Instructor: Sanjay Joshi Office: LA 206

Phone: 523-6216 or 523-4378Office Hours: MWF 10:10- 11:10

E-mail: Sanjay.Joshi@nau.eduURL: http://jan.ucc.nau.edu/~sj6

IMPORTANT: Please look at the "Northern Arizona University Policy Statements" and the "Classroom Management Statement" at the back of this documentbefore reading the syllabus.
 

Course Description

This course examines the history of India from c. 2500 B.C.E. to c. 1750 C. E. While roughly organized around developments in political history, the course emphasizes the rich diversity of human experience in the form of important economic, social and cultural developments of this period. Thus not only will the course cover the rise and fall of civilizations, kingdoms and dynasties, but also the ecological, economic, social and cultural factors that accompanied and contributed to such changes. Our textbook as well as many "primary sources" -- the writings of people actually living in the periods of history we examine -- will help us to better understand the factors that have shaped a relatively unique civilization in South Asia. This course will also highlight competing interpretations of Indian history, and encourage students to examine these interpretations, and evaluate them on the basis on what they have learnt about historical events, personalities, and processes occurring in pre-modern India. Therefore, along with familiarizing students with some of the details of an unfamiliar history, the objective of this course is to encourage discussion, debate, and reasoned argumentation supported by facts.
 

Course Structure/Approach

The format of the course consists of lectures and informal discussions. Students are encouraged to raise questions and make comments throughout the course. Please note: This course requires extensive use of internet resources.
 

Course Readings 

1. Hermann Kulke and Dietmar Rothermund. History of India. 3rd Edition. Routledge, 1998. REQUIRED. 
 

2. The Mahabharata. Translated by Chakravarthi V. Narasimhan. Revised Edition. Columbia University Press, 1997. REQUIRED
 

3. A set of REQUIRED readings available on the World Wide Web (WWW). 
 

4. A set of RECOMMENDED readings available on the WWW. 
 

If necessary I may put other recommended or required readings on reserve at the Cline library. 
 

Assessment of Outcomes 

The course uses primarily two types of instruments to assess your achievement of the learning objectives listed above: two examinations ( 25% and 35% of the total points for the course), and two short papers (20% of the total course grade each). The examinations may consist of short answer, essay, and/or map questions to test your breadth of factual details and interpretive insights into Indian history. The papers are designed to test your ability to critically read and think creatively about the material on Indian history, and to be able to present it effectively in appropriate prose. 
 

Assignments and Exams

I. Term Papers: You will write two short papers between 5 and 7 pages in length in response to specific questions. The first paper will ask you to use the Mahabharata as a primary source for understanding the history of Ancient India. The second paper will ask you to analyze the way in this history has been interpreted and re-interpreted in recent times to suit contemporary political purposes. The second paper will most certainly involve extensive, guided, research using internet resources. Each paper will count for 20% of the total grade for the class.
 

II.Mid-Term and Final Exams: There will be one final and one mid term exam. The mid term will consist of a map quiz and a number of short answer questions. A list of map locations and topics for short answer questions will be provided in advance of the exam. The mid term will count towards 25% of the total course grade. In addition to the components of the mid-term, the final exam may also involve writing out longer essay-type answers to questions. A list of map locations, short answer topics, and essay themes will, again, be handed out in advance of the exam. The final will count towards 35% of the course grade. 
 

Grading System

Grades for the course will be determined according to the following criteria:

Paper One 20%

Paper Two 20%

Mid-Term Exam 25%

Final Exam 35%

TOTAL FOR COURSE 100%

The grading scale for the course will be as follows: 

90%+ = A; 80 - 89%= B; 70-79%= C; 60-69%= D; below 60%= F.

Course Policies

ALL WRITTEN ASSIGNMENTS ARE DUE IN CLASS.
 

PLEASE NOTE: I do not give extensions, incompletes, or make-up exams, except in cases allowed for by University Policy. 
 

Plagiarism or other forms of academic dishonesty will not be tolerated in any of the assignments, and will result in failing the course. Please consult the section on "Academic Integrity" in the NAU Policy Statements appended to this syllabus for further details. IT IS THE STUDENTS' RESPONSIBILITY TO FAMILIARIZE HERSELF/HIMSELF WITH THESE MATTERS AS DEFINED BY THE UNIVERSITY. 
 

Attendance and Punctuality

While I will not take regular roll, frequent and repeated absence and/or lack of punctuality will be penalized at my discretion. Whatever your reasons for arriving late or missing a class, it is YOUR RESPONSIBILITY to arrange to meet or call a classmate and find out what happened in that class. I encourage you to form small "study groups" or at least make a "class buddy" whom you can contact for information about classes missed, study with for the exams, or more generally discuss the proceedings of the class. 
 

In General

I expect you to come to class having done all the required reading and prepared to engage in discussion. I also expect you to be motivated to learn about the subject and to improve your skills as a historian. There is only so much a teacher can do to assist students in the learning process. I will do my best to help you understand more about the subject. What you make of this course however, is ultimately entirely up to you.
 

