignments. The scheme of will be as
follows in each year.
Area
Teaching
Subject-I
Subject-II
Subject-I
Subject-II
Lesson Planning (Record Maintenance)
Development of scheme of lessons &
Activities
Record on Observation of peer teaching
Subject-I
Subject-II
Administration of Achievement tests
and its analysis/identification of slow
Learners/talented children
Record on school site and participation of
school activities
Conducting Action Research
Preparation of Instructional materials/Teaching aids exhibition
Assessment of Activities of Pupil-Teachers by Head
of school
Total:
59
Marks
Internal
50
50
10
10
10
10
10
10
20
10
10
------------------------200
Semester-VIII
VISION OF EDUCATION IN INDIA: ISSUES AND CONCERNS
Contact hours: 4 per week
Total marks: 100(Internal-25, External,75)
Objectives of the course:
Education is essentially a normative endeavour, hence is intentional. It intends, rather deliberately, to socialize
children into a value frame or normative structure. That is why history reveals that every education system, at
different historical periods, had been guided by certain value concerns. In contemporary times, the education system
in India derives its values from the Constitution of India. While socializing children education has to negotiate within
the frame of Constitutional values. Indian Constitution envisioned a humane society based on freedom, equality and
justice, and this led to evolving many institutions to realize the vision. In this regard, education has been considered
as an agency of social transformation and classroom as the shaper of the envisioned destiny. Since teachers ought
to play crucial role in realizing the vision, they are to be informed the Constitutional vision so as to develop
normative perspectives regarding education and thereby emerging concerns and issues. This normative perspective
a teacher holds in turn guides his/her actions and acquires a meaning to action.
Education being an operational area, every citizen perceives several issues related to it through personal experience.
The student-teachers need to understand the main issues that touch their functioning as also situate themselves in
context. Such an understanding on at least a few issues and concerns will equip student teachers to be ready for
dealing with other issues and concerns in the field. This is very relevant as it may not be possible to bring under
scrutiny all issues and concerns.
Since, concerns and issues cannot and should not be ‘informed’ like ‘ready to cook facts’, the course is designed in
such a fashion that prospective teachers would be encouraged to come to terms with concerns and issues that would
emerge out of their reasoned engagement with contemporary educational reality in the light of professed humanistic
values.
The course is intended to enable the development of perspectives about vision of contemporary educational reality,
its concerns and issues Therefore, this course is called ‘Seminar Course’ which will be provided through
deliberations, discussions, dialogues, reflections, library reading and presentations, instead of the usual classroom
lectures.
Course Outline
Unit 1: Normative Vision of Indian Education
Normative orientation of Indian Education: A historical enquiry
Constitutional provisions on education that reflect national ideals: Democracy, Equality, Liberty, Secularism,
and Social Justice.
India as an evolving Nation State: Vision, Nature and Salient Features- Democratic and Secular polity,
federal structure: Implications for Educational system
Aims and purposes of education drawn from the normative vision
Unit 2: Vision of Education: Four Indian Thinkers
An overview of salient features of the ‘philosophy and practice’ of education advocated by these thinkers
Rabindranath Tagore: Liberationist pedagogy
M.K.Gandhi: Basic education OR Education for self sufficiency
J. Krishnamurthy: Education for individual and social transformation
Gopabandhu Das:Satyabadi Bana Vidyalaya
Unit 3: Contemporary Indian Schooling: concerns and issues
60
-
Universalization of School Education
- Right to Education and Universal access:
i. Issues of a) Universal enrollment b) Universal retention c) Universal success:
ii. Issues of quality and equity
Rastriya Madhymik Shikshya Abhiyan
(The above to be discussed with specific reference to physical, economic, social and cultural
access particularly to girl child and weaker sections as well as differently abled children )
Unit 4: Contemporary Indian Schooling: concerns and issues
Equality of Educational Opportunity:
Meaning of Equality and Constitutional Provisions
- Prevailing nature and forms of Inequality including Dominant and Minor groups and the related
issues
- Inequality in Schooling: Public- private schools, Rural-urban schools, single teachers’ schools and
many other forms of inequalities in school systems; and the processes leading to disparities
- Differential quality in Schooling: variations in school quality
Idea of ‘common school’ system
Unit 5: Education and Development- an Interface
Education for National Development: Education Commission (1964-66)
Emerging trends in the interface between:
Political process and education
Economic developments and education
Socio-Cultural changes and education
Modes of Learning Engagement
This is intended to be a seminar course, where students engage with diverse activities around the themes, issues
and concerns highlighted in the course. They would engage in a range of self-study and discussion activities.
Suggested modes of learning engagement are:
Sourcing and studying relevant portions of documents relevant to the themes
Presentations based on readings (including original writing of at least one educational thinker)
Conduct surveys of various educational contexts (eg. Schools of different kinds) and make interpretative
presentations based on these
Study writings on analysis of education-development interface and make presentations
Group discussions, debates and dialogue on the themes
Individual or group projects to visualize feasible school-based strategies for contributing to ‘peace’ and
‘environmental conservation’
The suggested modes of assessment are:
Level of initiative, and participation in group work
Quality of conducting surveys and presentations based on these
Originality of interpretation of field studies and experiences in terms of the course themes
Comprehension of ideas of thinkers and presentation of these
Extent of innovative ideas and sensitivity in visualizing project on ‘peace’ or ‘environmental concerns’
Individual term paper on a selected theme
Appropriate criteria need to be worked out for each of the above.
References
Agrawal, J.C. & Agrawal S.P. (1992). Role of UNESCO in Educational, Vikas Publishing House, Delhi.
Anand, C.L. et.al. (1983). Teacher and Education in Emerging in Indian Society, NCERT, New Delhi.
Govt. of India (1986). National Policy on Education, Min. of HRD, New Delhi.
Govt. of India (1992). Programme of Action (NPE). Min of HRD.
Mani, R.S. (1964). Educational Ideas and Ideals of Gandhi and Tagore, New Book Society, New Delhi.
Manoj Das (1999). Sri Aurobindo on Education, National Council for Teacher Education, New Delhi.
61
Mistry, S.P. (1986). Non-formal Education-An Approach to Education for All, Publication, New Delhi.
Mohanty, J., (1986). School Education in Emerging Society, sterling Publishers.
Mukherji, S.M., (1966). History of Education in India, Acharya Book Depot, Baroda.
Naik, J.P. & Syed, N., (1974). A Student’s History of Education in India, MacMillan, New Delhi.
NCERT (1986). School Education in India – Present Status and Future Needs, New Delhi.
Ozial, A.O. ‘Hand Book of School Administration and Management’, London, Macmillan.
Radha Kumud Mookerji. Ancient Indian Education (Brahmanical and Buddhist), Cosmo Publications, New Delhi
– 1999.
Sainath P. (1996). Every body loves a good drought. Penguin Books New Delhi.
Salamatullah, (1979). Education in Social context, NCERT, New Delhi.
Sykes, Marjorie (1988): The Story of Nai Talim, Naitalim Samiti: Wardha.
UNESCO; (1997). Learning the Treasure Within.
Dr. Vada Mitra. Education in Ancient India, Arya book Depot, New Delhi – 1967
Ministry of Education. ‘Education Commission “Kothari Commission”. 1964-1966. Education and National
Development. Ministry of Education, Government of India 1966.
Learning without Burden, Report of the National Advisory Committee. Education Act. Ministry of HRD,
Department of Education, October, 2004.
National Policy on Education. 1986. Ministry of HRD, Department of Education, New Delhi.
Seventh All India School Education Survey, NCERT: New Delhi. 2002
UNDPA. Human Development Reports. New Delhi. Oxford: Oxford University Press.
UNESCO. (2004) Education for All: The Quality Imperative. EFA Global Monitoring Report. Paris.
Varghese, N.V. (1995). School Effects on Achievement: A Study of Government and Private Aided Schools in
Kerala. In Kuldip Kumar (Ed.) School effectiveness and learning achievement at primary stage: International
perspectives. NCERT. New Delhi.
World Bank, (2004). Reaching The Child: An Integrated Approach to Child Development. Oxford University
Press, Delhi.
MANAGEMENT OF RESOURCES IN SCHOOL
Contact hours: 2 per week
Total marks: 50(Internal-15,External-35)
Aim of the Course
The student teacher should be aware about how the job of the teacher has changed immensely in last decade. The
teacher as the head of the school or class teacher has to perform many managerial functions in relation to the
management of human and material resources. A professionally trained teacher is expected to have know-how of
managing instructional and other school services. The core paper “Management of School” is intended to enable the
development of skill how to manage school. The paper will be taught through deliberations, discussion, reflection, school
visit, library reading and presentations.
Objectives
Through this Course the student teachers will then be able to:
Develop understanding of school management
Undertake management of teaching learning activities in school plant
Develop action plan for institutional planning
Understand the importance of management of different resources in school system
Unit-1 School Management: Concept, Process and Importance
Concept of management and administration, School Management
Process of school management:Planning,organization,control ,decision making and evaluation; Teacher as a
manager
62
Problems of school management
Characteristics of effective school management
Unit-2 Management of Resources in School
Management of material resources: General class room equipments ;school building,library,laboratory
,assembly hall play ground and surroundings of school
Management of human resources: organizational climate in school, Professional development of teachers-Self
learning, reflective practices,orientation,seminars and colloquium
School Head/Principal-Personal characteristics and skills, leadership roles and styles, leadership for innovation
and change
School community relationship; Utilizing community resources for school development, Measures to improve
the relation between school and community- Parent Teacher Association
Unit-3 Management of Teaching Learning activities
Class room management:factors of class room management; Managing Cultural diversity in classroom
Time management: School Calender,Preparation of school time table, factors affecting preparation of time table
Management of co-scholastic activities in school-cultural, physical, social and creative and recreational
activities, School assembly
Management of Examinations: Continuous and comprehensive evaluation, Preparation of cumulative record
card
Modes of Learning Engagement
Modes of learning engagement may include:
Reflective Written Assignments – comments and grade
Lecture-cum-discussion, for presentation of overviews
Study of selected readings and discussions around these
Anecdotes, experiential and reflective writings.
Audio-visual clips of learning situations and interactions, analysis and discussion in small groups (as well as
large group)
Making an organizational plan for proper management of resources in school building
Planning for different type of co-scholastic activities
Preparation of time table for different type of school
Preparation of plan for effective management of library/laboratory
Group presentations of key themes and concepts
Assignments based on the above
References
Sidhu.K.S (1992).School organization and administration, Sterling Publisher, New Delhi
Khan, M.S (1990).Educational Administration, Asia Publishing House, New Delhi
Mohanty, J (2000) School management, Administration and Suprevision, Deep and Deep, New Delhi
Kochhar, S.K(1994)Secondary School Administration, Sterling Publisher New Delhi
FIELD WORK WITH COMMUNITY
Mark: 50 (Internal)
Objectives:The fieldwork with community programme will enable the pupil teachers :
to acquaint with the factors working within the society, community i.e. knowledge of social realities
63
to develop the dignity of labour among student – teachers
to arouse their interest in the social and economic reconstruction of the country
to make the student-teacher aware with the educational problems and needs of the society
to enable them for preparing youth for sustainable development
to develop the personality of the student-teacher through community service
The students will spend 8 (Eight) days at a stretch during every academic year in the identified village. Separate
activities may be planned every year.
Transaction Mode
Discussion, Rally, Competitions (Debates) Posters and Banner displays Working in community setting, Mass
movement, Nukkad Performances, Local action group formation, surveys, interviews, action research, case study,
dissemination of success stories etc.
Content:
Unit – 1 :School community symbiosis – concept, bipolar relationship. Contribution of school in improving the
community, Process of involvement of community members to improve the school conditions and practices.
Unit – 2 : Methodology of organizing school-community relationship
Suggested Activities
micro planning of a school community relationship
study of the nature of community participation in a secondary school
survey of community resources for participation in scholastic and co-scholastic activities
of a school
educational survey of a slum area
report on social customs, traditions and superstition
survey of a village/town with at least 20 households in order to study the socio-economic
and educational status of the villager
study of wastage and stagnation in local primary schools
study of an area in regard to consumption of electricity and water and suggest remedial
measures
study of food habits of 10 houses, 5 each of urban and rural area and suggest balanced
food
tree plantation programme in the campus/nearby village
survey of parent’s attitude towards education of their children
organization of non-formal education centers for dropouts and out of school children in a
locality
organization of campus beautification programme
survey of the level of value degradation in the community
identification of problems of parents with respect to education of their children
survey of value degradation of students as perceived by parents
implementation of the Lab-Area concept in adopted community
conducting awareness programmes in the community – like Environment conservation,
tree
Plantation, watershed management, health programmes, like vaccination, polio drop etc.
AIDS awareness, electoral awareness, road safety, human rights, women rights etc.
literacy programmes in the community
cleanliness drives in the community and awareness about its needs
character building programmes
developing healthy food habits among the community members
training of community in some simple vocations for self-employment
establishing and maintaining library in a community
64
remedial teaching work for poor and needy in the community
action research on local problems in consultation with the community
micro – planning exercises for assessing the educational status of the community
establishment of cooperatives in the community
establishment of Peace-committees and making them functional effectively
critical review of Adult Education Programmes
assistance and working with local community in actual relief work whenever needed
training of community in First Aid
exploiting the community resources and finding means and ways of using them for school
helping the children with special needs
Many more such exercises could be conceived. Any such activities could be planned at the institutional level and
executed. It is suggested that these activities may be conducted individually or collectively etc. under the
supervision of teacher educator.
ELECTIVE ENGLISH
SEMESTER-I
PAPER-I
HISTORY OF ENGLISH LITERATURE
Renaissance, Restoration and Romantic Age, Literary forms and Terms
Contact Hours: 5 days per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
Unit I.
Unit II.
Unit III.
Unit IV.
Renaissance
Restoration
Romantic
Literary forms
Poetry
Drama
Age of Adventure
Age of political and religious conflict
Age of Romantic Revival
Poetry and Drama
-Epic, Sonnet, Lyric, Ballad, Ode, Satire
-Tragedy and Comedy
Unit V.
Literary forms
Alliteration, Simile, Metaphor, Irony, Personification, Oxymoron, Metonymy, Synecdoche,
Dramatic Unity, Catharsis, Dramatic conflict.
Suggested Readings
An English – Reader’s History of England
:Anthony Toyne
A social history of England
:G. M. Trevelyn
A short history of English Literature :Harry Blamaires
English Literature
:R.J. Rees
Modern Critical Terms
:Roger Fowler
ÒeLece mescesmìj (1st Semester)
65
ELECTIVE-HINDI
mebHeke&À-Iebìs
:
5 Òeefle meHleen
Hejer#ee-DeJeefOe
:
3 Iebìs
DeefOekeÀlece :
100
DebkeÀ
me$e-Deble:
75 DebkeÀ
DeebleefjkeÀ
:
25
DebkeÀ
ceO³ekeÀeueerve keÀefJelee
efJemle=le DeO³e³eve
eEnoer keÀeJ³e-mebûen - mebHeeokeÀ, jeceJeerj efmebn, nscee
GÒesleer, ceerje mejerve, keWÀêer³e eEnoer mebmLeeve, Deeieje
efvecveefueefKele keÀefJeleeDeeW keÀe DeO³e³eve efkeÀ³ee peevee
nw ³etefveì - I keÀyeerj - Heo meb. (2) jnvee veefnb osme efyejevee nw; (3)
cee³ee cene þefieefve nce peeveer;
(5) leeskeÀes HeerJe efceueWies; (8) Hebef[le yeeo
yeow mees Petþe ~
³etefveì - II pee³emeer - veeieceleer efJe³eesie-JeCe&ve (3 mes 14)
³etefveì - III metjoeme - Heo meb. (6) TOees ceve ceeves keÀer yeele;
(7) TOeew ceesefn ye´pe efyemejle veeneR;
(8) TOees ceve veeneR ome-yeerme; (9) efyeveg
ieesHeeue yewefjve YeF& kegbÀpeQ;
(10) efveieg&ve keÀewve osMe keÀes Jeemeer;
(11) nceejs nefj neefjue keÀer uekeÀjer ~
³etefveì - IV leguemeeroeme - Yejle – ceefncee(1 mes 11)
³etefveì - V efyenejer - YeefkeÌle Deewj veerefle mebyebOeer oesns ~
DebkeÀ-efJeYeepeve
(1) Òel³eskeÀ ³etefveì mes SkeÀ-SkeÀ J³eeK³ee oer peeSieer
(5 J³eeK³eeDeeW ceW mes 3 keÀjveer neWieer)
3x7 = 21
(2) ÒeLece Deewj efÜleer³e ³etefveì mes SkeÀ oerIe& GÊejer
ÒeMve, Deewj le=leer³e,
®elegLe& SJeb Heb®ece ³etefveì mes SkeÀ oerIe& GÊejer
ÒeMve keÀjves neWies ~
Fme ÒekeÀej Henues Jeie& ceW oes ÒeMve Deewj otmejs Jeie&
ceW leerve ÒeMve
DeeSbies Deewj Òel³eskeÀ Jeie& mes SkeÀ - SkeÀ ÒeMve
keÀjves neWies ~
2x15 = 30
66
(3) Òel³eskeÀ ³etefveì mes SkeÀ-SkeÀ ueIetÊejer ÒeMve Hetís
peeSbies ~
GveceW mes leerve kesÀ GÊej osves neWies ~
3x4 = 12
(4) Òel³eskeÀ ³etefveì mes oes Jemlegefveÿ ÒeMve Hetís
peeSbies ~
GveceW mes ín kesÀ GÊej osves neWies ~
6x2 = 12
75
meboYe&-ûebLe :
(1) keÀyeerj - Dee®ee³e& npeejer Òemeeo efÜJesoer, jepekeÀceue
ÒekeÀeMeve, ve³eer efouueer
(2) pee³emeer
[e@.
efJepe³eosJe
veeje³eCe
meener,
efnbogmleeveer SkesÀ[ceer, Fueeneyeeo
(3) metjoeme - [e@. ye´peséej Jecee&, efnboer meeefnl³e
meccesueve, Òe³eeie
(4) leguemeeroeme - [e@. ceelee Òemeeo iegHle, ueeskeÀYeejleer
ÒekeÀeMeve, Fueeneyeeo
(5) jereflekeÀeJ³e - [e@. peieoerMe iegHle, Jemegceleer
ÒekeÀeMeve, oejeiebpe, Fueeneyeeo
HISTORY
SEMESTER-I
PAPER-I
COLONIALISM AND THE NATIONAL MOVEMENT IN INDIA (AD 1750-1950)
Contact Hours: 5 per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
UNIT-I
:
Historiography: Understanding Modern India – Colonial, Nationalist and Marxist
Approaches.
