course code

title

course outcome

BENGH-CC-T-1, BENGH-GE-T-1, BENG-GE-T-3

History of Bengali literature (ancient and medieval period)

Students will have knowledge about the development of Bengali literature during the ancient and medieval period.

Students will be aware about contemporary social, political and socio-political environment.

Students will understand the need of studying old literature in the present time.

BENGH-CC-T-2, BENGH-GE- T-2, BENGH-GE- T-4

History of Bengali literature ( 19the and 20the century)

Students will have knowledge about the development of 19^th century and 20 the century Bengali literature. Student will learn literary, socio-political aspect and economic influence of social condition of the period will develop the knowledge about our country and world history.. 

BENGH-CC- T-1, BENG-H-CC-T- 2, BENG-H-GE-T-2, BENG-H-GE-T-4

Linguistics

Students will have to learn about the Bengali language and grammar and the can use proper language in their colloquial version. 

BENG-H-CC-T-3, BENG-H-CC-T- 4, BENG-H-GE-T-1, BENG-H-GE-T-3

Rhetoric and prosody

To learn rhetoric and prosody can help the student to understand clearly the literature and can read with proper pronunciation and accent.   

BENG-H-CC-T-3, BENG-H-CC-T- 4, BENG-H-GE-T-1, BENG-H-GE-T- 3

Ancient and medieval literature

Student can be aware about the ancient and medieval literary features and its motifs. 

BENG-H-CC-T-4

Proof correction

To learn this technical method student can do work properly  in press and other places

BENG-H-CC-T-5, BENG-H-CC-T-7, BENG-H-CC-T-9, BENG-H-CC-T-9, BENG-H-CC-T-12

Definition and forms of literature

These topics can help the student to have the clear conception about many literary forms used in Bengali literature. 

BENG-H-CC-T-8, BENG-H-DSE-T-1

Literary theory and criticism

It can help the student to think properly about literature in addition; try to establish their own opinion reading any books and articles.

BENG-H-CC-T-6, BENG-H-CC-T- 11

Bengali novels and short stories

It can help the students to develop their ethical sense and to be a good fellow in society 

BENG-H-CC-T-7

Bengali essays

student can achieve their argumentative thought to read essays 

BENG-H-CC-T-9, BENG-H-CC-T-10

Bengali poems and poetics

student will have to think and develop their ethical thought and can feel properly the sensitive issues in society and communicate with others  

BENG-H-CC-T-12, BENG-H-CC-T-13

Bengali plays

Plays are good artistic form in Bengal also. From these plays student can feel and develop their social, political and critical thought about their society.

BENG-H-DSE-T-2

Bangladeshi Sahitya

it can help to correlate the student with their literary creation which are written in neighbour country such as Bangladesh

BENG-H-CC-T-14

History of Sanskrit, English and Regional Indian literature

Student can get knowledge from these topics about other literature than Bengali. Sanskrit, English and regional literature has been enriching Bengali literature. Student can know the relation between Bengali literatures with others.  

BENG-H-DSE-T-3

Bangla Rupkatha Shishusahitya o Goyenda Sahitya

Student can know about their tradition and old glorious literary creation  and try to know our traditional literary fantasy and others

Bangla Pradeshik Sahitya

From this topics student can know our Bengali literature, which are written in outer side of West Bengal and its new, special forms.

course code

title

course outcome

1.BNGG-CC-T-1

a. History of Bengali literature (ancient and medieval)

b. Rhetoric, prosody  c. Boishnab Padabali ( poems related to Boishnabism)

a. Student can have knowledge about the tradition and features of ancient and medieval Bengali literature.

b. to learning rhetoric and prosody, the student can read and recite poems and able to understand properly.

c. student will be aware about Boishanabism and related songs .  

2.BNGG-AECC

a. Report writing, b. terminology, c. poetry and d. short story

a. Student can get knowledge to write report.

b. get knowledge about terminology

c. student can know about poetry and its analysis.

d. student can understand about the short story and its ethical analysis.

3.BNGG-LCC-T- 1

a. Shaktapadabali ( poems related to shaktism), b. poetry, c. novel

a. student can understand about the late medieval poetry of Bengal,

b. can have knowledge about modern poetry

c. to read novel student can know about the socio -cultural condition of Bengal.

4.BNGG-CC-T-2

a. History of Bengali literature( modern)

b. linguistic

a. The student can have knowledge about 19th and 20^th century literature. from this student can be aware about socio economic condition of Bengal.

5.BNGG-CC-T-3

a. biography, b. autobiography and c.travel story

a .& b. student will have knowledge about biography and autobiography of renowned persons.

c. from travel story student can get about a travelling spot and its importance. 

6.BNGG-SEC-T-1

a. proof correction and b. prose reading

Getting knowledge about the method of proof correction, a student can be able to work in any press.

b. student will be get knowledge about the language and its tradition.

7.BNGG-LCC-T- 2

a. poems, b. plays and c. short story

a. to read poems , student can develop their esthetical conception

b. student can have knowledge the social, cultural and anthropological condition of society to read drama.

c. from short story student can be able to know the contemporary social condition of society.

8.BNGG—CC-T-4

a. novel, b. drama and c. essays

a. to read novel, students can know about the socio -cultural condition of Bengal and contemporary beliefs of people  

b. student can have knowledge the social, cultural and anthropological condition of society to read drama.

c student can achieve their argumentative thought to read essays  

9.BNG-SEC-T-2

a. report writing, b. prose reading and c. advertise writing

a. Student can get knowledge to write report and student will be get knowledge about the language and its tradition. Student will be able to know the method of advertising. To know this, they can do work any concern.

10.BNGG-DSE-T-1

a. kabyatattwa ( poetics), b. literary criticism

a. from the ‘kabyatattwa’ ( poetics) student can have knowledge about literature and its esthetical analysis.

 b It can help the student to think properly about literature in addition; try to establish their own opinion reading any books and articles.

11.BNGG-GE-T-1

a. history of Bengali theatre

and b. Bengali plays

1. Student will get knowledge about Bengali theatre and its tradition.
2. student will be aware about social, cultural condition to read and watching Bengali plays 

12.BNGG-SEC-T-3

a. Bengali folk song

a. to know about local folk song, student can connect with their tradition and local culture properly

13.BNGG-DSE-T-2

a. rupkatha, b. child and c. juvenile literature

a. rupkatha was an oral literature of our country. to read it, student can be aware about our tradition and oral literature.

b &c.  student will be able to know from child and juvenile literature , the absurdity, nonsense and child psychology.

14.BNGG-GE-T-2

a. environment related Bengali literature

From environment related literature, a student can be aware about the value and importance of our environment. 

15.BNGG-SEC-T-4

a. proof correction, b.IPA and c. Bengali essays

a. to know the method of proof correction. Student can be able to work in press and any other place. b. student can will be able to know proper pronunciation accent of any other language.

c. student can achieve their argumentative thought to read essays  

Semester

Course Title

Course Code

Course Outcome

Semester I

Indian Writing in English

ENGH-G-LCCT-1

The aim of the course is to provide the students with a basic outline of Indian writing in English. With meticulous class room teaching of the prescribed texts, they become familiar with the vast range of Indian Writing in English spanning from the 19th century to the mid-20th century and including poetry, drama, fiction and non-fiction writings

British Poetry and Drama:17th and18th Centuries

ENGH-G-CC-T1

The four texts prescribed in this course are representative of the 17th and 18th century British literature. A thorough teaching of them provides the students with a firm understanding of the great heritage of English poetry and drama as represented by Milton and Webster

English Communication (L1)

ENGH-GAECC-T-1

The purpose of this course is to introduce students to the theory, fundamentals and tools of communication and to develop in them vital communication skills which should be integral to personal, social and professional interactions. The teachers tend to address these aims through an interactive mode of teachinglearning process and by focusing on various dimensions of communication skills, especially on the idea of Language of Communication and Speaking, Reading and Writing skills.

SEME STER II

British Literature:18th Century

ENGH-G-CC-T2

The texts in this course portray adequately the typicality and colourfulness of the 18th century British literature. With classroom teaching and tutorials, teachers intend to enable the students to explore the versatility of the literature of the Restoration Age and onward. Thus, the attempt of making a holistic chronological approach towards English literature is continued through this Semester.

SEME STERIII

Literature of the British Isles

ENGH-G-LCCT-2

The aim is to enhance the general students’ familiarity with the heritage of English literature without causing them much stress. The short literary pieces, i.e., poems and short stories/essays are taught to them with minute details and they get an overall idea of the transition of English literature through a considerable span of time

British Romantic Literature

ENGH-G-CC-T3

All the texts prescribed in the course are representative of the Romantic Age, a crucial juncture in literary and cultural history. These texts are also taught in the Honours Course. To make the students appreciate the Romantic sensibility and sensitivity through these texts is the teachers’ primary aim, which they tend to address not only by classroom teaching and tutorials, but also through general discussions and Q&A sessions.

English Language Teaching

ENGH-G-SECT-1

ELT is one of the most important topics in today’s teaching world. As a good many of the students intend to join the teaching profession after leaving the college, we put special emphasis on this course on ELT. The special areas in this regard are structures of English Language, methods of teaching English Language and Literature and using technology in Language Teaching. We also try to make the most use of the Language Laboratory in this purpose

SEME STER IV

British Literature: 19th Century

ENGH-G-CC-T4

The representative texts of Victorian literature are taught with minute details to the students. Not only the texts themselves, but their contextual ambit is also explained to the students through in-depth lectures. As British literature and culture of this period is essentially rooted in British imperialism, the students are also introduced to the colonial history of England and India from a new angle in this connection.

Soft Skills

ENGH-G-SECT-2

In this course emphasis is put on development of the students’ ability of using English and soft skill in their future professional life. The areas of focus are team work, emotional intelligence, adaptability, leadership and problem solving.

SEME STER V

Modern Indian Writing in English Translation

ENGH-G-DSET-1

The aim of this course is to introduce the students to literature written in various Indian languages through English. The students are made especially aware that in this course English plays the role of the language of communication, as English is not the principal language in which these texts are written. In this context, they are also introduced to the basics of translation studies, apart from the regional/vernacular literature of India

Academic Writing and Composition

ENGH-G-GE-T1

The aim of this course is to prepare the students for higher academics and research works in future. The teachers, many of them involved in researches themselves, take great care in introducing to the students the concept of writing process, the conventions of academic writing, the importance and art of writing in one’s own words, the most important ways of critical thinking and the methods of citing resources. With constant exercises and coaching, the students become promising in this course.

