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University of Delhi - B.El.Ed Syllabus
Posted Date: 17 Jun 2008 Resource Type: Articles/Knowledge Sharing Category: Syllabus
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Posted By: Saranya Member Level: Diamond
Rating:  Points: 3
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Copy Rifht Reserved
UNIVERSITY OF DELHI
SCHEME OF EXAMINATION
AND
COURSES OF READING
FOR
4 YEAR BACHELOR OF ELEMENTARY EDUCATION
Part I -- 2001
Part II -- 2002
Part III -- 2003
Part IV -- 2004
Syllabi applicable for students seeking admission to the
B.E1. Ed. Course in academic year 2000-2001
Price: Rs. 20.00
F 1.1 CHILD DEVELOPMENT
100 Marks
Unit 1 Concept, Issues and Theories of Human Development : what is
development and why should we study it; developmental principles;
influences of heredity and environment; methods for studying
development; concepts of socialization, education and acculturation in
the context of development; theories of Erikson, Piaget and
Kohlberg; significant development periods in the human life span.
Unit 2 Birth and Infancy : importance of conception; pre-natal development
and birth; physical and mental development of infants; emotions in
infancy; the infant in the family and implications for personality
development.
Unit 3 The Pre-school Child : physical growth and motor development;
intellectual characteristics; development of personality with special
reference to identification and child-rearing techniques; genderstereotyping;
morality; play patterns of pre-school children.
Unit 4 The Elementary School Child : physical growth and development;
the developing mind - intelligence, language and thought; the social
world of the child - parents and children, friends, school and media,
play; moral attitudes and behavior; development of 'self- identity,
self-concept; gender roles; play, interests and activities of the
elementary school child.
Unit 5 Children with Special Needs : concept of special children - talented,
creative, gifted children; slow learners and under achievers;
emotionally disturbed children; culturally and socially disadvantaged
children.
F 1.2 CONTEMPORARY INDIA
100 Marks
Unit 1 India as 'society'; 'civilization'; 'nation-state'; India's emergence
from the freedom struggle as a nation state.
Unit 2 The Constitution : its framework and scope; major social policies
enshrined in the Constitution; provision related to childhood and
education; concurrent status of education; national policy on
education (1986).
Unit 3 Economic Issues : poverty and inequality; employment; private and
public sector; new economic policy.
Unit 4 Political Issues : main features of the democratic system; central,
state-level and local systems of government.
Unit 5 Social and Cultural Issues : major characteristic of India's pluralist
make-up; gender-related issues; family and child-rearing in India (to
be studied with the help of a project based on locally done field
work).
Unit 6 Major Issues in Contemporary India (to be studied by class-room and
individual projects) : childhood in India; environment and
development; reservation as an egalitarian policy; social conflict.
1
C 1.1 NATURE OF LANGUAGE
50 Marks
Unitl Aspects of Linguistic Behavior : verbal and non-verbal
communication; human and non-human communication; defining
features of a human system of communication; language and mind;
language and society; language as rule governed behaviour and
linguistics variability; speech and writing.
Unit 2 Linguistic Systems : the organization of sounds; the structure of
sentences; the concepts of Universal Grammar; nature and structure
of meaning; basic concepts in phonology, morphology, synyax and
semantics (to be taught through suitable illustrations).
Unit 3 Text and Linguistic Systems: organization of text discourse
structure, oral and written; nature of classroom discourse. Structure
of a story, poem, essay etc. points of entry into texts to teach them
more effectively (to be taught through practicum).
Unit 4 Languages of India: multilingualism; using the multilingual resource
of a classroom (to be taught through practicum).
C 1.2 CORE MATHEMATICS
50 Marks
Unit 1 Number and Measurement: counting and place value; arithmetic
operations; approximation; estimation; fractions and decimals;
concept and measurement of length, mass/weight, area, volume,
time.
Unit 2 Space and Shape: symmetry and pattern - properties of two and three
dimensional objects e.g. symmetries, projection, perspective,
tessellation, closest packing etc.
Unit 3 Algebra: number patterns - forming and solving simple linear
equations - other mathematical investigations and puzzles.
Unit 4 Practical Arithmetic and Handling Data: collecting, representing and
interpreting data; using elementary statistical techniques; timetables
and time tabling; flow charts; percentage; ratio and proportion;
interest; discount; tax.
It is envisaged that the various concepts and operations will be
reconstructed through activities and problems, using concrete
materials as often from the kitchen as from mathematical kits, to
arrive at solutions or conduct investigations. This would be
followed by reflective discussions on the concepts, solutions, results
and the methods used (both 'right' and 'wr1o).n g
C 1.3 CORE NATURAL SCIENCE
50 Marks
Part I
It is envisaged that most of the content will be transacted using the
discovery approach, through simple observations and experiments,
2
Followed by discussion. Where necessary additional information
may be supplied by the teacher at the end of each activity.
Unit 1 Classification, property, concept, relation, law.
Unit 2 Measurement of length, mass and time; density; pressure; work
and energy; weight; falling of bodies; gravitation; neat and
temperature; states of matter; properties of magnets; electricity;
refraction and dispersion.
Unit 3 Physical and chemical changes; separation of mixtures; atoms arid
molecules; metals and non-metals; oxides; acids; bases and salts; air
and combustion; water- hard and soft.
Unit 4 Living and non-living; classification of living world; germination of
seeds; life processes e.g. respiration, digestion, reproduction,
photosynthesis, transportation, phenomena, interdependence of
plants and animals.
Part II
It is expected that investigative projects will involve some or all of the
following elements - laboratory work, library reference, field-survey,
and group discussion, seeking expert opinion.
3 projects: not more than one project from each area:
PI- Natural Phenomena for suggested lists
P2 - Environment and Adaptation of possible questions
P3 - Technology to be investigated
P4 - Health See Annexure 1
ANNEXURE 1
PI 1. Why is the sky blue?
2. Why does it rain?
3. Why do stars twinkle?
4. How many colours are there in a rainbow?
P2 1. Why don't lizards fall from ceilings?
2. Why does a dog go round in a circle before it sits down?
3. How do fish survive without air?
4. Can human beings live on grass?
5. Why does a cat produce kittens and not baby camels?
P3 1. How is glass made?
2. How is electricity generated?
3. From where does a TV set get its pictures?
4. What is inside a camera?
P4 1. Why do teeth decay?
2. Why does hair fall?
3. Does bad blood cause pimples?
4. Why do ears run?
3
C 1.4 CORE SOCIAL SCIENCE
50 Marks
Unit 1 Nature of Social Science: data, method and evidence to be
discussed in the context of history, geography, civics, sociology
and economics. Role of social science discipline in the learner's
development. Significance of perspective and context in the study of
social science. (Exemplars: 1857, Secularism/Communalism).
Unit 2 Relationship between human experience and the growth of
institutions to be studied in the context of the following concepts,
monarchy, aristocracy, imperialism, fascism, nationalism,
democracy and citizenship. (These concepts could be taught with
examples from a content area which may be thought Tit—the
emphasis however, should be on the teaching of concepts.
Unit 3 Relationship between human life, space and resources to be
studied in the context of the following: movement from a subsistent
economy to a surplus economy; demography and the distribution of
wealth in society; spatial interaction (to be taught in the Indian
context).
Unit4 Study of the relationships and interactions of people in groups:
culture, social stratification and social change.
Unit 5 Project work: interconnections are to be drawn between the various
disciplines that fall within social sciences through project work, e.g.
(a) Study of a slum setting in terms of economics, subsistence, politics,
historical memories.
(b) Take two products available to you as a consumer. Try and trace the
process by which it is made available to you from its raw form to a
finished product. Study the various factors of geography,
economics, politics, history and sociology that may have influenced it
in one way or another.
F 2.3 COGNITION AND LEARNING
100 Marks
Unit 1 The mind at work: cognition and approaches to cognition:
individual and cultural differences.
Unit 2 How children perceive: elementary cognitive processes-sensation,
perception and attention.
Unit 3 How children learn and remember: basic processes, strategies,
knowledge, met memory; current issues.
Unit 4 The developing mind: concepts and concept formation;
developing concepts of time, space, number, relationship etc.
