Scheme of Examination and Courses of Reading

for B.A. (Hons.) English UGCF based on NEP

SEMESTER-I

SCHOOL OF OPEN LEARNING

University of Delhi

Syllabus Applicable for the students seeking admission to

B.A.(Hons.) English Course from 2022-2023 onwards
 B.A. (HONS.) ENGLISH SEMESTER-I

DISCIPLINE SPECIFIC CORE COURSE (DSC) (All are compulsory)

DSC-1 Introduction to Literary Studies

DSC-2 European Classical Literature
DSC-3 Indian Classical Literature

GENERIC ELECTIVE (GE) (Any One)

1. Business Organisation (Deptt. of Commerce)

2. Principles of Microeconomics-I (Deptt. of Economics)
3. Delhi Through the Ages : The Making of its Early Modern History (Deptt. of History)
4. Theory of Equations and Symmetries* (Deptt. of Mathematics)
5. Ideas in Indian Political Thought (Deptt. of Political Science)
(*For students who studied Mathematics upto 10th standard)

ABILITY ENHANCEMENT COURSE (AEC) (Compulsory)

Environmental Science : Theory into Practice-I

SKILL ENHANCEMENT COURSE (SEC) (Any One)

1. Finance for Everyone (Deptt. of Commerce)

2. Communication in Everyday Life (Deptt. of English)
3. Rangmanch (Deptt. of Hindi)

VALUE ADDITION COURSE (VAC) (Any One)

1. Reading Indian Fiction in English (Deptt. of English)

2. Bhartiya Bhakti Parampara Aur Manav Mulya (Deptt. of Hindi)
3. Constitutional Values and Fundamental Duties (Deptt. of Pol. Sci.)
4. Yoga : Philosophy and Practice (Deptt. of Sanskrit)
 Discipline Specific Core Course
DSC-1: Introduction to Literary Studies
Credit: 4 (3 Theory+1 Tutorial/Internal Assessment)

Course objective:

 To offer students a foundational understanding of the domain of literature, its genres,

methods of critique and its distinctive ability to influence and project social and cultural
change.

Course outcome:

 By the end of this course, it is hoped that a basic sense of literature as a discipline of
thought and application will be inculcated among students.

Course Content:
UNIT I: Reading the Novel

1. Jane Austen: Pride and Prejudice

2. Prince, Gerald J. Narratology: Form and Function of Narrative. NY: Mouton Publishers,
1982. pp 7 – 16 & pp 103 – 105
3. Kaul, A.N. ‘A New Province of Writing,’ The Domain of the Novel: Reflections on Some
Historical Definitions. Routledge, 2021. pp 20-36

UNIT II: Reading Poetry

4. John Milton: ‘On His Blindness’

5. William Wordsworth: ‘Composed Upon Westminster Bridge’

6. Emily Dickinson: ‘341 After Great Pain’

7. Rabindranath Tagore: ‘Where the Mind is Without Fear’

8. Ferguson, Margaret, Mary Jo Salter and Jon Stallworthy, ‘Versification and Poetic Syntax’,
The Norton Anthology of Poetry, 5th edition. NY and London: W.W. Norton & Company, 2005.
pp 2021 – 2065

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UNIT III: Reading Drama

9. Mahesh Dattani: Tara

10. Watson, G.J. ‘The Nature of Drama’, Drama: An Introduction (London: Macmillan, 1983)

11. Tanvir, Habib. It Must Flow: A Life in Theatre

http://www.seagullindia.com/stq/pdf/STQ%20Issue%2010.pdf

12. Day, Gary. ‘Introduction’, Class. UK: Routledge, 2001. pp 1 – 18

SUGGESTED READINGS:

1. Hudson, William Henry. An Introduction to the Study of Literature. New Delhi: Atlantic
Publishers and distributors 1998, 2006.

2. Booth, Wayne C. The Rhetoric of Fiction. University of Chicago Press, 1983.

3. King, Bruce. ‘Introduction’, Modern Indian Poetry in English. New Delhi: OUP, 2nd edn.
2005.

4. Dharwadker, A.B. Theatres of Independence: Drama, theory and urban performance in India
since 1947. University of Iowa Press, 2009

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 DSC 2: European Classical Literature
Credit: 4 (3 Theory+1 Tutorial/Internal Assessment)
Course objective:

 To offer students a basic understanding of the mode of thought and understanding in

classical Europe and contextualize the western classical texts within literary studies in a
scholarly manner.

Course outcome:

 By the end of this course, students will gain an understanding of the classical, that is
valuable in itself and as a frame of reference for subsequent periods of literary studies.

Course Content:

UNIT I:

1. Homer: The Odyssey

UNIT II:

2. Aristotle: Poetics

3. Sophocles: Antigone

UNIT III:

4. Aristophanes: Lysistrata

SUGGESTED READINGS:

1. Plato, ‘Book X’, The Republic. tr. Desmond Lee, London: Penguin, 2007.

2. Horace, ‘Ars Poetica’, Horace: Satires, Epistles and Ars Poetica. tr. H. Rushton Fairclough,
Cambridge Mass.: Harvard University Press, 2005.

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 DSC 3: Indian Classical Literature
Credit: 4 (3 Theory+1 Tutorial/Internal Assessment)

Course objective:

 To offer students a foundational understanding of Indian classical literary tradition.

 The paper introduces students to a rich and diverse literature from two classical
languages of India, Sanskrit and Tamil.
Course outcome:
 Students will be able to gain knowledge of the aesthetic and cultural values that serve as
the groundwork for later developments in Indian philosophical and social change.
Course Content:
UNIT I:

1. Vyasa. Selections from The Mahabharata, from The Mahabharata of Krishna-Dwaipayana

Vyasa, trans. K. M. Ganguli (Delhi: Munshiram Manoharlal Publishers, 2012).

a) ‘The Dicing’ and ‘Sequel to Dicing’, Book 2, Sabha Parva Section XLVI-LXXII

b) ‘The Temptation of Karna’, Book 5, Udyog Parva, Section CXL-CXLVI.

c) ‘Krishna’s Peace Proposal’, Book 5, Udyog Parva, Section LXXXIX-CXXXI

UNIT II:
2. Kalidasa. Abhijnanasakuntalam, trans. Chandra Rajan, in Kalidasa: The Loom of Time.
Penguin Classics, 1989, reprint 2000.
UNIT III:
3. Ilango Atikal. ‘The Book of Vanci’, Cilappatikaram. trans. R. Parthasarathy (Columbia
University Press, 1993; Penguin Books India, 2004).
SUGGESTED READINGS:

1. Bharata Muni. Selections from Natyasastra. (i) Chapter 6, ‘The Sentiments’; (ii) Chapter 20,
‘Ten Kinds of Play’; (iii) Chapter 35, ‘Characteristics of the Jester’, trans. Manomohan Ghosh,
Calcutta: Asiatic Society of Bengal, 1951. pp105-17; 355-74; 548-50

2. Osho. Selections from Krishna: The Man and His Philosophy. (i) Krishna is Complete and
Whole (ii) Draupadi: A Rare Woman (iii) Action, Inaction and Non-Action (iv) Rituals, Fire and
Knowledge, Delhi: Jaico Publishing House, 1991.

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3. Kapoor, Kapil. Indian Knowledge System Vol. 1. New Delhi: D.K. Printworld Pvt. Ltd., 2005.
pp 1-31

4. Gerow, Edwin, et al. ‘Indian Poetics’, The Literatures of India: An Introduction. ed. Edward.
C. Dimock et al, Chicago: University of Chicago Press, 1974. pp 115-143

5. Venkatachalapathy, R. ‘Introduction’, Love Stands Alone: Selections from Tamil Sangam

Poetry. Delhi: Penguin Classics, 2013. pp XIII-XLI; 25; 45; 70; 186

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 Generic Elective (GE)
Commerce : Business Organisation
BCH: GE- 1.1
Objective: The course aims to familiarize the students with the forms of business organisation
and contemporary issues.

