SEMESTER- I II Scheme of Examination and Courses of Reading for B. A. ( Prog .) based on NEP SCHOOL OF OPEN LEARNING University of Delhi Syllabus Applicable for the students seeking admission to B. A .( Prog .) Course from 20 22 -202 3 onwards B.A. (PROGRAMME) SEMESTER-III DSC-5 (MINOR PAPER) Note : Opt for the same Discipline as Sem-I Economics: Intermediate Microeconomics - I : Behavioural Foundations of Market Interactions Education: Education in Plural Society English: Romantic Literature Hindi: Ǒ ह Û द ȣ कथा सा Ǒ ह × य History: History of India : 1200-1550 Mathematics: Differential Equations Political Science: Ancient and Medieval Indian Political Thought Sanskrit: Sanskrit Theatre Urdu: Study of Urdu Fiction – Short Story DSC - 6 (MAJOR PAPER ) Note : Opt for the same Discipline as Sem I Economics: Optimization Methods for Economic Analysis Education: Equality Perspective in Education English: Victorian Literature Hindi: जनपद ȣ य सा Ǒ ह × य ( लोकना ɪ य ͪ वशेष ) History: Cultural Transformations in Early Modern Europe-I Mathematics: Theory of Equations and Symmetries Political Science: Theory and Practice of Democracy Sanskrit: Gita and Upanişad Urdu: Study of Classic Poetry GENERIC ELECTIVE (GE) (Any One) English: English Fluency - I I Hindi: िह ᭠ दी ग ᳒ – उ व और िवकास -क (for students who have studied Hindi upto 12 th standard) िह ᭠ दी ग ᳒ – उ व और िवकास -ख (for students who have studied Hindi upto 10 th standard) िह ᭠ दी ग ᳒ – उ व और िवकास -ग (for students who have studied Hindi upto 8 th standard) Sanskrit: Fundamentals of Indian Philosophy Urdu: Study of Poet Nazir Akbarabadi Commerce : General Management Economics: Principles of Microeconomics-II History: Media in History Mathematics : Differential Equations Political Science : Nationalism in India Ability Enhancement Course (AEC) Environmental Science : Theory into Practice (I I ) (Units 5 -- 7) SKILL ENHANCEMENT COURSE (SEC) (Any one other than opted in Sem-I & Sem-II) Commerce: Finance for Everyone English: Communication in Everyday Life Hindi: रंगमंच English: Communication in Professional Life SEC : Committee : Personality Development and Communication Commerce : Business Communication VALUE ADDED COURSE (VAC) (Any one other than opted in Sem-I & Sem-II) English: Reading Indian Fiction in English Hindi: भारतीय भि È त परंपरा और मानव मू ã य Political Science: Constitutional Values and Fundamental Duties Sanskrit: Yoga : Philosophy and Practice Psychology: Emotional Intelligence Course title & Code Credits Duration (per week) Eligibility Criteria Prerequisite Lecture Tutorial Practical/ Practice Intermediate Microeconomics I: Behavioural foundations of Market Interactions – ECON007 4 3 1 0 Class 12th NIL Learning Objectives The Learning Objectives of this course are as follows: • The course is designed to formally analyze the behaviour of individual agents like consumers and producers under certain conditions. • Mathematical tools are used to facilitate understanding of the basic concepts. • This course looks at the behaviour of the consumer and the choices of a competitive firm. Learning outcomes The Learning outcomes of this course are as follows: • Students will learn the basic elements of consumption and production theories using various technical frameworks. • This course provides them the behavioural foundations of market supply and demand. Syllabus UNIT I : Consumer behaviour (20 hours) Preference and utility, Budget and choice, Income and substitution effect, Demand derivation, Labour supply, One-person welfare UNIT II : Decision-making under uncertainty (20 hours) Expected utility, Risk aversion, Insurance, Risk spreading UNIT III : Producer behaviour and markets (20 hours) Technology, Profit maximization, Cost minimization, Supply, Short and long run Recommended readings • Serrano, Roberto and Feldman, Alan (2012), A short course in intermediate Mi croeconomics with Calculus , Cambridge University Press • E spinol a-Ar redond o, Ana and Mu n ̃ oz -G arci a, F eli x ( 2020) , I nte r m e diat e Mi c r o e conomic Theory , MIT Press • Osborne, M J and Rubinstein, A (2020), Models in Microeconomic Theory , Open Book Publishers • Mu n ̃ oz- Gar ci a, F eli x ( 2017) Practice Ex e r c i s e s f or A dva nc e d M ic r o e c onom i c T he ory , MIT Press • Dunaway, Eric; Strandholm, John C., Espinola-Arredondo, Ana and Munoz-Garcia, Felix (2020) Practice Exercises for Intermediate Microeconomic Theory , MIT press Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University of Delhi, from time to time. B. A .