Unit 5 Child as a problem solver: reasoning and judgment, choice-
Piagetian and Neo-Piagetian perspectives; nurturing creativity and
developing problem solving skills.
Unit 6 Alternative conceptions of learning. Factors contributing to
learning: personal and environmental.
Unit 7 The child's personal and social world: cognition and emotion .
4
F 2.4 LANGUAGE ACQUISITION
50 Marks
Unit 1 Language and cognition: cognitive prerequisites for language
acquisition; biological foundations; language and thought, innatist
hypothesis; cognitive, social and linguistic development; Piagetian
, and Vygotskian perspectives.
Unit 2 Language development: the earliest stages and the babbling
period; stages of language development: the role of motherese and
caretaker speech; phonology; morphology; syntax and
semantics; sociolinguistic aspects.
Unit 3 Comprehension and production: perceptual strategies; perception of
speech and speech comprehension; notions of complexity ; speech
production; encoding and performance measures; the role of errors in
language production.
Unit 4 Formal means of language acquisition with special reference to
reading and writing : learning to read and understand; measures of
readability; schema theory; using cloze, dictation and translation with
children; mechanics of writing; representational systems; teaching
writing.
Unit 5 Language disorders: learning about language by studying language
disorders; brain structure and functions; inhibitions; stuttering;
aphasia; language among the mentally retarded.
Unit 2 and 5 will have a corresponding practicum.
F 2.5 HUMAN RELATIONS AND COMMUNICATION
50 Marks
Unit 1 Personal development: self identity and human relationships:
psychoanalytic and humanistic perspectives, perspectives from
women.
Unit 2 Communication: the adult-child gap, assumptions and attitudes;
channels of communication; the hidden curriculum.
Unit 3 Human relations in education: Behaviorist versus Humanistic
perspectives; peer learning constructs and dimensions; community
involvement.
The course is to be designed as a series of workshops on concepts and
processes with a debrief on theory and building connections in each unit. The
course content should be contextualized to an Indian milieu.
P 2.1 LANGUAGE ACROSS THE CURRICULUM
50 Marks
Unit 1 Language and learning: language as a means of construction of
reality; language and experience; concept-formation.
Unit 2 Language at school: distinction between language as a schoolsubject
and language as a means of learning and communication; the
concept of register and style; different school-subjects as registers.
5
Unit 3 Basic Language competencies required at school: oracy, listening,
reading and writing. Special study of reading : cognitive basis of
reading, analysis of the tasks involved in reading, motivation to read,
stages of learning to read, reading ability.
Unit 4 The child's languagea nd the school: school language and home
language; language as an aspect of teacher-child relationship :
language environment of school: language of textbooks in different
subjects.
Suggested Projects
1. To elaborate their theoretical understanding students should
undertake a project involving listening to children's reading ,
miscue analysis, developing a reading test and administering it.
2. Analysis of text books and other materials used in different
subjects from the point of view of registers and styles used in
them.
3.6 BASIC CONCEPTS IN EDUCATION
100 Marks
Unit 1 Philosophical and sociological perspectives: basic assumptions
about human nature, knowledge and learning.
Unit 2 Knowledge : distinction between 'body of knowledge' and the
child's construction of knowledge. Knowledge in the context of
curriculum, syllabus and textbooks ; school knowledge and
children's experiential knowledge; universal and local facets of
knowledge.
Unit 3 The learner: the child as learner; the individual child and the agegroup;
home and school; socialization and learning; activity and
experience.
Unit 4 The teacher: teaching as a professional activity; teacher and parents;
teacher and the curriculum; teacher and society.
Unit 5 General introduction to progressive thought in education: the
tradition of Rousseau - Pestalozzi, Montessori, Dewey and Susan
Isaacs. Progressive educational thought in the Indian context:
Tagore, Gandhi, Giiubhai and Krishnamurty. Detailed study of
Tagore'se ssay 'My School' and Dewey's essay 'Mya gPoegdic
Creed' .
Unit 6 Societal context of education : equality, authority, conflict and
change.
F 3.7 SCHOOL PLANNING AND MANAGEMENT
50 Marks
Unit 1 Organisation and management of school education : role of
Centre, State and local bodies; sources of funding.
Unit 2 The school as a system I: induction, training and teacher support
programmes; planning the school curriculum - academic, cocurricular
and sports; community involvement.
6
Unit 3 The school as a system II : types of schools. The management
committee and its functions; school administration; staffing pattern ;
the school budget; annual planning; documentation and information
systems; physical infrastructure requirements; selection of
materials and equipment for the school and selection of suppliers.
Unit 4 Maintaining standards : physical and psychological needs of
children, teaching and non-teaching staff in a school; developing a
Collaborative perspective. Staff supervision - models and
application: feedback ; establishing accountability.
Project: (A) Case study of an "Existing School" or "Planning for a
New School" (i) objectives (ii) vision of the school; (iii)
strategic population (its needs, whether first or second
generation learners, socio-economic background etc.);
achieving targets realistically.
(B) A group project on the status of education in a particular
area (collating and interpreting data about school
enrolment, retention, availability of facilities etc.)
P 3.2 LOGICO-MATHEMATICS EDUCATION
50 Marks
Unit 1 Nature of children's logico-mathematics thinking: theories of
Piaget, Brunder, Dienes and Vygotsky; intuitive mathematics;
mental mathematics; cultural differences and specificities.
Unit 2 Language and mathematics, language of mathematics.
Unit 3 Critical study of some pedagogic considerations with reference
to learning theory and practice: readiness; consolidating mental
arithmetic; circular reactions (ref. Piaget); zone of proximal
development (ref. Vygotsky); organising and structuring learning
tasks; group and individual activity; drill; memorization and
algorithmization.
Unit 4 Mathematics in the context-of schools : text-books, curricula and
class-room practices; nature of mathematics - conceptual and
procedural; areas (space, measurement, operations etc.); research on
children's learning in specific areas ; errors ; feedback; testing and
evaluation; the hidden curriculum; mathematics phobia and failure.
Unit 5 Content specific pedagogy: number, place, value, fractions,
decimals, role of readymade kits.
P 3.3 PEDAGOGY OF ENVIRONMENTAL STUDIES
50 Marks
Unit l Concept of Environmental Studies (EVS), its evolution and
significance as a curricular} area at primary level; EVS - an
approach, a discipline or both; environmental studies and
environmental education; its scope-integration related to the
physical, social, historical and cultural aspects1 of the environment.
7
Unit 2 Basic considerations in developing curriculum in EVS: relating
cognitive growth of children to the development of concepts;
alternative frameworks; differences in approaches to the construction
and transaction of curriculum at classes I and II and classes III to V;
a review of different sets of curricular materials including text
books.
Unit 3 Understanding the method of science: process approach in EVS;
planning for and organization of teaching learning activities; unit
and lesson planning; role of inquiry, experiment, discussion, drama
etc; evaluation and testing.
Examples of practical work to be undertaken:
(i) Organising and planning for an excursion; learning how to make
observations and recording them; conducting surveys.
(ii) Using equipment and materials: films, reports, documents,
newspapers, local maps, atlas, wall charts; map drawing and
reading weather charts; making charts, diagrams and models.
(iii) Collection and presentation of specimens: leaves, rocks, stamps,
flags, news items etc. (classifying the material collected and
maintaining a museum).
(iv) Undertaking a project e.g. planting and nurturing a tree (in science)
and an oral history project (in social studies).
F 4.8 CURRICULUM STUDIES
50 Marks
Unit 1 Determinants of curriculum: national aspirations and needs; culture;
social change; value system and ideological factors.
Unit 2 Basic considerations in curriculum design (with reference to John
Dewey): the learner; the subject matter; the teacher, the milieu.
Unit 3 The curriculum; curriculum and syllabus; curriculum and text books;
curriculum as the teacher's programme for the school day; hidden
curriculum (reflections of gender-stereotype, prejudice against
linguistic and religious minorities etc.)
Unit 4 Curriculum organization: subject-centered; thematic; activity or
experience-based (child centered).
Study of an innovative curriculum (Basic curriculum as an
example of the past and any one innovative curriculum in the
present).
