MAHARAJA GANGA SINGH UNIVERSITY, BIKANER

SCHEME OF EXAMINATION AND COURSES OF STUDY

FACULTY OF EDUCATION

SYLLABUS

B.A.B.ED FOUR YEAR SCHEME OF EXAMINATION

B.A. B.Ed. Part I Examination 2022-2023

B.A. B.Ed. Part II Examination 2023-2024
B.A. B.Ed. Part III Examination 2024-2025
B.A. B.Ed. Part IV Examination 2025-2026

2022-2026
 FACULTY OF EDUCATION SYLLABUS AND SCHEME OF EXAMINATION
ORDINANCES FOR B.A.B.Ed. PROGRAMME

The M.G.S. University, Bikaner hereby institutes the following ordinances under the scheme
governing admission, course of study, examination and other matters relating to the degree of B.A.B.Ed
programme under the Faculty of Education.
I. Eligibility
1. The course of study shall extend over a period of four years as an integrated course in Language
and Social Science, Education, Work Experience, General Hindi/General English and
Environmental Education and Sustainable Develop -ment leading to the composite degree of B.A.
B.Ed.
2. Candidates who have passed Senior Secondary 10 +2 examination or any other examination
recognized as equivalent thereto by the MGS University, Bikaner with at least 50% marks in the
aggregate are eligible for admission to the course.
3. The reservation for SC/ST/OBC/PWD (Person with Disability)/SBC and other category shall be as
per the rules of the Central Government/State Government whichever is applicable.
4. There will be a pre B.A./B.Sc. B.Ed. test for admission in this course in all the colleges of
Rajasthan. Candidates who have passed senior secondary examination (10+2) in any faculty from
Board of Secondary Education, Rajasthan Ajmer or any other board as equivalent to there to by
the M.G.S. university Bikaner with at least 50% marks in the aggregate are eligible to apply for
admission to the course however SC/ST/OBC, SBC as well as physically challenged and widow or
divorce women candidate of Rajasthan having at least 45% marks in aggregate in the senior
secondary examination will be eligible to apply for admission.
5. Candidate will be eligible for admission in B.A. B.Ed. if s/he has qualified qualifying examination
with appropriate merit. It is also essential for the candidate to opt any three subjects from among
Social Science And Language subjects taught i.e. History, Geography, Economics, Political
Science and language either Hindi or English or Urdu or Punjabi or Sanskrit.
 II. PROGRAMME STRUCTURE, INSTRUCTIONS & SCHEME OF EXAMINATION
B.A. B.Ed. Part I Examination
Course/ Paper Periods Periods Paper with Exam. Max. Min.
Per Week Per Year External/ Duration Mark for
Internal (hrs.) Pass
Group A: General Courses (GC)*
GC 1: Gen Hindi/ 4 124 External 3 100 36
Gen English
GC 2: Environmental Education & 2 62 External 2 50 18
Sustainable Development

Group B: Core Courses (CC)

4 124 CC–1 (I)
CC 1 : External 3 60
English/Hindi/Sanskrit/Urdu/Punjabi Internal 15 54
4 124 CC–1 (II)
External 3 60
Internal 15
3 93 CC–2 (I)
External 3 40
CC 2: Geography Internal 10 36
3 93 CC–2 (II)
External 3 40
Internal 10
4 124 Practical 5 50 18
4 124 CC–1 (I)
External 3 60
CC 3: History Internal 15 54
4 124 CC–1 (II)
External 3 60
Internal 15
4 124 CC–1 (I)
External 3 60
CC 4: Political Science Internal 15 54
4 124 CC–1 (II)
External 3 60
Internal 15
CC–5 (I)
4 124 External 3 60
CC 5 : Economics Internal 15 54
CC–5 (II)
4 124 External 3 60
Internal 15
CC 6: Childhood and growing up 4 124 External 3 60 27
Internal 15
Group C : Developing Teacher Sensibilities
Section I : Experiences for Teacher Enrichment
ETE 1 : Enriching Learning 2 62 Internal 50 18
through Information and
Communication Tech.
ETE 2 : Yoga, Health and Well being 2 62 Internal - 50 18
Section II : Experiences for Social and Environmental Sensitivity (SES)
SES 1 : Work Experience
i .Case study of special child 3 93 Internal - 50 18
ii Project report on slum area children”s
how to educate and motivate them
SES 2 Arts and Aesthetics One week workshop Grade
* Marks will not be added to the aggregate for award of division
ETE and SES Internals are to be evaluated by a team of two members constituted by
Principal.
Distribution of Marks: Total periods per week:
General Courses : 150* With Geography 43
Core (Language and Social Sc.) Courses : 450
Education : 225 Without Geography 41
Total Marks 675
B.A. B.Ed. Part II Examination
Course/ Paper Periods Periods Paper with Exam. Max. Min.
Per Week Per Year External/ Duration Mark for
Internal (hrs.) Pass
Group B: Core Courses (CC)
6 180 CC–1 (I)
CC 1 : External 3 80
English/Hindi/Sanskrit/Urdu/Punjabi Internal 20 72

6 180 CC–1 (II)

External 3 80
Internal 20
3 90 CC–2 (I)
External 3 40
Internal 10
CC 2: Geography 3 90 CC–2 (II)
External 3 40 54
Internal 10
3 90 CC–2 (III)
External 3 40
Internal 10
4 120 Practical 5 50 18

6 180 CC–1 (I)

External 3 80
CC 3: History Internal 20 72
6 180 CC–1 (II)
External 3 80
Internal 20
6 180 CC–1 (I)
CC 4: Political Science External 3 80
Internal 20 72
6 180 CC–1 (II)
External 3 80
Internal 20
CC 5 : Economics 6 180 CC–1 (I)
External 3 80
Internal 20
 6 180 CC–1 (II) 72
External 3 80
Internal 20
CC 6:contemporary india and 4 120 External 3 60 27
education Internal 15
Group C : Developing Teacher Sensibilities
Section II : Experiences for Social and Environmental Sensitivity (SES)
SES 1 : Work Experience
Value education 3 90 Internal - 50 18
SES3: Addressing special External 2 40 18
needs in Inclusive 2 60 Internal - 10
School
SES4: Working with the 10 Days Internal Grade
Community
SES Internals are to be evaluated by a team of two members constituted by Principal.
Distribution of Marks: Total periods per week:
Core (Language and Social Sc.) Courses : 600 With Geography 46
Education : 175 Without Geography 45
Total Marks 775

B.A. B.Ed. Part III Examination

Course/ Paper Periods Per Periods Paper with Exam. Max. Min.
Week Per Year External/ Duration Mark for
Internal (hrs.) Pass

Group B: Core Courses (CC)

4 112 CC–1 (I)
CC 1 : English/Hindi/Sanskrit/Urdu/Punjabi External 3 60
Internal 15
54
4 112 CC–1 (II)
External 3 60
Internal 15
3 84 CC–2 (I)
External 3 40
Internal 10
36
CC 2: Geography 3 84 CC–2 (II)
External 3 40
Internal 10
4 112 Practical 5 50 18
4 112 CC–1 (I)
External 3 60
Internal 15
CC 3: History 4 112 CC–1 (II) 54
External 3 60
Internal 15

4 112 CC–1 (I)

External 3 60
CC 4: Political Science Internal 15 54
4 112 CC–1 (II)
External 3 60
Internal 15
CC–5 (I)
CC 5 : Economics 4 112 External 3 60 54
Internal 15
 CC–5 (II)
4 112 External 3 60
Internal 15
CC 6: Gender School and society 4 112 External 3 60 27
Internal 15
Group C : Developing Teacher Sensibilities
Section I : Experiences for Teacher Enrichment
ETE 3 : Strengthening 2 56 Internal 50 18
Professional Development
Group D: Pedagogical Courses
PC 1: PC 1: Pedagogy of English/ 4 112 External 3 60
Hindi/Sanskrit/Punjabi/Urdu/
History/Geography/Economics/
Pol. Science (Civics)
PC 2: Pedagogy of Social Science 4 112 External 3 60
Internal 15 27
PC 3: Learning to function as a Four Weeks Internal 50 20
Teacher
ETE Internals are to be evaluated by a team of two members constituted by Principal.
Distribution of Marks: Total periods per week:
Core (Language and Social Science) Courses : 450 With Geog. 40
Education : 325 Without Geog. 38
Total Marks 775
B.A. B.Ed. Part IV Examination
Course/ Paper Periods Periods Paper with Exam. Max. Min.
Per Week Per Year External/ Duration Mark for
Internal (hrs.) Pass

Group B: Core Courses (CC)

5 80 CC–1 (I)
CC 1 : External 3 60
English/Hindi/Sanskrit/Urdu/Punjabi Internal 15 54
5 80 CC–1 (I) 3 60
External 15
Internal
5 80 CC–2 (I)
External 3 80 36
CC 2: Geography Internal 20
6 96 Practical 5 50
18

5 80 CC–3 (I) 60
External 3 15
CC 3: History Internal 54
5 80 CC–3 (I) 3 60
External 15
Internal
5 80 CC– 4 (I) 60
External 3 15
Internal 54
CC 4: Political Science 5 80 CC– 4 (I) 3 60
External 15
Internal
CC 5 : Economics CC–5 (I)
5 80 External 3 60
Internal 15 54
CC–5 (II)
5 80 External 3 60
Internal 15
CC 6: Assessment for learning 5 80 External 3 60 27
Internal 15
CC 7: Knowledge and curriculun 5 80 External 3 60 27
Internal 15
Group D: Pedagogical Courses
PC 1: Learning to function Sixteen Weeks External 120* 300 120
as a Teacher Internal 180

* External examiners will be appointed by the University for award of external marks.
**For details of marks refer to syllabus.
Distribution of Marks: Total periods per week:
Core (Language and Social Science) Courses : 450 With Geography 41
Education : 450 Without Geography 40
Total Marks 900
Year wise marks of the four year B.A. B.Ed. course
Class Marks
I Year 675
II Year 775
III Year 775
IV year 900
Total 3125_

III Examination
1. There shall be a University examination at the end of each year as per details of the scheme of
examination.
2. A candidate will be permitted to appear in the annual examination only if s/he has pursued a
regular course of study and attended at least 80% of the classes for all the course work and
practicum and 90% for school internship.
3. A candidate shall be admitted to the next higher class only if s/he passes his/her Part I/ Part II /
Part III Examination as per rules mentioned herein after.
4. In order to qualify for B.A. B.Ed. degree a candidate should obtain a minimum of 36% marks in
theory and practicals separately, wherever applicable in each subject in each year of the
course and 40% marks in Pre Internship in III Year and also in Internship in Teaching in the
Fourth Year.
5. Candidate shall not be permitted to change the core subjects (CC1 to CC5) in subsequent years
of the course.
6. In Part I, there will be twoGeneral courses GC1 is General Hindi/ General English, GC2 is
Environmental Education and Sustainable Development. In order to pass, a candidate must
secure atleast 36% marks in each core subject. However, the marks obtained in these papers
will not be taken into account for awarding the division. In case a candidate fails in the core
 subject, s/he has to clear the same as per provision.
7. The minimum pass marks in the supplementary examination shall be the same as prescribed for
the main examination. The candidate who has passed any year of B.A. B.Ed. programme
after taking supplementary examination will be awarded minimum pass marks in the
concerned subject irrespective of marks actually obtained in the supplementary
examination.
(i) A candidate who fails in one or two subjects (excluding General Hindi/General English /
Environmental Education and Sustainable Development in the Part I) in any year of the
programme will be eligible to take the supplementary examination in the subject(s) in which s/he
fails. In case the candidate is not able to pass even in the supplementary examination s/he
can appear only as an ex-student in all subjects again at the main examination of the
subsequent year.
(ii) S/he will not be required to appear in practical(s) if s/he has already cleared the same. A
candidate shall be deemed to be an ex- student if s/he completed a regular course of study at
the Institute and fulfilled the required attendance as specified in clause No. 2 and appeared in
University examination but failed or did not take the examination.
(iii) A candidate who fails in the practical/theory/field work of a subject at the main examination shall
be required to appear only in the corresponding practical/ theory of the supplementary
examination.
(iv) A candidate who does not appear in the supplementary examination will have to appear in the
subsequent main examination in all subjects including practical, only as an ex- student.
A candidate who appears for the supplementary examination may take provisional admission to
the next higher class at his/her own risk. Such a candidate will, however, be allowed to appear in
the University examination of the next higher class subject to his/her passing the
supplementary examination, fulfilling the attendance requirement as a regular candidate and
completion of courses of study as per scheme of examination. If a candidate getting
supplementary does not take provisional admission to the next higher class by the notified last
date of admission and passes the supplementary examination at a later stage, s/he will not be
admitted to the next higher class. However, such a candidate may take admission to the next
higher class in the next academic session.
(v) A candidate who fails in more than two subjects (except General Hindi/General English /
Environmental Education and Sustainable Development) in any year of the course shall be
declared failed and will not be promoted to the next class. Such a candidate will be permitted to
appear at the main examination of the subsequent year in all the subjects only as an ex- student.
(vi) However, in the case of General Hindi/General English, and Environmental Education and
Sustainable Development, if a candidate fails in Part I s/he would get two more chances for
clearing this paper either along with the supplementary examination in Part I or with the main
 examination in Part II. Non-appearance or absence from the examination of this paper will be
counted as a chance.
(vii) A candidate who fails in more than two subjects but passes in practical s/he will be required
to appear again in all the subjects (theory) except practical only as an ex-student.
8. A candidate will be given a maximum of three chances at the main examination and the
corresponding supplementary examination in any year of the course. If s/he does not pass the
examination even thereafter, s/he will not be eligible for readmission to any year of the
programme.
9. If a candidate fails in the Learning to function as a teacher (Pre-Intern -ship/Internship in
Teaching) or is unable to complete Pre-Internship/Internship in teaching but passes in all other
subjects s/he will be required to repeat the complete Pre-Internship/ ‗Internship in Teaching„ in
the next academic session along with regular candidates.
10. Division will be awarded to the successful candidates only after the Part IV examination and on the
basis of cumulative total of marks obtained in all the four years of the course in all the subjects
including Internship in Teaching but excluding the core subjects i.e., General Hindi/General
English, and Environmental Education and Sustainable Development.
Scheme of examination:- Paper divided into three sections
Section-A
Answer All ten questions .Answer limit 50 words. Each Questions carries two marks (10x2=20 marks)
Section –B
Answer All Five Questions. Answer limit 200 words. Each question has internal choice. Each question
carries 6 Marks (6x5=30 Marks)
Section-C
Answer any three questions out of five. Answer Limit 500 words. Each questions Ten Marks.
(3x10=30 Marks)
IV. Evaluation :Rules&Regulations
Question papers:
i) Each question paper of 80 marks will be divided into five units.
ii) Each question paper of 60 marks will be divided into five units.
iii) Each question paper of 40 marks will be divided into five units..
iv) Short answer type questions should aim attesting knowledge of concepts, facts, defining,
laws, principles, generalization etc. and also testing of understanding of principles and
concepts. The answer to such question should not exceed 150 words.
v) Essay type questions are to aim attesting ability of critical thinking and application
of principles etc. taught in theory. The answer to such question should not exceed
400words.
vi) The overall question paper will be set keeping the following difficulty levels.
 Easy: 30% Average: 40% Difficult: 30%.
vii) For SES and EPC mode of internal assessment is given with the paper concerned.
IV Award of Division
1. Successful candidates will be awarded division on the basis of the aggregate marks of all the
Core Courses, Pedagogy Courses and Courses on Developing Teacher Sensibilities as per
the following:
i. First Division 60% or more
ii. Second Division 48% or more (but less than 60%)
iii. Third Division 36% or more (but less than 48%)
2 Candidates can apply for Re-evaluation in any of the theory courses as per rules stipulated by
the University for B.A. B.Ed. degree. Changes in Statutes/ Ordinances/ Rules/
Regulations/ Syllabi and books may from time to time be made by amendment or remaking and
a candidate shall, except in so far as the University determines otherwise, comply with any
change that applies to years she/he has not completed at the time of change.
Notes:
i. A course/ paper means any General Courses (GC), Core Courses (CC), Pedagogy Courses (PC)
and Courses on Developing Teacher Sensibilities (i.e. ETE and SES) inclusive of
Practical/Practicum, as the case may be.
i. Marks of that part of the course/ paper in which the candidate passes will be carried over.

FIRST YEAR
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GC-2 GENERAL ENGLISH
Contact Hours: 4 periods per Week Maximum Marks: 100
Duration: 3 Hours Minimum for Pass: 36
Objectives: This is essentially a language-based course. It aims at making students read English
prose with a view to enhancing their comprehension of the language and encouraging them to develop
reading habits. It also aims at developing basic skills in grammar, enriching their vocabulary and
enabling them to write simple and correct English.
Scheme of Examination
1. Comprehension and Vocabulary
a. Questions based on content from the prescribed text 10 Marks
b. Questions based on a passage from the prescribed text to test the candidate„s
comprehension and vocabulary 20 Marks
c. Questions based on an unseen passage to test the candidate„s comprehension and
vocabulary 10 Marks
(There will be a text of essays and short stories between 100 and 200 pages in length.)
2. Composition
a. Letter/Application writing 10 Marks
b. Paragraph writing/Précis 10 Marks
writing 10 Marks

c. Report Writing
3. Grammar and Usage
 The Questions in this exercise will be set with the purpose of testing the candidate„s
knowledge of grammar and familiarity with correct usage.
A. Elements of sentence 5 Marks
B. Transformation of Sentences 5 Marks
C. Active and Passive Voice 5 Marks
D. Modals 5 Marks
E. Determiners 5 Marks
F. Common Errors in English 5 Marks
The following chapters are prescribed for study:
1. M.K.Gandhi : Training: Literary and Spiritual
2. Kamla Devi Chattopadhyay : Indian Women and the Salt Satyagraha
3. Uma Rao : A Special Child
4. Neelam Saran Gour : Personal Friend
5. Vandana Shiva : Women in the Food Chain
6. Boman Desai : Between the Mosque and the Temple
Recommended Books:
1. A.J.Thomson & A.V.Martinet : A Practical English Grammar (OP)
2. S.Pit Corder : Intermediate English Practice Book (O.L.)
3. Bhaskaran and Horsburgh : Strengthen your English (OUP 1973)
4. F.T. Wood : A Remedial English Grammar for Foreign
Students (Macmillan 1965)
5. T.L.H.Smith- Pearse : The English Errors of Indian students. OUP
Book Prescribed
Dr. Jasbir Jain (Edt.): The Many Worlds of Literature, Macmillan India Ltd.

Environmental Education and Sustainable Development

Instructional
Time: 2 periods / week Max. Marks: 50 Min.
Marks 18 Exam. Duration: 3 Hours
External: 50
Objectives of the Course:
The Course ‗Environmental Education and Sustainable Development„ aims to orient student-
teachers to analyze and understand environment concerns through the process of inquiry, critical
analysis, intellectual discourse and essential projects.
Course Outline:
Unit I: Importance and Scope of Environment
Importance need and scope of Environmental Conservation and Regeneration,
Structure and functions of different ecosystems, India as a mega biodiversity nation, Role of
 individual in conservation of natural resources: water, energy and food, Equitable uses of resources
for sustainable
livelihoods, Environmental legislation: awareness and issues involved in enforcement.
Unit II: Natural Resources and Environment management
Community participation in natural resource management- water, forests etc,
Deforestation in the context of tribal life, Sustainable land use management, Traditional
knowledge and biodiversity
conservation. Consumerism and waste generation and its management, Environmental degradation
and
its impact on the health of people, water resource management, Biomedical waste management.
Unit III : Ecosystems
Concept of an ecosystem, structure and function of an ecosystem. Procedures, consumers and
decomposers, energy flow in the ecosystem, ecological succession, food chains, food webs and
ecological pyramids. Introduction; types, characteristic features, structure and function of the
following ecosystem: Forest ecosystem; Grassland ecosystem; Desert ecosystem; Aquatic
ecosystems (Ponds, streams lakes, rivers oceans, estuaries)
Unit IV: Environmental Pollution
Definition : causes, effects and control measures of air pollution, water pollution, soil pollution, marine
pollution, noise pollution, thermal pollution and nuclear hazards, Role of an individual in prevention of
pollution, pollution case studies, disaster management, floods, earthquake, cyclone and lands.
UnitV: Sustainable Environment in Global World
Environmental conservation in the globalised world, Alternative sources of energy, Impact
of natural disaster/man-made disaster on environment, Biological control for sustainable agriculture,
Heat production and green house gas emission, Impact of industry/mining/transport on environment,
Sustainable use of forest produces.
Modes of Learning Engagement:
 Case studies and success stories (involve local material).
 Problem solving and enquiry methods
 Small assignments which may include observation of important relevant days,
preparation of bulletin board material, games, crossword puzzles, worksheet
etc.
 Setting up of Eco-clubs.
 Conducting a seminar and developing a seminar document
 Project work and writing of project report
 Discussion of activities pertaining to two different classes and subjects.
 Activities on infusion of appropriate concerns
Practicum:
 1. The students on completion of each topic of Unit-I-III will submit a small assignment in the
form of an activity. This may include observation of importance of relevant season,
preparation of bulletin board material, wall games, crossword puzzles, worksheet etc.
2. The class can also form an environment club. The activity has to be on some local
specific issue pertaining to the native place of the students.
3. From the wide range of topics suggested in Units the student will be assigned one topic.
The student will develop a seminar document, which will be submitted after the seminar.
Suggested Readings:
1. NCERT (1981) Environmental Education at School Level. New Delhi. NCERT.
2. Odum, E.P (1971). Fundamental Ecolog. Londan. W.B. Saunders Company.
3. Palmer, Joy A.(1998).Environmental education in the 21st Century.London. Routledge.
4. Sharma R. C and Tan, Marle C (Eds.) (1990). Resource Book in Evironmental
education for secondary school lectures. Bangkok. UNSECO.
5. Sharma, R.C.(1981). 'Environmental Education. New Delhi.Metropolitan Publishers.
6. gfj'kpUnz O;kl ¼2001½- i;kZoj.k f'k{kk] ubZ fnYyh- fo|k fogkjA
7. lDlsuk gfjeksgu ¼2003½- i;kZoj.k v/;;u] Jhxaxkuxj- vxzoky lkfgR; lnuA
8. iadt JhokLro ¼1998½- ^i;kZoj.k f'k{kk*- Hkksiky- e/;izns'k fgUnh xzaFk vdknehA
9. lDlsuk ,-ch- ¼1998½- i;kZoj.k f'k{kk- ubZ fnYyh- vk;Z cqd fMiksA
10. UNESCO (1990). Sourcebook in Environmental Education for Secondary School Teachers.Bangkok.
11. CEE (1995). Joy of learning. Handbook of Environmental Education Activities. Vol.I- 3 to 5.—
Ahmedabad. Centre for Environment Education,
12. CEE (1996) Joy of learning. Handbook of environmental education activities. Vol.II-6 to 8.--
Ahmedabad: Centre for Environment Education
13. Pandya (1999). Mamata Guide to green material: experiences and learnings in developing
effectiveenvironmental education material. Ahmedbad. Centre for Environment Education,
14. Sharma, R. C. (1981). Environmental Education. Delhi. Metropolitan.
15. Reddy, K. Purushotham. (2007). Environmental education. New Delhi. Neelkamal PublicationsPvt.
Ltd.
16. NCERT (2009). Project book in Environmental Education for class VII, VII, IX and X. New Delhi.NCERT.
17. NCERT (2011). Teachers' Handbook on Environmental Education for the higher secondary stage. New
Delhi. NCERT.
18. NCERT (2013). Project book in Environmental Education for the higher secondary stage. New Delhi.
NCERT.

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Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours Theory: 60 Internal: 15
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iape bdkbZ % vk/kqfud dky ¼x|dky½
¼d½ Hkkjrsnas q dky] f}osnh ;qx vkSj Nk;kokn
¼[k½ izxfrokn] iz;ksxokn vkSj ubZ dfork] lkBksRrjh dfork
• 60 vad fo”ofo|ky; }kjk l=kar ijh{kk ¼izR;sd bdkbZ 12 vadksa dh gksxh½
• 15 vad vkarfjd ewY;kadu ¼l= laca/kh dk;Z fyf[kr 5 vad] VsLV 10 vad ½
lanHkZ xazFk%&
1- lkekU; Hkk"kk foKku & MkW- f”ko “kadj izlkn
2- Hkk"kk foKku & MkW- HkksykukFk frokjh] fdrkc egy] bykgkckn
3- Hkk"kk foKku dh Hkwfedk & nsosna z ukFk “kekZ] jk/kkd`".k izdk”ku] fnYyh
4- fganh fu:Dr & fd”kksjh nkl oktis;h] ok”h izdk”ku] fnYyh
5- Hkkjr esa ukx ifjokj dh Hkk"kk,¡ & MkW jktsna z izlkn flag] jktdey izdk”ku fnYyh
6- fganh Hkk"kk dk bfrgkl & MkW- /khjsna z oekZ] fganqLrkuh ,dsMeh] bykgkckn
7- fganh Hkk"kk dk mn~Hko vkSj fodkl & MkW- mn;ukjk;.k frokjh] Hkkjrh HkaMkj bykgkckn
8- fganh dh cksfy;k¡ ,oa miHkk"kk,¡ & MkW- gjnso ckgjh
9- Hkkjrh; vk;Z Hkk"kkvksa dk bfrgkl & MkW- txnh”k izlkn nhf{kr] viksyks izdk”ku] t;iqj
10- fganh Hkk"kk dk ,sfrgkfld O;kdj.k& MkW- ekrkcny tk;loky
11- ukxjhfyfi vkSj mldh leL;k,¡ & MkW- ujs”k flag eaFku ifCyds”ku] jksgrdnsoukxjh fyfi & MkW- f”ko “kadj izlkn
12- lkekU; Hkk"kk foKku & vEckizlkn lqeu
13- Hkk"kk dk lekt”kkL= & MkW- jktsna z izlkn flag] jktdey izdk”ku] fnYyh lanHkZ xzaFk
14- fganh lkfgR; dk bfrgkl & jkepanz “kqDy] dk”kh ukxjh izpkfj.kh lHkk okjk.klh
15- vk/kqfud fganh lkfgR; dk fodkl& MkW- Jh d`".k yky] fganh ifj"kn~ fo”ofo|ky;] iz;kx
16- fganh lkfgR; dk mn~Hko vkSj fodkl & gtkjh izlkn f}osnh
17- vk/kqfud lkfgR; dh Hkwfedk & MkW- y{eh lkxj ok"kks;
Z ] fganh ifj"kn~ fo”ofo|ky;] iz;kx
18- fganh lkfgR; dk vkykspukRed bfrgkl & MkW- jke dqekj oekZ
19- fganh lkfgR; dk oSKkfud bfrgkl & MkW- x.kifrpanz xqIr
20- u;k fganh dkO; & f”ko dqekj “kqDy
21- Lora«;ksŸkj fganh lkfgR; dk bfrgkl & MkW- y{eh lkxj ok"kks;
Z
22- fganh lkfgR; dk vkykspukRed bfrgkl & MkW- jke dqekj oekZ
23- fganh lkfgR; dk bfrgkl & la- MkW- uxsna z lkekU; fganh
isij&2% e/;dkyhu dkO;
Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours Theory: 60 Internal: 15
mns”; &
fo|kFkhZ e/;dky dh izeq[k dkO; /kkjkvksa ds lkFk ml dky ds jpukdkjksa dh fofo/k “kSfy;ksa dks le> ldsxk A
bdkbZ 1
fuEufyf[kr dfo;ksa ds fn, x, dkO;ka”kksa esa ls fdUgha nks dkO;kaXkksa dh llanHkZ O;k[;k djuh gSA izR;sd i|ka”k dk ,d fodYi
Hkh fn;k tk,xk A izR;sd llanHkZ O;k[;k ds fy, 6 vad fu/kkZfjr gSa A iBuh; dfo fuEufyf[kr gSa &
1 dchj 2 larok”kh 3 tk;lh 4 lwjnkl 5 rqylhnkl 6 ehjk 7 jl[kku
(पठनीय कविताओं की सच
ू ी इकाई संख्या 2 में दे खs)

bdkbZ 2
tk;lh] dchj] jSnkl vFkok lar dfo;ksa ij nks leh{kkRed iz”u ¼6$6 vad½
lar dfo % ukenso] ukud] nknw vkSj jTtc bu dfo;ksa ds fuEukafdr dkO;ka”k i<+us gSa &
tk;lh
1- ukxerh fprmj iFk gsjk & fojg dky eksfg nhUgk
2- fim fo;ksx vl okmj & ik¡[k tjka xk Hkkfx A
3- p<+k vlk<+ xxu & ge lq[k Hkwyk loZ A
4- lkou cjla esg & uks eksfg ik¡o u ik¡[k
5- Hkk Hkknksa nwHkj & ns cwm+r fim A
6- dkfrd ljn pan & jgh Nkj flj eksyh A
7- vxgu fnol & /kq¡vk gEg ykx A
8- Qkxqu iou >dksjk & dar /kjs tga ik¡o A
9- Hkk cSlk[kka rifu & tks fim lk¡pS vkb A
10- tsB tjs tx & vla fim ykfx A
dchj
1 nqyguh xkogq & iqfj"k ,d vfouklh
2 cgqr fnuu esa & nhUgk
3 larksa HkkbZ vkb & Hk;k re [khuk A
4 ik¡Ms dkSu dqefr & jke Y;kS ykbZ
5 ge u ejS & lq[k lkxj ikok A
6 ek;k egk Bfxuh & vdFk dgkuh A
 lardfo ukenso
1 gfj uk¡o ghjk & mrjs ikjk A
2 /k`x us cdrk & jke gh tkus
3 tks yx jke tkeS & Hkoty rfj;s A
4 ,sls txFks nkl & ukenso nklk
lar jSnkl
1 vc dSls NwVs & ,slh HkfDr djs jSnklk A
2 m¡ps eafnj “kky & jke dgha NwV;ks A
3 fdfg fof/k vc & ekafg vkt A
4 dgh eu jke uke & rsa u fclkj A
Ukkud
HkfDr ekxZ
1 eu js izHkq dh & mrkjfga ikjk A
;ksx ekxZ
1 fefy ty & tyfga [kVkuk
2 vc jk[kgqa nkl & HkkV dh ykt
3 lko”k vkb;k gs l[kh & c<+kbZ nsb
nknw
1 uhds jke dgr & ;g ekjx ldjk
2 vtgqa u fudls & tSls pan pdksj
3 ltuh jtuh ?kVrh & ldy fljkse”kh jkb
4 gejs rqEg gh & lc tatky
jTtc
eu dh I;kl
1 eu dh I;kl & jke Hktu dfj HkkbZ
2 larksa exu Hk;ka & /k.kh dk pjk
3 ,slks xq: lalkj & n”kZu iklk
bdkbZ 3
lwj vFkok rqylh ij ,d leh{kkRed iz”u ¼6 vad½ bu dfo;ksa ds fuEukafdr dkO;ka”k i<+us gSa &
lwj
okRlY;
1- tlksnk gfj ikyuS & uan ekfeuh ikoS
2- eS;k eSa rks pan & lqeaxy xSgkS
3- [ksyu vc esja h tkr & gj’k dUgS;k
4- eS;k cgqr cqjks & feys l[kkm
5- [ksyu nwjh tkr dr I;kjs & lc gS E;kjs
xksih izes
1- gfjeq[k fo/kq & jl fla/kq >dksjh
2- fprofu jksdS & Qsfjgw u pgh
3- cw>r L;ke & jkf/kdk eksjh
4- vc rks izdV & ebZ tx tkuh
fojg o.kZu
1 e/kqdj L;ke & uoy fd”kksj
2 fcuq xksiky & Nqats
3 lanslfu e/kqcu dwi Hkjs & dikV vjs
4 fujxq.k dksu nsl & efr uklh
5 m/kkS eu & lqgkr
6 lanslh nsodh lkS&dfg;kS
rqylh
1 okfVdk izlax & jkepfjr ekul
2 ns[ku ckxq & e`x lHkhr
3 dadu fdafdu & le; vuqgkjh
fou; if=dk
1 tks iS d`ik & dkgq u Mjs
2 jkepUnz ! j?kquk;d & HkoflU/kq rjsAa
bdkbZ 4
ehjk vkSj jl[kku ij nks leh{kkRed iz”u ¼6$6 vad½ bu nksuksa dfo;ksa ds fuEukafdr dkO;ka”k i<+us gSa &
1 eu js ijl & vxe rkj.k rj.k
2 clks esjs uSuu & HkDr oNy xksiky
3 vkyh jh eksjs & yksx dgs fcxMhA
4 eSa rks lkojs & Hkxr jlhyka tkaph
5 ekbZ jh eSa rks & iwjc tue dks dksy A
6 cjth eSa dkgwa dh & lrxq: “kj.k xgwa A
7 ufga HkkoS Fkkjks & oj ik;ks NS iwjks
8 jk.kkth Fks D;ka uS & bejr ?kj fn;ks tgj
9 ix ?kq¡?k: cka¡/k & gfjpj.kka dh nklh js
10 ehjka exu HkbZ & fxj/kj iS cfy tk; A
jl[kku
lqtku jl[kku
1 izku ogh & eu Hkk;ks
2 cSu ogh & jl [kkuh
3 ekuq"k & dnac dh Mkju
4 ;k ydqVh v: & mij okjkS
5 lsl] xusl] egsl & ukp upkoS
6 czge esa & ik;u
7 dgk jl[kkfu & dqekj dks
8 tks jluk & Mkju
9 dal ds Øks/k & Mkjlh
10 nzksinh vkS & jk[ku gkjks
bdkbZ 5
d & ,d iz”u dkO; “kkL= ls lacaf/kr iBuh; dkO; ds xq.k&nks"k vkSj “kCn “kfDr
[k&Nan vyadkj ij ,d Ikz”u Nan%] nksgk] lksjBk] pkSikbZ] dqaMfy;k¡ A vyadkj% vuqizkl] ;ed] “ys"k] miek] :id] mRizs{kk] vfr”;ksfDr]
O;frjsd] izrhi] lansg]
Hkzka freku] n`"Vkar vkSj mnkgj.k A
ikB~; iqLrd & izkphu dkO; la- MkW- lR;ukjk;.k “kekZ iap”khy izdk”ku t;iqj A
• 60 vad fo”ofo|ky; }kjk l=kar ijh{kk ¼izR;sd bdkbZ 12 vadksa dh gksxh½
• 15 vad vkarfjd ewY;kadu ¼l= laca/kh dk;Z fyf[kr 5 vad] VsLV10vad½
lanHkZ xzaFk &
1 lwj dh dkO;dyk & MkW- eueksgu xkSre
2 lwj lkSjHk & MkW- eq”a khjke “kekZ
3 lwj dkO; & gjoa”k yky “kekZ
4 rqylh vkSj mudk ;qx & t;fd”ku izlkn
5 eqDrd dkO; ijaijk & MkW- jke lkxj f=ikBh vkSj fcgkjh
6 fganh lkfgR; dk & MkW uxsna z bfrgkl
7 dchj & fot;sUnz Lukrd
8 dchj & Mk- gtkjh izlkn f}osnh
9 ehjk & “kaHkq flag euksgj
10 ehjk ¼”kks/k xzaFk½ & MkW- izHkkr
11 ehjkckbZ & dY;k.k flag “ks[kkor
12 tk;lh ds dkO; v/;;u & MkW- Hkheflag dk lkaLd`frd efyd