Learning Outcomes: After completion of the course, learners will be able to:

1. examine the dynamics of the most suitable form of business organisation in different
situations.
2. evaluate the various elements affecting the business environment.
3. analyse business models for different organisations.
4. record and report emerging issues and challenges of business organisations.
5. evaluate changes in the working pattern of modern organisations
Course Contents:

Unit wise C&K* A&A**

Unit weightage of
marks (in %)

Unit 1: Introduction 15 √ √

Unit 2: Business Enterprises 25 √ √

Unit 3: Business Environment 20 √ √

Unit 4: Entrepreneurship: Founding the 25 √ √

Business

Unit 5: Contemporary Issues of Business 15 √ √

Organisations
*C&K- Comprehension & Knowledge
**A&A – Analysis & Application

Unit 1: Introduction
Business – Concept, nature and scope, business as a system, business objectives, business and
environment interface, distinction between business, commerce and trade, Business ethics, social
responsibilities of Business

Unit 2: Business Enterprises

Forms of Business Organisation: Sole Proprietorship, Partnership firm, Joint Stock Company,
One Person Company, Cooperative society; Limited Liability Partnership; Multinational
Corporations; Choice of Form of Organisation; Business Combination: Need and Objectives,

6
Forms: Mergers, Takeovers and Acquisitions.
Unit 3: Business Environment
Meaning and significance of Business environment, Internal and external
environment, Dimensions of Business Environment; Uncertainty and business;
Environmental Analysis and Diagnosis, Environment scanning techniques: SWOT and ETOP.
Unit 4: Entrepreneurship: Founding the Business
Entrepreneur-Entrepreneurship-Enterprise; entrepreneurial ideas and opportunities in the
contemporary business environment; Process of entrepreneurship; Forms of
entrepreneurship; Skill India, Start-up India, Make in India, Globalisation.
Unit 5: Contemporary Issues of Business Organisations
Emerging Issues and Challenges; Innovation in Organisational Design; Learning
Organisations, Workforce Diversity, Franchising, Outsourcing, and E-commerce;
Government and business interface; Sustainability; Digitalisation and Technological
innovations.
Practical Exercises:
The learners are required to
1. complete the exercise wherein they are given different situations and scenarios to start
their own business (in terms of capital, liability, the scale of operations, etc.) and are
asked to select the most suitable form of business and justify the same highlighting the
advantages and disadvantages of their choice.
2. identify various elements affecting the business environment and conduct a SWOT
analysis for the company identified.
3. visit different enterprises and present a report on business models followed by them
through a comparative analysis.
4. record and report their observations regarding the emerging issues and challenges of
business organisations.
5. identify changes in the working pattern of modern organisations.
Suggested Readings:
● Basu, C. (2017). Business Organisation and Management. McGraw Hill Education.
● Chhabra, T. N. (2019). Business Organisation and Management. Sun India Publications.
New Delhi.
● Drucker, P. F. (1954). The Practice of Management. Newyork: Harper & Row.
● Kaul, V. K. (2012). Business Organisation Management. Pearson Education.
● Koontz, H., & Weihrich, H. (2012). Essentials of Management: An International and
Leadership Perspective. Paperback.
● Singh, B. P., & Singh, A. K. (2002). Essentials of Management. New Delhi. Excel Books
Pvt. Ltd.
● Vasishth, N., & Rajput, N. (2019). Business Organisation & Management. Kitab Mahal.
Delhi.
Note: Suggested readings will be updated by the Department of Commerce and uploaded
on Department’s website.

7
 Generic Elective (GE)

Economics : Principles of Microeconomics-I

• Course Code : ECON025

• Course Abbreviation : PMIC1

• Credits: 4

• Course Objectives:
This course discusses the basic principles in Microeconomics and their applications. It includes
consumer’s problem, demand estimation, production function, cost functions and market
analysis. It illustrates how the concepts of microeconomics can be applied to analyze real-life
economic situations.

• Course Learning Outcomes:

The students learn some basic principles of microeconomics of consumer and producers, and
interactions of supply and demand, characteristics of perfect competition, efficiency and welfare
outcomes.
• Content (Unit-wise):

Unit 1: Introduction
Problem of scarcity and choice: scarcity, choice and opportunity cost; production possibility
frontier; economic systems. Demand and supply: law of demand, determinants of demand,
shifts of demand versus movements along a demand curve, market demand, law of supply,
determinants of supply, shifts of supply versus movements along a supply curve, market
supply, market equilibrium. Applications of demand and supply: price rationing, price floors,
consumer sur- plus, producer surplus. Elasticity: price elasticity of demand, calculating
elasticity, determinants of price elasticity, other elasticities
Unit 2: Consumer Theory
Budget constraint, concept of utility, diminishing marginal utility, Diamond-water paradox,
income and substitution effects; consumer choice: indifference curves, derivation of
demand curve from indifference curve and budget constraint.
Unit 3: Production and Costs
Production: behaviour of profit maximising firms, production process, production functions,
law of variable proportions, choice of technology, isoquant and isocost lines, cost minimizing
equilibrium condition
Costs: costs in the short run, costs in the long run, revenue and profit maximization,
minimizing losses, short run industry supply curve, economies and dis- economies of scale,
long run adjustments
Unit 4: Perfect Competition
Assumptions: theory of a firm under perfect competition, demand and revenue; equilibrium

8
 of the firm in the short run and long run; Long run industry supply curve: increasing,
decreasing and constant cost industries.
Welfare: allocative efficiency under perfect competition.

• Suggested Readings

– Mankiw, N. G. (2018). Principles of Microeconomics 8th ed.

– Frank, R. H., & Cartwright, E. (2010). Microeconomics and behavior. New York: McGraw-Hill.
– Bernheim, B., Whinston, M. (2009). Microeconomics. Tata McGraw-Hill.

• Course Assessment: Internal Assessment - 25, Final Examination - 75

9
 Generic Elective (GE)

Delhi Through the Ages: The Making of its Early Modern History

Course Objective:
The objective of the paper is to explore the city of Delhi from its early history to the
eighteenth century. The city grew into one of the largest cities in the world and was the
capital of some of the great empires. As capital Delhi profited from continuous immigration,
state patronage and vibrant cultural life. The city was not merely dependent upon its rulers
for cultural and political sustenance. The course also focuses on Sufis, litterateurs and
merchants who also gave the city its unique character and resilience in the face of political
turbulence.
Learning Outcomes:
Upon completion of this course the student shall be able to:
● To acquaint students with the history of Delhi till the early modern period.
● Analyse the processes of urbanization as shaped by political, economic and social
changes

Course Content:
Unit I: Ancient Delhi and adjoining sites:
1. Indraprastha- Hastinapur, Panipat, Tilpat
2. Ashokan Edicts
3. Mehrauli Iron Pillar
4. Lalkot
Unit II: From Settlements to Cityscape - Understanding the 10th and 14th Century Cities of
Delhi. Case Study Any Two:
1. Anangpur Fort
2. Dehli-i Kuhna’s Masjid-i Jami
3. Siri
4. Ghiyaspur-Kilukhari
5. Tughulqabad
6. Firuzabad
Unit III: 16th to 17th Century Delhi:
1. Humayun’s Garden Tomb
2. Morphology of Shahjahanabad
Unit IV: 18th Century Delhi - Understanding political and social changes

Essential Readings:
Unit 1: This unit will introduce students to the early history of Delhi, focusing on
Indraprastha ancient edicts and pillars and the Tomar and Chauhan constructions.
● Richard J. Cohen, “An Early Attestation of the Toponym Ḍhillī”, Journal of the
AmericanOriental Society, Vol. 109 (1989), pp. 513-519.
● Singh, Upinder. (2006). Ancient Delhi, Delhi: Oxford University Press
● Mani, B.R. (1997). Delhi: Threshold of the Orient; (Studies in Archaeological
Investigations), Aryan Books International.