Unit 5 Influences shaping the daily curriculum: ideological factors;
children's social background; teacher's social background; physical
conditions of the school.
Unit 6 Curriculum evaluation : role of evaluation in the curriculum
improvement process; principles of curriculum evaluation such as
goal oriented, continuous, comprehensive, diversified, systematic
etc.; models of curriculum evaluation - Tyler Bloom model,
illuminative paradigm, state's countenance model etc .
8
Unit 7 Practicum: study of a primary school in (1) a slum; and (2) in a
middle class locality.
(i) Studying a curriculum in action
(ii) Evaluating a course
(iii) Classroom observations
(iv) Control of curriculum.
F 4.9 GENDER AND SCHOOLING
50 Marks
Unit 1 Sex and Gender : Psychological and sociological perspectives
(Radical Feminist, Socialist - Feminist, Psychoanalytic and other
Perspectives) and recent debates.
Unit 2 Social construction of Gender : socialization, family and gender
identity; the media, gender roles and stereotypes; caste, class,
community and gender relations.
Unit 3 Gender inequalities in schooling: organisation of schooling; gender
bias in text books, curricular choices and the hidden curriculum
(teacher attitudes, classroom interaction and peer culture).
Unit 4 Gender and schooling: case studies of interventions in school
education; reflections from the field and strategies for change.
OP 4.1 PEDAGOGY OF LANGUAGE
50 Marks
Unit 1 The Learner : social and individual aspects ; nature of family
background; schooling; exposure; the role of mass media; affective
filter; attitudes; motivation; aptitude; social and linguistic stereotypes;
ethnocentrism; authoritarianism.
Unit 2 Learning Contexts: typology and learning situations, monolingual
and multilingual societies; first and second language acquisisition.
Unit 3 Methods and Models: grammar-translation method; direct
method; the structural approach; audiolingualism; communicative
approaches; natural method; monitor model; total physical
response; sociolinguistic approaches, teaching in a multilingual
classroom.
Unit 4 Language acquisition in multilingual settings: theory of interference;
contrastive analysis and its limitations; error analysis; errors as stage
in the process or learning: interlanguage; appreciative systems.
Unit 5 Materials and teaching aids ; selection of materials ; gradation ; the
concept of linguistic complexity ; cohesion and coherence; idea;
density; levels of readability; schema theory; teaching aids; language
Unit 6 Evaluation: taxonomy of tests: discrete point and integrative tests;
cloze, dictation and translation - new perspectives; communicative
testing; process evaluation; participatory evaluation and the discourse
of equality and justice; feedback into curriculum.
9
OP 4.2 PEDAGOGY OF MATHEMATICS
50 Marks
Unit 1 What is Mathematics: patterns; reasoning; generalizations; nature of
mathematical statements-axioms and postulates; explanations and
proofs; parsimony; necessity and sufficiency.
Nature of mathematics in the curriculum: structure; language;
notation; concepts and procedures.
Unit 2 Development of children's logical thinking, reasoning and
representation (formal operations and abstraction).
Unit 3 Pedagogical considerations in geometry, practical arithmetic,
number, algebra, data handling and statistics, ratio and proportional
reasoning.
Unit 4 Communicating Mathematics: activity; graphical methodsconstruction;
measurement; modeling; computation. Use of
computers and calculators in instruction.
Helping children develop a mathematical view of the world; initiating
student’s investigations and independent activity and problem solving
strategies.
Unit 5 Feedback, testing, evaluation and remedial teaching.
OP 4.3 PEDAGOGY OF NATURAL SCIENCE
50 Marks
Unit 1 Nature and structure of natural science; significance of natural
science in the curriculum at the upper primary level.
Unit 2 Relating the study of cognitive growth and learning to the
development of understanding and appreciation of science. Aims and
objectives of teaching science.
Unit 3 Disciplinary and integrated approach to teaching: levels of
disciplinary growth of different natural sciences-descriptive,
inductive, causal and formal. Significance and bases of integration*
aims and objectives of teaching integrated science. Role of
observation, experiment, discovery and intuition.
Unit4 Basic considerations in developing and transacting curriculum.
Appraisal of existing curricula including innovative curricula in India
and abroad. Text analysis-text book, work-book and teacher's guide .
Unit 5 Evaluation in science: cognitive, psycho-motor and affective
aspects. Test construction, analysis and interpretation.
Practical
1. Devising simple experiments related to topics in Class VI,
VII, VIII
2. Maintenance of Junior Science Laboratory.
3. Development of skills like observation; use of environmental
and local resources; improvising apparatus; organizing science
clubs, fairs, museum and exhibitions.
4. Field trips.
10
OP 4.4 PEDAGOGY OF SOCIAL SCIENCE
50 Marks
Unit 1 Social Science and Social Studies: defining its scope and nature;
rationale for a social studies programme at the elementary school.
Unit 2 Developing concepts, skills and attitudes through the teaching of
social studies. Understanding change and continuity, cause and
effect, time perspective and chronology, empathy, spatial interactionto
be taught through the following (i) Society: personality, social
structure, groups, community, (ii) Civilization: history, culture, (iii)
State; authority, citizen, (iv) Region: resource, space, (v) Market:
exchange.
Unit 3 Methods and Materials: inquiry and evidence based teaching: (i)
identification of problems and questions (themes and issues), (ii)
importance of empirical evidence, (iii) assessment of example as
evidence.
Developing critical thinking: (i) Search for facts with respect to
problems or questions at hand, distinguishing fact from opinion
recognizing bias (text books, news, editorials, hidden curriculum, (ii)
Concept of Data, (iii) Sources of data collection- primary (direct
observation/experience), secondary (other people's work in different
media), (iv) Handling and analyzing data.
Teaching Methods: Application of the heuristic/discovery method in
social science; Project- (i) secondary source (ii) field work.
Integrating text based knowledge with the social context,
personal/experiential knowledge as a base for critical thinking.
Unit 4: Application
(1) Critique a historical film, serial or a novel from the view
point of authenticity.
(2) An oral history project. Establish its reliability by comparing
with data from other sources.
(3) Map a locality and its position in the city, keeping in mind the
distance and directional relationship to your school or
college, mark out institutions and points of interest-e.g.
historical monuments, Reserve bank, local stock exchange,
Parliament House, etc.
(4) Study the transport related needs of a community-analyze
different vehicles people own and use, and their reflection on
gender and socio-economic groups in society, assess the
economic and environmental aspects of various forms of
transport used.
OL 4.1 COMPUTER EDUCATION
50 Marks
Unit 1 Getting Started: hands on knowledge of how to use a computer and
its associated peripherals; operational aspects.
11
Familiarity with selected general purpose software tools: paint box
and graphic packages, data base systems and spreadsheets, word
processing.
Unit 2 Software styles and theories of learning : historical perspective;
traditional and innovative software; associated paradigms of
learning - instructional, revelatory, conjectural, emancipatory;
examples of drill and practice, tutorial, simulation, problem -
solving, model exploration, adventure-game format
programmes. Multimedia/ hypermedia. Recent trends in CAL.
Unit 3 Pedagogic and Practical issues in classroom use : choice and
implementation of package programmes; modes of student
guidance—interactive or self paced learning ; discussion of
instructional objective; modes of integrating with traditional teaching;
creation of new learning environment and teaching strategies; criteria
for design and evaluation; relevance to existing curricula and
strategies for possible curriculum enhancement
Unit 4 Logo : logo as a/powerful education tool; child as a programmer
(SeymourPapert); methodology for introducing Logo to the very
young; Logo and development of problem solving and cognitive
skills; use in teaching of geometry; grammar etc.
Practical
1. Introduction to a programming language (e.g. Tbasic): tabulation and
graphing of data and function; string manipulation; menu-driven
programming.
2. Project: production of simple CAL package. Documentation of
programme (learning objectives, software usage, strategies for
integration into classroom teaching, students and teachers guide.
Evaluation through field trial and feedback).
OL 4.2 SPECIAL EDUCATION
Nature and Needs of the Disabled
50 Marks
Unit 1 Nature, extent and prevalence of disability among children in
Indian context
Unit 2 Impact of disability on growth and development: physical,
intellectual and social dimensions. Assessment of disability and
implications for designing educational programmes.