ENGLISH
Paper I: A Background to English Literature
Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External: 60 Internal: 15
Rationale: English is a global language in multilingual country like India. It is considered to be a library
language or a window on the world. A good and proficient teacher of English must possess a profound
knowledge of the various aspects of English language and literature. In order to acquire a good
command over the skills of English language teaching learning, the teacher–students needs to make
themselves familiar with the history and development of English language and literature, literary genres,
poetic devices etc. The paper aims to provide ample opportunities to gain a good understanding of the
above- mentioned dimensions of English language and literature.
Objectives:
The students will be able to:
 have an understanding of historical development of English language and literature
 make themselves aware of various literary genres and figures of speech
 make themselves familiar with various schools of thought and literary movements.
Course Contents: The paper will be divided into five Units.
Unit I: Historical Development of English Language
The position of English in Germanic Family, Landmarks in the history of English (Old English, Middle
English, Modern English), The influence of French, Latin, Greek and other languages and current
trends, English as an international language
Unit II: Literary Genres
Poetry : Lyric, sonnet, ballad, elegy, ode, epic
Prose : (i) Fiction: Novel; short story
(ii) Nonfictional prose: Essay, Travelogue; autobiography; biography
Drama: Tragedy, Comedy, one-act play, Dramatic Monologue
Unit III: Figures of Speech
Simile; metaphor; allegory; alliteration; personification, pun; repetition; onomatopoeia; Transferred
epithet, oxymoron; soliloquy; irony; wit; humour; satire; hyperbole; conceit.
Unit IV: Literary History (i)
Elizabethan Period:
 Elizabethan Lyrics, songs & sonnets
 University wits
 Metaphysical Poetry
Neo Classical Period:
 Eighteenth century Novel
 Augustan Poetry
Pre-Romantic period:
 Pre-Romantic Poetry
Unit V: Literary History (ii)
Romantic period:
 Romantic Revival poets
 EarlyNineteenth century Novel
Victorian period
 Victorian poetry
 Victorian Novel
The present Age:
 Modern Poetry
 Modern Fiction
 Modern Verse Drama
Modes of Learning Engagement
Lecture/contact periods; Communicative/Interactive and Constructivist approaches, imparting
knowledge bymeans of creating situations.
 Tutorials/ Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/ lecture period.
Peer group teaching may be encouraged. Hard spots if any, may be resolved during tutorials.
 Scheme of Assessment
 The term-end examination will be of 60 marks. Each Unit will carry a weight of 12 marks.
 Two sessional Tests of 10 Marks for each paper will be conducted and average of both
the tests will be taken
 Two assignments: one oral presentation and one written assignment. It will carry a
weight of five (05) marks.
Suggested Readings
1. Abrams, M. H. A Glossary of Literary Terms, MacMillan: New Delhi. 2005.
2. Aurobindo, Sri. The Future Poetry. Pondicherry: Sri Aurobindo Ashram. 1998.
3. Bate, Jonathan. English Literature: A Very Short Introduction. New Delhi: Oxford University
Press. 2010.
4. Daiches, David. A Critical History of English Literature Vol.1 & 2. New Delhi: Supernova
Publishers. 2012.
5. Evans, Ifor. A Short History of English Literature. New Delhi: Penguin. 2011.
6. Gray, Martin. A Dictionary of English Literary Terms. London: Longman.1994.
7. Hudson, W.H. An Introduction to the Study of Literature. New Delhi: Maple Press. 2012.
8. Hudson, W.H. An Outline History of English Literature. New Delhi: Maple Press. 2012.
9. Prasad, B. A Background to the Study of English Literature Delhi: MacMillan. 1999.
10. Rees, J.A. English Literature: An Introduction for Foreign Readers. New Delhi: Macmillan.1974.
11. Thakur, D. A Concise History of English. Patna: Bharti Bhavan, 2008.
12. Wolfreys, Julian. The English Literature Companion. New York: Palgrave Macmillan. 2012.
Paper II: Poetry and Drama
Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External 60 Internal: 15
Rationale: English has a rich tradition of poetry and drama. A student aspiring to become a teacher of English
should be familiar with some of the poetic creations and dramatic achievements of the sixteenth and
seventeenth century poets and playwrights. In order to develop a poetic sensibility a student -teacher must
read some representative poems of Shakespeare, Ben Jonson, John Donne, Henry Vaughan, Andrew Marvel,
Thomas Gray, William Collins, John Milton, John Dryden and Pope in addition to some plays of Shakespeare.
In this paper, Shakespeare„s one romantic comedy and one tragedy have been included with a view to giving
the students an exposure of the dramatic works of a great poet- playwright of the world.
Objectives: The students will be able to:
Acquaint with certain specimens of Elizabethan and Metaphysical and Neo-classical poetry and Develop
their analytical and imaginative powers through readings in poetry and their skills in dialogue development
through their readings in drama. Derive pleasure out of their readings in poetry and Shakespearean drama.
Course Contents: The paper will be divided into five Units.
Unit I : Explanation
4 passages for explanation with reference to the contexts from the texts prescribed in units II and III
carrying a weight of three (3) marks each.
Unit II : Poetry (i) (Detailed study)
Shakespeare : Shall I compare thee to a summer„s day?
Ben Jonson : To Celia
John Donne : The Sun Rising
Henry Vaughan : The Retreat
Andrew Marvel : Thoughts in a Garden
Unit III: Poetry (ii) (Detailed study)
Thomas Gray : An Elegy written in a country churchyard
William Collins : Ode to Evening
John Milton : On His Blindness
John Dryden : Shadwell
Alexander Pope : Ode on Solitude
Unit IV: Drama (i) (Non-detailed Study)
William Shakespeare : As you Like It
Unit V Drama (ii) (Non-detailed Study)
William Shakespeare : Macbeth
Modes of Learning Engagement
Lecture/contact periods; Communicative/Interactive and Constructivist approaches, imparting
knowledge bymeans of creating situations.
Tutorials/ Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/ lecture
period. Peer group teaching may be encouraged. Hard spots if any, may be resolved during tutorials.
Scheme of Assessment
 The term- end examination will be of 60 marks. Each Unit will carry a weight of 12 marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both the tests will be
taken
 Two assignments: one oral presentation and one written assignment. It will carry a weight of five
(05) marks.
 Suggested Readings
th
1. Abrams, M.H. et al. The Norton Anthology of English Literature. Vol. 1 & 2. 8 Edition. New York: W. W.
Norton & Company. 2006.
th
2. Bradley, A.C. Shakespearean Tragedy.4 Edition. London: Palgrave Macmillan.2006.
3. Green, David. (Ed.). The Winged World: An Anthology of Poems. New Delhi:Macmillan. 2009.
th
4. Grierson, H.J.Metaphysical Poems and Lyrics of the 17 Century. London. Oxford University Press. 1927.
5. Ker, W.P. & Chambers, R.W. (Ed.). Form and Style in Poetry: Lectures and Notes. London:
6. Macmillan.1928. Nair, V. G. (Ed.). The Harp and the Lyre. Hyderabad: Orient Longman. 1972.
7. Palgrave, F.T. & John Press.Palgrave's Golden Treasury. Oxford: Oxford University Press.\ 2002.
8. Sethna, K.D. Sri Aurobindo on Shakespeare. Pondicherry: Sri Aurobindo Ashram. 2008
9. Yadav, Saryug. Challenges of Teaching English Language and Literature in the Age of Globalisation. New
Delhi: Lakshi Publishers. 2014.
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laLÑr
lkekU; funsZ'k%
1- ijh{kk dk ek/;e laLÑr] fgUnh vFkok vaxzsth gksxkA
2- iz'u Ik= dsoy laLÑr esa cuk;k tk,xkA
3- izR;sd iz'u Ik= esa 10 izfr'kr vad laLÑr ek/;e ls mÙkj nsus ds fy, fu/kkZfjr gSaAvU; iz'uksa ds mÙkj laLÑr] fgUnh vFkok vaxzsth esa fn;s
tk ldrs gSaA
4- laLÑr ,oa fgUnh ds fy, nsoukxjh fyfi gh ekU; gksxhA
5- fo|kfFkZ;ksa ,oa izk/;kidksa ls vis{kk gS fd v/;;uk/;kiu dk ek/;e laLd`r gksA
ikB~;Øe ,oa ijh{kk ;kstuk%&
nks iz'u Ik= U;wure mÙkh.kkZd 72 iw.kkZd 200
izFke iz'u Ik= le; 3 ?kaVs U;wure mÙkh.kkZd 36 iw.kkZd 100
f}rh; iz'u Ik= le; 3 ?kaVs U;wure mÙkh.kkZd 36 iw.kkZd 100
izFke iz'u Ik=
le; 3 ?kaVs iw.kkZd 100 vad
izkphu laLÑr lkfgR; ,oa vy³~dkj vad foHkktu
bdkbZZ&1 ¼d½ ukVd ls O;k[;k ¼fgUnh ,oa lLaÑr½ 24 vad ¼[k½ lkekU; iz'u 6 vad
bdkbZZ&2 okYehfd jkek;.k ckydkM izFke lxZ 15 vad
bdkbZ&3 Le`fr & ¼d½ O;k[;k 10 vad ¼[k½ y?kwÙkjkRed iz'u 10 vad
bdkbZ&4 dFkklkfgR; ¼d½ x| ,oa Ik| dk vuqokn 14 vad ¼[k½ lkekU; iz'u 6 vad
bdkbZ&5 vy³~dkj & y{k.k ,oa mnkgj.k 15 vad ;ksx 100 vad ikB~;Øe
bdkbZ 1 ukVd & ¼HkklÑr½ LoIuoklonÙke~
bdkbZ 2 okYehfd jkek;k&ckydk M ¼izFke lxZ½
bdkbZ 3 Le`fr & euqLe`fr&f}rh; v/;k;
bdkbZ 4 dFkk lkfgR;& fgrksins'k&fe=ykHk ¼o`)of”kd~ o yhykorh dFkk dks NksM+dj½
bdkbZ 5 vyadkj & dkO;nhfidk ¼v"Vef'k[kk½ ls fuEufyf[kr vyadkj fu/kkZfjr gaS&
1- vuqizkl] 2- ;ed] 3- 'ys"k] 4- miek] 5- mRizs{kk] 6- :id] 7-viàqfr] 8- leklksfDr] 9- fun'kZuk] 10- vfr'k;ksfDr]
11- n`"VkUr] 12- nhid] 13- O;frjsd] 14- foHkkouk] 15 fo'ks"kksfDr] 16- vFkkZUrjU;kl] 17- HkzkfUreku~] 18- dkO; fy³~x]
19- ifjla[;k foLr`r vad ;kstuk ¼iz'u Ik= laLÑr esa cuk;k tk,xk½
bdkbZ&1 ¼d½ ukVd&LoIuoklonÙke~&,d 'yksd dh laLÑr eas O;k[;k izFke vad ls½ 10 vad
¼[k½ LoIuoklonÙke~ ls nks 'yksdksa dh O;k[;k 14 vad
¼x½ LoIuoklonÙke~ ls lkekU; iz'u 6 vad
bdkbZ&2 okYehfd jkek;.k ckydk M izFke lxZ &
¼d½ nks 'yksdksa dk vuqokn 8 vad
¼[k½ ,d lkekU; iz'u 7 vad
bdkbZ&3 euqLe`fr ¼d½ nks 'yksdksa dh O;k[;k 10 vad
¼[k½ ikap y?kwÙkjkRed iz'uksa ds mÙkj 10 vad
bdkbZ&4 fgrksins'k ¼d½ nks esa ls ,d x|[k M dk vuqokn 7 vad
¼[k½ nks esa ls ,d 'yksd dk vuqokn 7 vad
¼x½ lkekU; iz'u 6 vad
bdkbZ&5 rhu vyadkjksa ds y{k.k ,oa mnkgj.k 15 vad ;ksx 100 vad
v- ijh{kdksa ds fy, lkekU; funsZ'k %&
1- iz'u i= dk fuekZ.k laLÑr ek/;e ls fd;k tkosA
2- iz'u i= bdkb;ksa esa foHkDr gksA
3- ikB~;Øe esa dqN va'k laLÑr ek/;e ls mÙkj nsus ds fy, fu/kkZfjr gSA vr% mls gh laLÑr ek/;e ls mÙkj nsus ds fy, iwNsAa
4- ikB~;Øe esa dqN u dqN ifjorZu gksrk gS vr% iwoZorhZ iz'u i= dks izek.k u ekusAa
c- ijh{kkFkhZ izR;sd iz'u ds lHkh Hkkxksa dk mÙkj fujUrj fy[ks ikB~;iqLrdsa ,oa lgk;d iqLrdsa
1- LoIuoklonÙke~ ¼Hkkl½ & MkW- JhÑ".k vks>k] vfHk"ksd izdk'ku] t;iqj
2- LoIuoklonÙke~ ¼Hkkl½ & ia- rkfj kh'k >k
3- LoIuoklonÙke~ ¼Hkkl½&vk- txnh'k izlkn ik Ms;] Hkkjrh; fo|k izdk'ku] fnYyh
4- LoIuoklonÙke~ ¼Hkkl½ & MkW- :Ikukjk; f=ikBh] galk izdk'ku] t;iqj
5- okYehfd jkek;.k & ckydk M ¼izFke lxZ½ & ';keyky 'kekZ] vfHk"ksd izdk'ku]t;ij
6- okYehfd jkek;.k & xhrk izsl] xksj[kiqj
7- euqLe`fr ¼f}rh; v/;k;½ & MkW- deyu;u 'kekZ] txnh'k laLÑr iqLrdky;] t;iqj
8- euqLe`fr ¼f}rh; v/;k;½ & gjxksfoUn 'kkL=h] pkS[kEck laLÑr laLFkku
9- euqLe`fr ¼f}rh; v/;k;½ & xhrk izsl] xksj[kiqj
10- fgrksins'k ¼fe=ykHk½ & vk- 'ks"kjkt 'kekZ] pkS[kEck izdk'ku
11- fgrksins'k ¼fe=ykHk½ & vk- f'koizlkn f}osnh] Hkkjrh; fo|k izdk'ku
12- dkO;nhfidk & JhÑ".k f=ikBh] pkS[kEck lqjHkkjrh
13- vyadkjkeksn & MkW- egkizHkqyky xksLokeh] pkS[kEck laLÑr&laLFkku
14- vyadkjizdk'k & MkW- t;eUr feJ] eksrhyky cukjlhnkl] fnYyh
15- /keZ'kkL= dk bfrgkl & MkW- ih-oh- dk.ks
f}rh; iz”u Ik=
le; & 3 ?kVs iw.kk±d 100
f}rh; iz'uIk= & Hkkjrh; laLÑfr ds rÙo] Ik| lkfgR;] vuqokn ,oa O;kdj.k
vad foHkktu
bdkbZZ&1 Hkkjrh; laLÑfr ds rÙo 20 vad
bdkbZ&&2 Ik| lkfgR; 20 vad
bdkbZ&&3 ¼d½ vuqokn ¼fgUnh ls lLa Ñr½ 10 vad
¼[k½ vifBr x| [k M dk vFkkZocks/k 10 vad
bdkbZ&&4 O;kdj.k] laKkizdj.k vp~] gy~ ,oa folxZ lfU/k 20 vad
bdkbZ&&5 :iKku% & ¼d½ 'kCn:Ik 10 vad
¼[k½ /kkrq:i 10 vad ;ksx 100 vad
bdkbZ&1 Hkkjrh; laLÑfr ds rÙo ¼oSfnd dky ls lkroha 'krkCnh rd½
¼d½ Hkkjrh; laLÑfr & Ik`"BHkwfe ,oa fo'ks"krk,¡
¼[k½ /kkfeZd] lkekftd] vkfFkZd ,o jktuhfrd fLFkfr
¼x½ o"kkZ] vkJe ,oa laLdkj ¼fookgksa ds izdkj lfgr½
¼?k½ f=fo/k_.k ,oa iap egk;K
¼³½ f'k{kk
¼p½ Hkkjrh; laLÑfr dk ekuo dY;k.k esa ;ksxnku
bdkbZ&2 Ik| lkfgR; & j?kqoa'k ¼dkfynkl½ f}rh; lxZ 20 vad
bdkbZ&3 vuqokn & ¼v½ fgUnh ls lLa Ñr esa vuoq kn 10 vad ¼c½ vifBr x|[k M dk vFkkZocks/k 10 vad
bdkbZ&4 O;kdj.k y?kqfl)kUr dkSenq h ¼laKk izdj.k] vp~] 20 vad gy~ ,oa folxlZ
bdkbZ&5 ¼v½ 'kCn:Ik & jke] loZ] gfj] lf[k] ifr] xq#] fir`] nkr`] xks] jek] efr] unh] L=h] /ksu]q o/kw] ekr`] Kku] okfj] txr~] ukeu~] vkReu~] ;qou~] jktu~]
fo}l~] okp~] fn'k~] rn~] ,rn~] fde~] vLen~] ;q"en~] bne~] vnl~ ,d ls 'kre~ rd la[;kokph 'kCnA vtUr 5 vad$ gyUr 5 vad
¼vk½ /kkrq:Ik & ¼Hkw ,oa ,/k~ ds nl ydkjksa esa :iKku 5 vad
¼iB~] ip~] xe~] n`'k~] lso]~ vn~] nqg~] gu~] gq] nk] fno~] lq] rqn~] #/k~] ru~] Øh] Kk] pjq ~ ¼yV~] yksV~] y³~] fof/kfy³~x ,oa y`V~½
bu ydkjksa esa :Ik iwNs tk,¡xsA 5 vad
foLr`r vad ;kstuk ¼iz'u Ik= laLÑr esa cuk;k tk,xk½ 1- Hkkjrh; laLÑfr ds rÙo
¼d½ nks iz'uksa esa ls ,d iz'u dk mÙkj 10 vad
¼[k½ pkj fVIif k;ksa esa ls nks dk mÙkj 5$5¾ 10 vad 2- Ik| lkfgR;
¼x½ j?kqoa'k f}rh;lxZ ls nks 'yksdksa dk lizlax vuoq kn 5$5¾ 10 vad
¼/k½ j?kqo'a k f}rh;lxZ ls ,d 'yksd dh lizlax O;k[;k 5 vad
¼M½ j?kqoa'k ls lkekU; ,d iz'u 5 vad 3- ¼d½ vuqokn ¼fgUnh ls laLÑr esa vuqokn½ 10 vad
¼p½ Lukrd Lrj ds x| [k M ¼10 iafDr;ks½a dk vFkkZocks/k 10 vad 4- O;kdj.k % y?kqfl)kUr dkSeqnh
¼N½ laKkizdj.k ls nks lw=ksa dh O;k[;k 4 vad
¼t½ vp~ lfU/k ¼rhu iz;ksxksa dh flf)½ 6 vad
¼v½ gy~ lfU/k ¼rhu iz;ksxksa dh flf)½ 6 vad
¼c½ folxZ lfU/k ¼nks lw=ksa dh lksnkgj.k O;k[;k½ 4 vad 5- 'kCn:Ik ,oa /kkrq:Ik
¼l½ fu/kkZfjr 'kCnksa esa ls nks vtUr ,oa nks gyUr 'kCnksa dk :Ikys[ku 5$5¾10 vad
¼[n½ fu/kkZfjr /kkrqvksa esa ls Hkw ,oa ,/k~ ds 10 ydkjksa esa :iKku 5 vad
,oa vU; /kkrqvksa ds fu/kkZfjr 5 ydkjksa esa :IkKku 5 vad
v- ijh{kdksa ds fy, lkekU; funsZ'k %&
1- iz'u i= dk fuekZ.k laLÑr ek/;e ls fd;k tkosA
2- iz'u i= bdkb;ksa esa foHkDr gksA
3- ikB~;Øe esa dqN va'k laLÑr ek/;e ls mÙkj nsus ds fy, fu/kkZfjr gSA vr% mls gh laLÑr ek/;e ls mÙkj nsus ds fy, iwNsAa
4- ikB~;Øe esa dqN u dqN ifjorZu gksrk gS vr% iwoZorhZ iz'u i= dks izek.k u ekusAa
c- ijh{kkFkhZ izR;sd iz'u ds lHkh Hkkxksa dk mÙkj fujUrj fy[ksA ikB~;iqLrdsa ,oa lgk;d iqLrds&
a
1- Hkkjrh; laLÑfr ds ewy rÙo & MkW- JhÑ" k vks>k] vkn'kZ izdk'ku] t;iqj
2- Hkkjr dh izkphu laLÑfr & MkW- jketh mik/;k;
3- Hkkjrh; laLÑfr & nkeksnj lkroysdj
 4- Hkkjrh; laLÑfr vkSj dyk & okpLifr xSjkyk
5- j?kqoa'k ¼f}rh; lxZ½ & MkW- txUukjk; k ik Ms;] txnh'k laLÑr&iqLrdky 6- j?kqoa'k ¼f}rh; lxZ½ & /kkjknÙk feJ] eksrhyky cukjlhnkl
7- j?kqoa'k ¼f}rh; lxZ½ & czã'kadj feJ] pkS[kEck laLÑr&laLFkku
8- y?kqfl)kUr dkSenq h & MkW- jkefoykl pkS/kjh] eksrhyky cukjlhnkl] fnYyh
9- y?kqfl)kUr dkSenq h & Hkhelsu 'kkL=h] HkSeh izdk'ku] fnYyh
10- y?kqfl)kUr dkSeqnh & MkW- lqjsUnz nso Lukrd] pkS[kEck ifCy'klZ] okjk.klh
11- y?kqfl)kUr dkSeqnh & MkW- egs'k flag dq'kokgk
12- y?kqfl)kUr dkSeqnh & gjsdkUr feJ] Hkkjrh; fo|k izdk'ku] fnYyh
13- jpukuqokndkSenq h & MkW- dfiynso f}osnh] fo'ofo|ky; izdk'ku
14- y?kqfl)kUr dkSeqnh & Jh/kjkuUn 'kkL=h
15- dkfynkl & MkW- fejk'kh
16- dkfynkl & pUnzcyh ik.Ms;
17- v uqokn pfUnzdk & JhpØ/kj gal ukSfV;ky] eksrhyky cukjlhnkl] fnYyh
PAPER I - JADEED NASR
Inshaia, Khaka Aur Reportaz
Contact Hours: 4 periods per Week Maximum Marks: 15
75Examination Duration: 3 Hours External : 60
Internal:
Unit I
There are two parts of this unit. Part Ist contains six objective type questions on prescribed syllabus. Each
question carry 1 mark. Second part contains two questions. Each question carry three marks and word limit
for answer shall be up to 100 words.
Unit II
Explanation of two extracts out of three extracts, from prescribed lessons with reference and context. Each
extract carry six marks.
Unit III
Reportaz ka Taaruf,
Urdu mne Reportaz Nigari.
Shamil-e-Nisab asbaq mne se Kisi ek sabaq ka khulasa.
Unit IV
Shamile nisab Inshaia nigaron aur khaka nigaron ki hayat, shakhsiyat aur fan ka tanquidi jayza.
Unit V
Urdu mne Inshaia nagari ki Riwayat Urdu mne khaka
Nigari ki Riwayat. Inshaia aur khaka mnebuniyadi farq.
Transactional Modalities:
Lecture/contact periods; Communicative/Interactive and Constructivist approaches, imparting knowledge by means of
creating situations.
Tutorials/ Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/ lecture period. Peer group
teaching may be encouraged. Hard spots if any, may be resolved during tutorials.
Assessment Modalities
The end examination will be of 60 marks. Each Unit will carry a weight age of 12 marks.
Two sessional Tests of 10 Marks for each paper will be conduted and average of both the tests will betaken
Two assignments: one oral presentation and one written assignment. It will carry a weight age offive (05) marks.
Text Book: Intikhab-e-Nasr, Part II, U.P. Urdu Academy ke mundarja zail asbaq.
1. Rashid-ul-Kheri : Mazloom ki Fariyad
2. Sajjad Haider Yalderam : Mujhe mere doston se bachao
3. Farahat-ullah-Beg : Yar Bash
4. Pitras Bukhari : Lahore ka Jugrafia
5. Maulvi Abdul Haq : Hali
6. Prem Chand : Adab ki Garz-o-Gayat
7. Brij Mohan Dattattreya Kaifi : Lafz kyon kar bante hain
PAPER II - JADEED NAZM
Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External: 60 Internal: 15
Unit I
There are two parts of this unit. Part I contains six objective type questions on prescribed syllabus. Each question carry 1
mark. Second part contains two questions. Each question carry three marks and word limit for answer shall be up to
100 words.
Unit II
Explanation of two extracts out of three extracts from prescribed text with reference and context. Each extract
carries Six marks.
Unit III
Jadeed Urdu shayari ka Aghaz.
Jadeedshayari ki khususiyat.
Urdu mne Jadeed shayari ki riwayat.
Unit IV
Shamil-e-nisab shayron ki hayat aur adbi khidmat ka tanquidi jayaza.
Unit V
Nazm ka Taaruf.
Nazm ki Aqsam : Nazme azad aur Nazme – Moarra
Shamile Nisab kisi ek nazm ka markazi khayal.
Transactional Modalities:
Lecture/contact periods; Communicative/Interactive and Constructivist approaches,
Imparting knowledge by means of creating situations.
Tutorials/ Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/ lecture period.Peer group
teaching may be encouraged. Hard spots if any, may be resolved during tutorials.
Assessment Modalities
The end examination will be of 60 marks. Each Unit will carry a weightage of 12 marks.
Two sessional Tests of 10 Marks for each paper will be conduted and average of both the tests will betaken
Two assignments: one oral presentation and one written assignment. It will carry a weightage offive (05) marks.
Text Book: Intikhabe – Manzoomat Pt I U.P. Urdu Academy (following lessons only)
1. Nazeer Akbarabadi : Holi, Banjaranama
2. Maulana Hali : Marsiya Dilhi
3. Akbar Allahabadi : Farzi Lateefa, Mustaqbil
4. Suroor Jahanabadi : Faze-e-Barshigal, Ganga
5. Chakbast : Ramayan ka ek seen
6. Iqbal : Naya Shivala, Shoa-e Ummeed
7. FaizAhmad Faiz : Nisar main teri galiyon ke

BA-B.ED part 1st

iatkch lkfgR;
mÌs”; %&
• iatkch Hkk"kk lajpuk essa iatkch “k"kk ds Lo:i o rRoksa dk Kku izkIr djkukA
• Hkk"kk lh[kus dh ekSf[kd vfHkO;fDr dk mPp Lrj ij fodkl dj l`tukRed n{krk fodflr djukA
• iatkch Hkk"kk ds fofo/k :iksa o Hkk"kk o lkfgR; lEc/ka vkSj mldh vfHkO;fDr dks tkuukA
• Jo.k] iBu ekSf[kd ys[ku lEcaf/kr Hkk"kkvksa dkS”kyksa dk Kku nsukA
• iatkch dh fo/kkvksa ,oa muds O;kogkfjd f”k{k.k dh fLFkfr;ksa dk Kku nsukA
• ikB;p;kZ ikB;Øe vkSj ikB;iqLrd dk fo”ys"k.k djkuk vkSj lek;ksftr djkukA
• iatkch Hkk"kk esa ewY;kadu ds egRo ] ewY;kadu dh lafLFkfr;ksa dk Kku nsukA
iatkch lkfgR;
¼ÁFke+ Á”u i=½
dqy vad% 75 ¼lS)kfUrd ijh{kk 60 vad] vkarfjd ewY;kadu 15 vad ½ le; & vf/kdre 3 ?kaVs
lkekU; funs”Z k% &
1- ijh{kk dk ek/;e dsoy iatkch gksxk ,oa iz'uIk= dsoy iatkch esa gh cuk;k tk,xkA
2- iatkch ds fy, xq:eq[kh fyfi gh ekU; gksxhA
3- fo|kfFkZ;ksa ,oa izk/;kidksa ls vis{kk gS fd v/;;u v/;kiu dk ek/;e iatkch esa gksA
bdkbZ 1
dkO; laxzg ^^'kCn losjk** es ls dkO; VqdfM+;ksa dh izlx
a lfgr O;k[;k
bdkbZ 2
dkO; laxzg ^^'kCn losjk** esa ls dforkvksa dk dsUnzh; Hkko] fo"k; oLrq vFkok lkjka”k
bdkbZ 3
fu/kkZfjr ukoy ^^Ikfo= ikih** dk dFkk lkj@pfj= fp=.k@fo"k; oLrq
bdkbZ 4
,dkadh laxzg ^^N% n”kZu** esa ls okrkZyki VqdfM+;ksa dh izlx
a lfgr O;k[;k
bdkbZ 5
,dkadh laxzg ^^N% n”kZu** esa ls ,dkadh dk dFkk lkj] fo"k; oLrq] pfj= fp=.k vFkok lkfgR; vkykspuk
ikB~; iqLrda%s &
1- 'kCn losjk ¼dkO; laxzg½&gfjHktu flag] izdk'kd% ifCyds'ku C;wjks] iatkc ;wfuoflZVh] pMhx<+
2- N% n'kZu ¼,dkadh laxzg½&lar flag ls[kks]a izdk'kd% ifCyds'ku C;wjks] iatkc ;wfuoflZVhZ] pMhx<
3-+ ifo= ikuh ¼ukoy½ ukoydkj&ukud flag] izdk'kd% yksd lkfgr çdk”ku] ve`rljA
iatkch lkfgR;
¼f}rh; + Á”u i=½
dqy vad% 75 ¼lS)kfUrd ijh{kk 60 vad] vkarfjd ewY;kadu 15 vad ½ le; & vf/kdre 3 ?kaVs
lkekU; funs”Z k% &
1- ijh{kk dk ek/;e dsoy iatkch gksxk ,oa iz'uIk= dsoy iatkch esa gh cuk;k tk,xkA
2- iatkch ds fy, xq:eq[kh fyfi gh ekU; gksxhA
3- fo|kfFkZ;ksa ,oa izk/;kidksa ls vis{kk gS fd v/;;u v/;kiu dk ek/;e iatkch esa gksA
bdkbZ 1
dkO; laxzg ^^'kCn losjk** esa 'kkfey dfo dk thou] lkfgR;d ;ksxnku ,oa dkO; dyk dk ifjp;A
bdkbZ 2
iatkch ds mn~Hko dky ds le; ls 1700 bZ- rd mith lkfgfR;d /kkjk ls lacaf/kr iz”kuA
bdkbZ 3
O;kdj.k Kku& foJke fpUg] 'kCn tksM+ ] “kq+) okD; cukuk ] opu ifjorZuA
bdkbZ 4
O;kdj.k Kku& vusdkFkZ 'kCn] lekukFkZd 'kCn] foijhrkFkZd 'kCn] fyax ifjorZuA
bdkbZ 5
jl] vyadkj ,oa Nan dk vFkZ] ifjHkk"kk ,oa çdkjA
lgk;d iqLrds%a &
1- iatkch lkfgr nk bfrgkl ¼vkfndky ls 1700 bZ-½ ifCyds'ku C;wjks] iatkch ;wfuoflZVh] ifV;kykA
2- fiaxy vrs v:t+&tksfxUnj flag] iatkch lkfgr vdkneh] yqf/k;kuk
3- lkfgr ns :i& fdjiky flag o ijfeUnz flag] ykgksj cqd 'kkWi] yqf/k;kukA
4- iatkch lkfgr nh mRifr rs fodkl& fdjiky flag o ijfeUnz flag] ykgksj cqd 'kkWi] yqf/k;kukA
5- [kkst if=dk] iatkch ;wfuoflZVh] ifV;kykA
6- vtksdh iatkch nk O;kdj.k] iatkc Ldwy flf[k;k cksM+]Z lkfgctknk vthr flag uxjA
 HISTORY
PAPER I: Evolution of Indian Culture and Thought
Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External: 60 Internal: 15
OBJECTIVE
1. It is important that our youngsters are made aware of the glorious part of our country. Our past is not only
glorious but it is a source of inspiration.
2. It is our sages who contributed to enrich our past. Our sages did never hanker after personal glorification.
They spread Indian culture and civilization not only within our country, but also in distant lands. It is only for
this reason that our country became the center of knowledge tourism„and greatest centers of learning
thrived in this country.
3. Our country also becomes a centre of fine arts such as dance, music, drawing painting etc. Moreover, no
country in this world can boast of the artistic monuments, in number as well as quality of which we in this
country can proud of.
4. We hope that study of Indian culture and thought„will enrich the knowledge of students regarding a period
of our history about which little is known.
CONTENTS:
Unit I
a) Indian Culture : salient features; unity in diversity
b) Vedic Literature, Religion and Philosophy
c) Varnashram system, Shodash Sanskars: Purusharthas
d) Six systems of Indian Philosophy
UNIT II
a) Religious and Philosophical teachings of Jainism and Buddhism. Contribution of Jainism and
Buddhism to Indian culture.
b) Main Centres of Ancient Indian Education
c) Greater India: Expansion of Indian culture abroad
UNIT III
a) Significance of Epic period
b) Impact of Ramayan and Mahabharat of Indian society, Cultural importance of Puranas
c) Vaishnavism, Shaivism and Shaktism
d) Development of Science in ancient India up to Guptas
UNIT IV
a) Legacy of Kalidas and Tulsidas
b) Development of Art and Architecture: Maurayn Art, Development of Indigenous Art, Gupta
temple Architecture and Sculpture, Pallav and Chola Art.
c) Mughal Architecture and Painting
 UNIT V
A) Bhakti cult and Sufism
B) Contribution of socio religious reformers– Raja Ram Mohan Roy, Vivekanand, Dayanand
Saraswati, Jyotiba Phule, Sir Saiyyad Ahmad Khan, Annie Besant, Bhim Rao Ambedkar and Mahatma Gandhi
C) Significance of ideas of Subhash Chandra Bose and Tagore
o Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches imparting knowledge by means of creating situations.
o Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/lecture
periods; Peer group teaching may be encouraged. Hard spots if any may be resolved during tutorials.
Assessment Modalities
Two sessional Tests of 10 Marks for each paper will be conduted and average of both the tests will be taken
Two assignments one oral presentation and one written assignments (5)
Semester and Examination will be for 60 marks. Each unit will carry a weightage of 12 marks.
1 A.L.Srivastava : Mediaeval culture
2 V.S.Agarwal : Indian Art, Vol.I
3 R.C.Majumdar : History and Culture of Indian People,(relevant vol..)
4 D.P. Chattopadhaya : Indian Philosophy
5 jke/kkjh flag fnudj % laLd`fr ds pkj v/;k;
6 ds- Mh- oktisbZ % Hkkjrh; dyk
7 lR;dsrq fo|kyadkj % Hkkjrh; laLd`fr dk fodkl
8 ch-,u- ywf.k;k % izkphu Hkkjrh; laLd`fr
9 jk/kk dqen eq[kthZ % Hkkjrh; laLd`fr
PAPER II- EARLIEST TIMES TO REFORMATION
Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External: 60 Internal: 15
OBJECTIVES
1. The intention behind having the paper at the early stage to let him imbued with a panoramic view of world
history.
2. It will provide the student to have a generalapproach as a result he will not loose himself in the world.
3. It will become easier to have a macro view before studying the micro.
 UNIT I
a) Salient features of Palaeolithic, Mesolithic and Neolithic cultures.
b) Ancient civilizations - causes of the growth of civilizations in the River valley regions.
c) Egypt – State, society, Religion, Art and Architecture, development of Science.
d) Mesopotamia – State, Society, Religion, Art and Architecture, Science and
Technology, Trade and Commerce.
UNIT II
A) Civilization of Greece – Evolution of Greek city states and society.
B) Development of Religion, Philosophy, Literature, Science, Art and Architecture in Greece.
C) Roman civilization – Political ideas and institutions, Roman law.
D) Rise of Imperialism, Roman society, development of literature, Science, Art and Architecture.
UNIT III
A) Sindhu – Saraswati civilization - salient features.
B) Society, religion, science, art and architecture in Sindhu Saraswati Civilization,
C) Civilization of ancient China state, society, religion, philosophy, science, art and architecture
in China.
UNIT IV
A) Disintegration of Roman empire. Rise of feudalism and its impact.
B) Transition from ancient society to medieval society.
C) Trade, Trade routes and commerce
D) Rise of Christianity.
UNIT V
A) Rise of Islam and advent of Arabs evolution of Islamic state under Ummayids and Abbasides.
B) Crusades and their impact on Europe.
C) Renaissance
D) Reformation
Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches Imparting knowledge by means of creating
situations.
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/lecture
periods, Peer group teaching may be encouraged. Hard spots if any, may be resolved during tutorials.
Assessment Modalities
Two sessional Tests of 10 Marks for each paper will be conduted and average of both the tests will
be taken
Two assignments one oral presentation and one written assignments (5)
Semester and Examination will be for 60 marks. Each unit will carry a weight age of 12 marks.
RESOURCE BOOKS
1. J.E.Swain - History of World Civilisation
2. U.N.Rao - World History
3. Frankfort, Henri- The Birth of civilization in the Near East
4.Will Durant- The Story of Civilisation (Relevant portions of Vol. I to VI)
5.LkqjsUnz ek/ko ikBd& fo”o dh izkphu lH;rk,a
6.,l vkj xks;y& fo”o dh izkphu lH;rk,a
7.tSu ,oa ekFkqj& fo”o bfrgkl ¼1500&1950½
8.eStsful] ,fyl] ,siy ,oa dksuZ jsM& lalkj dk bfrgkl
GEOGRAPHY
Scheme Exam Duration Max. Marks Min. for pass
Paper I 3 hrs. 40 (External)
10(Internal) 36
Paper II 3 hrs. 40 (External)
10(Internal)
Practical 5 hrs. 50 18
PAPER I: PHYSICAL GEOGRAPHY (LITHOSPHERE)
Examination Duration: 3 Hours Max. marks 40
Objectives: The objective of this Paper is to introduce the latest concepts in Physical Geography, essentially
geomorphology: to the students of geography in a brief but adequate manner.
Unit-I
The nature and scope of Physical Geography: Inter relation of Physical Geography with other branches of earth
science, the place of Geomorphology in Physical Geography, Geological Time scale
Unit-II
Shape and size of the earth, Motions of the Earth and its satellite, Mathematical location of Places on the Globe,
Standard Time, Time Zones and the International Date Line
Unit-III
Earth„s interior: Wegener„s theory of Continental drift, Theories of Mountain Building – July and Kober; Plate
Tectonics, Isostasy. Earth Movements: Diastrophic forces – Faults and folds. Sudden Endogenetic Forces–
Earthquake and Volcano
Unit-IV
Rocks: Origin and Composition of rocks; Weathering and Soil Formation, Concept of Cycle of Erosion – Davis and
Penck
Unit-V
Major Land forms associated with Fluvial, Karst, Glacier, Aeolian and Coastal landscapes
Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches Imparting knowledge by means of creating situations.
Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/lecture periods,
Peer group teaching may be encouraged. Hard spots if any, may be resolved during tutorials.
Assessment Modalities
The end examination will be of 40 marks. Each unit will carry a weightage a 08 marks.
36% marks will be essential for passing the examination both in theory and practical.
Two sessional Tests of 10 Marks for each paper will be conduted and average of both the tests will be taken
Books recommended:
1. Strahler, A.H. & Strahler A. H.: Elements of Physical Geography
2. Wooldridge S.W. : The physical basis of geography, Longman's Green & Co. London 1959.
3. Mathur I. R. : Climatology, Mc.Graw Hill, New York
4. Banerjee H.C. &D.S. : Mosam Vigyan, Rajasthan Upadhayaya Hindi Granth Academy, Jaipur.
5. Gerald S. : General Oceanography- An ntroduction, JohnWilley z& Sons, New York.
6. Finch & Trewartha : Elements of Physical Geography
7. Negi : Physical Geography
8. Sharma R. C. : Oceanography for Geography, Chaitainya Publishers, Allahabad.
PAPER II: HUMAN GEOGRAPHY
Examination Duration: 3 Hours Max. marks 40 Objectives: The
objectives of this course are to acquaint the students with the nature of man environment relationship and human
capability to adopt and modify the environment under its varied conditions from primitive life style to
the modern living, to identify and understand environment and population in terms of their quality and spatial
distribution pattern and to comprehend the contemporary issues facing the global community.
Unit -I
Development and history of human geography; Approaches of Human Geography; Elements of Human
Geography; Branches of human geography; Concepts of man environment relationship; Concept of dualism in
geography.
Unit-II
Division of races of mankind: spatial distribution, physical and social profile of racial groups, ethnic groups and
tribal groups in the world and in India; Early economic activities of man: food gathering, hunting, fishing and
shifting cultivation.
Unit- III
Human adaptation to environment (i) Cold Region -Eskimo; (ii) Hot Region -Bushman (iii) Plateau - Gonds (iv)
Mountain- Khasi (v) Plain- Santhal. Social and Economic activities and adaptation in modem society by these.
Unit- IV
Distribution of population; factors influencing it; Concepts of over population, under population and optimum
population. Demographic Transition Theory; Migration-internal and international; Problem of over population in
India and its remedial measures.
Unit- V
Settlement: Origin and types of settlements; Rural Settlement -Pattern of Rural settlements; House types and
Building materials: Urban settlement - Origin of towns; patterns of cities; functional classification cities; zoning of
cities; Christaller's theory; Umland; Urbanization and problems; Slums; Town
Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches Imparting knowledge by means of creating situations.
Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/lecture
periods, Peer group teaching may be encouraged. Hard spots if any, may be resolved during
Assessment Modalities
 The end examination will be of 40 marks. Each unit will carry a weightage a 08 marks.
 36% marks will be essential for passing the examination both in theory and practical.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both the tests will be taken
Books recommended
1. Bergwan, Edward E: Human Geography; Culture, Connection and Land Scape, Prentice-Hall, New
Jersey. 1995.
2. Carr, M: Patterns, Process and change in Human Geography, Mc Millan Education London,
3. Fellman, J. L.: Human Geography-Landscapes of Human Activities. Brown and Benchman Pub., U.S.A.,
1997.
4. De Blij H.J.: Human Geography, Culture, Society and Space, John Wiley, New York, 1996.
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GEOGRAPHY PRACTICAL
Contact Hours: 4 periods per Week Maximum Marks: 50 20-25/Batch
Examination Duration: 5 Hours
SCHEME
1. Lab. Work (Written Examination – 3 hours duration, 3 problems out of 4 Problems) 30
2. Record work and viva-voce 10
3. Field survey and viva voce (2 hours duration) 10
Total 50
CONTENT
1. Scales - Plain, diagonal and comparative-different units.
 2. Enlargement, reduction and combination of maps-Square, Similar Triangle and Pantograph. Measurement of distance
and computation of Area on maps.
3. Methods of representation of relief- Hachures, Hill Shading, and Layer tint, Contours etc. Relief features, types of
slopes, valleys, waterfall, Gorge, meanders, plateaux, conical hill, Ridge, Saddle &Pass to be drawn, with the help of
contours shown in Topographical sheets of different physiographic regions, profile Drawing.
4. Study of Topographical sheets, Scheme of Indian toposheets. Interpretation of a hilly and a plain area of India in
respect of relief, drainage, Human settlement, Transport & Communication Pattern.
5. Chain and Tape survey- Importance, Appliances, Methods and Plotting.
Books Recommended
1. Singh R L. : Practical Geography .
2. Monk House, F.J. and Wilkinson, H.R: Map and Diagrams, Methuen, London 1994.
3. Robinson, A.H.: Elements of Cartography, John Willey & Sons, New York.
4. Mishra, RP. : Fundamental of Cartography, Macmillon, New Delhi.
5. Kellaway, Georgep: Man Projections, Mathuen & Co., London.
6. Steers, J.K.: Man Projections, University of London Press, London.
POLITICAL SCIENCE
PAPER I- FOUNDATIONS OF POLITICAL THEORY
Contact Hours: 4 periods per Week Maximum Marks:75
Examination Duration: 3 Hours Theory: 60 Internal: 15
OBJECTIVES
1. On completion of the course the students – Teacher will be able to: Understand the nature and scope of
Political Theory.
2. Distinguish between the traditional and modern perspectives of Political Theory. To understand some
basic concepts of Political Theory.
3. Analyse state, its Component, Various theories of its origin and their bearing upon the nature of State
Understand and analyses various systems of governance.
4. Acquaint themselves with various aspects and agents involved in the political process. To understand
and analyse the basic aspects of major Political ideologies.
CONTENTS:
UNIT I Political Theory
Meaning, Nature and Scope, its Normative and Empirical perspectives, Behaviouralism and Post-
Behaviouralism Decline and Revival of Political Theory.
UNIT II Concepts
 Power (Laswell), Authority (Max Weber), Political system (Easton) (Almond), Political Development (Lucian Pye),
Social Change, E-Governance. Political Culture
UNIT III State
Meaning and its elements, Specific theories of origin of State, Divine Social Contract and Evolutionary, Sovereignty,
Rights, Liberty, Equality Justice and Citizenship.
UNIT IVForms of Governments
Democracy and Dictatorship, Parliamentary and Presidential systems, Unitary and Federal systems, Political parties,
Pressure groups, Theories of Representation.
UNIT VMajor Political Ideologies
Idealism, Liberalism, Marxism, Feminism, Sarvodaya.
Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches Imparting
knowledge by means of creating situations.
Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/lecture
periods, Peer group teaching may be encouraged. Hard spots if any, may be resolved during tutorials.
Assessment Modalities
The end examination will be of 60 marks. Each Unit will carry a weightage of 12 marks.
Two sessional Tests of 10 Marks for each paper will be conduted and average of both the tests will be taken
Two assignments: one oral presentation and one written assignment.
It will carry a weightage of five (05) marks.
Recommended readings
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a ifCy”klZ izk- fy- ubZ fnYyh] 1992
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6- G.A.Almond: Comparative Politics Today: A world view, 7 end, New York, London.
7- Sir, Barker, Principles of Social and Political theory
8- N.P.Barry, Introduction to Modern Political Theory, London, Macmillan, 1995.
9- A Brochl, Political theory: The foundations of Twentieth Century Political Thought, Bombay, The Times of
India Press, 1965.
10- D. Easton, the Political System: An Inquiry into the state of Political Science, New York, Wiley 195
PAPER II
REPRESENTATIVE INDIAN POLITICAL THINKERS
Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External: 60 Internal: 15
OBJECTIVES:
 To understand the fundamentals of ancient Indian view regarding state, society and man and also the ancient
Indian view point regarding human virtues, individuals place in social order.
 To understand and appreciate major streams of social and religious reforms in India in the 19 century and also
th

the interaction between religion and political awakening.

 To understand and appreciate different streams of nationalism in Indian political thinking.
 To understand the various aspects of Political thoughts of M.K. Gandhi, Democratic socialism of Jawaharlal Nehru,
Redical humanism of M. N. Roy.
 Understand and analyse political and social philosophy of Ambedkar, J.P.Narayan and Ram Manohar Lohiya.
CONTENTS:
Unit I
Manu, Kautilya and Somdev Soori, Ziauddin Barani
Unit II
Raja Ram Mohan Ray, Swami Dayanand Saraswati and Jyotiba Phule
Unit III
Gopal Krishan Gokhale, Bal Gangadhar Tilak, Aurobindo Ghosh
Unit IV
M. K. Gandhi, Jawaharlal Nehru and M.N.Roy.
Unit V
Bhim Rao Ambedkar, Jai Prakash Narain, Ram Manohar Lohiya
Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches Imparting
knowledge by means of creating situations.
Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/lecture
periods, Peer group teaching may be encouraged. Hard spots if any, may be resolved during tutorials.
Assessment Modalities
The end examination will be of 60 marks. Each Unit will carry a weightage of 12 marks.
Two sessional Tests of 10 Marks for each paper will be conduted and average of both the tests will
Two assignments: one oral presentation and one written assignment. It will carry a weightage of five (05) marks.
RECOMMENDED READING
1. A.R. Appodorai; Indian Political Thinking.
2. A.R.Desai ; Social Background of Indian Nationalism
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ECONOMICS
PAPER I: ECONOMIC CONCEPTS AND METHODS
Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External: 60 Internal: 15
OBJECTIVE:
The Students are expected to:
1. Understand about the various fundamental Concepts of Economic and statistics (Meaning, nature,
scope and significance of fundamental Concepts).
2. Distinguish between micro and macro Economics, Static and dynamic Analysis and stock and flow
variables.
 3. Acquaint them with Indian economic thinkers and major source books.
4. Understand about the importance of National Income in Economic Welfare.
5. Familiarise them with banking system of the Country.
CONTENT:
Unit I
Economy and various forms of economic systems. Basic economic problems. Nature of Economic Laws,
Distinction between Micro and Macro Economics. Static and Dynamic Analysis (only elementary approach),
Stock and Flow variables.
Unit II
The concept of National Income, Components and measurement of National Income. National Income and
Economic Welfare. Measure of Economic Welfare. Circular flow of income. An elementary view of the price
mechanism. Demand Supply Analysis, Law of Demand.
Unit III
The concept of currency and credit. Concept of money supply – M1, M2, M3 and M4. Functions of
commercial banks. Balance sheet and credit creation by commercial banks. Functions of Central Bank.
Methods of credit control. Internal and external value of money. Exchange rate and its determination (only
demand and supply theory).
Unit IV
Prominent ancient Indian economic thinkers and major source books (only names and brief knowledge).
Definition and scope of economics according to ancient Indian thinkers. Basic assumptions – integral man,
integrated rationality, Dharm based economic structure. Four purusarthas, Human wants- nature origin and
kinds. The concept of restrained consumption and co-consumption. Meaning and importance of wealth
code of conduct for earning. Main features of ancient Indian economic thinking and its comparison with
western economic thinking.
Unit V
Definition, nature, importance and limitations of statistics. The concept of Averages, Mean, Mode, Median,
functional relationship in economic and the use of Graphs. The concept and interpretation of shapes and
curves e.g. total revenue and total cost curves, consumption and production functions. Simple derivatives:
Concept of total, average and marginal values.
 Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches Imparting knowledge by means of creating
situations.
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/lecture
periods, Peer group teaching may be encouraged. Hard spots if any, may be resolved during tutorials.
 Assessment Modalities
The end examination will be of 60 marks. Each Unit will carry a weightage of 12 marks.
Two sessional Tests of 10 Marks for each paper will be conduted and average of both the tests will
be taken
Two assignments: one oral presentation and one written assignment. It will carry a weightage of five (05)
marks.
Books Recommended
1. P.A.Samuelson & W„Nordhaos Economics (latest edn.)
 2. Mehta & Madnani Elementary Mathematics for use in Economics
3. Gupta, B.L. Value and Distribution on system in Ancient India, Gian Publishing House, New Delhi
4. D.G.Luckett Money & Banking
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PAPER II: MICRO ECONOMICS

Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours Theory: 60 Internal: 15
OBJECTIVE
The Students are expected to:
- Develop and understanding about important principles of micro economic.
- Understand individual economic unit behavior
- Know the how prices and output of good/services and factor of production are determined.
- Understand about the type of market and their equilibriums.
CONTENT:
Unit I
Introduction: Nature and scope of economics, Methodology in economics, Choice as an economic problem:
basic postulates; Consumer„s Behaviour: Utility – Cardinal and ordinal approaches; Indifference curve,
Consumer„s equilibrium (Hicks and Slutsky), Giffin goods, Elasticity of demand – Price, income and cross,
Consumer„s surplus; Engle curve.
Unit II
Theory of Production and Costs: Production decisions; Production function; Iso-quant, Factor substitution,
law of variable proportions, returns to scale, economies of scale, Different concepts of cost and their inter-
relation, Equilibrium of the firm, Expansion path.
Unit III
Market structure: Market forms – Perfect and imperfect markets, Price and Output determination in Perfect
competition, monopoly, Monopolistic Competition, Duopoly, Oligopoly (Paul„s M Sweezy Model), Price
discrimination under monopoly, Measure of monopoly power.
Unit IV
Factor Pricing: Marginal productivity theory of distribution; Modern Theory of Factor Price Determination
with the help of MPP, VMP and MRP (with the help of Tables). Theories of wage determination: Wages and
collective bargaining, Wage differentials; Rent-Scarcity rent,
Differential rent, Quasi rent, interest – Classical and Keynesian theories; Profits- Innovation, risk and
uncertainty theories.
Unit V
Investment Analysis: Payback period - average annual rate of return. Net present value, internal rate of
return criteria, price changes, risk and uncertainty, elements of social cost- benefit analysis.
Welfare Economics: Problems in measuring welfare, Classical welfare economics, Pareto„s criteria
(Production, Consumption and Distribution). Concept of a social welfare function compensation principle –
Kalder Tucks
Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches Imparting
knowledge by means of creating situations.
Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/lecture
periods, Peer group teaching may be encouraged. Hard spots if any, may be resolved during tutorials.
Assessment Modalities
The end examination will be of 60 marks. Each Unit will carry a weightage of 12 marks.
Two sessional Tests of 10 Marks for each paper will be conduted and average of both the tests will
be taken
Two assignments: one oral presentation and one written assignment. It will carry a weightage of five
(05) marks.
Books Recommended:
1. Bach, G.L. (1977) Economics, Prentice Hall of India, New Delhi.
2. Gauld, J.P. and Edward P.L. (1996)
3. Microeconomic Theory, Richard Irwin. Homewood. Henderson, J. and R.E. Quandt (1980).
4. Microeconomic Theory: A mathematical approach. McGraw Hill, New Delhi.
5. Heathfield and Wibe (1987); an Introduction to Cost and Production Functions, Macmillan, London.
6. Koutsoyiarais, A. (1990). Modern Microeconomics, Macmillan.
th
7. Lipsey, R.G. and K.A. Chrystal (1999). Principles of Economics (9 edition) Oxford University Press. Oxford.
th
8. Mansfield, E.(1997), Microeconomics (9 Edition), W.W.Norton and Company, New York.
9. Ray, N.C. (1975), An Introduction to Microeconomics, Macmillan Company of India Ltd., Delhi Ryan,W.J.L.
(1962), Price Theory, Macmillan and Co. Limited, London.
10. Samuelson, P.A. and W.D. Nordhaus (1996), Economics, Tata McGraw Hill, New Delhi. Stonier, A.W. and
D.C.
11. Hague (1972), A Textbook of Economic Theory :ELBS & Longman Group, London
th
12. Varian, H.R. (2000). Intermediate Microeconomics : A Modern Approach (5 Edition), East-West Press, New
Delhi
CC6 : CHILDHOOOD AND GROWING UP
Instructional Time: 4 periods/week Max. Marks: 75
Exam. Duration: 3 Hours External: 60 Internal: 15
Course Objectives:
1. To develop an understanding of the basic concepts, methods and principles of Psychology
and of Educational Psychology with reference to learning and teaching.
2. To develop an understanding of growth and development in various stages.
3. To develop an understanding about the various factors that affect learer like personality
intelligence, creativity and motivation.
4. To develop an understanding of the impact of social and psychological factors responsible
for a balance development of personality of the learners.
5. To develop effective teaching skills in the teacher in the making.
Course Content
Unit -I
(a) Educational Psychology: its meaning, methods, scope, functions and applications.
(b) Psychology of adolescents: Growth and Development of the Learner: Growth and
Development - Meaning, Principles (Physical, social, mental and Emotional Development) and
their Implications for learning.
(c) Heredity and Environment:
Unit - 2
(a) Personality: meaning, types, factors responsible for shaping it, objective and
Projective techniques of personality assessment.
(b) Intelligence: meaning, Theories, measurement and role in learning.
(c) Creativity: meaning, process, development and measurement.
Unit - 3
(a) Concept of adjustment, adjustment as achievement, adjustment as process.
(b) Frustration and conflict. Causes of maladjustment, role of teacher in
minimizingmaladjustment of learner.
(c) Adjustment Mechanism: some common adjustment Mechanism
Unit - 4
(a) Individual differences: meaning, causes and their educational implications.
(b) Education for exceptional children: Gifted children, delinquent children, socially deprived children.
(c) Remedial measure and Learning material used for exceptional children.
Unit - 5
(a) Mental hygiene: mental hygiene concept and characteristics, factor effecting mental health.
(b) Methods of development of good mental health. How to improve mental health of teacher?
(c) Psychotherapy: aims of psychotherapy, types of psychotherapy.
Reference Books:
1. Agarwal, J.C. Essestials of Educational Psychology Vikas Publishing House, Pvt. Ltd. 1995.
2. Bhatnagar, R.P. Educational Psychology, Meenakshi Publicaiton, Kanpur
3. Chauhan, S.S. (2002), Advanced Educational Psychology, New Delhi: Vikas Publishing
House. (Hindi & English)
4. Kakkar, S.B. (2001), Educational Psychology, New Delhi, Prentice Hall of India.
5. Lindgren, H.C. Educational Psychology in the classroom Macmillan, N.Y. 1956
6. Mangal, S.K. (2002), Advanced Educational Psychology, New Delhi : Prentice Hall of
India. (Hindi & English)
7. Sharma, R.A. Fundamentals of Educational Psychology Lal Book Depot, Meerut, 1996
8. Skinner, B.F. Essentials of Educational Psychology AsiaPublishing House, Bombay 1960 (Hindi &
English)
9. Uday Shander, Advanced Educational Psychology, Sterling Publishers Pvt. Ltd. New Delhi. 1984
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Modes of Internal Assessment Marks

Written tests 10
Any two Projects & Assignments from Practicum from the following 05
1. Analysis of a learning situation and case study, using theoretical perspectives
2. Administration of any one standardized tests (Intelligence/aptitude/ attitude/ creativity) and preparation of
psychological assessment report.
 3. Prepare a critical report on implications of any one theory of learning – Piaget, Erickson and Bandura.
4. Select a child with learning problem and carry out academic assessment in any one subject, identify the
remedial measures and prepare a report.
Group C: Developing Teacher Sensibilities Section I: Experiences for Teacher Enrichment
ETE 1: Enriching Learning through Information and Communication Technology
Instructional Time: 2 periods/week Max. Marks: 50 Internal: 50
Objectives of the Course:
On the completion of the Course, the student teacher will be able to recognise, understand and appreciate ICT as
an effective learning tool for learners and as an enormous functional support to teachers.
Course Outline:
Unit I: Relevance of ICT in education (Radio, Television, Computers)
 Role of information technology in construction of knowledge
 Possible uses of audio-visual media, computers, internet, subject specific software.
 Technological Pedagogical Content Knowledge (TPCK)
Unit II: Visualising Learning situation using Multimedia
 Use of radio and audio media: Script writing, storytelling, songs,etc.
 Using appropriate software (single and multiple media animations and simulation)
 Exploring ICT for teaching-learning, curriculum analysis to determine methods of transacting
 Classroom organisation for ICT infused lessons ( Teacher led instruction, Self- learning and group
activities)
Unit III: Visualising technology-supported Learning Situations
 Preparation of learning Schemes.
 Interactive use of Digital content.
 Focusing on enhancing learning-appropriate technology.
 Developing PPT slide show for classroom use.
 Use of available software or CDs with LCD projection, smart board for subject learning
interactions.
 Generating subject- related demonstration using computer software.
Unit IV: Internet Based Tools
 Web 2.0 Tools
 Engaging in professional self-development.
 Collaborative learning tasks.
 Interactive use of ICT: Participation in Google / Yahoo groups, creation of blogs, etc.
 Innovative usage of technology: some case Studies.
 Use of technology integration in resource-plenty as well as resources-scare situations.
 Critical issues in internet usage - authenticity of information, addiction, plagiarism, downsides of
social networking group.
Unit V: ICT for Evaluation
 Evaluation and ICT for Evaluation-purposes
 Exploring software tools for evaluation
 Focusing on enhancing Learning-tracking and managing students.
 Exhibition and peer evaluation of project lessons. Portfolio submissions and evaluation.
Modes of Learning Engagement:
 Providing opportunities for group activities.
 Group/Individual Presentation.
 Providing opportunity for sharing idea.
 Exploring to exemplar constructivist-learning situation.
 Designing and setting up learning models.
 Audio- Visual Presentation followed by its analysis and discussion.
Practical:
 Functional knowledge of operating computers-on/off, word processing, use of PowerPoint, Excel.
 Computer as a learning tool
 Effective browsing of the internet for discerning and selecting relevant information.
 Survey of educational sites based in India.
 Downloading relevant material.
 Cross collating knowledge from varied sources.
 Competencies in developing original software.
 Practical exercise on windows and office package.
 Trouble shooting and seeking help.
 Installing hardware and software.
 Synchronous communication on the web.
 Project using Web 2.0 Tool.
 Use of Smart board / interactive board.
Modes of Internal Assessment Marks
Written tests 10
Presentation and Communication skills in subject specific matters 10
Designing innovative learning situations 10
Performance in-group activity 10
Reflective written Assignments 10
Suggested Readings:
1. Imran R. Shaikh. Introduction to Educational Technology & ICT McGraw Hill Education (India) Private
st
Limited (21 August, 2013).
nd
2. Chris Abbott. ( 2001). ICT Changing Education. Psychology Press (2 September, 2003).
3. Saxena. (2009). ICT in Professional Education. New Delhi. Aph Publishing Corp.
4. Gwen Solomon, Lynne Schrum. Web 2.0 New Tools, New Schools. International Society for Technology in
th
Education (15 October, 2007).
5. Gwen Solomon, Lynne Schrum. Web 2.0 How -To for Educators. International Society for Technology in
th
Education (15 October, 2010).
rd th
6. Debra Geoghan.Visualizing Technology, Introductory(3 Edition). Prentice Hall(18 May, 2014).
th
7. Laxman Mohanty & Neharika Vohra. ICT Stratigies for schools. New Delhi. SAGE Publication, (6 October,
2006).
rd
8. Ed Bott, carl Siechert, Craig Stinson. Windows 7 inside Out. New Delhi. PHI Learning Private Limited, (3
October, 2009).
th
9. David J emberton & J Scott Hamlin. Flash 4 Magic. New Delhi. Techmedia, (11 January, 2000).
 rd
10. Andy Rathbone. Windows 8 for dummies. John Wiley & Sons (23 November, 2012)
th
11. Beth Melton. ( 2013). Microsoft Office Professional step by step. Microsoft Press(14 June, 2013).
12. Douglrs E Corner. The Internet Book , Everything you need to About Computer Networking and Now the
th
Internet works (4th Edition) Addison- We sky (29 August 2006)
th st
13. Preston Gralla. How the Internet Works ( 8 Edition) Que Publishing (1 December 2006)
st
14. J. Michael Stracz ynski. The Complete Book of scriptwriting. Writer Digest Books (1 July, 2002)
st st
15. Ze-Nian Li and Marks S, Drew. Fundamentals of Multimedia, I Edition. Prentice – Hall (1 November,2003)
Section I: Experiences for Teacher Enrichment ETE 2: Yoga, Health and Well being
Instructional time: 2 periods/ week Max. Marks: 50 Internal:50
Objectives of the Course:
On completion of the course, the student teacher will be able to:
1. understand the importance of games, sports and yoga for development of holistic health.
2. know the status, identify health problems and be informed of remedial measures.
3. know about safety and first aid.
4. acquire the skills for physical fitness.
5. practice yogasanas, meditation and relaxation.
6. understand various policies and programmes related to health, physical education and yoga.
Course Outline:
Unit I: Yoga for holistic Health
 Meaning and definition of Yoga- Need, importance and scope
 Yoga- A way of healthy and integrated living
 Yoga- A way of socio-moral upliftment of individual
 Ashtang yoga
 Characteristics of a Yoga practitioner and prerequisites of yoga practices
Unit II: Health & Well being
 Concept of health, importance, dimensions and determinants of health, health needs of children and adolescents
including differently abled children.
 Understanding of the body system – skeleton, muscular, respiratory circulatory and digestive in relation to health.
 Effects of exercise on skeleton, muscular, respiratory circulatory and digestive systems.
 Common health problems and diseases- causes, prevention and cure, immunization and first aid with special
reference to rapidly increase of diabetes and cardiac disorders.
 Food and nutrition, food habits, nutrients and their functions, control over obesity.
Unit III: Athletics and Games
 Athletics – general physical fitness exercises.
 Games – lead up games, relays and major games.
 Rhythmic activities, gymnastics and their impact on health.
 Olympic movement.
 Development of motor components, speed, strength, endurance, flexibility, agility and coordinative ability
Modes of Learning Engagement:
Interactive discussions, group work, sharing experiences, organizing activities, analysing topics on
health related issues, demonstrations, observations, field visits, preparing work books, maintaining diary,
participating in school health check up, practical classes of first aid, projects and assignments. Playing
games and sports and performing Asanas and Pranayamas
 Practical –Games, Sports and Yoga
Rules regulations related to games, sports and yoga,Playing Volleyball, Basketball, Badminton and
recreation games. Performing Suryanamaskara and selected yogasanas, mudras and pranayamas.
 Standing Asanas- Konasana, Trikonasana, Vrikshasana, Tadasana
 Sitting Asanas – Vajrasana, Gumukhasana, Navasana, Veerasana
 Lying on the stomach – Bhujangasana, Dhanurasana
 Body twisting asanas – Ardha Matsyendrasana, Vakrasana
 Back bending – Ushtrasana
 Mudras – Arham, Ananda Mudra
 Pranayama – kapalbhati, Anuloma-viloma, Bhramari, udgeeth, sheetali and sheetkaali.
Modes of Internal Assessment Marks
Written tests 10
Performance – Games, Sports and Yoga – 40
Suggested Readings:
1. Pande,PK. (1988). Sports Medicine. Delhi. Khel Sahitya Kendra. Larry G.Shaver. (1982).
Essentials of Exercise Physiology. Delhi. Surjeet Publications.
2. Kanabur Vyjayanthi V. (2007). Sports Nutrition the Scientific Facts. New Delhi. Kanishka
Publishers.
3. Dheer. S. Kamal Radhika (2002). Organization and Administration of Physical Education. Friends
Publications.
4. Chandler Timothy, Mohin Mike, Vamphew Wary (2007). Sports and Physical Education. London.
Routledge Taylor Francis Group.
5. Verma Veena (1999) Sports Psychology. Delhi. Sports Publication.
6. Prakash, Agam (1999) A Textbook of Health Education. Delhi. Sports Publication.
7. Uppla AK. (1996). Physical Fitness. New Delhi. Friends Publication.
8. Thani Lokesh (2003) Rules of Games and Sports. New Delhi. Sports Publication.
9. Sonkar Sathish. (1998). Mehtods, Measurement and Evaluation in Physical Education. Jaipur.
Book Enclave.
10. NCERT, Position Paper, FGR (2006). Health and Physical Education. New Delhi. NCERT.
11. Seetharam AR (1996) Yoga for Healthy Living. Mysore. Paramahamsa Yogashrama.
12. Ganguly,S.K., Bera,T.K.,Gharote,M.L.(2003) Yoga in relation to Health related physical fitness
and academic achievement of school boys. In Position Paper, FGR (2006).
13. Health and Physical Education. New Delhi. NCERT.
14. Gharote, M.L. (1976). Physical Fitness in relation to the practice of selected yogic exercises. In
Position Paper, FGR (2006). Health and Physical Education. New Delhi. NCERT.
15. Kulkarni,D.D. (1997).Yoga and Neurophychology. In Position Paper, FGR (2006). Health and
Physical Education. New Delhi. NCERT.
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Section II : Experiences for Social and Environmental Sensitivity.
SES 1 - Work Experience: Project
Instructional time: 1 period/week (Theory) Max. Marks: 50
2 periods/ week (Practicum) Min. Pass Marks: 18(Internal Assesment )
Objectives of the Course:
 To develop an awareness of self and self-confidence To develop sensitivity to others
 To develop self-discipline
 Todevelop self-esteem
 To develop acceptable behaviour
 Todevelop cooperation
Course outline :
1. Select a child with any special quality and carry out his/her case study,
2. Project report on slum area children”s how to educate and motivate them
SES 1 - Work Experience - Agriculture (Practices)Instructional
time: 1 Period/Week (Theory) Max. Marks: 50
2 Periods/ Week (Practicum) Min. Pass Marks : 18 Exam.
Duration : 3 Hours (Internal Examination)
Objectives of the Course:
On completion of the course, the student teacher will be able to understand the meaning and scope of
agriculture. understand all about seeds, imported weed, manures etc. acquire skills to practices of seed sowing,
planting materials etc. understand practices of different ornamental and horticulture crops. recognise different
field practices like earthing, hoeing, weeding watering etc. inculcate healthy values related to work culture.
Course Outline:
Unit I
Agriculture: Meaning, definition, scope, history, branches and objectives.
Unit II
Soil Science: Definition of pedology, soil management, soil erosion, soil conservation practices; structure
of soil, soil profile; soil fertility and productivity, essential plant nutrients. Fertilizers and manures including
bio- fertilizers. Identification of manures and fertilizers.
Unit III
Irrigation: Definition, method of irrigation, systems of irrigation, drainage, irrigation pattern of India.
Unit IV
Horticulture: Definition, branches of horticulture, layout of orchards, propagation by seeds and by
vegetative means; Pot filling technique; Planning, planting and maintaining lawn; Practice related to
landscaping.
Unit V
Agricultural practices: Preparation of land, selection of seeds, watering, thinning, hoeing and weeding,
harvesting of crop, identification of important agricultural tools, trees and crop plants. Minor project
preparation on agriculture.
Modes of Learning Engagement: Hands on experiences, Activity based learning, Experimentation, Interactive
engagement, Group work, Peer learning, Project work.
Practicum :
(a) Identification of an agronomy of following crops: Wheat, Bajra, Maize, Rose etc.
(b) Agricultural Processes: Irrigation, Training and Pruning, Hoeing and Weeding, Seed Bed
preparation, Nursery Management.
Modes of Internal Assessment : Marks
Written test : 10
Exam and project : 40
Suggested Readings:
1. Jitendra Singh, Basic Horticulture (Kalyani Publishers, New Delhi, 2012).
2. Dr. Jaiveer Sing, Plant Propagation & Nursery Husbandry (Rama Publishing House, Meerut, 2002).
3. Dr. Rajveer Singh & Dr. O.P. Rajput, Principles of Agronomy, Scientific Crop Production (Kushal
Publications and Distributors, Varanasi, 2008).
4. Dr. K.N. Dubey, Fruit Production in India (Rama Publishing
SES 2:Arts and Aesthetics (Workshop mode) Evaluation: grade point scale
Objectives of the Course: On completion of the course the student teacher will be able to:
 express freely their ideas and emotions about different aspects of life through different art forms.
 learn to appreciate different art forms and distinguish them.
 Develop an insight towards sensibility and aesthetic appreciation and become more creative and conscious
about the good and beautiful in their environment, including classroom, school, home and community
through an integrated learning approach.
 Integrate the knowledge of art with daily life through learning with different media and techniques by using
creative expression and making objects of common use.
 Make learners conscious of rich cultural heritage of their own region as well as that of the nation.
 Get acquainted with the life and work of artists.
Course Components: This course as part of the four year B.Sc. B. Ed. programme will consist of theory, practical,
project work and workshop. Also, the arts need to be applied in day to day life from designing classroom materials
to notice board, cultural festivals, theme based celebrations, national days, festivals etc. These occasions will be a
forum for students„ activities wherein all the art forms will be integrated.
Theory:
 Concepts and forms of arts and aesthetics- an introduction: Meaning of arts and aesthetics, visual art forms
and performing art forms.
 Significance of art in education: Importance of art forms in learning.
 Integrating arts and aesthetics in school curriculum as a pedagogical support/ resource: education through
arts and aesthetics.
 Different ways/methods to integrate arts in education: during the curriculum transaction.
 NCF 2005 and position paper on Arts on Aesthetics.
 Knowing about local art forms: the diversity of India„s arts its integration in the curriculum.
Project:
 The student-teacher can take a theme-based project from any of the curricular areas covering its social,
economic, cultural and scientific aspects integrating various art and craft forms.
 They can do an analysis of textbooks - where they can find a scope either in the text or in the form of
activities or exercises to integrate art forms.
 They can also document processes of an art or craft form from the pedagogical point of view; such as
weaving or printing of textiles, making of musical instruments, folk performances in the community etc. –
how the artists design their products, manage their resources including raw materials, market it, what
 problems do they face etc.
 A lived tradition of any artistic school devoted to traditional or folk arts can be studied by student-
teachers available in their surrounding or locality.
Workshop:
A workshop for one week of working with artist or a group of artists (theatre, music, dance etc.) to learn basics of
art forms and understand its pedagogical aspects is required for student-teacher in first year of the programme.
The forms learnt during the course will help student-teachers in their profession, as a means of exploring
different media and creative expressions such as drawing, painting, clay-work/pottery, collage making,
wood-work, toy- making, theatre, puppetry, dance, music etc. including regional and folk forms of arts, which will be
helpful in imparting quality education among school children. The focus of the workshop will be on how art forms
can be used as pedagogy for various subjects belonging to science/social science streams.
Modes of Learning Engagement:
 Workshopenvironment will be interactive and discussions will take place wherein student-teachers
can document their experiences as an artist and connoisseur both.
 Attending exhibitions and performances, interacting with artists and craft persons, watching and
listening art related films, audio and video materials available on different performers, regional/
folk art forms etc. may also be shown from time to time.
 Projects and assignments may be given for individual learners as well asfor group work.
 Workshopwill be conducted in such environment wherein student teachers can get a
firsthand experience of working with artists, handle different materials and media, learn about
different aspects of art forms on how it relates to the society and community and can be used as
pedagogical tool to transact.
 A small Resource centre may be a part of all colleges, where materials in luding books, CDs,
audio, video cassettes, films, software, properties etc. are available.
Practicum:
 Activities related to doing arts, including application of arts in the immediate environment small
activities, which enhances the skills including the communication and presentation skills, brings in
imagination, creativity and aesthetic sensibility among the student teachers.
 Application of aesthetic and design sensibility in the day to day life, in their profession and
environment are some of the practical aspects, which needs to be taken care of. During the
celebrations of festivals, functions, special days etc. this will be reflected.
Modes of Internal Assessment:
The engagement of teacher-learners in the above set of experiences should be quantitatively and
qualitatively evaluated, based on observations and submissions of projects and assignments that cover:
a) submission of work b) participation c) creative potential displayed d) application of aesthetic and design
sensibility in campus events or in other course work.
Letter Grade Grade Point
O (Outstanding) 100
A(Very Good) 80-89
B+(Good) 70-79
B(Above Average) 60-69
C(Average) 50-59
P (Pass) 40-49
F(Fail) Below 40
Ab (Absent) 0
 SECOND YEAR
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ENGLISH
Paper I: Prose and Fiction

Contact Hours: 6 periods per Week Maximum Marks: 100

Examination Duration: 3 Hours Theory: 80
Internal: 20
Rationale: There are some great prose writers and novelists in English language both in India and
Britain. The students who are in the process of making teachers must go through some of the kinds of
prose by great authors such as Francis Bacon, Addison, Macaulay, Hazlitt and Stevenson as well as
short story writers like Albert Camus, Catherine Mansfield, Leo Tolstoy, O. Henry and Shashi
Deshpande besides some long specimens of prose (novel) by E.
M. Forster and R.K. Narayan with a view to promoting their comprehension skill and enriching
their literary and aesthetic sensibility.
Objectives: The students will be able to
Develop their comprehension skills through reading various types of prose.
Develop their reading habits and literary taste through some long specimens of prose.
Course Contents/Units: The paper will be divided into five Units.
Unit I Explanation
Four passages for explanation with reference to the context from the texts prescribed in Units II
and III carrying a weight of four (04)) marks each.
Unit II Essays (Detailed study)
Francis Bacon : Of Studies
Joseph Addison : Friendship
Thomas B. Macaulay : Minute on Indian Education
William Hazlitt : On the Feelings of Immortality in Youth
R.L. Stevenson : The Ideal House
Unit III Short Stories (Detailed study)
Albert Camus : The Guest Katherine
Mansfield : A Cup of Tea
Leo Tolstoy : How Much Land does a Man Need?
O. Henry : The Gift of Magi Shashi
Deshpande : My Beloved Charioteer
Unit IV Novel-(i) (Non-detailed Study)
R.K. Narayan : The Guide
Unit V Novel (ii)(Non-detailed Study)
 Forster : A Passage to India
 Modes of Learning Engagement
A response-based approach to Literature will be followed where students are regarded as active
meaning makers whose personal experience affects their interpretation of literary texts. Students as
readers and writers will participate in the constructive reading/writing process. An open-ended
perspective on literacy texts will be encouraged where no single response
predominates and multiple interpretations can be provided. Seminars and open forums will
accompany the discussion on texts.
 Tutorials/ Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/ lecture
period. Peer group teaching may be encouraged. Hard spots if any, may be resolved during tutorials.
 Suggested Readings:
I. Narayan, S.A. (Ed.) The Joy of Reading Literature: Selected Prose and Poetry. Hyderabad: Orient
Longman.2008.
II. Thakur, D. Selected Short Stories. New Delhi: Macmillan. 2008.
III. Forster, E.M. Aspects of the Novel. New York: Harvest Book. 1955.
IV. Peck, John. How to Study a Novel. London: Palgrave Macmillan. 1995.
V. Scholes. R et al. (Ed.). The Elements of Literature. Oxford: Oxford University Press. 2005.
VI. Showalter, Elaine.Teaching Literature. Oxford: Wiley-Blackwell. 2002.
Paper II: Poetry and Drama
Contact Hours: 6 periods per Week Maximum Marks: 100
Examination Duration: 3 Hours Theory: 80 Internal: 20
Objectives: The students will be able to:
Make themselves familiar with pre-romantic, romantic and Victorian poetry.
Enjoy and appreciate the romantic traits such as the obsession with the past, mystery, beauty and
love of Nature. Enjoy and understand drama and improve their dramatic skills.
Course Contents: The paper will be divided into five
Units. Unit I
Four passages for explanation with reference to the context from texts prescribed in units II and III
carrying a weight of four (04) marks each.
Unit II Poetry (i) (Detailed study)
William Blake : The Tiger William
Wordsworth : The Daffodils
S.T. Coleridge : Kubla Khan
Lord Byron : She walks in Beauty
John Keats : Ode to a Nightingale
Unit III Poetry (ii) (Detailed study)
P.B. Shelley : Ode to the West Wind
 Matthew Arnold : DoverBeach Lord
Alfred Tennyson : Break, Break, Break Robert
Browning : Porphyria„s Lover Rudyard
Kipling : If
Unit IV Drama (i) (Non-detailed Study)
Oliver Goldsmith : She Stoops to
Conquer Unit V Drama (ii) (Non-detailed Study)
William Congreve : Love for Love
 Modes of Learning Engagement
A response-based approach to Literature will be followed where students are regarded as active
meaning makers whose personal experience affects their interpretation of literary texts. Students
as readers and writers will participate in the constructive reading/writing process. An open-ended
perspective on literacy texts will be encouraged where no single response predominates and
multiple interpretations can be provided. Seminars and open forums will accompany the
discussion on texts.
 Tutorials/ Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/
lecture period. Peer group teaching may be encouraged. Hard spots if any may be resolved during
tutorials..
 Suggested Readings
I. Curran, Stuart et al. (Ed.). The Cambridge Companion to British Romanticism. Cambridge: Cambridge
University Press. 2010.
II. Ford, Boris. et al. (Ed.). The Pelican Guide to English Literature. Vol. 1-8. Harmondsworth: Penguin
Books. 1968.
III. Dobree, Bonamy. Restoration Comedy 1660 1720. Oxford: Oxford University Press. 1924.
IV. Abrams, M.H. The Mirror and the Lamp: Romantic Theory and the Critical Tradition. Oxford: Oxford
University Press.1972.
V. Kermode, Frank. The Romantic Image. London: Routledge Classics. 2002.
VI. Wordsworth, William & S. T. Coleridge. Lyrical Ballads. London: Penguin Classics.2006.
VII. Bowara, C.M. The Romantic Imagination. Oxford: Oxford University Press.1961.

laLÑr
lkekU; funsZ'k%
1- ijh{kk dk ek/;e laLÑr] fgUnh vFkok vaxzsth gksxkA
2- iz'uIk= dsoy laLÑr esa cuk;k tk,xkA
3- izR;sd iz'u Ik= esa 10 izfr'kr vad laLÑr ek/;e ls mÙkj nsus ds fy, fu/kkZfjr gSaA vU; iz'uksa ds mÙkj
laLÑr] fgUnh vFkok vaxzsth esa fn, tk ldrs gSaA
4- laLÑr ,oa fgUnh ds fy, nsoukxjh fyfi gh ekU; gksxhA
5- fo|kfFkZ;ksa ,oa izk/;kidksa ls vis{kk gS fd v/;;uk/;kiu dk ek/;e laLd`r gksA
ikB~;Øe ,oa ijh{kk ;kstuk%&
nks iz'u Ik= U;wure mÙkh.kkZd 72 iw.kkZd 200
izFke iz'u Ik= le; 3 ?kaVs U;wure mÙkh.kkZ³~d 36 vad 100 f}rh; iz'u Ik= le; 3 ?kaVs U;wure mÙkh.kkZ³~d 36 vad
100 izFke iz'uIk=&ukVd] NUn] laLÑr lkfgR; bfrgkl ,oa O;kdj.k
vad foHkktu le; 3 ?kaVs iw.kkZd 100 vad
bdkbZ&1 ukVd ls O;k[;k 20 vad
bdkbZ&2 ukVd ls laLÑr O;k[;k ,oa lkekU; iz'u 20 vad bdkbZ&3 NUn 15 vad
bdkbZ&4 O;kdj.k %& izeq[k Ñr~] rf)r ,oa L=h izR;; 20 vad bdkbZ&5 laLÑr lkfgR; dk bfrgkl 25 vad
;ksx 100 vad ikB~;Øe
1- ukVd & vfHkKku'kkdqUrye~ & dkfynkl 2- NUn & 'kkdqUry esa iz;qDr lHkh NUn
3- O;kdj.k
¼i½ Ñr~ izR;; izdj k ls fu/kkZfjr izR;; & rO;r~] vuh;j~] ;r~] D;Ik~] ;r~] r`p~] oqy~] Dr] äorq] DRok] Y;qV~] 'kr`] 'kkup~] rqequ~] Y;Ik~
¼bu izR;;ksa ds fo/kk;d lw=ksa dk lksnkgj.k vFkZKku visf{kr gS½A
¼ii½ rf)r&erqi~] bu~] Bd~] Ro] ry~A ¼bu izR;;ksa ds fo/kk;d lw=ksa dk lksnkgj.k vFkZKku visf{kr gS½A
¼iii½ L=hizR;; & 1- vtk|r"Vki~] 2- mfxr'p] 3- fVM~<k k´~]
4- o;fl izFkes] 5- iqa;ksxknk[;k;ke~ 6- 'kk³~xZjok|´ks ³hu~ 7- Lok³~xkPpksiltZukn~]
8- tkrsjL=hfo"k;kn;ksi/kkr 9- ³qr% 10- ;wufLr% 4- laLÑr lkfgR; dk bfrgkl
¼d½ ohj dkO; ¼[k½ dkO; ¼,sfrgkfld dkO;ksa lfgr½
¼x½ xhfrdkO; ¼?k½ x|dkO;
¼³½ ukVd lkfgR; ¼p½ dFkk lkfgR;
foLr`r vad ;kstuk ¼iz'u Ik= laLÑr esa cuk;k tk,xk½
bdkbZ&1 ¼d½ izFke vad ls ,d 'yksd dh laLÑr esa O;k[;k 10 vad
¼[k½ vfHkKku 'kkdqUrye~ ls lEcfU/kr lkekU; iz'u 10 vad
bdkbZ&2 ¼d½ ukVd & vfHkKku 'kkdqUrye~ & f}rh; ls lIre vad rd pkj esa ls nks 'yksdksa dh O;k[;k 7$7¾14 vad
¼[k½ 'kkdqUrye esa iz;qDr lwfDr;ksa esa ls ,d dh O;k[;k 6 vad
bdkbZ&3 NUn & N% NUnksa esa ls fdUgh rhu NUnksa ds y{k.k
,oa mnkgj k & 15 vad
bdkbZ&4¼d½ fu/kkZfjr Ñr~ izR;;ksa ds fo/kk;d lw=ksa esa ls nkslw=ksa dh lksnkgj k O;k[;k 4vad
¼[k½ vfHkKku 'kkdqUry ds 'yksdksa esa iz;qDr inksa esa ls rhu ÑnUr inksa ij izÑfr ,oa izR;; fo"k;d iz'u 6 vad
¼x½ rf)r ¼fu/kkZfjr izR;;ksa ds 6 inksa esa ls rhu inksa esa izÑfr&izR;;& fo"k;d iz'u½ 6 vad
¼?k½ L=h izR;; & fu/kkZfjr lw=ksa esa ls nks dk vFkZ ,oa mnkgj.k 4 vad
bdkbZ&5 laLÑr lkfgR; dk bfrgkl
¼d½ ohj dkO;] ,sfrgkfld dkO;] ukVd esa ls nks iz'u 15 vad
¼[k½ xhfrdkO;] x|dkO; ,oa dFkk lkfgR; esa ls nks fVIif k;k¡ 5$5¾10 vad ijh{kdksa ds fy, lkekU; funsZ'k %&
1- iz'u i= dk fuekZ k laLÑr ek/;e ls fd;k tkosA 2- iz'u i= bdkb;ksa esa foHkDr gksA
3- ikB~;Øe esa dqN va'k laLÑr ek/;e ls mÙkj nsus ds fy, fu/kkZfjr gSa] vr% mls gh laLÑr ek/;e ls mÙkj nsus
ds fy, iwNsaA
4- ikB~;Øe esa dqN u dqN ifjorZu gksrk gS vr% iwoZorhZ iz'u i= dks izek.k u ekusaA
ikB~; ,oa lgk;d iqLrdas
1- vfHkKku'kkdqUrye~ & lqcks/k pUnz iar] eksrhyky cukjlhnkl] fnYyh
2- vfHkKku'kkdqUrye~ & ia- f'koizlkn f}osnh] Hkkjrh; fo|k izdk'ku] fnYyh
3- vfHkKku'kkdqUrye~ & MkW- oklqnos Ñ".k proq egky{eh izdk'ku] vkxjk
4vfHkKku'kkdqUrye~ & fu:i.k fo|ky³~dkj] lkfgR; Hk.Mkj] esjB
5vfHkKku'kkdqUrye~ & MkW- izHkkdj 'kkL=h ,oa :iukjk;.k f=ikBh
6 vfHkKku'kkdqUrye~ O;k[;k & jk/kkcYyHk f=ikBh] e-iz- fgUnh xzUFk vdkneh
7- vfHkKku'kkdqUrye~ & jek laLÑr Vhdk o vuq- MkW- jek'kadj f=ikBh
8- vfHkKku'kkdqUrye~ & dkUrkukFk 'kkL=h rSyax] pkS[kEck izdk'ku
9- laLÑr lkfgR; dk bfrgkl & vkpk;Z cynso mik/;k;
10- laLÑr lkfgR; dk lekykspukRed bfrgkl & jkefoykl pkS/kjh
11- laLÑr lkfgR; dk bfrgkl & okpLifr xSjksyk] pkS[kEck fo|k Hkou
12- laLÑr lkfgR; dk lekykspukRed bfrgkl & MkW- jket5h 3mik/;k;
13- izkS<+ jpukuqokn dkSeqnh & MkW- dfiynso f}osnh] fo'ofo|ky; izdk'ku
14- o`gn~ vuqokn pfUnzdk & pØ/kj gal ukSfV;ky] eksrhyky cukjlhnkl
15- laLÑr lkfgR; dh :ijs[kk & ik Ms; ,oa O;klNUnkse´~tjh
16- ln~o`Ùkkyadkj & MkW- fgUndsljh
17- y?kqfl)kUr dkSeqnh & Hkhelsu 'kkL=h
18- laLÑrlkfgR;sfrgkl% & jkepUnz >k] pkS[kEck izdk'ku
f}rh; iz'uIk=
oSfnd lkfgR;] x| lkfgR; ,oa O;kdj.k
le; 3 ?kaVs iw.kkZd 100
vad foHkktu
bdkbZ&1 _d~lwDr 25 vad bdkbZ&2 mifu"kn~ 15 vad bdkbZ&3 x| lkfgR; 20 vad bdkbZ&4 okP; 10 vad
bdkbZ&5 O;kdj.k & lekl ,oa dkjd 30 vad ;ksx 100 vad
ikB~;Øe
bdkbZ&1 _d~lwDr & _Xosn ds fuEufyf[kr lwä
1- vfXu ¼1%1½ 2- o#.k ¼1%25½ 3- lw;Z ¼1-115½ 4- fo".kq ¼1%154½
6- bUnz ¼2%12½ 6- iztkifr ¼10-121½ 7- laKku ¼10-191½
bdkbZ&2 bZ'kkokL;ksifu"kn~ & ;tqosZn dk 40oka v/;k;
bdkbZ&3 x|
lkfgR; & 'kqduklksins'k ¼dknEcjhr%½
bdkbZ&4 okP; & drZ`okP;] deZokP;] HkkookP;
bdkbZ&5 O;kdj.k
¼v½ leklKku & fuEufyf[kr lw=ksa ds vk/kkj ij &
lg lqik] vO;;a foHkfäå] unhfHk'p] f}rh;k fJrkrhrå] r`rh;krRÑrkFksZuå] prqFkhZ rnFkkZFkZå] Ik´~peh Hk;su] "k"Bh] rRiq#"k%
lekukf/kdj.k deZ/kkj;%] la[;kiwoksZ f}xq%] fo'ks"k.ka fo'ks";s.k cgqye~] miekukfu lkekU;opuS%] dqxfrizkn;%] fnd~la[;s laKk;ke~]
la[;kiwoksZf}xq%] vusdeU;inkFksZ] pkFksZ }U}%] firk ek=kA
¼vk½ O;kdj.k & dkjd izdj.k ds fuEufyf[kr lw= iBuh; gSa&
1- izkfrifndkFkZ&fy³~xifjek.kopu& 17- Øq/k~&nzqgs";klZ
;kFkkZuka ;a izfr dksi% ek=s izFkekA
2- drZqjhfIlrrea deZ& 18-ue% LofLr&Lokgk&Lo/kk.ya&o"kM~&;ksxkPp 3- deZf.k f}rh;k 19- /kqzoeik;s.iknkue~
4- vdfFkra p 20- viknkus Ik´~peh 5- vf/k&'kh³~ LFkk.lka deZ 21- Hkh=kFkkZuka Hk;gsrq% 6- mikUo/;k³~ol% 22- okj.kkFkkZukehfIlr
7- vfHkr% ifjr% le;k&fud"kk&gk& 23- "k"Bh 'ks"ks
izfr;ksxs.fi& 24- "k"Bh gsrq&iz;ksxs 8- vUrjk.Urjs k ;qDrs 25- vk/kkjks.f/kdj.ke~
9- lk/kdrea dj.ke~ 26- lIrE;f/kdj.ks p
10- drZ̀dj k;ksLr`rh;k 27- ;L; p Hkkosu Hkkoy{k ke~
11- lg;qDrs.iz/kkus 28- ;r'p fu/kkZj.ke~
12- ;suk³~xfodkj% 29- Ik´~peh foHkDrs%
13- bRFkaHkwry{k.ks
14- deZ.kk ;efHkizSfr l lEiznkue~ 15- prqFkhZ lEiznkus
16- #P;FkkZuka izh;ek.k%
foLr`r vad;kstuk ¼iz'uIk= laLÑr esa cuk;k tk,xk½
iape bdkbZ ds v] vk vkSj b [k Mksa ds iz'uksa dk Øekad fHkUu&fHkUu j[ksAa
bdkbZ&1 _d~lwDr ¼v½ _Xosn ds nks ea=ksa dk vuqokn 7-5$7-5¾15 vad
¼c½ _Xosn ds fu/kkZfjr fdlh ,d lwDr dk laLÑr esa lkj 10 vad
bdkbZ&2 bZ'kkokL;ksifu"kn~ & nks eU=ksa dh O;k[;k 7-5$7-5¾15 vad
bdkbZ&3 'kqduklksins'k ¼d½ nks x|ka'kksa dk fgUnh esa vuqokn 7$7¾14 vad
¼[k 'kqduklksins'k ds fu/kkZfjr va'k ls lkekU; iz'u 6 ¼d$[k½¾20
bdkbZ&4 okP; & okP;ksa dk lkekU;Kku ,oa okP; ifjorZu 10 vad
bdkbZ&5 O;kdj.k
¼v½ 1- vkB leLrin nsdj fdUgha pkj inksa dk foxzg rFkk lekl&uke iz"VO; gSA 8 vad
2- lekl fo"k;d lkekU; iz'u % lekl dk vFkZ] foxzg] lekl ds Hksn] vO;;hHkko vkfn dh lkekU; fo'ks"krk,a 7 vad
¼vk½ dkjd 30 vad
¼d½ pkj lw=ksa dh lksnkgj.k O;k[;k 10 vad
¼[k½ okD;ksa esa js[kkf³~dr ikap inksa esa iz;qDr foHkfDr dk ukeksYys[k
,oa fo/kk;dlw=&ys[ku 5 vad ijh{kdksa ds fy, lkekU; funsZ'k %&
1- iz'ui= dk fuekZ.k laLÑr ek/;e ls fd;k tkosA 2- iz'ui= bdkb;ksa esa foHkDr gksA
3- ikB~;Øe esa dqN va'k laLÑr ek/;e ls mÙkj nsus ds fy, fu/kkZfjr gSa] vr% mls gh laLÑr ek/;e ls mÙkj nsus
ds fy, iwNsaA
4- ikB~;Øe esa dqN u dqN ifjorZu gksrk gS vr% iwoZorhZ iz'ui= dks izek.k u ekusAa ik~B; ,oa lgk;d iqLrdsa
1- osnp;ue~ & fo'oEHkjukFk f=ikBh] fo'ofo|ky; izdk'ku 2- _d~lwDrlaxzg & MkW- gfjnÙk 'kkL=h
3- oSfndlwDrjRukoyh & yEcksnj feJ] galk izdk'ku] t;iqj
4- oSfndlwDrjRukoyh & MkW- jktsUnz izlkn feJ] txnh'k laLÑr iqLrdky; 5- oSfnd lwDr&lq/kk & MkW- iz|qEu f}osnh]
Hkkjrh; fo|k izdk'ku
6- y?kqfl)kUr dkSeqnh & Hkhelsu 'kkL=h
7- fl)kUrdkSeqnh dkjdizdj.ke~ & MkW- dykukFk >k] pkS[kEck izdk'ku
8- dkjd&nhfidk & ia- eksguoYyHk iar] jkeukjk;.k cs.khek/ko
9- dkjdizdj ke~ ¼fl-dkS-½ & MkW- vdZukFk pkS/kjh] txnh'k iqLrdky;
10- dkjdizdj.ke~ ¼fl-dkS-½ & MkW- jkejax 'kekZ] Hkkjrh; fo|k izdk'ku] fnYyh
11- 'kqduklksins'k% & vk- 'ks"kjkt 'kekZ] pkS[kEck izdk'ku
12- 'kqduklksins'k% & MkW- jkeukjk;.k >k] txnh'k laLÑr iqLrdky;
13- 'kqduklksins'k% & lqns'k ukjax] Hkkjrh; fo|k izdk'ku] fnYyh
14- y?kqfl)kUrdkSeqnh & MkW- egs'kflag dq'kokgk] pkS[kEck izdk'ku
15- jpukuqokndkSeqnh & MkW- dfiy nso f}osnh
16- izkS<jpukuqokndkSeqnh & MkW- dfiy nso f}osnh
17- gk;j laLÑr xzkej & ,e-vkj- dkys
18- leklnf'kZuh & laLÑr Hkkjrh] fnYyh
19- O;kdj.k pUnzksn; ¼dkjd ,oa lekl½ pk#nso'kkL=h
20- laLÑrO;kdj.k & ckcwjke lDlsuk
21- bZ'kkokL;ksifu"kn~ & rkfj.kh'k >k bZ'kkokL;ksifu"kn~ & Mk- lqHkk"k osnyadkj] vyadkj izdk'ku] t;iqj
URDU
PAPER I - QADEEM NASR Aur Urdu Adab Ki Tareekh
Contact Hours: 6 periods per Week Maximum Marks: 100
Examination Duration: 3 Hours Theory: 80 Internal: 20
Note: Each paper contains ten questions, having two questions from each unit. The candidates are required to
attempt five questions in all selecting at least one question from each unit.
Unit I
There are two parts of this unit. Part I contains 8 objective type questions on prescribed syllabus. Each question
carry 1 mark. Second part contains two questions. Each question carries 4 marks and word limit for answer should
be up to 100 words.
Unit II
Explanation of two extracts out of three extracts from prescribed lessons of Dastan with reference and context. Each
extract carries 8 marks.
Unit III
Explanation of two extracts out of three extracts from Khutoot and prescribed lessons of prose.
Unit IV
Adeebon ki savanhe aur Adabi khidmat. Adeebon ke fan ka tanquidi jaiza.
Unit V
Urdu Zaban ki Ibtida ke Mukhtlif Nazariyat Fort William College ki Khidamat aur Tarruf
Dabistan-e-Delhi Aur Dabistan-e-Lucknow ki Shayari
 Transactional Modalities:
Lecture/contact periods; Communicative/Interactive and Constructivist approaches, Imparting knowledge by means
of creating situations.
Tutorials/ Practicum
Students will work in groups on the practical as projects of the knowledge gained during contact/
lecture period. Peer group teaching may be encouraged. Hard spots if any, may be resolved during tutorials.
Text: Intikhabe Nasr Part I, U.P. Urdu Academys Following Lessons only:
1. Meer Amman : Sair pahale Daruesh ki
2. Rajab Ali Beg Saroor : Jan-e-Alam ka Tota
3. Sir Sayyad Ahmad Khan : Umr-e-Rafta
4. Nazeer Ahmad : Mirza Zahirdar Beg
5. Mohd. Hussain Azaad : Insan kisi Hal mne Khush Nahni Rahta.
6. Shibli : Meer Anees ki Khusoosiyat-e-shairi
7. Ghalib : Intikhab-e-Khutoot

PAPER II - GHAZAL AUR QASEEDA

Contact Hours: 6 periods per Week Maximum Marks: 100
Examination Duration: 3 Hours Theory: 80 Internal:20
Note: Each paper contains ten questions, having two questions from each unit. The candidates are required to
attempt five questions in all selecting at least one question from each unit.
Unit I
There are two parts of this unit. Part Ist contains 8 objective type questions on prescribed syllabus. Each question
carry 1 mark. Second part contains two questions. Each question carries 4 marks and word limit for answer shall be
up to 100 words.
Unit II
Explanation of Ghazals out of three from prescribed text with reference and context. Each explanation carries 8
marks.
Unit III
Explanation of two parts of Qaseeda out of three from prescribed text with reference and context. Each explanation
carries 8 marks.
Unit IV
Characteristic of forms of Urdu Ghazal and its importance:
Life and works of Ghazal Go and critical questions
Unit V
Characteristic of forms of Qaseeda and its importance:
Life and works of Qaseeda Nigar and critical questions.
 Transactional Modalities:
Lecture/contact periods; Communicative/Interactive and Constructivist approaches, imparting knowledge bymeans
of creating situations.
Tutorials/ Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/ lecture period.
Peer group teaching may be encouraged. Hard spots if any may be resolved during tutorials.
Assessment Modalities

 The end examination will be of 80 marks. Two sessional Tests of 10 Marks for each paper will be conduted and
average of both the tests will be taken

 Two assignments: one oral presentation and one written assignment. Each will carry a weight age of five marks.
(10marks)Text: Intikhab-e-Manzumat Part II Following poets and their poems only:
1. Wali: Hosh khoti hai nazni ki ada, Muflisi sab bahhar khoti hai, Pi ke hote na kar tu Meh ki sana
2. Meer: Tha mustaar husn se uske jo noor tha, Ulti ho gayin sab tadbiren, Patta patta butta butta haal hamara jane hai
3. Ghalib: Kisi ko de ke dil koi nawa sanj fughan kyun ho, Har ek baat pe kehte ho tum ki tu kya hai, Nukta chin hai
gham-e-dil apna
4. Momin: Asar usko zara nahi hota, Ghairon pe khul na jaye kahin raz dekhna, Wo jo hamme tumme qaraar tha.
5. Dagh: Ghazab kiya tere wade pe aitbaar kiya, Saaz ye keena saz kya jaane, sabaqaisa padha diya tune.
6. Hasarat Mohani: Bhulata lakh hoon lekin barabar yaad aaten hain, Nigahe naaz jise aashnae raaz kare
7. Sauda: Ab samane jo mere koi peer-o-jawan hai
8. Ghalib: Han Mah-e-Nau sunen Ham uska Nam
9. Zauq: Dar Madah-e-Bahadur Shah.