( Prog. ) Economics Discipline Specific Course-(DSC -5 ) (Minor) DSC- 5 : INTERMEDIATE MICROECONOMICS-I : BEHAVIOURAL FOUNDATIONS OF MARKET INTERACTIONS 1 Credit distribution, Eligibility and Prerequisites of the Course Course title & Code Credits Credit distribution of the course Eligibility criteria Pre-requisite of the course (if any) Lecture Tutorial Practical/ Practice EDUCATION IN PLURAL SOCIETY DSC 5 4 3 1 - • Class XII th Pass • No Pre- requisite Learning Objectives The Learning Objectives of this course are as follows: • This paper attempts to introduce introduces the conceptual issues and concerns of education in a plural society. • It engages with the idea of diversities as well as the challenges posed by inequalities and discrimination. • It further initiates a critical reflection on the possibilities from education. • It fosters the conceptual understanding of equality with reference to opportunity, marginalisation, pluralism, multilingualism and patriarchy. Learning Outcomes On completion of this course, learners will be able to: • Make distinction between social diversity and inequalities in education. • Analyse the special needs and basis for additional provisions of educational opportunities to social groups facing inequalities such as caste, class, gender, religion and disability. • Explain Constitutional values and provisions that enable social diversity and limit inequality in education. • Describe multilingualism in Indian context and critically discuss issues of language that are relevant for a learner, with specific focus on home language and school language. • Locate provisions that enable linguistic diversity in education from the Constitution. • Identify and critically evaluate the imbalances of gender in education and socialisation. B. A .( Prog. ) Education Discipline Specific Course-(DSC -5 ) (Minor) DSC- 5 : EDUCATION IN PLURAL SOCIETY 2 • Apply an empathetic understanding of diversity in educational institutions. SYLLABUS OF DSC- 5 Unit 1 : Understanding Pluralism, Diversity and Inclusion • Pluralism and Diversity in Indian Society: Religion, Language, Ethnicity and Culture. The school-society interface and its representation in ‘explicit’ and ‘hidden’ curriculum. • Inequalities and Social Exclusion: Differences in access to resources and opportunities among social groups. • Social Mobility: Aspirations, Opportunities and Challenges. • Social and Rights based approach to construction of disability and difference; Issues of inclusion. Unit 2 : Language and the Learner • Child’s home language; the language of school: Classroom, Textbooks. • Issues related to mother tongue, standard language, medium of education. • Understanding multilingualism. • Provisions for linguistic minority groups in the Constitution. Unit 3- Gender Concerns in Education • Gender as social category and gendered experiences of growing up. • Gender Socialisation: Home, School and Society. • Gender dynamics in educational contexts: Inter-sectionalities of gender, caste, class and religion. Suggested Projects/ Assignments: Any two • Discuss aspirations from education, and challenges faced by the marginalised group with reference to any of the following books/ chapters: Bhimayana or Jhoothan: A Dalit's Life Or 'Naja goes to school and Doesn't'. • Critical discussion on the film ‘Hindi Medium’. • Talk to children of the middle school to understand how they express themselves differently in the first and the second languages. Ask children to write a paragraph or talk about their experiences. These narratives are to be analysed for expression, ideas and ease of communication. • Discuss students’ experiences of growing up as a boy/girl following a self-reading of Krishna Kumar’s ' Growing up male'. Note : On the basis of the above, the teacher may design his/her own relevant assignments and projects. 