Unit 3 Prevention of disability: major causes, critical preventive measures.
Unit 4 Changing trends in special education: reorganization of learning
situation, curriculum, family and community involvement.
Sensitization of teachers to the problems and needs of children with
disability.
Unit 5 Simple equipment to be used at the elementary level: Braille
slates; arithmetic slates; simple embossed maps; hearing aids;
simple pure-tone audiometer; speech training equipment; calipers;
wheel chairs; crutches; surgical shoes.
12
O 2.1 ENGLISH I
100 Marks
Section A: Theme: Reading & Writing Skills 55 Marks
Text:
(Page references for extracts are from named editions. These may vary in
different editions).
Panchtantra : The Monkey and the Crocodile
Hans Christian Anderson : Rapunzel
Stephen Leacock : From Literary Lapses : My Financial Career
(Penguin 1939. Pg. 7-10).
Carl Sagan : From Cosmos (Ballantine Books) from chapter
1, pg. 1-5. "The Cosmos is all that is ... to
"...working out our destiny".
T.S.Eliot : Macavity (poem).
Wole Suyinka : Telephone Conversation (poem).
Anne Frank : The Diary of a Young Girl (Pocket Books.
New York, 1958) Pg. 49-50. Letter dated
Friday 20th November, 1942. From "None of
us really knows how to take it all..." to
"...about those other miseries".
Lord Byron : From Byron's letet rs and Journals Vol IV (ed
Leslie Marchand) Pg. 326-327-Letter to Tom
More October 31, 1815, extract from
"Yesterday I dined out..."to "...the first
sprightly running of others."
Four advertisements from the Matrimonial Page of Times of India.
Philip Koder : The Principles of Marketing (Prentice Hall.
India) Pg. 159-160 from "Playboy magazine
has passed..." to "...factors that influence and
motivate consumer behavior."
Shakespeare : Julius Caesar-Act III Sc. 2 Ln 12-33 and Ln
74-107 (Speeches of Brutus and Mark
Antony).
Charles Dickens : David Copperfield. (Penguin Classics) Pg 312-
314. From "We entered a low..? to
"...Uriah's dinted nostrils."
Internal Assessment 35 Marks
Students must produce a minimum of 8 pieces of writing, of which the best 4
will be included in the internal assessment
Section B : Teaching English as a Second Language 35 Marks
1. The differences between teaching English as a first language, as a
second language and as a foreign language.
13
2. Common language errors which are likely to be encountered by the
teachers of ESL.
3. Implications of teaching language through literature.
4. Teaching techniques and materials such as drama, audio-visual aids,
puppetry etc.
O 3.1 ENGLISH II
100 Marks
Approaches to Texts
This paper follows an approach-based structure. While introducing students to
various ways of looking at a text, an emphasis is also laid on incorporating
some significant writing in English, into die syllabus.
Components
Approaches to texts with which students should be familiar are:
Historical
Psychological
Marxist
Feminism
New Criticism: Structuralism, Deconstruction, Formalism
Students should be able to look at the texts in a variety of ways. They are
required to study two plays, two novels and all the poems.
Texts :
Drama: Any two
Arthur Miller All My Sons
Girish Karnad Tughlaq '
Henrik Ibsen A Doll's House
Bertolt Brecht The Good Person of Szechwan (translated by John
Willett)
Novels Any two
V.S. Naipaul A House for Mr. Biswas
J. Steinbeck OfMiceandMen
Jane Austen Pride and Prejudice
Margaret Atwood
:
The Handmaid's Tale
Poetry
Shakespeare Sonnet No. 130 : My mistress's
the sun.
John Donne The Sonne Rising
Blake London
Shelley Song to the Men of England
14
Langston Hughes : I Too Sing America
Stephen Spender : An Elementary School Classroom in a Slum
Countee Cullen : Incident: Baltimore
Ted Hughes : The Jaguar
Gieve Patel : On Killing a Tree
A.K. Ramanujan : Of Mothers among other things (in Selected Poems)
PART-II: ELEMENTARY ALGEBRA
Unit 1 Various representations of complex numbers, Algebra of complex
numbers; De Moivre's theorem and its applications .
Unit 2 Theory of polynomial equations: relations between the roots and
coefficients.
Unit 3 Definitions and operations on matrices over R and C, special types
of matrices; determinant of square matrix, properties of
determinants; adjoin and inverse of a square matrix, rank of a
matrix.
Unit4 Systems of linear equations; characteristic equation, characteristic
roots, Cayley Hamilton theorem.
PART-III: VECTORS AND ANALYTIC GEOMETRY
Unit 1 Vectors, scalar and vector products; triple products, position vector
and applications of vectors to geometry, gradient, divergence and
curl.
Unit 2 Straight lines in two dimensions, pair of straight lines; circles and
system of circles.
Unit 3 Conies, parabola, ellipse and hyperbola in standard forms,
elementary properties.
Unit 4 Sketching of conies.
Unit 5 Planes and straight lines in three dimensions —direction ratios and
direction cosines, equations of planes, straight lines and spheres—
Cartesian and vector representations. Basic properties of spheres.
Unit 6 Cones, reciprocal cones; right circular cones; cylinders and right
circular cylinders.
PART-IV : REAL ANALYSIS
Unit l Topological structure of R, neighborhoods, open and closed sets,
limit points, bounded sets.
Unit 2 Sequences and their convergence, monotonic sequences; the
number e. Infinite series of positive terms, comparison and ratio
tests for convergence of an infinite series.
Unit 3 Limits, continuity and derivabihty of functions; mean value
theorems and Taylors expansions: power series expansions of
elementary functions. Indeterminate forms and L, Hospital rule.
PART-V: DIFFERENTIAL CALCULUS
Unit 1 Successive differentiation and Leibnitz rule; partial derivatives
and Euler's theorem on homogeneous functions .
Unit 2 Monotone functions and inequalities, convexity and concavity of
functions; maxima, minima with applications to mensuration,
dynamics and economics.
Unit 3 Tangents and normals, curvature, asymptotes and singular points;
curve sketching.
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Unit 4 Functions of two variables; partial derivatives; maxima and minima of
two variables; Lagrange's method for constrained optimization
(Lagrange's method of indeterminate multiplier ).
03.3 MATHEMATICS II
PART-I: ALGEBRAIC STRUCTURES
100 Marks
Unit 1 Binary operations; commutative and associative operations; identity
element and inverse of an element.
Unit 2 Groups, subgroups; cosets and Lagrange's theorem, normal
subgroups and quotient groups, homomorphisms, isomorphisms and
fundamental theorem; permutation group.
Unit 3 Rings, integral domains and fields, subrings, ideals and quotient
rings; ring homomorphisms, isomorphisms and embeddings.
Unit 4 Vector spaces, subspaces; quotient spaces; linear dependence and
independence, basis and dimension; study of R as a vector space.
Unit 5 Linear transformation, associated matrix, rank and determinant of a
linear transformation; minimal polynomial.
PART-II: INTEGRAL CALCULUS AND DIFFERENTIAL
EQUATIONS
Unit 1 Integration by substitution and by parts; integration of rational,
irrational and trigonometric functions, reduction formulae.
Unit 2 Definite integrals and their properties; integral as the limit of a
sum and Riemann s approach; area under a curve.
Unit 3 Simple differential equations; differential equations of first order,
linear differential equations with constant coefficients. Applications
of differential equations to natural and social sciences — Radioactive
decay, Newton's law ofc ooling, population growth and compound
growth.
PART-III : STATISTICAL METHODS
Unit 1 Measures of central tendency, dispersion, moments, skewness and
kurtosis.
Unit 2 Correlation and linear regression.
Unit 3 Sampling techniques based on z, t F and, x2 tests.
PART-IV : PROBABILITY AND PROBABILITY
DISTRIBUTIONS
Unit 1 Approaches to probability; laws of probability, Bayes theorem and its
applications.
Unit 2 Random variables, probability distributions and mathematical
expectation, EMV criterion in business.
Unit 3 Binomial and Poisson distributions.
Unit 4 Continuous random variables and normal distribution.
