Scheme of Examination and Courses

of Reading for B.A. (Hons.) English

SEMESTER-II

SCHOOL OF OPEN LEARNING

University of Delhi

Syllabus Applicable for the students seeking admission to

B.A.(Hons.) English Course from 2020-21 onwards
 B.A. (HONS.) ENGLISH – SEMESTER-II

CORE-COURSE

3. Indian Writing in English

4. British Poetry and Drama 14th to 17th Centuries

ABILITY ENHANCEMENT COMPULSORY COURSE (AECC)

Environmental Science / Communication (Any one out of the four given below)
English A/B/C
Hindi
Tamil A/B
Urdu A/B/C

GENERIC ELECTIVE

Any one out of the given below:

1. Introductory Macroeconomics (Economics)
2. The World after 1945 (History)
3. Politics of Globalization (Political Science)
4. Pat Katha Tatha Samvad Lekhan (Hindi)
5. Creative Writing (Tamil)
 Core Course
Paper-3 : Indian Writing In English

Course Statement
Over the past two centuries and especially after the 1980s Indian writing in English has
emerged as a major contribution to Indian—and global—literary production. A close
analysis of some of the major works of Indian writing in English is crucial in any
exploration of modern Indian subjectivities histories and politics.
Course Objectives
This course aims to
 introduce students to Indian English Literature and its major movements and
figures through the selected literary texts across genres;
 enable the students to place these texts within the discourse of post-coloniality
and understand Indian literary productions in English in relation to the
hegemonic processes of colonialism, neo-colonialism, nationalism and
globalization; and
 allow the students to situate this corpus within its various historical and
ideological contexts and approach the study of Indian writing in English from
the perspectives of multiple Indian subjectivities.
Facilitating the Achievement of Course Learning Outcomes
Unit Course Learning Teaching and Assessment Tasks
No. Outcomes Learning Activity
1. Understanding concepts Interactive discussions Reading material together
in small groups in in small groups initiating
Tutorial classes discussion topics
participation in discussions
2. Expressing concepts How to think critically Writing essay length
through writing and write with clarity assignments

3. Demonstrating Discussing exam Class tests

conceptual and textual questions and
understanding in tests answering techniques
and exams

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Unit 1 : Novel
Amitav Ghosh, The Shadow Lines (1988/1997, New Delhi: Oxford University Press)
Unit 2 : Novel
Anita Desai, In Custody (1984/2012, New Delhi: Random House India)
Unit 3 : Poems
a) Kamala Das, ‘My Grandmother’s House’
b) Nissim Ezekiel, ‘Enterprise
c) Robin Ngangom, ‘A Poem for My Mother’
d) Meena Kandasamy, ‘Touch’ Drama
Mahesh Dattani, Tara
Unit 4 : Short Stories
a) R. K. Narayan, ‘A Horse and Two Goats’
b) Salman Rushdie, ‘The Free Radio’
c) Rohinton Mistry, ‘Swimming Lessons’
d) Shashi Deshpande, ‘The Intrusion’
Unit 5 : Readings
 Raja Rao, ‘Foreword’, to Kanthapura (New Delhi: OUP, 1989) pp. v–vi.
 B.R. Ambedkar, “Annihilation of Caste” in Dr. Babasaheb Ambedkar: Writings
and Speeches, vol. 1 (Maharashtra: Education Department, Government of
Maharashtra, 1979) pp. 36-80
 Meenakshi Mukherjee, ‘Divided by a Common Language’, in The Perishable
Empire
(New Delhi: OUP, 2000) pp.187–203.
 Bruce King, ‘Introduction’, in Modern Indian Poetry in English(New Delhi:
OUP, 2nd ed., 2005) pp. 1–10.
Essential Reading
Note: This is a literature-based course, and therefore, all these texts are to be considered
essential reading.
Keywords
Postcolonial writing
Nationalism
Tradition
Modernity
Native imagery

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 Paper-4 : British Poetry and Drama: 14th To 17th Centuries

Course Statement
This paper is the first Core British literature paper out of a cluster of six, and initiates the
student into the earliest writings in England from medieval literature through the
Renaissance. The first unit of the paper on British literature begins with Chaucer’s
‘General Prologue’, which is taught in Middle English. It introduces students to
Canterbury Tales and helps them recognize its narrative complexity and structure. The
second unit on the Renaissance poetry explores the form and innovation in content in the
Elizabethan sonnet tradition and the metaphysical poetry underlining a critical
engagement with the Petrarchan tradition. The two plays, Marlowe’s Dr. Faustus as a
tragedy on Renaissance man and Twelfth Night as a Shakespearean comedy enable a
focus on drama as a significant genre in the Renaissance. The prose readings establish
the European context for the Renaissance and offer readings crucial to understanding the
socio-cultural and religious aspects of the age.
Course Objectives
This course aims to
 introduce students to the tradition of English Literature from the Medieval till the
Renaissance;
 explores the key writers and texts within their historical and intellectual
contexts;
 offer a perspective on the history of ideas including that of disability and its
varied meanings within this period.