Sources : Gazetters, Administrative Manuals, Government Records, Biographies,
Newspapers
UNIT-II
:
India and the English East India Company: Administrative Reforms.
The Rural Agrarian Social Structure – Commercialization of Agriculture
Growth of Modern Industries – Drain of Wealth
UNIT-III
:
Impact of the British Rule in India – Rise of Modern Education
Socio-Religious Reform Movement – Brahma Samaj, Arya Samaj and the Aligarh
Movement
Colonial Forest Policies and its impact.
UNIT-IV
:
National Movement : Revolt of 1857 – Early Nationalists : a) Moderates and b) Extremists
67
The Gandhian Era and the Satyagraha – Non-Cooperation, Civil Disobedience and Quit
India Movements.
The Indian National Army and the Naval Ratings
UNIT-V
: Left and other Movements
Revolutionary Nationalists – Workers and peasants
Radical Forces – Tribal, Dalits and Women Movements
Partition, Independence and Formation of the Republic – Causes of Partition
Suggested Readings
Arnold, David and Ramachandra Guha (eds.), Nature, Culture, Imperialism: Essays on the environmental history of
South Asia, (Delhi, OUP, 1995).
Bayly, CA, Indian Society and the making of the British Empire, (New Cambridge History of India). II. 1 (Cambridge
University Press, 1987).
Bipan Chandra, Communalism in Modern India, (2nd edn) (Delhi, Vikas, 1987).
Bipan Chandra, K.N. Panikkar, Mridula Mukherjee, Sucheta Mahajan and Aditya Mukharjee, India's Struggle for
Independence 1857-1947, (Delhi, Penguin 1996).
Bipan Chandra, Nationalism and Colonialism in Modem India (Delhi, Orient Longman, 1981).
Bipan Chandra, Rise and Growth of Economic Nationalism in India, (Delhi. PPH, 1966).
Brass, Paul, The Politics of India Since Independence, (Delhi, Foundation Books, 1994).
Brown, Judith, Gandhi and Civil Disobedience: The Mahatma in Indian Politics 1928-34 (Cambridge 1977).
Brown, Judith, Gandhi's Rise to Power, Indian Politics 1915-22 (Cambridge University Press, 1972).
Brown, Judith, Modern India: The Origin of an Asian Democracy, (Delhi, OUP, 1987).
Chakravarty, Suhash, The Raj Syndrome: A Study in Imperial Perception, (Delhi, Penguin Overseas, 1991).
Desai, A.R., Peasant Struggles in India, (Delhi. OUP, 1979).
Chaudhuri, N., 'European Trade in India', in Tapan Raychaudhuri and Irfan Habib (eds.) Cambridge Economic
History of India, Vol. 1 (Delhi. S. Chand, 1984).
Desai. A.R.. Social Background of Indian Nationalism, (Mumbai, Popular Prakashan. 1986.
Dutt, R.P., India Today, (Kolkata, Manisha Granthalaya, 1979).
Fisher, M.H.(ed.), Politics of the British Annexation of India 1757-1857, (Oxford in India Readings). (Delhi, OUP,
1993).
Frankel, Francine, India's Political Economy, 1947-77: The Gradual Revolution, (Mumbai. CUP, 1984).
Gallagher, J. G. Johnson. Anil Seal (eds), Locality, Province and Nation: Essays in Indian Politics, 1870-1940,
(Cambridge, 1973).
Gandhi, Mohandas K., Autobiography or The Story of My Experiments with Truth, (London 1966; Ahmedabad,
Navajivan 1981).
Guha Ranajit and Gayatri C. Spivak (eds), Selected Subaltern Studies (Delhi, OUP, 1988).
Guha, Ranajit., Elementary Aspects of Peasant Insurgency in Colonial India, (Delhi. OUP, 1983).
Guha, Ranajit.,Rule of Property for Bengal: An Essay on the Idea of Permanent Settlement, (Delhi, Orient Longman,
1982).
Hardy, Peter, The Muslims of British India, (Cambridge, 1972).
Hasan, Mushirul (ed), India's Partition: Process, Strategy and Mobilization, (Delhi, OUP, 1998).
Heimsath, Charles, Indian Nationalism and Hindu Social Reform (Mumbai, OUP, 1964).
Hutchins, F., Illusion of Permanence British Imperialism in India, (New Jersey, Princeton University 1967).
Phillips, C.H., (ed.) Historians and Historiography of India and Pakistan
Sheikh Ali, B. History : Concepts and Methods
68
SEMESTER-I
GEOGRAPHY
PAPER-I
ENVIRONMENT AND ECOSYSTEMS
Contact Hours: 5 per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam: 75 Marks
Sessional: 25 Marks
UNIT-I
UNIT-II
UNIT-III
UNIT-IV
UNIT-V
: Concept of Environment
Meaning and concept of Environment
Types of Environment : Physical and Cultural ; Biotic and Abiotic;
Environmental Hazards, Disasters and Management
Environmental Controls : Concept of Tolerance ; Controls– Light, Temperature,
Water,
Wind, Edaphic Factors and Biotic SFactors.
: Environmental Zones
Major Environmental Zones of the World : Concept of Biomes
Forested Biomes and their Characteristics : Equatorial; Temperate
Intermediate Biomes and their Characteristics : Savanna; Steppe
Barren Biomes and their Characteristics : Arid; Tundra and Polar
: Functioning of of Ecosystem
Trophic Level; Food Chain and Food Web
Energy Flow in Ecosystem : Forest and Marine Ecosystems
Natural Cycles :– Nitrogen,
Oxygen and Carbon,Phasphorous
: Man and Nature
Man’s Place in the Ecosystem
Man’s Manipulation of the Ecosystem; Human Effects on Different
Ecosystem
Processes
Disharmony between Man and Nature; Approach for a Balanced Ecosystem
: Waste and Pollution
Wastes and Pollutants :Classification and Characteristics
Air Pollution
Water Pollution
Noise Pollution
Conservation of Environment
Suggested Readings
1.
Haggett, P.
:
Geography, A Modern / Global synthesis
2.
Sing, S. :
Environmental Geography
3.
Simmons, IG :
Ecology of Natural Resources
69
POLITICAL SCIENCE
SEMESTER-I
PAPER-I
POLITICAL THEORY
Contact Hours: 5 days per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
UNIT-I
Nature, scope and significance of political science
Traditional and modern approaches to the study of political science
UNIT-II
Theories of origin of state
Theories relating to nature and function of state : The individualistic theory, the socialistic
theory, the idealistic theory
UNIT-III
Sovereignty : Monistic and Pluralistic views
Authority and Legitimacy
Political concepts : Law, Liberty, Equality, Justice, Rights
UNIT-IV
UNIT-V
Human Rights : Nature and categories
Environmentalism
Feminism
Suggested Readings
1) E. Asirvatham & K.K. Misra
:
Political theory
2) S.P. Verma
: Modern political theory
3) E. Barker
: Principles of social and political theory
4) F. Thakurdas
: Essays on political theory
5) R. L. Gupta
: Political theory
6) M.P. Jain
: Political theory
7) O.P Gamba
: An Introduction to Political theory
8) Harold J. Laski
:
A Grammar of Politics
70
ECONOMICS
SEMESTER-I
PAPER-I
MICRO ECONOMICS
Contact Hours: 5 days per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
UNIT-I
: Definition of Economics, Nature and scope of Economics, Theory of consumer behaviour,
Cardinal approach and its criticism, Indifference curve approach, Consumer’s equilibrium, income,
substitution and price effect, Elasticity of demand and its measurements, Consumer's surplus.
UNIT-II Theory of Production - Law of variable proportions; Isoquant, Producers equilibrium, Returns to
scale.
Theory of Costs – Short-run and long-run cost curves.
UNIT-III
: Market – Perfect competition, Equilibrium of firm and industry under perfect competition,
pricing under perfect competition. Role of time element, price and output determination under monopoly,
comparison of price and output under perfect competition and monopoly.
UNIT-IV
: Imperfect Market – Monopolistic competition, Equilibrium of firm under monopolistic
competition, price and output determination under oligopoly.
UNIT-V
: Factor Pricing – Marginal productivity theory of distribution, wage determination under
perfect and imperfect competition, Theories of rent, interest and profit
Suggested Readings
1.
2.
3.
4.
5.
6.
A. Koutsoyannis
: Modern Micro Economics’, MacMillian, London.
Stonier and Hague
: A text book of Economic Theory’, ELBS, London
Samuelson and Nardhaus
:Economics’, Tata Mc Graw Hill
H. L. Ahuja
: Advanced Economic Theory’
M. L. Jhingan
: Advanced Economic Theory’
Hall Varian
: Intermediate Micro Economics’ : A Modern Approach’ (5th
Edition), East – West Press, New Delhi, 2000.
ELECTIVE ENGLISH
SEMESTER-II
PAPER-II
Indian Writing in English & Indian Literature in Translation
Contact Hours: 5 per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
71
Sessional : 25 Marks
I. Historical Background of Indian English Writing
Historical formation of Indian English Literature -Binoy Dharwadkar
Perishable Empire – Meenakshi Mukherjee
II. The strange case of Billy Biswas – Arun Joshi (Detailed study)
III. Contemporary Indian Short Stories and Indian Poetry :
The Eyes are not here – Ruskin Bond
A Devoted son – Anita Desai
A pair of mustachios – Mulk Raj Anand
Indian Poetry
Enterprise – Nissan Ezekiel
Autobiography – Dom Moraes
Felling of the Banyan Tree – Dilip Chitre
IV. Indian novel in Translation :
Chemeen – T.S.S. Pillai (Non detailed)
V. Indian Literature in Translation :
Short Stories :
Bhadari – Laksminath Bezbarua
The Talking Plough – P. Varkey
The Price of flowers – Prabhat Kumar Mukhopadhya
Poems :
Meaning of poetry – J. P. Das
Hiroshima – Ajneya
My Address – Amrita Pritam
The song I have to sing – Tagore (Gitanjali poem No.13)
efnboer FuesefkeÌìJe A
Paper - II
efÜleer³e mescesmìj (2nd Semester)
mebHeke&À-Iebìs :
5
Òeefle meHleen
Hejer#ee-DeJeefOe :
3
Iebìs
DeefOekeÀlece
:
100
DebkeÀ
me$e-Deble: 75 DebkeÀ
DeebleefjkeÀ :
25 DebkeÀ
DeeOegefvekeÀ keÀefJelee
efJemle=le DeO³e³eve
eEnoer keÀeJ³e-mebûen, mebHeeokeÀ, jeceJeerj efmebn, nscee
GÒesleer, ceerje mejerve, keWÀêer³e eEnoer mebmLeeve, Deeieje - 5
efvecveefueefKele keÀefJeleeDeeW keÀe DeO³e³eve efkeÀ³ee peevee
nw ³etefveì - I
72
(1) cewefLeueerMejCe iegHle - `³eMeesOeje kesÀ efJejn ieerle' (js
ceve Deepe HejerKee lesjer)
(2) pe³eMebkeÀj Òemeeo - DeeBmet (íbo 10 mes 42 lekeÀ)
³etefveì - II
(1) efvejeuee - efYe#egkeÀ, leesæ[leer HelLej
(2) Heble - ieerle efJenie
³etefveì - III
(1) ceneosJeer - ceQ veerj Yejer ogKe keÀer yeoueer
(2) efovekeÀj - DeefYeveJe ceveg<³e
³etefveì - IV
(1) ye®®eve - HeLe keÀer Hen®eeve
(2) De%es³e - veboe osJeer
³etefveì - V
(1) veeieepeg&ve - Òesle keÀe ye³eeve
(2) Oece&Jeerj Yeejleer - ìtìe Heefn³ee
DebkeÀ -efJeYeepeve
(1) Òel³eskeÀ ³etefveì mes SkeÀ-SkeÀ J³eeK³ee
(5 J³eeK³eeDeeW ceW mes 3 keÀjveer neWieer)
3x7 = 21
(2) ÒeLece Deewj efÜleer³e ³etefveì mes SkeÀ oerIe& GÊejer
ÒeMve, Deewj le=leer³e,
®elegLe& SJeb Heb®ece ³etefveì mes SkeÀ oerIe& GÊejer
ÒeMve keÀjves neWies ~
Fme ÒekeÀej Henues Jeie& ceW oes ÒeMve Deewj otmejs Jeie&
ceW leerve ÒeMve
DeeSbies Deewj Òel³eskeÀ Jeie& mes SkeÀ - SkeÀ ÒeMve
keÀjves neWies ~
2x15 = 30
(3) Òel³eskeÀ ³etefveì mes SkeÀ ueIetÊejer ÒeMve Hetís peeSbies ~
Gveces mes leerve kesÀ GÊej osves neWies ~
3x4 = 12
(4) Òel³eskeÀ ³etefveì mes oes Jemlegefveÿ ÒeMve Hetís
peeSbies ~
GveceW mes ín kesÀ GÊej osves neWies ~
6x2 = 12
75
meboYe&-ûebLe :
(1) íe³eeJeeo - [e@ veeceJej efmebn, jepekeÀceue ÒekeÀeMeve,
ve³eer efouueer
(2) eEnoer meeefnl³e Deewj mebJesovee keÀe efJekeÀeme - [e@.
jecemJeªHe ®elegJexoer, ueeskeÀYeejleer ÒekeÀeMeve, ve³eer
efouueer
(3) cewefLeueerMejCe iegHle - jsJeleer jceCe, meeefnl³e
DekeÀeoceer, ve³eer efouueer ~
73
(4) efvejeuee : Deelcenblee DeemLee - otOeveeLe efmebn,
ueeskeÀYeejleer ÒekeÀeMeve, Fueeneyeeo ~
(5) megefce$eevevove Heble - ke=À<CeoÊe HeeueerJeeue,
meeefnl³e DekeÀeoceer, ve³eer efouueer ~
GEOGRAPHY
SEMESTER-II
PAPER-II
REGIONAL GEOGRAPHY OF INDIA
Contact Hours: 5 days per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
UNIT-I
: Physical Aspects
Physiography and Relief ; Drainage ; Climate – Monsoons; Vegetation, Soils
UNIT-II
: Agriculture
Irrigation : Types and Distribution; Major Irrigation Projects
Agriculture : Types and Characteristics
Production and Distribution of Major Crops – Rice, Wheat, Cotton, Tea,
Sugarcane
UNIT-III
: Industry and Minerals
Mineral Resources : Production, Distribution and Utilization of Iron Ore, Bauxite, Coal,
Petroleum and Natural Gas.
Power Resources:Thermal Power, Hydel Power and Nuclear
Power
Industry :- Iron and Steel, Textile,
Aluminium, Petrochemicals
UNIT-IV
: Population and Transport
Population : Distribution and Density of Population; Population Growth and
Associated Problems
Transport: Railways, Roadways, Airways,
UNIT-V :Regional Geography
Natural Regionalization of India upto second order Division
Regional characteristics of selected natural regions – Indian Desert, Kashmir Himalayas,
Middle Ganga Plain, Chhotanagpur Plateau, Mahanadi Delta
Suggested Readings
1.
2.
3.
4.
5.
6.
7.
Sharma
:
Khuller
:
Spate, O. H. K.
Singh R. L.
Mamoria, CB
Moonis Raza
Das, P.K.
Economic and Commercial Geography of India
India, A Comprehensive Geography
:
India and Pakistan
: India
:
Economic & Commercial Geography & India
: Transport Geography of India
:
Geography of Air Transport in India
74
HISTORY
SEMESTER-II
PAPER-II
ROOTS OF MODERN WORLD
Contact Hours: 5 days per week
Exam Duration: 3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
UNIT-I
:
Transition from feudalism to capitalism : Various issues and view points
Early colonial empires: motives, geographical explorations, slave trade and commercial
empires in Asia, Colonialisation of South America.
Renaissance: Its social roots, humanism in thought and arts.
UNIT-II
:
Origin, Course and results of the Reformation in 16th century Europe : rise of Protestantism
and its impact
Economy of Europe (16 & 17th Centuries), Commercial revolution.
Scientific revolution
UNIT-III
:
The English Revolution: Political and Intellectual currents.
Mercantilism in Europe
Transition to parliamentary system and idea of representation.
UNIT-IV
:
Enlightment and its Philosophy
The American revolution and its consequences
The beginning of industrial economy – the factory system and steam power – modern –
rise of new social classes, means of communication – Railways and telegraphs.
UNIT-V
Modern Imperialism - Various theories and views – Schumpetes, Hobson,
Whitemen’s burden theory.
Colonialism – The three stages of colonialism in India.
The modern warfare and its nature – changes in military organization – rise of industrial
and military organization
Suggested Readings
Anderson, Perry, The Lineages of the Absolutist States (Rutledge, Chapman & Hall. 1974).
Aston, T.H. and C. H. E. Philipin (eds.), The Brenner Debate (Cambridge University. Press. 1987).
Butterfield, H.. The Origins of Modem Science (Free Press, 1965).
75
Cipolla, Carlo O M., Before the Industrial Revolution, European Society and Economy 1000-1700. 3rd
edn 1993 (Norton, 1980).
Cipolla, Carlo M., Fontana Economic History of Europe, Vols. II and III (Collins; 1974, Harvester
Press. 1976).
Coleman, D.C. (ed.), Revisions in Mercantilism.
Davis, Ralph, The Rise of the Atlantic Economies (Cornell University Press, 1973).
Elton, G.R. Reformation Europe. 1517-1559.
Gilmore, M.P. The World of Humanism, 1453-1517 (Green. 1983).
Hale, J.R., Renaissance Europe (University of California Press, 1978).
Hall, R.. From Galileo to Newton.
HiII, Christopher, A Century of Revolutions (Norton, 1982).
Hilton, Rodney, Transition from Feudalism to Capitalism (Routledge Chapman & Hall. 1976).
Koenigsberger, H.G. and G. l. Mosse, Europe in the Sixteenth Century (Longman. 1971).