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02.4 PHYSICS I
100 Marks
Unit 1 Mechanics: scalars & vectors. Addition of vectors. Newton's laws
of motion, forces and pseudo-forces, work-energy theorem,
conservative forces. Conservation of energy, conservation of linear
momentum, centre of mass, particle collisions (in 2 dimensions).
Rotational motion, torque and angular momentum. Conservation of
angular momentum. Law of gravitation, inertial and gravitational
masses, motion of planets and satellites. Kepler's laws .
Unit 2 Oscillations: free oscillations with one degree of freedom, damped
oscillations, forced oscillations, resonance and Q factor, combination
of two harmonic motions.
Unit 3 Wave optics: wave equation, traveling and standing waves,
superposition of waves, phase and group velocity. Coherent sources
and interference. Young's double slit experiment, interference in thin
films. Description of diffraction by a single slit, double slit and
diffraction grating. Polarized and unpolarised light, linear and circular
polarization; polarization by reflection.
Unit 4 Electricity, magnetism and electromagnetic theory: review of laws
of electricity and magnetism — conservation of charge,
Coulomb's/Gauss, Law. Non-existence of magnetic monopoles,
Ampere's law, Faraday s law. Displacement current, Maxwell's
equations (in integral form).
Electromagnetic waves. Light as an electromagnetic phenomenon.
Transmission lines. Optical fibres.
Unit 5 Equilibrium statistical mechanics; review of laws of Thermodynamics.
Classical statistics : Maxwell— Boltzmann distribution.
Quantum statistics: Fermi— Dirac and Bose— Einstein distributions
and their properties.
PRACTICAL At least two from each group:
GROUP I MECHANICS
1. Study of damped harmonic oscillator — Q factor.
2. Coupled pendulums.
3. Moment of inertia of irregular bodies.
4. Experiments with a loaded vertical spring.
GROUP II OPTICS
1. Wavelength of sodium light by Newton's rings .
2. Use of spectrometer— determination of \i of glass prism.
3. Diffraction grating— determination of \i of sodium light.
4. Polarimeter— specific rotation of cane sugar solution.
GROUP in ELECTRICITY AND MAGNETISM
1. Study of LCR circuit
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2. Determination of resistance and its variation with temperature of
Carey Foster's bridge .
3. Determination of L by Anderson's bridge .
4. Determination of high resistance by leakage method.
03.4 PHYSICS II
100 Marks
Unit 1 Introduction to quantum physics; review of classical physics and its
inadequacies. Particle behavior of light-photoelectric effect, X-rays,
Compton effect; wave behavior of matter; de Broglie's hyothesis,
wave function; wave and group velocity, uncertainty principle and
applications. Energy levels; Franck-Hertz experiment;
correspondence principle.
Unit 2 Quantum mechanics: Schrodinger's equation in one dimension;
time-independent Schrodinger equation; ransmission through a
barrier, particle in a box. Qualitative discussion of hydrogen— like
atom, spin, exclusion principle.
Unit 3 Solid state physics: free electron theory of metals : band theory of
solids-Bloch's theorem, Kronig-Penney model (without derivations);
metals, insulators, semiconductors; Fermi energy; intrinsic and
extrinsic semiconductors; solid state devices-p-n junction, diodes,
solar cell; bi-junction transistor.
Unit 4 Special theory of relativity: Michelson— Morley experiment;
Einstein's postulates; Lorentz transforma tion; time dilation and length
contraction; relativistic addition of velocities. Relativistic mass; massenergy
relation.
Unit5 Nuclear Physics: nuclear masses and sizes; constituents of the
nucleus, binding energy. Radioactive decay, half-life, radioactive
series; application— carbon dating; qualitative description of alpha,
beta and gamma decay. Nuclear fission, chain reaction; nuclear
fusion; source of energy in stars, elementary particles and
fundamental interactions.
Unit 6 The Universe: our galaxy; expansion of the universe— Hubble's
Law; Newtonian cosmology; microwave background radiation
(description).
PRACTICAL:
(In experiments 1-3, the theory should be done in conjunction with
the lap). In addition to the usual laboratory examination, the final
examination should have a written component which tests the
student's understanding of the theory .
A. 1. Study of power supply.
2. Study of transistor and its use as amplifier.
3. Study of op. amp. And simple applications.
B. Project: (About 20-25 laboratory hour’s duration)
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02.5 CHEMISTRY I
100 Marks
Theory = 70 Practical = 30
PART I: INORGANIC
Unit 1 Multi electron system: Pauli's exclusion principle, Hund's rule of
maximum multiplicity. Aufbau principle and its limitations; energy
level diagrams.
Unit 2 Periodic Table: modern periodic table, periodicity in properties of
elements, atomic, ionic and covalent radii, ionization energy, electron
affinity, screening effect, electro negativity, metallic and non-metallic
character.
Unit 3 Chemical bonds and molecules: shapes of simple molecules, bond
energy, and bond length, types of bonding, lattice energy, Born-
Haber cycle, Fajan's rule, dipole moment, metallic bond, hydrogen
bond, resonance and hybridization.
PART II ORGANIC
The following topics are to be dealt with keeping in mind the
introduction to the basic principles as applied to carbon compounds,
illustrated with suitable examples.
Unitl (a) Criteria of purity and purification of organic compounds:
(i) melting point and boiling point.
(ii) Crystallisation, sublimation, distillation (simple, steam,
fractional, under reduced pressure)
(iii) Chromatography - paper and thin layer.
(b) Tetrahedral Concept: Catenation, hybridisation— sp, sp^ and
sp-3, nomenclature (IUPAC notation).
Unit 2 Concepts in organic reaction mechanism:
(a) Covalent bond, homolysis, heterolysis, free radicals, ionic
species, carbanion. Carbocation, electrophile and nucleophile.
(b) Inductive, electromeric and mesomeric (resonance effect).
(c) Aromatic character-Huckel's rule a pplied to the hydrocarbons
(e.g.: benzene, polynuclear and heterocyclic compounds).
Unit 3 Isomerism
(a) Structural Isomerism (chain, positional & functional).
(b) Stereoisomerism (i) geometrical (cis and trans) (ii) optical
(symmetric and asymmetric carbon atom), optical activity,
racemic mixture and resolution.
PART-III: PHYSICAL
Unit 1 (a) Gases: characteristics of gases, ideal gases, gas laws,
deviation from ideal behavior, Van der Waal's equation (no
derivation but explanation regarding a&b), critical
phenomenon (no derivation) and liquefaction of gases.
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(b) Liquids: difference between gases and liquids on
the basis of their molecular structure, vapour
pressure of liquids, relationship between vapour
pressure and boiling point, surface tension,
viscosity, their experimental determination and
applications.
Unit 2 (a) Chemical Kinetics and Chemical equilibrium: rate of
a reaction, law of mass action, effect of temperature,
concentration and catalyst (qualitative treatment).
What is chemical equilibrium, equilibrium law and
factors influencing equilibrium states?
(b) Photochemistry: absorption of light, Lambert-Beer's
Law, Laws of Photochemistry, phosphorescence and
fluorescence.
Unit 3 Ionic equlibria and conductance: Ostwald's Dilution
Law, ionic product of water, pH value, theory of acidbase
indicators, buffer solutions, buffer range and
capacity, equivalent and molar conductance,
Kohlrausch's law of independent migration of ions,
variation of conductance with concentration for weak and
strong electrolytes. Hydrolysis of salts (only qualitative
treatment). Applications of conductance for determining
solubility product of water etc., conductometric titrations.
PRACTICAL-I
(A) PROJECT WORK:
Each student shall prepare a project which innovative &
application oriented as approved by the teacher.
(B) LABORATORY WORK:
(a) Integrated experiments involving the following aspects
such as laboratory techniques, qualitative and quantitative
analysis; (b) some physical experiments; using simple
compounds such as benzoic acid, copper sulphate and
salicylic acid (any 2 of them) and subjecting them to
various processes, e.g.
(a) Integrated Experiments:
(i) Benzoic acid: isolating benzoic acid by
hydrolysis of sodium benzoate, purifying it by hot
water, crystallization, testing its criteria of
purity by melting point determination.
Finally studying solubility curve and
determining VH.
