How When and Where: (a) Introduce the changing nomenclature of the subcontinent and regions. (b) Delineate major developments within the time frame. (c) Suggest how the sources of study for this period are different to those of earlier periods.

From Trade to Territory The Company Establishes Power: (a) Unravel the story of a trading company becoming a political power. (b) Show how the consolidation of British power was linked to the formation of colonial armies and administrative structures.

Ruling the Countryside: (a) Provide a broad view of changes within rural society through a focus on two contrasting regions. (b) Show the continuities and changes with earlier societies. (c) Discuss how growth of new crops often disrupted the rhythms of peasant life and led to revolts.

Tribals Dikus and the Vision of a Golden Age: (a) Discuss different forms of tribal societies. (b) Show how government records can be read against the grain to reconstruct histories of tribal revolts.

When People Rebel 1857 and After: (a) Discuss how revolts originate and spread. (b) Point to the changes in colonial rule after 1857. (c) Illustrate how vernacular and British accounts can be read to understand the rebellion.

Colonialism and the City: (a) Outline the nature of urban development in the 19th and 20th centuries. (b) Introduce students to the history of urban spaces through photographs. (c) Show how new forms of towns emerged in the colonial period.

Weavers Iron Smelters and Factory Owners: (a) Familiarise students with the processes of de-industrialisation and industrialisation. (b) Give an idea of the technologies of weaving and the lives of weavers.

Civilising the Native Educating the Nation: (a) Show how the educational system that is seen as universal and normal today has a history. (b) Discuss how the politics of education is linked to questions of power and cultural identity.

Women Caste and Reform: (a) Discuss why so many reformers focused on the women’s question, and how they visualised a change in women’s conditions. (b) Outline the history of new laws that affect women’s lives. (c) Illustrate how autobiographies, biographies and other literature can be used to reconstruct the histories of women.

The Changing World of Visual Arts: (a) Outline the major development in the sphere of arts. (b) Discuss how these changes are linked to the emergence of a new public culture. (c) Illustrate how paintings and photographs can be used to understand the cultural history of a period.

The Making of the National Movement 1870 to 1947: (a) Outline the major developments within the national movement and focuses on a detailed study of one major event. (b) Show how contemporary writings and documents can be used to reconstruct the histories of political movements.

India After Independence: (a) Discuss the successes and failures of the Indian democracy in the last fifty years. (b) Illustrate how newspapers and recent writings can be used to understand contemporary history. To know the meaning of resources their variety, location and distribution;

Resources: resources and their types – natural and human. To know the meaning of resources their variety, location and distribution.

Land Soil Water Natural Vegetation and Wildlife Resources: To understand the importance of resources in our life; To appreciate the judicious use of resources for sustainable development; To develop awareness towards resources conservation and take initiative towards conservation process;

Mineral and Power Resources: their distribution, utilisation and conservation, land and soil, water, natural vegetation, wildlife, mineral and power resources (world patterns with special reference to India).

Agriculture: Types of farming, major crops, food crops, fibres, beverages, agricultural development – two case studies – one from India and the other from a developed country/a farm in the US/ Netherlands/ Australia.

Industries: classification of industries based on size, raw material, ownership; major industries and distribution; infrastructure and development. To understand important forms of manufacturing industries.

Human Resources: composition, population change, distribution and density. To understand the role of human resources in development of nation’s economy.

The Indian Constitution Vision set forth in the Indian Constitution with a focus on secularism. On how an ideal of the Constitution translates into a law. On how ideals of secularism got translated into fundamental rights. On Fundamental rights as human rights. On Fundamental Duties.

Why do we need a Parliament understand why India chose a parliamentary form of govt, gain a sense rationale of the essential elements of the parliamentary form of government, analyse the role of people’s agency in placing demands for legislation,

Judiciaryunderstand the main elements of our judicial structure, appreciate the need for the processes followed, understand what an FIR is and how to file one.

Understanding Marginalisation understand what is meant by marginalised, gain a critical understanding of social and economic injustices, develop skills to analyse an argument from the margianlised point of view.

Public Facilities think about the role of government in the economic sphere, see some links between people’s aspirations\ needs and role of government.

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