3 Readings Essential Reading • Agnihotri, R. (2008). Multilinguality for India. Seminar , (590). • Beiteille, A. (1983). Equality and Inequality: Theory and Practice. New Delhi : OUP. [Chapter 6] • Bhasin, K. (2000). Understanding Gender . New Delhi: Kali for Women. • Bhatty, Z. (1988). Socialisation of the Female Muslim Child in Uttar Pradesh. In K. Chanana (Ed.), Socialisation, Education and Women: Explorations in Gender Identity . New Delhi: Orient Longman. • Constitution of India. Retrieved from https://www.india.gov.in/my- government/constitution-india/constitution-india-full-text • Dube, L. (1988). On the Construction of Gender: Hindu Girls in Patrilineal India. In K. Chanana (Ed.), Socialisation, Education and Women: Explorations in Gender Identity . New Delhi: Orient Longman. • Dube, S. C. (1990). Indian Society . New Delhi: National Book Trust. [Chapters 1, 2, 3] • Mohanty, A. K. (n.d.). Language and Education Retrieved from http://www.nmrc- jnu.org/nmrc_img/NUEPA_MOHANTY_Lang&Ed.ppt • Nambissan, G. B. (2004). Integrating Gender Concerns. Seminar , (536). • Nambissan, G. B. (2009). Exclusion and Discrimination in Schools: Experiences of Dalit Children. Children, Social Exclusion and Development , 1 (1). Retrieved from http://dalitstudies.org.in/wp/wps0101.pdf • Position Paper: National Focus Group on Education of Children with Special Needs . (n.d.). NCERT. Additional Readings • Kumar, K. (1992). Growing up Male. In What Is Worth Teaching? New Delhi: Orient Longman. • Mohanty, A. K. (1990). Psychological Consequence of Mother-Tongue Maintenance and Multilingualism in India. In D. P. Pattanayak (Ed.), Multilingualism in India . Clevedon, UK: Multilingual Matters. • Position Paper: National Focus Group on Gender Issues in the Curriculum . (2005). New Delhi: NCERT. • Position Paper: National Focus Group on Teaching of Indian Language . (2005). New Delhi: NCERT. • Talib, M. (1998). Educating the Oppressed: Observations from a School in a Working Class Settlement in Delhi. In S. Shukla & R. Kaul (Eds.), Education, Development and Underdevelopment . New Delhi: Sage Publications. [ pp 199-209] • Turner, B. S. (1986). Equality . Chichester: Ellis Horwood. [Chapter 6: Towards Equality] • Valmiki, O. (2003). Joothan: A Dalit’s Life (A. P. Mukherjee, Trans.). Kolkata: Bhatkal and 4 Sen. • Vyam, D., Vyam, S., Natarajan, S., & Anand, S. (2011). Bhimayana: Experiences of Untouchability (1st edition). New Delhi: Navayana. • Winch, C. (2011). Civic Education, Pluralism and the Indispensable Role of the State. In K. N. Panikkar & M. B. Nair (Eds.), Emerging Trends in Higher Education in India: Concepts and Practices . New Delhi: Pearson Education. Assessment Method The assessment will be formative in nature and will include student participation. Individual and group tasks and assignments will be given. Summative evaluation will be through end semester examination. Key words Education, Plural Society Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University of Delhi, from time to time. 5 No. of hours- 60(Theory- 45 hrs.+Tutorials-15 hrs.) CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE Course title & Code Credits Credit distribution of the course Eligibility criteria Pre-requisite of the course (if any) Lecture Tutorial Practical/ Practice DSC 3: Romantic Literature 4 3 1 0 Passed Class XII with English from List A in CUET NIL Learning Objectives The Learning Objectives of this course are as follows: • To offer students a foundational understanding of the way in which Romantic thought and literature continue to sensitise us in terms of cultural and social change. • To open up a sense of how dominant movements in the field of political and social representation, education and imagination emerge powerfully at this time. Learning outcomes The Learning Outcomes of this course are as follows: • By studying this course, students’ imagination will be stimulated by an understanding of the ways in which Romantic theory and praxis influence many movements of change in the contemporary world. • This course will map an exciting phase in the development of thought, gender- mobility and social change. SYLLABUS OF DSC-3 UNIT – I 1. William Blake: Songs of Innocence and Experience : (i) ‘Lamb’ (ii) ‘Tiger’ (iii) ‘Chimney Sweeper’(Songs of Innocence) (iv) ‘Chimney Sweeper’(Songs of Experience) B. A .