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Facilitating the Achievement of Course Learning Outcomes
Unit Course Learning Teaching and Assessment Tasks
No. Outcomes Learning Activity

1. Understanding concepts Interactive discussions Reading material together in

in small groups in small groups, initiating
Tutorial classes discussion topics, participation
in discussions
2. Expressing concepts How to think critically Writing essay length
through writing and write with clarity assignments

3. Demonstrating Discussing exam Class tests

conceptual and textual questions and
understanding in tests answering techniques
and exams

Unit 1
Geoffrey Chaucer, ‘General Prologue’ (in Middle English), from The Canterbury Tales,
The Riverside Chaucer, ed. Larry D. Benson (Boston: Houghton Mifflin, 2000).
Unit 2
a) Thomas Wyatt, (i) ‘Whoso List to Hunt’; (ii) ‘They Flee from Me’
b) Edmund Spenser, (i) Sonnet LVII ‘Sweet warrior’; (ii) Sonnet LXXV ‘One day
I wrote her name’, both from ‘Amoretti’
c) Isabella Whitney, (i) ‘I.W. To Her Unconstant Lover’
d) John Donne, (i) The Sunne Rising’ ;(ii) ‘A Valediction: ‘Forbidding Mourning’

Unit 3 : Christopher Marlowe Doctor Faustus

Unit 4 : William Shakespeare Twelfth Night
Unit 5
 Pico Della Mirandola, excerpts from the Oration on the Dignity of Man (1486), in
The Portable Renaissance Reader, eds James Bruce Ross and Mary Martin
McLaughlin (New York: Penguin Books, 1953) pp. 476–9.
 Desiderius Erasmus, In Praise of Folly (1511), trans. Hoyt Hopewell Hudson
(Princeton University Press: 2015) pp. 139-155.

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  Niccolo Machiavelli, The Prince (1513), Chaps 15, 16, 18, and 25, ed. and trans.
Robert M. Adams (New York: Norton, 1992).
 John Calvin, ‘Predestination and Free Will’, from Institutes of the Christian
Religion (1536), in The Portable Renaissance Reader, ed. James Bruce Ross and
Mary Martin McLaughlin (New York: Penguin Books, 1953) pp. 704–11.
 Michel de Montaigne, ‘Of a Monstrous Child’ (1580), from Essays.

Essential reading
Note: This is a literature-based course, and therefore, all these texts are to be considered
essential reading.

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 Ability Enhancement Compulsory Course (AECC)
Environmental Science

Compulsory course on Environmental Studies at UG level (AECC I)

Course Learning Outcomes

The course will empower the undergraduate students by helping them to:
i. Gain in-depth knowledge on natural processes and resources that sustain life and govern
economy.
ii. Understand the consequences of human actions on the web of life, global economy, and
quality of human life.
iii. Develop critical thinking for shaping strategies (scientific, social, economic,
administrative, and legal) for environmental protection, conservation of biodiversity,
environmental equity, and sustainable development.
iv. Acquire values and attitudes towards understanding complex environmental- economic-
social challenges, and active participation in solving current environmental problems and
preventing the future ones.
v. Adopt sustainability as a practice in life, society, and industry.

Unit 1
Introduction to Environmental Studies
• Multidisciplinary nature of environmental studies; components of environment:
atmosphere, hydrosphere, lithosphere, and biosphere
• Scope and importance; Concept of sustainability and sustainable development; Brief
history of environmentalism

Suggested Readings
1. Raven, P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y., and Berg, L.R. (2015). Environment, 8th
Edition. Wiley Publishing, USA. Chapter 1 (Pages: 1-17); Chapter 2 (Pages: 22-23); Chapter
3 (Pages: 40, 41); Chapter 4 (Pages: 64, 66).
2. Singh, J.S., Singh, S.P., and Gupta, S.R. (2017). Ecology, Environmental Science and
Conservation. S. Chand Publishing, New Delhi. Chapter 1 (Page: 3-28).