BA-B.ED part 2nd

iatkch lkfgR;
mÌs”; %&
• iatkch Hkk"kk lajpuk esas iatkch “k"kk ds Lo:i o rRoksa dk Kku izkIr djkukA
• Hkk"kk lh[kus dh ekSf[kd vfHkO;fDr dk mPp Lrj ij fodkl dj l`tukRed n{krk fodflr djukA
• iatkch Hkk"kk ds fofo/k :iksa o Hkk"kk o lkfgR; lEc/ka vkSj mldh vfHkO;fDr dks tkuukA
• Jo.k] iBu ekSf[kd ys[ku lEcaf/kr Hkk"kkvksa dkS”kyksa dk Kku nsukA
• iatkch dh fo/kkvksa ,oa muds O;kogkfjd f”k{k.k dh fLFkfr;ksa dk Kku nsukA
• ikB;p;kZ ikB;Øe vkSj ikB;iqLrd dk fo”ys"k.k djkuk vkSj lek;ksftr djkukA
• iatkch Hkk"kk esa ewY;kadu ds egRo ] ewY;kadu dh lafLFkfr;ksa dk Kku nsukA
iatkch lkfgR; ¼ÁFke+ Á”ku i=½
dqy vad% 100 ¼lS)kfUrd i jh{kk 80 vad] vkarfjd ewY;kadu 20 vad ½ le; & vf/kdre 3 ?kaVs
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HISTORY
PAPER I -Indian History (Earliest times to 650 A.D.)
Contact Hours: 6 periods per Week Maximum Marks: 100
Examination Duration: 3 Hours Theory: 80 Internal: 20
Objectives:
1. To provide the knowledge of the sources of the period.
2. The students shall be able to know the legacies of the early history of India.
3. The study of this Semester shall provide the know how of the origin of republics and the system of republican
administration.
4. To give the knowledge of the rich administrative traditions of ancient India
5. The students„ shall come in touch with the pride of ancient Indian society and religion.
6. This Semester shall provide the knowledge of the spread of Indian culture in the other countries.
7. The student will be informed about the South Indian History.

UNIT-I
1. Sources of ancient Indian History –Literary, Archaeological, Numismatical and Epigraphical.
2. Influence of Geography on Indian History, Geographical divisions of India.
3. Sindhu –Saraswati civilisation – origin, extent, urban planning, economy and contact with other civilisations.
4. Society, Polity and Economy as reflected in Vedic literature.
UNIT II
1. Mahajanpadas: Administrative system of Republics, The age of second urbanization
2. Rise of Magadha Empire up to the Nanda dynasty.
 3. The Age of Mauryas – Chandragupta: extent of his empire and administration.
4. Ashoka – his concept of Dhamma.
UNIT III
1. Post Mauryan society and polity, Art and Architercure (Mathura and Gandhara schools of
sculpture) Shungas, satvahanas and Kushanas.
2. Sangam Age – Chiefdoms,literature, society and economy.
3. Shakas – Rudradaman
4. Economy of Pre-Gupta period – Trade and commerce, trade guilds, foreign trade, coinage
and various industries.
UNIT IV
1. Gupta dynasty – Chandragupta I, Samudragupta, Chandragupta II and Skundagupta.
2. Gupta administration and society
3. Trade and Commerce during the Gupta period
4. Land revenue system of Gupta rulers.
UNIT V
1. India in the post Gupta period – Hunas,
2. Vardhana dynasty of Thaneshwar
3. Social, religious and economic life during the reign of Harsha Vardhana.
4. Legacy of Ancient Indian History
Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches Imparting knowledge by means of creating situations.
Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/lecture periods, Peer
group teaching may be encouraged. Hard spots if any, may be resolved during tutorials.
Assessment Modalities
 The end examination will be of 80 marks. Two sessional Tests of 10 Marks for each paper will be conduted
and average of both the tests will be taken
 Two assignments: one oral presentation and one written assignment. Each will carry a weight age of five
marks. (10 marks)
1 Agarwal, D.P. History and Culture of Indian people.
2 Roy Chowdhry,H.C. Political History of Ancient India
3 Majumdar, A.K. A Concise History of India, Delhi
4 Sharma, Dasharath Early Chauhan Dynasties, Vol. I and II
5 Smith, V.A. Early History of India : Oxford

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PAPER II: World History (FromThe Age of enlightenment to 2000 A.D.)

Contact Hours: 6 periods per Week Maximum Marks: 100
Examination Duration: 3 Hours Theory: 80 Internal: 20
OBJECTIVES
1. It is intended to let the students have a panoramic view of modern history of the world since Renaissance and
Reformation.
 2. This will complete his study of the world history.
3. The candidate will have a bird„s eye view of the whole history of the world.
4. This will prepare him for interplay between the micro and macro.
UNIT I
1. Age of scientific Reasoning and Enlightenment.
2. Emergence of Nation States in Europe.
3. Industrial Revolution: Causes, Consequences, Emergence of New classes.
4. American War of Independence: Nature and causes, course of struggle and significance.
UNIT II
1. French Revolution: Causes, main events and its impact.
2. France under Napoleon Bonaparte
3. Vienna Settlement (with special reference to Metternich)
4. Development of liberalism and Nationalism in Europe, Unification of Italy and Germany.
UNIT III
1. Eastern question with special reference to Crimean war and Berlin settlement.
2. Colonial expansion of European powers in Asia, Africa and Latin America
3. American civil war: Causes and results
4. First World war: Causes and Results, Paris Settlement and League of Nations.
UNIT IV
1. Causes and consequences of Bolshevik Revolution, Economic and Social reconstruction of Russia.
2. World Economic Depression (1924-30) Cultural Revolution in China. Rise of Japan as an imperial power.
3. Rise of Nazism and Fascism
4. Second World War: Causes and Results
UNIT V
1. Formation of UNO and its achievements
2. Cold War- Meaning, causes and consequences
3. Rise of Nationalist movements in Indonesia, China and Indo China, Emergence of Kamal Ataturk, Awakening
and Nationalism in the Arab World.
4. Beginning of Globalisation
Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.
Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/lecture periods, Peer
group teaching may be encouraged. Hard spots if any, may be resolved during tutorials.
Assessment Modalities
 The end examination will be of 80 marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both the tests will be taken
 Two assignments: one oral presentation and one written assignment. Each will carry a weightage of five marks.
(10 marks)
1 J.E. Swain : History of World Civilisation
2 C.D.Hazen : Modern European History
3 J.H.Hayes : A Political and Cultural History of

GEOGRAPHY
Scheme Exam Duration Max. Marks Min. for pass
Paper I 3 hrs. 40 (External)
10(Internal)
Paper II 3 hrs. 40 (External) 54
10(Internal)
Paper III 3 hrs. 40 (External
10(Internal)
 Practical 4 hrs. 50 18

PAPER I: PHYSICAL GEOGRAPHY (CLIMATOLOGY AND OCEANOGRAPHY)

Examination Duration: 3 Hours Max. marks 40
Objectives:
 This Paper on physical geography is structured into components of climatology and oceanography. The
aspects of climatology emphasize the constituents of the atmosphere, the dynamic nature of the
processes associated with it and their contribution in making the earth habitable. The course content
also leads to the identification of climatic differentiation on the earth, and the consequences of human
activities on the atmospheric processes.
 The component of oceanography similarly deals with the coastal processes and describes the vast and
diversified resources the oceans hold.
A. CLIMATOLOGY Unit I
Atmospheric Temperature: Insulation and global energy budget, vertical, horizontal and seasonal distribution of
temperature. Atmospheric pressure and winds: vertical and horizontal distribution of pressure; planetary, periodic
and local winds.
Unit II
Atmospheric moisture: humidity, evaporation; and condensation; hydrological cycle; types of precipitation, world
patterns of rainfall: regional and seasonal distribution. Air masses and fronts: concept, classification and
properties. Atmospheric disturbances: tropical and temperate cyclones; thunderstorms and tornadoes.
Unit III
Climatic classification; basis of Koppen's classification and types - distribution, characteristics and related plant
and animal life. Role of Climate in human life; Atmospheric pollution and global warming - general causes,
consequences and measures of control.
A. OCEANOGRAPHY Unit IV
Relevance of oceanography in earth and atmospheric sciences: Definition of oceanography. Surface
configuration of the ocean floor, continental shelf, continental slope, abyssal plain, mid-oceanic and oceanic
trenches. Relief of Atlantic, Pacific and Indian Oceans. Distribution of temperature and salinity of oceans and
seas.
Unit V
Circulation of oceanic waters: waves, tides and currents; currents of the Atlantic, Pacific and Indian oceans.
Marine deposits and coral reefs; coastal environment. Oceans as
storehouse of resources for the future.
Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches Imparting knowledge by means of creating situations.
Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/lecture periods,
Peer group teaching may be encouraged. Hard spots if any, may be resolved during tutorials.
Assessment Modalities
 The end examination will be of 40 marks.
 36% marks will be essential for passing the examination both in theory and practical.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both the tests will
be taken
Books recommended
1 Barry, RG. & Chorley, RJ. Atmosphere, Weather and Climate, Routledge. 1998.
2 Critchfield, H : General Climatology, Prentice-Hall, New York,1975.
3 Das, P.K.: The_Monsoons, National Book Trust, New Delhi, 1968.
4 Lydolph, Paul, E. : The Climate of the Earth. Rowman and Allanheld, Totowa, N.J. 1985.
5 Mather, J.R : Climatology-, McGraw-Hill, New York, 1974.
6 Patterson, S. : Introduction of Meteorology, McGraw-Hill Book Co., London,1969.
7 Stringer, E.T. :Foundation of Climatology, Surjeet Publications, Delhi, 1982.
8 Trewartha, G.T.: An Introduction to Climate, International Students edition, McGraw Hill, New York,1980.
9 Anikouchine, W.A. and Sternberg, RW.: The World Oceans- An introduction to Oceanograpby, Englewood
Cliffs, N.J. 1973.
10 Grald, S. : General Oceanography - An Introduction, John Wiley & Sons, New York, 1980.
11 Garrison, T. Oceanography. Wadsworth.com. USA 1998.
12 King, C.A.M: Oceanography for Geographers E. Arnold, London, 1975.
13 Sharma, RC. Vatel M. Oceanography for Geographers, Chetnya Publishing House. Allahabad,1970
14 Shepard, F.P.: Submarine Geology. Harper & Sons, New York, 1948.
15 Thurman, H.B.: Introductory Oceanography, Charles Webber E. Merril Publishing Co., 1984.
16 Weisberg, J. and Howard: 1ntroductory Oceanography. McGraw-Hill Book Co., New York, 1976.

PAPER II: BIOSPHERE AND BIOGEOGRAPHY

Examination Duration: 3 Hours Max. marks 40
Objectives:
This paper on physical geography is structured into components of Bio-Geography. This aspects emphasize the
constituents of the dynamic nature of the processes associated with it and their contribution in making the earth
habitable. The course content also leads to the identification of diffrent resources of the earth.
CONTENT:
Unit- I
Definition, scope and significance of biosphere, components of biosphere, Concepts of Biome, Ecotone and
Community, Geographical distribution of Plants and Animals; Concept of Biodiversity and conservation.
Unit-II
Concept of an ecosystem, Structure and function of an ecosystem, producers, consumers and decomposers,
energy flow in the ecosystem, ecological succession, food chains, food webs and ecological pyramids.
Ecosystem: types, characteristic features, structure and function of the following ecosystem: Forest ecosystem;
Grassland ecosystem; Desert ecosystem; Aquatic ecosystems (eg. ponds, streams, lakes, rivers, oceans,
estuaries).
UNIT: III
Ecosystem diversity: Bio-geographical classification of India, value of biodiversity: consumptive use, productive
use. Social, ethical, aesthetic values, biodiversity at global, national and local levels, India as a mega- diversity
nation, hot-spots of biodiversity, threats to biodiversity: habitat loss, poaching of wildlife, man-wildlife conflicts,
endangered and endemic species of India, conservation of biodiversity: In- situ and ex-situ conservation of
biodiversity.
Unit-IV
Resoures: its types as per availabiltiy. Forest resources: use and over-exploitation, Timber extraction, mining,
dams and their effects on forests and tribal people. Water resources: Use and over-idolization of surface and
groundwater, floods, drought, conflicts over water, dams-benefits and problems. Mineral resources: Use and
exploitation environmental effects of extracting and using material resources, case studies. Role of an individual
in conservation of natural resources. Equitable use of resources for sustainable lifestyle.
Unit - V
Population: Distribution and density; Population structure - age and sex ratio, urban & rural, literacy and
occupational population; Population growth since independence, causes problems and solutions. Concept of
Human Development - Major indicators, H.D.I. (Human Development Index) Status of Women - changing
aspects of demographic, social, economic, health and nutrition. Concept of Sustainble development.
Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches Imparting knowledge by means of creating situations.
Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/lecture periods,
Peer group teaching may be encouraged. Hard spots if any, may be resolved during tutorials.
Assessment Modalities
 The end examination will be of 40 marks..
 36% marks will be essential for passing the examination both in theory and practical.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both the tests will
be taken
Books recommended:
1. Strahler, A.H. & Strahler A. H.: Elements of Physical Geography
2. Wooldridge S.W.: The physical basis of geography, Longman's Green & Co. London 1959.
3. Finch & Trewartha : Elements of Physical Geography
4. Negi : Physical Geography
 PAPER III: ECONOMIC GEOGRAPHY
Examination Duration: 3 Hours Max. marks 40
Objectives:
The basic economy of the world is undergoing rapid transformation in recent times. The process of such transformation
of economic activities from primary to secondary and tertiary stage is dynamic in nature. In view of this, the objectives of
this course are to integrate the various factors of economic development and to acquaint the students about this
dynamic aspect of economic geography.
Course contents:
Unit- I
Definition, nature, scope and recent trends of economic geography, its relation with economics, and allied subjects,
Classification of economies, local and spatial organization; Sectors of economy- primary, secondary and tertiary; the
impact of economic activities on environment.
Unit - II
Natural resources-classification: renewable and non-renewable, biotic and abiotic, Conservation of resources, changing
nature of economic activities; mining, forestry, agriculture, industry, trade and transport.
Unit - III
Agriculture-physical, social, cultural environment influencing crop production; Spatial distribution of major food and cash
crops of the world; Agricultural types and classification.
Unit - IV
Minerals and Industries-classification of minerals: ferrous and non-ferrous and their world distribution, energy minerals
and resources. Industries: factors of localization, Major industries-iron and steel, textile, chemicals, cement, ship
buildings, small scale and cottage industries.
Unit - V
Trade and Transport-geographical factors in their development, Major water, land and air transport. Means of
transportation and their importance, status of roads and development plans, national and state highways, problems
relating to road transport network. Railway network development and status. Internal and international trade. World
Trade Organization (WTO) and globalization and their effect on developing countries of the world.
Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches Imparting knowledge by means of creating situations.
Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/lecture periods, Peer
group teaching may be encouraged. Hard spots if any, may be resolved during tutorials.
Assessment Modalities
 The end examination will be of 40 marks..
 36% marks will be essential for passing the examination both in theory and practical.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both the tests will be taken
BOOKS RECOMMENDED
 1. Boesch, H.: A.Geography of World Economy. D. Van Nostrand Co., New York, 1964.
2. Chapman, J.D. : Geography and Energy, Longman, London, 1989.
3. Gregor, H.F.: Geography of Agriculture, Prentice Hall, New Jersey, USA, 1970.
4. Griggs, D.B. The Agricultural Systems of the WorId, Cambridge University Press, New York, 1974.
5. Hartshorne, T.N. and Alexander, J.W.: Economic Geography, Prentice Hall, New Delhi, 1988.
6. Jones, C.F. and Darkenwald, G.G.: Economic Geography, McMillan Co., New York. 1975.
7. Millar E.: Geographyof Manufacturing, Prentice Hall, New York, 1962.
8. Raza. M and Agrawal, Y.: Transport Geography of India. Concept, New Delhi, 1986.
9. Smith, D.M.: Industrial Location – An Economic Geographical Analysis, John Wiley, New York, 1971.
10. Thomas, R.S.: The Geography of Economic Activities, McGraw Hill, New York 1962.
GEOGRAPHY PRACTICAL
Contact Hours: 4 periods per Week Maximum Marks: 50
20-25/Batch Examination Duration: 5 Hours

1. Lab work (Written Examination 3 hours duration-

4 Problems out of 5) 20
2. Record work and viva-voce 10
3. Field Survey and Viva-voce (2 hours duration) 10
4. Village Survey report and viva-voce 10
Total 50
CONTENTS:
1. Types of cartographic symbols and their uses-point, line and area symbols, classification of distribution maps.
2. Representation of population data - distribution (dot), density (choropleth), growth (ring), sex -composition
(Pyramid), urban & rural population (dot & circle, dot & sphere).
3. Agriculture data-land use (divided circle), production (square and rectangle), irrigated area as percent to total
cropped area (choropleth), distribution (dot and symbols). Industrial data - Production (Block pile, bar, band
graph), Transport data - traffic flow diagram.
4. Mean, Median and Mode; Quartile, mean and standard deviation, Lorenz curve.
5. Plane table survey - radiation, intersection, traversing, resection (two and three point problems) Llano,
Bassels. Trial and error, Mechanical Method.
6. Village Survey Report: Socio-economic survey report of any nearby village. Report should be prepared by the
student. 4 days for survey and 3 days for introduction and preparation of survey report.
Suggested Books :
1. Monkhouse E.J. : Maps and diagrams, Methuen Co. London.
2. Robinson, A.H. : Elements of Cartography, John Willey & Sons, New York.
3. Mishra, R.P. : Fundamental of Cartography, Macmillon, New Delhi.
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 POLITICAL SCIENCE
PAPER I - COMPARATIVE GOVERNMENT AND POLITICS
Contact Hours: 6 periods per Week Maximum Marks: 100
Examination Duration: 3 Hours Theory: 80 Internal: 20
OBJECTIVES: On the completion of the course the students will be able to:
 Acquire knowledge about the constitutional systems of UK, USA, China, Switzerland and France.
 Understand the composition, functions and position of legislatures executives and judicieries in different
countries.
 Understand the different patterns of relationship among the Executive, Legislature and Judiciary prevailing in
different kinds of political systems.
 Acquaint themselves with various aspects and agencies of political process in different systems.
CONTENTS
UNIT I
Comparative politics: Meaning, scope and nature. Evolution of Comparative Politics Comparative method, Types of
comparison (Vertical-Horizontal), Types of Constitutions, Constitutionalism.
UNIT II
Socio-economic bases and salient features of the Constitutions of United kingdom, United states of America, China,
Switzerland and France, Federal system of the U.S.A. and Switzerland. Political parties in the U.S.A., United kingdom
France and Switzerland. Role of communist Party in China, Pressure Groups in USA, United Kingdom and France.
UNIT III
Executive: Composition and Functions, British King and the Crown. British Prime Minister and Cabinet, the President of
the USA, France and China, Plural Executive of Switzerland. UNIT IV Legislature: Composition and Powers of the
British Parliament, USA„s Congress, Swiss Federal Assembly, French Parliament and National people„s Congress of
China.
UNIT V
Judiciary : Judicial system of UK, USA„s Supreme Court and Judicial Review, the Administrative Law and
Administrative courts of France, Federal Tribunal of Switzerland. Inter-relationship among the three organs of
Government in comparative perspective.
Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches Imparting knowledge by means of creating situations.
Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/lecture periods, Peer
group teaching may be encouraged. Hard spots if any, may be resolved during tutorials.
Assessment Modalities
 The end examination will be of 80 marksTwo sessional Tests of 10 Marks for each paper will be conduted and
average of both the tests will be taken
  Two Assignments: one oral presentation and one written assignment. Each will carry a weightage of 05 marks.
(10 marks)
SUGGESTED READINGS:
1. Kamrava Mehran: Understanding Comparative politics, Prentice hall of India Pvt.Ltd.,New Delhi 2000
Charles, A. Beared: American Government and Politics.
2. C. Huiton: An Introduction to Chinese Politics. London, David and Charles, 1973.
3. H.J.Laskhi : American Democracy : A commentary and An Interpretation, London Unwin 1984.
4. C. Leys, Politics in Britain: An Introduction, London, Heinemann, 1983.
5. W. Zhang, Transforming China: Economic Reforms and its Political Implication, NewYork, St. Martin„s Press,
2000.
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PAPER II - INDIAN POLITICAL SYSTEM

Contact Hours: 6 periods per Week Maximum Marks: 100
Examination Duration: 3 Hours Theory: 80 Internal: 20
OBJECTIVES
On the completion of the course the students will be able to:
 Acquire knowledge about the historical background of constitutional development in India.
 Understand the contribution of different streams of national movement in India. Acquaint themselves with salient
features of the Indian Constitution.
 Appreciate philosophical postulates of the constitution on the basis of Preamble, Fundamental Rights and Duties and
DPSP
 Understand the composition, functioning, role and position of Parliament in India. Understand the pattern of
relationship between the Executive and Legislature in India and also the composition, functions and role of the
Executive.
 Acquaint themselves with the judicial system of the country and also the nature of the judicial review and its recent
trends such as judicial activism.
 Acquire knowledge regarding the federal system of the country and governance at the state level.
 Understand the constitutional bases, functioning and performance of local government (both rural and urban) and
instruments of public participation with special reference to Rajasthan.
 Understand the Socio economic realities of the country and also the interaction between social and political factors
in the country.
 To evaluate the electoral system of the country and to identify the areas of electoral reforms.
 To understand and evaluate the Gender issues in Indian politics.
CONTENT
UNIT-I
National Movement – its strategy and evolution- Moderate, Extremist and Revolutionary streams, Gandhi„s
contribution to national movement. Major landmarks in the constitutional history of India with special reference
to India Co ncil Act 1909, Govt. of India Act 1919 with special reference to Diarchy, Govt. of India Act 1935-
and provincial autonomy.
UNIT II
The Constituent Assembly-Genesis, Organization and Function, Salient features of the Constitution of India,
Preamble, Fundamental rights and Fundamental Duties. Directive Principles of state policy. Union Executive : The
President, Prime Minister and Council of Ministers.
UNIT III
Parliament; Composition, power, position, working and pattern of relationship between the two Houses (Lok
Sabha & Rajya Sabha), Supreme Court: Composition, functions, Judicial Review and Judicial Activism,
Amendability of the Constitution.
UNIT IV
Federal system: evolution and trends; Union-state relations, Areas of Tension and demand of Autonomy.
Governor - Powers and Role, Composition, and Functions of State Legislature, Rural and urban local self
government.
UNIT V
Election Commission, Issues of Electoral Reforms, Nature of Indian Political System: Political parties pressure
groups, Voting Behaviourism, Regionalism, Gender issues, Poverty and Caste.
Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches Imparting knowledge by means of creating situations.
Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/lecture periods,
Peer group teaching may be encouraged. Hard spots if any may be resolved during tutorials.
Assessment Modalities
The end examination will be of 80 marks. Two sessional Tests of 10 Marks for each paper will be conduted and
average of both the tests will be taken
Two Assignments: one oral presentation and one written assignment. Each will carry a weightage of 05 marks.
(10 marks)
Voting Behavior, Political parties (National & Regional) & Pressure Groups.
Role of caste, religion, region and languages, Gender and Terrorism in Indian politics, Class and Poverty, Social
Justice and Politics of Reservation.
SUGGESTED READINGS
1. D.D. Basu : An Introduction to the Constitution of India, New Delhi. Prentice Hall, 1994.
2. G. Austin : Working a Democratic Constitution the Indian Experience. Delhi, Oxford University Press,
2000.
th
3. R. C. Agarwal : Indian Government and Politics (India Political System) 5 ed.S.Chand and Co., New
Delhi 2000
4. N.G. Jayal (ed.), Democracy in India, Delhi, Oxford University Press. 2001. A.G.Noorani, Constitutional
 5. Questions in India : The President, Parliament and the States Delhi, Oxford University Press, 2000.
6. Payl, Flather : Recasting Indian Politics – Essays on a Working Democracy Palgsave 2002.
7. Niraja Gopal Jayal. Democratic Governance in India : Challenges of Poverty Development and identity.
Sage Publications, New Delhi
8. S.N.Singh, Caste Tribe and Religion in Indian Politics, Sai, New Delhi, 2006
9. MkW t;jke mik/;k; & Hkkjr dk lafo/kku] lsUVªy ykW ,tsUlh] bykgkckn] 2007
10. ch- ,y- QM+h;k & Hkkjrh; 'kklu ,oa jktuhfr] lkfgR; Hkou ifCyds”kul] vkxjk] 2007 MkW , ih voLFkh & Hkkjrh;
11. “kklu o jktuhfr] y{eh ukjk;.k vxzoky] vkxjk 2006
12. ,l ,e lbZn & Hkkjrh; jktuhfrd O;oLFkk] lqyHk izdk”ku]y[ku 2004
ECONOMICS
PAPER I: MACRO ECONOMICS
Contact Hours: 6 periods per Week Maximum Marks: 100
Examination Duration: 3 Hours Theory: 80 Internal: 20
Objective:
The Students are expected to:
- Understand the behavior of any economy in general and National Income determination in particular.
- Acquaint in Construction of National Income and social Accounts.
- Familiarise with the different Concept and Measurement of national income.
- Familiarise with classical theory, Keynesian theory and their main principles.
CONTENT
Unit I
National Income and Social Accounts: Nature and importance of Macro Economics. Fallacy of composition.
Concept and measurement of national income. National income identities with government and international
trade; incorporation of environmental concerns in national accounts green accounting.
Unit II
Output and Employment:Say„s law of markets and the classical theory of employment; Keynes„ objection to
the classical theory. Keynesian theory of output and employment- Aggregate demand and aggregate supply
functions. The principle of effective demand. Consumption function – Average and marginal propensity to
consume : Factors influencing consumption spending.
Unit III
Investment: The investment multiplier and its effectiveness in LDCs. Theory of investment – Autonomous and
induced investment. Marginal efficiency of capital : Savings and investment – expost and ex ante. Equality and
equilibrium. Rate of Interest: Classical. Neo classical and Keynesian theories of interest
Unit IV
Trade Cycles: Nature and characteristics, Hawtrey„s monetary theory. Hayek„s over investment theory:
Keynes„ view of trade cycle. The concept of accelerator: Samuelson and Hicks multiplier accelerator interaction
model : Control of trade cycles.
Unit V
 Economic Growth: Sources of growth: Classical theories of growth, Ricardo, Harrod Domar Model. Lewis
(Unlimited supply of labour).
Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches Imparting knowledge by means of creating
situations.
Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/lecture periods,
Peer group teaching may be encouraged. Hard spots if any may be resolved during tutorials.
Assessment Modalities
 The end examination will be of 80 marks. Two sessional Tests of 10 Marks for each paper will be
conduted and average of both the tests will be taken
 Two assignments: one oral presentation and one written assignment. Each will carry a weight age
of five marks. (10 marks)
Books Recommended
1. Ackley, G.(1976). Macro economics :Theory and Policy. Macmillan Publishing Company, New York.
2. Day, A.C.L.(1960). Outline of Monetary Economics. Oxford University Press, Oxford.
3. Gupta,S.B. (1994). Monetary Economics, S. Chand and Co. Delhi
4. Hejidra, B.J. and F.V.Ploeg (2001). Foundations of Modern Macroeconomics. Oxford University Press, Oxford
5. Lewis, M.K. and P.D.Mizan (2000). Monetary Economics. Oxford University Press, New Delhi
6. Shapiro, E. (1996). Macroeconomic Analysis. Galgotia Publications, New Delhi Vaish, M.C.Macro Economics
7. Dillard, D.(1960).The Economics of John Maynard Keynes. Crossby Lockwood and Sons. London
8. Hanson, A.H. (1953). A Guide to Keynes. McGraw Hill, New York.
9. Higgins, B. (1963) Economic Development : Principles, Problems andPolicies, Central book Depot, Allahabad
10. Keynes, J.M.(1936) The General Theory of Employment, Interest and Money, Macmillan, London
11. Kindleberger, C.P. (1958). Economic Development. McGraw Hill Book Company, New York.
12. Lucas, R. (1981). Studies in Business Cycle Theory. MIT Press, Cambridge
13. Massachusetts Mier, G.M. and R.E. Baldwin(1957).Economic Development : Theory, History and Policy, Wiley
& Sons Inc., New York.
14. Powelson, J.P.C. (1960). National Income and Flow of Funds Analysis. McGraw Hill, New York.
 PAPER II: INDIAN ECONOMY
Contact Hours: 6 periods per Week Maximum Marks:100
Examination Duration: 3 Hours Theory: 80 Internal: 20
OBJECTIVE
The Students are expected to:
 Understand the structure, economic problems, economic policies of various sectors of Indian Economy.
 Develop the ability to appraise critically the various issues related with various problems of Indian Economic.
 Familiarise with different New issues and polices adopted by Indian Government.
 Promote values with the various ideas of Indian economic thinkers.
CONTENT
Unit I : Structure of Indian Economy
Basic Features: Natural resources – Land, water and forest resources: Broad demographic features –
Population size and growth rates sex composition, rural urban migration occupational distribution: Problem of
over population. Population policy: Policies focus from population control to family welfare and women
empowerment: Infrastructure development: national income: Human development Inedx.
Unit II: Agriculture and Industry
Agriculture: Nature and importance: Trends in agricultural production and productivity. Factors determining
productivity: Land Reforms: New agricultural strategy and green revolution: Rural credit. Agricultural marketing.
Agriculture and WTO India„s Food Policy. Industry : Industrial development during the planning period :
Industrial Policy of 1991: Industrial licensing policy – MRTP Act, FERA and FEMA. Growth and problems of
small scale industries. Role of public sector enterprises in India„s industrialization – recent policy towards public
sector. Labour Sector Reforms
Unit III: Planning in India
Objectives:Strategy: Broad achievements and failures: Current Five Year Plan – Objectives. Allocation and
targets: New economic reforms – liberalization privatization and globalization: Rationale behind economic
reforms: Progress of Privatization and Globalisation. Problems of subsidy in India, Main objectives
th th th
targets and achievements of X and XI Five Year Plan and XIIth Five Year Plan and XII five year plan.
Important Areas of Concern
Poverty and Inequality: Unemployment, Rising Prices: Industrial relations, Trends in Agriculture production
and Agriculture Productivity.
Unit IV
External Sector: Role of foreign trade: Trends in exports and imports: Composition and direction of India„s
foreign trade: Balance of payments crisis and the New economic reforms – Export promotion measures and
the new trade policies. Foreign capital – FDI, aid; Multinational corporations (MNCs) and their impact on
Indian Economy The relevance of SWADESHI.
UNIT V
Indian Economic Thinkers: Basically this unit focuses economic ideas in the field of consumption,
production, exchange, Distribution and Public Finance of Indian Economic Thinkers- R.C.Dutta, M.N.Roy,
M.K.Gandhi, Deen Dayal Upadhyaya, J.K.Mehta and Amratya Sen
Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches Imparting knowledge by means of creating
situations.
Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/lecture periods,
Peer group teaching may be encouraged. Hard spots if any may be resolved during tutorials.
Assessment Modalities
 The end examination will be of 80 marks. Two sessional Tests of 10 Marks for each paper will be
conduted and average of both the tests will be taken
 Two assignments: one oral presentation and one written assignment. Each will carry a weight age of five
marks. (10 marks)
Books Recommended
1. Datt, R. and K.P.M. Sundharam (2001). Indian Economy. S. Chand and Company Ltd., New Delhi
2. Kedia, Kusum and Sinha. Root of Under development - a peep into Indian Colonial Post. Tara Printing
works, Varanasi.
3. Dhingra, I.C. (2001). The Indian Economy: Environment and Policy. Sultan Chand and Sons, New
Delhi.
4. Dutt, R.C. (1950). The Economic History of India under Early British Rule. Low Price Publications,
Delhi
5. Kumar, D. (ed.) (1982). The Cambridge Economic History of India, Vol.II 1757-1970. Orient Longman
Ltd. Hyderabad
6. Naoroji, D. (1962) Poverty and Un-British Rule in India. Low Price Publications, Delhi.
7. Planning Commission (1999). Ninth Five Year Plan Government of India, New Delhi
8. Singh, V.B. (Ed.) (1965) Economic History of India, 1857-1956, Allied Publishers Private Ltd., Bombay
9. Ahluwalia, I.J. and I.M.D. Little (Eds.) (1999). India„s Economic Reforms and Development (Essays in
honour of Manmohan Singh) Oxford University Press, New Delhi
10. Jalan, B. (1992). The Indian Economy : Problems and Prospects. Viking, New Delhi
11. Jalan B. (1996). India„s Economic Policy Preparing for the Twenty-first Century, Viking, New Delhi
12. Parikh, K.S. (1999). Indian Development Report 1999-2000. Oxford University Press, NewDelhi
13. Datt, R. (Ed.) (2001). Second Generation Economic Reforms in India. Deep and Deep Publications,
New Delhi
14. R.G.D. Alllen – Mathematical Analysis for Economics
15. Henderson and Quandi Micro Economic Theory, Mathematical approach Latest Edition, McGrew Hill
Tokyo
16. Chiang- Alpha C. Fundamental methods of mathematical Economics
17. W.J. Baumal Economics Theory and operations Analysis
 18. G.C.Archiblad and R.G.K. Lipsey : An Introduction to a Mathematical treatment of Economics
CC 6: CONTEMPERORY INDIA AND EDUCATION
Instructional Time: 4 periods/weekMax. Marks: 75
Exam. Duration: 3 Hours External:60 Internal: 15
Course Objectives:
To enable student Teacher to -
1. Acquire knowledge of the concept of Educational Administration and Management.
2. Understand the role of center, state and local agencies in managing education.
3. Acquire knowledge of administration and supervision of education in Rajasthan.
4. Develop an understanding of the principles and practices of school organization.
5. Develop an understanding of the main issues related to Indian educational system.
Unit 1
Concept, need, characteristics, principles of Educational Administration and Educational management.
(a) Concept of authority, delegation of power, centralization and decentralization, direction,
communication, unity of command, TQM.
(b) Constitutional provision of education, Fundamental rights and duties,
Unit 2
(a) Universalization of education.
(b) Equality of opportunities in education.
(c) directive principals of State Policies.
(d) Relationship between education and democracy.
(e) Role of education in developing Socialistic patterns and national integration.
Unit 3
(a) Education as a sub system:
(b) Education as an agent of social change, social change influencing the trend of education and social
disparities
(c) Social Mobility, Cultural Lag, Gender Disparities
(d) Regional disparities.
(e) The role of educational institution for creating new social orders.

Unit - 4
A brief survey of growth and development of education in India.
(a) Pre - Independence era -
i Education during vedic, Buddhist and Medieval period.
ii Development during British period - Macualay”s minutes, woodsdispatch 1854. iii Nayee Taleem
(b) Post independence era.
i Salient features of secondary education commission 1952-53, ii Education Commission 1964 (Major
recommendations)
 iii National Policy on Education 1986 (NEP 1986 for educational administration)
iv Mid day meal to insure nutrition and public space ( irrespective of caste, religion,class and gender)
v RTE-2009
Unit - 5
(a) Role of central and state agencies of education.
MHRD, NCTE, NCERT, CBSE, CABE (Central Advisory Board of Education), NIEPA State Dept. of
Education, RBSE, SIERT, IASE, CTE, DIET
Practicum
Any one of the followings
1. Preparing a project report concerning any aspect of school Management.
2. Construction of time-table and maintenance ofattendance register.
3. Preparation of an outline of an institutional planning on any aspect of school organizsation.
4. A case study of a secondary school with reference to the leadership role of school Headmaster.
Books Suggested:
1- HkVukxj] lqj's k] 1996] 'kSf{kd izcU/k vkSj f'k{kk dh leL;k,s]a lw;kZ ifCyds'ku] esjB
2- xqIrk ,y- Mh-] 1990] mPp 'kSf{kd iz'kklu] gfj;k.kk lkfgR; vdkneh] p.Mhx<+
3- lqf[k;k ,l-ih-] 1965] fo|ky; iz'kklu ,oa laxBu] fouksn iqLrd eafnj] vkxjk
4- of'k"B ds ds] 1985] fo|ky; laxBu ,oa Hkkjrh; f'k{kk dh leL;k,s] yk;y cqd fMiks] esjB
5- nso vkpkpZ egsUnz] 1998] fo|ky; izcU/k] jk"Vok.kh izdk'ku fnYyh
6- 'kekZ vkj- ,- 1995] fo|ky; laxBu rFkk f'k{kk iz'kklu lw;kZ ifCyds'ku]esj
7- vxzoky ts-lh- 1972] fo|ky; iz'kklu vk;Z cqd fMiks]ubZ fnYyh
8. Agarwal J. C. (1972): School Administration, Arya Book Depot Karol Bagh, New Delhi
9. Baquer, A. & Sharma, A. (1997) Disability: Challenges Vs. responses. Can Publishing
10. Dash, B.N., School Organisation Administration & Management, Neel KamalPublications Pvt. Ltd., 1996.
11. Mathur, S.S. Educational Administration, Krishana Brothers Jullundur. 1969
12. Mathur, S.S., Educational Administration and Management, Ambala Cantt: The Indian Press, 1990
13. Sharma, R.A., School Management, Surya Publications, Meerut, 2005.
14. National Curriculum Framework, (2005) www.ncert.nic.in
15. National Curriculum Framework for Teacher Education (2009)
Modes of Internal Assessment Marks
Written tests 10
Any two of the Practicum: 05
 Group C : Developing Teacher Sensibilities
Section II : Experiences for Social and Environmental Sensitivity
SES 1 - WORK EXPERIENCE - Value Education
Instructional Periods : Theory 3 Period /week Max Marks : 50
Min. Pass Marks : 18
Exam Duration : 2 hrs (Internal Examination)

Introductory Lecture on Values and Value education: Definition of human values-Values in social interactions
Social norms and sanctions-Need for value education- Technology development and its impact on society
sustainability of modern technology-Concept of holistic development-Need for inner transformations- living in tune
with nature- Professional ethics- Holistic approach in Teaching design-Role and social responsibility of an
Teacher.
Project:
The aims of the project are to promote interaction among students and faculty, to build awareness about the
societal commitment of an individual in teaching profession, and to emphasize the need of purposeful teacher
training education.
Project requirements
Students are free to work on any project that has an element of value (professional/ethical/moral) promotion in it
under the guidance of any member of faculty.
It can be through any club or forum of activity of their choice (Except NSS, which is offering a similar course)/ a
community project or a project on service to society, documentation projects etc
The students themselves can identify the project and submit a proposal within a week from the beginning of the
session.
The students groups formed must be aimed at integration of the student community and closeness through group
activities. The students can identify an area/project title and submit a proposal in consultation with an identified to
the course committee on Value Education within a week
Modes of Learning Engagement:
Constructivist Approach : Hands on Experience, Activity used Learning , Surevy Interactive Engagement, Group
work, Peer Learning , Project Work
Modes of Internal Assessment : Marks
Written Test : 10
Project : 40

SES 1 - Work Experience - Agriculture

(Practices)
Instructional time: 1 Period/Week (Theory) Max.Marks: 50
2 Periods/ Week (Practicum) Min. Pass Marks: 18
Exam. Duration : 3 Hours (Internal Examination)
 Objectives of the Course
On completion of the course, the student teacher will be able to:-
 identify seeds of common crops and vegetables.
 recognise manures and fertilizers used commonly.
 understand characteristics of seeds and seedling.
 identify different summer and winter flowers.
 Acquire skills to horticulture practices.
 Inculcate healthy values related to work culture.
Course Outline:
Unit I Identification
a) Seeds of common crops.
b) Seeds of common vegetables.
c) Important weeds.
d) Manures commonly used.
e) Fertilizers commonly used.
Unit II Seeds and Seedlings
a) Characteristics of a good seed for sowing.
 b) Calculation of germination percentage of seeds.
c) Planting seeds and transplanting seedling.
d) Raising seedlings in a nursery
e) Study about green-house.
Unit III Ornamental gardening
a) Identification of different summer flowers.
b) Identification of different winter flowers.
c) Identification of common hedge and creeper plants.
d) Preparation and maintenance of rockeries and borders.
e) Preparation and maintenance of borders through hedge and flower plantation.
Unit IV Horticulture Practices
a) Agro forestry and related concepts
b) Potting and repotting practices.
c) Practices related to production of important flowering plants.
d) Collection of different types of seeds.
e) Preparation of a project.
Unit V General field practices
a) Earthing.
b) Planting.
c) Hoeing.
d) Weeding.
e) Watering of plants.
Modes of Learning Engagement:
Hands on experiences, Activity based learning, Experimentation, Interactive engagement,
Group work, Peer learning, Project work.
Practicum:
a) Identification of an agronomy of following crops:Wheat, Mustard, Gram, Rose etc.
b) Agricultural Processes:
Irrigation, Training and Pruning, Hoeing and Weeding, Seed Bed preparation,
NurseryManagement.
Modes of Internal Assessment : Marks
Written test : 10
Exam and project : 40
Suggested Readings:
1. Jitendra Singh, Basic Horticulture (Kalyani Publishers, New Delhi, 2012).
2. Dr. Jaiveer Sing, Plant Propagation & Nursery Husbandry (Rama Publishing House,
Meerut, 2002).
 3. Dr. Rajveer Singh & Dr. O.P. Rajput, Principles of Agronomy, Scientific
Crop Production (Kushal Publications and Distributors, Varanasi,
2008).
4. Dr. K.N. Dubey, Fruit Production in India (Rama Publishing House, Meerut, 2008).