PROVISIONAL COURSE OUTLINE (subject to modification)
 
 

WEEK ONE COURSE INTRODUCTION 

August 28-September 1

Reading: Kulke and Rothermund, Introduction.

Explore: The web-site on Harappa http://www.harappa.com
 

WEEK TWO MYSTERIES OF THE INDUS VALLEY CIVILIZATION

September 6-8

Readings: Kulke and Rothermund, pp. 16-29.

Explore: The web-site on Harappa http://www.harappa.com
 

WEEK THREE COMING OF THE ARYAS

September 11-15

Readings: Kulke and Rothermund, pp. 29-43.

Explore: Sites on the VEDAS http://www.wsu.edu:8080/~wldciv/world_civ_reader/world_civ_reader_1/rig_veda.html

and the UPANISHADS http://members.aol.com/Heraklit1/upanish.htm
 

I strongly advise that you START READING THE MAHABHARATAthis week.

WEEK FOUR AGE OF THE EPICS

September 18-22

Readings: Kulke and Rothermund, pp. 43-46.

Narasimhan, Mahabharata.
 

Explore: Site on the Mahabharata http://web.utk.edu/~jftzgrld/MBh1Home.html

Screening: One part of Peter Brooks' Mahabharata. 

Recommended Sites: (not required browsing) 

Ramayana at Syracuse http://www.maxwell.syr.edu/maxpages/special/ramayana/Intro.htm

Images and maps  http://www.maxwell.syr.edu/maxpages/special/ramayana/imagesmaps.htm
 

SEPTEMBER 22, PAPER ONE ASSIGNED
 

WEEK FIVE AGE OF EMPIRES

September 25-29

Readings: Kulke and Rothermund, pp. 47-67.

Explore: 

Map of emerging states (mahajanapadas) http://www.history.upenn.edu/hist188/schmidt8.jpg

Map of the Mauryan Empire http://www.wsu.edu:8080/~dee/ANCINDIA/MAURYMAP.HTM

Ashikan Pillar Image  http://www.humanities.ccny.cuny.edu/history/reader/asokapillar.htm

Selections from The Arthshastra http://www.fordham.edu/halsall/india/kautilya1.html#Book I, Chapter 19
 

Recommended: Edicts of Ashoka http://www.cs.colostate.edu/~malaiya/ashoka.html
 

WEEK SIX THE HETERODOXIES BUDDHISM AND JAINISM

October 2-6

Readings: Skim Kulke and Rothermund 69-81

Explore:

Buddhism basics:  http://www.humanities.ccny.cuny.edu/history/reader/4nobletruths.htm

Buddha image: http://acc6.its.brooklyn.cuny.edu/~phalsall/images/guptbudd.gif

Jainism basics:  http://www.sscnet.ucla.edu/southasia/Religions/gurus/Mahavir.html

and http://arham.com/abt_jain_index.htm
 

Map of the land in Buddha's time: http://www.buddhanet.net/mapbud.htm
 

Stories from Buddhist sources: 

1. The phony holy man http://www.buddhanet.net/bt_40.htm

2. The holy man who tried to be too holy http://www.buddhanet.net/bt_46.htm

3. Wisdom of Queen Tenderhearted http://www.buddhanet.net/bt_14.htm
 

Recommended: Buddhism http://acc6.its.brooklyn.cuny.edu/~phalsall/texts/bud-ser1.html

Jainism  http://www.cs.colostate.edu/~malaiya/jainhlinks.html#Introduction
 

WEEK SEVEN PLUS A CLASSICAL AGE?

October 9-16

Readings:Kulke and Rothermund, 81-93; 98-99

Explore: Gupta Map http://www.wsu.edu:8080/~dee/ANCINDIA/GUPTAMAP.HTM

Gupta Map II http://www.history.upenn.edu/hist188/schmidt12.jpg

Excerpts from the "Laws of Manu" http://www.humanities.ccny.cuny.edu/history/reader/manu.htm

Understanding India's Caste System by Joe Elder http://www.dalitusa.org/es.html
 

Recommended : Chapter Three of the Laws of Manu at http://oaks.nvg.org/pv6bk4.html#3

Or the full text of the Laws of Manu at: http://www.fordham.edu/halsall/india/manu-full.html
 

OCTOBER 13, PAPER ONE DUE
 

WEEK EIGHT MID TERM REVIEW AND EXAMS ! 

October 18-20
 

WEEK NINE TOWARD A NEW ERA 

October 23-27

Readings: Kulke and Rothermund, 103-111; 118-120.

