Course Outcome | History

2. Make students aware how man became from

hunter-gatherers to food producing man in the various stages of evolution of man

3. Inform students to the concept of the evolution of arms in various stone ages, Paleolithic age, Mesolithic age, Neolithic age, Chalcolithic age on account of life style of man.

4. To create consciousness among the students of the discovery of fire, technological developments, various changes of economy in ancient period.

1. 2. A holistic idea of the development of the modern man in the global context is created. This helps students link Indian developments with global processes.

2. 3. Students are introduced to the vital developments in “classical” Europe and North Africa, which lay foundations for many concepts such as democracy, republic, etc.

4. Linkages of trade and culture in Graeco-Roman help contextualize Europe’s position vis-à-vis India and the rest of the world.

5. Concepts like women’s rights and slavery broaden the understanding of students, and embark on the journey of understanding the evolution of women’s rights, social stratification over millenia.

6. Lays the foundation for the study of world history across multiple papers.

2. Develop idea about growth of urban India in the ancient period, trade, social stratification.

3. Various aspects of political changes in ancient India, The Mauryan empire, activities of king Asoka, Kushanas age, Satavahanasand expand the idea of space of the student’s mind.

4. Develop concept of agrarian expansion of ancient India, framers, land grants, nature of trade, economy. Students also learn about Gupta Empire, post-gupta politics, Pallavas, Chalukyas

Indian history.

2. Explains how decline of the mighty Roman Empire was a transformation on many levels.

3. Traces the development of Latin culture and literature between the high points of the Roman Empire and the Renaissance through the Church, and its long-lasting impact on human civilization.

4. Students learn where seemingly “modern” institutions like courts, universities, etc. came from, and how medieval concepts of jurisprudence still apply in some fields today.

5. Contextualizes the idea of “Renaissance” through periods of medieval cultural flowering.

6. The unique role of the Church and the position of women in a Church-controlled society help lay the foundation for later developments like the Reformation, etc.

2. A sense of the continuity of achievements, along with vital changes, in fields of education and culture is created.

3. Trade linkages show how India was global and a major player in the international field much before the coming of the Turks.

4. Evolution of religious ideas like Tantricism are traced, which help students understand the genesis of syncretic devotion beyond the traditional Hinduism/Buddhism fold.

5. On the other hand, the reassertion of Vedantic ideals through bhakti saints contextualizes saints about whom students may have learnt in contemporary Hinduism.

6. Importance of regional cultures eg.Pala-Sena culture beyond the political field helps ground students in the regional cultural patterns of the period.

3. Create appreciation and critical analytical capacity in the minds of students regarding the cultural convictions underlying the Renaissance, and how it produced cultural and social changes that marked a definitive break with the “medieval”

4. Revisit the rise of the Church as a monolithic and centralized bureaucratic apparatus, paving the way for students to visualize the debates that sparked the Reformation and permanently changed the religious map of Europe.

5. Contextualize the social, religious and political changes using the frame of economic expansion in an age of increasing certainty of communication, coupled with rapid rise of prices due to influx of bullion.

6. Students will be able to go beyond the names of rulers to understand how and why monarchies and states took the shapes they did, and how these paved the way for bloody wars, thus paving the way for topics such as printing and military revolutions, and the history of civil wars, covered in the next semester.

2. Very important subject of sultanate period including economy, especially Iqta system, agricultural production, revenue system is introduced to the students.

3. Besides this the society especially rural society, growth of urban centres, trade especially Indian ocean trade developed, and students learn about this to develop a broad view.

4. Religion and culture of this paper especially Sufi, Bhakti, architecture etc. creates awareness among the students.

All of this is done through hands-on demonstrations and lectures by archivists and museum curators of major institutions in West Bengal.

2. Processes such as printing help students understand how the world of modern education came to be.

3. Presentations depicting medieval printing presses, books and weapons depict the gradual evolution of various things we consider “modern”.

4. Students learn how modern science came into existence through Scientific Revolution.

5. Linkages are established with modern political theory and “utopian” concepts through a study of 17^th Century historical developments eg. English Civil war.