Kriedte, Peter, Peasants, Landlords and Merchant Capitalists (Berg, 1983).
Mathias, Peter, First Industrial Revolution (London, 1969).
Miskimin, Harry, The Economy of Later Renaissance Europe: 1460-1600 (Cambridge University
Press, 1977).
Nauert, Charles A., Humanism and the Culture of the Renaissance (1996).
(Rutledge. Chapman & Hall 1985).
Parry, J.H., The Age of Reconnaissance (London, 1972).
Phukan, Meenakshi, Rise of the Modem West. Social and Economic History of Early Modern Europe.
Cipolla, C. M., Fontana Economic History of Europe, Vol. 111 (The Industrial Revolution) (Harvesters,
1976).
Evans, J., The Foundations of a Modern State in 19th Centaur’s Europe.
The Age of Revolution (NAI, 1964). The Age of Capitalist. The Age of Extremes.
Landes, David, Unbound Prometheus (Cambridge University Press, 1969).
Carnoll, Peter and David Noble, Free and Unfree: A New History of the United States.
Sellers, Charles. Henry May and Neil Macmillan, A Synopsis of American History, 2 Vols (Delhi,
Macmillan, 1990).
POLITICAL SCIENCE
SEMESTER-II
PAPER-II
INDIAN GOVERNMENT AND POLITICS
Contact Hours: 5 days per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
UNIT-I
The making of Indian Constitution : Government of India Act 1919 and 1935
Source of Indian Constitution
Basic features of Indian Continuation
UNIT-II
76
Union Government : President, Council of Ministers, Prime Minister, Parliament
State Government : Governor, Council of Ministers, Chief Minister, State Legislature
Supreme Court : Composition and function
High Court : Composition and functions
Judicial Review
Political parties and pressure groups
Electoral process and Electoral reforms
Election Commission of India
Local Government and Politics in India : Urban and Rural
UNIT-III
UNIT-IV
UNIT-V
Suggested Readings
1) G. Austin,: The Indian Constitution : Corner stone of a Nation
2) Rajani Kothari
: Politics in India
3) K. R. Bombwal
: National Power & State Autonomy
4) J. C. Johari
:
Indian Government and Politics
5) D. D. Basu
:
Introduction to the Constitution of India
6) M.V. Pylee
:
Constitutional Government in India
7) D. C. Gupta
:
Indian Government and Politics
8) C.P. Bhambri
:
Politics in India
9) K. V. Rao :
Parliamentary Democracy in India
10) S. L. Sikri
:
Indian Government and Politics
ECONOMICS
SEMESTER-II
PAPER-II
MONEY, BANKING AND PUBLIC FINANCE
Contact Hours: 5 days per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
UNIT-I
: Meaning of money, Value of money, Quantity theory of money – Cash transaction and Cash
balance approach, Keynes theory of money and prices, Inflation
UNIT-II
: Commercial Banking : Functions of Commercial Banks, Process of credit creation,
Investment policy of commercial banks, Money market and capital market, Features of Indian money
market.
77
UNIT-III
: Central Banking : Functions of Central Bank, Methods of credit control, objectives of
monetary policy, Role of RBI in India (M1, M2, M3 and M4)
UNIT-IV
: Public Finance : Classical and Modern approach to public finance, Principle of Maximum
Social Advantage, Public goods vrs. Private goods.
Public Expenditure :Causes of growth of public expenditure, Effects of Public expenditure.
UNIT-IV
: Taxation : Cannons of taxation, benefit approach, Ability to pay approach, Effects of taxation,
impact, incidence and shifting, Features of Indian tax system. VAT, Public debt, sources, methods of debt
redemption.
Suggested Readings
K. K. Rurihara, `Monetary theory and public policy’ Kalyani Publishers, New Delhi
S. B. Gupta, `Monetary Economics’ S. Chand Company Ltd. (New Delhi)
Crowther, `An outline of money’ Thomas Nelson and Sons Ltd., London, Universal book stall, India.
R. S. Sayer, `Modern Banking’ Oxford University Press, London
B. Mishra, `Public Finance’ Macmillan India Limited.
R. Musgrave, `Theory of Public Finance’ Mc Graw Hill
Raghavendra Jha, `Public Finance'.
ELECTIVE ENGLISH
SEMESTER-III
PAPER-III
HISTORY OF ENGLISH LITERATURE
Victorian, Modern and Contemporary Literary forms and terms
Contact Hours: 5 days per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
Unit I.
Victorian
Age of Compromise
Unit II.
Modern
The two wars and the aftermath
Unit III.
Contemporary
The sceptical temper
Unit IV.
Literary forms
Novel, Travelogue, Biography, Essays
Unit V.
Literary forms Epistolary, Picaresque, Novel of development (BildungSroman), Stream of Consciousness, Malefaction, Plot, Point of view, focalization, Structure, Narrator,
Narratee.
Suggested Readings
78
1.
2.
3.
4.
5.
6.
An English Reader’s History of English
A social history of English
A short history of English Literature :
Forms of Literature
:
Modern Critical Terms
A glossary of Literary Terms
:
:
Anthony Toyne
:
G. M. Trevelyn
Harry Blamaires
R.J Rees
:
Roger Fowler
M.H Abrams
efnboer FuesefkeÌìJe A
Paper - III
le=leer³e mescesmìj (3rd Semester)
mebHeke&À-Iebìs
:
5 Òeefle meHleen
Hejer#ee-DeJeefOe
:
3 Iebìs
DeefOekeÀlece :
100
DebkeÀ
me$e-Deble:
75 DebkeÀ
DeebleefjkeÀ
:
25
DebkeÀ
ieÐe meeefnl³e Deewj Deeuees®evee
ieÐe-meewjYe-mebHeeokeÀ, megceve ceesoer, efJeéeefJeÐeeue³e
ÒekeÀeMeve, JeejeCemeer ~
efveyebOe (efJemle=le DeO³e³eve)
³etefveì - I (1)
yeeueke=À<Ce Yeìdì - ©ef®e
(2) jeceye=#e yesveerHegjer - iesntB yeveece iegueeye
efveyebOe (efJemle=le DeO³e³eve)
³etefveì - II
(1) npeejer Òemeeo efÜJesoer - peerJesce Mejo: Meleced
(2) ceneosJeer Jecee& - ®eerveer YeeF&
keÀneveer
³etefveì - III mebHeeokeÀ - keÀLeeblej, [e@. Hejceevebo ÞeerJeemleJe,
jepekeÀceue ÒekeÀeMeve, ve³eer efouueer ~ efvecveefueefKele
keÀneefve³eeB Heæ{veer nQ (1) Òesce®ebo - keÀHeÀve
(2) DecejkeÀeble - oesHenj keÀe Yeespeve
³etefveì – IV Deeuees®evee
(1) Deeuees®evee keÀe mJeªHe
(2) Deeuees®evee kesÀ efJeefJeOe ÒekeÀej
79
³etefveì - V Deeuees®ekeÀ
(1) Dee®ee³e& jece®ebê MegkeÌue keÀer Deeuees®evee - ¢efä
(2) [e@. veeceJej efmebn keÀer Deeuees®evee-¢efä
(3) [e@. jecemJeªHe ®elegJexoer keÀer Deeuees®evee-¢efä
DebkeÀ - efJeYeepeve
(1) ÒeLece Deewj efÜleer³e ³etefveì mes SkeÀ - SkeÀ J³eeK³ee
keÀjveer nesieer ~
J³eeK³ee kesÀ efueS Òel³eskeÀ ÒeMve ceW oes efJekeÀuHe
jKes peeSbies ~
2x7 = 14
(2) Òel³eskeÀ ³etefveì mes SkeÀ-SkeÀ ÒeMve keÀjves neWies ~
efJekeÀuHe kesÀ efueS 2 ÒeMve efo³es peeSbiess ~5x9 = 45
(3) Òel³eskeÀ ³etefveì mes Jemlegefveÿ ÒeMve Hetís peeSbies ~
kegÀue Deeþ ÒeMve keÀjves neWies ~
8x2 = 16
75
meboYe&-ûebLe :
(1) efnboer keÀneveer keÀer j®evee - Òeef¬eÀ³ee - [e@.
Hejceevebo ÞeerJeemleJe, ûebLece, keÀeveHegj
(2) efnboer Deeuees®evee keÀe efJekeÀeme - [e.@ vebo
efkeÀMeesj veJeue, jepekeÀceue ÒekeÀeMeve, Òee.efue.,
ve³eer efouueer
(3) keÀeJ³eYee<ee Hej leerve efveyebOe - mebHeeokeÀ - [e@.
mel³eÒekeÀeMe
efceÞe,
uesKekeÀ
[e@.
jecemJeªHe
®elegJexoer, ueeskeÀYeejleer ÒekeÀeMeve, Fueeneyeeo ~
(4) veeceJej efmebn keÀe Deeuees®evee-mebmeej : me=peve
Deewj ¢efäkeÀesCe - ceveespe kegÀceej MegkeÌue, meeefnl³e
efvekesÀleve, keÀevegHej ~
Geography
Semester III
PaperIII
Transport Geography
Contact Hours: 5 per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
Unit-I: Factors associated with the development of transport system: physical, Economic, social, cultural,
and
institutional
80
Unit-II: Characteristics and spatio-economic significance of different modes of Transport: Roadways,
Railways,
Airways and Waterways
Unit-III : Structure – Accesibility and Flow models; network structure, graph theoretic
measures,
measurement of accessibility
Unit-IV: Transport theories related to freight rate structure and spatial interaction. Level of regional
development and transport development
Unit-V: Transport policy and planning in India. Urban transportation: different modes, growth and
problems.
Transport and environmental degradation
Suggested Readings :
1. Chorley R.J. & Haggett P, : Models in Geography, Mathuen & Co., London, 1967
2. Hurst M.E (ed.) : Transportation Geography, Mc Grow-Hill 1979
3.Hagget, P and Chorley, R.J: Network Analysis, Edward Arnold, London, 1968
4. Hay, A : Transport Economy, Mac Millan, London, 1973
5. Hoyle, B.S )ed.) : Transport and Development, Mac Millan, London, 1973
6. Robinson, H and Bamforda.G : Geography of Transport, Macdonald & Evans, London,
1978
7. Taffe, E.J and Gauthier (Jr.), H.L : Geography of Transportation, Prentice Hall,
Englewood cliffs, N.J., 1973
8. Ullman, E.L. : American Commodity Flow, University of Washington Press, 1957
9. White, H.P & Senior, M.L: Transport Geography, Longman, London, 1983
10. Raza, M & Agarawalla, Y.P : Transport Geography of India, Concept, New Delhi,
1985
11. Das, P.K. : Geography of Air Transport in India, Vista International, Delhi, 2007
POLITICAL SCIENCE
Semester III
Paper III
International Politics
Contact Hours: 5 per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
Unit-I : Nature and Development of International Politics
81
Theories of International Politics : Realist Theory; Systems Theory;
Decision – Making Theory
Unit-II : Power – Meaning, Elements, Limitations
Balance of Power – Characteristics and Relevance
Unit-III :
Collective Security : Nature, Assumptions; Collective Security and Peace
Unit-IV :
Diplomacy : Nature and Types, Functions and Trends
Unit-V : United Nations : Organisation and Functions
Role of the UN in International Peace
Suggested Readings
1. Mahendra Kumar, “Theoretical Aspects of International Politics”, New Delhi, 1998
2. J.Frankel, International Politics : Conflict and Harmony, London, Penguin, 1969
3. K.N. Walt2, Theory of Int. Politics, Massachuselts Addison – Wesley, 1979
4. S.H. Hoffman, “Essays in Theory and Politics of Int. Relations”, Boulden Colorads, Westview Press,
1989
5. David P.Barash and Charles P.Webel : Peace and Conflict Studies, Sage, 2006
6. Kimberley Hutchings, “ International Political Theory” Sage, New Delhi, 2007
7. Hedley Bull, “The Anarchical Society : A Study of Order in World Politics, Macmillan, London, 1977
HISTORY
Semester III
PaperIII
Contemporary World History
Contact Hours: 5 per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
Unit -I: The World in Pre-World War Period
Introduction – Defining the contemporary History
Hegemony of and conflicts within Europe
Rise of USA and Japan
Imperialism in Asia, Africa and Latin America
Unit -II : The First World War
Beginning and course of the War
Russian Revolution
Peace Treatics
League of Nations
Unit -III : The Inter War Period
The Economic Depression
Nazism and Fascism
USA and Japan’s Expansion
Unit -IV: The Second World War
Theatres of War
German Invasion of the Soviet Union
82
The Allied Victories
The United Nations Charter
Unit -V : The Cold War
Civil War in Greece
Division of Germany
Nuclear Power
Disintegration in the Communist World
Suggested Readings
1. P.Maiti, History of Europe Delhi, 1977
2. Hassal, Balance of Power Delhi, 1980
3. CJH Hayes, Political, Social, Cultural History of Europe, Delhi, 1990
4. Riker, A Short History of Europe, London, 1980
5. Gooch, History of Modern Europe, London, 1989
6. Taylor, Struggle for Mastery of Europe, London, 1978
7. D. Jhompson, Europe Since Napoleon, London, 1978
8. Langsham, World Since 1914, London, 1977
9. W. Churchil, The World Crises, London, 1955
10. Arjun Dev, History of Contemporary World, NCERT, New Delhi, 2004
11. Arjun Dev, The Story of Civilization, NCERT, New Delhi, 2004
12. Agatha Ramm, Europe in the Twentieth Century, 1905 – 1970,
Longman, London, 1971
13. HAL Fisher, A History of Europe, From the early 18th Century to 1935,
Cambridge, 1977
14. E.Lipson, Europe in the 19th & 20th Centuries, Cambridge, 1979
15. Carl L. Becker, A Survey of European Civilization Part-II, Massachusetts,
USA, 1958,
16. Modern History of Europe, Cambridge, 1962
Economics
Semester III
Paper III
Economics of Growth & Development
Contact Hours: 5 per week
83
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
Unit 1. Economic development and economic growth, Different indices of economic development, physical
quality of life Index (PQLI). Human Development Index. Obstacles to economic development. Vicious circle
of poverty, Measures to break vicious circle of poverty. Factors affecting economic growth, capital formation
in under-developed countries
Unit 2. Theories of Economic Development : Classical theory of development – Adam Smith and Ricardo,
Marxian theory of economic development, Shumpter’s theory of development Harrod – Domar model of
steady growth
Unit 3. Approaches of Economic Development : Rostows growth theory, Take-off stage and UDCs,
Strategies of economic development. Balanced and unbalanced growth. Nurkse Hirschman theory. Big
Push
Unit 4. International aspects of development : International trade and economic development PrebischSinger thesis. Need and types of foreign capital Foreign Direct Investment. Multinational corporations,
Activities in developing countries. Foreign aid v/s foreign trade.
Unit 5. Need for planning : Methods of financing economic development, Role of Monetary and fiscal
policies in economic development, Rationale of industrialization in developing countries
Suggested Readings
1. Economic Development Theory, History and Policy – Meier & Baldwin, Oxford University Press
2. Economic Development – B.Higgins, Norton, New York
3. Economic Development – C.P. Kindleberger, Mc. Graw Hill, New York
4. Growth & Development – A.P. Thirlwal, Macmillan, London
5. The Stages of Economic Growth – W.W. Rostow
6. Theories of Economic Growth & Development, Stanford University Press, Stanford.
ELECTIVE ENGLISH
SEMESTER-IV
PAPER-IV
84
Language Skills and Communication
Contact Hours: 5 days per week
Exam Duration:3 Hours
Maximum Marks: 100
Terminal : 75 Marks
Sessional : 25 Marks
Unit-I Language and Communication
Communication: Process and Significance
Language as Communication
Types of Communication: Formal and Informal Communication
Non-verbal Communication
Unit-II Developing Listening Skills
Listening as a Skill: Concept, types and barriers
Approaches to language teaching and role of listening
Developing listening skills through technology: radio, audio tapes/CDs, language
laboratory, computer assisted language learning (CALL)
Unit-III Developing Speaking Skills
Conversational skill
Interview skill
Presentation skill
Group discussion
Telephone skill
Meetings: Agenda and minutes
Unit-IV Developing Reading Skills
Speed reading and comprehension
Reading techniques
Scanning, skipping and skimming
Global comprehension and summarizing
Unit-V Developing Writing Skills
Salient features of written communication
Advantages and disadvantages of written communication
Descriptive, persuasive and argumentative writings
Effective writing techniques: enriching vocabulary, foreign words and phrases in English,
punctuation.
Suggested Readings
85
1. Kumar E. Suresh Kumar and P. Sreehari. Communicative English. Orient Longman,
2007.
2. Mackay, I. Listening Skills. Orient Longman, 2000.
3. Soundararaj, Francis. Speaking and Writing for Effective Business Communication.
Macmillan, 2007.