Unit 2
Ecosystems
• Definition and concept of Ecosystem
• Structure of ecosystem (biotic and abiotic components); Functions of Ecosystem:
Physical (energy flow), Biological (food chains, food web, ecological succession), and
Biogeochemical (nutrient cycling) processes. Concepts of productivity, ecological
pyramids and homeostasis
• Types of Ecosystems: Tundra, Forest, Grassland, Desert, Aquatic (ponds, streams,
lakes, rivers, oceans, estuaries); importance and threats with relevant examples from
India
• Ecosystem services (Provisioning, Regulating, Cultural, and Supporting); Ecosystem
preservation and conservation strategies; Basics of Ecosystem restoration

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Suggested Readings
1. Odum, E.P., Odum, H.T., and Andrews, J. (1971). Fundamentals of Ecology. Saunders,
Philadelphia, USA. Chapter 1 (Pages: 1-16); Chapter 2 (Pages: 18-76); Chapter 10 (Pages:
414-458).
2. Raven, P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y., and Berg, L.R. (2015). Environment, 9th
Edition. Wiley Publishing, USA. Chapter 3 (Pages: 38-52); Chapter 4 (Pages: 53-62); Chapter
5 (Pages: 100-103); Chapter 6 (Pages: 106-128).
3. Singh, J.S., Singh, S.P., and Gupta, S.R. (2017). Ecology, Environmental Science and
Conservation. S. Chand Publishing, New Delhi. Chapter 13 (Pages: 307-323); Chapter 18
(Pages: 420-442); Chapter 28 (Pages: 747-769).

Unit 3
Natural Resources
• Land resources: Minerals, soil, agricultural crops, natural forest products, medicinal
plants, and forest-based industries and livelihoods; Land cover, land use change, land
degradation, soil erosion, and desertification; Causes of deforestation; Impacts of
mining and dam building on environment, forests, biodiversity, and tribal communities
• Water resources: Natural and man-made sources; Uses of water; Over exploitation
of surface and ground water resources; Floods, droughts, and international &inter-
state conflicts over water
• Energy resources: Renewable and non-renewable energy sources; Use of alternate
energy sources; Growing energy needs; Energy contents of coal, petroleum, natural
gas and bio gas; Agro-residues as a biomass energy source
• Case studies: Contemporary Indian issues related to mining, dams, forests, energy,
etc (e.g., National Solar Mission, Cauvery river water conflict, Sardar Sarovar dam,
Chipko movement, Appiko movement, Tarun Bharat Sangh, etc)

Suggested Readings
1. Gadgil, M. and Guha, R. (1993). This Fissured Land: An Ecological History of India. University
of California Press, Berkeley, USA. (pp. 1-245).
2. McCully, P. (1996). Rivers no more: the environmental effects of dams, In: Silenced Rivers: The
Ecology and Politics of Large Dams, Zed Books, New York, USA. Page. 29-64.
3. Raven, P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y. and Berg, L.R. (2015). Environment, 9th
Edition. Wiley Publishing, USA. Chapters 10, 11, 12, 13 (Pages: 180-263); Chapter 14 (Pages:
272-275); Chapter 15 (Pages: 286-289).
4. Singh, J.S., Singh, S.P. and Gupta, S.R. (2017). Ecology, Environmental Science and
Conservation. S. Chand Publishing, New Delhi. Chapter 25 (Pages: 623-663).

Unit 4
Biodiversity and Conservation
• Definition of Biodiversity; Levels of biological diversity: genetic, species and
ecosystem diversity
• India as a mega-biodiversity nation; Biogeographic zones of India; Biodiversity
hotspots; Endemic and endangered species of India; IUCN Red list criteria and
categories
• Value of biodiversity: Ecological, economic, social, ethical, aesthetic, and
informational values of biodiversity with examples; sacred groves and their
importance with examples

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 • Threats to biodiversity: Habitat loss, degradation, and fragmentation; Poaching of
wildlife; Man-wildlife conflicts; Biological invasion with emphasis on Indian
biodiversity; Current mass extinction crisis
• Biodiversity conservation strategies: in-situ and ex-situ methods of conservation;
National Parks, Wildlife Sanctuaries, and Biosphere reserves; Keystone, Flagship,
Umbrella, and Indicator species; Species reintroduction and translocation
• Case studies: Contemporary Indian wildlife and biodiversity issues, movements, and
projects (e.g., Project Tiger, Project Elephant, Vulture breeding program, Project Great
Indian Bustard, Crocodile conservation project, Silent Valley movement, Save Western
Ghats movement, etc)

Suggested Readings
1. Primack, R.B. (2014). Essentials of Conservation Biology, Oxford University Press, USA. Page.
1-536.
2. Raven, P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y. and Berg, L.R. (2015). Environment, 9th
Edition. Wiley Publishing, USA. Chapter 5 (Pages: 97-99); Chapter 16 (Pages: 299-318).
3. Singh, J.S., Singh, S.P. and Gupta, S.R. (2017). Ecology, Environmental Science and
Conservation. S. Chand Publishing, New Delhi. Chapters 24 (Pages: 599-690); Chapter 26
(Pages: 664-714).