Business Communication

ENGH-G-SECT-3

This course is also designed with the aim of enabling the students to cope with the corporate future career. We tend to coach them on theories and practice of business communication, writing reports, summarizing reports, writing meeting minutes. Special care is give to writing with proper citations and composing ecorrespondences. Besides, emphasis is also given on spoken English and making oral presentations

SEME STERVI

Partition Literature

ENGH-G-DSET-2

Partition is one of the most moving and significant events in modern Indian history and culture, the effects of which are still current in Indian lives. In this course the teachers attempt to make the students aware of the hugeness of that event through the prescribed texts. Discussions Q&A sessions on the influence of the partition on current Indian lives and individual micronarratives also follow certain classroom lectures

Contemporary India: Women and Empowerment

ENGH-G-GE-T2

This course aims at making the students aware of the changing position of women and women empowerments in the Indian society. Beside teaching the theoretical backgrounds of Feminism and the chronological description of women’s movement in India, the teachers also explore the legal, social, environmental stance of our country vis-à-vis women. The students get to know about the position of women in Indian society through literature and introduced to critical thinking regarding the same in the current scenario.

Technical Writing

ENGH-G-SECT-4

The course is a job-based one, therefore the students are introduced to and coached on communication and writing skills. Special emphasis is put on Linguistic unity, coherence and cohesion, descriptive, narrative, expository and argumentative writing. They are also exposed to various kinds of scientific and technical subjects, formal and informal writings. It is well taken care of that the students do not make linguistic errors common to such writings.

Semester

Course Title

Course Code

Course Outcome

Semester I

Indian Classical Literature

ENGH -H -CC -T-1

The aim of this course is to provide the students a brief understanding of the history and heritage of the Indian Classical literature. The teachers through detailed, analytical classroom teaching of the prescribed texts in this course intend to enlighten the students with the legacy of Indian Classical literature.

European Classical Literature

ENGH-H-CC-T-2

The objective of this course is to make the students aware of the different elements of European Classical Literature through a detailed study of the selected European Classical texts ranging in diverse genres namely tragedy, comedy, epic and satire.

Academic Writing and Composition

ENGH-H-GE-t-1

The aim of this course is to prepare the students for higher academics and research works in future. The teachers, many of them involved in researches themselves, take great care in introducing to the students the concept of writing process, the conventions of academic writing, the importance and art of writing in one’s own words, the most important ways of critical thinking and the methods of citing resources. With constant exercises and coaching, the students become promising in this course.

English Communication

EGH-H-AECC-T-1

The purpose of this course is to introduce students to the theory, fundamentals and tools of communication and to develop in them vital communication skills which should be integral to personal, social and professional interactions. The teachers tend to address these aims through an interactive mode of teachinglearning process and by focusing on various dimensions of communication skills, especially on the idea of Language of Communication and Speaking, Reading and Writing skills.

SemesterII

Indian Writing in English

ENGH-H-CC-T-3

this course intends to introduce the students to the basic idea and concept of the Indian Writing in English language through an in-depth analysis of certain significant texts.

British Poetry and Drama: 14^th-17^th centuries

ENGH-CC-T-4

the aim of this course is to provide the students a comprehensive understanding of the distinctive features of the British literature pertaining to this period. And in doing so, a brief discussion of the then contemporary socio-cultural-political and historical background of the said ages are also done.

Text and Performance

ENGH-H-GE-T-2

It introduces different theory of performance regarding drama.

Semester III

American literature

ENGH-H-CC-T-5

 the purpose of this course is to impart the students a basic idea of the history of American Literature and its significant characteristic features through a comprehensive reading of certain important literary texts belonging to this period.

Popular Literature

ENGH-H-CC-T-6

the aim of this course is to introduce the students to this interesting genre of literature that includes the study of detective fiction, graphic novel, coming-of- age novel and memory play.

British Poetry and Drama: 17th and 18th centuries

ENGH-H-CC-T-7

the aim of this course is to provide the students a comprehensive understanding of the distinctive features of the British literature pertaining to this period. And in doing so, a brief discussion of the then contemporary socio-cultural-political and historical background of the said ages are also done.

Language and Linguistics

ENGH-H-GE-T-3

It enables the students to acquire knowledge regarding language structure.

English Language Teaching

ENGH-H-SEC-T-1

ELT is one of the most important topics in today’s teaching world. As a good many of the students intend to join the teaching profession after leaving the college, we put special emphasis on this course on ELT. The special areas in this regard are structures of English Language, methods of teaching English Language and Literature and using technology in Language Teaching. We also try to make the most use of the Language Laboratory in this purpose

SEME STER IV

British Literature: 18^th Century

EENGH-H-CC-T-8 

From this course the students get a detailed overview of the              18 th century British literature and it’s distinctive characteristic features through a detailed analytical study of various literary genres like poetry, drama, novel etc.

British Romantic Literature

ENGH-H-CC-T-9

The aim of this course is to introduce the students to the history of the one of the most crucial juncture in literary and cultural history that is the Romantic Age. It intends to make the students appreciate the Romantic sensibility and sensitivity through an in depth reading and analysis of the prescribed texts in the syllabus.

British Literature: 19 th Century

ENGH-H-CC-T-10

 the purpose of this course is to enlighten the students with the background, culture and context of Victorian literature.  The teachers try to accomplish the above purpose through a detailed analysis of the representative texts of the Victorian literature.

Contemporary India: Women and Empowerment

ENGH-G-GE-T4

This course aims at making the students aware of the changing position of women and women empowerments in the Indian society. Beside teaching the theoretical backgrounds of Feminism and the chronological description of women’s movement in India, the teachers also explore the legal, social, environmental stance of our country vis-à-vis women. The students get to know about the position of women in Indian society through literature and introduced to critical thinking regarding the same in the current scenario.

Soft Skills

ENGH-H-SEC-T2

In this course emphasis is put on development of the students’ ability of using English and soft skill in their future professional life. The areas of focus are team work, emotional intelligence, adaptability, leadership and problem solving.

Women's Writing

ENGH-H-CC-T-11

The course intentds to introduce students regarding the plethora of women's literature

Semester V

British Literature: The Early 20th Century

ENGH-H-CC-T-12

this offers an idea of the modern British literature of canonical texts.

Modern Indian Writing in English

ENGH-H-DSE-T-1

This paper offers a basic introduction to the modern indian literature from different parts of India in translated form

British Literature Post World War II

ENGH-H-DSE-T-2

This offers an idea of Post Modernism through the study of select post war literary texts.

Literary Criticism

ENGH-H-DSE-T-3

The cpurse makes the students get introduced to the idea of literary criticism through some canonical essays from ninrteenth century to modern literature

Semester VI

Modern European Drama

ENGH-CC-T-13

This course enlightens the students with different dynamics of modern  European  stage and performance through thematic studies of select plays.

Post Colonial Literatures

ENGH-CC-T-14

The aim of this course is to highight  different aspects of colonialism   and post colonialism as represented in different colonial narratives.

Literary Theory

ENGH-DSE-T-4

This course introducesstudents to the diverse literary theoritical paradigms of different social and cultural movements.

Partition Literature

ENGH-H-DSE-T-5

The paper aims at foregrounding the aftemath of partition on mas psyche through literary representations.

Research Methodology

ENGH-DSE-T-6

It enables the students to acquire knowledge regarding research aptitude such as conceptualising research proposal,  writing term paper and so on.

COURSE

CODE

COURSE TITLE

CREDITS

COURSE OUTCOMES

SEMESTER - I

EDU/H/CC/T/01

Philosophical foundation of education

2 + 4 = 6

· Discuss the meaning, nature, scope and aims of education.

· Discuss different aspects of Education and Educational Philosophy.

· Discuss different aspects of factors of education.

· Discuss the meaning and branches of Philosophy.

· Explain concepts, nature and role of Metaphysics, Epistemology and Axiology on education.

· Explain the nature and concept of Indian philosophy.

· Describe the knowledge, reality and value of different Indian schools of philosophy namely Buddhism, Jainism and Charvaka.

· Explain the nature and concept of Western philosophy.

· Discuss the educational view of different Western schools of philosophy namely Idealism, Naturalism, Pragmatism.

EDU/H/CC/T/02

Sociological foundation of education

6

• Discuss the meaning, nature and scope of Educational Sociology and relation between
• Education and Sociology.
• Describe the social factors and their relation to education.
• Define social groups, socialization and social institution and agencies of education.
•  Explain the social change and its impact on education.

SEMESTER - II

EDU/H/CC/T/03

(Th.)

Psychological education of education

6

·Discuss the concept, nature, scope and uses of Psychology in education. ·Explain the influence of growth and development in education. ·Describe the meaning and concept of learning, its theories and factors. ·Explain the application of learning theories in classroom situation. ·Discuss the concept and theories of intelligence and creativity. ·Explain the concept and development of personality.

EDU/H/CC/T/04

History of education in colonial India.

 6

• Discuss the development of education in Colonial India in historical perspectives.
• Elaborate the contributions of various Education Commissions for the development of
• Education System in colonial India.
• Describe the Educational Policy in Colonial India.
• Discuss Bengal Renaissance and its influence on Indian Education
• Describe National Education Movement and its impacts on Education.
• State different educational reforms under colonial rule.
• Explain the nature of basic education.
•  Discuss the impact of the colonial rule on the development of Indian Education

SEMESTER - III

EDU/H/CC/T/05

Educational evaluation and statistics

6

•

.· Discuss the concepts, scope and need of measurement and evaluation · Explain the relation between Evaluation & Measurement and scale of Measurement · Describe basic concept of Statistics · Organize and tabulate data · Calculate the central tendency · Explain different types of measuring scales and their uses in education · Describe different types of Tools and Techniques in the field of Education. · Elaborate the concept and methods of validity, reliability and norms and their importance in educational measurement. · Explain different type of Evaluation process

EDU/H/CC/T/06

Philosophical foundation 2

6

Discuss Vedanta, Nyaya and Sankhya philosophy in terms of knowledge, reality and value · Explain principle of Humanism and influence of Humanism on different aspects of Education · Explain principle of Realism and influence of Realism on different aspects of Education · Discuss educational philosophy and contribution of Great educators including Swami Vivekananda, Rabindranath Tagore, Mahatma Gandhi, Shri Aurobindo, Rousseau, Dewey, Froebel, Montessori · Explain different aspects of Discipline and freedom

EDU/H/CC/T/07

Inclusive education

6

Discuss the concept, nature, historical perspectives, principles, need of inclusive education. · Discuss major provisions of PWD Act (1995), National Policy for person with Disabilties2006, The Rights of Person with Disabilities Bill(RPWD Bill)-2016 · Discuss on RCI,NIOH, NIMH, NIVH · Describe the barriers of Inclusive Education. · Explain the development of competencies for Inclusive Education and measures needed for putting inclusion in practice · Discuss on Differentiated Instruction and Inclusive Instructional Strategies at school level · Discuss the practices of Inclusive Education · Describe the Inclusive School Environment

EDU/H/SEC/T/01/A

OR

EDU/H/SEC/T/01/B

Statistical analysis

Achievement  test

2

Explain the concept of central tendency, variability and their properties · Discuss the concept of Percentile and Percentile Rank and its application. · Describe the concept of co-relation and their application · Explain the concept of Parametric and Non-Parametric Test · Apply the knowledge and calculate different statistical values

Define Test · Identify the Test item · Discuss the type of Test item · Define Achievement Test · Explain the characteristics of Achievement Test · State the objectives of Achievement Test · Discuss the functions of Achievement Test · Describe the functions of Test item · Construct Achievement test

SEMESTER - IV

EDU/H/CC/T/08

History of education in post independence education

6

· Describe the Preamble, various articles and act on education in Indian Constitution. · Explain the recommendations and educational importance of various Education Commission in post Independent India · Discuss the functions of some educational bodies in West Bengal · Discuss the National Policy on Education in different time.