Kulke and Rothermund, 120-124; 130-143

Kulke and Rothermund,152-69

Explore: 

Harsha Empire Map: http://www.history.upenn.edu/hist188/schmidt14.jpg

Dancing Shiva image: http://www.humanities.ccny.cuny.edu/history/reader/shiva.htm

Sultanate chronology http://www.itihaas.com/medieval/delhi-sultanate.html

Sultanate Architecture http://www.ne.jp/asahi/arc/ind/unesco/11_qutub/qut_eng.htm
 

OCTOBER 27, PAPER TWO ASSIGNED
 

WEEKS TEN - ELEVEN "ISLAMIC CONQUEST"? A CASE STUDY

October 30-November 8

Readings (web based) 

Richard Eaton, "Rise of Islam and the Bengal Frontier Introduction, plus chapters 1-4, at http://www-ucpress.berkeley.edu:3030/dynaweb/public/books/south_asia/eaton/@Generic__BookView (USE HIDE FRAMES OPTION FOR EASE OF READING) 
 

Explore: Islamic History to 1600: A Global Perspective http://www.ucalgary.ca/HIST/tutor/islam/index2.html

Amir Khusro web site http://www.angelfire.com/sd/urdumedia/
 

WEEKS TWELVE-THIRTEEN NEW POWERS: MUGHALS AND EUROPEANS

November 13-22

Readings: 

Eaton, Chapter Five (same URL as above)  http://www-ucpress.berkeley.edu:3030/dynaweb/public/books/south_asia/eaton/@Generic__BookView

Kulke and Rothermund, 184-192

Kulke and Rothermund, 192-201

Kullke and Rothermund, 201-213

Kulke and Rothermud, 213-223.

Explore: 

Mughals http://www.wsu.edu:8080/~dee/MUGHAL/MUGHAL.HTM

http://www.wsu.edu/~dee/MUGHAL/MUGHMAP.HTM:

http://www.sscnet.ucla.edu/southasia/History/Mughals/mughals.html
 

Maratha Territories http://www.history.upenn.edu/hist188/schmidt29.jpg
 

Portuguese Empire http://www.geocities.com/Athens/Styx/6497/Pempire.html
 

East India Company Traders to Rulers http://jan.ucc.nau.edu/~sj6/tradetoruleweb.htm
 

WEEK FOURTEENLINEAGES OF THE PRESENT 

November 27-December 1
 

The history of India from the earliest times to the present is far from dead. On the contrary, it is the site of an ongoing debate about the nature of present-day politics. Based on the research being done for the second paper, during this week students will make class presentations to show how pre-modern Indian history is being used (or abused) as part of contemporary political debates. 
 

DECEMBER 1, PAPER TWO IS DUE IN CLASS
 

WEEKS FIFTEEN READING WEEK

December 4-6 (no class December 8^th, study for exams)

Wrapping up and end of term review
 
 
 

Thematic Focus

Valuing the Diversity of Human Experience: This period of Indian history demonstrates the ways in which a variety of groups -- those indigenous to the region as well as a number of migrant groups -- contributed to the making of a distinct civilization in the Indian subcontinent. This interaction produced new forms of social organization, such as the caste system, a large variety of linguistic and regional differences among the people, and some of the major world religions such as Buddhism, Jainism, Sikhism, and the variety of ethical, philosophical, ritual, and devotional systems commonly described as Hinduism. From the eighth century on, Islam also played a pivotal role in shaping social, cultural, and political life in India. The course examines the ways in which contestation and co-optation, exclusion and assimilation, intimidation as well as intellectual persuasion, marked the history of India over this period, as people searched for ways to negotiate the diversity in social, religious, regional, and linguistic affinities produced by its history. 
 

Technology and its Impact: Too often we tend to think of technology as a tool of the modern world. Yet technological innovations were crucial to shaping pre-modern histories, including those of India. Rather than looking at technology in isolation, this course will look at the social and economic basis of technological innovations, and their impact on human society. Thus we will examine the advanced building skills of the people of the Indus Valley Civilization more than four thousand years ago as a product of advanced techniques of economic production. We will look at the crucial importance of the discovery of iron and the ways in which it contributed to the creation of new social distinctions and made possible new imperial states. Extending the definitions of technology, we will see how new techniques of administration and revenue collection contributed to the creation and maintenance of empires across large parts of India. The course will explore not only the development of new technologies, but the ways in which such technological innovations shaped the way in which power was exercised in India. 

Distribution Block: Cultural Understanding.
 

Essential Skills: Critical reading, creative thinking, effective speech and writing, critical thinking, use of Technology for Learning. 
 

Course Objectives 

1. Students will be able to identify the broad contours of the political, social, and cultural history of India to c. 1750 on written examinations. (Critical thinking, effective writing)
 

2. Through writing papers students will be able to demonstrate the ability to critically read and interpret primary and secondary sources, and reach their own conclusions about the merits of different arguments. (Critical reading and thinking, creative thinking)
 

3. Students will be able to combine evidence from secondary and primary sources to describe the complexities of social, political, and cultural life in Ancient India in their papers. (Creative thinking, critical reading and thinking, effective writing) 
 

4. Use traditional printed material and a judicious use of Internet or other digital sources to gather information for presentation in papers and examinations. (Use of technology for learning, effective speech and writing)