6. Students prepare to enter the study of their modern world through preludes to the Industrial and French revolutions.

the tactics, technologies and strategies used by the

Great Mughal Akbar for the expansion and consolidation of the Mughal Empire. It also tells the story of evolution of the administrative institutions under Akbar to strengthen his position in spite of numerous revolts and resistance from different corners.

4. It also gives a broad idea about how Akbar with his farsightedness and diplomatic skill, incorporated the Rajputs and other indigenous groups in Mughal nobility – the main pillar of Mughal rule in India and expanded and integrated different parts of the Indian territory within the fold of Mighty Mughal Empire.

5. From the point of view of economy, the Mughal period is unique in character and this paper orients

students with its all- pervasive and new aspects including agricultural and revenue system, internal and overseas trade.

6. This paper is a treatise on an inclusive political idea of the given period, intertwined with religious tolerance and different intellectual interventions and thus makes the students understand that this period stands out as class of its own.

2. Expansion of Mughal empire specially the reign of Jahangir and Shah Jahan.

3. Awareness about Mansab, Jagir systems

4. Knowledge about the rise of the Mughal empire and the decline at the time of Aurangzeb is given to students

5. Help students know about the decline of the Mughal empire, especially for economic crisis, Jagir crisis, agricultural crisis, foreign invasion and the rise of the successor states.

6. Students know about trade and commerce between 1605-1750 A.D specially craft, technology, transportation, Indian ocean trade.

2. Develop capacity in students’ minds to understand how crises engulfed France, and the immense social, cultural and political changes that occurred to usher in what we understand as “modern Europe”.

3. This is followed by an appreciation of the processes by which reaction overwhelmed revolution, only to be pushed back and eventually overcome through reconfiguration of social relations between aristocrat and bourgeois, industrial relations between the cottager and the industrialist, and gender relations between the two sexes.

4. Students can move out of the groove of Western European history to appreciate how the attempts to unify what became Germany and Italy produced ideals and concepts that still resonate in the minds and constitutions of countries across the world.

5. Create a deep appreciation for the less successful efforts at reform led by the weakening Ottoman and Austro-Hungarian and the assertive Tsarist forces, and how they led to the Balkan, Magyar, Polish and German nationalisms on one hand and socialist developments on the other in Russia.

2. How the decline of industry started in British India is studied. Besides this consequences of drain of wealth from India thus how India turn into from export country to import country.

3. Equip students to analyze the Victorian and post-Victorian attitudes towards race and its repercussions upon racial relations on the subcontinent. This can be linked with the existing ideology of the Raj as understood from the times of James Mill onwards.

4. Allow students to link the pre-modern with the modern through the processes of intellectual colonization using the modern English language education system. Students will be able to evaluate their own position within this rubric and the attempts to break out of this enforced colonial normativity.

5. Enable appreciation of indigenous efforts at resisting colonial domination through popular uprisings culminating in the Revolt of 1857.

6. Prepare students for an appreciation of the freedom struggle by establishing the groundwork of social, economic and cultural relations that were produced or modified to suit colonial ends, and the difficulties created for Indians as a result.

East Asia – I China

(c.1840 to 1949)

Nineteenth century advent of Imperialism in China and how it threatened the traditional indigenous institutions and values and ultimately led to its decline. It also depicts China’s transformation from an independent feudal state to an informal colony through opium wars, followed by unequal treaties, Economic imperialism and open door policy.

2. The threat to China’s royalty led to a number of

revolts and resistances of the people like the Taiping rebellion with its unprecedented nature and a long lasting effect on world history. Not only that, a number of measures were also taken to strengthen the Manchu government to combat the challenges posed by the Imperial forces from 1860s to 1901 to 1908.

East Asia – I China

(c.1840 to 1949)

4. This paper is a treatise on a very important aspect of the history of China i.e. the intellectual uprising which occurred in the early twentieth century in the form of May 4^th movement which helped to eradicate and abolish age old customs, belief and ideas with the help of youth and younger generation of China and helped China to progress towards modernization specially in its ideology.

5. In the second phase of the syllabus, i.e. from 1919 students enter into the recent changes of Chinese history and became aware of the spread of nationalism and communism and ultimately the formation of the Chinese Communist Party (CCP).