Unit 5
Environmental Pollution
• Environmental pollution (Air, water, soil, thermal, and noise): causes, effects, and
controls; Primary and secondary air pollutants; Air and water quality standards
• Nuclear hazards and human health risks
• Solid waste management: Control measures for various types of urban, industrial
waste, Hazardous waste, E-waste, etc; Waste segregation and disposal
• Pollution case studies: Ganga Action plan (GAP), Delhi air pollution and public health
issues, Plastic waste management rules, Bhopal gas tragedy, etc

Suggested Readings
1. Brusseau, M.L., Pepper, I.L. and Gerba, C.P. (2019). Environmental and Pollution Science, 3rd
Edition. Academic Press, USA. Chapter 16 (Pages: 243-255); Chapter 18 (Pages: 280-305);
Chapter 21 (Pages: 352-358); Chapter 22 (Pages: 365-374); Chapter 23 (Pages: 378-388);
Chapter 25 (Pages: 416-426).
2. Carson, R. (2002). Silent Spring. Houghton Mifflin Harcourt, USA. Pp. 1-264.
3. Raven, P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y. and Berg, L.R. (2015). Environment, 9th
Edition. Wiley Publishing, USA. Chapter 19 (Pages: 359-381); Chapter 21 (Pages: 401-421);
Chapter 23 (Pages: 440-453).
4. Singh, J.S., Singh, S.P. and Gupta, S.R. (2017). Ecology, Environmental Science and
Conservation. S. Chand Publishing, New Delhi. Chapters 19, 20, 12 (Pages: 445-535).

Unit 6
Global Environmental Issues and Policies
• Causes of Climate change, Global warming, Ozone layer depletion, and Acid rain;
Impacts on human communities, biodiversity, global economy, and agriculture

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 • International agreements and programmes: Earth Summit, UNFCCC, Montreal and
Kyoto protocols, Convention on Biological Diversity(CBD), Ramsar convention, The
Chemical Weapons Convention (CWC), UNEP, CITES, etc
• Sustainable Development Goals: India’s National Action Plan on Climate Change and
its major missions

• Environment legislation in India: Wildlife Protection Act, 1972; Water (Prevention and
Control of Pollution) Act, 1974; Forest (Conservation) Act 1980; Air (Prevention &
Control of Pollution) Act, 1981; Environment Protection Act, 1986; Scheduled Tribes
and other Traditional Forest Dwellers (Recognition of Forest Rights) Act, 2006

Suggested Readings
1. Divan, S. and Rosencranz, A. (2002). Environmental Law and Policy in India: Cases, Material &
Statutes, 2nd Edition. Oxford University Press, India. Chapter 2 (Pages: 23-39); Chapter 3
(Pages: 41-86).
2. Raven, P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y. and Berg, L.R. (2015). Environment, 9th
Edition. Wiley Publishing, USA. Chapter 19 (Pages: 370-376); Chapter 20 (Pages: 385-399).
3. Singh, J.S., Singh, S.P. and Gupta, S.R. (2017). Ecology, Environmental Science and
Conservation. S. Chand Publishing, New Delhi. Chapter 23 (Pages: 555-598); Chapter 30
(Pages: 801-807).

Unit 7
Human Communities and the Environment
• Human population growth: Impacts on environment, human health, and welfare;
Carbon foot-print
• Resettlement and rehabilitation of developmental project affected persons and
communities; relevant case studies
• Environmental movements: Chipko movement, Appiko movement, Silent valley
movement, Bishnois of Rajasthan, Narmada Bachao Andolan, etc
• Environmental justice: National Green Tribunal and its importance
• Environmental philosophy: Environmental ethics; Role of various religions and
cultural practices in environmental conservation
• Environmental communication and public awareness: case studies (e.g., CNG
vehicles in Delhi, Swachh Bharat Abhiyan, National Environment Awareness
Campaign (NEAC), National Green Corps (NGC) “Eco-club” programme, etc)
Suggested Readings
1. Divan, S. and Rosencranz, A. (2002). Environmental Law and Policy in India: Cases, Material
& Statutes, 2nd Edition. Oxford University Press, India. Chapter 10 (Pages: 416-473).
2. Raven, P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y. and Berg, L.R. (2015). Environment, 9th
Edition. Wiley Publishing, USA. Chapter 2 (Pages: 33-36); Chapter 8 (Pages: 148-162).
3. Singh, J.S., Singh, S.P. and Gupta, S.R. (2017). Ecology, Environmental Science and
Conservation. S. Chand Publishing, New Delhi. Chapter 1 (Pages: 23-26); Chapter 31 (Pages:
826-842).