( Prog. ) English Discipline Specific Course-(DSC -5 ) (Minor) DSC- 5 : ROMANTIC LITERATURE 6 2. William Wordsworth: (i) ‘Tintern Abbey’ (ii) ‘London’ 3. Samuel Taylor Coleridge: (i) ‘Kubla Khan’ (ii) ‘Dejection: An Ode’ UNIT – II 1. Percy Bysshe Shelley: (i) ‘Ozymandias (ii) ‘Ode to the West Wind’ 2. John Keats: (i) ‘Ode to a Nightingale’ (ii) ‘Ode on a Grecian Urn’ (iii) ‘Ode to Autumn’ UNIT – III 1. Mary Shelley: Frankenstein Practical component (if any) - NIL Essential/recommended readings- as listed in the units Suggestive readings: 1. William Wordsworth, ‘Preface to Lyrical Ballads’, in Romantic Prose and Poetry , ed. Harold Bloom and Lionel Trilling, New York: OUP, 1973. pp 594–611 2. John Keats, ‘Letter to George and Thomas Keats, 21 December 1817’, and ‘Letter to Richard Woodhouse, 27 October, 1818’, in Romantic Prose and Poetry. ed. Harold Bloom and Lionel Trilling, New York: OUP, 1973. pp 766–768, 777–778 3. Jean-Jacques Rousseau, ‘Preface’ to Emile or Education . tr. Allan Bloom. Harmondsworth: Penguin, 1991. 4. Samuel Taylor Coleridge, ‘Chap. XIII’, Biographia Literaria . ed. George Watson, London: Everyman, 1993. pp 161–66 5. J.J. Rousseau, ‘Discourse on the Origin of Inequality’: Part One, Jean-Jacques Rousseau: Basic Political Writings . Hackett Publishing Company, 1987. pp 37-60 6. Gilpin, William. ‘On Picturesque Travel’, Three Essays: On Picturesque Beauty; On Picturesque Travel; and On Sketching Landscape: to which is Added a Poem, On Landscape Painting . UK: R. Blamire, 1794. Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University of Delhi, from time to time. 7 BA (Prog.) w ith Hindi as NON- MAJOR सेमेस्टर III – DSC 5 – क्र े िडट 4 िहंदी कथा सािहत्य Course Nature of Course Total Credit Component Eligibility Criteria Pre- requisite of the course (If any) Lecture Tutorial Practical िहंदी कथा सािहत्य (DS C ) 4 3 1 0 12 th Pass Nil पाठ्यक्र म के उद्देश्य ( Course Objectives ) : िवद्यािथर्यों को उपन्यास तथा कहानी के उद्भव और िवकास क� जानकारी देना उपन्यास और कहानी के िव�ेषण क� समझ िवकिसत कराना प्र म ु ख कहािनयों और उपन्यासों के अध्ययन द्व ारा उनक� स ं रचना क� समझ िवकिसत कराना पाठ्यक्र म अध्ययन के प�रणाम ( Course Learning Outcomes ) : िहंदी कथा सािहत्य का प�रचय प्र ा� कर सकेंगे कहानी और उपन्यास के प्र भाव का िव�ेषण कर सकेंगे प्र म ु ख कहािनयों और उपन्यासों के िव�ेषण क� समझ िवकिसत होगी इकाई – 1 • िहंदी कहानी : स् व�प और स ं रचना • िहंदी उपन् यास : स् व�प और स ं रचना इकाई – 2 • पुरस्कार – जयशंकर प्र साद • ऐसी होली खेलो लाल – पांडेय बेचन शमार् ‘ उग्र ’ इकाई – 3 • शरणदाता – अ�ेय • वापसी – उषा िप्रय ं वदा 8 िहंदी कहानी : अन्तर ं ग पहचान – रामदरश िमश्र, वाणी प्र काशन, नई िदल्ली कहानी नई कहानी – नामवर िसंह, राजकमल प्र काशन, नई िदल्ली प्र े मच ं द : एक िववेचना – इंद्र नाथ मदान, राजकमल प्र काशन, नई िदल्ली एक दुिनया समानांतर – राजेन्द्र यादव, राधाक ृ ष् ण प्र काशन, नई िदल्ली इकाई – 4 • गबन – प्र े मच ं द सहायक ग्र ं थों क� स ू ची: िहंदी उपन्यास : एक अ ं तयार्त्रा – रामदरश िमश्र, राजकमल प्र काशन, नई िदल्ली नयी कहानी क� भूिमका – कमले�र, अ�र प्र काशन प्र ाइवेट िलिमटेड, िदल्ली 9 CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE Course title & Code Credits Credit distribution of the course Eligibility criteria Pre-requisite of the course (if any) Lecture Tutorial Practical/ Practice History of India; 1200 – 1550 4 3 1 0 Learning Objectives This course seeks to engage students in an analytical understanding of the varied perspectives from which historians study the three centuries between the thirteenth and the fifteenth centuries. It provides them with a basic understanding of the political, economic and socio-cultural process-es of the time especially with reference to Gujarat sultanate, Vijayanagara state as well as the Delhi Sultanate. Sufism and major trends in bhakti ‘movement’ are explained to the students. Learners are also encouraged to engage with a diverse corpus of sources available to historians for the period under study. Learning outcomes On successful completion of this Course, the students will be able to: ● Discuss different kinds of sources available for writing histories of various aspects of life during the thirteenth to the fifteenth centuries. ● Critically evaluate the multiple perspectives from which historians have studied the politics, cultural developments and economic trends in India during the period of study. B. A .