Initiation and Overview

The Department of History in our college is as old as the college. It started its journey along with the foundation of the college in 1961 with a handful of students and dedicated teachers. Our department today ranks among one of the best in the colleges affiliated with the West Bengal State University. The department follows the CBCS semester system, as mandated by the UGC and the curriculum strictly adheres to the one prescribed by West Bengal State University for its affiliating colleges. The department offers undergraduate courses in history in both Honours and general stream.

Vision and Outlook

Swami Vivekananda expressed his dream of founding a Women’s Math in a letter to his brother disciple, Swami Shivananda in 1894 from America. Ramakrishna Sarada Mission Vivekananda Vidyabhavan (established 1961) was the first educational institution started by the Ramakrishna Sarada Mission. What began as a humble effort to carry out Swami Vivekananda’s vision , housed in a one-roomed makeshift structure with thirty one students and a handful of young, idealistic and enthusiastic teachers and monastic members, has resulted in one of the premier women’s institutions of the state, and ranks among the best institutions under the West Bengal State University. The Department of History follows the principles and visions of Swami Vivekananda in empowering women through education. It is our attempt to inculcate among our students the pride in being carrier of great heritage through an objective teaching of history of India and the world as laid out in the University syllabus.

METHODS OF TEACHING

The academic vivacity is clearly reflected in class room environment where the teachers have been able to inculcate a critical spirit and outlook among the young girls. The teachers recognize the extremely challenging backgrounds of the students. Apart from traditional classroom lectures or the chalk and talk method, the Department uses ICT based classes and audio-visual aids, like Power-point presentations, to enhance learning interests. The Department also organizes educational tours and other extension activities every year to imbibe a better understanding of philosophical, psychological, sociological and research methodological foundation of the subject. Regular assessments through unit tests and class-tests and end of the semester mock-exams ensure that the students are well prepared for their final end-semester examinations. Departmental and inter disciplinary seminars, student projects, extension lectures, tours to places of historical importance see a 100% involvement and participation of both teachers and students.

The enthusiastic bunch of students and their cooperation make possible many successful programmes that the department undertakes from time to time. Many of our students are first generation learners who make an honest effort towards self-reliance by engaging themselves in small jobs.

INFRASTRUCTURE

Our department has three classrooms. One classroom has a smart television to facilitate audio visual teaching with the help of laptop. All the classrooms have Wi-Fi connectivity.

Email : history@rksmvv.ac.in

NEP Syllabus
https://wbsu.ac.in/web/wp-content/uploads/2024/01/History-Syllabus-NEP-Syllabus.pdf

CBCS Syllabus
https://wbsu.ac.in/web/Syllabus/UG%20Syllabus/history-honours-cbcs-draft-syllabus.pdf
https://wbsu.ac.in/web/wp-content/uploads/2022/03/history-general-cbcs-draft-syllabus-Corrected-1.pdf

Programme Outcome for Bachelor of Arts

A graduate student in arts/social sciences/humanities shall be

PO1: Communication Skills: Confident to speak, write, read, listen and understand the English language and one or more Indian languages. Relate the ideas, knowledge, books, and people. Think and decide rationally, and adopt technology and electronic/print media in disseminating thoughts, facts and realities.

PO2: Social responsibility: Develop an obligation to act for the benefit of society at large. Cultivate the responsibility to maintain a balance between the economy and the ecosystems. Nurture a moral obligation to minimize the adverse effect on those immediately around them.

PO3: Critical, logical and rational thinking: Acquire the ability for objective, rational, skeptical, logical, and unbiased analysis of factual evidences to form a judgment or conclusion. Enhance the process of rational thinking, problem solving and analytical evaluation from different perspectives.

PO4: Enlightened and effective Citizenship: Cultivate progressive citizenship for a knowledge society for peace and prosperity of nations and the world. Develop clear, rational and progressive thinking. Participate in decision-making concerning the society and upholding national development, integrity, unity and fraternity.

PO5: Values and Ethics: Recognize the importance, worth and usefulness of principles and standards of behaviour and moral dimensions of one’s own decisions and judgements. Be aware of various aspects of social responsibility through social, outreach, and cultural activities during the programme. Shape a personality which understands and appreciates religious and cultural diversity and plurality.