10
Unit 2: This unit will study the cities of Sultanate Delhi in the 13th and 14th centuries. It will
discuss the various reasons for the shift of capitals and the changing character of the city. Case
studies of any two of these cities will be undertaken. Students will be encouraged to plan field
trips related to the themes and readings.
● B.R.Mani and I.D.Dwivedi (2006). ‘Anangpur Fort: The Earliest Tomar Settlements
Near Delhi’, in Upinder Singh, ed., Delhi: Ancient History, Social Science Press, New
Delhi, pp 200-204.
● Ali, Athar. (1985). “Capital of the Sultans: Delhi through the 13th and 14th Centuries”,
in
R.E. Frykenberg, ed., Delhi Through the Age: Essays in Urban History, Culture and
Society, Delhi: Oxford University Press, pp. 34-44
● Kumar, Sunil. (2019) “The Tyranny of Meta-Narratives; Re-reading a History of
SultanateDelhi”, in Kumkum Roy and Naina Dayal. (Ed.). Questioning Paradigms,
Constructing Histories: A Festschrift for Romila Thapar, Aleph Book Company, pp
222-235.
● Kumar, Sunil. (2011). “Courts, Capitals and Kingship: Delhi and its Sultans in the
Thirteenth and Fourteenth Centuries CE” in Albrecht Fuess and Jan Peter Hartung.
(eds.).Court Cultures in the Muslim World: Seventh to Nineteenth Centuries, London:
Routledge,pp. 123-148
● Kumar, Sunil. (2009) ‘Qutb in Modern Memory’. In: Kaul, Suvir, (ed.), Partitions of
Memory. Delhi: Permanent Black, pp. 140-182.
● Jackson, Peter. (1986). ‘Delhi: The Problem of a Vast Military Encampment’, in:
R.E. Frykenberg (ed.). Delhi Through the Ages: Essays in Urban History, Culture,
and Society,New Delhi: Oxford University Press, 1986), pp.18-33.
● Haidar, Najaf. (2014). ‘Persian Histories and a Lost City of Delhi', Studies in People's
History, vol. 1, pp. 163–171
● Aquil, R. (2008). “Hazrat-i-Dehli: The Making of the Chishti Sufi Centre and the
Stronghold of Islam.” South Asia Research 28: 23–48.
● Welch, Anthony and Howard Crane. (1983). “The Tughluqs: Master Builders of the
DelhiSultanate “: Muqarnas, vol. 1 pp. 123-166.
● Welch, Anthony. (1993). Architectural Patronage and the Past: The Tughluq Sultans
of India: Muqarnas, Vol. 10, Essays in Honor of Oleg Graber, pp. 311-322, Published
by Brill.https://www.jstore.org/stable/1523196
Unit 3: This unit will explore the structure and meanings of Humayun’s Garden Tomb and
morphology of the imperial city of Shahjahanabad, in the 16th and 17th centuries
● Chandra, Satish. (1991). “Cultural and Political Role of Delhi, 1675-1725”, in R.E.
Frykenberg, Delhi through the Ages: Essays in Urban History, Culture and Society,
Delhi:Oxford University Press, pp. 106-116.
● Blake, Stephen, (1985). “Cityscape of an Imperial City: Shahjahanabad in 1739”, in
R.E. Frykenberg, Delhi Through the Ages: Essays in Urban History, Culture and
Society, Oxford University Press, pp. 66-99.
● Hasan, Nurul, S. (1991). “The Morphology of a Medieval Indian City: A Case Study
of Shahjahanabad”, In Indu Banga (ed.). The City in Indian History, Delhi: Manohar,
pp. 87-98.
● Gupta. Narayani. (1993). “The Indomitable City,” in Eckart Ehlers and Thomas

11
 Krafft, eds., Shahjahanabad / Old Delhi: Tradition and Change. Delhi: Manohar, pp.
29-44.
● Koch, Ebba. (1994). “Diwan-iʿAmm and Chihil Sutun: The Audience Halls of Shah
Jahan”. Muqarnas, vol. 11, pp. 143-165.
● Lowry, Glenn D. (1987). Humayun’s Tomb: Form Function, and Meaning in Early
MughalArchitecture. Muqarnas, Vol. 4, pp. 133-148
● Dickie, James (Zaki, Yakub), (1985). The Mughal Garden: Gateway to Paradise,
Muqarnas, Vol. 3, pp. 128-137.
● Koch, Ebba. (1997). ‘Mughal Palace Gardens from Babur to Shahjahan (1526-1648),
Muqarnas, pp. 143-165.
● Rezavi, Syed Ali Nadeem, (2010). “The Mighty Defensive Fort’: Red Fort at Delhi
Under Shahjahan -- Its Plan and Structures as Described by Muhammad Waris.”
Proceedings of the Indian History Congress 71, pp. 1108–1121.
Unit 4: This unit will discuss the developments in Shahjahanabad in the 18th century. The
‘decline’ in the authority meant turbulence in the city, but it also empowered new groups of
people and created a cultural and social dynamism that was embraced by some and seen as
a challenge by others.
● Alam, Muzaffar. (2013) “Introduction to the second edition: Revisiting the Mughal
Eighteenth Century” in The Crisis of Empire in Mughal North India: Awadh and the
Punjab 1707-1748, Delhi: Oxford University Press, pp. xiii-lxiv
● Ataullah. (2006-2007). “Mapping 18th Century Delhi: the cityscape of a pre-Modern
sovereign city” Proceedings of the Indian History Congress, vol. 67 pp. 1042-1057.
● Chenoy, Shama Mitra. (1998). Shahjahanabad, a City of Delhi, 1638-1857. New
Delhi: Munshiram Manohar Lal Publishers.
● Raziuddin Aquil, (2017) “Violating Norms of Conduct” in The Muslim Question:
understanding Islam and Indian History, Delhi: Penguin Random House, pp. 133-
156.
Suggested Readings:
● Anthony Welch, ‘A Medieval Centre of Learning in India: The Hauz Khas Madrasa
in Delhi’, Muqarnas, 13 (1996): 165-90;
● Anthony Welch, ‘The Shrine of the Holy Footprint in Delhi’, Muqarnas, 14 (1997):
116- 178;
● Asher, Catherine B. (2000). “Delhi Walled: Changing Boundaries” in James D. Tracy,
City Walls: The Urban Enceinte in Global Perspective, Cambridge: Cambridge
University Press, pp. 247-281.
● Bayly, Christopher Alan. (1986). “Delhi and Other Cities of North India during the
‘Twilight’”, in Delhi through the Ages: Essays in Urban History, Culture, and
Society, edited by Robert Eric Frykenberg, Delhi: Oxford University Press, pp. 221–
36.
● Blake, Stephen P. (1991). Shahjahanabad: The Sovereign City in Mughal India,
1639- 1739. Cambridge; New York: Cambridge University Press.
● Chandra, Satish. (1991). “Cultural and Political Role of Delhi, 1675-1725”, in R.E.
Frykenberg, Delhi through the Ages: Essays in Urban History, Culture and Society,
Delhi:Oxford University Press, pp. 106-116.

12
● Hasan, Zafar. (1922). A Guide to Nizamu-d Din. New Delhi: Memoirs of the
Archaeological Survey of India #10
● Habib, Irfan. (1978). ‘Economic History of the Delhi Sultanate -- an Essay in
● Interpretation’, Indian Historical Review vol. 4, pp. 287-303.
● Flood, Finbarr B. (2008). “Introduction” in Finbarr B. Flood, Piety and Politics in the
EarlyIndian Mosque, Delhi: Oxford University Press, pp. xi-lxxviii
● Matsuo, Ara. (1982). “The Lodi Rulers and the Construction of Tomb-Buildings in
Delhi”.
Acta Asiatica, vol. 43, pp. 61-80.
● Moosvi, Shireen. (1985) “Expenditure on Buildings under Shahjahan–A Chapter of
Imperial Financial History.” Proceedings of the Indian History Congress, vol. 46 pp.
285–99.
● Page, J.A. (1926). An Historical Memoir on the Qutb. New Delhi: Memoirs of the
Archaeological Survey of India #22
● Page, J.A. (1937). A Memoir on Kotla Firoz Shah, Delhi. New Delhi: Memoirs of the
Archaeological Survey of India #52
● Shamsur Rahman Faruqi, (2001). “A True Beginning in the North” and “A
Phenomenon called ‘Vali’” in Early Urdu Literary Culture and History, Delhi:
Oxford University Press,pp. 109-126, 129-142.
● Shokoohy, Mehrdad. (2007). Tughluqabad: a paradigm for Indo-Islamic Urban
planningand its architectural components. London: Araxus Books.
● Singh, Upinder. ed., (2006) Delhi: Ancient History, Delhi: Social Science Press
● Flood, Finbarr B. (2003). “Pillars, Palimpsests, and Princely Practices: Translating the
pastin Sultanate Delhi” RES: Anthropology and Aesthetics, No. 43, Islamic Arts, pp.
95-116.
● Anand Taneja, ‘Saintly Visions: Other histories and history’s others in the medieval
ruinsof Delhi’ IESHR, 49 (2012).
● Pinto, Desiderios. J. (1989). "The Mystery of the Nizamuddin Dargah: the Account
of Pilgrims", in Christian W. Troll, ed., Muslim Shrines in India, Delhi: Oxford
University Press, pp. 112-124.
Assessment Methods: Students will be regularly assessed for their grasp on debates and
discussions covered in class. Two written submissions; one of which could be a short project,
will be used for the final grading of the students. Students will be assessed on their ability to
explain important historical trends and thereby engage with the historical approach.
Internal Assessment: 25
Marks Written Exam: 75
Marks Total: 100 Marks