SES 2: Addressing Special Needs in Inclusive School

Instructional Time: 3 periods/week Max. Marks: 50
Exam. Duration: 2 Hours Internal: 10External: 40
Objectives of the Course:
On completion of the course, the student teacher will be able to:
 demonstrate knowledge on different perspectives in the area of education of
children with disabilities;
 reformulate attitudes towards children with special needs;
 identify needs of children with diversities;
 plan need-based programmes for all children with varied abilities in the classroom;
 use human and material resources in the classroom;
 use specific strategies involving skills in teaching special needs children in inclusive school;
 plan and execute appropriate learner-friendly evaluation procedures;
 incorporate innovative practices to respond to education of children with special needs;
 contribute to the formulation of policy; and
 implement laws pertaining to education of children with special needs.
Course Outline:
Unit 1: Paradigms in Education of Children with Special Needs
 Historical perspectives and contemporary trends
 Defining Special Needs: ways of looking of Educational Difficulties -individual
deficit view vs. curriculum view.
 Approaches of viewing disabilities: The charity model, the bio-centric
model, the functional model and the human rights model
 Concept of special education, integrated education and inclusive education;
Unit II: Legal and Policy Perspectives
 Recommendations of the Salamanca Statement and Framework of Action,
1994; Educational Provisions in the UNCRPD, 2006;
 Constitutional Provisions; Persons with Disabilities Act, 1995, (PWD Act);
Rehabilitation Council of India Act, 1992, National Trust Act 1999 and RTE Act,
2009.National Institutes
 National Policy - Education of Students with Disabilities in the National Policy on
 Education, 1986, POA 1992
 Integrated Education for PWD, Children (IEDC, 1974), Scheme for Inclusive Education
for PWD (IEDC, 2000) and Education of Special Focus Groups under the Sarva Shiksha
Abhiyan (SSA, 2000); Scheme of Inclusive Education for PWD at Secondary School
(IEDSS, 2009).
UNIT III: Concept, characteristics, classification and curriculum adaptation in
inclusive school for children with various disabilities
 Visual impairment
 Hearing impairment
 Locomotor and Neuromuscular disorders
 Mental Retardation
 Specific learning disabilities
UNIT IV: Inclusive practices in schools
 Concept and philosophy of inclusive education.
 Teaching competencies required for inclusive classroom.
 Peer tutoring, Cooperative learning, social learning, system approvals Multisensory
teaching, reflective teaching.
 Supportive services required for meeting special needs in the classroom.
 Duty of educational institutions, appropriate governments and local authorities to
provide, promote and facilitate inclusive education and towards creation of barrier-
free environment for persons with disabilities.
UNIT V: Assessment, teaching and development of supportive services for CWSN
 Concept and techniques of assessment
 Identification and functional assessment of children with special needs.
 Implication of assessment for instructional planning and placement
 Developing lesson plan and TLM for children with special needs
 Involving community resources as source of support to Inclusive school
Modes of Learning Engagement:
 The study materials must be presented to the trainees and discussions and
reflections should be encouraged
 The students should be exposed to good practices of dealing with special needs
either through videos or through actual visits
 It is important to engage the participants in a lot of cooperative group work
so that they start valuing alternative points of view and significance of
collaboration
 The student trainees can also be asked to write their reflections on various topics.
  Presentation of case studies and discussion
 Interaction with children with disabilities studying in schools and spending quality
time with them is of great help in changing attitudes and developing empathy.
 Projects on various topics can help the students to acquire in depth knowledge.
 Audio- Visual presentations and demonstrating various practices.
Practicum:
1. Critically review the New Indian Disability Act/ UNCRPD and examine how the new
Act will satisfy the needs of PWD in an inclusive society.
2. Identify any one child with disability and prepare a case report.
3. Identify any one topic from the textbook and write how the given content can be
adapted for children with sensory impairment. Write what teaching learning aids can be used
by the teacher.
4. Conduct a survey in the local community and identify the possible changes to be
brought in to remove physical, social and attitudinal barrier towards PWD.
5. Identify various types of schools available for children with disability and make a note on
educational facility available for them.
6. Prepare on any one of the topics of the five units for presentation in the class.
Modes of Internal Assessment Marks
Written tests 05
Any two of the following 05
Reflective written assignments
Conducting seminar on chosen topics
Group reports Field visit reports/
project report Case studies on different
disabilities
Suggested Readings:
1 Banine, D (1988). Handicapped children in Developing countries:
Assessment, Curriculum and Instruction - Edmonton (Alberta).
University of Alberta.
2 Bala, M.J (2004). Methods of Teaching Exceptional Children,
3 Browning , R, E (2004): Teaching Students with Behaviour and Serve
Emotional Problems, Jampala, M, B: Methods of Teaching Exceptional
Children,
4 Farrell, M. (2004). Special Educational Needs: A Resource for Practitioners.
New Delhi. Sage Publications.
5 Hegarty S. & Mithu Alur (2002). Education and children with Special need. New
Delhi. Sage Publication.
 6 Mani, M., N., G. (2001). Inclusive Education in Indian context. INRDC.
7 Moyes, R.A (2010). Building Sensory Friendly Classrooms to Support
Children with Challenging Behaviors: Implementing Data Driven Strategies
8 NCERT and UNESCO (2004). Inclusive Education: An Orientation package for
Teacher Educators. Department of Education of Groups with special needs.
NCERT and UNESCO.
9 NCERT and UNESCO (2000). Assessment of Needs for Inclusive Education.
Report of the First Regional Workshop. NCERT and UNESCO.
10 National institute for the Visually Handicapped.(2015). Information Booklet on Visual Impairment in
India, Dehradun: Government of India.
11 Nerbonne, M. A. & Schow, R.L. (2013). Introduction to Audiologic Rehabilitation.
6th ed. Boston: Pearson Education.
12 Panda, K., C. (1990). Education of Exceptional Children. New Delhi.
Vikas Publications.
13 Reddy G.L. & Rama, R (2000). Education of children with special needs, New Delhi -
Discovery Pub.
14 Smith, D.D. (2002). Introduction to Special Education: Teaching in an
age of challenge. Boston. Allyn and Bacon.
15 The Persons With Disability Act (1995). Ministry of Social
Justice and Empowerment. Government of India, India, MSJE.
16 Smith, D.D (2003). Introduction to Special Education Teaching in an
Age of opportunity, Allyn& Bacon,
17 Strichart, S., S (1993). Teaching Study Strategies to Students with
Learning Disabilities, Allyn & Bacon, Boston,
18 Sataloff, R. T. & Sataloff, J. (2005). Hearing Loss. (4th Ed.) London: Taylor & Francis
19 Loreman.T, Deppeler.J & Harvey.D (2005). Inclusive education - A practical
nd
guide to supporting diversity in the classroom.(2 Eds.). U.K. Routledge
20 UNESCO (1994). The Solamanca Statement and Framework for Action on
Special needs Education. Paris. UNESCO
21 Wong. B, Y, L (1999). The ABCs of Learning Disabilities,
(SES 4)
Group C: Developing Teacher Sensibilities
Section II: Experiences for Social and Environmental Sensitivity
SES 3: Working with Community
Duration: 10 days/year Evaluation: grade point scale
Objectives of the course:
On completion of the course, the student teacher will be able to:
  acquaint themselves with the factors working in the
society/community i.e. knowledge of social realities.
 develop the dignity of labour among them.
 arouse their interest in the social and economic reconstruction oj the country.
 make themselves aware of the educational problems and needs of thi society.
 enable themselves for preparing youth for sustainable development.
 develop their personality through community service.
Methodology: The students will spend 10 days at a stretch during the academic year in the
identified village. Separate activities will be undertaken every year out of the following or given by the
Institute.
Suggested Activities:
1. Shramdaan and beautification.
2. Study of educational scenario of a community. Reporting the profile of each
Institution/NGO/social orgainsation, which are directly or indirectly concerned with educational
/literacy programme.
3. Micro planning exercises for assessing the educational status of the community.
4. Organisation of "Nukad Natak" "Cultural Programmes", "Rallies" etc.for motivating parents for
sending their wards to schools.
5. School mapping exercises for assessing the educational needs of the community.
6. Study of enrolment, stagnation and dropout problems.
7. Exploring the community resources and finding means and ways of using them for betterment of
school.
8. Adopting a community and assessing its educational needs, social needs etc.
9. Conducting awareness programmes in the community- like Environment conservation, tree
plantation, watershed management, health programmes like vaccination, polio drop etc. AIDS
awareness, electoral awareness, load safety, human rights, women rights etc.
10. Organization of Literacy programmes in the community
11. Cleanliness drives in the community and awareness about their needs.
12. Character building programmes
13. Developing healthy food habits among the community
14. Conducting Vocational training programmes for self employment.
15. Promoting peace oriented values in the community.
16. Remedial teaching work for poor and needy in the community.
17. Action Research regarding local problems in consultation with the community.
18. Promoting peace oriented values in the community.
19. Conducting Adult Education programmes
 20. Assistance and working with local community in actual relief work whenever needed.
21. Training of community in First Aid.
22. Helping the children with special needs.
23. Conducting Vocational training programmes for self employment.
Modes of Learner Engagement:
Proposed activities of the programme will be organized keeping in view the budgetary
provision and the time of duration along with the required available facilities at the time of
organization of the programme.
Modes of Internal Assessment:
 Internal assessment of Punctuality, Regularity, Discipline, Cooperation and
Performing Arts will be done through observation of the students and viva will be conducted
on their experiences and written report prepared by the student teacher.

Letter Grade Grade Point

O (Outstanding) 100
A+(Excellent) 90-99
A(Very Good) 80-89
B+(Good) 70-79
B(Above Average) 60-69
C(Average) 50-59
P (Pass) 40-49
F(Fail) Below 40
Ab (Absent) 0
 THIRD YEAR
fo"k; % fganh
isij&1 vk/kqfud dkO;
Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External: 60 Internal:15
mn~ns”; & fo|kFkhZ vk/kqfud dfork dh izeq[k dkO; /kkjkvksa ls ifjfpr gks ldsxkA og vR;k/kqfud dkO; /kkjkvksa dh Hkk’kk esa vk, ifjorZu dk Kku izkIr dj ldsxkA
mldks jl fu’ifr dh tkudkjh izkIr gks ldsxh rFkk vk/kqfud dky ds dfo;ksa dh laf{kIr tkudkjh ds lkFk muds dkO; xzaFkks ls voxr gks ldsxkA
bdkbZ 1
fuEufyf[kr dfo;ksa ds fn, x, dkO;ka”kks esa ls fdUgha nks dkO;ka”kks dh llanHkZ O;k[;k djuh gSA izR;sd i|ka”k dk ,d fodYi Hkh fn;k tk,xkA izR;sd lalnHkZ
O;k[;k ds fy, 6 vad fu/kkZfjr gSA
1- eSfFkyh”kj.k xqIr
2- lqfe=k uanu iar
3- lw;Zdkar f=ikBh fujkyk
4- t;”kadj izlkn
5- egknsoh oekZ
6- jke/kkjh flag fnudj
7- lfPpnkuan ghjkuan okRl;k;u vKs;
¼iBuh; dforkvksa dh lwph bdkbZ la[;k 2 esa ns[ks½a
bdkbZ 2
bdkbZ ,d esa mfYyf[kr dfo;ksa dh dforkvksa ij nks leh{kkRed iz”u fn, tk,sxAsa muesa ls ,d iz”u fodYi ls pqudj mÙkj nsuk gksxk ¼6 va d½A lw;Zd
a kar
f=ikBh ^^fujkyk**] eSfFkyh”kj.k xqIr] t;”kadj izlkn ds dkO; ij ,d&,d iz”u fn;k tk,xkA fuEufyf[kr dfork,a iBuh; gS & ¼6 vad½
1 eSfFkyh”kj.k xqIr &
¼1½ mn~cks/ku ¼2½ osnus] rw Hkh Hkyh cuh
¼3½ eq>s Qwy er ekjks ¼4½ lf[k] os eq>ls dgdj tkrs
2 t;”kadj izlkn &
¼1½ tkx jh
¼2½ esjs ukfod
¼3½ is”kksyk dh izfr/ofu
bdkbZ 3
fuEufyf[kr dfo;ksa dh dforkvksa ij rhu leh{kkRed iz”u fn, tk,axsA ftlesa ls fo|kFkhZ nks ¼6$6½ iz”uksa dk mÙkj nsxk
1 lqfe=kuanu iar & 1 izFke jf”e 2 vkaWlw dh ckfydk
3 nzqr >jks 4- Hkkjr ekrk
2 lw;Zdkar f=ikBh fujkyk &
1 /ofu 2 ckny jkx 3 rksM+rh iRFkj
3 egknsoh oekZ
1 eS vuUr iFk esa fy[krh tks
2 fu”kk dks /ks nsrk jkds
3 D;k iwtk D;k vpZu js
4 dkSu rqe esjs ân; esa
4 jke/kkjh flag fnudj
1 fdldks ueu d:aW eSa 2 dq:{ks=
 bdkbZ 4
fuEufyf[kr dfo dh dforkvksa ij rhu leh{kkRed iz”u fn, tk,a¡xs A ftuesa ls fo|kFkhZ nks ¼ 6$6½ iz”uksa dk mRrj nsxk A
1 lfPpnkuan] ghjkuan okRL;k;ku **vKs;**
¼1½ dyxh cktjs dh ¼2½ ltZuk ds {k.k
¼3½ pka¡nuh th yks ¼4½ unh ds }hi
bdkbZ 5
,d iz”u vk/kqfud dkO; ds dfo;ksa ds laf{kIr ifjp; ls lacaf/kr gksxk vkSj ,d iz”u jl fu"ifr vkSj bl ds izeq[k vo;oksa ls lacaf/kr gksxk A nksuksa iz”uksa dk mRrj
nsuk gksxk A ,d iz”u fodYi ds :Ik esa Hkh fn;k tk,xk A
ikB~;iqLrd &vk/kqfud fganh dfork ds fofo/k vk;ke] laÛ MkW- oh “kekZ] HkkX;ksn; izdk”ku] vtesj
• 60 vad fo”ofo|ky; }kjk l=kar ijh{kk ¼izR;sd bdkbZ 12 vadksa dh gksxh½
• 15 vad vkarfjd ewY;kadu ¼l= laca/kh dk;Z fyf[kr 5 vad VsLV] 5 vad fyf[kr l=h; dk;Z gsrq] 5 vad ekSf[kd ijh{kk½
lanHkZ xzaFk%&
1 vk/kqfud fganh dfork ds fofo/k vk;ke ¼ikB~;iqLrd½
2 dfork ds u;s izfreku & ukeoj flag
3 fujkyk dh dkO; lk/kuk & jke foykl “kekZ
4 fujkyk dkO; dh Kkunhi psruk] jes”k panz feJ
5 dkek;uh esa dkO; laLd`fr vkSj n”kZu & MkW- }kfjdkizlkn lDlsuk
6 u;h dfork & dkafrdqekj

isij&2 dFkk lkfgR; ¼dgkuh vkSj miU;kl½

Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External: 60 Internal: 15
mn~n”s; %
fo|kFkhZ dgkfu;ksa ,oa miU;kl ds rRoksa dk Kku izkIr dj ldsxk rFkk mudh leh{kk djus dh {kerk dk fodkl dj ldsxk A
bdkbZ 1
fuEufyf[kr bdkbZ 2 esa of.kZr dgkfu;ksa esa ls fn, x, x|ka”kksa esa ls fdUgha nks x|ka”kksa dh
lanHkZ O;k[;k djuh gSA izR;sd 6 vad ds x|ka”k dk ,d fodYi Hkh fn;k tk,xk A fuEukafyf[kr iqLrdsa iBuh; gSa &
dFkk dy”k % la- euksgj oekZ] fdj.k ifCyds”kUl vtesj
2 R;kx i= % tksunsa z dqekj izdk”kd & iwoksnZ ; izdk”ku fnYyh
bdkbZ 2
dFkk dy”k dh fuEufyf[kr dgkfu;ksa esa ls nks dgkfu;ksa ij nks leh{kkRed iz”u fn, tk,axs ftuesa ls nks ¼6$6½ vadksa ds
iz”u dk mRrj nsuk gksxk A
1 ued dk nkjksxk & izes pan
2 nq%[k & ;”kiky
3 phQ dh nkor & Hkh"e lkguh
4 nknh ek¡ & f”ko izlkn flag
5 ukSdjh is”kk & deys”oj
6 ljgn ds bl ikj & ukfljk “kekZ
bdkbZ 3
R;kxi= miU;kl ij nks leh{kkRed iz”u fn, tk,¡xs ftuesa ls ¼6$6½ vad ds nks iz”uksa dk mRrj nsuk gksxk A
bdkbZ 4
dFkk dy”k la- euksgj oekZ dh dgkfu;ksa vFkok R;kx i= miU;kl ij nks leh{kkRed iz”u fn, tk,axs A muesa ls ¼6$6½ vad
ds nks iz”uksa dk mRrj nsuk gksxkA ,d iz”u fodYi ds :Ik eas fn;k tk,xk A dFkk dy”k dh 6 dgkfu;ksa ds uke bdkbZ 2
esa fn, x, gSa A
bdkbZ 5
vk/kqfud fganh dgkuh ,oa miU;kl ds rRoksa ij rFkk dFkkdkjkas ds ifjp;kRed v/;;u ij rhu iz”u fn, tk,¡xs muesa ls ¼6$6½
vadksa ds nks iz”uksa dk mRrj nsuk gksxk A
• 60 vad fo”ofo|ky; }kjk l=kar ijh{kk ¼izR;sd bdkbZ 12 vadksa dh gksxh½
• 15 vad vkarfjd ewY;kadu ¼l= laca/kh dk;Z fyf[kr 5 vad VsLV] 5 vad fyf[kr l=h; dk;Z gsr]q 5 vad ekSf[kd ijh{kk½
ENGLISH
Paper I: Prose and Fiction
Contact Hours: 4 periods per Week Maximum Marks: 75 Examination
Duration: 3 Hours External: 60 Internal: 15
Objectives:
The students will be able to
develop their comprehension skill through readings in various types of prose eveloptheir reading habits through some long
specimens of prose.
Course Contents: The paper will be divided into five Units.
Unit I
Four passages for explanation with reference to the context from texts prescribed in units II and III
carrying a weight of three (03) marks each.
Unit IIEssays (Detailed study)
E.M. Forster : Does Culture matter?
Bertrand Russell : Knowledge and Wisdom
Gardiner : On Saying‗Please‘
Anonymous : The Lost Umbrella
Unit III Short Stories (Detailed study)
William Somerset Maugham : Mr. Know-All
Nadine Gordimer : Once upon a time
Mulk Raj Ananad : The Lost Child
Munshi Premchand : The Shroud
Unit IV Novel (i) (Non-detailed Study)
Ernest Hemingway : The old Man and the Sea
Unit V Novel (ii) (Non-detailed Study)
Kamala Markandeya : Nectar in a Sieve
Modes of Learning Engagement
Lecture/contact periods; Communicative/Interactive and Constructivist approaches, imparting
knowledge by means of creating situations.
Tutorials/ Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/ lecture
period. Peer group teaching may be encouraged. Hard spots if any, may be resolved during
tutorials.
Scheme of Assessment
 The term-end examination will be of 60 marks. Each Unit will carry a weight of 12 marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both the tests willbe taken
 Two assignments: one oral presentation and one written assignment. It will carry a weight of
five (05) marks.
N. B. : One critical question will be set in question paper from each unit except Unit one
carrying a weight of 12 marks each.
Suggested Readings
Williams, R. The English Novel from Dickens to Lawrence. London: The Hogarth Press 1987.
Ward, A.C. Twentieth Century Prose (1940-1960).London: Longman. 1962.
Forster, E.M. A Passage to India. New Delhi: Penguin Classics.2005.
Toyne, Anthony. An English Reader's History of England. Oxford: Oxford University Press.2006.
Trevelyan, G. M. English Social History. London: Penguin. 1987.
Blamers, Harry. A Short History of English Literature. London: Routledge. 1984. Fowler,
Roger. A Dictionary of Modern Critical Terms. London: Routledge. 1987. Sinha, Sushant. K.
English Essayists. New Delhi: Oxford University Press.1978.

Paper II: Poetry and Drama

Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External: 60 Internal: 15
Objectives:
The students will be able to
make themselves familiar with modern English Poetry.
appreciate the Indian English Poetry in pre-independence and post-independence era. enjoy drama
and improve their dramatic skills.
Course Contents: The paper will be divided into five Units.
Unit I: Four passages for explanation with reference to the contexts from the texts prescribed in units II
and III carrying a weightage of three (03) marks each.(12Marks)
Unit IIPoetry (i) (Detailed study)
G.M. Hopkins : Pied Beauty
T.S. Eliot : The Hollow Men
Wilfred Owen : Strange Meeting
W.B. Yeats : Sailing to Byzantium
Robert Frost : Mending Wall
Rupert Brooke : The Soldier
Unit III Poetry (ii) (Detailed study)
Sri Aurobindo : The Tiger and the Deer
Rabindranath Tagore : Where the Mind is without Fear
Sarojini Naidu : A Challenge to Fate
Nissim Ezekiel : Night of the Scorpion
Kamala Das : An Introduction
A.K. Ramanujan : A River
Unit IV Drama (i) (Non-detailed Study)
Shaw : Arms and the Man
Unit V Drama (ii) (Non-detailed Study)
Vijay Tendulkar : Silence; The Court is in Session
Modes of Learning Engagement
Lecture/contact periods; Communicative/Interactive and Constructivist approaches, imparting
knowledge by means of creating situations.
Tutorials/ Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/ lecture
period. Peer group teaching may be encouraged. Hard spots if any, may be resolved during
tutorials.
Scheme of Assessment
 The end examination will be of 60 marks. Each Unit will carry a weight of 12 marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both the tests will
be taken
 Two assignments: one oral presentation and one written assignment. It will carry a weight of
five (05) marks.
N. B. One critical question will be set in question paper from eachUnit except Unit
one carrying a weight of 12 marks each.
Suggested Readings
Brooks, Cleanth. Modern Poetry and the Tradition. Chapel Hill: The University of North CarolinaPress, 1939.
Drew, Elizabeth A. Poetry: A Modern Guide to Its Understanding and Enjoyment. New York: W. W. Norton & Company.
1959.
Hulse, Michael and Simon Rae.The 20th Century in Poetry. New York: Pegasus. 2013. King, Bruce.
Modern Indian Poetry in English.New Delhi: Oxford University Press. 2005.
Southam, B.C. A Guide to the Selected Poems of T.S. Eliot. New York: Faber & Faber. 1998.

laLÑr
ikB~;Øe ,oa ijh{kk ;kstuk
nks iz'uIk= U;wure mÙkh.kkZd 72 iw.kkZ³~d 200 izFke iz'uIk= le; 3 ?kaVs U;wure mÙkh.kkZd 36 vad
100 f}rh; iz'uIk= le; 3 ?kaVs U;wure mÙkh.kkZ³~d 36 vad 100
izFke iz'uIk= & dkO;] Le`fr ,oa fucU/k
le; 3 ?kaVs iw.kkZ³~d 100 vad
vad foHkktu
bdkbZ&1 y?kq=;h egkdkO; 25 vad bdkbZ&2 c`gR=;h egkdkO; 25 vad bdkbZ&3 x|dkO; 25 vad bdkbZ&4
Le`fr 15 vad
bdkbZ&5 fucU/k 10 vad
;ksx 100 vad ikB~;Øe
bdkbZ&1 dqekjlaHkoe~ ¼dkfynkl½ lxZ&1
bdkbZ&2 fdjkrktqZuh;e~ ¼Hkkjfo½ lxZ&1
bdkbZ&3 n'kdqekjpfjre~ ¼n Mh½ & v"Ve mPN~okl
bdkbZ&4 ;kKoYD;Le`fr ¼O;ogkjk/;k;s nk;foHkkx izdj k ek=½
bdkbZ&5 laLÑr fucU/k jpuk ¼ledkfyd fo"k;ksa lfgr½ foLr`r vad ;kstuk ¼iz'ui= laLÑr esa cuk;k tk;sxk½
bdkbZ&1
¼v½ dqekjlaHkoe~ izFke lxZ&4 'yksdksa esa ls 2 'yksdksa dh O;k[;k 7-5$7-5¾15 vad
¼vk½ dqekjlaHkoe~ ls lkekU; iz'u ¼dkfynkl dk lkekU; ifjp;] dqekjlaHko dh dFkkoLrq] fgeky; o kZu] ikoZrh dk lkSUn;Z o kZu] dkfynkl dk miek oSf'k"V~; ,oa
Hkk"kk 'kSyh½ 10 vad
bdkbZ&2
¼v½ fdjkrk- ls nks O;k[;k,a 7-5$7-5¾15 vad
¼vk½ fdjkrk- ls ,d lkekU; iz'u ¼Hkkjfo dk ifjp;] fdjkrk- dh dFkkoLrq] vFkZxkSjo] laokn 'kSyh vkfn½ 10 vad
bdkbZ&3
¼v½ n'kdqekjpfjre~ v"Ve mPN~okl esa ls nks x|ka'kkas dk vuqokn 7-5$7-5¾15 vad
¼vk½ n'kdqekjpfjre~ esa ls ,d lkekU; iz'u 10 vad
bdkbZ&4
;kKoYD; Le`fr ls rhu O;k[;k, 5$5$5¾15 vad
bdkbZ&5
,d laLÑr fucU/k 10 vad ijh{kdksa ds fy, lkekU; funs'Z k %&
1- iz'u i= dk fuekZ k laLÑr ek/;e ls fd;k tkosA 2- iz'u i= bdkb;ksa esa foHkDr gksA
3- ikB~;Øe esa dqN va'k laLÑr ek/;e ls mÙkj nsus ds fy, fu/kkZfjr gS] vr% mls gh laLÑr ek/;e ls mÙkj nsus ds fy, iwNAsa
4- ikB~;Øe esa dqN u dqN ifjorZu gksrk gS vr% iwoZorhZ iz'u i= dks izek.k u ekusAa ikB~; ,oa lgk;d iqLrdsa
1- dqekjlaHkoe~ & izFkelxZ & O;k- rkj kh'k >k 2- fdjkrktZquh;e~ & pkS[kEck] okjk klh
3- ;kKoYD;Le`fr ¼O;ogkjk/;k;½ & pkS[kEck laLÑr izfr"Bku] fnYyh
4- n'kdqekjpfjre~ & ftrsUnz vxzoky
5-laLÑr&fucU/k&'krde~ & MkW- dfiynso f}osnh] fo-fo- izdk'ku 6- izcU/k&jRukdj & MkW- jes'kpUnz 'kqDy]
7-fucU/k&ikfjtkre~ & MkW- x ks'knÙk 'kekZ
8- o`gn~&laLÑr&fucU/k&dfydk & MkW- f'koizlkn f}osnh] Hkk-fo-izdk'ku

f}rh; iz'uIk= & Hkkjrh; n'kZu] uhfr ,oa O;kdj.k

 le; 3 ?kaVs iw.kkZd 100
ikB~;Øe ,oa vad foHkktu
bdkbZ&1 rdZ laxzg ¼nhfidk lfgr½ & vUue~Hkê 20 vad
bdkbZ&2 Hkkjrh; n'kZu ds fl)kUr & fuEufyf[kr fcUnq ikB~; gSa & 20 vad
¼d½ Hkkjrh; n'kZu dh fo'ks"krk,¡ ¼[k½ lka[; n'kZu dk lRdk;Zokn
¼x½ ;ksx n'kZu dk v"Vk³~x;ksx ¼?k½ v}Sr&osnkUr dk ek;kokn
¼M+½ U;k; n'kZu dh izek k ehekalk ¼p½ oS'ksf"kd n'kZu ds lIr inkFkks± dk lkekU; Kku 88
¼N½ pkokZd dh rÙoehekalk ¼t½ ckS)&n'kZu dk {kf kdokn
¼>½ tSu&n'kZu dk vusdkUrokn
bdkbZ&3 HkrZ`gfj uhfr'krde~ ¼fu kZ;lkxj½ 20 vad
bdkbZ&4 Jhen~Hkxon~xhrk ¼2 ls 3 v/;k;½ 20 vad
bdkbZ&5 y?kqfl)kUrdkSenq h ¼fr³Ur izdj k½ 20 vad
;ksx 100 vad foLr`r
vad;kstuk
bdkbZ&1 ¼v½ rdZlaxzg ls O;k[;k 10 vad
¼c½ rdZlaxzg ls lkekU; iz'u 10 vad
bdkbZ&2 Hkkjrh; n'kZu ds fu/kkZfjr fcUnqvksa ij nks iz'u 10$10¾20 vad
bdkbZ&3 ¼v½ uhfr'krde~ ls vuqokn o O;k[;k 10 vad
¼c½ uhfr'krde~ ls nks lkekU; iz'u 5$5¾10 vad
bdkbZ&4 ¼v½ xhrk v/;k; 2 ls laLÑr O;k[;k 10 vad
¼c½ xhrk v/;k; 3 ls vuqokn 5 vad
¼l½ xhrk ls lkekU; iz'u 5 vad
bdkbZ&5 ¼v½ y?kqfl)kUrdkSenq h fr³Ur izdj k esa ls Hkw /kkrq dh nl ydkjksa rFkk
,/k~ /kkrq dh yV~] yksV~] y`V~] y³~ ,oa fof/kfy³~ esa :i flf);k¡ 10 vad
¼c½ fr³Ur izdj k esa ls vn~] gq] fnoq] "kq´~] rqn] #f/kj] ruq] MqØh´~ ,oa pjq &
/kkrqvksa ds yV~] yksV~] y³~] fof/kfy³~ ,oa y`V~ ydkj ds :iksa dh flf};k¡
¼vkB esa ls pkj flf);k¡½ 10 vad ijh{kdksa ds fy, lkekU; funs'Z k %&
1- iz'u i= dk fuekZ k laLÑr ek/;e ls fd;k tkosA 2- iz'u i= bdkb;ksa esa foHkDr gksA
3- ikB~;Øe esa dqN va'k laLÑr ek/;e ls mÙkj nsus ds fy, fu/kkZfjr gS] vr% mls gh laLÑr ek/;e ls mÙkj nsus ds fy, iwNAsa
4- ikB~;Øe esa dqN u dqN ifjorZu gksrk gS vr% iwoZorhZ iz'u i= dks izek.k u ekusAa
ikB~; ,oa lgk;d iqLrds%a &
1- rdZlaxzg & ujsUnz 'kekZ] galk izdk'ku] t;iqj
2- rdZlaxzg & MkW- vdZukFk pkS/kjh] txnh'k laLÑr iqLrdky; 3- rdZlaxzg & i- vkuUn >k] mÙkjizns'k fgUnh laLFkku] y[ku
4- rdZlaxzg & ia- uoZns'oj frokjh] Hkkjrh; fo|k izdk'ku] fnYyh 5- rdZlaxzg & ifjey izdk'ku] fnYyh
6- xhrk ¼2&4½ MkW- jktsUnz 'kekZ 7- xhrkjgL; & fryd
8- uhfr'krde~ & MkW- Ñ" kef k f=ikBh] pkS[kEck izdk'ku 9- uhfr'krde~ & MkW- xksiky 'kekZ] galk izdk'ku] t;qij
10- y?kqfl)kUrdkSenq h & MkW- dsoyÑ".k vkuUn] eksrhyky cukjlhnkl 11- y?kqfl)kUrdkSeqnh & Hkhelsu 'kkL=h ¼Hkkx&2½
12- .kRof.ktUre~ & laLÑr Hkkjrh] fnYyh
13- Hkkjrh; n'kZu & MkW- mek'kadj 'kekZ ^_f"k*] pkS[kEck izdk'ku 14- Hkkjrh; n'kZu & tnqukFk flUgk] eksrhyky cukjlhnkl
15- Hkkjrh; n'kZu & nÙkk ,oa pSVthZ 16- Hkkjrh; n'kZu & mes'k feJ]

PAPER I: MASNAVI AUR MARSIA

Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External: 60 Internal: 15
Note: Each paper contains ten questions, having two questions from each unit. The candidates are
required to attempt five questions in all selecting at least one question from each unit.
Unit I
There are two parts of this unit. Part Ist contains Six objective type questions on prescribed syllabus. Each
question carry 1 mark. Second part contains two questions. Each question carries three marks and word
limit for answer shall be up to 100 words.
Unit II
Explanation and critical appreciation of any two extracts of Marsia out of three extracts with reference
context from prescribed text. Each carries 6 marks.
Unit III
Explanation of any two stanzas of Masnavi out of three with reference and context.
Unit IV
Marsia: Lughvi aur Istelahi mafhoom. Marsia ki mukhtlif
Hayyaten. Marsia aur Almia, Sanha-e-karbla se mutaliq Marsie ki Khususiyat. Masnavi
aur Uska fan – Ajza-e-Tarqeebi.
Unit V
Anees aur Dabeer ki savanhe aur unke Marsiyon ka Tanquidi jayaza.
Meer Hasan aur Pt. Daya Shankar Naseem ki Masnvi Nigari ka Tanquidi jayaza.
Transactional Modalities:
Lecture/contact periods;Communicative/Interactive and Constructivist approaches, Imparting
knowledge by means of creating situations.
Tutorials/ Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/ lecture
period. Peer group teaching may be encouraged. Hard spots if any, may be resolved during tutorials.
Assessment Modalities
 The end examination will be of 60 marks. Each Unit will carry a weightage of 12 marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both the tests willbe taken
 Two assignments: one oral presentation and one written assignment. It will carry a weightage of five (05) marks.
N. B. One critical question will be set in question paper on each unit except unit one carrying a
weight-age of 12 marks each.
Text : Intikhab-e-Manzoomat Part II, U.P. Urdu Academy.
Anees: Marsia – Namak-e-khan-e-Takallum Hai Fashat Meri Dabeer:
Dast-e-Khuda ka Quvvat-e-sahar-e-Bazoo Hussain Hain. Meer Hasan:
Masnavi – Intekhab-e-sahar-ul-Bayan
Daya Shankar Naseem: Intekhab-e-Gulzar-e-Naseem.
PAPER II: NOVEL, AFSANA AUR DRAMA

Contact Hours: 4 periods per Week Maximum Marks: 75

Examination Duration: 3 Hours External 60 Internal: 15
Note: Each paper contains ten questions having two questions from each unit. The candidates arerequired to attempt five
questions in all selecting at least one question from each unit.
Unit I
General knowledge‘s questions on prescribed syllabus. There are two part of this unit. Part Ist contains
Six objective type questions. Each question carries 1 mark. Part II nd contains two questions. Each question
carries Three marks and word limit for answer shall be up to 100 words.
Unit II
Explanation of two extracts out of three extracts from prescribed stories with reference and
context. Each extract carries 6 marks.
Unit III
Explanation with reference and context from prescribed Novel and Drama.
 Or
Critical appreciation of story, plot. Technique and characters etc.
Unit IV
Life and works of prescribed Novelist, short story writers and play wright.
Unit V
Components of Novel, short story and Drama Difference
between Novel, Short Story and Drama Urdu Drama Nigari
ki Tareekh
Transactional Modalities:
Lecture/contact periods;Communicative/Interactive and Constructivist approaches, Imparting
knowledge by means of creating situations.
Tutorials/ Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/ lecture
period. Peer group teaching may be encouraged. Hard spots if any, may be resolved during
tutorials.
Assessment Modalities
 The end examination will be of 60 marks. Each Unit will carry a weight age of 12 marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both the tests will
be taken
 Two assignments: one oral presentation and one written assignment. It will carry a weight
age of five (05) marks.
N. B. One critical question will be set in question paper on each unit except unit one carrying a
weight-age of 12 marks each.
Text: (i) Novel Ibnul – Waqt by Nazeer Ahmad (first 5 chapters only for explanation)
1. Intekhab-e-Afsana : U.P. Urdu Academy
(ii) Following short stories from Intekhab-e-Afsana, U.P. Urdu Academy
1. Kafan – Munshi Prem Chand
2. Toba Tek Singh : Manto
3. Kalu Bhangi : Krishan Chander
4. Babbal : Rajinder Singh Bedi
(iii) Drama : Darwaze Khol Do – Krishna Chande

BA-B.ED part 3rd

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B.A. B.Ed. 3Rd Year
HISTORY
PAPER I: INDIAN HISTORY 650 A.D. to 1526 A.D.

Contact Hours: 4 periods per Week Maximum Marks: 75

Examination Duration: 3 Hours External 60 Internal: 15
OBJECTIVES
1 To enlighten the students about the rich literary and archaeological heritage of
sixth and seventh centuries onwards.
2 To provide the knowledge about the Rajputs of north India and their achievements.
3 This Semester will highlight the South Indian history and its contact with rest of India.
4 To give the knowledge of Turkish conquests and Khilji administrative and economic reforms.
5 The Semester will show how the Tughlaq rulers contributed to the state and society in India.
th
6 This Semester will highlight the rise of regional powers in India in the 16 century.
UNIT I
a) Survey of the sources of the period.
b) Rise of Rajputs; origin and consolidation, main dynasties society and polity
c) South India - Pallavas, Chalukyas, Rashtra Kutas, Cholas, Hoyasalas, Kaktiyas- society and polity.
d) Tripartite struggle
UNIT II
A) Turkish Invasions and early Rajput resistance.
B) Establishment of Delhi Sultanate(1206-1290)
C) Conflicts with regional powers, with special reference to Khilji imperialism.
D) Administrative and economic measures of Alauddin Khilji.
UNIT III
A) Mohammad Bin Tughlaq – his plannings and failures
B) Firoz Tughlaq – agrarian reforms and public welfare.
C) Vijayanagar and Bahamani Kingdoms – Expansion and conflict
D) Society and economy under Vijayanagar and Bahamani empires.
UNIT IV
A) The problem of North Western frontier. The Mangol invasions and their impact.
B) Administrative institutions of the Sultanate period, theory of kingship and land revenue system.
C) Development of Art, Architecture and literature in sultanate period
D) Decline of the Delhi sultanate.
UNIT V
A) Rise of provincial kingdoms – Malwa, Gujrat, Bengal, Jaunpur and Mewar.
B) Inter state conflicts with reference to Malwa, Gujrat and Mewar.
C) Lodis and Saiyyads
D) The nature of Afgan polity.
 Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods, Peer group teaching may be encouraged. Hard spots if any, may
be resolved during tutorials.
 Assessment Modalities
 The end examination will be of 60 marks. Each Unit will carry a weightage of 12 marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of
both the tests will be taken
 Two assignments: one oral presentation and one written assignment. It will
carry a weightage of five (05) marks.
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PAPER II: INDIAN HISTORY (1526-1857 A.D)

Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External 60
Internal: 15
OBJECTIVES:
1 The period under review marks a very crucial phase in the study of Indian History and attempts
to answer questions which hither to have defined answer.
2 The Mughal Empire attempted to seek solutions to issues which had an all India character and
lasting impact. This shift and change in emphasis is vital for a student of History who attempts to
study it on a national basis. The inherent contradictions in the Mughal policy have to be
understood in their proper perspective to shed fresh light on the decline of the Mughal Empire such
approaches are objective in nature.
3 The reader/student should fully understand the mechanism which affected the factors which led to
the establishment and consolidation of the British power in India. This time of reasoning will
force the student to think afresh on many issues.

UNIT-I

A Sources of the period

B Advent of Mughals – Babur, Humayun and the second Afghan empire. (with special reference
to Sher Shah Suri)
C State and society, political, administrative and economic institutions.
D Agriculture and industry, trade and commerce and establishment of urban centers
UNIT II
A) Consolidation and expansion of the Mughal Empire Akbar, Jahangir, Shah Jahan and
Aurangzeb.
B) Rajput policy of Akbar, Aurangzeb and the fall of Mughal Empire.
C) Mughal Relation with Rajputs, Jats, Marathas and Sikhs.
UNIT III
A) Mughal administrative institutions -land revenue system, Mansabdari and Jagirdari system.
B) Rajput policy of Akbar, Airamgzeb and the fall of Mlughal Empire.
C) Development of Art and culture during Mughals
UNIT IV
A) Third Battle of Panipat, Maratha confederation
B) Maratha struggle against the British.
C) Establishment of British rule in Bengal and consequent administrative changes.
D) British Relations with Indian states: Mysore, Punjab and Awadh
UNIT V
A) Estimate of Clive and Hastings
B) Growth of Legislature
C) Administrative changes
D) Indian resistance prior to 1857
  Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches Imparting
knowledge by means of creating situations.
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/lecture
periods, Peer group teaching may be encouraged. Hard spots if any, may be resolved during
tutorials.
 Assessment Modalities
 The end examination will be of 60 marks. Each Unit will carry a weightage of 12 marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both the
tests will be taken
 Two assignments: one oral presentation and one written assignment. It will carry a
weightage of five (05) marks.
(Suggested Readings)
R.P.Tripathi : Rise and Fall of the Mughal Empire

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5. S.R.Sharma : Religious Policy of the Mughal Emperors
6 G.S.Sardesai : New History of the Marathas vol.III
7 Tara Chand : History of Freedom Movement in India (4 vols.)
(ii) Following short stories from Intekhab-e-Afsana, U.P. Urdu Academy
1. Kafan – Munshi Prem Chand
2. Toba Tek Singh : Manto
3. Kalu Bhangi : Krishan Chander
4. Babbal : Rajinder Singh Bedi
(iii) Drama : Darwaze Khol Do – Krishna Chande
 GEOGRAPHY
Scheme Exam Duration Max. Marks Min. for pass
Paper I 3 hrs. 40 (External)
10(Internal) 36
Paper II 3 hrs. 40 (External)
10(Internal)
Paper III 5 hrs. 50 18

PAPER I: WORLD REGIONAL GEOGRAPHY

Examination Duration: 3 Hours Max. Marks 40
Objectives:
To familiarize the students with the diffrent places and people of diffrent countries. Besides this they
will able to know our Neighburing Countries also. They are supposed to understand the relationship
between geographical facts and human responses.
CONTENTS
Unit-I
Asia in the context of the world. Terrain pattern, drainage, climate, natural vegetation, soils, spatial
distribution of population and economic base of the continent. Regional studies of China and Japan.
Unit- II
Africa and Europe – in the context of Asia. Regional Studies of Egypt and South Africa. Physical,
economic, demographic characteristics of the continent of Europe. Regional Studies of U.K., Germany
and France.
Unit-III
North and South America Physical, Economic and demographic set-up; Regional Studies of USA and
Brazil.
Unit-IV
Australia & New Zealand general account of the physical, economic and demographic set-up. Detailed
regional studies of Australia, New Zealand.
Unit V
Contemporary issues in world geography: Globalisation, W.T.O. and world Summit, UN Environment
programmes (UNEP), UN Development programmes, environment and sustainable development;
Disaster management: concepts, components and people's respond, concepts of regions and regional
planning.
 Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches Imparting
knowledge by means of creating situations.
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods, Peer group teaching may be encouraged. Hard spots if any, may be
resolved during tutorials.
Assessment Modalities
 The ensd examination will be of 40 marks. Each unit will carry a weightage a 08 marks.
 36% marks will be essential for passing the examination both in theory and practical.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both the tests
will be taken
Books Suggested:
1. Cole, J. :A Geography of the World's Major Regions, Routledge, London, 1996.
2. Deblij, H.J. : Geography: Regions and concepts, John Willey, New York1994.
3. Jackson, R. H. and hudman, L. E. : World Regional Geography: Issues for Today John
Willey, New York,1991.
4. Minshull, G. N. : Western Europe, Hoddard and Stoughton, New York,1984.
5. Patterson, J. H. : Geography of Canada and the United States, Oxford University Press,
1985.
6. Shaw E. B. :Anglo American- A Regional Geography.
7. Minshull Roger: Regional Geography.
8. James P. E. Latin America Cassed and Co. London
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10. Minshull Roger: The changing nature of Geography.
11. Jarrot H.Q. : Africa
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14. James P.E.: Latin America, Cassed and Co., London.
15. Trewartha G. T.: Japan (The University of Wiscousin Types)
16. Ackverman E. A. : Japan's Natural Resources.
17. Stamp, L. D.: Africa, John Willey and Sons, New York.
18. Butland, G J. : South Africa.
19. C.B. Crassey : Geography of China.