EDU/H/CC/T/09

Psychology of instruction

6

Discuss the concept, factors, and principles of teaching. · Explain the Flander’s Interactional analysis · Explain the characteristics of a good teacher. · Discuss the nature of classroom teaching, traditional teaching, and constructivist teaching. · Explain the concept and implications of Micro-teaching · Discuss different types of teaching methods.

EDU/H/CC/T/10

Introduction to educational research

6

· Explain constitutional provisions with special reference to RTE Act. DPEP, SSA-SSM of Universalization of Elementary Education. · Describe the meaning, aims & objectives, significance of Universalization of Secondary Education and Role of RMSA. · Explain the concept, role of Higher Education and Knowledge Commission and RUSA. · Discuss modern issues in Indian Education like- Peace Education, Sustainable development, Inclusive Education, Open & Distance learning, Equality & Equity in Education, Women Education.

EDU/H/SEC/T/02/A

OR

EDU/H/SEC/T/02/B

1. Institutional survey
2. Document or curriculum analysis
3. Tools and techniques of evaluation
4. Use of mesdia imn education

2

.· Discuss the meaning and characteristics of Lesson Plan · Explain the advantages of Lesson Plan · Classify different Lesson Plans · Explain the steps of constructing Lesson Plan · Discuss the principles of Lesson Plan · Develop Lesson Plan

Discuss the meaning and characteristics of Teaching Aids · Explain the usability of Teaching Aids · Express the quality and limitation of Teaching Aids · Discuss the classification of Teaching Aids · Develop different Teaching Aids

SEMESTER - V

EDU/H/CC/T/11

Educational management

6

. Explain the Meaning, Nature, Scope, Function and Needs and types of Educational management. · Explain the meaning and function of Educational Administration. · Explain the meaning, purpose of supervision and distinguish between supervision and inspection. · Illustrate educational planning and types of educational planning. · Discuss the functions of some selected administrative bodies.

EDU/H/CC/T/12

.

Contemporary issues in education

6

• Discuss the concept, nature and scope of educational technology. · Explain the role of communication & multimedia approach in the field of Education. · Discuss the role Seminar, Panel Discussion. Team teaching in the field of education. · Describe the role of technology in modern teaching-learning process.

EDU-H-DSE-T-1/2(A)

EDU-H-DSE-T-1/2(B)

EDU-H-DSE-T-1/2(C)

EDU-H-DSE-T-1/2(D)

EDU-H-DSE-T-1/2(E

1. Value education

1. Population education

1. Peace education

1. Distance education

1. History of education in contemporary India

6

Explain the meaning, nature, classify value and its reflection in Indian Constitution. · Discuss the meaning, objectives and need of value Education · Describe the role of value education through Curriculum, Co-curricular activities. · Explain the meaning, advantages and disadvantage of Storytelling, Play-way method and Role plays.

· Explain the meaning, concept, scope & objectives of Population Education. · Discuss the historical development of Population Education. · Describe the definition, factors, causes and prevention of population growth. · Explain the Population Education curriculum and policies.

Explain the concept, aims, objectives, scope, need and factors of Peace Education. · Discuss views of Gandhi, Rabindranath Tagore, Aurobinda and JidduKrishnamurti regarding Peace Education · Explain the principles and curriculum of Peace Education · Discuss the role of education in Peace Education. · Understand the approaches of Peace Education

Explain the meaning, characteristics, objectives, merits &demerits of distance & open education. · Discuss the mode and strategies of distance education. · Describe the relationship among Non-formal, Correspondence, Distance and Open Education. · Discuss the present status of distance and open education in India. · Explain the role of multi-media in Distance and Open Education. · Discuss the problems and remedies of distance and open education in India.

Discuss the features, aims, objectives, curriculum, teaching methods, student teacher relationship and evaluation system of Brahmanic system of Education · Explain the education system of different educational institutions of Brahmanic system of education. · Discuss the features, aims, objectives, curriculum, teaching methods, student teacher relationship and evaluation system of Buddhistic system of Education · Explain the education system of different educational institutions of Buddhistic system of Education · Compare between Brahmanic and Buddhistic system of Education · Discuss the features, aims, objectives, curriculum, teaching methods, student teacher relationship and evaluation system of Islamic system of Education · Discuss the educational contribution of Akbar, Aurangageb. · Explain the women and vocational education in Ancient and Medieval India.

SEMESTER - VI

EDU/H/CC/T/13

.

Curriculum education

6

. Illustrate the meaning, nature, scope, determinants and functions of Curriculum. · Discuss the types and bases of curriculum. · Explain the concept of curriculum framework and NCF-2005. · Discuss the basis of curriculum construction, evaluation and innovation. · Describe the definition and types of curriculum theories

EDU/H/CC/T/14

.

Educational teachnology

6

• . Define and explain the meaning, and nature of research. · Define and explain the meaning and nature of Educational research. · Identify sources of data for Research. · Describe the types of Research. · Describe the meaning of Research problem, Review of Related Literature. · Explain the concept of Hypothesis, Variables, and Research data. · Analyse the Qualitative and Quantitative data. · Acquaint with the process of collecting data.

EDU/H/CC/P-15

PROJECT WORK

6

The students will get activity based knowledge upon gathering information from the field. Preparedness for a better activity centred way of outlook which may help and increase their practical and problem solving skills. Coping with challenges and enhancing creativity are the desired outcomes.

EDU-H-DSE-T-3/4(A)

OR

EDU-H-DSE-T-3/4(B

Mental hygiene

Comparative education

6

.· Discuss the concept, nature, aims and scope of Mental Hygiene · Discuss the concept, nature, symptoms and causes of mental illness · Explain the different characteristics of mental disorder · Discuss the role of parents for preventing Mental health · Discuss the role of teachers for preventing Mental health

Discuss the meaning, nature, scope, importance, and methods of Comparative Education. · Explain the concept of Universalization of Elementary and Secondary Education in UK & USA. · Compare Indian Education system with USA · Compare Indian Education system with UK

EDU-H-DSE-T-3/4 (C)

OR

EDU-H-DSE-T-3/4(D

Guidance and counselling

Great educators

6

•

Explain the concept, nature, scope, types & importance of Guidance. · Discuss the concept, nature, scope, types & importance of Counselling. · Discuss different tools and techniques used in Guidance & Counselling. · Identify the characteristics of diverse learner · Explain the need of Guidance for diverse learner · Explain the need of counselling for diverse learner

· Discuss the philosophies of great thinker of the east and west · Explain the educational ideas of great thinker of the east and west · Explain some experiments on education of eastern and western philosophers and thinkers · Discuss the ideas of contemporary thinkers on education of eastern and western philosophers and thinkers

COURSE

CODE

COURSE TITLE

CREDITS

COURSE OUTCOMES

SEMESTER - I

EDU/G/CC/T/01

:EducationalPhilosophy

        6

· Discuss the meaning, nature, scope and aims of education.

· Discuss different aspects of Education and Educational Philosophy.

· Discuss different aspects of factors of education.

· Discuss the meaning and branches of Philosophy.

· Explain concepts, nature and role of Metaphysics, Epistemology and Axiology on education.

· Explain the nature and concept of Indian philosophy.

· Describe the knowledge, reality and value of different Indian schools of philosophy namely Buddhism, Jainism and Charvaka.

· Explain the nature and concept of Western philosophy.

· Discuss the educational view of different Western schools of philosophy namely Idealism, Naturalism, Pragmatism.

SEMESTER - II

SEMESTER - II

EDU/G/CC/T/02

EducationalPsychology

 6

·Discuss the concept, nature, scope and uses of Psychology in education. ·Explain the influence of growth and development in education. ·Describe the meaning and concept of learning, its theories and factors. ·Explain the application of learning theories in classroom situation. ·Discuss the concept and theories of intelligence and creativity. ·Explain the concept and development of personality.

SEMESTER - III

EDU/G/CC/T/03

Educational Sociology

        6

Discuss the meaning, nature and scope of Educational Sociology and relation between

• Education and Sociology.
• Describe the social factors and their relation to education.
• Define social groups, socialization and social institution and agencies of education.

 Explain the social change and its impact on education.

EDU/G/SEC/T-1

1. Statistical Analysis
2. Achievement Test

       2

      Explain the concept of central tendency, variability and their properties · Discuss the concept of Percentile and Percentile Rank and its application. · Describe the concept of co-relation and their application · Explain the concept of Parametric and Non-Parametric Test · Apply the knowledge and calculate different statistical values

Define Test · Identify the Test item · Discuss the type of Test item · Define Achievement Test · Explain the characteristics of Achievement Test · State the objectives of Achievement Test · Discuss the functions of Achievement Test · Describe the functions of Test item · Construct Achievement test

SEMESTER - IV

EDU/H/CC/T/04

History of Education

6

• Discuss the development of education in Colonial India in historical perspectives.
• Elaborate the contributions of various Education Commissions for the development of
• Education System in colonial India.
• Describe the Educational Policy in Colonial India.
• Discuss Bengal Renaissance and its influence on Indian Education
• Describe National Education Movement and its impacts on Education.
• State different educational reforms under colonial rule.
• Explain the nature of basic education.

 Discuss the impact of the colonial rule on the development of Indian Education

EDU/G/SEC/T-2

1. Tools and techniques of evaluation
2. Uses of media in education

2

.· Discuss the concepts, scope and need of measurement and evaluation · Explain the relation between Evaluation & Measurement and scale of Measurement · Describe basic concept of Statistics · Organize and tabulate data · Calculate the central tendency · Explain different types of measuring scales and their uses in education · Describe different types of Tools and Techniques in the field of Education. · Elaborate the concept and methods of validity, reliability and norms and their importance in educational measurement. · Explain different type of Evaluation process

Uses of media in education.

Types of media

Practical use of teaching aids and media in education.

SEMESTER - V

EDU/G/GE/T-1

Philosophical and psychological foundation of education.

6

· Discuss the meaning, nature, scope and aims of education.

· Discuss different aspects of Education and Educational Philosophy.

· Discuss different aspects of factors of education.

· Discuss the meaning and branches of Philosophy.

· Explain concepts, nature and role of Metaphysics, Epistemology and Axiology on education.

· Explain the nature and concept of Indian philosophy.

· Describe the knowledge, reality and value of different Indian schools of philosophy namely Buddhism, Jainism and Charvaka.

· Explain the nature and concept of Western philosophy.

· Discuss the educational view of different Western schools of philosophy namely Idealism, Naturalism, Pragmatism.