Keywords: History, settlements, cityscape, morphology, social empowerment,

Delhi, Urbanisation

13
 Generic Elective (GE)

Mathematics : Theory of Equations and Symmetries

Total Marks: 100 (Theory: 75, Internal Assessment: 25) Examination: 3 Hrs.
Credits: 4

Course Objectives: The goal of this paper is to acquaint students with certain ideas about
integral roots, rational roots, an upper bound on number of positive or negative roots of a
polynomial, and finding roots of cubic and quartic equations in special cases using elementary
symmetric functions and in general using Cardon’s and Descartes’ methods, respectively.

Course Learning Outcomes: After completion of this paper, the students will be able to:
i) Understand the nature of the roots of polynomial equations and their symmetries.
ii) Solve cubic and quartic polynomial equations with special condition on roots and in general.
iii) Find symmetric functions in terms of the elementary symmetric polynomials.

Unit 1: Polynomial Equations and Properties

General properties of polynomials and equations; Fundamental theorem of algebra and its
consequences; Theorems on imaginary, integral and rational roots; Descartes’ rule of signs for
positive and negative roots; Relations between the roots and coefficients of equations,
Applications to solution of equations when an additional relation among the roots is given;
De Moivre’s theorem for rational indices, the nth roots of unity and symmetries of the solutions.

Unit 2: Cubic and Biquadratic (Quartic) Equations

Transformation of equations (multiplication, reciprocal, increase/diminish in the roots by a given
quantity), Removal of terms; Cardon’s method of solving cubic and Descartes’ method of
solving biquadratic equations.

Unit 3: Symmetric Functions

Elementary symmetric functions and symmetric functions of the roots of an equation; Newton’s
theorem on sums of the like powers of the roots; Computation of symmetric functions such as
1  2 + 
           2   
 −3
(  +  −  )   +  , of polynomial equations;
2 2 2 2 2
, , , , , ,

Transformation of equations by symmetric functions and in general.

References:
1. Burnside, W.S., & Panton, A.W. (1979). The Theory of Equations (11th ed.). Vol. 1.
Dover Publications, Inc. (4th Indian reprint. S. Chand & Co. New Delhi).
2. Dickson, Leonard Eugene (2009). First Course in the Theory of Equations. John Wiley &
Sons, Inc. The Project Gutenberg eBook: http://www.gutenberg.org/ebooks/29785

Additional Reading:
i. Prasad, Chandrika (2017). Text Book of Algebra and Theory of Equations. Pothishala Pvt Ltd.

14
 Generic Elective (GE)

Political Science : Ideas in Indian Political Thought

Course Objective
This paper is designed for students who are from other disciplines and wish to have a
basic understanding of the various themes that has shaped Indian society and politics. It revolves
around key concepts based on original texts which would help the students to critically
engage with the ideas.
Course Learning outcomes
• Students will be able to answer about the nature and form of statecraft that existed in
Ancient India.
• They will be able to explain how the texts in ancient India interpreted Dharma and Danda
• Students will be able to answer what were sources and mechanisms to practice Nyay in
ancient India.
• They will be able to make distinction between Rastra and Rajya.
• They will able to explain the meaning and foundations of Varna and how are they different
from caste.

Unit 1: Dharma and Danda: Kautilya

Unit 2: Gender: Tarabai Shinde

Unit 3: Culture and Nationalism: Vivekananda

Unit 4: Swaraj: Gandhi

Unit 5: Nyaya: Ambedkar

Unit 6: Hindutva: Savarkar

Unit 7: Integral Humanism: Deen Dayal Upadhyaya

Unit wise reading list

1. Dharma and Danda: Kautilya

Mehta, V.R. (1992) ‘The Pragmatic Vision: Kautilya and His Successor’, in Foundations of Indian
Political Thought, Delhi: Manohar, pp. 88- 109.
Sharma, R S (2005), Aspects of Political Ideas and Institutions in Ancient India, Motilal
Banarsidass, New Delhi pp 143-164

15
2. Gender: Tarabai Shinde
O’ Hanlon, Rosalind (2002) A comparison between women and men: Tarabai Shinde and the
critique of Gender Relations in Colonial India. New Delhi: Oxford University Press.
Lele, Jayant (1998) Gender Consciousness in Mid-Nineteenth Century Maharashtra, in Anne
Feldhaus Images of women in Maharastrain Society. The University of New York Press: New
York
3. Culture and Nationalism: Vivekananda
Sen, Amiya P. (2011), ‘Vivekanand: Cultural Nationalism’, in M. P. Singh and Himanshu Roy
(ed.), Indian Political Thought: Themes and Thinkers Delhi. Pearson
Kiggley, Dermot (1990) ‘Vivekananda’s western message from the East’ in William Radice (ed)
Swami Vivekananda and modernization of Hinduism, New Delhi: Oxford University Press.
4. Swaraj: Gandhi
Parel, A. (ed.) (2002), ‘Introduction’, in Gandhi, freedom and Self Rule, Delhi: Vistaar
Publication.
Dalton, Denis (1982) Indian Idea of freedom, Gurgaon: Academic Press, pp 154-190
5. Nyaya: Ambedkar
Pantham, Thomas and Kenneth Deutsch (ed) (1986) Political Thought in Modern India, New
Delhi: Sage, pp 161-175
Rodrigues, Valerian (2002) The Essential writings of B.R Ambedkar, Delhi: Oxford University
Press, pp 1-44
6. Hindutva: Savarkar
Savarkar, Vinayak Damodar (1922-23) Essentials of Hindutva, 1922, available at:
http://savarkar.org/en/encyc/2017/5/23/2_12_12_04_essentials_of_hindutva.v001.pdf_1.pdf
Sampath, Vikram (2021) Savarkar: A Contested Legacy, 1924-1966, Gurugram: Penguin Random
House India
7. Integral Humanism: Deen Dayal Upadhyaya
Upadhyaya, Deendayal. (1964), Integral Humanism, Delhi: Bharatiya Jan Sangh.

16
 Ability Enhancement Course (AEC)
Environmental Science: Theory into Practice (I) at UG level (AEC I)
Course Learning Outcomes

6.0 The course will empower the undergraduate students by helping them to:
i. Gain in-depth knowledge on natural processes and resources that sustain life and govern
economy.
ii. Understand the consequences of human actions on the web of life, global economy, and
quality of human life.
iii. Develop critical thinking for shaping strategies (scientific, social, economic,
administrative, and legal) for environmental protection, conservation of biodiversity,
environmental equity, and sustainable development.
iv. Acquire values and attitudes towards understanding complex environmental- economic­
social challenges, and active participation in solving current environmental problems and
preventing the future ones.
v. Adopt sustainability as a practice in life, society, and industry.

6.1 Year -1
Ability Enhancement Course on
Environmental Science: Theory into Practice (I) - at UG level (AEC-1)

Unit 1
Introduction to Environmental Studies (2 lectures and 3 practical/ outreach activities)
• Multidisciplinary nature of environmental studies; components of environment:
atmosphere, hydrosphere, lithosphere, and biosphere
• Scope and importance; Concept of sustainability and sustainable development; Brief
history of environmentalism

Suggested Readings
1. Raven, P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y., and Berg, L.R. (2015). Environment, 8th
Edition. Wiley Publishing, USA. Chapter 1 (Pages: 1-17); Chapter 2 (Pages: 22-23); Chapter
3 (Pages: 40, 41); Chapter 4 (Pages: 64, 66).
2. Singh, J.S., Singh, S.P., and Gupta, S.R. (2017). Ecology, Environmental Science and
Conservation. S. Chand Publishing, New Delhi. Chapter 1 (Page: 3-28).