4. Michigan, E. A. Speed Reading with Word Power. Infinity Books, 1999.
5. Dorner,Jane. Writing for the Internet. Oxford University Press.
efnboer FuesefkeÌìJe A
Paper - IV
®elegLe& mescesmìj (4th Semester)
mebHeke&À-Iebìs
:
5 Òeefle meHleen
Hejer#ee-DeJeefOe
:
3 Iebìs
DeefOekeÀlece :
100
DebkeÀ
me$e-Deble:
75 DebkeÀ
DeebleefjkeÀ
:
25
DebkeÀ
veeìkeÀ (efJemle=le DeO³e³eve)
³etefveì - I Dee<eeæ{ keÀe SkeÀ efove - ceesnve jekesÀMe,
jepeHeeue SW[ mebme, ve³eer efouueer ~
86
SkeÀebkeÀer (efJemle=le DeO³e³eve)
³etefveì - II Þesÿ SkeÀebkeÀer - mebHeeokeÀ, [e@. efJepe³eHeeue
efmebn, vesMeveue HeefyueefMebie neGme, ve³eer efouueer - 2
efvecveefueefKele SkeÀebefkeÀ³eeW keÀes Heæ{vee nw (1) GHeWêveeLe DeMkeÀ
metKeer [eueer
(2) ue#ceer veeje³eCe ueeue cecceer þkegÀjeFve
³etefveì - III (1) veeìîe meceer#ee kesÀ DeeOeejYetle leÊJe
(2) veeìkeÀ Deewj jbieceb®e
³etefveì - IV (1)
SkeÀebkeÀer
meceer#ee
kesÀ
DeeOeejYetle leÊJe
(2) veeìkeÀ Deewj SkeÀebkeÀer ceW Deblej
³etefveì - V (1)
efnboer veeìkeÀ keÀe GodYeJe Deewj
efJekeÀeme
(2) efnboer SkeÀebkeÀer keÀe GodYeJe Deewj efJekeÀeme
DebkeÀ - efJeYeepeve
(1) ÒeLece Deewj efÜleer³e ³etefveì mes SkeÀ - SkeÀ J³eeK³ee
keÀjveer nesieer
J³eeK³ee kesÀ efueS Òel³eskeÀ ÒeMve ceW oes efJekeÀuHe
jKes peeSbies ~
2x7 = 14
(2) Òel³eskeÀ ³etefveì mes SkeÀ-SkeÀ ÒeMve keÀjves neWies ~
efJekeÀuHe kesÀ efueS oes ÒeMve efo³es peeSbiess ~ 5x9 = 45
(3) Òel³eskeÀ ³etefveì mes oes - oes Jemlegefveÿ ÒeMve Hetís
peeSbies ~
kegÀue Deeþ ÒeMve keÀjves neWies ~
8x2 = 16
75
meboYe&-ûebLe :
(1) efnboer veeìkeÀ : GodYeJe Deewj efJekeÀeme - [e@. oMejLe
DeesPee, jepeHeeue SW[ mebme, keÀMceerjer iesì, efouueer ~
(2) veeìîeYee<ee : [e@. ieesefJevo ®eelekeÀ, le#eefMeuee
ÒekeÀeMeve, Debmeejer jes[, oefj³eeiebpe, ve³eer efouueer ~
(3) efnboer veeìîe : Òe³eesie kesÀ meboYe& ceW - [e@. meg<ecee
yesoer, Hejeie ÒekeÀeMeve, efouueer ~
ECONOMICS
SEMESTER-IV
PAPER-iV
INDIAN ECONOMY
87
Contact Hours: 5 per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
UNIT-I
UNIT-II
UNIT-III
UNIT-IV
UNIT-V
:
Indian Economy during the colonial period, Features of Indian Economy since
Independence, Poverty, Inequality of income, unemployment, causes and remedies.
:
Broad Demographic features, population size, growth rate, sex-composition, Rural-urban
migration, Occupational distribution, Problems of over-population, Quality of Population,
Population policy.
:
Agriculture : Indian Agriculture, nature and importance, factors determining agricultural
productivity, Agricultural policy and Green revolution, Land Reforms, Agricultural Marketing, Food
security and Public distribution system, Agricultural credit and Financial problems and prospects.
:
Industry : Industrial development during the plan periods, Industrial policy 1956, 1977,
1991. Industrial policy in the post-liberalisation period. Role of public sector enterprises. Industrial
Finance; problems and prospects.
:
Planning in India, objectives, strategies, achievements and failure, New Economic Policy,
Liberalisation, Privatisation and Globalisation, WTO.
Suggested Readings
Rudder Dutt and K. P. M. Sundharam `Indian Economy’, S. Chand & Company Ltd., New Delhi
2001.
I. C. Dingra `Indian Economy, Environment and Policy’, Sultan Chand & Company, New Delhi
2001.
S. K. Mishra and V. K. Puri, `Indian Economy, its development experience’, Himalaya Publishing
House, Mumbai, 2001.
B. Jallan `Indian Economy in the new millennium’, selected essays, edited by B. Jalln
P. Choudhury `Indian Economy’
POLITICAL SCIENCE
SEMESTER-IV
PAPER-IV
INDIAN POLITICAL TRADITION
Contact Hours: 5 per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
UNIT-I
88
Kautilya : Relationship between ethics and politics; nature and characteristics of
government
Dayananda Saraswati : Relationship between ethics and politics. Concept of Vedic Swaraj,
Nationalism Social Reforms
UNIT-II
Raja Ram Mohan Roy : Liberalism, Social Reforms, Father of Indian Renaissance
Vivekananda : Humanism, Nationalism, Internationalism
Gopal Krishna Gokhale – Political Ideas and goals, political techniques
Bal Gangadhar Tilak – Political Ideas, Political goals and political techniques
UNIT-III
UNIT-IV
Mahatma Gandhi : Ends- Means Relationship; Concept of Swaraj, Satyagraha, Sarvodaya,
Non-violence
Subas Chandra Bose : Political goals, political techniques, Views on Gandhism.
UNIT-V
Jawarharlal Nehru : Democracy, Socialism, Nationalism and Internationalism
B. R. Ambedkar : The Social and Political ideas.
Suggested Readings
1) V. P. Verma
:
2) Kiran Saxena
:
3) V. R. Mehta
:
4) K. P. Karunakaran:
5) G. C. Nayak
:
6) R. C. Gupta
:
7) B. C. Rout
8) J. K. Misra (edited):
9) S. Ghosh
:
Modern Indian Political Thought
Modern Indian Political Thought
Foundations of Indian Political Thought
Modern Indian Political Tradition
Indian Political Traditions
Indian Political Thought
:
Indian Political Tradition
Indian Political Thinkers
Modern Indian Political Thought
HISTORY
SEMESTER-IV
PAPER-IV
THEMES IN EARLY INDIAN HISTORY (UPTO AD 650)
Contact Hours: 5 per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
UNIT-I
:
Historiography of Early India : Features of Colonial Writings on Early Indian
History.
Nationalist Approaches to Early Indian History
Sources : Literature, epigraphic and numismatics
UNIT-II
:
89
The Harappan Civilization : Origin, Extent, Urban Life, Socio-Economic and
Religious life.
Vedic Culture : Society, Economy, Polity and Religion during Early Vedic
Period.
Society, Economy, Polity and Religion during Later Vedic Period
UNIT-III
:
Political structure of the Mahajanpadas
Socio-Religious Reforms Movement : Jainism and Buddhism – Their Impact
on
Indian Society and Culture.
Political Structure of the Mauryas Society and Economy of the Mauryan Age
–
Ashoka’s Dhamma.
UNIT-IV
:
Gupta Political system : State and administrative institutions
Cultural Developments – Art, Architecture, Sculpture, Painting, Literature and Religion.
Kushanas and Satavashanes – their Achievements
UNIT-V
:
Post Gupta State and system of Administration : Harshavardhan’s administrative and
Religion.
State in Southern India : Pallava and Chola States
Cultural Developments – Art and religion in South Indian
Suggested Readings
1.
AgarwaI, D,P., The Archaeology of India (Delhi, Select Book Services
Syndicate,
1984).
2.
Basham, A.L, The Wonder that was India (Mumbai, Rupa. 1971).
3.
Chakravarti Uma, The Social Dimensions of Early Buddhism (Delhi,
Munshiram
Manoharlal,
1996).
4.
Champakalakshmi, R., Trade. Ideology and Urbanisation: South India 300 BC-AD 1300
(Delhi, OUP, 1996).
5.
Chattopadhyaya, B.D., A Survey of Historical Geography of Ancient India (Koikata,
Manisha, 19B4).
6.
_______The Making of Early Medieval India (Deihi, OUP, 1994).
7.
_____History of Science and Technology in Ancient India. (Kolkata, Firma KLM, 1986).
8.
Hatrle, J. C., The Art and Architecture of the Indian Subcontinent (Harmondsworth,
Penguin, 1987).
9.
Jha, D. N. (ed.) Feudal Social Formation in Early India (Delhi, Chanakya, 1988).
10.
_____________Economy and Society in Early India: Issues and Paradigms
(Delhi,
Munshiram Manoharlal, 1993).
11.
Karashima, N., South Indian History and Society, (Studies from Inscriptions AD 850-1800)
(Delhi, OUP, 1984).
12.
Kosami, D.D., An Introduction to the Study of Indian History (Mumbai, Popular Prakashan,
1975).
13.
Lal, B.B. and Gupta, S.P. (ed.), Frontiers of the Indus Civilization (Delhi. Books & Books,
1984).
14.
Maily, S. K. Economic Life in Northern India in the Gupta Period 300 AD-550 AD (Delhi,
Motilal Banarsidass, 1970).
15.
Majumdar, R.C., et. al. (eds.), History and Culture of the Indian People, Vols. I. II and III
(Mumbai,
1974).
16.
Possehl, G.L. (ed.), Ancient Cities of the Indus (Delhi, Vikas, 1979).
90
17.
________(ed.), Harappan Civilization: A Contemporary Perspective (Delhi, Oxford and
IBH. 1993).
18.
Ramaswamy, Vijaya. Walking Naked: Women, Society, Spirituality in South India (Simla,
lIAS. 1997).
19.
Ray, Himanshu Prabha. The Winds of Change (Delhi, OUP, 1994).
20.
Raychaudhuri, H.C.. Political History of Ancient India (Rev. edn. with commentary by B.N.
Mukherjee) (Delhi, 1996).
21.
Sahu, B.P. (ed.), Land System and Rural Society in Early India (Delhi. Manohar, 1997).
22.
Sastri, K.A.N. (ed.), A Comprehensive History of India. Vol. II. with an updated bibliography
Delhi. PPH, 1987)
23.
______ (ed.). A History of South India, edn 4 (Chennai. OUP, 1983).
24.
Sharma, R.S., Aspects of Political Ideas and Institutions in Ancient India. (Delhi, Motiial
Banarsldass, 1991).
25.
________Indian Feudalism ed. 2 (Delhi. Macmillan, 1981).
26.
_____ Shudras in Ancient India rev edn 2 (Delhi, Motilal Banarsidas. 1980).
27.
_____ Urban Decay in India c. 300-1000 (Delhi, Munshiram Manoharlal, 1987).
28.
Thapar, Romila (ed.), Asoka and the Decline of the Mauryas (Delhi, OUP, 1997).
29.
______ A History of India, Penguin.
30.
Valuthat, Kesavan, The Political Structure of Early Medieval South India (Delhi, Orient
Longman,
1993).
31.
Yadava,. B.N.S., Society and Culture of Northem India in The Twelfth Century (Allahabad,
Central Book Depot. 1973).
32.Sheikh Ali, B., History : Concepts and Methods.
33.Sreedharan, K., A Historiography, Orient Longman Ltd., Hyderabad.
SEMESTER-IV
GEOGRAPHY
PAPER-IV
QUANTITATIVE TECHNIQUES IN GEOGRAPHY
Contact Hours: 5 per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
UNIT-I : Geographical Data
Characteristics of Geographical Data : Its Nature, Scope and Methods of Collection
Type of Spatial Data : Positional, Linear, Areal, Volumetric
Measurement of Phenomena : Nominal, Ordinal, Interval and Ratio Scales
Distribution of Data; Grouping of Ungrouped Data; Construction of Histogram and Frequency
Polygon, Cumulative Frequency Curve (Ogive)
UNIT-II : Measures of Central Tendencies
Measures of Central Tendency : Mean, Median and Mode (Both for Grouped and Ungrouped Data)
and their Representation on the Histogram and Ogives
91
Quartiles, Deciles, Percentiles and their representation in Ogive; Graphical Determination of Median
by constructing Ogive; characteristics of an ideal measure of Central Tendency
UNIT-III : Measures of Dispersion
Mean Deviation : Standard Deviation, Coefficient of Variability
UNIT-IV:Statistical Relationships
Bi-variate Relationships : Scatter Diagram
Correlation : Spearman’s Rank Correlation; Karl Pearson’s Product Moment Correlation; Test of
Significance
Regression : Computation of Regression Equation by Least Square Method; Placement of
Regression Line on Scatter Diagram
UNIT-V : Matrix
Types of matrices; simple functions – addition, multiplication, scalar multiplication; Transpose of a
matrix, Adjoint of a square matrix, Inverse of a Square matrix – computation, properties; Matrix
representation of equations and their solution.
Suggested Readings
1.
2.
3.
4.
Mehmood, A
Pal, S.K.
Gupta, S.C.
Blalock, M
:
:
:
:
Statistical Methods in Geography
Statistical Techniques – A Basic Approach to Geography
Fundamentals of Statistics
Social Statistics
English
Semester V
Paper V
Writing Skills
Contact Hours: 5 per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam: 75 Marks
Sessional: 25 Marks
I : Critical Appreciation of an unseen poem
II Literary Essay (about 400 words)
III. Critical appreciation of an unseen prose piece
IV. Writing a feature/news report
V. Short story writing (to be developed from a given outline)
Suggested Readings
Quintessence of Literary Essays – W.R. Goodman
Practical Criticism – I.A. Richards.
92
Semester V efnboer
®elegLe& mescesmìj, efJeMes<e
mebHeke&À-Iebìs
:
5 Òeefle meHleen
Hejer#ee-DeJeefOe
:
3 Iebìs
DeefOekeÀlece :
100
DebkeÀ
me$e-Deble:
75 DebkeÀ
DeebleefjkeÀ
:
25
DebkeÀ
pe³eMebkeÀj Òemeeo
efJemle=le DeO³e³eve
keÀecee³eveer - pe³eMebkeÀj Òemeeo, Òemeeo ÒekeÀeMeve,
JeejCemeer ~
³etefveì - I
`ef®eblee' meie& (DeejbYe mes 20
íbo)
³etefveì - II
`Þe×e' meie& (DeejbYe mes 20 íbo)
³etefveì - III(keÀ)`ef®eblee' meie& keÀe keÀL³e-JeCe&ve
(Ke)
`ef®eblee' meie& keÀe Yee<eeJewefMeäîe
³etefveì - IV(keÀ) `Þe×e' meie& keÀe keÀL³e-JeCe&ve
(Ke)
`Þe×e'
meie&
keÀe
Yee<eeJewefMeäîe
³etefveì - V
(keÀ)íe³eeJeeo keÀer ÒecegKe
ÒeJe=efÊe³eeB
(Ke)
pe³eMebkeÀj Òemeeo kesÀ keÀeJ³e
ceW DeeveboJeeo
DebkeÀ - efJeYeepeve
1. Henueer Deewj otmejer ³etefveì mes SkeÀ-SkeÀ J³eeK³ee (4
J³eeK³eeDeeW ceW mes 2 keÀjveer neWieer)
12x2=24
2. leermejer, ®eewLeer, HeeB®eJeeR ³etefveì mes SkeÀ-SkeÀ oerIe&
GÊejer ÒeMve keÀjves neWies
(6 ÒeMveeW ceW mes 3 kesÀ GÊej osves neWies)
17x3=51
93
75
meboYe&-ûebLe
1. pe³eMebkeÀj Òemeeo - veboogueejs JeepeHes³eer, Yeejleer Yeb[ej,
Fueeneyeeo
2. Òemeeo-meboYe&- (meb.) - [e@. Òeefceuee Mecee&, mevceeie&
ÒekeÀeMeve, efouueer - 110007
3. Òemeeo keÀe keÀeJ³e - [e@. ÒesceMebkeÀj, Yeejleer Yeb[ej,
Fueeneyeeo ~
4. keÀecee³eveer keÀer Deeuees®evee-Òeef¬eÀ³ee - [e@. efieefjpee
je³e, ueeskeÀYeejleer ÒekeÀeMeve, Fueeneyeeo ~
GEOGRAPHY
SEMESTER-V
PAPER-V
CLIMATOLOGY AND OCEANOGRAPHY
Contact Hours: 5 per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 60 Marks
Sessional : 15 Marks, Practical :25 Marks
UNIT-I
: Foundations of Climatology
Climate and Weather : Elements and Factors of Climate and Weather
Atmosphere : Its Structure and Composition
Insolation and Heat Budget of the Earth
UNIT-II
: Upper Air Circulation and Precipitation
Upper Air Circulation and Jet Streams
Atmospheric Humidity : Clouds – Occurrence, type and characteristics ; Condensation
Frog. Mist,
Dew; Precipitation
UNIT-III :Air masses;Atmospheric Disurbances
Airmasses and Fronts : Origin, Growth, Types and Characteristics of Airmasses; Airmass
Modification and Decay; Frontogenesis and Frontolysis; Characteristics of Cold and Warm
Fronts
Cyclones and Anticyclones : Temperate Cyclones and Polar Front Theory;
Tropical
Cyclones
– Origin, Growth and Characteristics
UNIT-IV
: Oceanography – Basics
General Relief of the Ocean Floor; Bottom Relief of Indian Ocean ,Atlantic Ocean
Ocean Deposits : Classification and Types.
94
Coral Reefs and Atolls: Formation and distribution.
UNIT-V
: Ocean Dynamics
Tides : Types and their Effects ; Theories on the Formation of Tides
(Stationery
wave, Oscillation).
Oceanic Circulation : Factors Controlling Ocean Currents; Currents of the `Atlantic, Pacific
and Indian Oceans.
Suggested Readings
1.
2.
3.
4.
5.
6.
7.
8.
Trewartha, G. T.,
Bary, R.G. & R.J. Choley
Menon, P. A.
Sidharth, K.,
Sidharth, K.
Sharma & Vithal,
Das, P.K.
Austin Miller
:
:
:
:
:
:
:
:
An Introduction to Climate
Atmosphere, Weather and Climate
The Weather
Atmosphere, Weather & Climate
Oceanography
Oceanography for Geographers
The Monsoon
Climatology
GEOGRAPHY(PRACTICAL)
Practical: 25 Marks
UNIT-I
: Climatic Diagrams
Temperature:Rainfall Graph
Drawing of Hythergraph, Climograph
UNIT-II
: Weather Maps
Interpretation of weather maps
Drawing of isobars, isotherms and isohyets
Reference
1.
Monkhouse, F.J.
:
Maps & Diagrams
2.
Singh, R. L. & R.P.B. Singh :
Practical Geography
95
HISTORY
SEMESTER-V
PAPER-V
SOCIAL FORMATION AND CULTURAL PATTERN OF
THE PRE-MODERN TIMES
Contact Hours: 5 per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
UNIT-I
:
Evolution of Homo Sapiens, Palaeolithic and Mesolithic Cultures.
Food Production: beginning of agriculture and domestication of animals
Bronze Age Culture: i) Economy, ii) Social Stratification, iii) State structure in reference
to Mesopotamia (upto Akkadian Empire).
UNIT-II
: Nomadic groups in Central and West Asia
The advent of iron and its implications
Slave societies in ancient Greece and Rome : i) agrarian economy, ii) Trade, iii) Political
structure : Athenian democracy and Roman Republic, iv) Roman Empire and its crisis.