EDU/G/DSE/T1

Any one

1. Value education
2. Population education
3. Peace education
4. Distance education

6

Explain the meaning, nature, classify value and its reflection in Indian Constitution. · Discuss the meaning, objectives and need of value Education · Describe the role of value education through Curriculum, Co-curricular activities. · Explain the meaning, advantages and disadvantage of Storytelling, Play-way method and Role plays.

· Explain the meaning, concept, scope & objectives of Population Education. · Discuss the historical development of Population Education. · Describe the definition, factors, causes and prevention of population growth. · Explain the Population Education curriculum and policies.

Explain the concept, aims, objectives, scope, need and factors of Peace Education. · Discuss views of Gandhi, Rabindranath Tagore, Aurobinda and JidduKrishnamurti regarding Peace Education · Explain the principles and curriculum of Peace Education · Discuss the role of education in Peace Education. · Understand the approaches of Peace Education

Explain the meaning, characteristics, objectives, merits &demerits of distance & open education. · Discuss the mode and strategies of distance education. · Describe the relationship among Non-formal, Correspondence, Distance and Open Education. · Discuss the present status of distance and open education in India. · Explain the role of multi-media in Distance and Open Education. · Discuss the problems and remedies of distance and open education in India.

EDU/G/SEC/T-3

1. Guidance  services
2. Life skill education

2

Explain the concept, nature, scope, types & importance of Guidance. · Discuss the concept, nature, scope, types & importance of Counselling. · Discuss different tools and techniques used in Guidance & Counselling. · Identify the characteristics of diverse learner · Explain the need of Guidance for diverse learner · Explain the need of counselling for diverse learner

SEMESTER – VI

·Discuss the concept, nature, scope and uses of Psychology in education. ·Explain the influence of growth and development in education. ·Describe the meaning and concept of learning, its theories and factors. ·Explain the application of learning theories in classroom situation. ·Discuss the concept and theories of intelligence and creativity. ·Explain the concept and development of personality.

EDU/G/GE/T-2

Historical and sociological foundation of education.

6

• Discuss the meaning, nature and scope of Educational Sociology and relation between
• Education and Sociology.
• Describe the social factors and their relation to education.
• Define social groups, socialization and social institution and agencies of education.

 Explain the social change and its impact on education.

• Discuss the meaning, nature and scope of Educational Sociology and relation between
• Education and Sociology.
• Describe the social factors and their relation to education.
• Define social groups, socialization and social institution and agencies of education.

 Explain the social change and its impact on education.

EDU/G/DSE/T-2

Any one

1. Mental hygiene
2. Comparative education
3. Guidance and counselling
4. Great educators

6

.· Discuss the concept, nature, aims and scope of Mental Hygiene · Discuss the concept, nature, symptoms and causes of mental illness · Explain the different characteristics of mental disorder · Discuss the role of parents for preventing Mental health · Discuss the role of teachers for preventing Mental health

Discuss the meaning, nature, scope, importance, and methods of Comparative Education. · Explain the concept of Universalization of Elementary and Secondary Education in UK & USA. · Compare Indian Education system with USA · Compare Indian Education system with UK

Explain the concept, nature, scope, types & importance of Guidance. · Discuss the concept, nature, scope, types & importance of Counselling. · Discuss different tools and techniques used in Guidance & Counselling. · Identify the characteristics of diverse learner · Explain the need of Guidance for diverse learner · Explain the need of counselling for diverse learner

· Discuss the philosophies of great thinker of the east and west · Explain the educational ideas of great thinker of the east and west · Explain some experiments on education of eastern and western philosophers and thinkers · Discuss the ideas of contemporary thinkers on education of eastern and western philosophers and thinkers

EDU/G/SEC/T-4

1. Pedagogical knowledge
2. Yoga education

2

•  knowledge about pedagogical theories.

Types of pedagogy

Yoga philosophy

Ways of practicing yoga

Importance of yoga education

COURSE

CODE

COURSE TITLE

CREDITS

COURSE OUTCOMES

SEMESTER - I

HISH/H/CC/T/01

History of Early India, from remote past to the end of the Vedic Polity

2 + 4 = 6

Historiography of early India – historical interpretations - imperialist vs nationalist school - leftist vs liberal school - secular vs religious school.

Unit-2: Evolution from paleolithic to neolithic cultures - chalcolithic societies from Baluchistan to Gujrat - growth and decline of pre-state non-iron urban culture - the Harappan Civilization ; problem of the Indus script - journey from proto-historic to historic India.

Unit-3: Legacy of the Harappan Culture - the Aryan penetration and the Anglo-Oriental  debate ; beginning of iron age and settled agriculture - patterns of settlement and cultural changes - emergence of caste society, organized religion and state territoriality - the Vedic literature.

Unit-4:The non-Vedic political economy of the 16 Mahajanapadas - spread of protestant religions – Ajivikism, Jainism and Buddhism ; commercial and urban growth of India - rise of Magadha as an imperial power.

HISH/H/CC/T/02

Social Formation and Cultural pattern of the Ancient and early Medieval World

6

Pre-historic and proto-historic cultures beyond India – beginning of agriculture and animal husbandry – searches into the history of Africa, the Aztec Civilization and the Inca Society.

Unit-2: Bronze Civilizations of Egypt, Mesopotamia, China and eastern Mediterranean lands.

Unit-3: The Polis and slave society of ancient Greece - rise of ancient Rome – decline of the Roman Empire – agrarian economy and trade – the Church and the question of religion.

Unit-4: Societies in Central Islamic Lands - spread of Islam – the Ummah, Caliphite State, Shariah and Sufi culture.

SEMESTER - II

HISH/H/CC/T/03

(Th.)

Ancient India from the Maurya to Late Gupta period

6

The Maurya rule in Magadha - Asoka’s Dhamma and administration - the policy of cultural conquest.

Unit-2: The post-Maurya India of the Kushanas, Satavahanas and Tamil powers, Chera,Chola and Pandya - new trends in economy and society – peasantization of tribes and changes in the caste system ; spread of megalithic culture - splits in Jainism and Buddhism  - Vaishnavism, Saivism and Tantricism.

Unit-3: Age of the Guptas - consolidation of Second Magadhan empire - debates on golden age, brahminical revival and growth of feudalism -  decline of the Gupta power and beginning of political decentralization of India - assessing Harshavardhana as the last great emperor.

Unit-4:  Early India in retrospect – society and culture and environment - literature and philosophy - art and architecture - science, technology and guild - trade and industry.

HISH/H/CC/T/04

History of Early Medieval India

6

Sources of History and historiography of the period - contemporary texts and travelogues -  indigenous literature and archaeology.

Unit-2:  From centralized to decentralized India - The Rajputs of North India - Palas and Senas in Bengal - Kingdoms of the South – The Pallavas, Rashtrakutas, Chalukyas and Cholas.

Unit-3: Condition in the pre-Sultanate period - Polity, Society, Economy, Religion and Culture - towards transition.

Unit-4:  Northern India under the Delhi Sultanate - the Turkish invasions from 997 to 1206 AD - consolidation of the Sultanate from 1206 to 1286 AD - the Khalji Revolution and the omnipotent state under the Khaljis - The Tughluq period of reforms and counter reforms - decline of the Delhi Sultanate.

SEMESTER - III

HISH/H/CC/T/05

History of Early Medieval India

6

The successor states of Bijoynagar, Bahmani and Bengal - society, economy, art, architecture and literature.

Unit-2:  Delhi on the eve of the Mughal ascent - Timur’s invasion - the Sayyids and Lodis - Babur’s adventure - Babur’s central Asian connection - Humayun’s misfortune - Sher Shah Sur and Afghan rule in India.

Unit-3:   Economy of Sultanate India - changes in land revenue administration - new agrarian relations - industry and urbanization - trade and currency.

Unit-4: Ideas of state and kingship - moves from theocracy to secular administration - development of bhakti and sufi philosophy - language, literature, art and architecture.

HISH/H/CC/T/06

Rise of the Modern West

6

Structural features of European feudalism - the Crusades and the 14^th century crisis of feudalism - decline of feudalism in western Europe but its survival in eastern Europe .

Unit-2: Socio-economic roots of Renaissance - spread of new social ideas - secularism and humanism - art, architecture, science and literature - the printing revolution.

Unit-3:  Reformation – origin, course and results - progress of the movement from Luther to Calvin ; the counter Reformation.

Unit-4: Europe from Thirty Years’ War to Seven Years’ War – rise of early nation states, Spain, France, England and Russia.

HISH/H/CC/T/07

Europe in Transition

6

Geographical explorations and overseas empires of Portugal and Spain - shift of economic balance from the Mediterranean to the Atlantic ocean - commercial and price revolution.

Unit-2: Seventeenth century crisis in Europe - mercantilism and economic transition - Glorious Revolution in England and great changes in political, economic and state structure; from scientific to Industrial Revolution - rise of industrial societies in Europe.

Unit-3: American War of Independence – birth of new democratic politics.

Unit-4: From the age of Enlightenment to the Age of Liberalism - from feudalism to  capitalism- the transition debate.

HISH/H/SEC/T/01/A

OR

HISH/H/SEC/T/01/B

Understanding Heritage, Art and architecture of India

Sports and Society in India in Historical Perspective

2

Defining heritage – an overview of cultural and built heritage of India – notions of art and craft.

Unit-2:  Pre-colonial Indian Art and Architecture – early illustrated manuscripts and mural painting traditions – mearly medieval sculpture, style and iconography – numismatic art – miniature painting, Mughal, Rajasthani and Pahari - early Indian architecture, stupa, cave and temple – the Mughals -Indo-Persian architecture, fort, palace and mosque.

Unit-3:  The colonial period – western influences on Indian Art and architecture – changes in the post-colonial period.

Unit-4:  The Bengal School of art and architecture – Birbhum, Bankura and Bishnupur Gharana – Art Movements – Santiniketan style - Progressive Artists’ Group – major artists and their works – popular art forms – folk art traditions.

Or

Unit-1: Concepts and theories – Sports and History – Greek Philosophy of Sports – Greek and Roman Tradfition of Sports – the Olympics.

Unit-2:  Ideas of sports from ancient and medieval texts of India – sociology of pre-colonial Indian sports – race, religion, caste and gender.

Unit-3:  Colonization of Indian sports in the 19^th and 20^th centuries – imposition of European sports on Indian society – commercialization of sports - impact on mind and body.

Unit-4:  Sports in post-colonial India – sports in education – sports and economy – sports and politics – sports and diplomacy - effects of globalization on Indian sports.

SEMESTER - IV

HISH/H/CC/T/08

History of Mughal India

6

: Survey of sources and different aspects of historiography of Mughal India – reading of the texts of AbulFazal, Badauni, Abdul Hamid Lahori and Bernier - Studies in the writings of  Sir Jadunath Sarkar and historians from Delhi and Aligarh schools.

Unit-2: Making of the Mughal State from Akbar to Aurangzeb - state and religion - management of land and agriculture - evolution of the administrative system - mansab and jagir - the Mughal ruling classes - nobility and zamindars - the peasants and village community.