( Prog. ) History Discipline Specific Course-(DSC -5 ) (Minor) DSC-5 : HISTORY OF INDIA : 1200-1550 10 ● Appreciate the ways in which technological changes, commercial developments and challenges to patriarchy by certain women shaped the times. SYLLABUS OF DSC-1 Unit I: Survey of sources 1. Persian ta’rīkh traditions. 2. Malfuzat and premakhyans 3. Inscriptions and regional identity:Kakatiyas Unit II: Political structures 1. Sultanates of Delhi: transitions in ruling elites, service cultures, iqtas. 2. Articulating political authority: monuments and rituals 3. Political cultures: Vijayanagara and Gujarat Unit III: Society and economy 1. Agricultural production, 2. Technology and changes in society, 3. Monetization; market regulations; urban centres; trade and craft. Unit IV: Religion, society and cultures 1. Sufi silsilas: Chishtis and Suhrawardis; doctrines and practices; social roles 2. Bhakti; Sant tradition: Kabir and Nanak; cults: Jagannath and Warkari 3. Gender roles: women bhaktas and rulers Practical component (if any) - NIL Essential/recommended readings Unit-I: This unit will familiarise students with the range of sources available for the period of study in the paper. It also aims to apprise them of the varied ways in which historians interpret these sources. (Teaching Time: 4 weeks Approx.) ● Habib, Irfan. (1981). “Barani’s Theory of the History of the Delhi Sultanate”, Indian Historical Review, vol. 7, pp. 99-115. ● Alam, Muzaffar. (2004). The Languages of Political Islam in India, Delhi: Permanent Black. The sections most useful for our present topic can be found on pp. 1-98. Particularly important is the section on Zia Barani. ● Kumar, Sunil. (2007). Appendix: ‘Persian Literary Traditions and Narrativizing the Delhi Sultanate’. In The Emergence of the Delhi Sultanate 1192-1286, by Sunil Kumar, Ranikhet: Permanent Black, pp. 362-77. ● Hardy, Peter. (1962). ‘Some Studies in Pre-Mughal Muslim Historiography’, in Historians of India, Pakistan and Ceylon, edited by C.H. Philips, pp. 115-27. (Alternatively, you may find Hardy’s views in the relevant chapter in his book entitled Historians of Medieval India.) ● Ernst, Carl W. (1992). Eternal Garden: Mysticism, History and Politics at a South Asian Sufi Center. Albany: State University of New York Press, 1992. The 11 relevant portion is Chapter 4, entitled ‘The Textual Formation of Oral Teachings in the Early Chishtī Order’, pp. 62-84. ● Trivedi, Madhu. (2008). ‘Images of Women from the Fourteenth to the Sixteenth century: A Study of Sufi Premakhyans’. In Rethinking A Millennium: Perspectives on Indian History from Eighth to the Eighteenth Century, edited by Rajat Datta, Delhi: Aakar Books, pp. 198- 221. ● Behl, Aditya. 2012. Love’s Subtle Magic: An Indian Islamic Literary Tradition 1379–1545, edited by Wendy Doniger, New York: Oxford University Press, pp. 286-338 (chap. 9-10: ‘Hierarchies of Response’ and ‘The Story of Stories’). ● Orsini, Francesca. (2012). ‘How to Do Multilingual Literary History? Lessons from fifteenth- and sixteenth-century north India’, Indian Economic and Social History Review, vol. 49 (2), pp. 225-46. ● Talbot, Cynthia. (2001). Precolonial India in Practice: Society, Region and Identity in Medieval Andhra, Delhi: Oxford University Press. See especially, ‘Introduction: Medieval India, a history in transition’, pp. 1-17 and ‘Conclusion: Toward a New Model of Medieval India’, pp. 208-215. ● हबीब , मोहिमम . (2014). ' सलरनरयाायेरचिमनर्◌ासूफ�ि◌जरावेा ', मध्य ााीननारर , ( संपाि◌य ) ● ारफानहबीब , अंय -9, िरलाी : राि◌यमा�याशन , पृ�संख् ा 11-50. ● हबीब , मोहिमम (2000). िरलाीसलरनरयाराि◌रनररयरसतांर : राआउ�ीनबरनीयेफरवा - ए ● ि◌हााि◌◌ारीयेअनजवाि◌सरहर , िरलाी : �ंथरशलपी ● ररावी , सहर्ि◌अरहरअबबास . (1957). रजग़ाक़यााीननारर , नाग -2, , राि◌यमा�याशन , �ासंरगयनाग ; ‘ अनजिरर�ंथोय�समीका ’, पृ�संख् ा - य - ढ़ ● बहा , आिरत् (2012). ' मार्◌ावीमृगी : एयरहव् वीसूफ��ेमाख्ान (1503 ई .)', मध्य ााीननाररयासांजयृररयाररहास ( सं .) मीनाकीखीा , ओररएंटबाहयजव् न , पृ�संख् ा .185-218. Unit II: Students will critically