UNIT-III
: Subsistence Economy to feudal states in Europe from 7th to 15th AD Centuries, Origins
of
feudalism: i) feudal economy, ii) trade, iii) technology, iv) crisis of feudalism
UNIT-IV
: Religion and culture in medieval Europe: i) Rise of Papacy, ii) monastic revival, iii) family
organization, iv) demographic changes
UNIT-V
: Rise of Islam in Central Asia – the tribal background
The caliphate – society and state
Religious development – the origin of Shariah, Sufism
ESSENTIAL READINGS
Perry Anderson, Passages from Antiquity to Feudalism.
J. D. Bernal, Science in History. VoL I.
Marc Bloch. Feudal Society. 2 Vols.
Burns and Ralph. World Civilizations.
Cambridge History of Africa
Cambridge History of Islam
V. Gordon Childe. What Happened in History
V. Gordon Childe. Social Evolution.
G. Clark, World Prehistory, A New Perspective
Georges Duby. The Early Growth of the European Economy.
Glyn Daniel, First Civilizations
B. Fagan. People of the Earth.
Amar Farouqi, Early Social Formations (2001)
M. I. Finley, The Ancient Economy.
Fontana Economic History of Europe. Vol.I.
A. Hauser. A Social History of Art. Vol.I.
Jacquetta Hawkes. First Civilization
P. K. Hitti. History of the Arabs.
G. Roux, Ancient Iraq.
Bai Shaoyi, An Outline History of China
96
H.W.F. Saggs. The Greatness that was Babylon
B. Trigger, Ancient Egypt : A Social History
UNESCO Series History of Mankind, Vols. I-III / or New ed. History of Humanity
R. J. Wenke, Patterns in Prehistory
Suggested Readings
V. I. Alexeev, The Origins of the Human Race.
S. Ameer Ali. The Spirit of Islam
J. Baraclough. The Medieval Papacy
J. Barraclough (ed.) The Times Atlas of World History, rev. ed. Geoffrey Parker (1994)
R.E.M. Balsden. The Story of Empire
K. C. Chang, The Archaeology of China
V. Gordon Childe. Man Makes Himself
Encyclopedia of Islam (1st ed.) 1 Vol.
M.I. Finely, The Ancient Greeks
M.I. Finley, Ancient Slavery and Modern Ideology
P. Garnsey and Saller. The Roman Empire
J. Huizinga. The Waning of the Middle Ages / Revised ed. The Autumn of The Middle Ages.
K. Hopkins. Conquerors and Slaves
M. G. S. Hodgson. The Venture of Islam
Rodney Hilton, Bondmen Made Free.
Rodney Hilton. Transition from Feudalism to Capitalism.
A. H. M. Jones. Decline of the Ancient World
J. Mellaart. Neolithic of the Near East
Joseph Needham. Science and Civilization in China Vol.I.
A. L. Oppenheim. Ancient Mesopotamia.
J.N. Postgate, Early Mesopotamia
G. W. Southern, Making of Middle Ages.
Paul Wheatley. Pivot of the Four Quarters
POLITICAL SCIENCE
SEMESTER-V
PAPER-V
PUBLIC ADMINISTRATION
Contact Hours: 5 per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
UNIT-I
Meaning, Nature and Scope of Public Administration
New Public Administration
UNIT-II
Theories of Organization : The Classical Theories (Henry Fayol, Luther Gulick), The
Scientific Management theory – (F.W. Taylor)
Principles of Organization : Hierarchy, Span of Controls
Unit of Command, Delegation
97
UNIT-III
Personal Administration : Recruitment, Training and Promotion of Civil Servants
Bureaucracy and Civil Service Neutrality
Administrative Behaviour : Leadership, Decision-making, Communication
Financial Administration : Budget – principles, preparation and enactment
Legislative control over administration
Judicial control over administration
UNIT-IV
UNIT-V
Suggested Readings
1) A. Avasthi & S. R. Maheswari :
Public Administration
2) C. P. Bhambri : Public Administration
3) Nigro F.A. and G.I. Nigro
:
Modern Public Administration
4) Mohit Bhattacharya
:
Public Administration
5) Rumki Basu : Public Administration
6) M. P. Sharma : Public Administration in theory & practice
7) A. R. Tyagi
: Public Administration
8) Ashok Chanda :
Indian Administration
ECONOMICS
SEMESTER-V
PAPER-V
MACRO ECONOMICS
Contact Hours: 5 per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
UNIT-I :
Macro Economics, Meaning and significance, concept of National Income, Methods of
measurement of National Income and problems in measuring National Income and Welfare.
UNIT-II :
Classical model of Macro Economics, Says’ Laws of market, classical model of income
determination with and without saving and investment.
UNIT-III :Keynesian theory of income and employment, aggregate demand and aggregate supply functions,
propensity to consume.
UNIT-IV:Capital and investment, Marginal efficiency of capital and marginal efficiency of investment, measures
to stimulate investment, multiplier theory.
UNIT-V :
Classical theory of interest, Keynsian theory of interest, Liquidity preference and liquidity trap
Suggested Readings
1. H. L. Ahuja
`Macro Economics’
98
2.
3.
4.
5.
6.
Mishra & Puri
D. N. Dwivedi
E. Shapiro,
D. Dillard
G. Ackley
`Modern Macro Economics’
‘Macro Economic Theory and Practice’
‘Macro Economic Analysis’ Galgotia Publications, New Delhi
`Economics of J. M. Keynes’ Crossby Lockwood and Sons, London.
`Macroeconomics : Theory and policy’, Macmillan Publishing Company, New York.
ELECTIVE ENGLISH
SEMESTER-VI
PAPER-VI
Poetry and Drama
Contact Hours: 5 per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
Unit I.
Essays on Poetry : Preface to the Lyrical Ballads – W. Wordsworth
How does poetry communicate – Cleanth Brooks
Unit II.
Drama : As you like it – William Shakespeare
Unit III.
Drama : Waiting for Godot-Samuel Beckett
Unit IV.
Poetry : Beat, Beat, Drums – Walt Whitman
The Road not taken – Robert Frost
Let me not to the marriage oftrue minds-William Shakespeare
Ode to Autumn – John Keats
Journey of the Magi – T. S. Eliot
Fern Hill – Dylan Thomas
Unit V. Critical appreciation of an unseen poem :
efnboer FuesefkeÌìJe A
Paper - VI
Heb®eced mescesmìj (6th Semester)
mebHeke&À-Iebìs
:
5 Òeefle meHleen
Hejer#ee-DeJeefOe
:
3 Iebìs
DeefOekeÀlece :
100
DebkeÀ
me$e-Deble:
75 DebkeÀ
DeebleefjkeÀ
:
25
DebkeÀ
Òe³eespevecetuekeÀ eEnoer
99
³etefveì - I (keÀ)
Òe³eespevecetuekeÀ eEnoer : DeLe&
SJeb mJeªHe
(Ke) jepeYee<ee efnboer : mebJewOeeefvekeÀ ÒeeJeOeeve
³etefveì - II (keÀ)
keÀe³ee&ue³eer He$e SJeb GvekesÀ
ÒekeÀej
(Ke) ÒeeªHeCe SJeb efìHHeCe
³etefveì - III pevemeb®eej : efJeefJeOe ÒekeÀej
(keÀ)
mecee®eej He$e
(Ke)
ÞeJ³e ceeO³ece (jsef[³ees)
(ie) ÞeJ³e-¢M³e ceeO³ece (ìer.Jeer.)
³etefveì - IV (keÀ)
DevegJeeo
keÀe
DeLe&,
mJeªHe,
GHe³eesefielee SJeb efJeefJeOe ÒekeÀej
(Ke)
kebÀH³etìj - Heefj®e³e, kebÀH³etìj kesÀ cegK³e Yeeie
³etefveì - V HeeefjYeeef<ekeÀ MeyoeJeueer
(keÀ)
ÒecegKe Meyo
(Ke) ÒecegKe Jeeke̳eebMe
(ie) ÒecegKe Heoveece
DebkeÀ - efJeYeepeve
(1) ³etefveì I, II, III SJeb IV Òel³eskeÀ mes SkeÀ oerIe& GÊejer
ÒeMve Hetíe peeSiee ~
1x16 = 16
Òel³eskeÀ keÀe efJekeÀuHe ÒeMve Yeer Hetíe peeSiee ~
kegÀue ®eej oerIe& GÊejer ÒeMveeW kesÀ GÊej osves
neWies ~
3x13 = 39
(2) ³etefveì V kesÀ oesveeW Keb[eW mes (6+6) Jemlegefveÿ ÒeMve
Hetís peeSbies ~
GveceW 8 (4+4) kesÀ GÊej osves neWies ~
4x3 = 12
4x2 = 8
75
meboYe&-ûebLe :
(1) Òe³eespevecetuekeÀ efnboer - efJeveeso ieesojs, JeeCeer
ÒekeÀeMeve, ve³eer efouueer ~
(2) Òe³eespevecetuekeÀ efnboer - efme×eble Deewj Òe³eesie obieue, Peeuìs, JeeCeer ÒekeÀeMeve, ve³eer efouueer ~
(3) pevemeb®eej Deewj efnboer - [e@. iegueece ceesFvegÎerve
Keeve, Meyevece HegmlekeÀ cenue, keÀìkeÀ ~
(4) DevegJeeo keÀuee - Sve. F&. efJeéeveeLe De³³ej, ÒeYeele
ÒekeÀeMeve, ve³eer efouueer ~
GEOGRAPHY
100
SEMESTER-VI
PAPER-VI
GEOMORPHOLOGY AND HYDROLOGY
Contact Hours: 5 per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 60 Marks
Sessional: 15 Marks,Practical:25 Marks
UNIT-I
:
Development of Landforms
Cycle of Erosion : Concepts of Davis and Penck
Landforms produced by : Running Water; Ground Water; Glacier; Wind;
UNIT-II
: Earth Movements
Orogenic and Epeirogenic movements : Folds, Faults and related land forms
Mountain Building : Theories of Kober and Holmes
Earthquakes and Volcanoes : Their Causes ; Types ; World Distribution
Unit-III Soils and their characteristics
Soil Forming Processes
Soil Classification & Major Soil Groups of the World
UNIT-IV: Theories on Face of the Earth
Continental Drift Theory ; Theory of Plate Tectonics and Sea Floor Spreading.Concept of
Isostasy : Theories of Pratt and Airy
UNIT-V
: Hydrology
Occurrence, movement of Ground water and associated physical features
Hydrological cycle & its sub cycles ; Human intervention in the cycle
Concept of water balance : surplus and deficit
Suggested Readings
Singh, Savinder
Siddhartha, K.
Thurnbury, W.D.
Lobeck :
Wooldrige & Morgan
Strahler & Strahler,
Ward, R. C.
Todd, D. K.
Chorley, R. J.
Chorley, R. J. (Edit)
Chorley, R. J.
:
:
:
Physical Geography
The Earth’s Dynamic Surface
Principles of Geomorphology
Geomorphology
: An Outline of Geomorphology
Physical Geography
: Hydrology
: Ground Water Hydrology, John Willey
: Water, Earth & Man
: Introduction to Physical Hydrology
: Development of Landforms Vol. I & II, Willey International
GEOGRAPHY
PRACTICAL
Practical : 25 Marks
UNIT-I
: Depiction of Relief
101
UNIT-II
:
Drawing of Profiles : Serial, Superimposed, Composite, Projected
Satellite imagery and aerial photographs
Study of Landforms
Interpretation of toposheet to study relief and drainage
Determination of slope and calculation of gradient
Slope analysis
Suggested Readings
1.
2.
3.
Monkhouse, F. J.
Singh, R.L. & R.P.B. Singh
Heyward
:
:
:
Maps & Diagrams
Practical Geography
Geographical Information System
HISTORY
SEMESTER-VI
PAPER-VI
THEMES IN MEDIEVAL INDIAN HISTORY (AD 650 - 750)
Contact Hours: 5 per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam: 75 Marks
Sessional: 25 Marks
UNIT-I
:
Historiographical considerations: Features of Colonial Writings on Medieval Indian History.
Features of Nationalist Writings on Medieval Indian History
Sources : Literature, epigraphic and numismatic
UNIT-II
:
Political structure of the Delhi Sultanate – Central Administration and Military Organization
Economic system under the Sultanate : Market Regulations and the Iqta system,
Disintegration of the Sultanate : causes
UNIT-III
:
Religion and Culture : Sufism–Silsilahas and practices
Bhakti movements : Role of Kabir, Nanak, Sri Chaitanya and the South Tradition
Cultural Development : Art Architecture and growth of literature
UNIT-IV
:
The Mughal state : The Nobility and Zamindars; The Mughal Administration and the Mansabdari
system
The State and Religion : Akbar’s religions policy; Deen-i-ilahi and Sulhikul.
Agrarian systems under the Mughals : Revenue and Jagir system
UNIT-V
:
102
Mughals and Regional Powers : Rise of Awadh, Maharshtra and Hyderabad
Cultural Developments : Art, Architecture, Literature and Paintings during the Mughals
Shivaji and the Maratha Administration
Suggested Readings
Alam Muzaffar and Subramanyam. Sanjay (ed.). The Mughal State (Delhi. OUP. Oxford India Paperback.
.2000.
Banga Indu,(ed,) The City in Indian History: Urban Demography, Society and Politics (Delhi. Manohar,
1991.
Champakalaxmi. R.. Trade. Ideology and Urbanization: South India 300 BC to AD 1300 (Delhi. OUP.
1997).
Chaudhuri K.N. Trade and Civilization in the Indian Ocean: An Economic History from the Rise of Islam to
,1750 (Delhi. Munshiram Manoharal. 1985).
Dilbagh Singh. The State, Landlords and the Peasants: Rajasthan in the 18th Century (Delhi. Manohar.
1990).
Fukazawa, Hiroshi. The Medieval Deccan: Peasants, Social Systems and States-Sixteenth to Eighteenth
Centuries, edn.17(Delhi.OUP, 1991)
Gordon Stewart. The Marathas, 1600-1818 (New Cambridge History of 'India) (Delhi. Foundation
Books.1994).
Habib Irfan (ed). Medieval India- Research in the History of India, 1200-1750 (Delhi. OUP, 1992).
______Agrarian System of Mughal India, 1526-1707(Mumbai, Asia.. 1963).
______An Atlas of the Mughal Empire, edn 2 (Delhi, OUP, 1986).
______Essays in Indian History: Towards a Marxist Perception (De-~ Tulika. 1995).
Hasan, S. Nurul, Thoughts on Agrarian Relations in Mughal India (Delhi, PPH, 1973).
Jackson, P. The Delhi Sultanate (Cambridge University Press circulated through Foundation Press, 1999).
Karashima, N., Towards a New Formation: South Indian Society Under Vijaynagar (Delhi. OUP. 1992).
Khan. A.R.. Chieftains in the Mughal Empire During the Reign of Akbar (Simla, IIAS, 1977).
Koch, Ebba. Mughal Architecture: An Outline of its History and Development (1528-1858) Munich Prestc
1999).
______Mughal Art and Imperial Ideology (Delhi, OUP, 2001).
Kulkarni, A.R., Maharashtra in the Age of Shivaji (Poona, Deshmukh, 1969).
Kulke, Hermann, The State in India (AD 1000-1700) (Delhi. OUP. 1995).
Mallik , B.K., Paradigms of Dissent and Protest : Social Movements in Eastern India(CAD 1400-1700),
Manohar, New Delhi, 2004.
Moreland, W.H.. Agrarian System of Moslem India: A Historical Essay with Appendices. Edn. 2 Delhi.
Oriental Book Reprint Corp.. 1968).
Moreland, W.H.. From Akbar to Aurangzeb : A Study in Indian Economic History (Delhi. Low Pnca
Publication 1990.
Mukhia, Harbans, Historians and Historiography During the Reign of Akbar (Delhi, Vikas. 1976).
Nazmi, Khaliq A., Religion and Politics in the Thirteenth Century (Aligarh. 1961).
Qaiser, A.J.. The Indian Response to European Technology and Culture. 1498-1707 (Delhi, OUP 1982).
Qureshi. I.H.. The Administration of the Moghal Empire (Delhi. Low Price Publication, 1990).
Raychaudhuri, Tapan, and Irfan Habib (eds.), Cambridge Economic History of India, Vol. I. X. 'ZOO-c.
1750 (Delhi, S. Chand, 1984).
Richards, J.F. (ed.), Power. Administration and Finance in Mughal India (Britain. Varionum, 1993)
______(ed.), The Imperial Monetary System of Mughal India (Delhi. OUP. 1987).
_______New Cambridge History of India: The Mughal Empire (Delhi, Cambridge, 1931
______The Mughal Empire (Delhi, Foundation Books, 1993).
Rizvi Syed Athar Abbas, History of Sufism, Vol I (Delhi, Munshiram Manoharlal.. 1983).
_____ Muslim Revivalist Movements in Northern India in the Sixteenth and Seventeenth Centuries (Delhi,
Munshiram Manoharal.. 1993).
103
_________Religious and Intellectual History of the Muslims in Akbar's Reign (Delhi. Munshiram
Manoharlal, 1975).
Satish Chandra, Historiography, Religion and State in Medieval India (Delhi, Har Anand, 1996). .
______Medieval India : From Sultanate to the Mughals, Part I, Delhi Sultanate (1205-1526) (Delhi. Har
Anand, 1997).
______Medieval India: Society, The Jagirdari Crisis and the Village (Delhi. Macmillan, 1992).
______ and P.M. Joshi, (eds), The History of Medieval Deccan (1295-1724) (Hyderabad, Govt. of A.P.
Press 1973.
______Ahamd, Land Revenue Administration" under the Mughals. 1700.1750 (Delhi. Munshiram
Manohorlal 1989.)
______Region and Empire: Punjab ,in the 17th century (Delhi. OUP, 1991).
_____Stein Burton New Cambridge History of India:. Vijayanagar (Cambridge Univ. Press. 1989).
Tripathi, R.P., Rise and Fall of Mughal Empire. (Va. II) (Allahabad, Central Book Depot, 1963).
Some Aspects of Muslim Administration Allahabad. Central Book Depot. 1964).
Sheikh Ali, B. History : Concepts and Methods
Sreedharan, K. A Text book of Histography Orient Longman Ltd., Hyderabad.