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Essential Readings
1. Brusseau, M.L., Pepper, I.L., and Gerba, C.P. (2019). Environmental and Pollution
Science, 3rd Edition. Academic Press, USA. (pp. 1-520).
2. Divan, S. and Rosencranz, A. (2002). Environmental Law and Policy in India: Cases,
Material & Statutes, 2nd Edition. Oxford University Press, India. (pp. 1-837).
3. Gadgil, M., and Guha, R. (1993). This Fissured Land: An Ecological History of India.
University of California Press, Berkeley, USA. (pp. 1-245).
4. Raven, P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y., and Berg, L.R. (2015).
Environment, 8th Edition. Wiley Publishing, USA. (pp. 1-472).
5. Singh, J.S., Singh, S.P., and Gupta, S.R. (2017). Ecology, Environmental Science and
Conservation. S. Chand Publishing, New Delhi. (pp.1-842).

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 Ability Enhancement Compulsory Course (AECC )
Communication
ENGLISH – A/B/C
Course Objectives
Effective communication is an essential skill for success in any sphere of activity, from
leadership responsibilities, teamwork, interviews, presentations, and inter-personal
relations. This is a skill that needs to be taught in a systematic manner so that students
imbibe the fundamentals of communication. The art of persuasive speaking and writing
depends crucially on clarity of thought and contextual understanding expressed through
appropriate vocabulary.
The ability to think critically is crucial for a good communicator and involves an
understanding of the communicative process. Therefore, we need to study every stage of
this process systematically in order to be much more effective at communicating
successfully – in interviews, public speaking, letter writing, report writing, presentations,
and inter-personal debates and conversations.
Learning Outcomes
o Students will master the art of persuasive speech and writing.
o Students will master the art of listening, reading, and analyzing. Students will
spend the bulk of their time in class in practical exercises of reading and
writing.
o Students will develop critical thinking skills.
o They will be introduced to established principles of academic reading and
writing.

Facilitating the Achievement of Course Learning Outcomes

Unit Course Learning Outcomes Teaching and Learning Assessment Tasks
No. Activity
1. Understanding concepts Interactive discussions Reading material together
in small groups in in small groups initiating
Tutorial classes discussion topics
participation in
discussions

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2. Expressing concepts How to think critically Writing essay length
through writing and write with clarity assignments
3. Demonstrating conceptual Discussing exam Class tests
and textual understanding questions and
in tests and exams answering techniques

Course Content
Unit 1
Introduction
Theory of communication, types and modes of communication (Introductions to all five
sections)
Unit 2
Language of Communication
Verbal and non-verbal, spoken and written
Personal communication
Social communication
Business communication
Barriers and Strategies
Intra-personal Communication
Inter-personal Communication
Group communication
Unit 3
Speaking Skills
Monologue
Dialogue
Group Discussion
Effective Communication
Mis-Communication
Interview
Public Speech

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Unit 4
Reading and Understanding
Close Reading
Comprehension
Summary
Paraphrasing
Analysis
Interpretation
Translation from Indian languages to English and vice versa
Literary/Knowledge, Texts
Unit 5
Writing Skills
Documenting
Report writing
Making notes
Letter writing
Keywords
Critical reading
Comprehension
Summary
Paraphrase
Translation
Context
Argumentation
Perspective
Reception
Audience
Evaluation
Synthesis
Verbal communication

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Non-verbal communication
Personal communication
Social communication
Barriers to communication
Intra-personal communication
Inter-personal communication
Group discussion
Miscommunication
Public speech
Literary knowledge
Writing skills
Documentation
Report writing
Note taking
Letter writing

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 (BAHAECC01) (AECC)

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References
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Additional Resources :
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 Tamil Communication
Tamil - A/B/C

Course objectives:
The course is designed to bring to the students the joy of learning Tamil language with
utmost ease and productivity. The carefully selected lessons lead them step by step,
giving such information only as is positively required, at the stage at which they have
arrived. It presents English speaking students with a few lessons in which they may
commence Tamil, and gradually acquire a thorough knowledge of the colloquial dialect,
and afterwards an introductory knowledge of the grammatical dialect. The aim of the
course is to enable the students to improve their communication skills in various practical
day-today life situations and in their interactions with others.
Course learning outcomes:
The course will highlight the theories of communication, types of communication and
language of communication so that they can avoid distortion in their communications and
express clearly what they intend to convey.

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Note :
• For Student’s who have studied Tamil in class VIII or Above.
• For Student’s who have not studied Tamil in any-level/Non-Tamil students.