interact, in this unit, with the rather uneven historiography on political structures and cultures across different realms of the Delhi Sultanate and Vijayanagara. (Teaching Time: 4 weeks Approx.) ● Habib, Irfan. (1992). ‘Formation of the Sultanate Ruling Class of the Thirteenth Century’, in Medieval India: Researches in the History of India 1200-1750, vol. I, edited by Irfan Habib, New Delhi: Oxford University Press, pp. 1-21. ● Kumar, Sunil. (1992). ‘When Slaves were Nobles: The Shamsi Bandagān in the Early Delhi Sultanate’, Studies in History, vol. 10, pp. 23-52. ● Kumar, Sunil. (2009). ‘The Ignored Elites: Turks, Mongols and a Persian Secretarial Class in the Early Delhi Sultanates, 13th – 16th Centuries’, Modern Asian Studies, vol. 43, no. 1, pp. 45-77. ● Kumar, Sunil. (2011). ‘Courts, Capitals and Kingship: Delhi and its Sultans in the Thirteenth and Fourteenth Centuries CE’, in Court Cultures in the Muslim World: Seventh to Nineteenth Centuries, edited by Albrecht Fuess and Jan Peter Hartung, London: Routledge, pp. 123-48. 12 ● Kumar, Sunil. (2014). ‘Bandagi and Naukari: Studying Transitions in Political Culture and Service under the North Indian Sultanates, 13th-16th Centuries’, in After Timur Left, edited by Francesca Orsini and Samira Sheikh, Delhi: Oxford University Press, pp. 60-108. ● Ali, Athar. (1981). ‘Nobility under Mohammad Tughluq’, Proceedings of the Indian History Congress, vol. 42, pp. 197-202. ● Habib, Irfan. (1982). ‘Iqta’, in Cambridge Economic History of India, vol. 2, edited by Tapan Raychaudhuri and Irfan Habib, Cambridge: Cambridge University Press, pp. 68-75. Note that the entire section on agrarian economy (pp. 48-75) should be read for a fuller understanding. ● Moreland, W.H. (1929). Agrarian System of Moslem India: A Historical Essay with Appendices, Allahabad: Central Book Depot. See especially Chapter 2 and Appendix B & C. ● Hardy, Peter. (1998). ‘Growth of Authority over a Conquered Political Elite: Early Delhi Sultanate as a Possible Case Study’, in Kingship and Authority in South Asia, edited by J. F. Richards, Delhi: Oxford University Press. (first published, 1978). ● Kumar, Sunil. (2001). ‘Qutb and Modern Memory’ in Partitions of Memory: The Afterlife of the Division of India, edited by Suvir Kaul. Delhi: Permanent Black, pp. 140-82. (Reprinted in Sunil Kumar’s The Present in Delhi’s Pasts, Delhi: Three Essays Press, 2002, pp. 1-61.) ● Meister, Michael W. (1972). ‘The Two-and-a-half-day Mosque’, Oriental Art, vol. 18, pp. 57-63. Reproduced in Architecture in Medieval India: Forms, Contexts, Histories, edited by Monica Juneja, New Delhi: Permanent Black, 2001, pp. 303-314. ● Wagoner, Philip.(1996). ‘Sultan among Hindu Kings: Dress, Titles, and the Islamicization of Hindu Culture at Vijayanagara’, Journal of Asian Studies, vol. 55, no. 4, pp. 851-80. ● Sheikh, Samira. (2010). Forging a Region: sultans, traders and pilgrims in Gujarat, 1200- 1500. Delhi: Oxford University Press. ● हबीब , ारफान . 2007. '13 वीिसीम�सलरनरयेश ◌ासयवगाक़ारवयास ', मध् क़ााीनन ◌ारर , अंय - ● 7, ( संपाि◌य .) ारफानहबीब , िरलाी : र ◌ाि◌यमा�क़ाशन ● ईटन , ररचं ा 2012. ' मध्य ााीिनननम�ाजाारमयजथानय�अरन�मन� '. मध्य ााीननाररयासांजयृररयाररहास , ( सं .) मीनाकीखीा , ओररएंटबाहयजव् न , पृ�संख् ा . 134-53. Unit III: This unit will apprise students of the economic and technological changes during this period and explore the interlinkages between them. (Teaching Time: 3weeks Approx.) ● Habib, Muhammad. (1974). ‘Introduction’ to Elliot and Dowson's History of India vol. II. Reprinted in Politics and Society during the Early Medieval Period: Collected Works of Professor Habib, vol. 1, edited by K.A. Nizami. New Delhi: People’s Publishing House, pp. 33-110. 13 ● Moreland, W.H. (1988 reprint). ‘Chapter 2: The Thirteenth and Fourteenth Centuries’, in ● Agrarian System of Moslem India. Delhi: Kanti Publications. Reprint, pp. 21-66. ● Habib, Irfan. (1991). ‘Agricultural Production’, in The Cambridge Economic History of India, vol. I, edited by I. Habib and T. Raychaudhuri, 48-53. Delhi: Orient Longman reprint. ● Habib, Irfan. (1969). ‘Technological Changes and Society, Thirteenth and Fourteenth Centuries’, Presidential Address, Section II. Proceedings of the Indian History Congress, vol. 31, pp. 139-161. ● Siddiqui, I.H. (1992). ‘Social Mobility in the Delhi Sultanate’, in Medieval India1: Researches in the History of India 1200-1750, edited by Irfan Habib. New Delhi: Oxford University Press, pp. 22-48. ● Habib, Irfan.