POLITICAL SCIENCE
SEMESTER-VI
PAPER-VI
POLITICAL SOCIOLOGY
Contact Hours: 5 per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
UNIT-I
UNIT-II
UNIT-III
UNIT-IV
UNIT-V
Political Sociology : Nature and scope
Approaches to the study of political sociology systems approach, structural-functional
approach, Marxist approach
Authority and legitimacy
Theories of power : Elite, Marxist, Pluralist
Political culture : Meaning, significance and classification
Political socialization; Nature and importance, Agents of socialization
Political participation : Kinds, motives and factors of participation, political non-participation
Political Recruitment : Meaning, Factors and Methods of Political recruitment
Social Change : Meaning, Characterstics, Factors
Revolution : Meaning, causes and typology of revolution
Suggested Readings
1) J. K. Baral & Sailabala Baral
2) Ashraf Ali & L.N. Sharma :
3) T. Bottomore
4) D. K. Biswas
:
Political Sociology
Political Sociology
:
Political Sociology
:
Political Sociology
104
5) M. Hlambos
6) L. Milbrath
7) T. B. Bottomore
8) C. Wright Mills
9) T.R. Gurr
10) Harold J Lask
11) A.K. Mukhopadhyaya
:
Sociology : Themes & perspective
:
Political participation
Elites and Society
The power elite
Why Men Rebel
The State in theory and practice
Political Sociology : Introductory
Analysis
:
:
:
:
:
ECONOMICS
SEMESTER-VI
PAPER-VI
QUANTITATIVE TECHNIQUES
Contact Hours: 5 per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam: 75 Marks
Sessional: 25 Marks
UNIT-I
: Measures of Central Tendency : Arithmetic mean, Geometric mean, Harmonic mean, Median
and
mode. Measures of dispersion, Mean deviation and standard deviation.
UNIT-II
: Measures of Skewness and Kurtosis, Moments, Theory of probability, Index numberproblems in the construction of Index number.
UNIT-III
: Correlation : Types of correlation, simple correlation analysis – scatter diagram, Pearsons
correlation coefficient and its properties. Spearman’s Rank Correlation Co-efficient.
Regression : Simple Regression Analysis : Estimation of regression line and regression
coefficients.
UNIT-IV
: Time Series Analysis : Components, Measurement of trend- free hand method, semiaverage, moving average and method of least squares (equations of first and second degree only).
Sampling vs. Population, Methods of sampling, sampling and non-sampling error. Random variable,
Theoretical distribution (only Normal distribution).
UNIT-V
: Functions: Types of functions, Limits and continuity of a function, derivatives, matrix, types of
materials, transpose and inverse of a matrix, Rank of a matrix.Determinants : Properties of
determinants
Suggested Readings
S. C. Gupta & V. K. Kapoor :
Fundamentals of Applied Statistics’, S. Chand and Sons, New
Delhi
M. R. Specigal
: Theory and Problems of Statistics’, Mc Graw Hill Book, London.
A. C. Chang
:Fundamental methods of Mathematical Economics’, Mc Graw
Hill,
New Delhi.
R. G. D. Allen
:Mathematical Analysis for Economists’, Macmillan Press,
London.
S. C. Gupta,
:Fundamental of Statistics’ Himalaya Publisher.
Taro Yamance
:Mathematics for Economics – an Elementary Survey’ Prentice
Hall of
India, New Delhi.
105
SEMESTER-VII
ELECTIVE ENGLISH
PAPER-VII
General Linguistics and Modern English Structures
Contact Hours: 5 days per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
I. Nature of Language :
What is language, Linguistic as a scientific study of language, Language and Animal
Communication, Branches of Linguistics
II. Phonology and Morphology :
Minimal pairs, Distinctive features, form and meaning, syllable structure, Assimilation rules,
Dissimilation rules, feature addition, segment deletion and addition.
Morphology :
Word classes, Morpheme – Bound and free, Derivational Morphology, Compound stress
pattern, Meaning of compounds Inflexional morphology, Morphophonemics.
III. Syntax and Semantics :
Descriptive and prescriptive, Grammaticality, sentence structure, Phrase structure rules,
Transformational rules.
Semantics :
Semantic features, Ambiguity, Paraphrase, Antonym and synonyms, Names, Sense and
reference, Thematic relations.
IV. Modern Structures :
Verbs and verb phases, Nouns and the basic noun phrase, Adjectives and Adverbs
V. Modern structures :
Finite and Nonfinite Construction, Co-ordination, Complex sentences, Verb and its
complementation, Teaching of Grammar.
Suggested Readings
1.
2.
3.
4.
Introduction to Linguistics
Introduction to Linguistics
Language and Linguistics
Introduction to Linguistics
:
:
:
:
Friedman
David Crystal
John Lyons
R. M. Robins
106
5. A University Grammar of English :
6. Introduction to the Grammar of English :
7. Teaching of Grammar
Quirk and Greenbaum
Huddlestone
:
Jeremy Harmer
ELECTIVE ENGLISH
SEMESTER-VII
PAPER-VII (Honours)
Socio Linguistics and Language Acquisition
Contact Hours: 5 days per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
I. Varieties of Language
Language and Dialect , Regional and social dialect, Registers, Diglossia.
II. Varieties of Language :
Code switching, Code mixing, Borrowing, Pidgin and Creole
III. Language and politics, Language and media, Language and gender.
IV. Language, Culture and Thought :
Linguistics and culture relativity, Language and socialization sapir-whorf hypothesis.
V. Language Acquisition :
First Language Acquisition, second language acquisition, Behaviorist school of language
and cognitive school of language.
Suggested Readings
1. Second Language Acquisition :
Rod Ellis
2. Sociolinguistics
:
Hudson
3. Language, Society and Power :
Linda Thomas & Shan Wareing
efnboer FuesefkeÌìJe A
Paper - VII
<eÿ mescesmìj (7th Semester)
mebHeke&À-Iebìs
:
5 Òeefle meHleen
Hejer#ee-DeJeefOe
:
3 Iebìs
DeefOekeÀlece :
100
DebkeÀ
me$e-Deble:
75 DebkeÀ
107
DeebleefjkeÀ
DebkeÀ
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³etefveì - I
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25
DeLe&,
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³etefveì - V
íbo - ue#eCe SJeb GoenjCe
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(2) ³etefveì IV SJeb V ceW Òel³eskeÀ mes í: ueIeg GÊejer ÒeMve
Hetís peeSbies ~
Gvecesb mes Òel³eskeÀ ³etefveì ceW ®eej kesÀ GÊej osves
neWies ~
7.5x4 = 30
75
meboYe&-ûebLe :
(1) Yeejleer³e leLee Hee½eel³e keÀeJ³eMeem$e keÀe mebef#eHle
efJeJes®eve
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mel³eosJe
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[e@.
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meæ[keÀ, efouueer - 100006
(2) keÀeJ³eMeem$e - [e@ YeeieerjLe efceÞe, efJeéeefJeÐeeue³e
ÒekeÀeMeve, JeejeCeemeer ~
(3) efnboer keÀeJ³eMeem$e - Dee®ee³e& Meebefleueeue
`yeeueWog', meeefnl³e YeJeve, Òee. efueefceìs[, Fueenyeeo ~
108
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Paper – VII (Honours)
meHleced mescesmìj (7th Semester)
mebHeke&À-Iebìs
:
5 Òeefle meHleen
Hejer#ee-DeJeefOe
:
3 Iebìs
DeefOekeÀlece :
100
DebkeÀ
me$e-Deble:
75 DebkeÀ
DeebleefjkeÀ
:
25
DebkeÀ
efnboer meeefnl³e keÀe Fefleneme
³etefveì - I keÀeue-efJeYeepeve SJeb veecekeÀjCe
(keÀ)
DeeefokeÀeue
(Ke) YeefkeÌlekeÀeue
(ie) jereflekeÀeue
(Ie) DeeOegefvekeÀ keÀeue
³etefveì - II (keÀ)
DeeefokeÀeue :ÒecegKe efJeMes<eleeSB
(Ke) YeefkeÌlekeÀeue :
ÒecegKe efJeMes<eleeSB
³etefveì - III (keÀ)
YeejleWog³egieerve keÀeJ³e keÀer ÒecegKe
ÒeJe=efÊe³eeB
(Ke) efÜJesoer³egieerve keÀeJ³e keÀer ÒecegKe ÒeJe=efÊe³eeB
³etefveì - IV (keÀ)
DeeOegefvekeÀ keÀeue : ÒecegKe
keÀeJ³e-ÒeJe=efÊe³eeB
(Ke) íe³eeJeeo, ÒeieefleJeeo keÀer ÒecegKe efJeMes<eleeSB
³etefveì - V DeeOegefvekeÀ ieÐe keÀer ÒecegKe efJeOeeSB :
HejbHeje Deewj efJekeÀeme keÀe mebef#eHle Heefj®e³e
(keÀ)
keÀneveer
(Ke) GHev³eeme
(ie) efveyebOe
DebkeÀ - efJeYeepeve
109
(1) HeeB®e Deeuees®eveelcekeÀ ÒeMve (Òel³eskeÀ ³etefveì mes
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(2) ome Jemlegefveÿ ÒeMve (meYeer ³etefveì mes kegÀue 15
ÒeMve
Hetís peeSbies efpeveceW mes ome kesÀ GÊej osves neWies ~)10x2
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75
meboYe&-ûebLe :
(1) Fefleneme Deewj Deeuees®evee - [e@. veeceJej efmebn,
jepekeÀceue ÒekeÀeMeve, Òee.efue., ve³eer efouueer ~
(2) efnboer meeefnl³e keÀe Fefleneme - meb. [e@. veieWê,
vesMeveue HeefyueefMebie neGme, ve³eer efouueer ~
(3) efnboer meeefnl³e Deewj mebJesovee keÀe efJekeÀeme - [e@.
jecemJeªHe ®elegJexoer, ueeskeÀYeejleer ÒekeÀeMeve,
Fueeneyeeo ~
(4) Fefleneme Deewj Deeuees®ekeÀ ¢efä - [e@. jecemJeªHe
®elegJexoer, ueeskeÀYeejleer ÒekeÀeMeve, Fueeneyeeo ~
(5) efnboer meeefnl³e keÀe DeÐeleve Fefleneme - [e@. ceesnve
DeJemLeer, mejmJeleer Òesme, Fueeneyeeo ~
HISTORY
SEMESTER-VII
PAPER-VII
Contact Hours: 5 per
week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
Tribal History of India
Unit – 1
Historiography and Sources, Concept, Class Formation, Caste and Tribe,
Ancient Tribal Republics,
110
Unit – 2
Tribes of Central India : Gond. Baiga, Kamar, Khonds, British, relation
with tribes, Socio- cultural traditions : Traditional, political and judicial
institutions. Customary laws,- society, economy, faith and belief.
Unit – 3
Tribes of rest of India : Munda, Santhal, Oraons, Bhils, Bado, Tripuri,
Nishi, Koya, Ho, Chenchu, British relation with the tribes. Socio- cultural
traditions : Traditional, political and judicial institutions, customary laws,
society, economy, faith and belief.
Unit- 4
Impact of British administration on tribes : land, forest, social institutions :
Major Tribal resistance movements : Santhal revolts, Mophila Uprising,
Bastar Rebellion. Tana Bhagat Movements. Reang Revolt, Munda revolt,
Nupelon, Gudem- Rampa uprising, Jayantia uprising.
Unit- 5
Social Change and Development with reference to Khasi, Mizo, Nagas:
Process of social change: Sanskritization, Modernization and
Westernization.
Suggested Readings
1.
B.D. Choudary, Tribal Development in India, Inter- India Publications. New
Delhi.
2.
K. Sukant Choudary, Tribal Identity, Rawat Publications. Jaipur.
3.
Das Prawankar, Emerging Pattern of Leadership in Tribal India. Manak
Publication. Delhi.
4.
Duy. B.K. Study of the Tribal People and Tribal Areas of Madhya Pradesh.
Tribal Research Institute, Bhopal M.P.
5.
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esgrk ih-lh- Hkkjr ds vkfnoklh] f’kok ifCy’klZ] mn;iqj
111
7.
uk;Mq ih-vkj- Hkkjr ds vkfnoklh fodkl dh leL;k,Wa] jk/kk ifCyds’kUl]
ubZ fnYyh
8.
ikyksr vkj-lh- jktLFkku dh oufogkjh tutkfr;kWa] uhydey cznlZ]
Mwaxjiqj
9.
jkBkSM+ vt;flag] Hkhy tutkfr f’k{kk vkSj vk/kqfudhdj.k] iap’khy
izdk’ku] t;iqj
10.
'kekZ xczgEnso] vkfnoklh fodkl ,d lS}kfUrd foospu] e/;izns’k fgUnh
xzUFk vdkneh Hkksiky
11.
flag lqjs’k fcjlk eqaMk vkSj mudk vkUnksyu ok.kh izdk’ku] ubZ
fnYyh
12.
frokjh jkds’k dqekj] vkfnoklh lekt esa vkfFkZd ifjorZu] uknZu cqd
lsUVj ubZfnYyh
13.
frokjh f’kodqekj ,oa 'kekZ Jhdey] e/;izns’k dh tutkfr;kWa] fgUnh
xzaFk vdkneh] Hkksiky
14.
mik/;k; fot;’kadj ,oa ik.Ms; x;k] tutkrh; fodkl] e/;izns’k fgUnh xaFk
vdkneh] Hkksiky
15.
mik/;k; fot;’kadj ,oa ik.Ms; x;k] tutkrh; fodkl] e/;izns’k fgUnh xazFk
vadkneh] Hkksiky
16.
fo?kkFkhZ yfyr izlkn ,oa oekZ] fcgkj ds vkfnoklh] 'kqDyk cqd fMiks]
kiVuk
17.
oSn~; ujs’k dqekj] tutkrh; fodkl feFkd ,oa ;FkkFkZ] jkor ifCyds’kUl
t;iqj
tSu izdk’kpUnz ,oa f=osnh e/kqlqnu] vkfnoklh fodkl ;kstuk,Wa] n’kk vkSj
fn’kk] f’kok ifCy’klZ mn;iqj
History
Semester VII
Paper VII (Honours)
India since Independence (1947 – 2000)
112
Contact Hours: 5 days per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
Unit -I : Making of the Constitution
Architectures
Basic Features
Institutions
Unit-II: The Initial Years
Consolidation
Linguistic Reorganisation
Integration of Tribals
Unit-III : The Nehruvian Legacy
Political Parties
Foreign Policy
Economy
Unit-IV : Agrarian and other struggles
Peasant Movement
Workers Movements
Tribal Unrest
Unit-V : Communalism
Various Facets
Revival and Growth
Commulities and Differences between caste and communal problems
Suggested Readings
1. Shashi Tharoor, India from Midnight to the Millennium, New Delhi, 1997
2. Paul R. Brass, The Politics of India since Independence, Indian edition, New Delhi, 1992
3. Danial Thorner, The Shaping of Modern India, Delhi, 1980
4. Bipan Chandra, Essays On Contemporary India, Revised edition, New Delhi, 1999
5. Jean Dreze and Amartya Sean, India : Economic Development and Social Opportunity, Delhi, 1996
6. Bimal Jalan, ed., The Indian Economy : Problems and Prospects, New Delhi, 1992
7. S.K. Chaube, Constituent Assembly of India : Springboard of Revolution, New Delhi, 1973
8. Veerier Elwin, (i) A Philosophy for NEFA, Shillong, 1959 (ii) The Tribal World of Verrier Elwin,
Bombay, 1964
9. K.S. Singh, ed., Tribal Movements in India, 2 Vols, New Delhi, 1982
10. B.R.Nanda, Jawaharlal Nehru: Rebel and Statesman, Delhi, 1995
11. B.R.Nanda, ed., Indian Foreign Policy : The Nehru Years, Delhi, 1976
12. S.Gopal, Jawaharlal Nehru: A Biography, Volumes 2 and 3, London, 1979 and 1984
13. Ghanshyam Shah, Protest Movements in Two Indian States : A Study of the Gujarat and Bihar
Movements,
Delhi, 1977
14. V.P.Dutt, India’s Foreign Policy in a Changing World, New Delhi, 1999
15. Isher J.Ahluwalia and I.M.D. Little eds., India’s Economic Reforms and Development : Essays for
Manmohan
Singh, Delhi, 1998
113
16. Jagdish Bhagwati, India in Transition: Freeing the Economy, Delhi, 1994
17. A.R. Desai, editor, Agrarian SStruggls in India after Independence, Delhi, 1986
18. Sumanta Banerjee, In the Wake of Naxalbari : A History of the Naxalite Movement
in India,
Calcutta, 1980
19. Shantha Sinha, Maoists in Andhra Pradesh, Delhi, 1989
20. Sunil Sahasrabudhey, Peasant Movement in Modern India, Allahabad, 1989
21. Bipan Chanda (i) Communalism in Modern India. (ii) Ideology and Politics in Modern India,
Chapters 4, 5, 6, 7, New Delhi, 1994. (iii) Essays in Contemporary India, Part II, New Delhi, 1993
22. Ramachandra Guha, The Unquiet Woods : Ecological Change and Peasant Resistance in the
Himalaya,
Delhi, 1989
Geography
Semester VII
Paper VII
Regional Planning and Development
Contact Hours: 5 per week
Exam Duration: :3 Hours
Maximum Marks: 75 marksTerm End Exam : 60Marks
Sessional : 15 Marks
Unit-I : Changing concept of the region from an inter-disciplinary view-point. Types of regions : Formal and
Functional; Uniform and Nodal; Single purpole and Composit
Unit-II : Physical regions, resource regions, socio-cultural regions, economic regions and regional
hierarchy. Special purpose regions – river valley regions, metropolitan regions, hilly regions, regions of
drought and floods
Unit-III : Approaches to delineation of different types of regions and their utility in planning. Planning
process – sectional, temporal and spatial dimensions; short-term and long term perspectives of planning
Unit-IV : Planning and Regional Development: Multi-regional planning in a national context. Indicators of
development and their data sources. Measuring Levels of regional development and disparities
Unit-V : Concept of multi-level planning; decentralized planning; peoples’ participation in the planning
process
Suggested Readings :
1. Abler, R.et.al : Spatial Organization : The Geographer’s view of the world, Prentice
Hall, Englewood Cliffs, N.J. 1971
2. Bhat, L.S : Regional Planning in India, Statistical Publishing Siciety, Kolkata, 1973
3. Bhat, L.S. et al : Micro-Level Planning – A Case Study of Konal Area, Haryana, K.B.
Publications, New Delhi, 1976
4. Chorley, R.J. and Hagget, P : Models in Geography, Mathuen, London, 1967
5. Christaller, W : Central Places in Southern Germany, Translated by C.W. Baskin,
Prentice Hall, Englewood Cliffs, New Jersy, 1966
6. Friadman, J and Alonso, W : Regional Development Policy – A Case Study of
Venezuela, M.I.T Press, Cambridge, Mass-1967
7. Kundu, A and Raza. M : Indian Economy The Regional Dimension, Spectrum
114
Publisher, New Delhi
8. Mishra, R.P. and Others (Edit.) : Regional Development Planning in India – A
Strategy, Institute & Development Studies, Mysore, 1979
9. Mitra, A : Levels of Regional Development, Census of India, Vol.I, Port IA (I) & (II)
New Delhi, 1965
Geography Practical
Semester VII
Methods of Representing Relief Features
Practical : 25 Marks
Unit-I
Relief Meaning of Relief
Unit-II
Methods of Representing Relief Features
Pictorial Methods Hachures
Hill Shading
Mathematical Methods
Spot Heightsench Marks
Trignometrical Stations
Contouring
Unit-III Contours. Meaning
Unit –IV Contour Diagrams ( with cross profiles)
Conical Hills with different types of slopes ( Gentle, steep, undulating, terraced, Convex
and Concave slopes ) Plateau, Mesa, Escarpment, Spur, Saddle, Pass, Volcano with
Crater, V-Shaped Valley, Gorge, Waterfall, Rapids, Flood Plain, Oxbow lake U-Shaped
Valley, Hanging Vally, Cirque Ria Coast, Fiord Coast.