(ii) Copper Sulphate: preparation of
cuprammonium sulphate, studying paper
chromatography of both the initial & the final
product using colonmetry of various
concentrations of copper sulphate to verify
Lambert-Beer's Law .
(iii) Salicyclic Acid: purification by sublimation,
preparation of aspirin (by acetylation), melting
point determination, paper chromatography of
both salicylic acid & aspirin respectively,
complex formation with iron namely (Fe
salicylate complex). Using colorimetry to verify
Lambert-Beer s Law.
(b) Physical Experiments:
(i) Determination of surface tension of (i) Pure
liquids (ii) Binary mixtures of liquids by
Stalagmometer.
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(ii) Measurement of Viscosities of (i) Pure liquids (ii) Binary
mixtures of liquids by O. viscometer.
(iii) Measurement of pH by pH papers/pH meter of buffer
solutions (acid & alkaline).
(iv) To study the kinetics of the reaction between Na2 S2 O3 and
HC1 using initial rate method.
03.5 CHEMISTRY II
100 Marks
Theory = 70 Practical = 30
PART - I: INORGANIC
Elementary idea of Bronsted~Lowry and Lewis concept of acids and
bases: difference between strong and weak acids and bases in terms
of equilibrium constants; applications of Arrhenius theory of
ionization to weak, mono and polybasic acids; effect of solvent on the
strengths of acids and bases-levelling effect of solvent
Comparative study of elements of zero, s and p block: an elementary
idea of general group trends, electronic configuration, atomic radii,
inert pair effect, ionization potential, electron affinity and
electro negativity; a brief knowledge of transition and inner transition
elements.
Study of some common useful inorganic compounds.
(a) Sodium chloride (b) Sodium hydroxide
(c) Sodium carbonate (d) Sodium bicarbonate
(e) Basic lead carbonate (f) Sodium thiosulphate
(g) Copper sulphate (h) Hydrogen peroxide
(i) Silver nitrate (j) Red lead
(k) Zinc oxide (1) Bleaching powder
(m) Potassium permanganate (n) Potash alum
(0) Gypsum salt (p) Plaster of Paris
PART-II: ORGANIC
Unit 1: Functional Group: difference between a functional group and a
substituent. Preparation, physical and chemical properties of
compounds containing:
(a) Halo alkanes and halo arenes.
(b) Alcohols and phenols.
(c) Aliphatic carbonyl compounds.
Unit 2 : (a) Synthetic & natural polymers: classification of polymers-natural
and synthetic polymers, [general preparation of polymers such
as Teflon, PVC (poly vinyl chloride), polystyrene, Nylon 6,6,
Terylene, resins]
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(b) Brief knowledge of the difference between (i) soaps and
detergents (ii) insecticides and pesticides
(c) Chemistry in Action : chemicals in medicines-analgesics,
antipyretics, antibiotics and disinfectants.
Unit 3 Environment and pollution : definition, causes, impact, TLV
(Threshold limit value), unit (ppm), synergism and antagonism,
various types of pollution (elementary Knowledge), environmental
segments as atmosphere, lithosphere, biosphere, hydrosphere etc.
special stress on depletion of ozone layer & its effects, photochemical
smog, green house effect, Acid rain and Black rain.
PART - III: PHYSICAL
Unit 1 Solutions: types of solution.
(a) Solution of solid in liquid-solubility, effect of temperature on
solubility.
(b) Solution of gas in liquid-Henry's law .
(c) Solution of liquid in liquid - (i) miscible liquids. Raoult's law ,
ideal solution and non-ideal solution, fractional distillation (ii)
partially miscible liquids, critical solution temperatures (III)
immiscible liquids, steam distillation.
(d) Solution of non volatile sqlutes-colligative properties, lowering
of vapour pressure, elevation of boiling point, depression in the
freezing point, osmotic pressure and reverse osmosis (only
qualitative treatment with no derivations).
Unit 2 Distribution law: partition coefficient, definition, limitations, factors
affecting the partition coefficient and applications such as solvent
extraction.
Unit 3 Thermodynamics : exothermic, endothermic reactions, systems,
surroundings, types of systems, states of a system, state functions,
process, types of process, reversible and irreversible, Extensive and
intensive properties, energy, work, heat capacity, first law of
thermodynamics, heat of a reaction at constant pressure and constant
volume, Hess's law, Born-Haber Cycle, bond energy and bond
dissociation energy. Heat of neutralization and heat of solution.
PRACTICAL-II
INORGANIC
1. Determination of percentage of Na2 C03 in a sample of washing
soda.
2. Analysis of a given sample of water for pH, conductance etc. and
determination of its hardness complexometrically.
ORGANIC
1. Detection of extra elements (N, S, Cl, Br, I) in organic compounds,
not more than two such elements may be present in a compound.
2. Detection of functional groups in monofunctional organic compounds
(only qualitative treatment).
3. Abnormal constituents of urine (sugar, ketobodies, proteins etc.).
25
PHYSICAL:
1. Determination of CST for phenol-water system.
2. Determination of heat of neutralization of HCl/NaOH.
3. To study any simple distribution system and determine the value of
partition coefficient.
OTHER EXPERIMENTS:
1. Stains such as acid, blood, betel, iodine, paint, marking ink etc. and
their removal.
2. Preparation of a toilet soap/washing soap.
3. Preparation of red ink/blue ink.
02.6 BIOLOGY I
100 Marks
Unit 1 Diversity of life
1. Five kingdoms of life: basis of classification: Monera,
Protista, Fungi, Plantae and Animalae.
2. Virus: structure, reproduction and its relation to man.
3. Monera : structure, reproduction and its relation to man. e.g.
Bacteria and Cyanobacteria.
4. Protista: structure, reproduction and its relation to man, e.g.
Clamydomonas, Paramoecium.
5. Fungi: structure, reproduction and its relation to man, e.g.
Aspergillus, mushroom.
6. Plantae
a. Structure and reproduction in Algae (e.g. Sargassum),
Bryophyata (e.g.Tliccia & Moss) and Pteridophyta (e.g.
Pinus)
b. Angiosperm : Structure and reproduction, modifications
(stems, roots and leaves).
7. Animalae
a. Non Chordata
1. Porifera: Structure and reproduction, e.g. Sycon
2. Cnidaria : morphology and reproduction, e.g. Coral
3. Platy helminthes : morphology, reproduction and its
relation to man, e.g. tapeworm.
4. Aschelminthes : morphology and reproduction, e.g.
Ascaris.
5. Annelid : morphology and reproduction, e.g.
earthworm.
26
6. Arthropoda : morphology and reproduction, e.g.
cockroach.
7. Echinodermata: morphology and reproduction, e.g.
starfish.
b. Chordata
1. Pisces : Generalised account of fish
2. Amphibia: e.g. Frog
3. Reptilia: e.g. Lizard
4. Aves : a general account of birds
5. Mammalia: e.g. rabbit, rat and man
Unit 2 : Origin of Life
Brief history, chemical evolution of first cell, Heterotrophs and
Autotrophs, advent of oxygen.
Unit 3: Evolution
Modern theory of evolution, examples of Natural Selection e.g.
colouration, mimicry, industrial melanism, insecticidal resistance,
mineral tolerance, human evolution, species and modes of speciation.
Practicals
1. Specimens study
Paramoeciu, Ascaris, Pila, Sea Urchin, Sargassum (alga)
2. Study photographs
(e.m.) T-phagc, TMV (Tobacco Mosaic Virus)
(e.m.) bacteria
3. Temporary mounts
Sponge: Gemmules and spicules
Cockroach : mouth parts, trachea
Earthworm : Septal and Pharyngeal nephridia
4. Slides of bacteria from pond water and curd
5. Structure and movement of Euglena from pond water and
Chamydomonas from rain water puddles.
6. Mushroom : Section cutting, study coloured photographs, grow
Aspergillus and examine microscopically.
7. Riccia and moss : study details
8. Fern : Section cutting (true and false indusium)
9. Pinus: Section cutting
10. Any two families : Solanaceae, Graminae (Arecaceae)
11. Study of any angiosperm, slides of T.S. anther and L.S. ovule.
27
03.6 BIOLOGY II
100 Marks
Unit 1 Structure and Function
1. Plants: types of tissues (xylem, phloem, stomata) in relation to
processes-transpiration, ascent of sap, photosynthesis (ATP
generation), cellular respiration, growth and development.