(1984). ‘Price Regulations of AlauddinKhalji – A Defence of Zia Barani’, Indian Economic and Social History Review, vol. 21, no. 4, pp. 393- 414. Also reprinted in Money and the Market in India: 1100-1700, edited by Sanjay Subrahmanyam, New Delhi: Oxford University Press, 1994, pp. 85-111. ● Habib, Irfan. (1978). “Economic History of the Delhi Sultanate – An Essay in Interpretation”, Indian Historical Review Vol. 4, pp. 287-303. ● Sinopoli, Carla. (2003). Political Economy of Craft Production: Crafting Empire in South India, 1350-1650. Cambridge: Cambridge University Press, pp. 156- 294 (Chapters 6-7). ● Phillip B. Wagoner, ‘Money Use in the Deccan, c. 1350–1687: The Role of Vijayanagara hons in the Bahmani Currency System’, Indian Economic and Social History Review 51, no. 4 (2014). ● Subrahmanyam, Sanjay. (1994). ‘Introduction’ to Money and the Market in India 1100-1700, edited by Sanjay Subrahmanyam, New Delhi: Oxford University Press, pp. 1-56. ● Digby, Simon. (1982). Chapter V: ‘The Maritime Trade of India’, in Cambridge Economic History of India, edited by Irfan Habib &Tapan Raychaudhuri, Hyderabad: Orient Longman, pp. 121-159. ● हबीब , ारफान . (2016). मध्य ााीननाररम���ोरगय� : नईिरलाी : राि◌यमा ● हबीब , ारफान . (2017). मध्य ााीननाररयाआरथायाररहास : एयसवेकण नईिरलाी : राि◌यमा ● रम� , एस सी . (2014.) ' मजग़ापूवानाररम�सामािरयगररशीारा ', मध् क़ााीनन ◌ारर , अंय -9, ( सं .) ारफानहबीब , िरलाी : र ◌ाि◌यमा�क़ाशन पृ�संख् ा .51-58. ● हबीब , ारफान . (1999). ‘ उ�रनाररम�सामािरयऔरआरथायपररवरान (1200-1500 ई .)’, नाररीारररहासम�मध्याा , ( सं .) ारफानहबीब : नईिरलाी : स�फरहाशमीमेमोररारटरजटपृ�संख्ा . 159- 68. ● हबीब , ारफान (2016). ‘ िरलाीसलरनरयाआरथायाररहास : एय�ाख् ााेख ’, मध्य ााीननारर , ● खंं -9 पृ�संख् ा - 35-67. ● हबीब , मोहिमम . (2014). ' उ�रीनाररम�नगरी�ा�रर ', मध् क़ााीनन ◌ारर , अंय -3,( सं .) ारफानहबीब , िरलाी : र ◌ाि◌यमा�क़ाशन पृ�संख् ा .51-58. 14 ● हबीब , ारफान (1992). ' अााउ�ीनमनखिाीयेमूल्रनर्ंषणयेउपार् : रार्◌ाबरनीयेसमथानम� , ● मध्य ााीननारर , अंय -4.( सं ). ारफानहबीब , िरलाी , राि◌यमा�याशन , पृ�संख् ा 24- 46. Unit IV: This unit is chiefly focussed on the religious-cultural sphere with regard especially to Sufi and Bhakti doctrines and practices, but also with regard to gender roles. (Teaching Time: 4 weeks Approx.) ● Rizvi, S.A.A. (1978). A History of Sufism, vol. 1. Delhi: MunshiramManoharlal. ● Digby, Simon. (1986). ‘The Sufi Shaykh as a Source of Authority in Medieval India’, Purusartha, vol. 9, pp. 57-78. Reprinted in India’s Islamic Traditions, 711-1750, edited by Richard M. Eaton, New Delhi: Oxford University Press, 2003, pp. 234-62. ● Digby, Simon. (1990). ‘The Sufi Shaykh and the Sultan: A Conflict of Claims to Authority in Medieval India’, Iran, vol. 28, pp. 71-81. ● Kumar, Sunil. (2000). ‘Assertions of Authority: A Study of the Discursive Statements of Two Sultans of Delhi’, in The Making of Indo-Persian Culture: Indian and French Studies, edited by Muzaffar Alam, N. Delvoye& Marc Gaborieau. Delhi: Manohar, pp. 37-65. ● Sharma, Krishna. (2002). Bhakti and the Bhakti Movement: A New Perspective. Delhi: MunshiramManoharlal. Especially useful is ‘Chapter I: Towards a New Perspective’, pp. 1- 38. ● Kulke, Hermann. (1993). Kings and Cults: State Formation and Legitimation in India and Southeast Asia , South Asia Books. ● Grewal, J.S. (1993). Contesting Interpretations of Sikh Tradition. New Delhi: Manohar. ● Vaudeville, C. (1996). Myths, Saints and Legends in Medieval India. New Delhi: Oxford University Press. ● Ramaswamy,Vijaya.