Unit-3: Trade, commerce, and monetary system - routes of trade and commodity pattern of internal transactions - overseas trade and commodity pattern - markets and monetary system.

Unit-4: Urban centres - morphology of cities - urban economy – crafts, technology and industry - imperial karkhanas - urban social structure, merchant communities,  bankers,  artisans, craftsmen and labourers.

HISH/H/CC/T/09

History of Late Medieval India

6

Unit-1: Society and culture – religion of the masses - language, music and literature - art and architecture.

Unit-2: Regional polity – the Marathas under Shivajiand the Peshwas- the Sikh challenge.

Unit-3: Decline of the Mughal Empire - agrarian crisis and the eighteenth century debate.

Unit -4: Emergence of successor states – Bengal, Awadh, Mysore and Hyderabad.

HISH/H/CC/T/10

Rise of Modern Europe

6

Unit-1:  Historiography – studies in the writings of Alfred Cobban, Lefebvre, Eric Hobsbawm, E.P.Thompson, David Thomson andA.J.P.Taylor.

Unit-2:  The eighteenth century background to the French Revolution - society, economy, and polity ; the philosophers and the ideological revolution.

Unit-3:  People in the French Revolution – aristocracy, bourgeois, peasants and workers - the Constituent Assembly and its achievements - Girondins and Jacobins  - the Reign of Terror and the Rise and fall of the Jacobin Republic - the Thermidorian reaction and the Directory ; the Napoleonic Era - interpreting the French Revolution.

Unit-4:  The unity and disunity in Europe in 1815 - the Vienna Congress and rise of Metternich - struggle between forces of continuity and change.

HISH/H/SEC/T/02/A

OR

HISH/H/SEC/T/02/B

The Bengal Music

Studies in Electronic Communication System

2

6

Unit-1: Renaissance and Reformation - socio-economic roots - secularism and humanism - art, architecture, science and literature - the printing revolution.

Unit-2: Seventeenth century crisis - Glorious Revolution in England and great changes in political, economic and state structure - American War of Independence, birth of new democratic politics - from scientific to Industrial Revolution - rise of industrial societies in Europe – the transition debate.

Unit-3:  The French Revolution ; society, economy, and polity ; the philosophers and the ideological revolution – the Napoleonic era – the Vienna Settlement and the Metternich system -  revolutions of 1830 and 1848 – birth of the united nation states of Germany and Italy – Karl Marx and the socialist challenge in Europe.

Unit-4: Roots of European imperialism, Nazism and Fascism - the World Wars as the total wars -  from the League of Nations to the UNO - the Cold War after 1945 - various military and economic alliances ; regional conflicts in the bi-polar world, Vietnam, Korea, Cuba, the middle East and Afghanistan.

SEMESTER - V

2

Unit-1 : History of Music in Bengal – influence of Vaishnava poetry of the 13^th – 14^th century – mixture of Hindu and Islamic trends – patronage of Nawabs and big landlords particularly the Baro Bhuiyans.

Unit-2 : Consolidation of the elite society in Bengal and growth of different forms of music in the 18^th, 19^th and early 20^th centuries – Bishnupur Gharana – Rabindrasangeet, Nazrulgeeti, Dwijendrageeti, Atulprasadi Rajanikanter Gaan – swadeshi and nationalist songs.

Unit-3 :  Aspects of folk culture and folk music of Bengal – Baul, Bhatiali, Bhawaiya, Dhamali, Gambhira, Jhumur, Kavigaan and Jatra.

Unit-4 :  Modern Bengali Music – post-colonial western influences – middle class romanticism and transformation of Bengali music – leftist movements and new forms of music – media and music – Bengali music in theatre and film – globalization and changes in musical forms – rock and band music.

Course – II Studies in Electronic Communication System

Unit-1: Different communication theories – communication in a globalized society and economy – aspects of electronic communication.

Unit-2: Technologies and instruments of electronic communication – state and administration – people and their culture.

Unit-3.  Introduction to Computer Networks - Data communications, components, data representation(ASCII,ISO etc.) - direction of data flow(simplex, half duplex, full duplex); Networks - distributed processing, network criteria, physical structure (type of connection, topology) - categories of network (LAN, MAN,WAN).

Unit-4: Internet - brief history, internet today - protocols and standards - reference models: OSI reference model, TCP/IP reference model, their comparative study.

HISH/H/CC/T/11

History of Modern India from the beginning of colonial rule to the Great Revolt

6

Unit-1: Understanding Modern Indian History- historiography, concepts, terminologies, approaches.

Unit-2: Expansion and Consolidation of British Rule with special reference to Bengal, Maharashtra, Mysore, Punjab and Awadh ; colonial state and its ideology  - rule of law, orientalism, utilitarianism.

Unit-3: Rural Economy and Society – land revenue settlements - agrarian structure and transformation debate - commercialization of agriculture - rural stratification thesis, peasants and landless labourers - detribalization and the environmental question - de-industrialization, rural credit and indebtedness.

Unit-4: Nature of colonial exploitation - drain of wealth - famines in India - monetization and entitlement debate - resistance from the tribes and peasants till the Revolt of 1857 - analysing the Revolt and i

HISH/H/CC/T/12

History of Modern India from Renaissance to Independence

6

Unit-1: The cultural revolution of the nineteenth century - critique of Young Bengal Movement, Bengal Renaissance, social and religious reforms - colonisation of education - the women’s question.

Unit-2: Re-industrialisation of India following the spread of railway network - colonial fiscal policy and the balance of Indian trade - rise and growth of the Indian capitalist and working class.

Unit-3: Interpreting Indian nationalism – messianic and developmental - different phases of the nationalist struggle - politics of association and politics of union - different political parties and their ideologies - role of Gandhi, Tagore, Subhas Bose, Nehru and Jinnah - workers’ and peasants’ movements.

Unit-4: Colonial policy of divide and rule - religious polarisation of  the nationalist leaders - demand for Pakistan and partition of 1947 - the refugee question - struggle for new developmental economy, democracy and security in the bi-polar world.

HISH-H-DSE-T-1/2(A)

HISH-H-DSE-T-1/2(B)

HISH-H-DSE-T-1/2(C)

HISH-H-DSE-T-1/2(D)

HISH-H-DSE-T-1/2(E

History of China from Tradition to Revolution

History of Japan from Meiji Restoration to the Second World War

Issues of the Contemporary World

6

Unit-1: Traditional China – sino-centrism - society - social groups and classes - confucian value system - closed chinese economy - the canton trade.

Unit-2: Confronting the foreigners - Opium Wars - treaties with imperialist powers - foreigners’  struggle for concessions in China - China as an ‘informal colony’ – increasing western pressure - the open door policy - transformation of China from a feudal society to a semi-colonial and semifeudal society.

Unit-3: The People’s response – from Taiping to Boxer - self –strengthening movement  and reforms 1860 -1898 and 1901-1908 -   revolution of 1911 – from nationalism to comprador-ship, Sun Yat Sen to Yuan-Shi-Kai - Warlordism  since 1916 -  revolt of the Chinese working class, the May Fourth Movement.

Unit-4: Development of Chinese industrial economy and growth of the Chinese proletariat - spread of communism among the proletariat in between the world wars - Chiang Kai Shek, Kuomintang and the united front - break with the front and the mature phase of Chinese communist movement under Mao Tse Tung - the Long March and the Communist Revolution of China.

Course – II History of Japan from Meiji Restoration to the Second World War

Unit-1: Tokugawa Baku-han system of Japan– its nature - crisis encounter with the west - Meiji restoration - processes of modernization – social, military, political and economic.

Unit-2: Popular and democratic movements - Satsuma rebellion; popular rights movement and Meiji constitution.

Unit-3: Growth of militarism in Japan and her imperialist projects - Sino -Japanese relations; Anglo-Japanese alliance - Russo-Japanese war - World War I and after - the Manchurian crisis.

Unit-4: Rise of political parties in Japan and their failure to sustain democratic system - Japan and the two World Wars.

Course – III Issues of the Contemporary World

Unit-1: De–colonization  of Asia and Africa - emergence of the Third World - struggle for survival in Asia and apartheid in Africa.

Unit-2: Crisis in the socialist block – theory and practice -  impact of the rise of China as a new socialist state ; the sino-soviet rift and tensions within the east European Soviet Bloc : Hungary, Czechoslovakia, and Poland ; glasnost- perestroika and collapse of  Soviet socialism - end of the cold war and German reunification.

Unit-3: Oil politics and the Arabian world : Israel, Palestine, Iran and Iraq - nuclear diplomacy in the twentieth century world

Unit-4: From Bi-polarism to Uni-polarism - globalization and its impact on culture and   society- information revolution and its impact of the present day world.

SEMESTER - VI

HISH/H/CC/T/13

.

Modern Europe : From Nationalism to Socialism

6

Unit-1:  The age of Revolutions – the national revolutions (1830-1850) - the liberal revolutions and the transformation of Russian society - remaking of eastern Europe.

Unit-2: The economic revolutions, consolidation of capitalism and formation of big national states in Germany and Italy - imperial advances before and after Bismarck – developments in eastern Europe - the new balance of power in Europe - Europe divided.

Unit-3: Politics of democracy - industrial society and its critics - new concept of welfare state and revolution in medical science - reason, social change and social reform - the new woman - arts transformed.

Unit-4:  The socialist challenge - from utopian to Marxian socialism - the German, French and Russian variety of socialist politics.

HISH/H/CC/T/14

Trends in World Politics from the First to the Second World War

6

Unit-1: Different theories of world politics - the Marxist and non-Marxist approaches.

Unit-2: Roots of European imperialism and the World Wars as the total war - impact of war on European mind -  Peace settlement of 1919 and search for the collective security - the League of Nations.

Unit-3: Aspects of the war economy in the inter-war period - the depression and new theories of mixed economy - the collapse of the Weimer state in Germany and the rise of the Nazis to power -   fascism in Italy.

Unit-4:The World after 1945 - theories of the Cold War and the division of Europe - the emergence of the American and Soviet spheres of influence - various military and economic alliances - regional conflicts in the bi-polar world, Vietnam, Korea, Cuba, the middle east and Afghanistan.

6

HISH-H-DSE-T-3/4(A)

OR

HISHH-DSE-T-3/4(B

History of Bangladesh from Liberation to the present day

History of Africa, 1500 to 2000 A.D.

6

Unit-1: The genesis – issues of conflict between Pakistani non-Bengali elite group and the rising Bengali middle class of East Pakistan.

Unit 2: Political transformation in East Pakistan – emergence of linguistic nationalism since 1952 – resistance against Pakistani militarism – rise of Sheikh Mujibur Rahaman as the new mass leader – Awami League Movement, 1966 to 1970 – Bangladesh liberation movement of 1971 – birth of Bangladesh in 1972.

Unit 3:  Bangladesh after independence – society, economy and politics.

Unit 4:  Foreign policy of Bangladesh – relations with India – role of Bangladesh in the SAARC and ASEAN.

Course – II

History of Africa, 1500 to 2000 A.D.