PAPER II : GEOGRAPHY OF INDIA

Examination Duration: 3 Hours Max. Marks : 40
Objectives: To present a comprehensive, integrated and empirically based profile of India. The
course is designed so as to present the role of geographical positioning of India in molding its
geopolitical personality and its inter relations with other countries.
CONTENT:
Unit -I
India in the context of the South-East and South Asia; India: A land of diversities; unity within
diversities. Major terrain elements of India and their role in shaping physical landscape of India.
Drainage system and its functional significance.
Unit-II
Regional and seasonal variation of climate- The monsoon, Western disturbance, norwesters. Climatic
regions of India.
Soil types - their distribution and characteristics, vegetation types and their distribution. Forest - The
status of their use and need for conservation.
Unit- III
Agriculture, irrigation and multipurpose projects, Geographical conditions, distribution and
production of wheat, rice, sugarcane, cotton, jute, tobacco, coffee, tea; Live stock, Horticulture and
Dairy products in India; Fisheries.
Unit-IV
Resources: minerals - iron-ore, mica, manganese and sources of power – coal, petroleum, hydropower,
solar, atomic energy; Resource Regions of India; Industries -Iron and steel, textile, cement, chemical,
fertilizer, paper and pulp; Industrial regions of India; Composition of domestic and international trade;
Transportation -railways, road, air and water.
Unit-V
Changing nature of lndian economy-Agricultural growth during the plan period: Green revolution vis-
à-vis traditional farming; regionalization of Indian agriculture. Agricultural regions and its relevance
in agricultural development planning. Spatial distribution of population and density; Socio Economic
implications of population explosion; urbanization; Gender discrimination and empowerment of
women.
 Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches Imparting
knowledge by means of creating situations.
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods, Peer group teaching may be encouraged. Hard spots if any, may be
resolved during tutorials.
 Assessment Modalities
  The end examination will be of 40 marks. Each unit will carry a weightage a 08 marks.
 36% marks will be essential for passing the examination both in theory and practical.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both the tests
will be taken
Books Recommended
1. Deshpande C.D.: India –A Regional Interpretation, Northern Book Centre, New Delhi, 1992.
2. Singh R.L. (ed.): India - A Regional Geography, National Geographical Society, India, Varanasi,
1971. .
3. Spate, O.H.K. and Learnmonth, A.T.A. : India and Pakistan - Land People and
Economy,
4. Methuen & Co., London, 1967.
5. Wadia, D.N.: Geology of India, McMillan & Co., London 1967.
6. Dr. Khullar: India (A Comprehensive Geography) Kalyani Publication, New Delhi.
7. Negi: Geography of India.
8. Govt. of India: Five Year Plans of India.
9. Indian Year Book (Latest Edition) : Publication Division, Delhi.
10. Irrigation Atlas of India.
11. Chatterji, S.B. : Climatology of India (Calcutta University, Calcutta)
12. Gazetteers of India: Publication Division, New Delhi.
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GEOGRAPHY PRACTICAL

Contact Hours: 4 periods per Week Maximum Marks: 50

20-25/Batch Examination Duration: 5 Hours
1. Lab work (Written Examination 3 hours duration) 20
2. Record work and viva-voce 10
3. Field Survey and Viva-voce (2 hours duration) 10
4. Environmental Project report and viva-voce 10
Total 50
CONTENTS:
1. Projection -General principles, classification and choice of projections, construction,
properties, merit and demerits, limitations and use of the following projections:
 Cylindrical: Simple, equal area, Gall's and Mercator's projection.
 Conical: One standard parallel, two standard parallels, Bonne's and Polyconic.
 Zenithal (polar case): Orthographic, Stereographic, Gnomonic, Equidistant and Equal Area.
 Conventional: Mollweide's, Sinusoidal, Globular
Projection suitable for map of India
2. Climatic maps and diagrams –Isopleth Maps (Isobar, Isotherms and Isohyte maps), Simple
and Compound Wind rose, climograph, hythergraph and climatograph.
3. Study & interpretation of weather maps of January & July months.
4. Statistical methods - Calculation of coefficient of correlation (Spearman's and Carl
Pearson's)
5. Prismatic Compass Survey -Importance, Appliances, Methods: Radiation, Intersection, Traverse
(closed and open traverse), correction of bearings and removal of closing error,
6. Project report pertaining to problems of Environmental Geography of local areas. Detailed report
will be prepared and separate topics to be given to a batch of 8-10 students. It will be for 7 days.
Suggested Books:
1. Kellaway, Georgep: Man Projections, Mathuen & Co., London.
2. Steers,J.K.:Man Projections, University of London Press, London.
3. Singh R. L.: Elements of Practical Geography, Kalyani Publishers, New Delhi.
POLITICAL SCIENCE
PAPER I: REPRESENTATIVE WESTERN POLITICAL THINKERS
Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External: 60
Internal: 15
 OBJECTIVES
 Understand the fundamental contours of classical western political thoughts.
 Understand the basic features of medieval political thought, impact of reminiscence shift from
medieval to modern era.
 Understand the social contract theory and appreciate its implications on the perception of state in
terms of its purpose and role.
 Understand the fundamental terms of different schools of liberal and realistic streams of
western political thoughts.
 Understand the Marxian philosophy to operate and analyses also some trends of western
political theory in the post Marxian era.
CONTENT:
UNIT I
Plato: Ideal State, Justice, Rule of Philosophy, Education, Communism. Aristotle: State, Constitution,
Citizenship, Property, Slavery, Revolution.
UNIT II
St. Augustine: Theory of Two Cities
Thomas Acquinas: State, Law, Christianization of Aristotle Machiavelli:
Nation State, State Craft, Religion and Morality. UNIT III
Thomas Hobbes: Contractual theory and Sovereignty John
Locke: Contractual theory and Private Property
J.J. Rousseau: Contractual theory and General Will
UNIT IV
Jeremy Bentham: Utilitarianism, Law & Reforms
J.S.Mill: Revision of Bentham‘s Utilitarianism, Liberty and Representative Government.
T. H. Green: Theory and functions of state, Liberty
UNIT V
G. W. Hegel: Dialectical idealism, Theory of State
Karl Marx: Dialectical & Historical materalism, Surplus value, Class Struggle, Revolution John
Rawls: Theory of Justice
 Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches Imparting
knowledge by means of creating situations.
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/lecture
periods, Peer group teaching may be encouraged. Hard spots if any, may be resolved during
tutorials.
 Assessment Modalities
 The end examination will be of 60 marks. Each Unit will carry a weightage of 12 marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both the tests
will be taken
 Two assignments: one oral presentation and one written assignment. It will carry a
weightage of five (05) marks.
SUGGESTED READINGS
Sir, E. Baker, Greek political Theory: Plato and his predecessors, New Delhi,
B. L. Publications, 1964.
A. Ashcraft, Revolutionary Politics and Locko‘s Two Treatises of Govt., London,
Allen and Unwin 1986.
K.C.Brown (ed.) the Cambridge History of Political Thought 1450-1700, Cambridge,
Cambridge University Press, 1991.
J.A. Dunning; History and Political Theories, New York, Macmillan, 1902.
H.J.Laski, Political thought from Locke to Bentham, Oxford, Oxford University
Press, 1920.
S.Mukherjee and S. Ramaswamy, A History of Political Thought : Plato to
Marx, New Delhi Prentice Hall, 1999.
C.C. Maxey, Political Philosophies, New York, Macmillan, 1948.

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 PAPER II: INTERNATIONAL RELATIONS SINCE 1945
Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External 60
Internal: 15
OBJECTIVE
 Acquaint themselves with various approaches to the study of international politics.
 Understand important concepts which provide the framework for understanding
international politics.
 Understand and take stock of the events and trends in International politics after the World
War II.
 Understand the quest of developing countries for their identity and self determination in the era
of cold War.
 Understand and critically appreciate the salient features of foreign policies of some major
powers.
 Understand and appreciate the determinants and features of India‘s foreign policy and India‘s
relations with her neighboring countries.
 Understand and acquaint themselves with recent developments and emerging trends in
International politics.
 Understand and critically evaluate the role and functioning and impact of various
organizations for regional cooperation.
CONTENTS:
UNIT I
Meaning, Nature and Scope of International Relations : Approaches to the study of International
Relations, Idealist and Realist approaches, Morgenthau‘s Realist Theory. Morton Kaplan‘s System
Theory, Game Theory, Decision Making Theory.
UNIT II
National Power: meaning and elements, Balance of power, Collective Security, Instruments of
National Interest – Diplomacy and Propaganda.
UNIT III
Cold War: meaning, causes, events and impact, Detente, new Cold War, end of Cold War,
International relations in unipolar world, Non Alignment Movement (India and NAM).
UNIT IV
Foreign Policy: meaning, elements and determinate, the salient features of the foreign policies of
USA, China and India. India‘s relations with USA, Russia and her neighbors. UNIT V
Major Contemporary, Trends and Issues in International Politics, Role and Impact of UN in
changing the World, Environmentalism, Human Rights and Global Terrorism, International Political
Economy, Disarmament, SAARC, ASEAN, European Union.
 Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/lecture
periods, Peer group teaching may be encouraged. Hard spots if any, may be resolved during
tutorials.
 Assessment Modalities
 The end examination will be of 60 marks. Each Unit will carry a weightage of 12 marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both the
tests will be taken
 Two assignments: one oral presentation and one written assignment. It will carry a
weightage of five (05) marks.
SUGGESTED READING
L.M.Goodrich, United Nation in changed world, New York, Columbia University
Press, 1974.
M.S.Rajan (ed.), United Nations at Fifty and Beyond, New Delhi, Lancer Books 1996.
R.A.Folk, Law, Morality and War in the Contemporary World, New York,
Frederick A Praegar, 1963.
W.D. Coplin, Introduction to International Politics, Chicago, Markham 1971. Mahendra
 Kumar: International Politics.
Theory of International Politics Reading Massachusetts : Addison Wesley 1979.
Fredman : Introduction to World Politics.
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ECONOMICS
PAPER I: MONEY, BANKING AND PUBLIC FINANCE
Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External: 60
Internal: 15
OBJECTIVE
The Students are expected to :
- Understand the meaning, usage of impacts of money on economy and functioning of banks and
different aspects of Public finance.
- Develop the ability to appraise critically the issues related with inflation, deflation, reflation.
CONTENT
UNIT I
Basic Concepts: Money – meaning, functions and classification. Gresham‘s law:: Monetary standards
– metallic and paper systems of note issue.
Value of Money and Inflation: quantity theory of money – Cash transaction and cash balance
approaches: The Keynesian approach: Inflation, deflation and reflation – definition, types, causes and
effects of inflation on different sectors of the economy: Demand pull and cost push inflation: Measures
to control inflation: Philips curve.
Unit II
Commercial Banking: Functions of commercial banks, the process of credit creation – Purpose and
limitations; Liabilities and assets of banks: Evolution of commercial banking in India after Independence :
A critical appraisal of the progress of commercial banking after nationalization : Recent reform in
banking sector in India. Determinants of Money Supply - High powered Money and Money Multiplier.
Unit III
Central Banking: Functions of a Central Bank, Various quantitative and
qualitativemethods of credit control objective methods. Role and functions of the Reserve
Bank of India. Monetary, Policy, with special reference to India.
Unit IV
Nature and Scope of Public Finance: Meaning and scope of public finance: Distinction between
private and public finance: Public goods vs. private goods: Market failure: Role of the Government.
Public Expenditure: Meaning, classification and principle of public expenditure : Canons and effects
of public expenditure : Trends in public expenditure and causes of growth public expenditure in India.
Unit V
Taxation:Sources of public revenue: Taxation – meaning, canons and classification of taxes:
Effects of taxation: Characteristics of good tax system: major trends in tax revenue of the
Central and State Governments Rajasthan.
 Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches Imparting
knowledge by means of creating situations
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/lecture
periods, Peer group teaching may be encouraged. Hard spots if any, may be resolved during
tutorials.
 Assessment Modalities
 The end examination will be of 60 marks. Each Unit will carry a weightage of 12 marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both the tests will
be taken
 Two assignments: one oral presentation and one written assignment. It will carry a
weightage of five (05) marks.
Books Recommended
 Ackley, G.(1978). Macro economics: Theory and Policy, Macmillan Publishing Co., New York.
 Bhargava, R.N. (1971). The Theory and Working or Union Finance in India, Chaitanya
Publishing House, Allahabad.
 Gupta., S.B. (1994). Monetary Economics S. Chand and Company, New Delhi.
 Houghton, E.W. (Ed.) (1988). Public Finance Penguin. Baltimore.
 Jha, R. (1998), Modern Public Economics, Routledge London.
 Mithani, D.M. (1981), Macroeconomic Analysis and Policy, Oxford and IBH, New Delhi
 Mithani, D.M. (1998). Modern Public Finance, Himalaya Publishing House, Mumbai.
 Musgrave, R.A. and P.B. Musgrave(1976). Public Finance in Theory and Practice, McGraw
Hill, Kogakusha, Tokyo.
 Shapiro, E. (1996). Macroeconomic Analysis Galgotia Publications, New Delhi.
 Day,A.C.L. (1960), Outline of Monetary Economics Oxford University Press, Oxford.
 DeKock, M.H. (1960). Central Banking, Staples Press, London.
 Due, J.F. (1963), Government Finance, Irwin, Homewood.

PAPER II: QUANTITATIVE TECHNIQUES

Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External 60
Internal: 15
OBJECTIVE
The Students are expected to:
- Understand the meaning definition and basic Concept of Statistics and Mathematics.
- Understand the use of different tools and techniques of measurement to solve various statistical
problems.
- Understand various methods and their uses in economics.
CONTENT
Unit I
Calculus:Differentiation of a Function: Integration of a function. Arithmetic andGeometrical progressions,
Logarithm. Matrix and Determinants: Various types of matrices. Determinants. Inverse of a matrix,
Crammer”s rule.
Unit II
Introduction to Statistics: Basic concepts : Population Sample, Parameter Frequency
Distribution, Cumulative frequency :Graphic and diagrammatic representation of data.
Techniques of data collection : Sampling vs. Population, primary and secondary data.
Unit III
Central Tendency and Dispersion: Measures of central tendency : Mean, Median, Mode,
Geometric mean and Harmonic mean. Measures of dispersion, Range, Mean
Deviation, Standard deviation. Coefficient of variation. Quartile deviation. Skewness,
Concept of rateofgrowth.
Unit IV
Correlation and Regression
Correlation: Simple Coefficient of Correlation – Karl Pearson and Rank Correlation. Partial
and Multiple correlation Analysis, Regression analysis – Least squares method, interpretation of
regression coefficients. Interpolation (Newton„s and Binominal Method).
Unit V
Times Series and Index Numbers
Time series analysis – Concept and components – Determination of regular trend and seasonal
indices : Index numbers – Concept, price relative, quantity relative, value relative. Laspeyer„s.
Paasche„s and Fisher, Family budget method; Problems in the construction and limitations of
 index numbers. Tests for ideal index number.
Indian Statistics
Current population census 2011. Statistical system in India. Agriculture, Industrial
and Trade Statistics in India.
 Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist
approaches Imparting knowledge by means of creating situations
 Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods, Peer group teaching may be encouraged. Hard spots if any, may
be resolved during tutorials.
 Assessment Modalities
 The end examination will be of 60 marks. Each Unit will carry a weightage of 12 marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both the tests
will be taken
 Two assignments: one oral presentation and one written assignment. It will carry a weightage
of five (05) marks.

Books Recommended
 Allen, R.G.D. (1974) Mathematical Analysis of Economics Macmillan Press, London. Black,
 J. and J.F. Bradley (1973). Essential Mathematics for Economists. John Wiley and Sons.

rd
Chiang, A.C. (1986) Fundamental Methods of Mathematical Economics (3 edition) McGraw Hill, New Delhi
 Croxton, F.E., D.J. Cowden and S. Klein (1973), Applied General Statistics Prentice Hall, New Delhi
 Gupta, S.C. and V.K. Kapoor (1993). Fundamentals of Applied Statistics. S. Chand and Sons, New Delhi
 Speigal, M.R. (1992) Theory and Problems of Statistics McGraw Hill Book, London.

C: 6 GENDER, SCHOOL AND SOCIETY

Instructional Time: 6 periods/week Max. Marks: 75
Exam. Duration: 3 Hours Internal: 15 External: 60
Course Objectives:
1. Develop basic understanding of gender, gender bias, gender stereotype, empowerment,
gender parity, equity and equality, Patriarchy and feminism.
2 Understand the problem of girl child education in our society.
3. Awareness of factors that shape gendered roles in Indian society.
4 To develop an understanding of feminist approaches to the social and cultural construction of gender.
5 Understand how gender, power and sexuality are related to education (in terms of access,
curriculum and pedagogy).
6 Student to construct critically the impact of policies programmes and scheme for promotion
of gender equality and empowerment.
7 Apply the conceptual tools learnt regarding gender and sexuality to understand issues related
to Sexual Harassment at the workplace and Child Sexual Abuse.
8. Understand how gender relates to education and schooling.
Course Contents:
UNIT – 1
1. Concepts of Gender, sex, sexuality, patriarchy, masculinity and feminism.
2. Gender bias, gender role, stereotyping and its consequences. Kanya-Bharun hatya.
3. Gender and other form of inequality in relation with (caste, class, ethnicity, disability.
Unit-2
1. Role of women in developing country, School cultures & issues of society.
2. RTI (Right to Education) , Equal opportunity in women education
3. Schooling of Girls, dropout rate, completion rate, Feminization of teaching profession.
Unit 3
1. Rights for gender equality and their implication for social change.
2. Reason, why girls feel uncomfortable in schools? Girls school v/s co education school.
3. Gender bias in curriculum, text books, analysis of hidden curriculum
UNIT – 4
1. Gender, culture and institution: Intersection of class, caste, religion and region
2. Construction of gender in curriculum framework since Independence, Gender and the hidden curriculum
3. Relationships within the school: child-child, teacher-child, and teacher-peer group relationships from the
perspective of gender.
UNIT – 5
1. Understanding sexuality (sexual orientation and sexual identity – third gender) Legal
(sexual and reproductive) rights of women.
2. Violence against women, Sexual harassment in family, neighborhood and other formal
and informal institutions.
3. Reproductive rights and sexual rights. Institutions redressing sexual harassment and abuse
Term Test: 10 Marks
Parcticum :5Marks
Any one assignment related to the Unit I to Unit V:
Books Suggested:
1. Delpit, L.D. (2012) Multiplication is for white people: raising expectations for other people”s
children, the new press.
2. Deng, Z (2013) School subjects and academic disciplines. In A. Luke, A. Woods, & Wer (Eds.),
Curriculum syllabus design and equity: A primer and model. Routledge.
3. Jefferey, P. and R. Jefferey Killing My Hear”s Desire: EDUCATION AND Female Autonomy in
Ruarl India, in Nita Kumar (ed.) Women as Subjects South Asian Histories. New Delhi.
4 Geetha, V. (2007) Gender, Stree: Calcutta
5. GOI. (1966). Report of the education commission: Education and national development. New Delhi:
ministry of education.
6. GOI (1986). National policy of Education. GOI.
7. GOI. (1992, 1998), National policy on education, 1986 (As modified in 1992).
Retrieved from http://mhrd.gov.in/sites/upload_files/mhrd/
8 Learning, livelihoods, and Soial mobility: Valuing Girls” Education in Central India, Peggy Froever,
 btunnel University, Anthropolgy and
9 Menon, N (2012) seeing like a feminist. India: Penguin.
10 Nirantar. (2010) textbook regimes: A feminist critique of nation and identity. New delhi
Group C: Developing TeacherSensibilities
Section I :Experiences f o r TeacherEnrichment
ETE 4 : Exploring Library and other LearningResources
InstructionalTime: 2periods/week Max. Marks:50
ExamDuration: 3Hours Internal: 50
Objectives ofthe course:
Oncompletion ofthecoursethestudent-teacherwillbeableto:
 develop a sense of initiative, imagination and discernment of learning potential oftheresources
available intheir surroundings.
 take some initiative inpursuing interests outside theformal course work from arange of available
resources - the institute library, websites onthe internet, local events and facilities, as well as
local issues (in the neighborhood or town), members oflocalcommunity andvisiting resource
persons.
Course Outline:
Unit I:Knowing ones Library
Knowing your library, Library Management andAutomation.
Unit II: Arrangement ofdocuments
Types ofbooks andother materials. Searching and locating relevant reference materials.
Unit III::Library for professional development Resources helpful forprofessional development: Newspaper,
Magazines, Websites, Learning guides, Members oflocalcommunity, Resource persons, Websites.
Modes ofLearning Engagement:
Learning engagement includes lecture, discussion, observation,
fieldvisits andassignments.
Practicum:
Eachstudent teacher isexpected to:
I. Maintain alistofbooks andjournals thathavebeen read.
2. Make adossier with relevant websites andnotesontheir learning potential.
3. Write reviews of atleasttwobooks ofhis/her owninterest.
4. Make aplanforsetting upofaschool library anddiscuss itwiththeschool s/hehas attached with
andwrite aprogramme-evaluation report.
5. Asmall surveytocollect i n fo rm a t i on a b o u t differentk i n d s oflibraries inthecity.
6. A project to discern the present status of libraries in schools.
7. Discern learning opportunities in the local environment, and create an occasion and/or
a strategy for some significant learning for fellow students.
8 .Interview resource persons/member of local community and/or organizea 'learning encoun
Modes ofInternal Assessment
Writtentests Marks 20
Preparation of Bibliography 10
 Evaluation of onereferencebook 10
Ananalytical study ofaschool l ibrary 10
Suggested Readings:
1. Krishna Kumar (2009). Library Organization. New Delhi. Vikas Publishing House.
2. Krishna Kumar (2000). Reference Service.New Delhi. Vikas Publishing House.
3. Krishna Kumar (2009). Library manual.New Delhi. Vikas Publishing House.
4. Krishna Kumar (2009). Library Administration andManagement. NewDelhi.
VikasPublishing House.
5. Roshan LalMittal (1978). LibraryAdministration. New Delhi. Metropolitan Book.

Pedagogy

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Hours:4 (periods per Week) Maximum Marks:75 (Including 2 Practicum)
Examination Duration: 3 Hours External: 60 Internal: 15

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Modes of Learning Engagement
Modes of Learning Engagement will be based on eclectic approach. It includes questioning,
Lecture- cum-discussion, Demonstrations, Communicative activities, Situational teaching,
Learning by Doing, organizing inquiry activities/open ended activities for learning English,
Group work and discussion; Use of ICT related to ELL/ELT, Group work on pedagogic analysis
of content and planning lessons, and peer interaction. The emphasis will be on learner-
centered teaching.
Scheme of Assessment
  The term -end examination will be of 60 marks. Each Unit will carry a weight of 12 marks.
 Three sessional Tests out of which average of two best will be counted for marks. Each test
will carry a weight of five (05) marks.
 Two assignments: one oral- presentation and one written- assignment. It will carry a weight of five
(05) marks.

Practicum: Any two of the following

 Preparing a small dictionary of the difficult words used in the secondary textbooks.
 Preparing different visual-aids for teaching.
 Framing suitable exercises on a given topic /passage.
 Development of language games
 Preparation of 20 test items (5 each on the LSRW skills).
 Analysing errors committed by secondary students.
 Analysis and categorisation of exercises on grammar as given in the prescribed
textbook of the school.
 A write-up on the problems faced by the school students in relation to the
acquisition of the receptive (listening and reading) or productive (speaking and writing)
skills in English. Selection of materials for writing in English from the newspapers, comics,
magazines, advertisements and preparation of an outline for teaching language items.
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PC II-Pedagogy of English
Contact Hours: 4 periods per Week) Maximum Marks:75
Examination Duration: 3 Hours External 60 Internal: 15
Objectives:
On completion of the course, the student teacher will be able to:
 understand the nature and resources of language and issues related tolanguage acquisition, language learning.
 acquire knowledge about the role, status and objectives of teaching English as a second language in India.
 develop the four basic skills i.e. listening, speaking, reading and writing in students.
 enrich their knowledge of English vocabulary, and structures,.
 improvise and use appropriate aids for teaching English.
 know, compare and analyse various methods of and approaches to teaching English as a secondlanguage.
 plan and teach lessons in English prose, poetry, grammar and composition related to thetextbooks prescribed by different
State Boards of Secondary Education.
 use various techniques for the evaluation of learner's achievement in English.
 identify and analyse errors to plan and execute remedial instruction.
Course Contents: The paper will be divided into five Units.
 Unit I. About Language and Language Teaching
 Nature, concept, importance and functions of language, the First , the Second andthird language,
 Psychological, linguistic and pedagogical principles of teaching English as a secondlanguage.
 The objectives of teaching English at secondary level in India.
Unit II. Language Skills
 Receptive skills: listening and reading skills
 Developing listening skills through storytelling, dialogues, situational conversations, role plays etc.
 Developing reading skills through Reading Aloud and Silent reading, Intensive and Extensive Reading,
Skimming and Scanning
 Productive Skills: speaking and writing
 Developing speaking and writing skills through storytelling, dialogues, situational conversations, role plays,
etc.
 Developing writing skills, process, mechanics and steps of writing: brainstorming, note-making, organizing
thoughts, preparing first draft, editing and improving, finalizing.
 Writing and teaching of letters, applications, reports, stories, e-mails, paragraphs, CV/resume, précis,
summary, notes, dialogues etc.
Unit III. Approaches and Methods
 A brief introduction to the major approaches and methods.
 Structural-Situational Approach, Communicative Approach, Constructivist Approach andEclectic Approach.
 Grammar-Translation Method, Bilingual Method and Direct Method.
 Using role- play , group- discussion, debate, group- work , project etc forlanguage teaching .;
Unit IV: Teaching-Learning Materials and Planning for Teaching
 Concept, Scope and Importance
 Audio-visual aids: (electronic and print media), radio, TV, films, mobile phones, computer, internet, realia, pictures,
flashcards, flannel board, OHP, blackboard, models, tape recorder, charts, magazines, newspapers, class libraries,
language labs, CALL programmes, language games, etc.
 Criteria of Analysis and Evaluation of textbooks.
 Lesson planning: Nature, objectives and needs; Lesson planning for LSRW skills,grammar, vocabulary, prose, poetry
and drama at school level.
Unit V. Assessment and Evaluation
 Concept, Scope and Importance
 Types of Assessment and Evaluation in English
 Assessment of Language Skills(LSRW) and Language Content (Sounds,Vocabulary, Structure and
Grammar),Communication Skills
 Error analysis and remedial instruction/work
Modes of Learning Engagement
Modes of Learning Engagement will be based on eclectic approach. It includes questioning, Lecture- cum-discussion,
Demonstrations, Communicative activities, Situational teaching,
Learning by Doing, organizing inquiry activities/open ended activities for learning English, Group work and discussion;
Use of ICT related to ELL/ELT, Group work on pedagogic analysis of content and planning lessons, and peer interaction.
The emphasis will be on learner-centered teaching.
Scheme of Assessment
 The term -end examination will be of 60 marks. Each Unit will carry a weight of 12marks.
 Three sessional Tests out of which average of two best will be counted for marks.Each test will carry a weight of five
(05) marks.
 Two assignments: one oral- presentation and one written- assignment. It will carry a weightof five (05) marks.
Practicum: Any two of the following
 Preparing a small dictionary of the difficult words used in the secondary textbooks.
 Preparing different visual-aids for teaching.
 Framing suitable exercises on a given topic /passage.
 Development of language games
 Preparation of 20 test items (5 each on the LSRW skills).
 Analysing errors committed by secondary students.
 Analysis and categorisation of exercises on grammar as given in the prescribed textbookof the school.
 A write-up on the problems faced by the school students in relation to the acquisition of thereceptive (listening
and reading) or productive (speaking and writing) skills in English.
 Selection of materials for writing in English from the newspapers, comics, magazines,advertisements and preparation of
an outline for teaching language items.
Suggested Readings
1. Bansal, R.K. and Harrison, J.B. Spoken English for India. Madras: Orient Longman Ltd.1972.
2. Baruah, T.C. The English Teachers” Handbook. New Delhi: Sterling Publishing Pvt. Ltd. 1985.
3. Bright, J. A. and McGregor, G. P. Teaching English as Second Language. London: Longman. 1970.
4. Brumfit, C.J. Communicative Methodology in Language Teaching. Cambridge: Cambridge University
Press.1984.
5. Doff, A. Teaching English. Cambridge: Cambridge University Press.1988.
6. Freeman, Diane-Larsen. (2000). Techniques and Principles in language Teaching.Oxford: Oxford University
Press.2000.
7. Gimson, A.C. (1980). An Introduction to the Pronunciation of English. London: Edward Arnold. 1980.
8. Hornby, A.S. A Guide to Patterns and Usage in English. Oxford: Oxford University Press.1968.
9. Lado, R. Language Teaching. New Delhi: Tata McGraw Hill Publishing.1971.
10. Mishra, A. K. et al. Issues in Education at Elementary Level. New Delhi: Lakshi Publishers.2013.
11. Paliwal, A.K. (). Methodology of Teaching English as a Second Language. Jaipur: Kalpana Publications. 2012.
12. Palmer, H.L. The Principles of Language Study. London: Oxford University Press. 1965.
13. Quirk, R.and Greenbaum, S. A University Grammar of English. London: Pearson Longman.1973.
14. Raimes, Ann. Techniques in Teaching Writing. Oxford: Oxford University Press. 2010.
15. Richards, J.C. and Rodgers, T.S. Approaches andMethods in language Teaching Cambridge. Cambridge
University Press. 2014.
16. Roach, Peter. English Phonetics and Phonology. Cambridge: Cambridge University Press 1991.
 laLÑr f”k{k.k dk foKku
Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External:60 Internal: 15

mn~ns”; % &
1- Hkk"kk dkS”ky ,oa r`rh; Hkk"kk f”k{k.k ds vk/kkjHkwr fl)kUr ,oa mís”;ksa dks tku ldsx
a sA
2- laLÑr Hkk"kk ds fofHkUu dkS”kyksa dk i`Fkd ,oa lefUor f”k{k.k dj ldsaxsA 3- fofHkUu fo/kkvksa ds lQy v/;kiu gsrq fofHkUu fof/k;ksa ,oa mikxeksa dk iz;ksx dj ldsaxsA
4- LkaLÑr Hkk"kk f”k{k.k esa n`”;&JO; lkexzh dk fuekZ.k ,oa iz;ksx dj ldsaxsA 5- laLÑr f”k{k.k esa ewY;kadu gsrq iz”u Ik= fuekZ.k dj dkS”kkyk/kkfjr ijh{k.k dj ldsx
a sA
6- Nk=ksa dh v”kqf);ksa dk dkS”kykuqlkj funku ,oa mipkj v/;kiu dj ldsx
a sA
bdkbZ ¼1½
r`rh; Hkk"kk f”kk{k.k ds fl)kUr & egRo izdkj euksoSKkfud] Hkk"kk;h rFkk f”k{k.k foKku lEcU/kh fl)kUr
¼v½ Hkk"kk;h dkS”ky &
¼1½ vocks/k dkS”ky
¼2½ vfHkO;fDr dkS”ky
¼c½ midkS”ky ,oa mudk egRo
r`rh; Hkk"kk ds #i esa laLÑr f”k{k.k ds mís”; &
¼1½ ek/;fed Lrj ij
¼2½ mPp ek/;fed Lrj ij
bdkbZ ¼2½
Hkk"kk;h dkS”ky f”k{k.k % lEizR;;] egRo] fof/k] izfof/k A
¼1½ Jo.k dkS”ky & Loj O;atu] cyk?kkr] Lokjk?kkr] vkjksg] vojskg] y; bR;kfnA
¼2 dFku dkS”ky & Loj] O;atu] ckyk?kkr] Lokjk?kkr] vkjksgkojksg y; bR;kfn ,oa ekSf[kd vfHkO;fDr
¼3½ iBu dkS”ky & vfHkO;fDr dkS”ky] ys[ku rduhd ds rRo & (Mechanicsof Writing) pkjksa dkS”kyksa esa lg&lEcU/k ,oa leUo;kR;d f”k{k.k
bdkbZ ¼3½
r`rh; Hkk"kk ds #Ik esa laLÑr f”k{k.k dh fof/k;ks,a oa izfof/k;ksa ds lEizR;;] egRo] izfØ;k] fo”ks"krk,a ,oa dfe;ka &
¼1½ izR;{k fof/k(Direct Method)
¼2½ laxzUFku mikxe (Structural Approach)

¼3½ lEizs"k.k mikxe (Communicative Approach)

¼4½ lexz mikxe (Eclecpic Approach)
mi;qZDr fof/k;ksa dk fuEukafdr n`f"V ls v/;;u ,oa iz;ksx %&
¼1½ r`rh; Hkk"kk vf/kxe euksfoKku
¼2½ d{kk&d{k okrkoj.k vkSj ifjfLFkfr;ka
¼3½ laLÑr Hkk"kk dh izÑfr
¼4½ Hkk"kk O;ogkj esa iz;ksx
¼5½ Hkk"kk f”k{k.k ds mís”;
¼6½ ekr`Hkk"kk dh Hkwfedk
¼7½ f”k{kd] Nk=] ikB~; iqLrd rFkk n`“;&JO; lgk;d lkexzh dh Hkwfedk
¼8½ =qfV;ka ,oa mipkjkRed dk;Z ijh{k.k ,oa ewY;kadu
bdkbZ ¼4½
r`rh; Hkk"kk ¼laLÑr½ f”k{k.k esa n`“;&JO; lkexzh
¼d½ lEizR;;] egRo ,oa lko/kkfu;ka
¼[k½ fuEukafdr dk p;u] fuekZ.k ,oa buds iz;ksx ds fl)kUr
v- ';keiV~V] fp=] pkVZ] “kCn fp=] ¶ySuy cksMZ] jsfM;ks] dEI;wVj] bUVjusV ,oa vks-,p-ihc- vfHku;] ;qXe dk;Z] lewg dk;Z laLÑr ikB~; lkexzh dk f”k{k.k % fuEukafdr dk
lEizR;;] egRo iz;ksx] fof/k]
bdkbZ&5
r`rh; Hkk"kk esa ewY;kadu dk lEizr;;] O;kdj.k] vuqokn ,oa Hkk"kk dkS”kyksa dk ewY;kadu
r`rh; Hkk"kk ds #i esa laLÑr esa ewY;kadu & vFkZ] lEizR;; ,oa egRo iz”u Ik= fuekZ.k ¼Cyw fizUV½
funkukRed ,oa mipkjkRed f”k{k.k % lEizR;;] egRo] f”k{k.k ,oa lkexzhfuekZ.k ds fl)kUrA
laLÑr esa fuEukafdr dk funkukRed ,oa mipkjkRed f”k{k.k %&
¼1½ Jo.k lEcU/kh
¼3½ iBu lEcU/kh
¼2½ dFku lEcU/kh
¼4½ ys[ku lEcU/kh
¼5½ O;kdj.k lEcU/kh Lk=h;
ijh{kk 10 vad l=h; dk;Z 10 vad
¼fuEukafdr esa ls dksbZ ,d½
 ek/;fed Lrj dh fdlh ,d laLÑr ikB~; iqLrd dh leh{kkA
 ikB~; iqLrd esa lfEefyr Hkk"kkxr vH;kl dk;Z dh lwph cukuk ,oa mudh leh{kkA
 laxzUFku mikxe ij vk/kkfjr vH;kl dk;Z dh ikap rkfydk,a cukukA
 fofHkUu dkS”kyksa ij vk/kkfjr 20 iz”uksa dk fuekZ.k djukA
 jpukikB ds fy, ikap fp=ksa dk fuekZ.k rFkk mPpkj.k lq/kkj gsrq ikap vH;kfldk,a cukukA
 O;kdj.k f”k{k.k gsrq fp= ,oa vf/kxe lkexzh dk fuekZ.k ¼5 Ik`"B ½
 Ik= f”k{k.k gsrq vH;kl lkexzh dk fuekZ.k ¼5 Ik`"B½
 dgkuh f”k{k.k gsrq ikap fp= ,oa vf/kxe lkexzh dk fuekZ.kA ¼5 Ik`"B½
 Lkaokn f”k{k.k gsrq ikap fp= ,oa vf/kxe lkexzh dk fuekZ.kA ¼5 Ik`"B½
 LkEiz"s k.k mikxe vk/kkfjr f”k{k.k lkexzh dk fuekZ.k djukA ¼5 Ik`"B½
 vkxeu&fuxeu mikxe ij vk/kkfjr O;kdj.k f”k{k.k lkexzh dk fuekZ.k ¼5 Ik`"B½
Damoon C. Howard, Postman, Neil, (1965) “The Uses of Languages”, New York Holt. Rinchartand Winston Inc.
Freeman D.L. (2000) :Techniques and Principles in Language Teaching”, (II edition) O.U.P.
Lado Robert (1961), “Language Teaching”, London : Longman
Lado, Robert (1971) (HM Ed) “Language Teaching”, New Delhi, Tata McGrav Hill Publishing House Co. Ltd.
'kekZ MkW- jkefoykl ¼2001½ ^^,sfrgkfld Hkk"kk foKku vkSj fgUnh Hkk"kk** ubZ fnYyh] jktdey izdk’ku 1 & ch] usrkth lqHkk"k ekxZA
“kkL=h MkW- lw;Znso ¼1973½ ^^euksHkkf"kdh] iVuk fcgkj fgUnh xzaFk vdknehA 13- frokjh]
HkksykukFk ,oa JhokLro johUnzukFk ¼1971½ ^^Hkkf"kdh**] fnYyh us’kuy ifCyflax gkÅlA
f=ikBh jkelqjs’k] ¼1972½ ^^laLÑr O;kdj.k n’kZu**] fnYyh 6 jktdey izdk’ku izk-fy- 8 QSTk

Pedagogy Of PunJabi
Time Allowed: 3.00 Hours
Maximum Marks: 75 (External Theory: 60, Internal Assessment: 15)

NOTE FOR PAPER SETTERS:

Ten questions are to be set from all five units, two questions from each unit with internal
choice. The students are to attempt five questions, taking one question from each unit. Each
question will carry 16 marks.

OBJECTIVES:
Pupil – teachers would be able to –
1. Develop awareness about basic concept related of Punjabi at the secondary level.
2. Impart Training in various skill e.g. language skill, use of teaching of evaluation,
teaching skills (micro-teaching skill) etc.
3. Enable pupil teachers to use current method of teaching Punjabi.
Unit – I
i The Nature And Importance Of language –its origin and development
ii Origin and development of Punjabi language and there script
iii Roll of Punjabi as mother tongue in the education of child
iv Aims and objectives of teaching of Punjabi at School Levels
v General principles and maxims of teaching of Punjabi
Unit – II
I. Development of language skill in Students of various school classes
II. listening skill
III. Speaking skill iv reading skill
IV. Writing skill
V. Development of micro & Macro lesson based of skill of questioning, explanting, illustration
and stimulus variation.
VI. Construction of curriculum of Punjabi language
VII. Critical appraisal of Punjabi curriculum at secondary school level Role And Qualities of
Teacher of Punjabi Language.
Unit – III
1. Roll of language activities (Debates, Recitation, Story Telling, andSymposium) Methods of teaching:
2. Prose
3. poetry
4. composition
5. Grammar
6. Meaning, nature, types of lesson plans for each of the above aspects of Punjabi language As Herbert
Method, Morison Method
Unit – IV
1. Methodology Of Various Teaching Methods As
(2) Project Methods
(3) Play way Method Discussion Methods
(4) Correlation Method
(5) Observation Method
Audio-visual aids -Meaning, Types, Role & Importance
Construction & Importance of Punjabi text books
Unit – V
1. Concept of Evaluation
2. Modern Concept of evaluation in language
3. Different type of techniques and Questions in evaluation of Punjabi
4. Construction of Oral type tests short answer type tests Objective –
5. type tests Essay - type test Diagnostic test Blue Print

PC II-PEDAGOGY OF URDU

Contact Hours: 4 (periods per Week) Maximum Marks: 75

Examination Duration: 3 Hours External 60 Internal: 15
Learning Outcomes/Objective
To train the students in theory and practice of teaching and learning Urdu and use Urdu in real life situations.
Course Contents/Units: The paper will be divided into five Units.
Unit I Role and importance of Urdu language
Language: Importance and functions with a special reference to Urdu language, elementary knowledge of
Urdu scripts Khat-e-Naskh, Khat-e-Nastaliq and Khat-e-Shikasht. Objectives of teaching Urdu at
secondary level.
Unit IITeaching Language Skills
Listening Skill; Speaking Skill; Reading Skill;(loud reading and silent reading, intensive and extensive
reading, Writing Skill; Punctuation. Teaching Vocabulary;Co-curricular activities.
Unit III Approaches and Methods
Grammar translation method; Direct method; Bilingual approach; Communicative language
teaching; Eclectic approach; Audio-lingual method;
Unit IV Teaching Learning Material and Lesson Planning
Teaching of Prose; Teaching of Poetry; Teaching of Grammar; Teaching of Composition ; Lesson
Planning in all the above four areas, content analysis, development of TLMs.
Unit V Assessment and Evaluation
Concept, scope and importance
Types of assessment and evaluation
Assessment of language skills (LSRW) and language content (sounds, vocabulary, structure and grammar)
Error analysis and remedial teaching
Modes of Learning Engagement
Modes of Learning Engagement will be based on eclectic approach. It includes questioning, Lecture-cum-
discussion, Demonstrations, Communicative activities, Situational teaching, Learning by Doing,
organizing inquiry activities/open ended activities for learning English, Group work and discussion; Use
of ICT related to ELL/ELT, Group work on pedagogic analysis of content and planning lessons, and peer
interaction. The emphasis will be on learner-centered teaching.
Scheme of Assessment
 The term -end examination will be of 60 marks. Each Unit will carry a weight of 12 marks.
 Three sessional Tests out of which average of two best will be counted for marks. Each test
will carry a weight of five (05) marks.
 Two assignments: one oral- presentation and one written- assignment. It will carry a weight of
five (05) marks.
Practicum: Any two of the following
□ Preparing a small dictionary of the difficult words used in the secondary textbooks.
□ Preparing different visual-aids for teaching.
□ Framing suitable exercises on a given topic /passage.
□ Development of language games
□ Preparation of 20 test items (5 each on the LSRW skills).
□ Analysing errors committed by secondary students.
□ Analysis and categorisation of exercises on grammar as given in the prescribed textbook of the
school.
□ A write-up on the problems faced by the school students in relation to the acquisition of the
receptive (listening and reading) or productive (speaking and writing) skills in English.
Selection of materials for writing in English from the newspapers, comics, magazines, adv rtisements
and preparation of an outline for teaching language items.
Reference Book:
1. Urdu Zaban ki TAdrees – Moinuddin NCPUL, New Delhi.
2. Urdu Kaise Padhaen – Rasheed Hasan Khan.
3. Urdu Kaise Likhen - Rasheed Hasan Khan.
4. Insha Aur Talaffuz. - Rasheed Hasan Khan.
5. Tadreesiat part I, NCERT, New Delhi

PC II – PEDAGOGY OF SOCIAL SCIENCE

Contact Hours: 4 periods per Week Maximum Marks: 75

Examination Duration: 3 Hours External: 60 Internal: 15
Objectives:
 develop an understanding of the nature and scope of social sciencerelationship with natural and other
sciences.and itsacquaint student teachers with nature of different disciplines within and their interrelationshipconcerns
with society.
acquaint student teachers with different approaches to pedagogy of social sciences.
examine different pedagogical issues in learning social sciences.
plan lessons based on different approaches to facilitate learning of social sciences. develop
learning materials on selected units to facilitate learning in social sciences. realize their role
as facilitator in enhancing social sciences learning in the real classroom situation.
develop professional outlook and humane approach among student teachers.

Unit I Social Science as an Integrating Area of Study: Context and Concern:

Meaning, Nature and Scope of Social Science. Need and Importance of Social Science,
Relationship of socialinterdisciplinarity. science with other sciences. Uniqueness of disciplines vis-a-vis
Major Social Science Discipline in Schools- Place of Social Science in the School Curriculum.
Need for strengthening teaching of social science.
The values inherent in social science: aesthetic, moral, utilitarian, intellectual and environmental.
 Linking child‘s natural curiosity with natural phenomena; spatial and temporal context;
important social and economic issues and concerns.
Unit II Approaches to Teaching Learning and Pedagogical Issues in Social Science Methods and
Approaches in teaching/learning of social science: Observation, project method, field trip,
role-play, dramatization, problem solving, exploratory, concept mapping, self-learning
strategies, map based learning, Thematic approach, Multimedia approach and
Interdisciplinary approach.
Pedagogical Issues: Creating an interactive learning environment, encouraging cooperative,
collaborative and participatory learning, Going beyond the text book, Bringing inclusiveness in
teaching and learning, primacy of the learner.
Unit III Teaching Learning Resources and Pedagogical Planning in Social Science Teaching and
Learning Resources: Human as resource: The significance of oral data; Primary and
Secondary Sources of data: textual material, journals, magazines, newspapers etc; Using
library as a learning resources; various contextual learning aids; audio-video material- charts,
models, maps, atlas, graphs, visuals, Use of ICT in teaching and learning of social science-
multimedia and internet. Local Community Resources.
Lesson Planning: Meaning, Importance and Characteristics of Lesson Plan, Important
points/steps of Lesson Plan, Writing teaching points, formulating objectives, selecting teaching
learning materials, deciding the approach to teaching learning, writing lesson plan through
creating learning situations.
Unit IV Social Science Curriculum and Text Book for Schools:
Social Science Curriculum: Features, Issues and Concerns in Social Science Curriculum as
reflected in NCF. Misconceptions in teaching- learning of social science.
Content and Syllabus of Social Science - Aims and Objectives, Content organization and
presentation by different state boards of Northern region; Case Studies:
Rajasthan.