Practical/Exercises/Experiential activities/Outreach activities

( College may choose as per requirement)
1. Analysis of achievement of Sustainable Development Goals of any country.
2. Gain insights of sustainability framework for an industrial acitivty using activity worksheets
3. Use of environmental activity worksheets to understand interdependence and interactions
between different environmental components.

Unit 2
Ecosystems (6 lectures and 6 practical/ outreach activities)
• Definition and concept of Ecosystem
• Structure of ecosystem (biotic and abiotic components); Functions of Ecosystem:
Physical (energy flow), Biological (food chains, food web, ecological succession), and
Biogeochemical (nutrient cycling) processes. Concepts of productivity, ecological
pyramids and homeostasis

17
 • Types of Ecosystems: Tundra, Forest, Grassland, Desert, Aquatic (ponds, streams,
lakes, rivers, oceans, estuaries); importance and threats with relevant examples from
India
• Ecosystem services (Provisioning, Regulating, Cultural, and Supporting); Ecosystem
preservation and conservation strategies; Basics of Ecosystem restoration
Suggested Readings
1. Odum, E.P., Odum, H.T., and Andrews, J. (1971). Fundamentals of Ecology. Saunders,
Philadelphia, USA. Chapter 1 (Pages: 1-16); Chapter 2 (Pages: 18-76); Chapter 10 (Pages:
414-458).
2. Raven, P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y., and Berg, L.R. (2015). Environment, 9th
Edition. Wiley Publishing, USA. Chapter 3 (Pages: 38-52); Cl-!apter 4 (Pages: 53-62); Chapter
5 (Pages: 100-103); Chapter 6 (Pages: 106-128).
3. Singh, J.S., Singh, S.P., and Gupta, S.R. (2017). Ecology, Environmental Science and
Conservation. S. Chand Publishing, New Delhi. Chapter 13 (Pages: 307-323); Chapter 18
(Pages: 420-442); Chapter 28 (Pages: 747-769).

Practical/Exercises/Experiential activities/Outreach activities

( College may choose as per requirement)
1. Schematic collection of data for depicting ecological pyramids in the College campus
2. Differentiation of natural and managed ecosystems using Google Earth/Google Map
3. Field visit to terrestrial and aquatic ecosystems (forests, grasslands, wetlands,
biodiversity parks, etc.)
4. Develop a working model of any ecosystem
5. Use of worksheets to identify structure and function of different ecosystems.

Unit 3
Natural Resources (8 lectures and 6 practical/ outreach activities)
• Land resources: Minerals, soil, agricultural crops, natural forest products, medicinal
plants, and forest-based industries and livelihoods; Land cover, land use change, land
degradation, soil erosion, and desertification; Causes of deforestation; Impacts of
mining and dam building on environment, forests, biodiversity, and tribal communities
• Water resources: Natural and man-made sources; Uses of water; Over exploitation
of surface and ground water resources; Floods, droughts, and international &inter­
state conflicts over water
• Energy resources: Renewable and non-renewable energy sources; Use of alternate
energy sources; Growing energy needs; Energy contents of coal, petroleum, natural
gas and bio gas; Agro-residues as a biomass energy source
• Case studies: Contemporary Indian issues related to mining, dams, forests, energy,
etc (e.g., National Solar Mission, Cauvery river water conflict, Sardar Sarovar dam,
Chipko movement, Appiko movement, Tarun Bharat Sangh, etc)

Suggested Readings
1. Gadgil, M. and Guha, R. (1993). This Fissured Land: An Ecological History of India. University
of California Press, Berkeley, USA. (pp. 1-245).
2. McCully, P. (1996). Rivers no more: the environmental effects of dams, In: Silenced Rivers: The
Ecology and Politics of Large Dams, Zed Books, New York, USA. Page. 29-64.
3. Raven, P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y. and Berg, L.R. (2015). Environment, 9th
Edition. Wiley Publishing, USA. Chapters 10, 11, 12, 13 (Pages: 180-263); Chapter 14 (Pages:
272-275); Chapter 15 (Pages: 286-289).
4. Singh, J.S., Singh, S.P. and Gupta, S.R. (2017). Ecology, Environmental Science and
Conservation. S. Chand Publishing, New Delhi. Chapter 25 (Pages: 623-663).

18
Practical/Exercises/Experiential activities/Outreach activities (College may
choose as per requirement)
1. Visit to a paper recycling unit/rainwater harvesting plant/solar plant/biogas plant in
the College campus
2. Develop and understand working model of renewable/non-renewable sources of
energy
3. Mapping of natural resources of a given study area using Google Earth
4. Time-series analysis of natural resource consumption of a given country using
publicly available data
5. Comparison of energy demand and consumption of a particular state over the years
using graphical tools
6. Assessing the consumption pattern of a natural resource in the dominant industry at
local scale and status of natural resource in areas supplying it
Unit4
Environmental Pollution (8 lectures and 6 practical/ outreach activities)
• Environmental pollution (Air, water, soil, thermal, and noise): causes, effects, and
controls; Primary and secondary air pollutants; Air and water quality standards
• Nuclear hazards and human health risks
• Solid waste management: Control measures for various types of urban, industrial
waste, Hazardous waste, E-waste, etc; Waste segregation and disposal
• Pollution case studies: Ganga Action plan (GAP), Delhi air pollution and public health
issues, Plastic waste management rules, Bhopal gas tragedy, etc

Suggested Readings
1. Brusseau, M.L., Pepper, I.L. and Gerba, C.P. (2019). Environmental and Pollution Science, 3rd
Edition. Academic Press, USA. Chapter 16 (Pages: 243-255); Chapter 18 (Pages: 280-305);
Chapter 21 (Pages: 352-358); Chapter 22 (Pages: 365-374); Chapter 23 (Pages: 378-388);
Chapter 25 (Pages: 416-426).
2. Carson, R. (2002). Silent Spring. Houghton Mifflin Harcourt, USA. Pp. 1-264.
3. Raven, P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y. and Berg, LR. (2015). Environment, 9th
Edition. Wiley Publishing, USA. Chapter 19 (Pages: 359-381); Chapter 21 (Pages: 401-421);
Chapter 23 (Pages: 440-453).
4. Singh, J.S., Singh, S.P. and Gupta, S.R. (2017). Ecology, Environmental Science and
Conservation. S. Chand Publishing, New Delhi. Chapters 19, 20, 12 (Pages: 445-535).

Practical/Exercises/Experiential activities/Outreach activities

( College may choose as per requirement)
1. Determine water quality of a given location using rapid pollution monitoring kits
2. Assess air quality index (AQI) of any location using real-time air quality parameters
3. Determine magnitude of solid waste generated in a home/college on a monthly basis
4. Develop and maintain compost/vermicompost using biodegradable waste in the College
5. Identify suitability of given water samples for various purposes using given kits
6. Prepare water audit report of the college/house/locality/colony.
7. Map solid and liquid discharge of the college/colony and develop a management plan
(show it using schematic diagram, and photographs.
8. Repurpose waste for economic and environmental benefits in your college/near by
area/colony (submit a small video).
9. Analyze river-society-economy nexus based on primary or secondary data (use
quantitative data, and show it using photographs on a poster).

19
 Skill Enhancement Course (SEC)

Commerce : Finance for Everyone

Credits: 2

Learning Objectives

The Learning Objectives of this course are as follows:

• To offer an integrated approach to the understanding of concepts and applications of
financial planning.
• To help the students in their financial planning.

Learning outcomes

The Learning Outcomes of this course are as follows:

• After studying this course, students will be able to understand the importance of
financial literacy and the institutions providing financial services.
• After studying this course, students will be able to prepare a financial plan, budget
and manage personal finances.
• After studying this course, students will be able to open, avail and manage services
offered by banks.
• After studying this course, students will be able to open, avail and manage services
offered by post offices.
• After studying this course, students will be able to plan for life insurance and
property insurance.
• After studying this course, students will be able to choose instruments for
investment in shares.