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Urdu A (AECC)

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Urdu-B - (AECC)

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24
 Generic Elective (GE)
Introductory Macroeconomics
Credit: 6

Course Objective
This course aims to introduce the students to the basic concepts of Macroeconomics.
Macroeconomics deals with the aggregate economy. This course discusses the
preliminary concepts associated with the determination and measurement of aggregate
macroeconomic variable like GDP, savings, investment, money, inflation, and the balance of
payments. It also introduces students to simple analytical frameworks (e.g., the IS-LM model)
for determination of equilibrium output.
Course Learning Outcomes
This course will allow students to understand the basic functioning of the macroeconomy.

Unit 1
Introduction to macroeconomics and national income accounting Basic issues studied
in macroeconomics; measurement of gross domestic product; income, expenditure and the
circular flow; real versus nominal GDP; price indices; national income accounting for an open
economy; balance of payments: current and capital accounts

Unit 2
Money Functions of money; quantity theory of money; determination of money supply and
demand; credit creation; tools of monetary policy
Unit 3
Inflation Inflation and its social costs; hyperinflation

Unit 4
The closed economy in the short run Classical and Keynesian systems; simple Keynesian
model of income determination; IS-LM model; fiscal and monetary multipliers
References

1. Abel, A., Bernanke, B. (2016). Macroeconomics, 9th ed. Pearson Education.

2. Blanchard, O. (2018). Macroeconomics, 7th ed. Pearson Education.
3. Dornbusch, R., Fischer, S., Startz, R. (2018). Macroeconomics, 12th ed. McGraw-Hill.
4. Jones, C. (2016). Macroeconomics, 4th ed. W. W. Norton.
5. Mankiw, N. (2016). Macroeconomics, 9th ed. Worth Publishers.
Keywords
GDP, BOP, money, inflation, classical model, Keynesian model

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 Generic Elective

The World After 1945 (History)

Course objectives

This course seeks to familiarise students with broad trends in politics, society and culture in the latter half
of the twentieth century and the early part of the twenty first century. It seeks to familiarise the student to
the historical processes that led to the dismantling of older powers and the formation of new political and
cultural regimes. The emergence of the new social movements challenging these regimes and the move
towards unipolarity by the end of the 20th century constitutes important themes of study for students. In
the end the course seeks to develop a critical understanding of globalization with its diverse implications
across continents. It does so by encouraging students to critically engage with selected themes such as
environment, social movements, art, digital media, etc.

Learning Outcomes:

Upon completion of this course the student shall be able to:

• Analyse the evolving polities, societies and cultures of an increasingly global world.
• Analyse diverse social movements and cultural trends.
• Analyse processes of Decolonisation and politics during Cold War era.
• Draw inferences to explain the inter-connectedness of various facets of culture; sports,
music, cinema, etc.
Course Content:

Unit I: A New World Order

a. De-colonisation and after (Focus on Algeria and Indonesia)
b. Politics of Cold War: Super Power Rivalries (Focus on Korea and
Vietnam)
c. United Kingdom: The Challenge of the Welfare State
d. South Africa: From Apartheid to Reconciliation

Unit II: Social Movements

a. Environmental disasters and Struggles: Chipko Movement;
Struggles for the Amazon; Bhopal; Chernobyl
b. Student Movements: Paris 1968; Beijing 1989
c. Civil Rights Movement: Martin Luther King and Malcom X
d. Movements for Democracy: The Arab Spring
e. Women’s Movements: Issues and Debates (focus on Black
feminism and Feminism in the Islamic World)

Unit III: A Global Culture:

a.Spectator Sports
b.Cinema and Digital Media
c.Music: Cross Cultural Influences
d.Food and Globalisation

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ESSENTIAL READINGS AND UNIT WISE TEACHING OUTCOMES:

Unit-I: This unit deals with the history of decolonisation and subsequent era when Super Power rivalries
manifested in multiple ways. It will also examine the challenges of the welfare state with reference to
United Kingdom. Unit also touches upon the important issue of Apartheid and history of reconciliation.