Unit-1:  Main issues in the Historiography of Africa

Unit-2:  Africa and African societies before colonization – informal empire of the 19^th century – European imperialism and partition of Africa in the 20^th century – the French in the Maghreb and West Africa – The British in the East, West and Southern Africa – the Belgians in Congo.

Unit-3:  Socio-economic transformation – structural changes in agriculture, forest management and mining – changing patterns of trade – trans-Atlantic slave trade – migration of capital of labour with special reference to Southern Africa – race, class and religions in colonial South Africa, Apartheid  – language, education and cultural forms.

Unit-4:  Popular protests, Rebellions and National Liberation Movements – role of peasants and workers – nationalist movements in Algeria, Ghana, Kenya, Congo, Angola and South Africa.

HISHH-DSE-T-3/4 (C)

OR

HISHH-DSE-T-3/4(D

History of Women in India

6

Unit-1:  Women in the Indian tradition – different socio-religious movements in pre-colonial

India and women’s position re-defined.

Unit-2:  Feminism revisited in the Indian context – the women’s question in 19^th century India during colonial modernization – the debates on Sati and Purdah.

Unit-3:  The nationalist resolution on the women’s question – women in the freedom movement in India.

Unit-4:  Emerging new woman in post-colonial India – women’s organizations and fight against their marginalization – women in Indian literature and performing art.

COURSE

CODE

COURSE TITLE

CREDITS

COURSE OUTCOMES

SEMESTER - I

HISH/G/CC/T/01

History of India from the Earliest times to the Early Medieval Period

6

Sources and interpretation – broad survey of paleolithic, mesolithic and neolithic cultures – the Harappan Civilisation – journey from the Vedic state to the 16 Mahajanapadas – from the age of the Vedas to the age of Jainism and Buddhism.

Unit-2:  The Maurya rule in Magadha  - Asoka’s Dhamma and administration - The postMaurya India of the Kushanas, Satavahanas and Tamil powers, Splits in Jainism and Buddhism - Vaishnavism, Saivism

Unit-3: Age of the Guptas ; consolidation of Magadhan empire ;  debates on golden age, brahminical revival and growth of feudalism ;  decline of the Gupta power and beginning of political decentralization of India ; assessing Harshavardhana as the last great emperor.

Unit-4:  From centralized to decentralized India - The Rajputs of North India - Palas and Senas in Bengal - Kingdoms of the South – The Pallavas, Rashtrakutas, Chalukyas and Cholas – changes in Polity, Society, Economy, Religion and Culture -  towards transition.

SEMESTER - II

SEMESTER - II

HISH/G/CC/T/02

History of Medieval India

6

Unit-1:  Northern India under the Delhi Sultanate  - consolidation of the Sultanate from 1206 to 1286 AD ; the Khalji Revolution and the omnipotent state under the Khaljis ; The Tughluq period of reforms and counter reforms ; decline of the Delhi Sultanate - the successor states of Bijoynagar, Bahmani and Bengal  - society, economy, art, architecture and literature.

Unit-2:  Delhi on the eve of the Mughal ascent - Timur’s invasion - the Sayyids and Lodis - Babu’s adventure - Babur’s central Asian connection - Humayun’s misfortune - Sher Shah Sur and Afghan rule in India - Making of the Mughal State from Akbar to Aurangzeb.

Unit –3: Agrarian crisis and the decline of the Mughal Empire - regional polity – the Marathas under Shivajiand the Peshwas; the Sikh challenge - emergence of successor states – Bengal, Awadh, Mysore and Hyderabad.

Unit – 4: Mughal India in retrospect - state and religion ; evolution of the administrative system – mansab and jagir - management of land and agriculture – features of urban economy, trade and industry - society and culture – religion of the masses - language, music and literature ; art and architecture.

SEMESTER - III

HISH/G/CC/T/03

History of Modern India till Independence

6

Unit-1: Expansion and Consolidation of British Rule with special reference to Bengal, Maharashtra, Mysore, Punjab and Awadh ; colonial state and development of its administration – orientalism and utilitarianism -  land revenue settlements and results thereof.

Unit-2:  Exploitation and resistance – de-peasantization and de-industrialization - drain of wealth - famines in India - resistance from the tribes and peasants till the Revolt of 1857 -  analysing the revolt and its aftermath – colonial policy of further exploitation through railways and industrial network.

Unit-3: The cultural revolution of the nineteenth century ; critique of Young Bengal Movement, Bengal Renaissance, social and religious reforms ; colonisation of education ; the women’s question.

Unit-4: Interpreting Indian nationalism – swadeshi movement and different phases of the nationalist struggle - role of Gandhi, Tagore, Subhas Bose, Nehru and Jinnah ; workers’ and peasants’ movements – religious polarisation of national politics – partition and independence (1947).

HISH/G/SEC/T-1

Understanding Heritage, Art and architecture of India

OrSports and Society in India in Historical Perspective

2

Understanding Heritage, Art and architecture of India

Unit-1:  Defining heritage – an overview of cultural and built heritage of India – notions of art and craft.

Unit-2:  Pre-colonial Indian Art and Architecture – early illustrated manuscripts and mural painting traditions – mearly medieval sculpture, style and iconography – numismatic art – miniature painting, Mughal, Rajasthani and Pahari - early Indian architecture, stupa, cave and temple – the Mughals -Indo-Persian architecture, fort, palace and mosque.

Unit-3:  The colonial period – western influences on Indian Art and architecture – changes in the post-colonial period.

Unit-4:  The Bengal School of art and architecture – Birbhum, Bankura and Bishnupur Gharana – Art Movements – Santiniketan style - Progressive Artists’ Group – major artists and their works – popular art forms – folk art traditions.

Course – II Sports and Society in India in Historical Perspective

Unit-1: Concepts and theories – Sports and History – Greek Philosophy of Sports – Greek and Roman Tradfition of Sports – the Olympics.

Unit-2:  Ideas of sports from ancient and medieval texts of India – sociology of pre-colonial Indian sports – race, religion, caste and gender.

Unit-3:  Colonization of Indian sports in the 19^th and 20^th centuries – imposition of European sports on Indian society – commercialization of sports - impact on mind and body.

Unit-4:  Sports in post-colonial India – sports in education – sports and economy – sports and politics – sports and diplomacy - effects of globalization on Indian sports.

SEMESTER - IV

HISH/H/CC/T/04

History of Europe from the Fifteenth to the Twentieth Century.

6

Unit-1: Renaissance and Reformation - socio-economic roots - secularism and humanism - art, architecture, science and literature - the printing revolution.

Unit-2: Seventeenth century crisis - Glorious Revolution in England and great changes in political, economic and state structure - American War of Independence, birth of new democratic politics - from scientific to Industrial Revolution - rise of industrial societies in Europe – the transition debate.

Unit-3:  The French Revolution ; society, economy, and polity ; the philosophers and the ideological revolution – the Napoleonic era – the Vienna Settlement and the Metternich system -  revolutions of 1830 and 1848 – birth of the united nation states of Germany and Italy – Karl Marx and the socialist challenge in Europe.

Unit-4: Roots of European imperialism, Nazism and Fascism - the World Wars as the total wars -  from the League of Nations to the UNO - the Cold War after 1945 - various military and economic alliances ; regional conflicts in the bi-polar world, Vietnam, Korea, Cuba, the middle East and Afghanistan.

HISH/G/SEC/T-2

The Bengal MusicOr Studies in Electronic Communication System

2

Unit-1 : History of Music in Bengal – influence of Vaishnava poetry of the 13^th – 14^th century – mixture of Hindu and Islamic trends – patronage of Nawabs and big landlords particularly the Baro Bhuiyans.

Unit-2 : Consolidation of the elite society in Bengal and growth of different forms of music in the 18^th, 19^th and early 20^th centuries – Bishnupur Gharana – Rabindrasangeet, Nazrulgeeti, Dwijendrageeti, Atulprasadi Rajanikanter Gaan – swadeshi and nationalist songs.

Unit-3 :  Aspects of folk culture and folk music of Bengal – Baul, Bhatiali, Bhawaiya, Dhamali, Gambhira, Jhumur, Kavigaan and Jatra.

Unit-4 :  Modern Bengali Music – post-colonial western influences – middle class romanticism and transformation of Bengali music – leftist movements and new forms of music – media and music – Bengali music in theatre and film – globalization and changes in musical forms – rock and band music.

Course – II Studies in Electronic Communication System

Unit-1: Different communication theories – communication in a globalized society and economy – aspects of electronic communication.

Unit-2: Technologies and instruments of electronic communication – state and administration – people and their culture.

Unit-3.  Introduction to Computer Networks - Data communications, components, data representation(ASCII,ISO etc.) - direction of data flow(simplex, half duplex, full duplex); Networks - distributed processing, network criteria, physical structure (type of connection, topology) - categories of network (LAN, MAN,WAN).

Unit-4: Internet - brief history, internet today - protocols and standards - reference models: OSI reference model, TCP/IP reference model, their comparative study.

SEMESTER - V

HISH/G/GE/T-1

Human Rights in India or History of Indian Environment  or

History of India from the Earliest times to the Early Medieval Period

6

Unit-1:  Basic concepts and theories of human rights – social structure and the question of human rights in India, gender, caste, class and religion – state and human rights, politics and economic policies.

Unit-2:  International Conventions and Charters on human rights – Constitution of India and provisions for protection of human rights – legislation and landmark court judgments on human rights in India.

Unit-3:  History of human right movements in India – intensity and impact.

Unit-4:  Women’s rights in India – the question of women’s empowerment – women’s access to resources of the country – violence against women, protective laws, protests and movements.

Course – II History of Indian Environment

Unit-1:  Concepts and theories of environment and ecology developed in India, idealist, materialist, non-materialist and post-materialist philosophies.

Unit-2:  Indigenous knowledge system – animal ethics - social formation and collective management of rivers, forests and hills  in pre-colonial India.

Unit-3:  The colonial impact, structural changes in land and environment of India – jangalmahals and jalmahals – spread of railway network – environmental degradation and problems of public health.

Unit-4:  Political economy of environment in post-colonial India – industry and pollution – development vs environment debate – various environmental movements.

Course – III Making of Contemporary India

Unit-1:  Towards independence – from Government of India Act (1935) to the Mountbatten Plan – partition and birth of the new State of India in 1947 – communal riots, influx of refugees and their rehabilitation.

Unit-2:  Making of the Republic – the Constituent Assembly and framing of the Constitution – integration of princely states – electoral politics and the changing party system – setting the tone for new foreign policy, non-aligned movement, issues of Pakistan, Bangladesh and China. Unit-3:  The Indian Economy – planned economy – the land question – industry and labour – the demographic and public health.

Unit-4: The Indian Society – caste, religion and gender – movements and legislations – education - cultural trends, institutions and ideas, literature, media and performiOr

Sources and interpretation – broad survey of paleolithic, mesolithic and neolithic cultures – the Harappan Civilisation – journey from the Vedic state to the 16 Mahajanapadas – from the age of the Vedas to the age of Jainism and Buddhism.