Social Science Text Book: Analysis of Social Science Text Books from the perspective of the
Child, Gender, Peace, and Environment. Need and Parameters for Text Book Analysis.
Need for question paper analysis ( Class test/ Board Exam); Analysis of Questio Papers in the
light of subject specific requirements in terms of understanding and skills; Development of
different types of test items- objective and essay type questions in social science.
Continuous and Comprehensive Evaluation (CCE) in Social Science.
Unit V Professional Development of Social Science Teacher
Concept of Professional Development, Need for updating content and pedagogical competencies.
Professional Norms and Ethics.
Ways of Professional Development- participation in seminars and conferences, online sharing,
distance learning, member of professional organizations, writing in reflective journals.
Development of audio-video material in teaching of social sciences, Using library resources,
magazines, journals and newspapers etc. in teaching and learning of social science.
 Planning and management of social science corner (resource room) in school. Planning for
social science exhibition, quiz competition, field trips, celebration of important days like
(Earth Day, World population day, Environment Day etc.).
Planning and organization for social science fair and field visit.
Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches Imparting
knowledge by means of creating situations.
Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods, Peer group teaching may be encouraged. Hard spots if any, may be
resolved during tutorials.
Scheme of Assessment
The term -end examination will be of 60 marks. Each Unit will carry a weight of 12 marks.
Three sessional Tests out of which average of two best will be counted for marks. Each test
will carry a weight of five (05) marks.
Two assignments: one oral- presentation and one written- assignment. It will carry a weight of five
(05) marks.

PEDAGOGY OF CIVICS/POLITICAL SCIENCE

Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External: 60 Internal: 15
Objectives:
 develop an understanding of the nature and scope of Civics/Pol. Science and its relationship with natural and
other sciences.
 acquaint student teachers with nature of different disciplines within and their interrelationship concerns with
society.
 acquaint student teachers with different approaches to pedagogy of Civics/Pol. Science.
 examine different pedagogical issues in learning Civics/Pol. Science.
 plan lessons based on different approaches to facilitate learning of Civics/Pol. Science.
 develop learning materials on selected units to facilitate learning in Civics/Pol. Science.
 realize their role as facilitator in enhancing Civics/Pol. Science learning in the real classroom situation.
 develop professional outlook and humane approach among student teachers.

Unit – 1: Nature, Scope and Objectives

a) Concept, Nature and scope of Civics/Pol. Science.
b) Contemporary Importance of Civics/Pol. Science.
c) Aims and Objectives of teaching Civics/Pol. Science at different level (Elementary,Upper Primary, Secondary and
Senior Secondary).
d) Correlation of Civics/Pol. Science to other subjects.
e) Role of Civics/Pol. Science in promoting International Understanding.
Unit – 2: Curriculums and planning
a) Meaning and concept of curriculum
b) Fundamental principles of formulation of curriculum in civics /Pol. Science.
c) Critical appaisal of the existing syllabus.
 d) Lesson Plan – Annual Plan, Unit plan and Daily lesson plan of teaching Civics /Pol. Science.
Unit – 3: Methods and Approaches of Civics Teaching
i. Various methods of teaching civics/Pol. Science (Project, Problem Solving, Supervised Study, Lecture, Discussion and
Brain Storming).
ii. Innovative Practices in Civics/Pol. Science Teaching
iii. Field Trip
iv. Mock Session
Unit – 4: Instructional support system
i. Community resources
ii. Teaching aid in Civics/Pol. Science Teaching
iii. Use of Print & Electronic Media
iv. Techniques of interviewing
Unit – 5: Evaluation of Civics/Pol. Science Teaching
A. Purpose and concept of evaluation
B. Objectives based evaluation
C. Preparation of achievement test –
i] Various types of question
ii] Blue Print
iii] Preparation of question paper.
Transactional Modalities :
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.
Tutorials/Practicum :
Students will work in groups on the practical aspects of the knowledge gained during contact/lecture periods, Peer
group teaching may be encouraged. Hard spots if any, may be resolved during tutorials.
Scheme of Assessment:
 The term -end examination will be of 60 marks. Each Unit will carry a weight of 12 marks.
 Three sessional Tests out of which average of two best will be counted for marks. Each test will carry a weight
of five (05) marks.
Two assignments: one oral- presentation and one written- assignment. It will carry a weight of five (05) marks.
Books suggested:
1. Bining and Bining: Teaching of social studies in secondary schools. New York, McGraw Hill Book Co. 1952.
2. Harlikar : Teaching of Civics in India, Bombay, Padma Publication Ltd.
3. Cray Ryland W : Education for Democratic citizenship.
4. Michaelies:Social studies for children in a Democracy, New York Prentice Hall Inc. 1956.
5. Bourne, H.E.: Teaching of History and Civics, BombayLongmans 1972.
6. c?ksyk ,oa O;kl % ukxfjd “kkL= f”k{k.k] jkt- fgUnh xzUFk vdkneh] t;iqj
6. Tyagi G.S.D.: Nagrik Shastra Ka Shikshan, Agra, vinod Pustak Mandir.
7. Prescribed books of Board of Secondary Education for Higher Secondary Classes.
 PEDAGOGY OF HISTORY
Contact Hours: 4 periods per Week Maximum Marks: 75 Examination
Duration: 3 Hours External: 60 Internal: 15
Objectives:
 develop an understanding of the nature and scope of History and its relationship with natural and other sciences.
 acquaint student teachers with nature of different disciplines within and their interrelationship concerns with
society.
 acquaint student teachers with different approaches to pedagogy of History.
 examine different pedagogical issues in learning History.
 plan lessons based on different approaches to facilitate learning of History.
 develop learning materials on selected units to facilitate learning in History.
 realize their role as facilitator in enhancing History learning in the real classroom situation.
 develop professional outlook and humane approach among student teachers.

Unit – 1: Nature, Scope and Objectives

i. Meaning, nature and scope of history.
ii. Importance of teaching history.
iii. Aims and objective of teaching history at different levels,
iv. Importance of studying local history national History and world history in the context of national integration and
international brotherhood and global citizenship.
v. Co-relation of History with other school subjects.
Unit – 2: Curriculums and planning
a) Meaning and Concept of curriculum
b) Fundamental principles of formulating curriculum in History and critical appraisals of the existing syllabus.
c) Lesson Plan – Annual plan, Unit plan and Daily lesson plan of teaching History, qualities and professional growth of
History teacher, his role in future prospective.
Unit – 3: Methods and Approaches of History Teaching
a) Various methods of teaching History (Story Telling Biographical Dramatlzationtime sense, source Project and Supervised
study method)
b) Resource Material.
Unit – 4: Instructional support system

a. Audio – Visual aids in teaching history.

b. Text book, teacher, co-curricular activies.
c. Community Resource : Computer, T.V. History room
d. Planning of historical excursion.
e. Co-Curricular activities.
Unit – 5: Evaluation of History Teaching
a. Concept and purpose of evaluation b Objectives based evaluation.
c Tools and techniques of evaluation in History teaching.
(i) Various types of question (ii) Blue Print (iii) Content analysis.
Transactional Modalities:
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.
Tutorials/Practicum:
Students will work in groups on the practical aspects of the knowledge gained during contact/lecture periods, Peer
group teaching may be encouraged. Hard spots if any, may be resolved during tutorials.
Scheme of Assessment:
 The term -end examination will be of 60 marks. Each Unit will carry a weight of 12 marks.
 Three sessional Tests out of which average of two best will be counted for marks. Each test will carry a weight
of five (05) marks.
Two assignments: one oral- presentation and one written- assignment. It will carry a weight of five (05) marks.

Books Suggested-
1. Baghela, Dixit: History Teaching Raj. Hindi Granth, Akadami Jaipur
2. B.D. Ghate: History Teacdhing, Hariyana Granth Akadami Chandigarh.
3. Choudhary, K.P.: Effective teaching of history in India, NCERT
4. Ghosh K.D.: Creative teaching of History OUP 1951.
5. Ghate V.D.: Suggestions for the Teaching of history in India.
6. Hill C.P.: Suggestions on the Teaching of History.
7. Johansaon H.: Teaching of History in Elementary and Secondary Schools Macmillian.
8. NCERT : Handbook for History Teachers.
9. Tyagi : History Teaching, Vinod Publication, Agra
10. Verjeshwary, R. : Handbook for History Teacher in India.

PEDAGOGY OF ECONOMICS
Contact Hours: 4 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External: 60 Internal: 15
Objectives:
 develop an understanding of the nature and scope of Economics and its relationship with natural and other
sciences.
 acquaint student teachers with nature of different disciplines within and their interrelationship concerns with
society.
 acquaint student teachers with different approaches to pedagogy of Economics.
 Examine different pedagogical issues in learning Economics.
 plan lessons based on different approaches to facilitate learning of Economics.
 develop learning materials on selected units to facilitate learning in Economics.
 realize their role as facilitator in enhancing Economics learning in the real classroom situation.
 develop professional outlook and humane approach among student teachers.
Unit – 1: Nature, Scope and objectives.
1. Meaning, Nature, Scope of Economics.
2. Importance of Economics in School Curriculum.
3. Aims and Objectives of teaching Economics at different level.
4. Correlations of Economics with school Subject.
Unit – 2: Curriculum and planning
1. Concept and objectives of curriculum.
2. Fundamental Principles of formulation of curriculum in Economics.
3. Critical Appraisal of the existing syllabus.
4. Lesson Plan – Annual Plan, Unit and Daily Lesson Plan of teaching Economics.
5. Planning Outdoor activities.

Unit – 3: Methods and Approaches to Teaching Economics.

1. Various methods of teaching Economics – Project, Problem solving, Discussion, Analytic – Synthetic and Lecture
Method.
2. Innovative Practices in Economics Teaching – Brain Storming, work shop.
Unit –4: Instructional Support System
1. Use of teaching aids in Economics.
2. Print and Non Print media, community resources, Lab. And Museum.
3. Economics teacher and his qualities.
4. Critical appraisal of Economics Text Book.
Unit-5: Evaluation of teaching Economics
1. Purpose and concept of evaluation.
2. Objective of base evaluation.
3. Preparation of achievement test –
i Various Types of Question ii Blue Print
iii Preparation of question paper iv Sessional works
v Bibliography
Transactional Modalities:
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.
Tutorials/Practicum :
Students will work in groups on the practical aspects of the knowledge gained during contact/lecture periods, Peer
group teaching may be encouraged. Hard spots if any, may be resolved during tutorials.
Scheme of Assessment:
 The term -end examination will be of 60 marks. Each Unit will carry a weight of 12 marks.
 Three sessional Tests out of which average of two best will be counted for marks. Each test will carry a weight
of five (05) marks.
Two assignments: one oral- presentation and one written- assignment. It will carry a weight of five (05) marks.
Books Suggested:
1. Aggarwal, J.C., Teaching of Economics – A Practical Appraoch, Vinod Pustak Mandir, Agra, 2005.
2. Dr. N. Husen, Teacher”s Manual in Ecanomics, Regional College of Education, Ajmer.
3. Mukherjee, Sandhya, Teaching of Economics, Prakashan Kendra. Lucknow
4. Sharma, Seema, Modern Teaching Economics, Anmol Publication Pvt. Ltd., New Delhi- 2004.
5. Sexena, N.R., Mishra, B.K., Mohanty, R.K., Teaching of Economics, R. Lall Book Depot, Meerut, 2004.
6. Singh, Yogesh, Aratha Shaster Sikshan, Ashish Publication, New Delhi, 2005.
7. Yadav, Amita, Teaching of Economics, New Delhi: Anmol Pub., 2005.
8- gjukjk;.k flag ,oa jktsUnziky flag] vFkZ”kkL= f’k{k.k] y{ehukjk;.k vxzoky] vkxjkA
9- Jh “kqDy] vFkZ”kkL= f’k{k.k] uUnfd”kksj ,.M cznlZ] cukjl
10- Xkq:ljunkl R;kxh] vFkZ”kkL= f’k{k.k] fouksn iqLrd eafnj] vkxjk
11- MkW- vkj- ih- dFkwfj;k] vFkZ”kkL= f’k{k.k] fodkl izdk’ku] Hkksiky

PEDAGOGY OF GEOGRAPHY
Contact Hours: 4 periods per Week Maximum Marks: 75 Examination
Duration: 3 Hours External: 60 Internal: 15
Objectives:
 develop an understanding of the nature and scope of Geography and its relationship with natural and other
sciences.
 acquaint student teachers with nature of different disciplines within and their interrelationship concerns with
society.
 acquaint student teachers with different approaches to pedagogy of Geography.
 Examine different pedagogical issues in learning Geography.
 plan lessons based on different approaches to facilitate learning of Geography.
 develop learning materials on selected units to facilitate learning in Geography.
 realize their role as facilitator in enhancing Geography learning in the real classroom situation.
 develop professional outlook and humane approach among student teachers.

Unit – 1: Nature, Scope and Objectives

a) Changing concept of Geography – Practical Geography.
b) Its place and scope (importance).
c) Aims and objectives of Geography teaching at secondary level, its role in developing international understanding.
d) Correlation of Geography with social sciences, economics, civies, Natural Science, Environmental Science.
Unit – 2: Curriculums and planning
(a) Characteristics of a good Geography Curriculum
(b) Critical Appraisal of Geography Syllabus.
(c) Planning Daily Lesson Plan & Unit Plan.
(d) Geography Text Book.
 (e) Qualities, role & Professional growth of Geography Teacher
Unit – 3: Methods and Approaches of Geography Teaching
(i) Regional method, Demonstration, Inductive, Deductive, Project, Comparative, Lab. Method. Field trips, local &
Regional Geography.
(ii) Other Innovative Practices – Programmed Learning, Computer, Geography Club, Geography Lab.
Unit – 4 : Instructional support system
(a) Teaching aids and lab equipment
(b) Geography Room/Laboratory & Museums.
(c) Resource material and use of local resources in teaching Geography.
(d) Co-Curricular activities.
Unit – 5: Evaluation of Geography Teaching
(a) Tools Techniques of Evaluation in Geography.
(b) Achievement Test
(i) Different Types of Questions.
(ii) Blue Print.
(iii) Preparation of Question Paper.
(iv) Diagnostic & Remedial Teaching in Geography.
Transactional Modalities :
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.
Tutorials/Practicum:
Students will work in groups on the practical aspects of the knowledge gained during contact/lecture periods, Peer
group teaching may be encouraged. Hard spots if any, may be resolved during tutorials.
Scheme of Assessment:
 The term -end examination will be of 60 marks. Each Unit will carry a weight of 12 marks.
 Three sessional Tests out of which average of two best will be counted for marks. Each test will carry a weight
of five (05) marks.
Two assignments: one oral- presentation and one written- assignment. It will carry a weight of five (05) marks.
Book Sugessted-
1. Source Book for teaching of Geography, UNESCO Publication.
2. Singh L.R.: Practical Geography, Allied Publications, Allahabad.
3. Monk House F.J.: Maps and Diagrams.
4. Verma, J.P. : Bhugol Shikshan, Vinod Pustak Mandir, Agra
5. Sharma, C.R. : Bhugol Shikshan, Modern Publishers, Vinod Pustak Mandir, Agra
6. H.N. Singh : Bhugol Shikshan, Vinod Pustak Mandir, Aga
7. Arora K.L.: Bhugol Shikshan, Prakash Bros. Ludhiyana.
8. Barnard, H.C.: Principles and Practice of Geography Teaching, London University, Tutorial Press, 1953.
9. Kual, A.K.: Why and How of Geography Teaching Ambanu Publication, Srinagar 1983.
10. Macnee: Teaching of Geography, Oxford University Press, Bombay.
 rd
11. Verma, O.P. and Vedanayagam E.G.: Geography Teaching, Sterling Publishers, New Delhi 3 Ed. 1987.
12. Gopsil, G.H.: The Teaching of Geography macmillion & Co. Ltd., London 1958.

PC 3: Learning to Function as a Teacher

Duration:Four weeks Max. Marks:50

Internal:50
Objectives of the Course:
On completion of the Course, the student teachers will be able to:
understand about the activities to be carried out during school internship programme. observe
classroom teaching, various school activities and gain a feel of the multiple roles of ateacher.
develop skill in content analysis, preparing TLM and observing classroom processes. plan and
implement teaching learning activity for peers and actual classroom.
Pre-Internship Tasks:
(The Internship Committee formulated by the Institute will prepare a Schedule for execution of Pre-
Internship Tasks)
During the four week duration, the student teachers are oriented to the school internship programme.
For the first two weeks, they will be provided training in core teaching skills, co tent analysis,
preparing Teaching Learning Material (TLM), writing observation records, Reflective Journals,
conducting Action Research and Case Study, organizing school activities and their reporting, developing
Achievement Tests, administering and analyzing. Student teachers will also write lesson plans and take
up peer teaching.
For the next two weeks, student teachers will be placed in the schools. They will observe the classes
being handled by the regular teachers as well as their peers. Every student teacher will teach at least one
lesson in each teaching subject and reflect on the teaching.
Modes of Learning Engagement:
Pre internship will be carried out both in the Institute and the School.
First two weeks they will be exposed to theoretical knowledge about internship and receive
information on various activities that are required to be carried out by the student teachers.
Student teachers will get hands on experience on performing certain tasks which they are expected to
perform in the school.
In the beginning they learn to teach in a simulated condition by teaching their peers.
Next two weeks, student teachers are attached to the school on full time basis, observe the teaching by the
regular classroom teacher, teach at least one lesson in each teaching subject, involve in all the activities of
the school and learn to understand the school.
Student teachers keep a record of all the work carried out by them in the school (Details to be worked
out).
Modes of Assessment:
The assessment of the student teachers will be carried out on the basis of their day to day participation
and performance by a group of teacher educators. The details of activities and the marks allotted are
given below.
Activity Marks
a. Content Analysis in each teaching subject 10
b. Preparation and use of TLM during Peer Teaching
in each teaching subject 10
c. Observation Record
Five classes of regular classroom teacher
Five classes of peer 10
d. Actual classroom teaching
One lesson in each teaching subject 20
Total- 50
 FOURTH YEAR
fganh
isij& 1 Hkk"kk n{krk laoa/kZu
Contact Hours: 5 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External : 60 Internal: 15
mn~ns”; %&
• fo|kfFkZ;ksa dks Hkk"kk dh izd`fr lajpuk ,oa Hkwfedk ls voxr djkukA
• fo|kfFkZ;ksa esa laisz"k.k dh n{krkvksa dk fodkl djukA
• fo|kfFkZ;ksa esa Hkk"kk dh izkFkfed cqfu;knh n{krkvksa dk fodkl ¼lquuk] cksyuk] i<+uk] fy[kuk½
• fo|kfFkZ;ksa esa izn’kZu ¼ijQksfeZax½ dyk dh vo/kkj.kk ,oa le> dk fodkl djukA
• fo|kfFkZ;ksa esa lwpuk ,oa lapkj izkS|ksfxdh ¼ICT½ dh vo/kkj.kk ,oa Hkk"kk ds ek/;e ls vkRe fodkl dh ;ksX;rk mRiUUk djukA
bdkbZ&1 % Hkk"kk vocks/k
• Hkk"kk dh vo/kkj.kk@izdf` r lajpuk ,oa Hkwfedk
• fyf[kr ,oa ekSf[kd Hkk"kk dh Hkwfedk cksyh] Lohd`r ¼fodkl’khy½ Hkk"kk,¡
• /ofu;ksa ,oa fyfi dh HkwfedkA
bdkbZ&II - vk/kkjHkwr Hkk"kk;h dkS”kyksa dk lao/kZu
• vk/kkjHkwr Hkk"kk;h n{krkvksa dh vo/kkj.kk] izd`fr] izdkj Hkwfedk@dk;Z ¼lquuk] cksyuk] i<+uk] fy[kuk½ iz’uksÙkj esa Hkk"kk;h n{krk dh
• fuca/k ys[ku] i= ys[ku] lkjka’k ys[ku] fVIi.kh ys[ku] fjiksVZ fy[kuk] lwpuk i= ys[ku] bZ esy ys[ku] ck;ksMkVk ys[ku lewg foe’kZ
vkSj izLrqrhdj.kA
bdkbZ&III : laisz"k.k n{krkvksa dk lao/kZu
• vo/kkj.kk] laizs"k.k ds izdkj ¼ekSf[kd ,oa lkadsfrd½ laizs"k.k esa 'kkjhfjd gkoHkko dh Hkwfedk ¼vkafxd ps"Vk,a½ izHkkoh laizs"k.k ds rRo]
laizs"k.k ds vojks/k] laizs"k.k esa mPpkj.k ,oa fojke fpguksa dh HkwfedkA
bdkbZ&IV Hkk"kk ,oa izn”kZu dyk
• Hkk"kk ,oa n`’; dyk@eap dyk
• vo/kkj.kk] izd`fr] lajpuk] Hkwfedk ¼ukVd jaxeap laxhr u`R; MªkbZax isfa Vax vfHkUk; bR;kfn½
• laizs"k.k esa izn’kZudkjh dyk dh Hkwfedk
• f’k{kk esa izn’kZu dyk dh Hkwfedk
bdkbZ&V- lwpuk izkS|ksfxdh Hkk"kk ,oa vkRefodkl
• lwpuk izkS|ksfxdh dh vo/kkj.kk izd`fr izdkj dk;Z ,oa laHkkouk,¡
• f”k{kk esa lwpuk izkS|ksfxdh dh Hkwfedk
• fo|kfFkZ;ksa esa lkekftd laosnuk ,oa tkx:drk ds fodkl esa Hkk"kk dh Hkwfedk
• v/;kidksa ds O;fDrRo ,oa vkRefo”okl ds fodkl dh izfof/k;k¡A

Modes of Learning Engagement

Lecture/contact periods; Communicative/Interactive and Constructivist approaches, imparting
knowledge by means of creating situations.
Tutorials/ Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/
lecture period. Peer group teaching may be encouraged. Hard spots if any may be resolved
during tutorials.
Scheme of Assessment
The end examination will be of 60 marks. Each Unit will carry a weight age of 12 marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
Two assignments: one oral presentation and one written assignment. It will carry a weight
of five (05) marks.
lanHkZ lkfgR; %&
1- fgUnh f’k{kk dk vk/kkj i= ¼iksft’ku isij½ ,u-lh-bZ-vkj-Vh- izdk’kuA
2- vfHkO;fDRk ,oa ek/;e ,u-lh-bZ-vkj-Vh- izdk’kuA 3- fganh f’k{k k jeu fcgkjh ykyA
 PAPER II: LANGUAGE, LITERATURE AND EDUCATION
¼Hkk"kk lkfgR; vkSj f”k{kk½
Contact Hours: 5 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External : 60
Internal: 15

mÌs”; %
dkslZ iwjk djus ds i'pkr~ fo|kFkhZ tku ik,¡xs % dkslZ dh fo"k; oLrq esa Hkk"kk dh egŸkkA isij dks ik¡p [kaMks@ a bdkbZ;ksa esa foHkkftr fd;k
tk,xkA
bdkbZ 1 % Hkk"kk ,oa lekt
Hkk"kk ,oa laLd`fr
Hkk"kk ,oa igpku
Hkk"kk ,oa fyax ¼ts.Mj½
Hkk"kk ,oa lÙkk
bdkbZ 2 % lkfgR;
lkfgR; dh vo/kkj.kk ,oa Hkfo";
lekt ds fy, lkfgR; dh egÙkk
lekt ij lkfgR; dk izHkko
lkfgR; ij lekt dk izHkko
bdkbZ 3 % f”k{kk ds fy, Hkk"kk
f”k{kk esa Hkk"kk dh Hkwfedk
Hkk"kk ,oa f”k{kk esa lEcU/k
f'k{kk ij Hkk"kk dk izHkko
f”k{kk dk ek/;e cgqHkkf"kdrk ,d lalk/ku ds :i esa
bdkbZ 4 % f”k{kk ds fy, lkfgR;
f”k{kk esa lkfgR; dh Hkwfedk
lkfgR; vkSj f”k{kk esa laca/k
f”k{kk ij lkfgR; dk izHkko
bdkbZ 5 % f”k{kk ds fy, ikB~;Øe
f”k{kk esa ikB~;Øe ikB~;ppkZ vkSj ikB~;iqLrdkas dh Hkwfedk
ikB~;ppkZ] ikB~;Øe] ikB~;iqLrd vkSj d{kk laisz"k.k esa Hkk"kk dh Hkwfedk ,oa f”k{kk esa ewY;kadu Hkk"kk ds ikj ikB~;Øe
dh vo/kkj.kk
• Transactional Modalities •
ysDpj@laidZ dkyka'k( ckrphr@feydj dke djuk ,oa constructivist approach ¼dUVªfDVfoLV ,izksp½( ifjfLFkfr;k¡ mRiUu djds muds
}kjk i<+kuk
v/;kidh; vH;kl ¼f'k{kdh;@izSfDVl½
fo|kFkhZ lewg esa dk;Z djsx a s ysDpj@laidZ dkyka'k esa vftZr Kku ij ,oa mlds O;kogkfjd fcanqvksia j dk;Z djsx a sA lewg esa i<+kuk (Peer
group Teaching) dks c<+kok ns ldrs gSA dfBu fo"k; oLrq dks f'k{kk ds nkSjku lqy>k ldrs gSaA
ewY;kadu ¼:ikRedrk vkSj rkSj&rjhdk½
var esa gksus okyh ijh{kk 60 vadksa dh gksxhA gj ,d bdkbZ 12 vadkas dh gksxhA
nks iz;ksxkRed ijh{kk,¡ ,d ekSf[kd izLrqfrdj.k vkSj ,d fyf[kr iz;ksxkRed ijh{kkA tks 5 vadksa dh
for each paper will be conduted and average ofboth the tests will be taken gksxhA
uksV ,d leh{kkRed iz'u izR;sd bdkbZ ls isij esa iwNk tk,xk tks 12 vadksa dk gksxkA
lq>ko ikB~; lkexzh
1- jk"Vªh; ikB~;ppkZ :ijs[kk 2005
2- Hkkjrh; Hkk"kkvksa ds f'k{kk dk vk/kkj i= ¼iksft'ku isij½
3- fganh f'k{kk dk vk/kkj i= ¼iksft'ku isij½
4- dksBkjh deh'ku
5- f'k{kk ij jk"Vªh; uhfr 1986 ¼ ih-vks-,- 1992½
6- eqnfy;kj deh'kuA
 ENGLISH
Paper I: Language, Literature and Education
Contact Hours: 5 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External: 60
Internal: 15
Objectives: This course aims at:
 Developing in student –teachers the conceptual understanding of language.
 Developing in student –teachers the conceptual understanding of literature.
 Developing in student –teachers the conceptual understanding of the relationship between
language, literature and education.
 Developing in student –teachers the conceptual understanding of the relationship between
curriculum, language and literature.
 Developing in student –teachers the conceptual understanding of the impact of society on
language, literature and education, and vice versa.
Course Contents: The paper will be divided into five Units.
Unit I: Language
 Language and society
 Language and culture
 Language and identity
 language and gender
Unit II: Literature
 Concept, scope of literature
 Importance of literature for society
 Impact of literature on society and vice versa
Unit III. Language for Education
 Role of language in education
 Relationship between language and education
 Impact of language on education
 Medium of instruction
 Multilingualism as a resource
Unit IV: Literature for Education
 Role of literature in education
 Relationship between literature and education
 Impact of literature on education
Unit V: Curriculum for Education
 Role of curriculum, syllabus and textbooks in education
 Role of language in curriculum, syllabus, textbooks, classroom transaction and
assessment in education
 Concept of Language Across Curriculum
 Role of literature in curriculum, syllabus and textbooks in education.
 Modes of Learning Engagement
Lecture/contact periods; Communicative/Interactive and Constructivist approaches, imparting
knowledge by means of creating situations.
 Tutorials/ Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/
lecture period. Peer group teaching may be encouraged. Hard spots if any may be resolved
during tutorials.
Scheme of Assessment
The end examination will be of 60 marks. Each Unit will carry a weight age of 12 marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
Two assignments: one oral presentation and one written assignment. It will carry a weight of
 five (05) marks.
Suggested Readings
National Policy on Education. 1986. Ministry of HRD, Department of Education, New Delhi. Ministry
of Education. ‗Education Commission ―Kothari Commissionǁ. 1964-1966. Education and
National Development. Ministry of Education, Government of India. 1966.
NCERT. National Curriculum Framework for School Education. (Reprint Edition) NCERT, NewDelhi.2001.
Learning without Burden. Report of the National Advisory Committee. Education Act. Ministry of HRD, Department of
Education, October, 2004.
MHRD National Policy on Education ( NPE). Govt. of India. New Delhi. 1986.
MHRD. Programme of Action, National Policy on Education. Govt. of India. New Delhi. 1992.
Govt. of India. Education and Development Report of the National Commission on Education. 1968.
NCERT. National Curriculum Framework for School Education. National Council of Educational
Research and Training, New Delhi, India. 2000.
NCERT. National Curriculum Framework – 2005, National Council of Educational Research and
Training, New Delhi, India. 2005.
NCERT. Position Paper:Teaching of English National Curriculum Framework–2005, National
Council of Educational Research and Training, New Delhi, India. 2006.
NCERT. Position Paper:Teaching of Indian Languages (National Curriculum Framework– 2005),
National Council of Educational Research and Training, New Delhi, India. 2006.

Paper II: Enhancing Language Proficiency

Contact Hours: 5 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External: 60 Internal: 15
Objectives: This course aims at:
 Developing in student – the conceptual understanding of the nature, structure, functionsetc. of language.
 Developing in student –teachers the conceptual understanding of communication skills.
 Developing in student –teachers the conceptual understanding of basic language skills(LSRW).
 Developing in student –teachers the conceptual understanding of performing arts.
 Developing in student –teachers the conceptual understanding of the ICT and self-development through
language.
 Enhancing student –teachers‘ basic language skills.
 Enhancing student –teachers‘ communication skills.
 Enhancing student –teachers‘ language proficiency skills.
Course Contents:
UNIT I: Understanding Language
 Concept, structure, nature, scope and functions of language.
 Role of dialect, register, and standard and non –standard language.
 Role of spoken and written language.
 Role of sounds and script
UNIT II. Enhancing Basic Language Skills
 Concept, nature, types, elements and functions of basic language skills (LSRW).
 Role of language skills in questioning and responding (answering/replying).
 Essay writing, letter writing, summary writing, note –making, note –taking, report writing,
notice writing, email –writing, CV/resume writing , group discussion, presentations,
UNIT III. Enhancing Communication Skills
 Concept, types of communication, animal and human communication, Verbal and non-
verbal communication.
 Role of Paralinguistic features in communication
 Communication skills
 Elements of effective communication
 Removing barriers to communications
 Role of proper pronunciation and punctuations in communication
UNIT IV: Performing Arts and Language
  Concept ,nature ,scope, types and functions of performing arts ( drama, theatre, music ,
dance, drawing and painting, sketching, acting , mime , simulations)
 Role of performing arts in communication
 Role of performing arts in teaching
UNIT V: ICT, Language and Self-development
 Concept, scope, nature, types and functions of ICT
 Role of ICT in teaching
 Role of language in developing social sensitivity and awareness in students
 Techniques of developing personality and self-confidence of teachers
Modes of Learning Engagement
workshop, Seminar, Group discussion ,mock session, reading and writing assignments, role play,
acting, simulations , exhibition, mime, presentations, debates, extempore speech,
critical reading, PPP, etc. Lecture/contact periods; Communicative/Interactive and
Constructivist approaches, imparting knowledge by means of creating situations.
Tutorials/ Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/ lecture
period. Peer group teaching may be encouraged. Hard spots if any, may be resolved during
tutorials.
Scheme of Assessment
The end examination will be of 60 marks. Each Unit will carry a weight age of 12 marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
Two assignments: one oral presentation and one written assignment. It will carry a weight of
five (05) marks.
Suggested Readings
Beaken, M. The Making of Language. Edinburgh: Edinburgh University Press. 1996.Johannson, S. Origins of
Language. Amsterdam: John Benjamins. 2005.
Chambers, A. et al. (Ed.) ICT and Language Learning. Birmingham: The University of BirminghamPress. 2004.
Kenning, M.M. ICT and language learning: from print to the mobile phone. London: PalgraveMacmillan, 2007
Hargie, Owen. (Ed.) The Handbook of Communication Skills. 3rd Ed. London: Routledge. 2006.
Seely, John. The Oxford Guide to Writing and Speaking. Oxford: Oxford University Press. 2000.
Rosengren, Karl Erik. Communication: An Introduction. New Delhi: Sage Publications. 2000.
Beck, Andrew et. al. Communication Studies: The Essential Introduction. London: Routledge. 2002Position
Paper on Art, Music, Dance and Theatre. NCERT, New Delhi.2006

B.A. B. Ed. Fourth Year

URDU
Paper I: Language, Literature and Education
Contact Hours: 5 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External : 60 Internal: 15
Objectives: This course aims at:
 Developing in student –teachers the conceptual understanding of language.
 Developing in student –teachers the conceptual understanding of literature.
 Developing in student –teachers the conceptual understanding of the relationship between
language, literature and education.
 Developing in student –teachers the conceptual understanding of the relationship between
curriculum, language and literature.
 Developing in student –teachers the conceptual understanding of the impact of society on
language, literature and education, and vice versa.
Course Contents: The paper will be divided into five Units.
Unit I: Language
 Language and society
 Language and culture
  Language and identity
 language and gender
Unit II: Literature
 Concept, scope of literature
 Importance of literature for society
 Impact of literature on society and vice versa
Unit III. Language for Education
 Role of language in education
 Relationship between language and education
 Impact of language on education
 Medium of instruction
 Multilingualism as a resource
Unit IV: Literature for Education
 Role of literature in education
 Relationship between literature and education
 Impact of literature on education
Unit V: Curriculum for Education
 Role of curriculum, syllabus and textbooks in education
 Role of language in curriculum, syllabus, textbooks, classroom transaction and
assessment in education
 Concept of Language Across Curriculum
 Role of literature in curriculum, syllabus and textbooks in education.
 Modes of Learning Engagement
Lecture/contact periods; Communicative/Interactive and Constructivist approaches, imparting
knowledge by means of creating situations.
 Tutorials/ Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/
lecture period. Peer group teaching may be encouraged. Hard spots if any may be resolved
during tutorials.
Scheme of Assessment
The end examination will be of 60 marks. Each Unit will carry a weight age of 12 marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
Two assignments: one oral presentation and one written assignment. It will carry a weight of
five (05) marks.
Suggested Readings
National Policy on Education. 1986. Ministry of HRD, Department of Education, New Delhi. Ministryof
Education. ‗Education Commission ―Kothari Commissionǁ. 1964-1966.
Education and National Development. Ministry of Education, Government of India. 1966.
NCERT. National Curriculum Framework for School Education. (Reprint Edition) NCERT, NewDelhi.2001.
Learning without Burden. Report of the National Advisory Committee. Education Act.
Ministry of HRD, Department of Education, October, 2004.
MHRD National Policy on Education ( NPE). Govt. of India. New Delhi. 1986.
MHRD. Programme of Action, National Policy on Education. Govt. of India. New Delhi. 1992.
Govt. of India. Education and Development Report of the National Commission on Education. 1968.NCERT.
National Curriculum Framework for School Education. National Council of
Educational Research and Training, New Delhi, India. 2000.
NCERT. National Curriculum Framework – 2005, National Council of Educational Research andTraining, New
Delhi, India. 2005. Tadreesiat Part 1 & Part 2; NCERT 2006
NCERT. Position Paper:Teaching of Indian Languages (National Curriculum Framework– 2005),National Council
of Educational Research and Training, New Delhi, India. 2006.

URDU
 Paper II: Enhancing Language Proficiency
Contact Hours: 5 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External: 60 Internal: 15
Objectives: This course aims at:
 Developing in student – the conceptual understanding of the nature, structure, functionsetc. of
language.
 Developing in student –teachers the conceptual understanding of communication skills.
 Developing in student –teachers the conceptual understanding of basic language skills(LSRW).
 Developing in student –teachers the conceptual understanding of performing arts.
 Developing in student –teachers the conceptual understanding of the ICT and self-development through
language.
 Enhancing student –teachers‘ basic language skills.
 Enhancing student –teachers‘ communication skills.
 Enhancing student –teachers‘ language proficiency skills.
Course Contents:
UNIT I: Understanding Language
 Concept, structure, nature, scope and functions of language.
 Role of dialect, register, and standard and non –standard language.
 Role of spoken and written language.
 Role of sounds and script
UNIT II. Enhancing Basic Language Skills
 Concept, nature, types, elements and functions of basic language skills (LSRW).
 Role of language skills in questioning and responding (answering/replying).
 Essay writing, letter writing, summary writing, note –making, note –taking, report writing,
notice writing, email –writing, CV/resume writing , group discussion, presentations,
UNIT III. Enhancing Communication Skills
 Concept, types of communication, animal and human communication, Verbal and non-
verbal communication.
 Role of Paralinguistic features in communication
 Communication skills
 Elements of effective communication
 Removing barriers to communications
 Role of proper pronunciation and punctuations in communication
UNIT IV: Performing Arts and Language
 Concept ,nature ,scope, types and functions of performing arts ( drama, theatre, music ,
dance, drawing and painting, sketching, acting , mime , simulations)
 Role of performing arts in communication
 Role of performing arts in teaching

UNIT V: ICT, Language and Self-development

 Concept, scope, nature, types and functions of ICT
 Role of ICT in teaching
 Role of language in developing social sensitivity and awareness in students
 Techniques of developing personality and self-confidence of teachers
Modes of Learning Engagement
workshop, Seminar, Group discussion ,mock session, reading and writing assignments, role play, acting,
simulations , exhibition, mime, presentations, debates, extempore speech, critical reading, PPP, etc.
Lecture/contact periods; Communicative/Interactive and Constructivist approaches, imparting knowledge
by means of creating situations.
Tutorials/ Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/ lecture period. Peer
group teaching may be encouraged. Hard spots if any, may be resolved during tutorials.
 Scheme of Assessment
The end examination will be of 60 marks. Each Unit will carry a weight age of 12 marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
Two assignments: one oral presentation and one written assignment. It will carry a weight of
five (05) marks.
Suggested Readings
Beaken, M. The Making of Language. Edinburgh: Edinburgh University Press. 1996. Johannson, S.
Origins of Language. Amsterdam: John Benjamins. 2005.
Chambers, A. et al. (Ed.) ICT and Language Learning. Birmingham: The University of Birmingham Press. 2004.
Kenning, M.M. ICT and language learning: from print to the mobile phone. London: Palgrave Macmillan, 2007
Hargie, Owen. (Ed.) The Handbook of Communication Skills. 3rd Ed. London: Routledge. 2006.
Seely, John. The Oxford Guide to Writing and Speaking. Oxford: Oxford University Press. 2000.
Rosengren, Karl Erik. Communication: An Introduction. New Delhi: Sage Publications. 2000.
Beck, Andrew et. al. Communication Studies: The Essential Introduction. London: Routledge. 2002
Position Paper on Art, Music, Dance and Theatre. NCERT, New Delhi.2006
BA-B.ED part 4th
iatkch lkfgR;
mÌs”; %&
• iatkch Hkk"kk lajpuk esas iatkch “k"kk ds Lo:i o rRoksa dk Kku izkIr djkukA
• Hkk"kk lh[kus dh ekSf[kd vfHkO;fDr dk mPp Lrj ij fodkl dj l`tukRed n{krk fodflr djukA
• iatkch Hkk"kk ds fofo/k :iksa o Hkk"kk o lkfgR; lEc/ka vkSj mldh vfHkO;fDr dks tkuukA
• Jo.k] iBu ekSf[kd ys[ku lEcaf/kr Hkk"kkvksa dkS”kyksa dk Kku nsukA
• iatkch dh fo/kkvksa ,oa muds O;kogkfjd f”k{k.k dh fLFkfr;ksa dk Kku nsukA
• ikB;p;kZ ikB;Øe vkSj ikB;iqLrd dk fo”ys"k.k djkuk vkSj lek;ksftr djkukA
• iatkch Hkk"kk esa ewY;kadu ds egRo ] ewY;kadu dh lafLFkfr;ksa dk Kku nsukA
iatkch lkfgR; ¼ÁFke+ Á”u i=½
dqy vad% 75 ¼lS)kfUrd ijh{kk 60 vad] vkarfjd ewY;kadu 15 vad ½ le; & vf/kdre 3 ?kaVs
lkekU; funsZ”k% &
1- ijh{kk dk ek/;e dsoy iatkch gksxk ,oa iz'u Ik= dsoy iatkch esa gh cuk;k tk,xkA
2- iatkch ds fy, xq:eq[kh fyfi gh ekU; gksxhA
3- fo|kfFkZ;ksa ,oa izk/;kidksa ls vis{kk gS fd v/;;u v/;kiu dk ek/;e iatkch esa gksA
ikB~;~;Øe
bdkbZ&1
Hkk"kk dk vFkZ] Ád`fr] ,oa fo”ks"krk;sAa Hkk"kk dk fodkl Hkk"kk] lekt ,oa lH;kpkj dk varj&lEca/kA
bdkbZ&2
iatkch Hkk"kk ds fodkl ds iM+ko] vtksdh iatkch Hkk"kk dh Áeq[k fo”ks"krk;sa A
/kquh foKku& ifjHkk"kk vkSj Ádkj] mPpkj k vax] mPpkj k ÁfØ;kA
bdkbZ&3
iatkch Hkk"kk nh /kquh fo;ksra A [kaMh /kquh;ka& Loj] O;atu o v/kZLoj /kquh;ka A
v[kaMh /kquh;ka& Loj] cy] ukfldrk] cy ¼ncko½ ,oa okD; LojA
Loj ,oa O;atu /kquh;ksa dk oxhZdj k
bdkbZ &4
iatkch dh Hkkoka”k fo;ksar& Hkkoka”k dk vFkZ] Hkkoka”k dh Js.kh;ka] Hkkoka”k dh ojrksa fo;ksra ] iatkch ds Áeq[k Hkkoka”k iatkch
dh okD; fo;ksar& okD; dk vFkZ] okD; Jsh;ka] iatkch okD; dh rjrhcA
bdkbZ &5
:i foKku dh ifjHkk"kk vkSj Ádkj] :i foKku ,oa 'kCn dk ladYi] vU; ladYih 'kCn
tSls&/kkrq] eqyka”k] vxsrj o fiNsrj dh ifjHkk"kk ,oa Lo:iA
lgk;d iqLrds%a &
1- Hkk"kk foKku vrs iatkch Hkk"kk & MkW- gjdhjr flag] ykgkSj cqd 'kkWi] yqf/k;kuk A
2- fl/kkard Hkk"kk foKku& MkW- Áse izdk'k flag] enku iCyhds”ku] ifV;kykA
3- [kkst if=dk] iatkch ;wfuoflZVh] ifV;kykA
BA-B.ED part 4th
iatkch lkfgR; ¼f}rh; Á”ku i=½
dqy vad% 75 ¼lS)kfUrd ijh{kk 60 vad] vkarfjd ewY;kadu 15 vad ½ le; & vf/kdre 3 ?kaVs
lkekU; funsZ”Zs”k% &
1- ijh{kk dk ek/;e dsoy iatkch gksxk ,oa iz'uIk= dsoy iatkch esa gh cuk;k tk,xkA
2- iatkch ds fy, xq:eq[kh fyfi gh ekU; gksxhA
3- fo|kfFkZ;ksa ,oa izk/;kidksa ls vis{kk gS fd v/;;u v/;kiu dk ek/;e iatkch esa gks A
ikB~;~;Øe
bdkbZ &1
lH;kpkj& ifjHkk"kk] Ád`fr ,oa y{k kA lH;kpkj dk vU; fo"k;kas ls lEcU/kA
iatkch yksxks dk jgu&lguA iatkch lH;kpkj esa ifjorZu ds dkj.k o ÁHkkoA
bdkbZ &2
iatkch Ykksdlkfgr & ifjHkk"kk] Ád`fr ,oa y{k.kA Ykksdlkfgr dk fo"k; {ks=A Áeq[k iatkch yksddkO;
tSls& yksdxhr] ?kkSM+h] lqgkx] ekgh;k] VIis] Nan ijkxk] flBB~.kh] vykgq.kh] dhjus vkfn dk v/;;uA
bdkbZ &3
iatkch Ykksd dgkuh tSls& ijh dgkuh] tkuoj dgkuh] Hkwr Ásr dFkk;sa] nUn dFkk;sa] feFkd dFkk;s]a yksd
xkkFkk ls ifjp;A iatkch lH;kpkj esa yksd fl;kuika] yksd fo”okl]oge Hkje ,oa tknw Vksus vkfn dk v/;;uA
bdkbZ &4
iatkch Ykksd thou esa esys vkSj R;kSgkjksa dk egRoA iatkc ds Áeq[k esyksa ls ifjp;A
iatkc ds Áeq[k R;kSgkjksa dk v/;;uA
bdkbZ &5
iatkc ds Áeq[k yksd ukpks dk v/;;uA iatkc ds Áeq[k uohu o iqjkru [ksyksa ls ifjp;A
iatkc ds Áeq[k yksd lkt dk v/;;uA
lgk;d iqLrds%a &
1- lH;kpkj vrs yksd/kkjk ns ewy ljksdkj& MkW- thr flag tks”kh] ykgkSj cqd 'kkWi] yqf/k;kuk A
2- lH;kpkj vrs iatkch lH;kpkj & Áks- xqjc[l flag ÝSsd] okfj”k 'kkg QkamMs”ku] ve`rlj A “k
3- [kkst if=dk] iatkch ;wfuoflZVh] ifV;kykA
laLd`r
isij& 1 Hkk"kk n{krk laoa/kZu
Contact Hours: 5 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External : 60
Internal: 15
mn~ns”; %&
• fo|kfFkZ;ksa dks laLd`r Hkk"kk dh izd`fr lajpuk ,oa Hkwfedk ls voxr djkukA
• fo|kfFkZ;ksa esa laLd`r laizs"k.k dh n{krkvksa dk fodkl djukA
• fo|kfFkZ;ksa esa laLd`r Hkk"kk dh izkFkfed cqfu;knh n{krkvksa dk fodkl ¼lquuk] cksyuk] i<+uk] fy[kuk½
• fo|kfFkZ;ksa esa izn’kZu ¼ijQksfeZax½ dyk dh vo/kkj.kk ,oa le> dk fodkl djukA
• fo|kfFkZ;ksa esa lwpuk ,oa lapkj izkS|ksfxdh ¼ICT½ dh vo/kkj.kk ,oa laLd`r Hkk"kk ds ek/;e ls vkRe fodkl dh ;ksX;rk mRiUUk djukA
bdkbZ&1 % laLd`r Hkk"kk vocks/k
• laLd`r Hkk"kk dh vo/kkj.kk@izdf` r lajpuk ,oa Hkwfedk
• fyf[kr ,oa ekSf[kd laLd`r Hkk"kk dh Hkwfedk cksyh] Lohd`r ¼fodkl”khy½ Hkk"kk,¡
• /ofu;ksa ,oa fyfi dh HkwfedkA
bdkbZ&II - vk/kkjHkwr Hkk"kk;h dkS”kyksa dk lao/kZu
• vk/kkjHkwr Hkk"kk;h n{krkvksa dh vo/kkj.kk] izd`fr] izdkj Hkwfedk@dk;Z ¼lquuk] cksyuk] i<+uk] fy[kuk½ iz’uksÙkj esa Hkk"kk;h n{krk dh
• fuca/k ys[ku] i= ys[ku] lkjka’k ys[ku] fVIi.kh ys[ku] fjiksVZ fy[kuk] lwpuk i= ys[ku] bZ esy ys[ku] ck;ksMkVk ys[ku lewg foe’kZ
vkSj izLrqrhdj.kA
bdkbZ&III : laLd`r laizs"k.k n{krkvksa dk lao/kZu
• vo/kkj.kk] laizs"k.k ds izdkj ¼ekSf[kd ,oa lkadsfrd½ laizs"k.k esa 'kkjhfjd gkoHkko dh Hkwfedk ¼vkafxd ps"Vk,a½ izHkkoh laizs"k.k ds rRo]
laizs"k.k ds vojks/k] laizs"k.k esa mPpkj.k ,oa fojke fpguksa dh HkwfedkA
bdkbZ&IV laLd`r Hkk"kk ,oa izn”kZu dyk
• laLd`r Hkk"kk ,oa n`’; dyk@eap dyk
• vo/kkj.kk] izd`fr] lajpuk] Hkwfedk ¼ukVd jaxeap laxhr u`R; MªkbZax isfa Vax vfHkUk; bR;kfn½
• laizs"k.k esa izn’kZudkjh dyk dh Hkwfedk
• f’k{kk esa izn’kZu dyk dh Hkwfedk
bdkbZ&V- lwpuk izkS|ksfxdh Hkk"kk ,oa vkRefodkl
• lwpuk izkS|ksfxdh dh vo/kkj.kk izd`fr izdkj dk;Z ,oa laHkkouk,¡
• f”k{kk esa lwpuk izkS|ksfxdh dh Hkwfedk
• fo|kfFkZ;ksa esa lkekftd laosnuk ,oa tkx:drk ds fodkl esa laLd`r Hkk"kk dh Hkwfedk
• v/;kidksa ds O;fDrRo ,oa vkRefo”okl ds fodkl dh izfof/k;k¡A
Modes of Learning Engagement
Lecture/contact periods; Communicative/Interactive and Constructivist approaches, imparting
knowledge by means of creating situations.
Tutorials/ Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/
lecture period. Peer group teaching may be encouraged. Hard spots if any may be resolved
during tutorials.
Scheme of Assessment
The end examination will be of 60 marks. Each Unit will carry a weight age of 12 marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
Two assignments: one oral presentation and one written assignment. It will carry a weight
of five (05) marks.
lanHkZ lkfgR; %&
1- laLd`r f”k{kk dk vk/kkj i= ¼iksft”ku isij½ ,u-lh-bZ-vkj-Vh- izdk’kuA
2- vfHkO;fDRk ,oa ek/;e ,u-lh-bZ-vkj-Vh- izdk”kuA

