History of India 1526 to 1761 B.A Question Paper : mlsu.ac.in
University : Mohan Lal Sukhadia University
Degree : B.A
Department : History
Subject : History of India 1526 to 1761
Year : I
Document Type : Question Paper
Website : mlsu.ac.in
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History of India Question Paper :
First Year Examination of the Three -Year Degree Course, 2001 (Faculty of Arts)History Paper-II
(History of India 1526 to 1761)
Time : 3 Hours
Related : Mohan Lal Sukhadia University Indian Society B.A Question Paper : www.pdfquestion.in/5817.html
[ Maximum Marks :100 ]
Candidate have to attempt five questions, selecting two questions from each section, All questions carry equal marks.
SECTION-A
1. Describe briefly the causes and effects of the Battle of Khanwah.
What is its importance in the history of India-
2. Examine critically Humayun’s relations with Bhahadur Shah of Gujtat.
3. “Akbar was a National Monarch.” Explain it.
4. Describe briefly the career of Nurjahan and discuss her influence
5.Describe the administrative system of Shivaji.
SECTION-B
6. Examine the Deccan Policy of Aurangzeb.
7. Write an essay on the main works of Persion historian of the Mughal period.
8. What do you know about the painting during the Mughal period-
9. Describe the early activities of the British East India Company in India.
10. Discuss the causes of the downfall of the Mughal Empire.
(History of India up to 1525)
Time : 3 Hours
[ Maximum Marks :100 ]
SECTION-A
1. Discuss the town planning and religious conditions during the
2. Discuss the Indian life during the Later Vedic age. 20
3. Describe the life and teachings of Lord Buddha. 10+10
4. Examine the Administrative system of Mauryan age. 20
5. Discuss the religious conditions during the Gupta age.20
6. Discuss the causes which led to the success of early Turks in India. 2
SECTION-B
7. Mohammad Taughlaque was a sultan far ahead of his age. Discuss. 20
8. Disintegration of Delhi Sultanate was inevitable. Discuss. 20
9. Examine the social and economic life during the Sultanate period.
10. Discuss the role of Kabir and Nanak in the Bhakti Movement.
Syllabus :
Paper II : SOCIETY IN INDIA: STRUTURE AND CHANGE (1682)
UNIT A :
** The Textual and the Field views of Indian Society: Textual Views, G.S. Ghurye, Radha Kamal Mukherjee and Louis Dumont.
** Field Views – M.N. Srinivas, S.C. Dube, K.M. Kapadia.
UNIT B :
The Structure and Composition of Indian Society: Villages, Towns , Cities. Weaker Sections : SC, ST, Women and Minorities.
UNIT C :
Cultural and Ethnic Diversity : Unity in Diversity, Cultural Diversities: Regional, Linguistic and Religious. Population Profile and Related Issues.
UNIT D :
Basic Institutions of Indian Society: Caste, Family, Hindu Marriage, Changing Dimensions.
Kinship : concept, categories and behaviour.
UNIT E :
Processes of Social Change : Sanskritization, Urbanization, Westernization, Modernization, Globalization.
Essential readings :
** Bose, N.K. 1967, Culture and Society in India. Bombay: Asia Publishing House.
** Bose, N.K. 1975: Structure of Hindu Society. New Delhi
** Dube, S.C. 1990: Society in India, New Delhi : National Book Trust
** Dube, S.C. 1995: Indian Village, London : Routledge.
** Dube, S.C. 1958: India’s Changing Villages, London : Routledge and Kegan Paul.
** Karve, Irawati, 1961 : Hindu Society : An Interpretation, Poona:Deccan College.
** Mandelbaum, D.G. 1970 Society in India, Bombay : Popular Prakashan.
** Srinivas, M.N. 1980 : India : Social Structure, New Delhi : Hindustan Publishing Corporation.
** Srinivas M.N. 1963: Social Change in Modern India. California Berkeley: University of California Press.
** Singh Yogendra 1973 : Modernization of Indian Tradition, Delhi: Thomson Press.
** Uberoi, Patricia, 1993: Family, kinship and Marriage in India, New Delhi: Oxford University Press.
** Ahuja Ram: Indian Social System, Jaipur : Rawat Prakashan, 1998
** Sharma,K.L.: Indian Society, in Hindi & Elglish both, NCERT : 1998
** Srinivas, M.N., Field and Field Worker (ed.) A.M. Shah’s latest edition.
Pedagogy :
The use of audio – visual media should be a necessary and important component of instruction. The participation and involvement of students should be ensured through formal and informal discussions in the class room and field visits.
They should be encouraged to write short essays on the local situation and local issues under the guidance of the teacher. Wherever possible, illustrations should be drawn from the local situation.