• Le Sueur, J.D. (2003). The Decolonization Reader. London and New York: Routledge.
• Betts, R.F. (1998). Decolonization. London and New York: Routledge.
• Kahin, George McTuman. (2003). Nationalism and Revolution in Indonesia, Cornell:
Cornell University Press.
• Horne, Alistair. (1977/2006). A Savage War of Peace: Algeria, 1954-1962, New York:
Books.
• Beresford, M. (1989). National Unification and Economic Development in Vietnam.
New York: St. Martin’s.
• Garland, David. (2016). The Welfare state: A very Short Introduction, Oxford: Oxford
University Press.
• Guelke, Adrian. (2005). Rethinking the rise and fall of Apartheid: South Africa and
World Politics. Basingstoke and New York: Palgrave Macmillan.
Unit-II: This unit examine history of social movements with reference to questions of livelihood,
students’ perceptions, Civil rights movements. It also deals with history of movements for Democracy in
Arab; The Arab Spring. It also examines women’s movements.
• Joan Martinez-Alier. (2012). “The Environmentalism of the Poor: Its Origins and
Spread” in A Companion to Global Environmental History, Eds. J. R. McNeill and Erin
Stewart Mauldin, West Sussex: Wiley-Blackwell, pp. 455-73.
• Nagraj, Vijay K. & Nithya V Raman (2006). “Are we Prepared for Another Bhopal.”
in Environmental Issues in India, ed. Mahesh Rangarajan, Delhi: Pearson. (Available in
Hindi also)
• Rodrigues, Gomercindo. (2007). Walking the Forest with Chico Mendes: Struggle for
Justice in the Amazon. Austin: University of Texas Press.
• Dierenfield, Bruce J., (2008). The Civil Rights Movement, Revised ed., London:
Routledge (Available as eBook:
http://staff.rentonschools.us/rhs/review-for-hl-seniors/civil-rights-and-social-
movements-post-
1945/download/The_Civil_Rights_Mov_by_Bruce_J._D_www_pdfbook_co_ke_.pdf?
id=446471)
• Bayar, Safe, (2017). Revolution without Revolutionaries: Making Sense of the Arab
Spring. Stanford: Stanford University Press.
• Gillis, S., G. Howie and R. Munford (Eds.). (2004/07) Third Wave Feminism: Critical
Exploration. Hampshire: Palgrave.
• Kemp, S. and J. Squires(1997). Feminisms. Oxford: Oxford University Press.
• Breines, Winifred. (2007). "Struggling to Connect: White and Black Feminism in the
Movement Years.” Contexts 6 (1), pp. 18-24.( Available online:
https://journals.sagepub.com/doi/pdf/10.1525/ctx.2007.6.1.18)
• Springer, Kimberly. (2005). Living for the Revolution: Black Feminist Organizations,
1968–1980. USA: Duke University Press (Ch.1 and Ch.4)

27
 • Badran, Margot. (2009). Feminism in Islam: Secular and Religious Convergences.
London: Oneworld Publications (Ch.5 and Ch.7).
Unit-III: This unit deals with history of culture in world after 1945 with specific reference to spectator
sports, Cinema and digital Media. It also deals with cross cultural influences in Music and relations
between food and Globalisation.
•
Mangan. J. A. (Ed.). (2001). Europe, Sport, World: Shaping Global Societies. London:
Frank Cass Publishers.
• Shove, Elizabeth, F. Trentmann and R. Wilk. (2009). Time, Consumption and Everyday
Life: Practice, Materiality and Culture. London: Bloomsbury.
• Chapman, James. (2003). Cinemas of the World: Film and Society from 1895 to the
Present. London: Reakton Books.
• Inglis, David and Gimlin Debra (eds.) (2009). The Globalisation of Food. New York:
Berg Publishers.
• Hoffman, Frank W, (2015). History of Popular Music; From Edison to the 21st Century,
Create Space Independent Publishing Platform.
SUGGESTED READING:

• Hobsbawm, Eric. (1996). Age of Extremes. Delhi: Rupa. (translated into Hindi by Lal
Bahadur Verma, Allahabad, 2013)
• Lowe, Norman. (2013). Mastering World History. London: Palgrave Macmillan.
• Winders, James A. (2001). , European Culture since 1848: From modern to postmodern
and Beyond, New York: Palgrave
• Heywood, Andrew. (2011). Global Politics. New York: Palgrave Macmillan.
• Mahajan, Sneh. (2009). Issues in Twentieth Century World History. Delhi: Macmillan.
(available in Hindi)
• Fage, J.D. (1993). A History of Africa. London: Unwin and Hyman.
• Hobsbawm, Eric. (2013). Fractured Times: Social and Cultural History of the Twentieth
Century. New York: New Press.
• Lancaster, R.N. and M.D. Leonardo. (1997). The Gender/ Sexuality Reader: Culture,
History, Political Economy. London: Routledge.
• Appadurai Arjun. (1996). Modernity at Large: Cultural Dimensions of Globalisation.
Minneapolis: University of Minnesota Press.
• Gorbachev, Mikhael. (1996). Memoirs. New York: Doubleday.
• Guha, Ramchandra. (2000). Environmentalism: A Global History. Delhi: Oxford
University Press.
• Oulette, L., (ed.) (2013). The Media Studies Reader New York: Routledge, 2013.
• Stiglitz. Joseph (2003). Globalisation and its Discontents. Delhi: Penguin India.
• Parker, R. and P. Aggleton (Ed.). (2007). Culture, Society and Sexuality: A Reader.
London: Routledge.
• Safranski, Rudiger. (2003). How Much Globalization can we bear? Cambridge and
Malden: Polity. (pp. 1-25 & 42-69.)
• Mathews, Jessica T. (2000). “The Information Revolution”, Foreign Policy, Vol.119. pp.
63-65.
• Choudhary, Kameshwar. (2014). “Globalization and Culture” in Indian Sociology:

28
 Identity, Communication and Culture. (Ed.).Yogender Singh. Delhi: Oxford University
Press, pp.223-230, 238-242, 251-52 & 255-57, 283-90. Music: 294-97)
• Ross, Robert. (1997). Concise History of South Africa. Cambridge: Cambridge
University Press.
• Smith, Sharon. (2013-14). "Black Feminism and Intersectionality." International
Socialist Review 91 (Available online: https://isreview.org/issue/91/black-feminism-
and-intersectionality)

Keywords:

De-colonisation, Cold War, Apartheid, Environment, Feminism, Welfare State, Student

Movements, Arab Spring, Cinema, Sports, Food

29
 Generic Elective (GE)
Politics of Globalization (Political Science)

30
31
Readings in Hindi

32
 (Hindi)

Course Objective (2-3)

1- fo|kFkhZ dks iVdFkk ys[ku dh rduhd dks le>ukA

2- fo|kfFkZ;ksa esa lkfgfR;d fo/kkvksa dk iVdFkk esa :ikarj.k rFkk laokn ys[ku dh le>
fodflr djukA

Course Learning Outcomes

1- iVdFkk D;k gS le>asxsA
2- iVdFkk vkSj laokn ys[ku eas n{krk gkfly djasxsA
3- dgkuh] miU;kl vkfn lkfgfR;d fo/kkvkas dks iVdFkk eas :ikarfjr djuk lh[kasxsA
4- Hkfo"; eas iVdFkk ys[ku dks vkthfodk dk ek/;e cuk ldasxsA

Unit-1
iVdFkk vo/kkj.kk vkSj Lo:i
Unit-2
Qhpj fQYe] Vh-oh- /kkjkokfgd] dgkuh ,oa MkWD;weasVªh dh iVdFkk

Unit-3
laokn lS)kafrdh vkSj lajpuk

Unit-4
Qhpj fQYe] Vh-oh- /kkjkokfgd] dgkuh ,oa MkWD;weasVªh dk
laokn&ys[ku

References
lgk;d xazFk
iVdFkk ys[ku & euksgj ';ke tks'kh
dFkk&iVdFkk & eUuw HkaMkjh
jsfM;ks ys[ku & e/kqdj xaxk/kj
Vsyhfotu ys[ku & vlx+j otkgr] çHkkr jatu

Keywords
flusek] Vh-oh- vkSj iVdFkk ls tqM+h 'kCnkoyh

33
 GENERIC ELECTIVE (Tamil)

Creative Writing

Credit: 5+1 Maximum Marks: 75

Course objectives:
Writing is the most potent and yet the simplest form of human expression. Unlike speech, writing
transcends the barriers of space and time. The craft of writing has multiple dimensions - novels,
short stories, essays, stage plays, fiction, non-fiction, screen-writing, mainline print and visual
media, profile-writing, interviews, blogs, web-writing, travelogues and experimental pieces. The
Course is intended to help students express ideas through a medium that has appreciable aesthetic
appeal.
Course learning outcomes:

This course is designed to make understand creativity and attain a firm command over the medium.
This creative writing course includes practical activity so that students are able to test and
experiment with something they have learnt in the classroom.

Units of the Course:

1. Definition of creative writing and creator (Writer)

2. Characters of creator

3. Definition of Novel, Short Story, drama, Poetry, free verses and Haiku

34
 4. Creative skills of Poem, Short story and one act play

5. Criticism skills of a poem

References:

Compulsory Readings:

1. Alexi Tolstoy, 2016. Eḻudum Kalai, Chennai: NCBH

2. Shanmugam. S.V. 2013. Pēccum Eḻuttum, Chennai: NCBH.

Additional Resources:

1. Nannan, M., 2006, Nalla Urainaḍai Eḻuda Veṇḍuma? Chennai: Egam Padippagam.

2. Paranthamanar, A.K., 1972, Nalla Tamiḻ Eḻuda Veṇḍuma? Chennai: Pari Nilaiyam.

Keywords: Creative writing and creator -Creative skills of Poem, Short story -Criticism skills

35