Unit 1: Introduction, Financial Planning and Budgeting

Meaning, importance and scope of financial literacy; Prerequisites of financial literacy – level
of education, numerical and communication ability; Various financial institutions – banks,
insurance companies, post offices, mobile app based services. Need of availing of financial
services from banks, insurance companies and postal services. Concept of economic wants
and means for satisfying these needs; Balancing between economic wants and resources;
Meaning, importance and need for financial planning; Personal budget, family budget,
business budget and national budget; Procedure for financial planning and preparing a budget;
Budget surplus and budget deficit, Avenues for savings from surplus, Sources for meeting the
deficit.

20
Unit 2: Banking Services
Types of banks; Banking products and services – Various services offered by banks; Types of
bank deposit accounts – savings bank account, term deposit, current account, recurring
deposit; pan card, address proof, KYC norm; Various types of loans – education loan,
consumer durable loan, vehicle loan, housing loan, short term, medium term, long
term, microfinance, bank overdraft, cash credit, mortgage, reverse mortgage,
hypothecation, pledge, Agricultural and related interest rates offered by various
nationalized banks; Cashless banking, e-banking, check counterfeit currency; CIBIL, ATM, net
banking, RTGS, NEFT, IMPS, electronic clearance services (ECS), debit and credit card, app
based payment system, bank draft and pay order; banking complaints and ombudsman.
Unit 3: Financial Services from India Post Office
Post office savings schemes: savings bank, recurring deposit, term deposit, monthly income
scheme, kisan vikas patra, NSC, PPF, senior citizen savings scheme , sukanya samriddhi
yojana ; india post payments bank. money transfer: money order, e-money order. instant
money order, collaboration with the western union financial services; mo videsh,
international money transfer service, money gram international money transfer, indian
postal order.
Unit 4: Insurance Services
Life insurance policies: life insurance, term life insurance, endowment policies, pension
policies, ULIP, health insurance plans, comparison of policies offered by various life
insurance companies, comparison of policies offered by various health insurance
companies. Property insurance policies. Post office life insurance schemes: postal life
insurance and rural postal life insurance.
Unit 5: Stock Markets – Some Basic Concepts
Terms used in stock markets: SENSEX, NIFTY, primary markets, secondary markets, initial
public offering(IPO), follow-on public offering (FPO), offer for sale (OFS), block deal, equity
shares, preference shares, debentures, bonus shares, stock split, dividend, buyback, DEMAT

account, trading account, delivery instruction slip (DI Slips), blue chips, defensive stocks, face
value, market value, market capitalisation, pre-opening session, trading session, opening
price, closing price, business days, bull, bear, bull market, bear market, risk, stop loss,
derivatives, call option, put option, hedge, holding period; Tax on short term capital gains
and long-term capital gains, Mutual Fund and its various schemes.
Practical Exercises:
The learners are required to:
• visit banks, post offices, and insurance companies to collect information and required
documents related to the services offered by these institutions and to know the
procedure for availing of these services.
• carry out the comparative analysis of different types of life insurance policies.
• carry out the comparative analysis of different types of health insurance policies.
• prepare a personal and family budget for one/six/ twelve months on imaginary figures.

21
Suggested Readings:
● Avadhani, V. A. “Investment Management” Himalaya Publishing House Pvt. Ltd.,
Mumbai.
● Batra, J.K., Accounting and Finance for Non-finance Managers, Sage Textbook
● Chandra, P. “Investment Game: How to Win” Tata McGraw Hill Education, New
Delhi.
● Kothari, R. “Financial Services in India-Concept and Application” Sage
Publications India Pvt. Ltd., New Delhi.
● Milling, B. E. “The Basics of Finance: Financial Tools for Non-Financial Managers”
Universe Company, Indiana,
● Mittra, S., Rai, S. K., Sahu, A. P., & Starn, H. J. “Financial Planning” Sage
Publications India Pvt. Ltd., New Delhi.
● Zokaityte, A. “Financial Literacy Education” Palgrave Macmillan, London.

Note: Learners are advised to use the latest edition of readings.

Examination scheme and mode:

Total Marks: 100
Internal Assessment: 25 marks
Practical Exam (Internal): 25 marks
End Semester University Exam: 50 marks
The Internal Assessment for the course may include Class participation, Assignments, Class
tests, Projects, Field Work, Presentations, amongst others as decided by the faculty.

22
 Skill Enhancement Course (SEC)

English : Communication in Everyday Life

Credits: 2

Learning Objectives

The Learning Objectives of this course are as follows:

 To lay down a basic foundation for basic communication that is a part of a student's
everyday life.
 To inculcate the fundamentals of communication with the aim to enhance listening,
speaking and writing skills.
 To hone practical skills that can be used in day-to-day affairs.

Learning outcomes

The Learning Outcomes of this course are as follows:

 After studying this course, students will be able to improve mediation skills.
 After studying this course, students will be able to building human relationships.
 After studying this course, students will be able to foster societal understanding &
develop an independent perspective.
 After studying this course, students will be able to enhance social communication
skills of students.

SYLLABUS OF SEC-1

THEORY

UNIT 1
Theory of Communication
 Meaning, Features, Uses, Cycle, Feedback, Advantages
 Barriers
 7 C’s of Communication
UNIT 2
Reading Skills
 Close Reading
 Skimming
 Scanning
UNIT 3
Writing Skills
 Summarising
 Paraphrasing
 Note-making
 Essays- Expository Essay, Descriptive Essay, Narrative Essay
 Letter Writing- Formal Letter, Informal Letter

23
PRACTICE SESSIONS

Speaking Skills
 Oral Presentation- Audio-Visual aids, Audience & Feedback, Delivery of
Presentation, Handling Questions (3 hrs.)
 Group Discussion- Culture & History, Current Affairs, Society-related (3 hrs.)
 Public Speaking- Public Speech, Extempore (3 hrs.)
 Interview- Personal, Conversational, Public (3 hrs.)

Listening Skills
 Netiquettes (1 hr.)
 Audio-book Listening & Discussions (3 hrs.)
 Note-taking (1 hr.)

Writing Skills
 Reports- Incidence, Newspaper, Organisational Report (3 hrs.)
 Analysis & Interpretation- Textual (2 hrs.)
 Intra & Inter-personal Skills - Monologue, Dialogue (2 hrs.)
Total Hours for Theory= 8
Total Hours for Practice Sessions= 24
Total Hours of classes= 32
Suggested Readings

 Chaudhary, Shoma. “Understanding Interviews, Billy Elliot is my Story, Only Less

Happy”. Tehelka: The People’s Paper, 18 February 2006.
 Kumar, Dinesh. “Understanding Values, Our Muddled Generation”. The Hindu, 26
March 2006.
 Learning to Write I, “Free Writing”. In Fluency in English II, ed. Varma, Pramodini
and Mukti Sanyal, pp. 1-5, Oxford, New Delhi, 2015.
 Learning to Write II, “Editing”. In Fluency in English II, ed. Varma, Pramodini and
Mukti Sanyal, pp. 25-27, Oxford, New Delhi, 2015.
 Learning to Write III, “What makes Good Writing Good”. In Fluency in English II,
ed. Varma, Pramodini and Mukti Sanyal, pp. 48-51, Oxford, New Delhi, 2015.

Examination scheme and mode:

Total Marks: 100
Internal Assessment: 25 marks
Practical Exam (Internal): 25 marks
End Semester University Exam: 50 marks
The Internal Assessment for the course may include Class participation, Assignments,
Class tests, Projects, Field Work, Presentations, amongst others as decided by the faculty.