Suggested Readings
1. Sing R.L. ,Elements of practical Geography
2. Sing Gopal. , Practical Geography
3. Rangnath ,Practical Geography
4. Sing and Kanayia, Practical Geography
5. Mishra R P and Ramesh A. , Fundamentals of Cartography
6. Jhon J Hidore and Michael C Roberts, Physical Geography A Laboratory Manual 4th
Edition , Macmillan Publishing Company
GEOGRAPHY
SEMESTER-VII
PAPER-VII (Honours)
Population and Settlement Geography
Contact Hours: 5 per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
115
Sessional : 25 Marks
Unit – 1 - Meaning and scope of population geography, population distribution, density
and growth.Theory of demographic position,structure and composition of
population with reference to India.
Unit – 2- Population Dynamics fertility and mortality; migration, causes and types .
Population characteristics- age, sex ,Marital status. Literacy, religion,
language, occupational classification.
Unit – 3Theories of Population: over population, under population, optimum
population. Malthusian, Neo- Malthusain, Marxian and Boseup.
Unit – 4
Meaning and scope of settlement geography, types of rural settlement.
Patterns of settlement, size and a study of typical Baiga settlements.
Unit – 5Urban settlement: Evolution, growth and classification of Towns; size and
function, Process and trends of Urbanisation of world and India. Problems
of urbanization and urban settlement planning in India.
Suggested Readings
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Chandna R.C. (2006) Geography of Population Kalyani Publishers New Delhi.
Clarke J.Ik ( 1972) Population Geography Pergamon Press Oxford.
Dube. K.K. and Singh M.B. ( 1994) Jansankhya Bhoogol Rawat Publicatins Jaipur.
Garnier B.J. ( 1993 ) Geography of Population 3rd edition Longman. London.
Trewarha G.R. ( 1985 ) A Geography of Population world patterns John Wiley and new York
Zelinsky, W. ( 1966 ) A prologue to population Geography Prentice Hall, New Jersey.
Singh R.L. ( 1962 ) Meaning Objective and scope of settlement Geography N.G.J,J. Varanasi.
Singh R.L. et al. ( 1975) Readings in Rural Settlement Geography, National Geographical
Society of India. Varanasi.
Singh R.Y, ( 1994) Geography of Settlements Rawat publications. Jaipur.
Hudson J.L. ( 1976) Geography of settlement Me Donald and Evvans Plymouth U.K.
Tiwari R.C. ( ) Settlement Geography ( In Hindi )
Singh O.P. ( ) Urban Geography ( in Hindi ) Tara Publication Varanasi.
Verma L.N. Settlement Geography ( in hindi ) Rajasthan Hindi Granth Academy.
Mahadeo P.D. 9 ed.) 1986 Urban Geography Heritage New Delhi.
Mandal R.B. ( ) Introduction to Rural Settlements Concepts publishing company New delhi.
Misha, H.N. ( ed.) 1987 Rural Geography Heritage publishers New delhi.
Clourt R.D. ( 1970 ) Rural Geography Petgamon Press London.
Jonnson J.H. ( 1967 ) Urban Geography An Introductory Analysis Pergmon Press London.
116
POLITICAL SCIENCE
SEMESTER-VII
PAPER-VII
Contact Hours: 5 per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
Western Political Thought
Unit – 1 Plato- Justice, Education, Communism and ideal State, and AristotleNature of state, Citizenship, Slavery, Forms of Government and
Revolution.
Unit – 2 Machiavelli – First modern political thinker, Religion and Ethics, King and
State, and Civic virtue.
Unit – 3 Hobbes-State of nature, Sovereignty and Political obligation. Locke – Civil
Society, Natural Rights, Property Rights, Theories of Liberal State and
Rousseau- Origin of State and Social contract, Concept of Freedom and
General Will.
Unit – 4 Bentham – Utilitarianism, Reforms- Law, Jail and Punishment and J S Mill
– Ideology of individualism, Liberty, Representative Government and
Women’s rights.
Unit -5 T H Green – Concepts of Liberty, Sovereignty and Functions of state,
Hegel – Dialectics, Civil Society, State and War, and Marx- Dialectic
materialism, Theory of Surplus Value, Analysis of Capitalism and
Scientific socialism.
Suggested Readings
1.
George Klosko, Plato’s Political Theory, New York, Methuen, 1986
2.
R G Mulgan. Aristotle’s Political Theory, Oxford, Clarendom Press, 1927.
3.
Q Skenna, Machiavelli, London OUP, 1981.
4.
K C Browne, Hobbes- Studies, Oxford 1965.
5.
Ruth W Grant, Locke’s Liberalism, Chicago University Press, 1987
6.
Lovely and Rawl ( eds) Modern Political Theory from Hobbess to Marx,
London , Routledge 1986
7.
R.D. Masters, The Political Philosophy of Rousseau Princeton, New Jersey
1968.
8.
D MacLellan, Kari Marx His Life and Thought, London Machmillan, 1973
9.
S. Avineri, The Social and Political Thought of Kari Marx New Delhi .
Chand and Co. 1979.
10.
A Swingwod, marx and Modern Social Theory, London machmillan 1978.
117
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
C Macpherson. The Political Theory of Possessive Individualism Oxford,
Clarendon Press. 1973.
G H Sabine, A History of Political Theory, New York, Harper 1948.
Anthony J Parel And Roland C Keith ( eds ) Comparative Political
Philosophy, New Delhi SAGE 1992.
D. Germino, Modern Western Political Thought Machiavelli to marx,
chcago. 1972.
J C. Hall, Rousseau; An Introduction to his Political Philosophy, London
and Cambridge, Mass 1973.
J M Robson, The improvement of Mankind : The Social and Political
Thought of J.S. Mill.
Frederck M Watkcas, The Political Tradition of the West, Englewood Cliffs
N.J. N.D.
Karl Popper, The Open Society and its Enemies vol I & 2 Princeton
Princeton University Press, 1958.
William T. Bluhan, Theories of the Political System, New Delhi, Prentice
Hall, 1981.
P. Laslett and Runciman ( eds.) Philosophy politics and Society, New York
Barnes and Noble 1962.
B.R. Purohit, Pratinidhi Rajnaitin Vicharak, Bhopal Madhya Pradesh Hindi
Grantha Academy 2003.
Iqbal Narain, Pramukh Vicharak and Vichardharaiyen Indore, Shivlal &
Co. 1998.
J P Sood Rajnatik Vicharon ka itihas, Merrut, Jaiprakash Nath & Co. 1967.
S. Mukherjee and Sushila Ramaswamy, A History of Political Thought
From Plato of Marx New Delhi Prentice Hall of India 1999 ( Hindi
translation form Hindi Madhyam Karyanvyan Nideshalay Dilli
Vishvidyala )
POLITICAL SCIENCE
SEMESTER-VII ( Honours )
PAPER-VII
Indian National Movement and Constitutional Development
Contact Hours: 5 per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
Unit – 1
Impact of colonial policies in India, birth of Indian National congress,
Moderates and Extremists- Political ideas and methods.
118
Unit – 2
The Gandhian Era- Khilafat Movement, Non- cooperation Movement, Civil
Disobedience Movement and Quit India Movement.
Unit – 3
Evolution of socialist, communist and communalist movements their
programmes and policies : Partition of India.
Unit – 4
Constitutional Development, Preambles and main features of The
Government of India Act, 1909, Preambles and main features of The
Government of Indian Act, 1919, Simmon Commission. The Nehru Report.
Unit -5
Preambles and main features of The Government of India Act. 1935, The
Cripps Mission, The Cabinet Mission Plan, The Constituent Assembly – its
formation and its perspectives on the Indian Polity. and The India
Independence Act, 1947 and Transfer of Power.
Suggested Readings
1. Bipan Chandra, Adhunik BharatMein Vichardhara Aur Rajniti Delhi, Anamika,
1997
2. Biapn Chandra, Amales Tripithi and Barun De, Freedom Struggle, New Delhi,
National Book Trust, 1972.
3. Bipan Chandra, et. Al., India’s Struggle for Indepencdence, New Delhi. Viking,
Penguin India, 1988.
4. Partha Chatterjee, Nationalist Thought and the Colonial World, New Delhi OUP,
1986
5. Partha Chatterjee, Nation and its Fragments, New Delhi OUP, 1994.
6. Subhas Kashyap, Bharat Ka Samvaidhnik Vikas Aut Samvidhan, Delhi, Hindi
Madhyam Karyanyan Nideshalya Dilli Vishwavidyala.
7. Sushma Yadhav and R,A, Sharma, Bhartiya Rajya, Utpatti Aut vikas Delhi Akar
2000
8. Nemai Sadhan Bose, Indian National Movemant An Outline, Calcutta Firms KLM
Pt. Ltd. 1982
9. R Coupland, The Indian Problem OUP, 1944.
10. A.R. Desai, Social Background of Indian Nationalism, Delhi People’s Prakashan,
1966.
11. V.P. Menon, The Transfer of Power Delhi, Orient Longman 1956.
12. B.R. Nanda, Gandhi and His Critics Delhi OUP 1956.
13. Sumit Sarkar, Modern India Delhi PPH. 1983
14. L.P Sinha, The Left Wing in India, Muzaffarpur, New Publisher.
15. Ayodhya Singh Bharat ka Mukti Sangram Delhi Machillan 1977.
16. Satya Rai ( ed.) Bharat Me Upaniveshvad Aut Rashtravad Delhi Hindi,
Implementation Directorate Delhi University.
17. B.R. Ambedkar, Pakistan or Partition of India Lahore Book Trade 1946.
18. Tara Chand, History of Freedom Movement in India- vol. II New Delhi :
Publications Division Government of India- 1967.
19. A.R. Desai, Peasant Movement in India, New Delhi Cambridge University Press,
1979.
119
20. R.P. Dutt, India Today Calcutta, Manisha 1986.
ECONOMICS
SEMESTER-VII
PAPER-VII
Contact Hours: 5 per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
Industrial Policies and Strategies
Unit – 1 : Industrial Growth
Industrial Growth in India during Planning Period, Current Industrial Policy of India; the
impact of economic reforms on India’s industrial growth; SEZs and Industrial Growth.
Unit – 2: Problems of Industrial Growth in India
Role and performance of public sector enterprises; Small and Medium Enterprises in
India problems and Prospects; Industrial Sickness in India- Causes, Extent and Remedial
Measures; Detailed study of some major industries.
Unit – 3: Industrial Finance
Concept, need and types; internal and external sources of industrial finance; Industrial
Finance in India- IDBI, IFCI, ICICI, SFCs and SIDBI;
Unit – 4 : Industrial relations system
Meaning and objectives; Industrial disputes in India- nature, magnitude and causes;
Measures for prevention and settlement of Industrial disputes in India; State’s role in
labour management relations; Worker’s Participation in Management- meaning and
objectives; forms of Worker’s participation in management.
Unit – 5 : Programmes for the Development or Rural Industries
Khadi and Village Industries Commission ( KVIC), Rural Industrial Sector: Small Scale,
Handloom, Agro- Based Industries, Rural Artisans, Handicrafts and Tiny Industries.
Suggested Readings
1.
A.E.A.
2.
E.A.G. Robinson
3.
A.H, Hansen
4.
R.R. Barthwal
5.
Donald A. Hay and Derek J.M.
6.
Gathman and Dougell
: Reading in industrial organizations
: Monopoly, Structure of Competitive Industry.
: Public Enterprises and Economic Development
: Industrial Economics: An Introductory Text Book.
: Industrial Economics: Theory and Evidence.
: Corporate Financial Policy.
120
7.
J. Richardson
Relations.
8.
Planning Commission
9.
R.K. Hazari
10.
V. Ramanathan
11.
Vadilal Dagli
12.
Planning Commission
13.
Francis Cherunilam
: An Introduction to the Study of Industrial
: Final Report of Industrial Planning and Licensing.
: The Structure of the Corporate Sector in India.
: Efficiency of Public Sector in India.
: A Profile of Indian Industry.
: Five Year Plans.
: Industrial Economics: An Indian Perspective.
Economics
Semester VII
Paper VII (Honours)
History of Economic Thought
Contact Hours: 5 days per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks ,Sessional : 25 Marks
Unit-I Early period : Mercantilism – Main characteristics. Importance of treasure, foreign trade, Means of
ensuring
favourable balance of trade, Physiocracy-Natural order, Net product, circulation of
wealth, Trade, Taxation
Unit-II :
Classical period : Adam Smith – Division of labour, theory of value, capital accumulation,
Distribution,
Growth, Foreign Trade, Ricardo – Value, Rent, Distribution, Growth, Foreign
Trade, Malthus – theory of
population and Glut
Unit- III :J.S.Mill – Views on production, Distribution and International trade, Socialist critics : Sismondi,
Historical
School – Frederic List, Senior : Scope of Political Economy, Abstinence, Accumulation of
capital
Unit-IV :
Scientific Socialism : Karl Marx, Materialistic interpretation of History, Theory of surplus
value, Economic
Development under capitalism. Marginalists – Gossen, Jevons, Austrian
School – Wicksell, Kisher
Unit-V:Neo classical – Marshall – A great synthesizer, Role of time in price determination, ideas on
consumers
surplus, concept of Elasticity, Quasi-rent, internal and external economics
Schumpeter – role of entrepreneur and innovation
Modern Economics : Keynes – Effective demand, under-employment equilibrium, Indian Economic
thought : Dadabhai Naoroji.
Suggested Readings
1. History and Modern Economic Analysis - R.Blackhouse, Basil Blackwell, Oxford
2. A History of Economic Doctrines : Gide & G.Rist
3. History of Economic thought – Eric Roll, Faber and Faber Ltd. London
4. History of Economic thought : Haney – S.S. Chhabra for publication
5. The Development of Economic Doctrine – A Gray and A.E. Thumson, Longman –
1980
6. Development and Economic Analysis – Rima
7. Dadabhai Naoroji and Drain Theory – B.N. Ganguli
121
8. Gandhian Economic Philosophy – S.N. Jha
ELECTIVE ENGLISH
SEMESTER-VIII
PAPER-VIII
Fiction Studies
Contact Hours: 5 days per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
I.
Essays on fiction :
Aspects of the Novel
E. M. Forster
Chapter – I : Why does the novel matter – D. H. Lawrence
II. Novel
The old man and the sea - E. Hemingway (Detailed)
III. Novel
Chronicle of a Death Foretold Gabriel Garcia Marcuez
(Non detailed study)
IV. Short Stories
1.
Cat in the Rain – Ernest Hemingway
2.
The Diamond Maker – H. G. Wells
3.
The Rocking Horse Winner – D. H. Lawrence
4.
The Trill – Pearl S. Buck
V. How to teach a novel / short story
ENGLISH
Semester VIII
Paper VIII (Honours)
American Literature
Contact Hours: 5 per week
Exam Duration: :3 Hours
122
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
I . Poetry
A noiseless patient spider – Walt Whitman
Because I couldnot stop for Death – Emily Dickinson
After Apple picking – Robert Frost
II : Poetry
Vacancy in the Park – Wallace Stevens
Virginal – Ezra Pound
Limited – Carl Sandburg
Nantucket – William Carlos Williams
III : Drama
Death of a Salesman – Arthur Miller
IV : Fiction
The Catcher in the Rye – J.D. Salinger
V : Non fictional Prose
Self Reliance – Emerson
Preface to the Leaves of Grass – Walt Whitman
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HISTORY
SEMESTER-VIII
PAPER-VIII
EMERGENCE OF MODERN CHINA
Contact Hours: 5 days per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
UNIT-I: Imperialism in China in the 19th Century: Chinese society and state at the time of arrival of Western
Powers, feudal economy, bureaucracy.
Transformation of China into an `informal’ colony: The opium wars, treaty past system, the notion
of extra-territoriality, Expansion of International concessions & penetration of finance capital.
UNIT-II : Agrarian and popular movements with special reference to Taiping and Boxer uprisings.
Self-strengthening, Reforms of 1860-95 and 1901-08.
The Revolution of 1911, Causes and context Sun-Yat-Sen and his contribution in Republic –
Failure of Republic and rise of Warlordism.
UNIT-III
:
New intellectual and cultural ferment `The May 4th Movement, its nature and significance’.
Rise of new industries, warless movements and ideas of Marxian socialism
UNIT-IV
:
The first United Front of Nationalists and Communists.
The Maoist ideology and Programme – the idea of new democracy and social experiments in
China – extermination campaigns and their failures.