2. Animais : study of digestion, respiration, circulation, excretion,
transmission or nerve impulse, hormonal regulation.
Unit 2 Cell Biology and Genetics
1. Interaction of genes: epistasis, co-dominance, polygenic
inheritance, multiple alleles. Linkage, crossing over and genetic
maps.
2. Techniques in Cell Biology: microscopy, fractionation, tissue
culture and somatic cell hybridization, DNA technology.
3. Nucleus and Nucleic acids: structure of chromosomes -
prokaryotes and eukaryotes DNA replication, protein synthesis,
genetic control, gene mutation and chromosomal aberrations.
Unit 3 Developmental Biology
Development of human embryo.
Unit 4 Environmental Science
1. Biomes, flow of energy: food chains and pyramids
2. Pollution: Water, air, soil, noise pollution
3. Biosphere and its future: Population explosion, Nuclear
winter, acid rain, Green house effect.
Practicals
1. Working out dihybrid ratios with seeds.
2. Epistasis
3. Experiment on transpiration.
4. Oxygen evolution in photosynthesis.
5. Anaerobic-germinate seeds (Hg level).
6. Grow seeds and measure and record growth pattern.
7. Effect of IAA on decapitated plant.
8. Effect of salt concentrations on PBC.
9. Qualitative estimations of proteins, carbohydrates (sugars &
starch) and fats.
10. Abnormal constituents of urine.
11. Chick embryology: 18 hrs, 24 hrs, 33 hrs, 72 hrs.
12. Slides of frog blastula, gastrula, Neurula stages.
13. Study of a quadrat (Ecology)
14. Water analysis.
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HISTORY I AND II (02.7 and 03.7)
THE RATIONALE:
The purpose of these two courses is to make the students aware of the
processes or historical inquiry and to persuade them to look for interconnections
between structures and processes in history.
The courses make no effort to provide students with an exhaustive survey
of all the phases of Indian history or the history of any other particular
country. Such efforts at comprehensive surveys are inevitably elusive and
often tiring.
The focus therefore is on general problems and issues of historical
inquiry. History I, looks at societal forms the specificites of different systems
and their transformations, the long term trends and processes in history.
History II, shifts the focus away from large systems and trends and probes
the connection between culture, identity and power; and through these issues it
looks at the history of colonialism and modes of resistance.
The courses will develop around a set of readings - preferably essays.
While the focus in paper II will be on India, the discussion and the readings
will refer to the history of other countries. Students will be expected to read
around 500 to 700 pages for each course. In History I, eight to ten lecture
hours will be devoted to each unit and in History II, ten to twelve hours may
be spent in discussing the themes of each unit.
02.7 HISTORY I
TRANSFORMATIONS IN HISTORY
100 Marks
Unitl 1. Understanding History: the conceptual basis of history as a
discipline, the question of historical objectivity and truth.
2. Interpreting Sources : the nature of historical source
(archaeological, numismatics, epigraphic, literary, written/oral),
problems of interpretation.
These lectures will attempt to understand the problematic nature of
historical interpretation and the limits to historical imagination
imposed by the nature of sources.
Unit 2 3. Hunting Gathering: paleolithic, mesolithic, neolithic.
4. Domestication of Plants and Animals: pastoralism, shifting
cultivation, settled agriculture.
These lectures will discuss the basis and characteristics (social,
economic, cultural) of different societal forms.
Unit 3 5. Emergence of States: monarchies, republics. A case study of
Ganasanghas/Magadha/Pallavas/ Satavahanas.
6. The concept of Empire: a case study of Magadha.
These lectures will discuss the forms of early states and the processes
of their emergence; they will analyze how states evolve into empires
and how they collapse.
29
No effort will be made to discuss all possible historical instances
mentioned above : only one from a basket of cases will be
considered.
Unit 4 7. Feudalism : the debate on feudalism; the European case and the
Indian experience.
8. The Medieval State: the absolutist state in Europe; the Mughal
State in India: regional state forms in the eighteenth century.
Unit 5 9. Renaissance and the process of secularization: transformation of
religion and the emergence of the ideals of rationality and
reason.
10. Industrialization and Imperialism: industrialization and the
transformation of the economy; the specificities of imperialism
in the industrial age.
The lectures in this unit will focus on the cultural and economic
processes that formed a part of the making of the modem world.
Unit 6 11. The Democratic Revolutions: the French case, end of the
ancient regime; the nature and the legacy of the revolution.
12. The Socialist Revolutions: the Russian case: the ideals of
socialism and the nature of the revolution.
13. Nationalism and the Nation State: the lectures will discuss
some of the different ideologies and movements of modem
times; they will analyze the difference between European
nationalism and nationalism in the colonial context and the link
and the opposition between different articulations of nationalism
will be discussed.
03.7 HISTORY II CULTURE, POWER AND COLONIALISM
100 Marks
Unit 1 Colonialism and Underdevelopment
The relationship between colonialism and underdevelopment and the
variety of ways in which colonial power asserts itself will be
discussed.
Unit 2 Education and Society
This theme will discuss the history of different forms of pedagogy (in
pathshalas, tols, madarsas, schools etc.) and die structures of formal
and informal education in colonial and pre-colonial India.
Unit 3 Language and Identity
The significance of language in the formation and assertion of
identities and the link between language and power will be
discussed. The conflicts between languages, the histories of their
transformations and the processes of their interaction will be touched
upon.
Unit 4 Science, Knowledge and Power
The different frameworks of scientific knowledge, the conflicts
between forms of indigenous and western knowledge and the link
30
Between colonial hegemony and the domination of western science
will be discussed with specific reference to medicine and scientific
forestry.
Unit 5 Art, Society and Politics
The lectures will trace the shifting forms of art/architectural styles in
India and their links with questions of identity and power.
Unit 6 Religion, Politics and Society
The lectures will discuss the history of different forms of patronage
of religions; the conflicts between heterodox and orthodox sects; and
the relation between religion and politics.
Unit 7 Resistance and Domination
The lectures will discuss a variety of forms of resistance to
domination: silent protests/open rebellion, everyday resistance/
political movements, cultural/political resistance, passive/active
resistance.
02.8 POLITICAL SCIENCE I
100 Marks
POLITICAL STUDIES: CONCEPTS IN THEORY AND
PRACTICE
Unit 1 Introduction to the study of Politics
1. Perspectives on:
a. Power relations, conflicts and conflict resolution;
b. Social change and Social movements.
2. Methods of the study of politics:
a. Ethics and philosophy-Aristotle and Hegel;
b. Institutions and legality-Mill;
c. Materialist interprcuuion of history-Marx and Mao;
d. Behaviouralism;
e. Comparative politics-Almond, Frank & Wallerstein.
Unit 2 Important theoretical concepts
Rights, liberty, equality and justice-in the light of the following:
a. conflict between nature and law in ancient and modern thought;
b. human rights;
c. the feminist critique of theories of justice and rights.
Unit 3 Society, community and politics
a. polis and the nature of the state in Greek antiquity;
b. monarchy and changing notions of the state;
31
C. civil society and the modern nation-state;
d. the state in post-colonial societies.
Unit 4 Nationalism
1. In Europe:
a. emerging identities in the nineteenth century;
b. the rise of fascism in the 1920s and 1930s;
c. the debates of the second International on the right of
nationalities to self-determination;
d. 'new trends in nationalism in the 1980s and 1990s .
2. In the colonies, emerging from different anticolonial struggles:
a. Peaceful transfer of power-India, Nigeria;
b. Violent revolutionary struggles-Angola, Algeria;
c. Political visions-Gandhi, Fanon, Cabral, examples from
South-East Asia.
Unit 5 Imperialism
a. the industrial revolution and imperialism;
b. the new world economic order in the age of Bretton Woods and
Comecon; the imperialism of aid and development;
c. its character after the 1950'-sLatin America., Vietnam and
South Africa.