24
 Skill Enhancement Course (SEC)
Hindi : Rangmanch

Credits: 2

Course Objective:
• हिन्दी रं गमंच का सामान्य पररचय कराना l
• नाट्य-प्रस्तुहि की प्रहिया की जानकारी दे ना l
• अहिनय के हिहिन्न पक्षं से अिगि कराना l
• रं गमंच के खेलषं और गहिहिहियषं से अिगि कराना l

Course Learning Outcomes:

• नाट्य-प्रस्तुहि की प्रहिया से हिद्यार्थी अिगि िष सकेगा l
• रं गमंच की सामान्य जानकारी हमलने के उपरान्त इस क्ेत्र में हिद्यार्थी के हलए रषजगार
की संिािनाएँ बनेंगी l
• रं गमंचीय गहिहिहियषं से हिद्यार्थी के व्यक्तित्व का हिकास िष सकेगा l
• हिद्यार्थी में अहिव्यक्ति कौशल का हिकास िष सकेगा l

यूनिट 1

• िरि मुहन कृि नाट्यशास्त्र (संहक्प्त पररचय)

• हिन्दी का पारं पररक रं गमंच (संहक्प्त पररचय)

यूनिट 2
प्रस्तुहि-प्रहिया: आलेख का चयन, अहिनेिाओं का चयन, दृश्य-पररकल्पना (ध्वहन-संगीि-नृत्य-प्रकाश),
पूिााभ्यास

यूनिट 3
अहिनय की िैयारी: िाहचक, आं हगक, आिाया, साक्तत्वक

यूनिट 4
आशु अहिनय, हर्थएटर गेम्स, संिाद-िाचन, शारीररक अभ्यास, सीन िका

यूनिट 5
मंच प्रबंिन: सेट, रं ग-सामग्री, प्रचार-प्रसार, ब्रषशर-हनमाा ण

सन्दर्भ पुस्तकें:

25
 सन्दभर् पस्
ु तक� :
• संहक्प्त नाट्यशास्त्रम् - रािािल्लि हत्रपाठी, िाणी प्रकाशन, हदल्ली, 2009
• रं ग स्र्थापत्य: कुछ हटप्पहणयाँ – एच. िी. शमाा राष्ट्रीय नाट्य हिद्यालय प्रकाशन, हदल्ली,
2004
• पारं पररक िारिीय: रं गमंच अनंििाराएँ – कहपला िात्स्यायन, अनुिाद – बदी उज़म्मा,
नेशनल बुक टर स्ट, हदल्ली, 1995
• हिंदी रं गमंच का लषकपक्, सं प्रष. रमेश गौिम, स्वराज प्रकाशन, हदल्ली 2020
• मंच आलषकन – जी. एन. दासगुप्ता, अनुिाद – अजय मलकानी, नेशनल बुक टर स्ट,
हदल्ली, 2006
• रं गमंच के हसद्ांि – सं मिेश आनंद, दे िेन्द्र राज अंकुर, राजकमल प्रकाशन, हदल्ली
2008

Examination Scheme & Mode:

Total Marks: 100
Internal Assessment: 25 marks
Practical Exam (Internal): 25 marks
End Semester University Exam: 50 marks
The Internal Assessment for the course may include Class participation, Assignments, Class tests,
Projects, Field Work, Presentations, amongst others as decided by the faculty.

26
 Value Addition Course (VAC)

English : Reading Indian Fiction in English

Course Title and Credits Credit Distribution of the Course Eligibility Prerequisite
Code Criteria of the
Lecture Tutorial Practical/Practice Course
Reading Indian 02 1 0 1 Pass in NIL
Fiction in English Class 12th

Course Objectives

● Acquaint students with Indian Fiction in English.

● Familiarise students with Indian ethos and values through Indian fiction.
● Analyze novels critically and in the context of their own lived situations.

Learning Outcomes
● Understanding of Indian ethos and values through Indian fiction.
● Develop creative thinking through reading of fiction..
● Realise the potential of fiction in bringing out social and cultural change.

UNIT:I
● How to Read a Novel
● Novel as Reflection of Society
UNIT II:
● Bankim Chandra Chatterjee: Anandamath (English translation by
Sri Aurobindo and Barindra K Ghosh)
Points of Discussion:
● Patriotism and Nationalism
● The song Bande Mataram
● Elements of History and Romance
● Issues of Gender

27
 ● Natural calamity
● Genre of Text and Feature Film
UNIT III:
● Chaman Nahal: Azadi. Houghton Mifflin publication, 1975.
Points of Discussion:
● The Story of Partition
● Violence and Trauma
● Autobiographical voices in the novel
● Elements of history, politics and art
● Personal and Political

Practical/ Practice Component (15 sessions of 2 hours each= 30 hours)

● Students may be asked to do a dramatic recitation of selected parts of a novel.

● Students may be asked to organize the major events of the plot of a novel through
different methods: graphically, making a plot outline or sketching a storyboard.
● Students may be asked to classify each instance of figurative language (simile, metaphor,
etc.) and explain its effect on that section of the text.
● Students may share their understanding of any particular aspect of the novels through a
brief write up.
● Discuss the portrayal of any major characters of the novel with reference to the central
theme of the text.
● Think about and discuss Indian fiction in relation to cultural and critical contexts.
● Any other Practical/Practice as decided from time to time

ESSENTIAL READINGS:
● Bankim Chandra Chatterjee: Anandamath (English translation by Sri Aurobindo and
Barindra K Ghosh)
● Chaman Nahal: Azadi. Houghton Mifflin publication, 1975
● E. M. Forster: Aspects of the Novel

28
SUGGESTED READINGS:

1. Srinivasa Iyengar, K. R. Indian Writing in English. India, Sterling Publishers, 1987.

2. Naik, M. K. A History of Indian English Literature. India, SahityaAkademi, 1982.
3. Nayar, Pramod K. The Indian Graphic Novel: Nation, History and Critique. India, Taylor
& Francis, 2016.
4. Gopal, Priyamvada. The Indian English Novel: Nation, History, and Narration. United
Kingdom, Oxford University Press, 2009.

Assessment Methods*
Internal Assessment: 25%
End Semester Theory Exam: 25%
Practical: 50%
*Subject to directions from the Examination Branch/University of Delhi from time to time

29
 Value Addition Course (VAC)

भारतीय भिक्त परं परा और मानव मल्

ू य

Course Title and Credits Credit Distribution of the Course Eligibility Prerequisite
Code Criteria of the Course
Lecture Tutorial Practical/Practice
भारतीय भि त 02 1 0 1 Pass in NIL
परंपरा और मानव Class 12th
मल्
ू य

COURSE OBJECTIVES

● भारतीय भक्ति की महान परं परा, प्राचीनता और इसके अखिल भारतीय स्वरूप से छात्रों का
परिचय कराना
● भारतीय भक्ति परं परा के माध्यम से छात्रों में मानव मल्
ू यों और गुणों को जगाकर उनका
चारित्रिक विकास करना और एक अच्छे मनष्ु य का निर्माण करना ।
● छात्रों को भारतीय नैतिक, सांस्कृतिक और सामाजिक मल् ू यों के प्रति जागरूक करना ।
● भारतीय भक्ति परं परा के माध्यम से राष् ीयता और अखिल भारतीयता की भावना जागत ृ
करना।

LEARNING OUTCOMES

● भारतीय भक्ति परं परा के माध्यम से छात्रों में मानव मल्

ू यों और गुणों को विकास होगा और वे
एक अच्छे और चरित्रवान मनष्ु य बन सकें गे ।
● भारतीय भक्ति परं परा के सांस्कृतिक और सामाजिक पक्षों की जानकारी हो सकेगी।
● भक्ति की प्राचीनता और अखिल भारतीय स्वरूप की जानकारी से राष् ीयता और अखिल
भारतीयता की भावना जागत ृ और मजबत ू होगी।
● प्रमख
ु भक्त कवियों का परिचय और उनके विचारों की जानकारी हो सकेगी।

30
SYLLABUS

Unit I: भारतीय भि त परं परा

भक्ति: अर्थ और अवधारणा

भक्ति के विभिन्न संप्रदाय और सिद्धांत
भारत की सांस्कृतिक एकता और भक्ति
भक्ति का अखिल भारतीय स्वरूप

ु भक्त और उनके विचार

Unit II: भारत के कुछ प्रमख

संत तिरुवल्लवु र , आण्डाल, अक्कमहादे वी, ललद्यद , मीराबाई, तल ु सीदास,

कबीरदास, रै दास, गरु
ु नानक, स र
ू दास, जायसी, त क
ु ाराम, नामदे व, नरसिंह मेहता,
वेमना, कंु चन, नम्बियार, चैतन्य महाप्रभ,ु चंडीदास, सारला दास, शंकरदे व

ू य और भक्ति
Unit III: मानव मल्

मानव मल्
ू य का अर्थ
चयनित भक्त कवियों की जीवन मल्
ू यपरक कविताएँ

Practical/ Practice Component (15 sessions of 2 hours each= 30 hours)

● पाठ्य म में उल्लिखित कवियों में से किसी एक कवि की रचनाओं में विभिन्न मानव मल् ू यों के आधार
पर प्रोजेक्ट
● वर्तमान समय में भक्ति की प्रासंगिकता को समझना; सर्वे और साक्षात्कार पद्धति के आधार पर.
● जीवन में मानव मल् ू यों के प्रतिपालन पर सर्वे और साक्षात्कार के आधार पर एक रिपोर्ट बनाना.
● उल्लिखित कवियों में से किसी एक कवि से संबधि ं त किसी मठ, आ म या मंदिर आदि, अथवा कोई
फिल्म/ डॉक्यमु ें ी के आधार पर रिपोर्ट बनाना.