6. The paper traces the rise of Mao Tse Tung, the

Chinese revolutionary who became the founder father of the People’s Republic of China which he ruled as Chairman of the CCP from its inception in 1949 till his death in 1976.

2. This context allows students to understand how early reform movements paved the way for growing nationalist consciousness, with its varying degrees of internal contradiction.

3. Subaltern and non-elite identities are introduced to students so they can appreciate the world outside the elite nationalism of late 19^th Century, in which peasantry, tribals, womenfolk and oppressed castes and classes obtained their own sense of identity.

4. They can understand how these subaltern strands were brought into fruitful contact with the hitherto limited and elite nationalisms of the educated classes by Mahatma Gandhi and his followers to create the first true mass movement in 1919.

5. Analysis includes the reasons for its eventual failure, and how it became the base for building further nationalist movements, each bringing the country closer to the cherished goal of purna swaraj. Contrarian ideas of communalism and class conflict are introduced as found in late colonial society.

2. Neo-colonialism and attempts at indirect and direct domination by the superpowers help students grasp the extent to which ideological divisions were underpinned by power politics and struggles for resources and geopolitical influence. Individual countries’ developments eg. Germany or Korea, are contextualized within the larger power struggles of the time and the inherent mistrust and fear is evident.

3. Chinks in the bipolar conflict from the time of the détente politics on one hand and the gradual emergence of China and the Global South help raise important questions in the minds of students regarding the feasibility of extended periods of superpower conflict in the face of common requirements and the rise of new global dynamics.

4. The theme of de-Europeanizing global history is sought to be continued through themes such as studies of the Middle East, which were partitioned through hasty colonial retreats and could never achieve the peaceful cooperation that the colonial powers had envisaged. These help students understand the various facets of nationalism as they emerged in case of Israel (Zionism) and Arab countries (Arab nationalism), in contrast to the Indian form of nationalism.

5. Another strand of global history asks students to appreciate forces of liberation and nation-building in some of the most backward but resource-rich areas of the world namely African countries. Case studies help situate the complexity of late colonial and postcolonial processes and better situate the theories associated with the transition from colonialism to independence.

6. Finally, students understand the contexts of ethnic, racial and sexual marginalization, and the protest movements that sought to undo these wrongs in specific countries such as South Africa, as well as through global movements like the Second Wave feminist movement.

2. Students obtain an understanding of how deepening political consciousness brought its own contradictions in the form of increased communalism and class conflict.

3. At the same time, their understanding of social issues of the period is expanded through a study of peasant and labour movements which went beyond the mainstream of nationalism and raised difficult questions for those seeking a unified front against imperialism.

4. The mixed results of the nationalist struggle of the 1900s to 1930s is presented through a careful analysis of how the Government of India Act of 1935 and subsequent legislation affected Bengal and changed the contexts in which politics played itself out.

5. Students then meet and understand in detail the ideas of legendary Bengali political leaders like Subhas Chandra Bose and how these differed from ideas in other parts of India while remaining within a broad spectrum of nationalism.

6. Finally, the paper wraps up by asking students to question the pre-set notions surrounding the endgame of Empire and the dynamics of Partition and its attendant chaos, displacement and suffering.

2. The paper starts with the transition from feudalism to Capitalism i.e. from medieval to modern period of the history of Japan.

3. Through this paper the students are enlightened with medieval feudal trends which ultimately declined with the passage of time and gave space for Meiji restoration, the entire political reorganization associated with military reforms. It also gives an insight into the socio-cultural and educational reforms and development in the ‘Meiji’ era and financial reforms. The most important contribution made by the Meiji era was the formulation of a Constitution, the first ever of its kind in Japan and the students get the opportunity of knowing the very nature of the Constitution.

5. The students get the chance to know Japan’s democratic move and her popular/people’s Right Movement and the rise of political parties in Japan and their nature.

6. Finally, the students come to know about the rise of militarism in Japan, its significance which ultimately led the nation to second world war, its devastating consequences and post war changes that took place in Japan subsequently.