Unit-2:  The Maurya rule in Magadha  - Asoka’s Dhamma and administration - The postMaurya India of the Kushanas, Satavahanas and Tamil powers, Splits in Jainism and Buddhism - Vaishnavism, Saivism

Unit-3: Age of the Guptas ; consolidation of Magadhan empire ;  debates on golden age, brahminical revival and growth of feudalism ;  decline of the Gupta power and beginning of political decentralization of India ; assessing Harshavardhana as the last great emperor.

Unit-4:  From centralized to decentralized India - The Rajputs of North India - Palas and Senas in Bengal - Kingdoms of the South – The Pallavas, Rashtrakutas, Chalukyas and Cholas – changes in Polity, Society, Economy, Religion and Culture -  towards transition

HISH/G/DSE/T1

Any one

History of China from Tradition to Revolution

OrHistory of Japan from Meiji Restoration to the Second World War

OrIssues of the Contemporary World

6

Unit-1: Traditional China – sino-centrism - society - social groups and classes - confucian value system - closed chinese economy - the canton trade.

Unit-2: Confronting the foreigners - Opium Wars - treaties with imperialist powers - foreigners’  struggle for concessions in China - China as an ‘informal colony’ – increasing western pressure - the open door policy - transformation of China from a feudal society to a semi-colonial and semifeudal society.

Unit-3: The People’s response – from Taiping to Boxer - self –strengthening movement  and reforms 1860 -1898 and 1901-1908 -   revolution of 1911 – from nationalism to comprador-ship, Sun Yat Sen to Yuan-Shi-Kai - Warlordism  since 1916 -  revolt of the Chinese working class, the May Fourth Movement.

Unit-4: Development of Chinese industrial economy and growth of the Chinese proletariat - spread of communism among the proletariat in between the world wars - Chiang Kai Shek, Kuomintang and the united front - break with the front and the mature phase of Chinese communist movement under Mao Tse Tung - the Long March and the Communist Revolution of China.

Course – II History of Japan from Meiji Restoration to the Second World War

Unit-1: Tokugawa Baku-han system of Japan– its nature - crisis encounter with the west - Meiji restoration - processes of modernization – social, military, political and economic.

Unit-2: Popular and democratic movements - Satsuma rebellion; popular rights movement and Meiji constitution.

Unit-3: Growth of militarism in Japan and her imperialist projects - Sino -Japanese relations; Anglo-Japanese alliance - Russo-Japanese war - World War I and after - the Manchurian crisis.

Unit-4: Rise of political parties in Japan and their failure to sustain democratic system - Japan and the two World Wars.

Course – III Issues of the Contemporary World

Unit-1: De–colonization  of Asia and Africa - emergence of the Third World - struggle for survival in Asia and apartheid in Africa.

Unit-2: Crisis in the socialist block – theory and practice -  impact of the rise of China as a new socialist state ; the sino-soviet rift and tensions within the east European Soviet Bloc : Hungary, Czechoslovakia, and Poland ; glasnost- perestroika and collapse of  Soviet socialism - end of the cold war and German reunification.

Unit-3: Oil politics and the Arabian world : Israel, Palestine, Iran and Iraq - nuclear diplomacy in the twentieth century world

Unit-4: From Bi-polarism to Uni-polarism - globalization and its impact on culture and   society- information revolution and its impact of the present day world.

open education in India.

HISH/G/SEC/T-3

History of Press and Journalism in India

OrStudies in Museum and Archaeology

2

SEMESTER – VI

·Discuss the concept, nature, scope and uses of Psychology in education. ·Explain the influence of growth and development in education. ·Describe the meaning and concept of learning, its theories and factors. ·Explain the application of learning theories in classroom situation. ·Discuss the concept and theories of intelligence and creativity. ·Explain the concept and development of personality.

HISH/G/GE/T-2

: Making of Contemporary India orSocial and Cultural History of Bengal ,14^th to 20^th centuries

6

Unit-1:  Towards independence – from Government of India Act (1935) to the Mountbatten Plan – partition and birth of the new State of India in 1947 – communal riots, influx of refugees and their rehabilitation.

Unit-2:  Making of the Republic – the Constituent Assembly and framing of the Constitution – integration of princely states – electoral politics and the changing party system – setting the tone for new foreign policy, non-aligned movement, issues of Pakistan, Bangladesh and China. Unit-3:  The Indian Economy – planned economy – the land question – industry and labour – the demographic and public health.

Unit-4: The Indian Society – caste, religion and gender – movements and legislations – education - cultural trends, institutions and ideas, literature, media and performing arts.

Course – IV Social and Cultural History of Bengal ,14^th to 20^th centuries

Unit-1:  Bengal in the 14^th century – geographical and socio-economic formation – the Chaitanya Movement – aspects of social transformation.

Unit-2:  Colonial rule in Bengal and debates on the imperial impact – structural changes in rural and urban economy.

Unit-3:  Bengal’s response to the Western Impact – social and religious reforms in 19^th and 20^th centuries – trends of politics, nationalism, leftism and communalism.

Unit-4:  The pangs of partition – the refugee question – development Bengali literature in the 19^th and 2oth centuries – performing arts, urban and rur

HISH/G/DSE/T-2

Any one

History of Bangladesh from Liberation to the present day

OrHistory of Africa, 1500 to 2000 A.D.

Or History of Women in Ind

6

HISH/G/SEC/T-4

History of Tourism in India

8. HISH--G-SEC-T-4(B): Studies in Agro Industries of India

2

COURSE

CODE

COURSE TITLE

CREDITS

COURSE OUTCOMES

SEMESTER - I

PEDG-GE-T1

Modern trends in Physical Education and Yoga

6

Under stand the basic concept of physical education . Discuss about sport and fitness.

To develop the basic knowledge of yoga.

SEMESTER - II

PEDG-GE-T2

Management of Physical Education

6

Learn about the important managerial aspects require for physical Education, sports and event management.

SEMESTER - III

PEDG-GET-3

Anatomy, Physiology and Exercise Physiology

6

Gain Knowledge about the anatomical structures and physiological functions of different systems of human body in Sports context.

SEMESTER - IV

PEDG-GET-4

Health Education, Physical Fitness and Measurements in Physical Education

6

Imparting knowledge about general health, physical fitness and wellness. Discuss about the prevension and control of general health problem issues.

COURSE

CODE

COURSE TITLE

CREDITS

COURSE OUTCOMES

SEMESTER - I

PEDG-CC-T1A

Foundation and History of Physical Education

6

Understand the basic concept of of Physical Education and its historical foundation. Discuss about Biological and Sociological Foundations of Physical Education.

SEMESTER - II

PEDG-CC-T1B

Management of Physical Education and Sports

6

Learn about the important managerial aspects require for physical Education, sports and event management.

SEMESTER - III

PEDG-CC-T-1C

Anatomy, Physiology, and Exercise Physiology

6

Gain Knowledge about the anatomical structures and physiological functions of different systems of human body in Sports context.

PEDG-SEC-P-1

Track and Field

6

Gaining the knowledge about the rules regulations and techniques of different track & field events.

SEMESTER - IV

PEDG-CC-T-1D

Health Ediucation, Physical Fitness, and Wellness

6

Imparting knowledge about general health, physical fitness and wellness. Discuss about the prevension and control of general health problem issues.

PEDG-SEC-P-2

Gymnastics and Yoga

6

To develop the basic knowledge of gymnastics and yoga, learn some basic fundamental skills of the specific events.

SEMESTER - V

PEDG-DSET-1/ T-2/T-3

Tests, Measurements and Evaluation in Physical Education .

6

To impart basic knowledge of test measurement and evaluation. Discuss about different testing methods require for physical fitness test and also for specific

sports skill test.

PEDG-SECP-3

Indian Games: Kabaddi/Kho-kho and Racket Sports: Badminton/Table Tennis

6

Gain Knowledge about different indian games and racket sports . Learn about rules regulations of specific games along with its specific skills.

PEDG-DSET-1/ T-2/T-3

Sports Training

6

Know about the basis concept of sports training along with the principles, load adaptaion process and different training methos.

SEMESTER - VI

PEDG-GET-3/T-4

Anatomy, Physiology and Exercise Physiology/Health Education, Physical Fitness and Measurements in Physical Education

6

Gain Knowledge about the anatomical structures and physiological functions of different systems of human body in Sports context.

PEDG-SECP-4

Ball Games (any two): Football/Handball/Basketball/ Volleyball/Netball/ Throwball

6

Learn about rules regulations of specific ball games along with its fundamental skills. Experience the practical implementation of the skill.

PEDG-SECP-4

Ball Games (any two): Football/Handball/Basketball/ Volleyball/Netball/ Throwball

6

Learn about rules regulations of specific ball games along with its fundamental skills. Experience the practical implementation of the skill.

SEMESTER – V(GE)

PEDG-CC-T1A

Foundation and History of Physical Education

6

Understand the basic concept of of Physical Education and its historical foundation. Discuss about Biological and Sociological Foundations of Physical Education.

SEMESTER – VI(GE)

PEDG-CC-T-1C

Anatomy, Physiology, and Exercise Physiology

               6

Gain Knowledge about the anatomical structures and physiological functions of different systems of human body in Sports context.

(anyone)

B:UnitedNationsandGlobal

Conflicts

(75L+15T)

POL-H-SEC-T-1

(anyOne)

A.  LegislativePracticesand

Procedures

Skillenhancement (30L)

2 (2L)

B.  DemocraticAwareness

withLegalLiteracy

Total

5courses

Total

26

SEMESTER-IV

CourseCode

CourseTitle

CoursewiseClass

(L+T+P)

Credit

POL-H-CC-T-8

PublicAdministration(Theories&

Concepts)

Core(75L+15T)

6(5L+1T)

POL-H-CC-T-9

PublicPolicyandIndian

Administration

Core (75L+15T)

6(5L+1T)

POL-H-CC-T-10

GlobalPolitics&Issuessince

1945

Core(75L+15T)

6(5L+1T)

POL-H-GE-T-4

(anyone)

A:Feminism:Theoryand

Practice

GenericElective (75L+15T)

6(5L+1T)

B:UnderstandingAmbedkar

POL-H-SEC-T-2

(anyone)

A.  PublicOpinionand

SurveyResearch

Skillenhancement (30L)

2 (2L)

B.  Peace andConflict

Resolution

Total

5courses

Total

26

SEMESTER-V

CourseCode

CourseTitle

CoursewiseClass

(L+T+P)

Credit

POL-H-CC-T-11

WesternPoliticalThought(Ancient

&Medieval)

Core (75L+15T)

6(5L+1T)

POL-H-CC-T-12

WesternPoliticalThought

(Modern)

Core (75L+15T)

6(5L+1T)

POL-H-DSE-T-1

(anyone)

A:CitizenshipinaGlobalizing World

Disciplinespecific (75L+15L)

2x6 (2x5L+2x1L)

B:PublicPolicyinIndia

POL-H-DSE-T-2

(anyone)

A:DevelopmentProcessand Social Movements in Contemporary India

COURSE

CODE

COURSE TITLE

CREDITS

COURSE OUTCOMES

SEMESTER - I

1. POL-H-CC-T-1:UnderstandingPoliticalTheory:Concepts

6(5L+1T)

• At the end of the paper, the students would familiarize with the subject and relate the world outside class room. The paper would bring out the best of the student to comprehend the day to day society critically.