● आवश्यक हो, तो छात्र प्रोजेक्ट रिपोर्ट के रूप में अपने अनभ

ु व साझा करें

● Any other Practical/Practice as decided from time to time

Essential Readings
● ‘भक्ति का उद्भव और विकास तथा वैष्णव भक्ति के विविध रूप’, भारतीय साहित्य का समेकित
इतिहास, संपादक- डॉ नगें द्र, हिंदी माध्यम कार्यान्वयन निदे शालय, दिल्ली विश्वविद्यालय,
दिल्ली, पष्ृ ठ संख्या 215-250
● कुछ प्रमख
ु कवियों के चयनित पद
● ‘भक्ति आंदोलन और भक्ति काव्य’, शिव कुमार मि , अभिव्यक्ति प्रकाशन, इलाहाबाद, 1994
● ू य और साहित्य’, डॉ धर्मवीर भारती, भारतीय ज्ञानपीठ, नई दिल्ली,1999
‘मानव मल्

31
Suggested Readings:

● ‘भि त के आयाम’, डॉ. पी. जयरामन, वाणी काशन, नई द ल

● ‘ हंद सा ह य का इ तहास’, आचाय रामचं शु ल, लोक भारती काशन, इलाहाबाद
● ‘मध्यकालीन हिंदी काव्य का स्त्री पक्ष', डॉ. पन ू म कुमारी, अनामिका पब्लिशर्स एंड
डिस् ीब्यट
ु र्स, नई दिल्ली
● 'मध्यकालीन हिंदी भक्ति काव्य: पन ु र्मूल्यांकन के आयाम', डॉ. पन
ू म कुमारी, अनामिका
पब्लिशर्स एंड डिस् ीब्यटु र्स , नई दिल्ली

Assessment Methods*

Internal Assessment: 25%

End Semester Theory Exam: 25%
Practical: 50%
*Subject to directions from the Examination Branch/University of Delhi from time to time

32
 Value Addition Course (VAC)

Political Science: Constitutional Values and Fundamental Duties

Course Title and Credits Credit Distribution of the Course Eligibility Prerequisite
Code Criteria of the
Lecture Tutorial Practical/Practice Course
Constitutional 02 1 0 1 Pass in NIL
Values and Class 12th
Fundamental
Duties

COURSE OBJECTIVES:
● Enrich students with knowledge and relevance of the Constitution.
● Develop awareness about Duties and Values.
● Inculcate a sense of Constitutionalism in thought and action.

LEARNING OUTCOMES:
● Understand the Constitution and its relevance
● Appreciate the values and goals embedded in the Constitution.
● Recognise the importance of Fundamental Duties enshrined in the Constitution.
● Apply the spirit of fundamental values and duties in everyday national life.

Syllabus of Constitutional Values and Fundamental Duties

Unit I: The Constitution of India – an Introduction

● Federal Republic, Rule of Law, Separation of Powers

● Sovereignty, Socialism, Democracy
● Secularism and Sarva Dharma Sama Bhava

Unit II: Constitutional Values

● Justice: Social, Political, Economic

● Liberty: Thought, Expression, Belief, Faith, Worship
● Equality : Equality before law & equal application of laws
● Fraternity: Dignity, Unity and Integrity

33
Unit III: Fundamental Duties

● Reflecting on the ancient Indian notions of righteousness and

duty consciousness
● Fundamental Duties- Article 51A [(a) – (k)]
● Legal status of Fundamental Duties - Judicial approach

Practical/ Practice Component (15 sessions of 2 hours each= 30 hours)

● Reflections on some of the constitutional values/ fundamental duties and its

contemporary relevance in day-to-day national life through group discussions and
projects.
● Conduct workshops to spread awareness on the Fundamental Duties and Values.
● Students are required to conduct a survey (minimum 25 respondents) on assessing the
awareness of the constitutional duties amongst the citizens.
● Students may share their experiences on Fundamental Duties and Values in the form
of a Project Report.
● Any other Practical/Practice as decided from time to time

ESSENTIAL READINGS
● Preamble to the Constitution of India, 1950.
● The Constitution of India, Articles - 14, 19, 21.
● The Constitution of India, Fundamental Duties [Ar. 51 A (a) – (k)].

SUGGESTED READINGS
● Durga Das Basu, et al., Introduction to the Constitution of India (LexisNexis, 26th
edn, 2022).
● Leila Seth, We, the Children of India: The Preamble to Our Constitution (New
Delhi, Puffin Books, Penguin Books India, 2010).
● Mahendra Pal Singh, V.N. Shukla's Constitution of India, (Eastern Book Company,
Lucknow, 13th revised edn. 2017)
● B.R. Ambedkar Selected Speeches, (Prasar Bharati, New Delhi, 2019) available at:
https://prasarbharati.gov.in/whatsnew/whatsnew_653363.pdf.

Assessment Methods*
Internal Assessment: 25%
End Semester Theory Exam: 25%
Practical: 50%
*Subject to directions from the Examination Branch/University of Delhi from time to time

34
 Value Addition Course (VAC)

Sanskrit - Yoga: Philosophy and Practice

Course Title and Credits Credit Distribution of the Course Eligibility Prerequisite
Code Criteria of the
Lecture Tutorial Practical/Practice Course
Yoga: Philosophy 02 1 0 1 Pass in NIL
and Practice Class 12th

Course Objectives

● To learn the fundamentals of Yoga for harmonising the body, mind and emotions.

● To demonstrate the value and the practice of holistic living.

● To value the heritage of Yoga for self and society.

Learning Outcomes

● Understanding ways to harmonise the body and mind through Yoga.

● Disciplining the mind through practicing Yoga.

● Understanding of consciousness through practical training.

Syllabus of Yoga: Philosophy and Practice

Unit I: Yoga: Asana, Prāṇāyāma and Dhyana

● History of Yoga
● Significance of Asana
● Effect of Praṇayama
● Importance of Dhyana

Unit II: Patanjali’s Yogasūtra and Chakra

● Patanjali’s Yogasūtra: a summary

● First sutra
● Second sutra
● Chakras (psychic centres)

35
Unit III: Understanding Asana and Pranayama
● Asana: the basics
● SuryaNamaskara
● Nadishodhana Praṇayama

Practical/ Practice Component (15 sessions of 2 hours each= 30 hours)

● Surya Namaskar

● Selected Asana

● Praṇayama

● Relaxation exercises for the eyes (7 steps) neck (4 steps)

● Concentration on Bhrumadhya

● Project Work (effect of everyday concentration on breath for 15 minutes: reflections

to be compiled in the form of a Project report.
● Any other Practical/Practice as decided from time to time

Essential Readings

● Āsanas, Prāṇāyāmaand Mudra Bandh , Swami SatyanandaSaraswati, Yoga

Publications Trust, Munger, Bihar, India, 2004.

● Patanjali Yogasutras, Commentary by Swami Vivekanand, Rajyoga

Suggested Readings
● PatanjalYog Pradeep- Swami OmanandSaraswati, Gita Press, Gorakhpur, 2013.

● Science of Pranayama-Swami Sivananda, Edition by David De Angellis, 2019, All

Rights Reserved.

● Udayveer Shastri Granthavali,4, Patanjal- Yoga Darshanam, Udayavir Shastri,

Govindram Hasanand, Delhi 6.

Assessment Methods*

Internal Assessment: 25%

End Semester Theory Exam: 25%
Practical: 50%
*Subject to directions from
the Examination Branch/University of Delhi from time to time

36