PAPER II: SANSKRIT LANGUAGE, LITERATURE AND EDUCATION

¼ laLd`r Hkk"kk lkfgR; vkSj f”k{kk½
Contact Hours: 5 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External : 60 Internal: 15
mÌs”; %
dkslZ iwjk djus ds i'pkr~ fo|kFkhZ tku ik,¡xs % dkslZ dh fo"k; oLrq esa laLd`r Hkk"kk dh egŸkkA isij dks ik¡p [kaMks@
a bdkbZ;ksa esa foHkkftr fd;k
tk,xkA
bdkbZ 1 % laLd`r Hkk"kk ,oa lekt
laLd`r Hkk"kk ,oa laLd`fr
laLd`r Hkk"kk ,oa igpku
laLd`r Hkk"kk ,oa fyax ¼ts.Mj½
laLd`r Hkk"kk ,oa lÙkk
bdkbZ 2 % laLd`r lkfgR;
laLd`r lkfgR; dh vo/kkj.kk ,oa Hkfo";
lekt ds fy, laLd`r lkfgR; dh egÙkk
lekt ij laLd`r lkfgR; dk izHkko
laLd`r lkfgR; ij lekt dk izHkko
bdkbZ 3 % f”k{kk ds fy, laLd`r Hkk"kk
f”k{kk esa laLd`r Hkk"kk dh Hkwfedk
laLd`r Hkk"kk ,oa f”k{kk esa lEcU/k
f'k{kk ij Hkk"kk dk izHkko
f”k{kk dk ek/;e cgqHkkf"kdrk ,d lalk/ku ds :i esa
bdkbZ 4 % f”k{kk ds fy, lkfgR;
f”k{kk esa lkfgR; dh Hkwfedk
lkfgR; vkSj f”k{kk esa laca/k
f”k{kk ij lkfgR; dk izHkko
bdkbZ 5 % f”k{kk ds fy, ikB~;Øe
f”k{kk esa ikB~;Øe ikB~;ppkZ vkSj ikB~;iqLrdkas dh Hkwfedk
ikB~;ppkZ] ikB~;Øe] ikB~;iqLrd vkSj d{kk laisz"k.k esa Hkk"kk dh Hkwfedk ,oa f”k{kk esa ewY;kadu Hkk"kk ds ikj ikB~;Øe
dh vo/kkj.kk
• Transactional Modalities •
ysDpj@laidZ dkyka'k( ckrphr@feydj dke djuk ,oa constructivist approach ¼dUVªfDVfoLV ,izksp½( ifjfLFkfr;k¡ mRiUu djds muds
}kjk i<+kuk
v/;kidh; vH;kl ¼f'k{kdh;@izSfDVl½
fo|kFkhZ lewg esa dk;Z djsx a s ysDpj@laidZ dkyka'k esa vftZr Kku ij ,oa mlds O;kogkfjd fcanqvksia j dk;Z djsx a sA lewg esa i<+kuk (Peer
group Teaching) dks c<+kok ns ldrs gSA dfBu fo"k; oLrq dks f'k{kk ds nkSjku lqy>k ldrs gSaA
ewY;kadu ¼:ikRedrk vkSj rkSj&rjhdk½
var esa gksus okyh ijh{kk 60 vadksa dh gksxhA gj ,d bdkbZ 12 vadkas dh gksxhA
nks iz;ksxkRed ijh{kk,¡ ,d ekSf[kd izLrqfrdj.k vkSj ,d fyf[kr iz;ksxkRed ijh{kkA tks 5 vadksa dh
for each paper will be conduted and average ofboth the tests will be taken gksxhA
uksV ,d leh{kkRed iz'u izR;sd bdkbZ ls isij esa iwNk tk,xk tks 12 vadksa dk gksxkA
lq>ko ikB~; lkexzh
1- jk"Vªh; ikB~;ppkZ :ijs[kk 2005
2- Hkkjrh; Hkk"kkvksa ds f'k{kk dk vk/kkj i= ¼iksft'ku isij½
3- laLd`r f'k{kk dk vk/kkj i= ¼iksft'ku isij½
HISTORY
PAPER I
INDIAN FREEDOM STRUGGLE (FROM 1857 TO 1947 AD)
Contact Hours: 5 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External: 60 Internal: 15
OBJECTIVES:
1 To provide the knowledge of the first war of Independence 1857 to the students.
2 Students shall come to know about the role of peasants, tribal's and others in the Indianfreedom movement.
3 To enlighten the students about the freedom of press struggle.
4 This Semester will highlight the beginning of revolutionary activities in India during the First
World War era.
5 Students shall be informed about the revolutionary activities and their leaders, who
contributed for Indian freedom struggle from abroad.
6 To provide the knowledge of the revolutionary heroes of Indian freedom movement as Bhagat
singh, Ram Prasad Bismil and Chandra Shekhar Azad.
7 Students will come to know about the IONOA and Subhash Chandra Bose and their armed
resistance.
8 The contribution of Gandhian Satyagraha and Gandhian Movement is highlighted in this
Semester.
9 This Semester will provide the knowledge of the circumstances led to the Indian freedom
and participation of the Indian masses.
UNIT I
a) Background of the struggle of 1857 Civil, Tribals, Pesantrevolts.
b) Outbreak of the struggle of 1857, its nature causes and results.
c) Leaders of 1857 – Mangal pandey, Bahadurshah, Tantya tope, Nana Saheb and Laxmi Bai.
UNIT II
A) Peasant struggle after 1857 – Indigo revolt 1859-60, Pabana revolt 1873-76, Deccan revolt
 1875
B) Role of moderates, Dada Bhai Naroji, M.G. Ranade and G.K. Gokhale.
C) Partition of Bengal (1905) and Swadeshi Movement, Role of Tilak, Arvind Gosh and Lala
Lajpat Ray.
D) Surat split (1907), Rise of revolutionary activities – Ras Bihari Bose, V.D. Savarkar and
Abhinav Bharat, Khudi Ram Bose, Prafulla Chaki Sachin Sanyal and Madan Lal Dhingara.
UNIT III
A) Revolutionary activities abroad – Gadar Movement and Lala Hardayal,
Kamagatamaru incident (1914).
B) Home rule movement, Rollat Act and Gandhian Satyagraha, Jaliyanwala Bagh
massacre.
C) Non co-operation movement – Peasants and Labour Movements of Champaran, Khera,
Ahmedabad, Surat, Bardoli and Malabar (1918-1940)
D) Revolutionary Nationalists and their role - Bhagat Singh, Surya Sen, Ashfaqullah, Ram
Prasad Bismil, Sukhdev and Chandrashekhar Azad.
UNIT IV
A) Golmage Conferences and Poona Paet.
B) Declaration of complete Independence, 1929, Civil Disobedience Movement
C) Quit India Movement 1942
D) Naval Revolt of 1946.

UNIT V
A) Freedom struggle in Princely States of India
B) Formation of Indian National Army and its role in the independence.
C) Factors responsible for the Independence of India.
Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches Imparting
knowledge by means of creating situations.
Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods, Peer group teaching may be encouraged. Hard spots if any, may be
resolved during tutorials.
Scheme of Assessment
The end examination will be of 60 marks. Each Unit will carry a weight age of 12 marks.
Two sessional Tests of 10 Marks for each paper will be conduted and average of boththe
tests will be taken
Two assignments: one oral presentation and one written assignment. It will carry a weight of
five (05) marks.
REFERENCE BOOKS
1. Tarachand – History of the Freedom Movement in India Vol.I Delhi 1961.
2. Bipan Chandra – Indian National Movement – Delhi, 1988 (Hindi and English)
3. S.N.Banerjee – A Nation in Making, Calcutta 1963
4. Ram Gopal – Lokmanya Tilak, Bombay 1965
5. Haridas and Uma – India‘s fight for freedom- Calcutta 1958
6. B.B. Majumdar – Militent Nationalism of India – Calcutta 1965
7. Harish K. Puri – Ghadas Movement
8. A.C. Bose – Indian Revolutionaries abroad (1905-1922) Patna 1971
9. M.K. Gandhi – An Autobiography
10. J.C.Jha- Struggle for Swaraj (1919-1922)
11. Shirin Mehta – The Peasantry and Nationalism Delhi 1984
12. Sumit Sarkar – The Swadeshi Movement in Bengal.
13. Shiv Verma – Selected writings of Shaheed Bhagat Singh , Delhi 1986.
14. K.K.Ghosh – The Indian National Army
15. lqUnjyky & Hkkjr esa vaxzsth jkt
16. oh Mh lkojdj & Hkkjr dk iFke Lora=rk laxkz e
17. ,l lh feRry 1857 ,d iujkoyksdu] fnYyh 2006
18. , vkj nslkbZ & Peasant struggle in India – Delhi 1979

PAPER II
CONTEMPORARY INDIA (1947-2000 A.D.)
Contact Hours: 5 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External 60 Internal: 15
OBJECTIVES:
1 This Semester is of most crucial information for the study of Indian History.
2 We are closely to the present. The knowledge of history unfolds and leads us to the present.
3 We try to understand how we got where we are but writing about this period is the most
difficult.
4 We have to trade a path free of the quagmire of politics.
5 Truth and only truth must be explored however unpalatable it could be.
UNIT I
a) Legacy of freedom struggle, socio cultural values of non-violence.
b) Problems and process of the integration of Indian states.
c) Problems of displaced persons and rehabilitation process.
d) Framing of Indian constitution main Features and Amendments.
UNIT II
A) Agrarian reforms and Bhudan movement, Green revolution.
B) Five year plans and beginning of planned economy.
C) Industrialisation : Problems and prospects
D) Nationalisation of Banks and Abolition of Privy Purse.
UNIT III
A) Main characteristics of Indian Foreign policy
B) Principle of Panchsheel, Policy of Non-alignment and role of India
C) Indo china war, Indo Pakistan wars, Kashmir problem, Shimla Agreement 1971-72
D) India‘s relations with neighbouring countries
UNIT IV
A) Major political parties and their role in Indian democracy, changing scenario of the political
parties.
B) Challenges to developing India social evils, population growth environmental crisis, poverty,
terrorism etc.
C) Indian women after Independence, Political participation and contribution of women in various
spheres.
D) Upliftment of depressed classes, problems and challenges before Indian society.
UNIT V
A) Achievements in the field of science and technology with special reference to space, atomic
energy and I T sector
B) Development of Hindi literature
C) Impact of mass communication on society.
D) India emerging as a world power.
Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches
Imparting knowledge by means of creating situations.
Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods, Peer group teaching may be encouraged. Hard spots if any, may be
resolved during tutorials.
 Scheme of Assessment
The end examination will be of 60 marks. Each Unit will carry a weight age of 12 marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both
the tests will be taken
 Two assignments: one oral presentation and one written assignment. It will carry a
weight of five (05) marks.
ikB~; iqLrdsa%&
1 Hkkjr 2006] okf"kZd lanHkZ xzaFk] izdk”ku foHkkx] lwpuk ,oa izlkj.k ea=ky;] Hkkjr ljdkj ubZ fnYyh
2 fofiu pUnz] e`nqyk eq[kthZ ,oa vkfnR; eq[kthZ % vktknh ds ckn Hkkjr ¼1947&2000½ fganh ek/;e fØ;kUo;u funs”kky;] fnYyh fo”ofo|ky;] ubZ fnYyh
3 M.S.A. Rao: ―Social movements in India, Vol I and II
4 Lora=rk i'pkr~ dk Hkkjr & Mk- ch- ds- 'kek]Z t;iqjA

GEOGRAPHY
Scheme Exam Duration Max. Marks 80 Min. for pass
3 hrs.
Paper I (External) 20(Internal) 36
Paper II 6 hrs. 50 18

PAPER I: HISTORY OF GEOGRAPHICAL THOUGHT

Examination Duration: 3 Hours Max. Marks 80
Objectives :
To familiarize the students with the origin, evolution and development of the conceptual
aspects of Geography. They are supposed to understand the relationship between geographical facts
and human responses.
Course contents
Unit- I
The nature of geography: meaning and definitions and recent trends in geography; Objectives and
relevance of geography; Place of geography in the classification of sciences-natural and social sciences
and relations with other social sciences; Elements of geography: location on the surface of the earth,
physical conditions, forms of life and human responses; Development of modern geography in India.
Unit-II
Geography of Vedic age and Geography of Purana - Dwipa and Ocean, River and Mountain systems;
Ancient classical Geography - Contribution of Greek and Roman. Early Medieval Geography and
contribution of Arab Geographers, Late medieval Geography-age of travels, exploration and
discoveries
Unit-III
The emergence of scientific geography in the 18th, and 19th centuries-German School of Geography:
Humboldt, Ritter and Ratzel; School of French Geography: Blache and Brunches; British and
American School of Geography: Mackinder, Herbertson, Miss Sample; Huntington and Davis; Russian
contribution: Lomonsov, Dokuchayer and Gerasimov.
Unit-IV
Man-environment relationships - Determinism, possibilism and neo-determinism: Dualism in
Geography-Physical and human, systematic and regional; Quantitative revolution in geography; Major
Concepts in Geography-terrestrial unity and interconnections, culture and acculturation.
Unit- V
Spatial distribution, interaction and organization, Area differentiation. Behavioural geography;
Humanistic and Welfare geography.
Models and analogues; Hypothesis-meaning, need, origin and importance regional delimitation and
quantitative analysis.
Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches Imparting
knowledge by means of creating situations.
Tutorials/Practicum
 Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods, Peer group teaching may be encouraged. Hard spots if any, may be
resolved during tutorials.
Assessment Modalities
The end examination will be of 80 marks. Each unit will carry a weightage a 16 marks.
36% marks will be essential for passing the examination both in theory and practical.
 Two sessional Tests of 20 Marks for each paper will be conduted and average of both the tests
will be taken
BOOKS RECOMMENDED
1. Abler, Ronald F. et al, Geography's Inner Worlds: Pervasive themes in contemporary
AmericanGeography,Routledge,NewJersey,1992.
2. Dikshit R.D. :Geographical Thought- A Contextual History of Ideas, Prentice Hall of India Pvt.
Ltd. 2000.
3. Dikshit R.D. :The Art and Science of Geography: Integrated Readings, Prentice Hall of India
Pvt. Ltd. 1994
4. Dohrs, F.E. and Sommers, L.W. (eds.) Introduction to Geography, Thomas Y.Crowell Col., New
York, 1967.
5. Hartshorne, Richard, Perspective on the Nature of Geography, Rand McNally and Co. Chicago,
1959.
6. Harvey, David, Explanation in Geography, Edward Arnold, London, 1972.
7. Holt-Jensen, A., Geography: Its History and Concepts, Longmans, 1980.
8. Husain, Majid, Evolution of Geographical Thought, Rawat Publications, Jaipur, 1984.
9. James, P.E., All Possible Worlds: A History of Geographical Ideas, Sachin
Publication, Jaipur,1980.
10. Johnston, R.J. and Claval, R (eds.), Geography Since the Second World War. Croom Heim,
London/Bernes and Noble, N.J., 1984.
11. Jones, P.A. : Field Work in Geography, Longmans, 1968.
12. Lovvnsburg, J.F. and Aldrich, F.T., Introduction to Geographical Methods and
Techniques, Charles Marrill, Columbus, 1979.
13. Minshull, R, The Changing Nature of Geography, Hutchinson University Library, London,
1970.
14. Wooldridge, S.W., The Geographer As Scientist, Thomas Nelson and Sons. Ltd., London,
1956.
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GEOGRAPHY PRACTICAL
Contact Hours: 6 periods per Week Maximum Marks: 50
20-25/Batch Examination Duration: 5 Hours
Lab work (written - 3 hours duration) 15
(3 problems out of 4)
Record work and viva 10
Field survey and Viva (2 10
hours duration)
Geography tour report 15
(Report & Viva voce )

Content:
1 Maps: History, techniques and preparation.
2 Theoretical basis of nearest neighbour analysis; practical exercise on nearest
neighbours analysis, Network analysis, locational analysis of urban centers,
coefficient of variation.
3 Air photo interpretation and exercise on the determination of height, knowledge of stereoscopic
vision, interpretation and identification of cultural and physical features on areal photography.
4 Remote sensing and GIS: Historical development, types of satellite and space
programmes of India, GIS – importance and its application in regional planning. Modern
cartographic techniques
5 Use and application of Indian clinometer in small area survey; use of dumpy level and contoring.
6 A Geographical tour for 10 days. The report shall be prepared separately and
independently.
BOOKS RECOMMENDED
Singh, R.L. Singh – Elements of Practical Geography, Kalyani Pub., New Delhi Khan, Z.A.
– Text Book of Practical Geography, Concept, New Delhi
Sarkar, A.K. - Practical Geography – A systematic approach, Oriented Longman
Calcutta
Mishra, R.P. – Fundamental of Cartography, Macmillan, New Delhi

POLITICAL SCIENCE
PAPER -I
HUMAN RIGHTS: THEORY AND PRACTICE
Contact Hours: 5 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External 60
Internal: 15
OBJECTIVE
Understand the meaning and nature of Human rights
Acquire the understanding of distinguished human rights prospectives in different ideological
framework.
Acquaint themselves with socio-political history of Human rights.
Understand the Human Rights dimension of certain concepts, such as Liberty, Justice etc.
Understand the world wide concern of Human rights as evinced through Universal
proclamation of Human rights.
Understand the nature and scope of Human rights as proclaimed in the Constitution of India.
Appreciate and evaluate the institutional and legalarrangement for the protection of human
rights in India.
Appreciate and analyse the social economic environment for human rights in India as also the
relevant social issues associated with Human rights.
Understand and appreciate specific context of women, children as regards the Human
rights.
Appreciate the role of civil society institutions for the protection of Human rights.
CONTENT

UNIT I
Human Rights : meaning, nature and characteristics of Human Rights, Liberal and Socialist tradition
of Human Rights in the West, Dalit perspective of Human Rights in India.
UNIT II
Socio Political History of Human Rights: State, Civil Society, Liberty, Equality and Justice with
special relationship to Human rights.
UNIT III
United Nations and Human rights, Universal Declaration of Human rights 1948, International Covenant
in Civil and Political Rights, 1966, International Covenant in Economic, Social and Cultur l Rights, 1966
UNIT IV
Human Rights and Indian Constitution: Preamble, Fundamental Rights, Directive, Principles of State
Policy and Judicial approach, NHRC: Composition and Functions.
UNIT V
Human Rights in context of changing Society, women rights. Child labour, Rights of the aged, Rights
of differently abled persons.
Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches Imparting
knowledge by means of creating situations.
Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during contact/lecture
periods, Peer group teaching may be encouraged. Hard spots if any, may be resolved during
tutorials.
Assessment Modalities
The end examination will be of 60 marks. Each Unit will carry a weightage of 12 marks. Two
sessional Tests of 10 Marks for each paper will be conduted and average of both the tests will
be taken
Two assignments: one oral presentation and one written assignment. It will carry a weightage of
five (05) marks.
SUGGESTED READING
A Goewirth : Human Rights : Essays on Justification and Applications Chicago and
London, University of Chicago Press, 1982.
A A An Naim (ed.) : Human Rights in cross cultural perspectives, Philadelphia University
of Pennsylvania Press, 1991
Danjili Yael, Else stamatopulor and Clarenace J. Dias, (Ed.) : The declaration of Human
Rights – Fifty years and Beyond
J.C.Johari : Human Rights and New World Order : Towards perfection of the Democratic
Way life.
S. Subramanian : Human Rights : International Challenges, Delhi, Manad 1997.
V. Kaushik :Women‘s Movements and Human Rights
D. D. Basu: Human Rights in Constitutional Law, Press.
V. Kaushik, Women‘s movements and Human Rights.
PAPER – II
PUBLIC ADMINISTRATION: THEORY AND PRACTICE
Contact Hours: 5 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External 60
Internal: 15
OBJECTIVE
Understand meaning, nature and scope of Public Administration.
Acquaint themselves with the impact of technological development and the Public
Administration.
Evaluation of new perspectives in public administration and management. Understand the
inter relation of politics and administration.
Understand the various approaches of the study of administrative systems. Appreciate
various theories of organizations
Enable themselves to understand the administrative behaviour, theories of leadership, motivation
and communication.
Understand various aspects of personnel administration.
Acquaint themselves with recent trends and issues in public and administrative reforms and
the concept of good governance.
CONTENT
UNIT I
Meaning, Scope and Nature of Public Administration, Impact of Information Technology on Public
Administration, Politics and Administration, New Public Administration, New Public Management
perspective.
UNIT II
Ecological approach (Riggs), Development Administration approach, Political economy approach:
Liberal Democratic and Marxist approach, Process of Public Policy.
UNIT III
Theories of organization, Scientific management, Bureaucratic theory, The classical theory, Human
relations theory, Behavioral approach, Systems approach
UNIT IV
Administrative behavior: Rational decision-making approach (Simon),Leadership, Theories of Motivation and
Communication. Theories of
UNIT V
Personnel administration- Position, classification, recruitment, training, promotion, neutrality of civil
services. Impact of globalization and socialization on public administration, Administrative Reforms,
Administrative Culture, Good Governance.
Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches Imparting
knowledge by means of creating situations.
Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods, Peer group teaching may be encouraged. Hard spots if any, may be
resolved during tutorials.
Assessment Modalities
The end examination will be of 60 marks. Each Unit will carry a weightage of 12 marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of
both the tests will be taken
Two assignments: one oral presentation and one written assignment. It will carry a weightage
of five (05) marks.
SUGGESTED READING
Avasthi and Maheshwari : Public Administration (Hindi and English) H.Simon :
Administrtive Behaviours in India
L.D.White ; Introduction to the study of Public Administration.
M.P.Sharma : Public Adminisration: Theory and Practice (English and Hindi) Mohit
Bhattacharya : New Horizons of Public Administration.
Nisa Singh : Administration and Development of India.
S.R. Maheshwari : Theory and Concept in Public Administration.
V.M.Kulkarni : Social Administration

ECONOMICS
PAPER I: INTERNATIONAL ECONOMICS
Contact Hours: 5 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External 60
Internal: 15
OBJECTIVE
Students are expected to :
- Understand the importance of the study of international economics.
- Understand the difference between inter regional and international trade.
- Develop the Critical thinking about for the globalization and open economy.
- Understand various theories of international trade.
CONTENTS
UNIT I : Importance of Trade and Trade Theories
Importance of the study of international economics; Inter-regional and international trade; Theories of
absolute 'advantage, comparative advantage and opportunity costs; Heckscher Ohlin theory of trade – Its
main features, assumptions and limitations.
UNIT II : Gains from Trade
Gains fro trade. - Their measurement and distribution; Trade as an engine of Economic growth;
Concepts of terms of trade and their importance in the theory of trade; Doctrine of reciproca1 demand its
importance and limitations in the theory of trade.
UNIT III : Tariffs and Quotas
Types of tariffs and 'quotas; their impact in partial equilibrium analysis; Free trade and policy of tariffs in
relation to economic growth with special reference to India; Concept of optimum tariff.
UNIT IV : Balance of Trade and Balance of Payments
Concepts and components of balance of trade and balance of payments; Equilibrium and disequilibrium
in balance of payments; Consequences of disequilibrium in balance of payments; Various measures to
correct deficit in the balance of payments; Relative merits, demerits and limitations of devaluation;
Concept and implications of foreign trade multiplier. UNIT V: The Regional blocks and Trade policy
in India: Functions of IMF, World Bank and GATT/WTO; ASIAN DEVELOPMENT BANK. Need for
and rationable of trade reforms in India (including partial and full convertibility of rupee); Recent
Trade Policy of India.
Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches Imparting
knowledge by means of creating situations.
Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods, Peer group teaching may be encouraged. Hard spots if any, may be
resolved during tutorials.
Assessment Modalities
The end examination will be of 60 marks. Each Unit will carry a weightage of 12 marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both the tests
will be taken
 Two assignments: one oral presentation and one written assignment. It will carry a
weightage of five (05) marks.
Books Recommended
Kenan,P.B.(1994),The International Economy, Cambridge University Press, London.
Kindiberger, C.P. (1973), International Economics', R.D. Irwin, Homewood.
Krugman, P.R. and M. Obstgeld (1994), International,Economics : Theory and Policy,
Glenview, Foresman.
Salvatore, D.L: (1997) International Economics, Prentice : Hall, Upper Saddle River. N.J. Sodersten,
Bo (1991),International Econoinics, Macmillan Press Ltd London
Aggarwal, M. R. (1979), Regional Economic Cooperation. In South Asia S. Chand and Co., New
Delhi.
Bhagwati, J. (Ed.) (1981), International Trade, Selected readings, Cambridge Uniersity Press,
Mass.
Crockett. A. (1982), International Money: Issue and Analysis, ELBS and nelson London,
Greenaway, D.(1982) International Trade Policy, Macmillan Publishers Ltd., London.
Heller H.R. (1968), Internationa1 Monetary Economics. Prentice Hall, India.

Joshi V. and I.M.D Little University Press, Delhi (1998),

India's Economic Reforms, 1999-2001, Oxford
Nayyar, D. (1976), India's Exports and Export Policies in the 1960s. Cambridge University Press,
Cambridge.
Panchmukhi, V.R. (1978), Trade Policies of India : A Quantitative Analysis, Concept Publishing
Company, New Delhi.
Patel, S.J. (1995), Indian Economy Towards the 21st Century, University Press Ltd., India.
PAPER II: DEMOGRAPHY
Contact Hours: 5 periods per Week Maximum Marks: 75
Examination Duration: 3 Hours External 60
Internal: 15
OBJECTIVE
Students are expected to :
Understand the various theories of demographic transitions. Develop
the skills of the techniques of analysis.
Familiarize with the different Concepts of demography.
Develop the ability of appraise critically the issues related with increasing population.
 Know the New population policy, population health, poverty and environmental linkage in India.
CONTENTS:
UNIT I : Introduction
Population study and demography; its relation with other disciplines; Historical evidence of population
growth in developed and developing countries.
UNIT II : Theories of Population: Theories of Population – Malthus, Optimumpopulation, and theory of demographic
transition.theory of
UNIT III : Sources of Analysis Sources of Demographic data in India : Census- Civil registration
system and demographic surveys: National Family Health Survey 1 and 2- their relative merits and
demerits.
UNIT IV : Techniques of Analysis
Crude birth and death rates, age specific birth and death rates, standardized birth and death rates- Study
of Fertility; Total fertility rate, gross reproduction rate, and net reproduction rate
– Study of marital status- Life table : Meaning of its columns and its uses- Reproductive and child
health in India- Temporal and special variation in sex ratios.
UNIT V : Population Projection
Techniques of population projection- Concept of stationary, stable and quasi-stationary population- Aging
of population in India- Changes in family and old age security. Salient Features of Population Censuses of
2011. New Population Policy of India, Population health, Poverty and environment linkage in India.
Transactional Modalities
Lecture/Contact periods
Communicative/Interactive and Constructivist approaches Imparting
knowledge by means of creating situations.
Tutorials/Practicum
Students will work in groups on the practical aspects of the knowledge gained during
contact/lecture periods, Peer group teaching may be encouraged. Hard spots if any, may be
resolved during tutorials.
Assessment Modalities
The end examination will be of 60 marks. Each Unit will carry a weightage of 12 marks.
 Two sessional Tests of 10 Marks for each paper will be conduted and average of both the tests
will be taken
 Two assignments: one oral presentation and one written assignment. It will carry a
weightage of five (05) marks.
Books Recommended
 Agarwal S.N., (1985), India‘s Population Problem, Tata McGraw Hill, Bombay
AgarwalU.D. (1999), Population Projections and Their Accuracy, B.R. Publishing
Corporation, New Delhi.
Bhende, A.A. and T.R. Kanitkar (1982), Principles of Population Studies, Himalaya Publishing
House, Bombay.
Bogue, D.J. (1971), Principles of Demography, John Wiley, New York.
 Bose A. (1996), India‘s Basic Demographic Statistics B.R. Publishing Corporation, New
Delhi.
Census of India, Government of India, Various Reports, New Delhi.
Choubey. P.K. (2000), Population Policy in India, Kanishka Publication, New Delhi.
Misra, B.D. (1980), An Introduction to the Study of Population South Asian Publica ion, New
Delhi.
Srinivasan, K.(Ed.), Population Policy and Reproductive Health, Hindustan Publishing
Corporation, New Delhi.
 CC 6: ASSESMENT FOR LEARNING
Instructional Time: 4 periods/week Max. Marks: 75
Exam. Duration: 3 Hours Internal: 15
EXTERNAL: 60

Course Objectives:
1. To enable assessing children”s progress,
2. Understand the different dimensions of learning and related Evaluation procedures,
3. To enable to differentiate measurement, evaluation and assessment.
4. To enable to use wide range of assessment tools and techniques.
5. To realize the importance of CCE
Course Content
Unit - I
(a) Concept of measurement, evaluation and assessment.
(b) Types need and purpose of evaluation. Principal of Assessment and evaluation.
(c) Monitoring of Learning, Observation of learning processes by self, by peer and by
teacher, self- assessment and peer assessment.
Unit 2
(a) Construction of test: subjective test and objective test.
(b) Characteristic of a good test. Standardized and teacher made test.
(c) Nature of information gathered (Qualitative, Quantitative)
Mode of response (Oral and written,
Unit 3
(A) Classification of assessment: Base on purpose (Prognostic, Formative, Diagnostic and Summative),
Scope (Teacher made, Standardized) Attribute measured (Achievement, Aptitude, Attitude
(B) Providing Feedback, types of feedback (written comment, oral), peer feedback.
Unit – 4
(a) Continuous and Comprehensive Evaluation: Meaning, concept and characteristics of CCE,
Need and Process.
(b) Grading: Concept, types and Application, Indicators for grading Psycho-Socialdimensions of assessment.
Marking system and grading system.
(c) Assessment of affective learning: attitude and values, interest,
Unit – 5

(a) Use of projects, Assignments, Worksheet, Practical Work, and Performance based
activities, seminars and reports as assessment devices.
(b) Commercialization of assessment. Teacher assessment by student, institutional evaluation.

(c) Participatory assessment and community monitoring critical analysis of prevalent

practices of assessment.
Term Test: 10 Marks
Practicum :5 Marks
Any on assignment related to the Unit I to Unit V
Recommended Books;
6. Paul, Black (2012). Assessment for learning McGraw.
7. East, Lorna M. Assessment as learning sage pub. 2010
8. Ecclestone, Kathryn. Transforming formative assessment in life long learning. Mc Grau H,ll. Eng.2010

CC7: KNOWLEDGE AND CURRICULUM

Instructional time: 4 periods /week Max. Marks: 75

Exam Duration: 3 Hours Internal: 15
External: 60
Course Objectives:
1. To critically analyse various samples of textbook
2. To identify various dimensions of the curriculum and their relationship with the aims of Education.
3. To examine the epistemological basis of education.
4. To discuss the basics of modern child centered education.
5. To identify relationship between the curriculum framework and syllabus.
6. To understand the relationship between power, ideology and the curriculum.
Course Content:
Unit I
1. Concept, Meaning & nature of knowledge
2. Distinction between Data, knowledge, Information and skill Teaching and Training, Knowledge and
information, reason and belief.
3. Process of Knowledge generation: Local window, Sharing,
practice & Creation.
Unit 2
1. Curriculum: meaning, concept, nature and its basis..
2. Type of curriculum. Syllabus, curriculum & co-curriculum
3. Knowledge as the bases of curriculum, various structures of
society and knowledge and their linkage and relationship
Unit 3
1. Factors affecting curriculum change: Social factors, Pressure groups, Writers and publishers.
2. Role of teacher as a curriculum maker
3. Concept of curriculum development and other curricular fields (curriculum design and curriculum engineering)
Unit 4
1. Meaning & Concept of nationalism, universalism and secularism and their interrelationship with Education.
2. Concept of National curriculum, curriculum reform in India.
3. Review of present curriculum (school subjects)
Unit 5
1. The salient features of national curriculum framework 2005 and NCFTE 2010 Analyze of these
documents with respect to various aspects of foundations, concerns and the changes made with
important considerations.
2. Nuffield, BSCS, PSCS, NSES. SMSG, with respect to their priorities, concerns nail goals towards school education
Term Test:10 Marks
Books Suggested:
1. Audrey & Howard Nocholls(1978) : ―Developing Curriculum¤, A practical guide- George Allen & Unwin, Boston,
Sydney, London.
2. Davies,Iron, K. (1976) : Objectives in Curriculum Design¤, Mcgraw Hill Book Company Limited, England.
3. Denis Lawton(1986) : School curriculum planning ―.Hodder & Stonghton, London, Sydney.
4. Edward, A.Krug(1960) : The Secondary School Curriculum,Harper
5. 5 .Erickson, H.Lynn(1998) : Concept-baVernon,E. Anderson(1962) : Principles and Procedures of
Curriculum Improvement.
6. Edward, A.Krug(1960) : The Secondary School Curriculum¤, Harper and Row Publishers, New York & Evauston.
7. Erickson, H.Lynn(1998) : Concept-based curriculum and instruction, Corwin Press,Inc
8. Gakhar, S.C.(2009): Curriculum Development, Panipat, N.M. Publications
9. Goodson, Iror.F.(1994) :¤Studying Curriculum¤, OpenUniversity Press, Buckingham
10. Zais, R.S.(1976) : ―Curriculum Principles and Foundations¤, Harper & Row Pub., London.
Modes of Internal Assessment Marks
Written tests 10
Practicum Any on assignment related to the Unit I to Unit V 05
 PC 3 ; Group B: Pedagogical Courses
PC 1: Learning to Function as a Teacher (School Internship)
Duration: Sixteen weeks Max. marks: 300
External : 120*Internal : 180
Objectives of the course:
On the completion of the course the student teachers will be able to:
 observe the classes of regular teachers and peers and learn about teaching learning
processand classroom management.
 develop skill in planning and teaching in actual classroom environment.
 reflect, learn to adapt and modify their teaching for attaining learning outcomes of students.
 maintain a Reflective Journal.
 acquire skill in conducting Action Research/ Case Study.
 inculcate organisational and managerial skills in various school activities.
 create and maintain resources for teaching and learning in internship schools.
 work with the community in the interest of the learner and their learning outcomes.
Internship Tasks:
The student teachers will perform the following in the school attached to her/him.
(a) Delivery of lessons
 The student teachers will deliver a minimum of 40 lessons including two criticism lessons (one
at the end of 9th week and the other during the last week of the teaching assignment) in each
Pedagogy course. In total they will teach 80 lessons in two Pedagogy courses (Preferably 20
lessons for Upper Primary classes and 20 for Secondary classes in each Pedagogy course).
 The student teachers will visualize details of teaching learning sequences, keeping all
considerations in view. They will also involve themselves in discussion, reflection,
reconsideration and consolidation after each lesson as well as at the end of the unit.
(b) Practicum
 Preparation, administration and analysis of achievement tests in two Pedagogy courses.
 Conducting Action Research / Case Study.
 Observing ten lessons of a regular teacher and ten lessons of peers in each Pedagogy
courseand preparing an Observation Record.
 Preparing and using teaching aids in each Pedagogy course.
 Writing a Reflective Journal.
 Organising any two co curricular activities and reporting.
 Preparing a suggestive comprehensive plan of action for improvement of some
aspectsof the school, where they have been teaching during Internship.
 Reporting on activities conducted with the community.
Any other activity given under Suggested School Activities can be studied after consultation with
the Faculty, in charge of Learning to function as a teacher (School Internship).
Suggested School Activities
 Organising cultural, literary, sports and games activities
 Framing of time table
 Organising Morning Assembly
 Maintenance of school discipline
 Maintenance of school records, library and laboratories
 Providing Guidance and Counseling services
 Studying the role of community in school improvement
 School Mapping
 Water Resource Management in schools
 Mass awareness of social evils and taboos
 Organising educational fair, exhibition, club activities, nature study and field trip
(Anyother activity/ activities decided by the Institute)
Post Internship Tasks:
 Post Internship is organized for a day mainly for reflection and review of internship programme
as a whole, to facilitate the understanding of the effectiveness of various activities undertaken
during the internship. The tasks include the following.
 Seeking reactions from students, teachers, Heads and teachers of cooperating schools
andsupervisors of the Institute.
 Exhibition of the Teaching Learning Material used by the student teachers during
theinternship.
 Any other activity decided by the Institute.
 Inviting suggestions for improving the programme.
Modes of Learning Engagement:
 Internship tasks will be carried out as a part of the ‗in-school‘ practice. A
mentor/cooperatingteacher and supervisor of the Institute will guide the student teacher
periodically.
 Student teachers will observe at least 10 lessons of regular classroom teacher and 10 lessons
oftheir peers.
 Adequate classroom contact hours - a minimum of 40 lessons including two criticism lessons in
each Pedagogy course preferably 20 lessons for Upper Primary classes (VI- VIII and 20 lessons
for Secondary classes (IX and X) for subject based teaching – learning will be under taken in
consultation with the school authorities.
 A Reflective Journal will be maintained by the student teacher in which she/he records his/her
experiences, observations and reflections on classroom experiences.
 A portfolio will be maintained by the student teachers which includes lesson plans,
resourcesused, assessment tools, student observations and other records.
 Student teachers will always work in liaison with the regular teachers in the schools
involvingthemselves in all the school activities and conducting at least two activities.
 The Institute in consultation with the schools will prepare the details of the
internshipprogramme for each of the schools.
 External examiners will be appointed by the University for award of external marks.
Modes of Assessment:
The assessment of the student teachers will be carried out on the basis of their day to day participation
and performance by a group of teacher educators. The details of activities and the marks allotted are
given below.
Activity Marks
a. Classroom teaching ( two Pedagogy courses) : 200(80 Internal & 120 External*)
b. Criticism lessons ( four lessons in total) : 40
c. Reflective Journal ( two Pedagogy courses) : 10
d. Observation Records
Ten lessons of school teacher : 05
Ten lessons of peer : 05
e. Achievement test- development,
Administration and analysis : 10
f. Case study/ Action Research : 10 100 (Internal)
g. Detailed Record of any two activities
organized by t he student teacher : 10
h. One Teaching Aid in each of the Pedagogy courses : 10
Total 300
*External examiners will be appointed by the University for award of external marks.