(1997).Walking Naked :Women,Society, Sprituality in South India. ● Shimla: Indian Institute for Advanced Study, Simla. ● Manushi: Women Bhakta Poets(1989) ,Nos. 50-51-52, (January- June1989),New Delhi , Manushi Trust, 1989. ● हबीब , ारफान (1999). ' मध्य ााीनाोयवाि◌◌ीएयेे रवाि◌यामानवीजवर�पऔरऐररहारसयपररवेश ', नाररीारररहासम�मध्याा , ( सं .) ारफानहबीब , िरलाी : र ◌ाि◌यमा�क़ाशन पृ�संख् ा .145-58. ● चं� , सरीश (1999). ‘ उ�रनाररम�नमन�आंि◌◌ोानयेिउयकऐररहारसयपृ�नूरम ’, मध्य ााीननाररम�ाररहासाेखन , धमाऔरराज्य ाजव् प , िरलाी : �ंथरशलपी पृ�संख् ा 83-97. ● ब�गजणा , आर पी (2009). मध्य ााीननाररम�नमन�औरसूफ�आंि◌◌ोान , िरलाी : �ंथरशलपी ● ा् र�ि◌न , ं े रवं एन . (2010). रनगजाणसंर�येजवव िरलाी : राि◌यमा�याशन 15 Suggestive readings ● Asher, C.B. and C. Talbot, eds. (2006). India before Europe. Cambridge: Cambridge University Press. ● Behl, Aditya. (2007). ‘Presence and Absence in Bhakti’, International Journal of Hindu Studies, vol. XI, no. 3, pp. 319-24. ● Chekuri, Christopher. (2012). ‘“Fathers” and “Sons”: Inscribing Self and Empire at Vijayanagara, Fifteenth and Sixteenth Centuries’, Medieval History Journal 15, no. 1. ● Digby, Simon. (2004). ‘Before Timur Came: Provincialization of the Delhi Sultanate through the Fourteenth Century’, Journal of the Economic and Social History of the Orient 47, no. 3. ● Eaton, R.M. & P.B. Wagoner. (2014.) Power, Memory and Architecture: Contested Sites on India’s Deccan Plateau, 1300-1600. New Delhi: Oxford University Press. ● Eaton, R.M. (2000). Essays on Islam and Indian History. New Delhi: Oxford University Press ● Eaton, R.M.,ed .(2003). India’s Islamic Traditions.711-1750. New Delhi: Oxford University Press. ● http://www.vijayanagara.org/default.html for the valuable website on excavations, survey and restoration work in Hampi, the capital of Vijayanagara. ● Flood, F.B., ed. (2008). Piety and Politics in the Early Indian Mosque. New Delhi: Oxford University Press. ● Habib, I. ed. (1992). Medieval India1: Researches in the History of India 1200- 1750. New Delhi: Oxford University Press. ● Jackson, P. (1999). The Delhi Sultanate: A Political and Military History. Cambridge: Cambridge University Press. ● Jha, Pankaj. (2016). ‘Literary Conduits for “Consent”: Cultural Groundwork of the Mughal State in the Fifteenth Century’, Medieval History Journal, vol. 19, no. 2, pp. 322-50. ● Juneja, M., ed. (2001). Architecture in Medieval India: Forms, Contexts, Histories. Delhi: Permanent Black. ● Kapadia, Aparna, (2013). ‘The Last Chakravartin? The Gujarat Sultan as “Universal King” in Fifteenth Century Sanskrit Poetry’, Medieval History Journal 16, no. 1, pp. 63– 88. ● Karashima, N. (2002). A Concordance of Nayakas: The Vijayanagara Inscriptions in South India. Delhi: Oxford University Press. ● Kolff, Dirk H. A. (1990). Naukar, Sepoy and Rajputs: The Ethnohistory of the Military Labour Market in Hindustan, Cambridge: Cambridge University Press, pp. 1-31. ● Kumar, Sunil. (2007). The Emergence of the Delhi Sultanate, 1192- 1286.Ranikhet: Permanent Black. ● Lal, K.S. (1980). Twilight of the Sultanate. Delhi: MunshiramManoharlal Publishers Pvt. Ltd. 16 ● Lorenzen, David N. (2004). Religious Movements in South Asia 600-1800. New Delhi: Oxford University Press. [Paperback edition, 2005] ● Pollock, Sheldon. (1998). ‘The Cosmopolitan Vernacular’, The Journal of Asian Studies, vol. 57, no. 1, pp. 6-37. ● Prasad, P. (1990). Sanskrit Inscriptions of Delhi Sultanate, 1191-1526. Delhi: Oxford University Press. ● Ramaswamy,Vijaya.(1991). ‘Anklets on the Feet: Women Saints in Medieval Indian Society’, The Indian Historical Review, vol. XVII, NOS.1-2,60-89. ● Rao, Ajay. (2011). ‘A New Perspective on the Royal Rama Cult at Vijayanagara’, in Yigal Bronner, Whitney Cox and Lawrence McCrea (eds), South Asian Texts in History: Critical Engagements with Sheldon Pollock Ann Arbor: Association for Asian Studies. ● Sangari, Kumkum.(1990) ‘Mirabai and the Spiuritual Economy of Bhakti’, Economic & Political Weekly ,Vol.25, Issue No. 28. ● Schomer, K. and W.H. McLeod, eds. (1987). The Sants: Studies in a Devotional Tradition of India. Delhi: Motilal Banarsidas Publishers. ● Sharma, Sunil (2005). Amir Khusraw: The Poet of Sultans and Sufis. Oxford: One World. ● चं� , सरीश मध्य ााीननारर : सलरनरसेमजग़ायाारय (1206-1526) , नाग -1 , ि◌वाहरपमनबाशसाएंंरंजटरीब्ूटसापमनबायेशन ● राराचंि◌ . (2006). नाररीस�जयृररपराजाामया�नाव , नईिरलाी , �ंथरशलपी ● वमा◌ा , हरर�ं� ( सं ). मध्य ााीननारर , नाग -1 -(750-1540), रहंि◌◌ीमाध् मयार्◌ा◌ाववररिनेशाार् , ● िरलाीरवेरव�ा ार् ● हबीब , मोहिममऔरराीक़अहिमरनाामी .(1998).( सं .). िरलाीसलरनर , िरलाीमहयरमान Note: Examination scheme and mode shall be as prescribed by the Examination Branch, University of Delhi, from time to time. 17