03.8 POLITICAL SCIENCE II
100 Marks
SOME NEW ISSUES IN POLITICS
Introduction: A Reappraisal of the Concerns of Politics.
1. From institutional and state-centered conceptions of politics to politics
as a study of relations of power in society.
2. The entry of hitherto marginal groups and issues into the political
mainstream
3. The transformation of the global balance of power in the late
twentieth century.
Gender
The challenge of political theory from the concept of gender.
Major issues in feminist politics : women's access to employment,
property and other resources-capitalist development in post colonial
societies and their impact on women-issues relating to 'body politics'
(sexual violence, access to abortion, intrusive and harmful
contraceptive method purveyed in the south by multinational
companies)-sexism in legal discourse-feminism and the labour
movement.
32
3. The Indian Women's movement: central issues, ideological
differences within the movement, relationship with other social
movements.
Unit 2 Environment and Development
1. The challenge to the dominant development paradigms from the
perspective of the environment: critique of Post-Enlightenment
rationality and instrumental reason (Frankfurt school, Gandhi and
postmodernist thought).
2. The debates on appropriate technology, sustainable development,
traditional systems/practices of medicine, indigenous systems of
management of water, soil, forests.
3. The ecology movement-history and context of emergence of western
movements (e.g. Greenpeace, Friends of the Earth, CND) and nonwestern
movements (Chipko, Silent Valley, NBA and other
examples from Latin America and South-East Asia). Relationship of
these movements with the State, mainstream political parties and
other social movements (e.g. trade unions, women's and civil right s
movements)
4. The contradictions of the dominant international economic order and
the agenda of the environment-the use of environment concerns by
the industrialized North as a weapon against the South.
Unit 3 The changing character of socialism
1. The main features of socialist thought unto the 1980s.
2. Characteristics of socialist countries upto the 1980s.
3. Challenges after the 1980s.
a. the collapse of the Soviet Union and Eastern Europe
b. features of the crisis-response from within socialism
c. impact on post-colonial societies/third world.
Unit 4 The changing character of capitalism
1. From laissez-faire to welfare state.
2. Capitalism in the 1980s: Thatcherism and Reaganomics.
3. Transnational companies and their role in post-colonial countries.
02.9 GEOGRAPHY I
PHYSICAL GEOGRAPHY
lOOMarks
Unit 1 Understanding basic concepts: location, area, flows/network, space
and environment; scope of physical geography.
Unit 2 Lithosphere : geological time scale; internal structure of earth;
rocks and their types; folds and faults; earth quakes and volcanoes;
plate tectonics-isostacy, theory of plate tectonics, movement of
major
33
Plates and their consequences; development of landforms and role of
different agencies.
Unit 3 Atmosphere: structure and composition of atmosphere; insolationfactors
and spatial distribution; pressure-factors and spatial
distribution; general circulation of atmosphere-world wind belts,
monsoons and cyclones: classification of climate-Koppen's
classification.
Unit 4 Hydrosphere : temperature, salinity and density of ocean waterfactors
influencing their spatial variation in oceans; movements in
ocean waters-waves, currents and tides; major ocean currents.
Unit 5 Soils and vegetation : soil-formation, classification and general
distribution of major soil types; vegetation-factors, classification of
vegetation and a general distribution of major vegetation types; interrelationship
of climate, soils and vegetation m (a) semiarid, (b)
temperate and (c) equatorial region.
Unit 6 Understanding Maps and Diagrams (Practical) : (a) scales; (b)
cardinal points; reading and measuring; and (c) projection-properties
and types; topographical maps : identification numbers and
interpretation of physical features; weather maps; conventional
symbols and interpretation of weather maps; instruments used to
measure temperature, pressure, humidity and precipitation;
identification of rocks.
Unit 7 Project work: techniques of report writing; a report on geographic
study of any region-mountain, desert, coastal or plain.
03.9 GEOGRAPHY II
HUMAN GEOGRAPHY
100 Marks
Human Geography: major paradigms in changing trends.
Resource Geography: definition and classification of resources; land
resource and land use classification; water resources-ground water
and surface water; energy resources-conventional (fuel wood, coal,
petroleum and hydro) and non conventional (solar, wind and geo
thermal); biotic-forests and fisheries.
Agricultural Geography : types of farming; study of the following
agricultural types- (a) shifting agriculture, (b) subsistence, (c
commercial, (d) plantation and (e) dairy farming; study of the
following crops- (a) wheat, (b) rice, (c) cotton and (d) sugarcane;
world, agricultural problems.
Industrial Geography: factors affecting industrial location; major
industries: (a) mineral based (petro-chemicals and iron and steel), (b)
agro-based (c) consumer based (automobiles and electronics);
patterns and trends of industrialization.
Population Geography: demographic variables-^fertility, mortality
and migration; population growth and demographic transition model;
causes and consequences of international migrations; population
resource relationship-over, under and optimum population.
Population policies: types-prdnatalist and antinatalist
34
Unit 6 Settlement Geography : classification of settlements-rural and urban;
rural settlements-factors and types of rural settlements; urban
settlements-origin, classification criteria and world urbanisation
pattern; city and its region.
Unit 7 Transport Geography: world pattern of rail, road, air and water
ways. ,
Unit 8 Understanding Maps and Diagrams (Practical): use of thematic maps
(dot, croropleth and isopleth method); located statistical diagrams (bar
diagram, pie chart and line graphs).
Unit 9 Project work: a report based on local study of the geographical
characteristics related to any theme mentioned in different units in
paper II. (Resources, Agriculture, Industrial and Others).
02.10 ECONOMICS I
100 Marks
Unit 1 Role of price mechanism: market demand & market supply.
Unit 2 Law of demand, Demand curve: Marshallian utility analysis and
indifference curve approach. Elasticity of demand, Revenue curves -TR,
MR, AR.
Unit 3 Production: factors of production & their combinations: law of
returns: economics & diseconomies of scale: cost curves.
Constituents of cost, wages, rent, profits, interest, and concept of
opportunity cost.
Unit 4 Objectives of a firm-profit maximization, sales maximization, cost
minimization, other non profit objectives. Market equilibrium
conditions under perfect competition and imperfect competition
(details of monopoly, oligopoly, monopolistic competition not
required) objectives of non profit organisations.
Unit 5 International trade: principle of comparative advantage, terms of
trade.
Unit 6 National product: structure and concept, circular nature of income
flows; methods of estimation; income, product and expenditure;
problems of estimation.
Unit 7 National income estimation in India: composition of GDP;
significance of various aggregates and their interrelationships.
Unit 8 Difference between microeconomics and macroeconomics.
Determination of aggregate demand and aggregate supply to the
resultant equilibrium income and employment. The concept of
multiplier.
03.10 ECONOMICS II
lOOMarks
Unit 1. Problems of economic development: role of capital and technology;
nature and causes of economic backwardness; key issues in
economic transition - capital formation, unemployment, growth and
income distribution. Colonialism and underdevelopment in the Indian
context.
Unitt 2. Objectives of planning; strategy of growth in a mixed economy; role of
public sector. Assessment of performance under Five Year Plan Trends
of Ny & PCY. Mobilisation of financial resources for plans.
Unit 3. Resource allocation across sectors; agriculture, industry, services,
foreign trade: between 1951 and the current Five Year Plan. Critical
assessment of the policies and achievements of various sectors.
Unit 4. Demographic indicators of development-quantitative and qualitative*
dimensions; quality of life Index (performance in education, health,
child labour, participation of women in the work force, etc.)
(Poverty, problem of unemployment: reclassification of groups
(educated & uneducated unemployedment, employed in the informal
sector, disguised unemploy)}.
Unit 5. Univariate frequency distributions: measures of location and of
dispersion. Elementary discussion on bivariate frequency
distributions, association of attributes. Correlation, regression and
factor analysis.
Unit 6 Index numbers of agricultural and industrial production (wholesale &
consumer prices; meaning and uses) Indices of human development
with special reference to educational development
Unit 7. Time series: objectives, components of time series, calculation of
trend-linear and non-linear trends.
D.U.P. – 137/5.2 2000/200+50
For more details, visit http://www.du.ac.in/course/syllabi/b-el-ed.pdf
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