• Analysing what is Politics and explaining the approaches to the Study of Political Science – Normative, Behavioral, Post Behavioral, Feminist.
• Assessing the theories of State.
•      Sovereignty: Monistic and Pluralistic Theories. Analysing the changing concept of Sovereignty in the context of Globalisation.
•  Classification of David Held’s Democratic Theories.
•  Understanding basic concepts of Liberty, Equality, Rights, Law and Justice.

1. POL-H-CC-T-2:UnderstandingPoliticalTheory:ApproachesandDebates

6(5L+1T)

• Assessing empirical Political Theory: System’s Analysis, Structural Functionalism.
•  Explaining Dialectical Materialism and Historical Materialism with special reference to relationship between base and superstructure.
•  Analysing the theory of class and class struggle.
•  Describing the Marxist Approach to politics.
• Analysing Marx’s concept of Freedom and Democracy: Nature, Features and Critique.
• Discussing Marx’s Theory of State with special reference to Relative Autonomy of the State.
• Explaining Marxian theory of Revolution.

Evaluating the major debates in Marxism: Lenin- Rosa Luxemburg debate on Political party

SEMESTER - II

1. POL-H-CC-T-3:PoliticsinIndia

6(5L+1T)

·Develop a basic understanding about the Indian party system and electoral politics.

 ·Identify the major challenges to the process of Nation-building in India.

 ·It also familiarizes students with the working of the Indian state, paying attention to the contradictory dynamics of modern state power.

1. POL-H-CC-T-4:IndianConstitution

6(5L+1T)

Introducing the Indian Constitution with a focus on the role of the Constituent Assembly and examining the essence of the the Preamble.

• Examining the Fundamental Rights and Duties of Indian citizens with a study of the significance and status of Directive Principles.
•  Assessing the nature of Indian Federalism with focus on Union-State Relations.
•  Critically analyzing the important institutions of the Indian Union: the Executive: President; Prime Minister, Council of Ministers; Governor, Chief Minister and Council of Ministers; The legislature: Rajya Sabha, Lok Sabha, Speaker, Committee System, State Legislature, The Judiciary: Supreme Court and the High Courts: composition and functions.
•  Judicial Activism
•  Evaluating the role of various forces on Indian politics: religion; language; caste; tribe; regionalism; working class and peasants.
• Investigating the New Social Movements since the 1970s: environmental movements, women’s movement

SEMESTER - III

1. POL-H-CC-T-5:IndianPoliticalThought(AncientandMedieval)

6(5L+1T)

·Understand the key concepts of ancient Indian political thought.

·Identify the key concerns of medieval Indian political thinkers

Analysing the nationalist thought of Raja Rammohun Roy. CO 3- Assessing the nationalist thought of Bankim, Vivekananda and Tagore. CO 4- Discussing the nationalism of Gandhi, M. N. Roy, Narendra Deva and Syed Ahmed Khan. CO 5- Explaining the formation of the Congress in 1885. CO 6- Tracing the Bengal Partition and the Swadeshi movement. CO 7- Analysing the Gandhian Movements such as the Khilafat, Non Cooperation, Civil Disobedience movements. CO 8- Assessing the alternatives to the Indian National Congress- the Forward Bloc, Congress Socialist Party, Communist Parti of India. CO 9- Describing the movements against caste and untouchability, Ambedkar’s views on Social Justic and the depressed classes. CO 10- Analysing the Working Class and Peasant movements under colonial rule CO 11- Discussing the roots of communalism- Savarkar and Hindu Nationalism and Jinnah and the two nation theory CO 12- Estimating the contribution of the August 1942 movement, the INA and the naval uprising.

. POL-H-CC-T-6: Indian Political Thought (Modern)

6(5L+1T)

• Analysing the nationalist thought of Raja Rammohun Roy.
• Assessing the nationalist thought of Vivekananda and Tagore.
• Discussing the nationalism  M. N. Roy, Syed Ahmed Khan. 
•  Describing the movements against caste and untouchability, Ambedkar’s views on Social  Justice and the depressed classes.
• Idea  of  socialism of lohia, Nehru
• Women empowerment of ramabai

. POL-H-CC-T-7: Understanding International Relations: Theories and Concepts.

6(5L+1T)

·Understand the major approaches to the study of International Relations

·Comprehend the main theories in International Relations

 ·Develop an idea about some major concepts of International Relations.

POL-H-SEC-T-1(A): Legislative Practices and Procedures

2 (2L)

·To Identify the legislative process in India at various levels, ·To understand the basic requirements of peoples’ representatives in policy making process. ·To understand the basic skills required for understanding the political process.

SEMESTER - IV

1. POL-H-CC-T-8:PublicAdministration(Theories&Concepts)

6(5L+1T)

• Explaining the nature, scope and evolution of Public Administration; Private and Public Administration; Principles of Socialist Management. 
• Discussing making of Public Policy Making and methods of Implementation.
• Analysing the major Concepts in Public Administration.
•  Tracing the Challenges in the discipline of Public Administration like New Public Administration (NPA); Discussing the Ecological approach to Pub.
•  Analysing the Administrative Processes: decision making;
• Idea of public policy
• Idea of bureaucratic theory max weber
• Thoughts of few thinker like as fayol,urwick,gullick

POL-H-CC-T-9

PublicPolicyandIndian

Administration

6(5L+1T)

·Trace the evolution of Indian administrative system.

·Understand the maladies in Indian civil service and identify the major reforms made.

·Identify the major issues affecting Indian administrative system in contemporary period.

1. POL-H-CC-T-10:GlobalPolitics&Issuessince1945

6(5L+1T)

·Understand the major issues influencing International politics

·Identify the major regional organizations and their policies

POL-H-SEC-T-2

 A.  PublicOpinionand

SurveyResearch

2 (2L)

.·Identify the debates, principles and practices of public opinion polling in the context of democracies with special reference to India.

·Understand how to conceptualize and measure public opinion using quantitative methods, with particular attention being paid to developing basic skills pertaining to the collection, analysis and utilisation of quantitative data.

SEMESTER - V

POL-H-CC-T-11

 WesternPoliticalThought(Ancient

&Medieval)

6(5L+1T)

• Providing an insight into the dominant features of Ancient Western Political Thought

• Ancient Greek political thought with focus on Aristotle and Plato; Roman Political Thought: its contributions with special emphasis on the emergence of Roman law. Examining the features of Medieval Political Thought.

•  Evaluating the Renaissance; political thought of Reformation; and Machiavelli.

•  Get an Idea about some medieval theological thoughts of Augustine, Aquinas, padua   

POL-H-CC-T-12:WesternPoliticalThought(Modern)

6(5L+1T)

·Have an insightful knowledge about the western political thought of modern times

. ·Understand the key ideas of western political thinker’s of modern period.

1. POL-H-DSE-T-1(B):PublicPolicyinIndia.

6(5L+1T)

·Be familiar with different public policies in India.

 ·Understand various theories and methods of understanding public policy and governance

 ·Identify the different challenges to governance which has hampered effective implementation of public policies

POL-H-DSE-T-2(A): Development Process and Social Movements in Contemporary India

6(5L+1T)

·To understand the development process in India since Independence.

·Understand a variety of protest movements in the context of development in India

·To analyse the conditions, contexts and forms of political contestation over development paradigms.

SEMESTER - VI

1. POL-H-CC-T-13:IntroducingPoliticalSociology

6(5L+1T)

·Understand the nature and scope of Political Sociology

·Understand the concept of Social Stratification and the role of caste, class and elite in politics.

 ·Comprehend the concepts of Power, authority and Influence and their inter-relationships.

·Understand the meaning, nature and type of Political Culture

 ·Identify the process of political socialization

POL-H-CC-T-14: Comparative Government & Politics

6(5L+1T)

·Identify the difference between Comparative Politics and Comparative Government.

 ·Identify the different types of Constitutional Systems.

·Gain knowledge about the basic features of the constitution in UK.USA and PRC.

1. POL-H-DSE-T-3(B):India’sForeignPolicyina GlobalizingWorld.

6(5L+1T)

·Have an insightful understanding about India’s foreign policy preferences in the globalizing World.

 ·Identify the pattern of India’s engagements with global powers

POL-H-DSE-T-4(B): Dissertation

.

6(5L+1T)

·Apply the knowledge gained through different courses in practical field.

 ·Solve problems related to his course of study. ·Document, calculate, analyse and interpret data.

 ·Deduce findings from different studies

 ·Write and report in standard academic formats

COURSE

CODE

COURSE TITLE

CREDITS

COURSE OUTCOMES

SEMESTER - I

POL-G-CC-T-1: Introduction to Political Theory:

6(5L+1T)

·Explain what is politics and what is the relevance of Political Theory

 ·Understand the different approaches to the study of politics

·Understand the different theories of State

·Understand the concepts like Liberty ,Equality, Law and Rights

 ·Explain the Concept of Democracy

SEMESTER - II

POL-G-CC-T-2: Indian Government and Politics

6(5L+1T)

·Develop a basic understanding about the Indian Constitution

 ·Understand the major issues affecting politics in India

 ·Develop a basic idea about the different types of political movements in Independent India.

.

SEMESTER - III

POL-G-CC-T-3: Comparative Government and Politics

6(5L+1T)

·Identify the difference between Comparative Politics and Comparative Government.

·Understand the scope, purpose and methods of comparison in Comparative politics.

 ·Identify the different types of Constitutional Systems.

POL-G-SEC-T-1: Legislative Practices and Procedures

2(2L)

·To Identify the legislative process in India at various levels,

·To understand the basic requirements of peoples’ representatives in policy making process.

·To understand the basic skills required for understanding the political process.

6(5L+1T)

SEMESTER - IV

POL-G-CC-T-4: Introduction to International Relations

6(5L+1T)

·Understand the important theoretical approaches to international relations.

 ·Understand the major concepts in International Relations.

 ·Comprehend the evolution of Indian foreign policy since independence and its possible future trajectory.

POL-G-SEC-T-2: Public Opinion and Survey Research

2(2L)

·Identify the debates, principles and practices of public opinion polling in the context of democracies with special reference to India.

 ·Understand how to conceptualize and measure public opinion using quantitative methods, with particular attention being paid to developing basic skills pertaining to the collection, analysis and utilisation of quantitative data.

SEMESTER - V

POL-G-DSE-T-1(B): Public Policy in India

6(5L+1T)

·Be familiar with different public policies in India

. ·Understand various theories and methods of understanding public policy and governance

 ·Identify the different challenges to governance which has hampered effective implementation of public policies

POL-G-GE-T-1(A): Nationalism in India