UNIT-V
:
The Long March and its significance.
The second united front and civil war in China – Japanese occupation and Communist initiatives.
The Communist revolution of 1949 and its agenda – reasons for Communist success in capturing
power.
Suggested Readings
126
Beckmann, George M., Modernization of China and Japan (Harper & Row, 1962).
Bianco, Lucien, Origins of the Chinese Revolution, 1915-1949 (London, OUP, 1971).
Chesneaux, Jean, et aI., China from Opium War to 1911 Revolution (Sussex, Harverter Press. 1976).
Chesneaux, Jean, et aI., China from the 1911 Revolution to Liberation (Delhi, Khosla Publishing, 1986).
Chesneaux, Jean, et al., Peasant Revolts in China, 1840-1949 (London, Thames & Hudsor. 1973).
Fairbank, John K, et aI., East Asia: Modem Transformation.
Franke. Wolfgang, A Century of Chinese Revolution (Oxford, 1980).
History of Modem China Series: The Opium War, The Taiping Revolution, The Reform Movement (1898).
Hsu, Y. Immannuel, The Rise of Modem China (OUP, 1989).
Johnson, Chalmers A., Peasant Nationalism and Communist Power: The Emergence of Red China,
1937.1945 (California, Stanford Univ. Press, 1962).
Norman, E.H.. Japan's Emergence as a Modem State (New York, Institute of Pacific Relations, 1946).
Peffer, Nathaniel, The Far East: A Modem History.
Rucell Victor, TOO Boxer Uprising: A Background Study (Cambridge, 1963).
HISTORY
SEMESTER-VIII
PAPER-VIII (Honours)
Art, Economic and Cultural Awakening of India
Contact Hours: 5 days per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
UNIT I
1.
Rajput Architecture, Chalukya & Pallava Art.
2.
Main Features of Sultanate & Mughal Architecture – Mosque, Monuments etc.
3.
Mughal Paintings.
UNIT II
1.
Economic Impact of British Rule: Changes in Agrarian structure, Land Revenue Policies,
Commercialization of Agriculture.
2.
Rural Indebtedness.
UNIT III
1.
Destruction of Cottage and Handicrafts industries, Growth of Modern Industry.
2.
Rise of Capitalist and Labour Class, Drain of Wealth.
UNIT IV
127
1.
Survey of Indian Literature- Vedic Literature, Epics, Literature of Classical Age,
Medieval Indian Literature- Arabic & Persian, Main Features of Modern Indian
Literature upto 1950.
2.
Socio- religious reform movements.
UNIT V
1.
The British Educational Policy, The impact of Western ideas on Indian Society
2.
Participation of women in freedom movement.
Suggested Reading
12345-
Basham, A.L.
Grower, B.L.
Chandra, Bipan
Sardesai, G.S.
Prasad, Ishwari
-
The Wonder that was India
Modern History of India
India’s Struggle for Independence
Main Currents of Maratha History
Medieval India
GEOGRAPHY
SEMESTER-VIII
PAPER-VIII
ECONOMIC AND HUMAN GEOGRAPH Y
(THEORY)
Contact Hours: 5 per week
Exam Duration: :3 Hours
Maximum Marks: 100Marks
Term End Exam : 60 Marks
Sessional: 15 Marks, Practical :25 Marks
UNIT-I
: Basic Concepts
Meaning and Scope of Economic Geography
Economic Activities and their types : Primary; Secondary; Tertiary
Meaning and scope of Human Geography
Cultural Realms of the world and cultural fusion
UNIT-II
: Geography of Resources
Resources : Concepts, Types, Distribution and Global problems
Mineral Resources : distribution, mode of occurrence, distribution, associated
problems and prospects with Hydel Power, Thermal power and Nuclear power
UNIT-III
: Economic Activities
128
Agriculture
: Factor influencing agriculture, types of agricultureIndustry
:
Classification of industries, factors influencing the location of
industries, world distribution of major industries –Iron & steel, Aluminum,Petro-Chemicals
UNIT-IV
: Location Theories
Central Place Theory of Christaller
Theories of industrial location : Weber and Smith
Theory of Agriculture location : Von Thunen
UNIT-V
: Population, Settlement and Political Geography
Distribution and Density of World Population – responsible factors
Functional Classification of towns
Concept of Nation and State ; Frontiers and Boundaries; Heartland and Rimland
Suggested Readings
1. Goh, Cheng, Leong
2. Zimmerman
3. Roy, P.
4. Alexander, J.W.
5. Sadhukhan, S.K.
6. Hussain, Majid
7. Johnston, R
8. Dikshit, R.D.
9. Singh, R. Y.
10. Robinson
11. Robinson
:
:
:
:
:
:
:
:
:
Human and Economic Geography
World Resources and Industries
Economic Geography
Economic Geography
Economic Geography
Human Geography
Human Geography
Political Geography
Geography of Settlement
:
Patterns in Human Geography
:
Handbook of Human Geography
GEOGRAPHY PRACTICAL
Practical: 25 Marks
: Quantitative Symbolization
Drawing of uniform and multiple dot map to show population distribution.
Drawing of proportionate circles, spheres to represent population of towns and cities
Drawing of columnar diagrams and pyramids to show population structure
Drawing of wheel diagrams to show occupational structure, land use classification
Introduction to GIS
UNIT-II
: Maps on Socio-Economic Distribution
Drawing of choropleth maps to show spatial variation in yield rate of a crop, population density,
literacy
Location Quotient, Lorenz curve, Near – Neighbour Analysis
Interpretation of toposheets to study settlements
UNIT-I
Analyze GUS date and solve problems such as Natural Resources, I planning
and Agricultures and accordingly create maps.
Suggested Readings : Environmental Geography
1. Singh, Savindra,
Environmental Geography,
129
2.
3.
4.
5.
6.
Prayag Pustak Bhawan Allahabad.
Smith, R. L.
Man and His Environment
Bhatia. A.L.
Environmental Biology.
Saxena, H.M.
Environmental Geography
Asthana D.K. and Asthana Meera ( 1998)
Environment Problems and Solutions, S. Chand Co. Ltd.
Subbarao, S. ( 2001 )
Human Ecology Issues challenges, Rajat Publication NewDelhi
GEOGRAPHY
SEMESTER-VIII
PAPER-VIII (Honours)
Fundamentals of Remote Sensing and Geographical System
Contact Hours: 5 per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
Unit – 1
Fundamentals of Remote Sensing ( RS ) and Satellite Imageris
Unit – 2
Fundamentals of GIS Software and Data
Site License ( ESRI- Environmental System Research Institute, USA )
ESRI Software ( Arc View, Arc GIS) Map info spatial Databases, Non
Spatial Attributes
Unit -3
Explaining Differences between Rastar and Vector Data
Unit -4
Describing Procedures of Introducing Spatial Analysis such as
Unit – 5
-
Buffering ( Polygon overlay )
-
Topological overlay
-
Database query
-
Creating Map Compositions
Sequence of GIS Activities
-
Spatial Data Input
130
-
Entering of Attribute data
-
Date Verification and editing
-
Spatial and Attribute Date Linkages
-
Spatial Analysis
Suggested Readings
1.
Burrough P.A.
Principles of Geographic information system for Resources Assessment.
2.
Reeminous Riffer ( ed)
Manual of Remote Sensing
3.
Anjli Reddy M
Remote Sensing in Geographic information System
4.
Albert C P L O and Yeung K W Concepts and Technique of Geographic
information System.
POLITICAL SCIENCE
SEMESTER-VIII
PAPER-VIII
MAJOR POLITICAL SYSTEMS
Contact Hours: 5 per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
UNIT-I
British Constitution : Features of the constitution, monarchy, cabinet, parliament, Rule of law,
Judicial system
UNIT-IIAmerican Constitution : Features of the constitution, Presidency, Congress, Federal Judiciary
UNIT-III
Chinese Constitution : Features of Constitution, National people’s congress. The State Council,
The Judicial System.
UNIT-IV
Swiss Constitution : Features of the constitution, the Federal Assembly, the Federal Council,
Direct Democracy, the Federal Tribunal
UNIT-V
The party system of UK, USA, China and Switzerland
Suggested Readings
1) D. C. Bhattacharya
2) B. C. Rout
:
:
Modern Political Constitutions
Major Political Systems
131
3) K. R. Bambwal
:
Major Contemporary Constitutional
Systems
4) A. C. Kapoor & K.K. Mishra
:
Select Constitutions
5) J. C. Johari
:Major Modern Political Systems
6) Vishnoo Bhagwan and V. Bhusan :
World Constitutions
7) C. Rossiter
:
Parties and Politics in America
8) J. Derbyshire
:
Politics in China
9) J. Derbyshire
:
Political systems of the world
10) K. C. Wheare
:
Federal Government
11) Goyal
:
Comparative Government
12) H. Finer
:
Theory & practice of Modern Government
POLITICAL SCIENCE
SEMESTER-VIII
PAPER-VIII (Honours)
Politics and Issues of the Marginalized
Contact Hours:
5 per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
Unit – 1 Liberal Nationalist, Marxist and Subaltern Historiography, Differences in
Democracy, Social and Gender Justice.
Unit – 2 Status of Women in Society, Gender in Society, Religion, History and
Culture, Feminism, Theories of Gender, Women Empowerment.
Unit – 3 Indian Tribes : Socio- Economic and Political Status, Tribal Movement in
India, Tribal Rights, Forest Rights, Emerging Tribal Leadership .
Unit -4 Statuses of Dalits and Minorities in India, Rights of the Dalits and
Minorities, Dalits Intellectual Perspective toward Politics, Dalit Agenda,
National Policies for Empowerments of Dalits and Minorities.
Unit- 5 Protest Movements of the Marginalized, Issues of Naxalism, Terrorism and
the Marginalized, Globlisation and Tribal Culture, Movements of
Backwards classes in India, Anti Caste Movement in Maharastra and
Tamilnadu.
Suggested Readings
1. I.J. Ahluwalia and I.M.D. Little, India’s Economic Reforms and Development,
Delhi, Oxford university Press, 1998.
2. G. Austin, Working a Democratic Constitution : The Indian Experience, Delhi
Oxford University Press, 2000.
132
3. R. Baird ( ed.) Religion in Modern India, New Delhi, Manohar. 1981.
4. P. Bardhan, The Political Economy of Development in India, Oxford, Blackwell.
1988.
5. A. Beteille, Caste, Class and Power : Changing Patterns of Stratification in a
Tanjore Village, Berkeley, University of California Press, 1965.
6. P. Brass, The Politics of India Since Independence, 2nd edn., Cambridge,
Cambridge University Press 1994.
7. N. Chandhoke, Beyond Secularism : The Rights of Religious Minorities Delhi,
Oxford University Press, 1999.
8. P. Chatterjee ( ed.), States and Polities in India, Delhi, oxford university Press
1997.
9. F. Frankel, India’s Political Economy, 1947-77 : The Gradual Revolution.
Princeton NJ Princeton University Press, 1978.
10. A.GH. Hanson and J. Douglas, India’s Democracy, New Delhi, vikas 1972.
11. R.L. Hardrave, India : Government and politics in a Developing Nation, New
York, Harcourt, Brace and World, 1965.
12. T.B. Hansen. The Saffron Wave : Democracy and Hindu Nationalism in Modern
India, Princeton NJ, Princeton University Press. 1999.
13. S Bose and A Jala ( eds ) Nationalism, Democracy and Development : State and
Politics in India, Delhi, oxford university Press, 1997.
14. N. Jayal, Democracy and the State: Welfare, Secularism and Development in
Contemporary India Delhi, Oxford University Press, 1999.
15. N. Jayal ( ed.) Democracy in India, Delhi, Oxford University Press, 2001.
16. N. Jayal and S. Pai ( eds.) Democratic Governance in India : Challenges of
Poverty, Development and Identity, New Delhi, Sage. 2001.
17. S. Joshi, The Women’s Question, Ambethon, Shetkari Sanagathana, 1986.
18. Kohli, Democracy and Discontent : India’s Growing Crisis of Governability,
Cambridge, Cambridge University Press. 1990.
19. Kohil (ed.), India’s Democracy, : An Analysis of Changing State Society
Relations, Princeton NJ Princeton University Press, 1988.
20. Kohli ( ed.) The Success of India’s Democracy, Cambridge, Cambridge University
Press 2001.
21. R. Kithari, Politics in India, Delhi, Orient Longman. 1970.
22. R. Kothari, Democratic Polity Social change in India, Delhi, Allied, 1976.
23. R. Kothari, State Against Democracy : In Search for Humane Governance, Delhi
Ajanta, 1988.
24. S. Kothari, Social Movement and the Redefinition of Democracy, Boulder
Colorado, Westview Press, 1993,.
25. W.H. Morris- Jones, Politics Mainly Indian, Delhi, Orient Longman. 1978.
26. S. Mukherjee, Relating Parliamentary Democracy in India; Denoument, 9 JanuaryFebruary, 1990.
27. J.K. Ray, Indian in Search of Good Governance, Calcutta, K.P. Bagchi, 2001.
133
28. K.A. Schermerhorn, Ethnic Plurality in India, Tucson. University of Arizona
Press, 1978.
29. D. Sheth, Caste and class : social reality and political representations in V.A. Pai
Panandikar and A. Nandy ( eds. ) Contemporary India, Delhi Tata MacGraw-Hil,
1999.
30. D.E. Smith, India as a Secular State, Princeton NJ, Princeton University Press,
1963.
31. M.N. Srinivas, Social Change in Modern India, Bombay, Allied Publishers, 1966.
32. Varshney ( ed.) The Indian Paradox : Essays in Indian Politics, New Delhi Sage,
1989.
33. M. Weiner, The regionalization of Indian Politics and its Implication for economic
Reforms . In J Sachs, A Varshney and N Bajpai ( eds.) India in the Era of
Economic Reforms. Oxford oxford university Press. 1999.
34. Sharma, Suresh 1994 : Tribal Identity and Modern World ( Sage : New Delhi )
35. Singh, K.S. Tribal Situation in India, Indian Institute of Advanced study, Shimla,
1972.
36. Singh, K.S. Tribal Society, Manohar, Delhi 1985.
37. Singh, K.S. Economies of the Tribes and Their Transformation, Concept
Publishing, New Delhi 1984.
38. Singh, K.S. Tribal Movements in India, Vol. I and II, Manohar, New Delhi, 1982.
39. Singh K.S. The Seheduled tribes, Oxford University Press : New Delhi, 1995.
40. Neeta Tapan, Need for women emppwerment, Rawat Publications. Jaipur 2000.
41. M. Aerthayil, impact of Globlisation on Tribals Rawat Publications Jaipur 2008.
42. Das & Khawas ( ed.) Gender issues in Development, Rawat Publications, Jaipur
2008.
43. S. Shirwadkar ( ed.) family Violence in India : Human Rights Issues, Action and
International Comparison, Rawat Publications, Jaipur 2008.
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134
ECONOMICS
SEMESTER-VIII
Paper VIII
INTERNATIONAL ECONOMICS
Contact Hours: 5 per week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
UNIT-I
: Factor endowment and International trade, theories of comparative advantage, HeckcherOhlin theory of trade.
UNIT-II
: Gains from Trade, their measurement and distribution, Doctrine of reciprocal demand, terms
of trade, trade and economic development
UNIT-III
: Balance of payments and trade, concepts and components. Equilibrium and disequilibrium in
the balance of payments and their consequences. Measures to correct adverse balance of payments.
UNIT-IV
: Foreign exchange market, its constituents, determination of equilibrium, rate of exchange,
mint-parity theory and purchasing power parity theory and balance of payment theory, forms of exchange
control.
UNIT-V
: Free trade and protection, types of tariffs and quotes, partial equilibrium analysis, tariff and
economic growth with special reference to India, foreign trade policy and its implications. Trade barriers
and WTO.
Suggested Readings
M. L. Jhingan – `International Economics', Konark Publishing House, New Delhi
D. Mithani – An introduction to International Economics', Vohra & Publihwers Bombay.
S. J. Patel – Indian Economy towards the 21st century', University Press Ltd. India
V. Joshi & M.D. Little, India’s Economic Reforms, 1999 to 2001.Oxford University Press, Delhi
M.Singh .India’s export trends and the property of self sustained growth. Oxford University Press.
Bo. Sodersten – `Theory of International trade', Macmillan Press Ltd., London.
C. P. Kindlebergen – `International Economics', R. Irwin Home Wood, New Delhi.
ECONOMICS
SEMESTER-VIII
PAPER-VIII (Honours)
Agricultural Policies and Strategies
Contact Hours: 5 per
week
Exam Duration: :3 Hours
Maximum Marks: 100
Term End Exam : 75 Marks
Sessional : 25 Marks
Unit – 1 : India’s Agricultural Development since Independence
Recent Trends in Agricultural Growth in India; Inter- Regional Variations in Growth of
Output and Productivity; Cropping Pattern Shifts; Supply of Inputs; Pricing of Inputs and
Role of Subsidies.
135
Unit – 2: Role of Public Investment and Capital Formation in Indian Agriculture
Strategy of Agricultural Development and Technological Progress; Sustainable
Agriculture.
Unit – 3: Agrarian Reforms
Objectives and Instruments- Economic and Extra- Economic Factors influencing
Enactment and Implementation – Evaluation of Reforms Affecting Agrarian Structure
and Relations, Appraisal of Land Reforms.
Unit – 4 : New Agricultural Strategy and Green Revolution
Economic Benefits, Gaps and Fall- Outs, Need and Desirability of Second Green
Revolution for Sustainable Agricultural Development, Agrarian Crisis and Crisis in
Agriculture.
Unit – 5 : Globalisation of Indian Economy
Problems and Prospects of Indian Agriculture; Impact of World Trade Organization on
Indian Agriculture; Need for a Comprehensive Agricultural Policy.
Suggested Readings
1.
2.
3.
4.
5.
6.
7.
Desai, R.N. : Agricultural Economics.
Soni, R.N.
: Leading Issues in Agricultural Economics.
Bilgrami, S.A.R. : An Introduction to Agricultural Economics.
Sadhu, A.N. and J. Singh : Agricultural Problems in India.
Sundaram, I.S. : Rural Development.
Government of India, Economic Survey ( Annual ). New Delhi.
Reserve Bank of India, Hand Book of Statistics on Indian Economy ( Annual ).
136
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