PO6: Sustainable development: Understand, organize and promote the principle of human development goals by sustaining the ability of natural systems, natural resources and ecosystem services upon which the economy and society depends.

PO7: Life-long process of Learning: Cultivate the proficiency to engage in independent, life-long and progressive learning abilities in the broadest context of changing socio-politico-economic-cultural and technological scenario.

PO8: Employment Skills: Be prepared for employment in various fields by developing reading, writing and comprehension skills which make the students fit and eligible for jobs in the government and non-government sectors. A broad spectrum study of various subjects helps the students compete in various examinations for employment after graduation.

Programme Specific Outcomes:

1. Realise the importance of interdisciplinary approach to the study of history by drawing references from literature, politics, sociology and geography.
2. Learn to treat history as the struggle for existence of the common people, the impact that the so-called life changing events had on social, cultural and economic lives of the people.
3. Understand and appreciate the “historians’ craft” through reading and differentiating between primary and secondary sources and through macro and micro studies of regional developments.
4. Develop better perspectives on society economy, polity culture, gender and environment from a non-Eurocentric lens. Realization of history not as a finished product but as a process.
5. This will provide them with tools of analysis and enhance their competitive skills in their journey towards higher studies, research and other career options: teaching, curatorship, or archaeologist, travel and tourism or in administrative services.

Paper Name and Course Outcomes:

 CC1: History of India-I (From Earliest Times to c.300 BCE) [Semester-1]

• Critically review the sources, and their significance in knowing the historical antiquity and chronology of ancient India.
• Classify the life of prehistoric peoples of the Neolithic and Chalcolithic ages;
• Differentiate between the urban civilisation of the Indus Valley culture and the subsequent Vedic and post-Vedic civilisations down to c. 300 BCE.
• Explore the emergence of the Sangam literature and identify the distinct cultural patterns of the people in south

CC2: Social Formations and the Cultural Patterns of the Ancient World [Semester-1]

• emphasises the study of human evolution from pre-historic hunter-gatherers through phases like Palaeolithic, Mesolithic to the Neolithic cultures.
• Examine and contrast the different theories regarding the evolution of mankind especially the debates on the advent of Iron Age.
•    Distinguish and categorize the different forms of stratified society through investigating the formation and dynamics of polis and societies dominated by patriarchy and temples.
• The study of the ancient world of Mesopotamia and Greece: interpreting their socio-economic patterns and specificities.

CC3: History of India- II (From c.300BCE – 750CE) [Semester-2]

• Interpreting the formation of a centralised state under the Mauryas, analysing the importance of Ashokan political ideology of dhamma.
• Discussing the emergence of the Guptas and their decline. Evaluating the “Golden Age”.
• Assessing the emergence of Agrahara system and the notion of Indian feudalism

CC4: Social Formations & the Cultural Patterns of the Medieval World [Semester-2]

• Reviewing the different nuances of classical Rome from earliest period through Republic to Empire and examining its fall related to the defeat of territories and consequent loss of slaves.
• Examining the dynamics of transition from Slave mode to Feudal mode of

Assessing the social hierarchy dominated by male slave owning Patricians

• Analysing the feudal economy and its crises; rise of Papacy, urbanisation, trade, cities and Universities till the Crusades.
• Exploring the emergence of Islam Caliphate state and Abbasid political and cultural developments. Studying the distinctiveness of the Islamic culture, society and political developments and differentiate them from the other early medieval political-economic-social formations,

CC5: History of India -III (750 CE-1206 CE) [Semester-3]

• Assessing the idea of early medieval period; agrarian structure; social order; trade and urbanisation. Exploring the debates on “Indian Feudalism”
• Classifying and differentiating the political structures of the Rajputs, Cholas. Discussing the Tripartite Struggle and explaining the legitimization of kingship.
• Identifying the factors behind coming the Arabs and the Sultans from Ghazni and Ghore and explaining their impact on the political scenario of India. Reviewing the emergence of regional styles in art and architecture, religion and literature

CC6: Rise of the Modern West- I [Semester-3]

• This Course describes in details, the processes and debates on transition from feudalism to capitalism impacting economy, society, political formations and cultural.
• Assess the different debates regarding the economic aspect of how Early Modern Europe was transformed, and classify the contrast in society during the transition from feudalism to capitalism.
• Project the 16^th Century issues of agricultural transition leading to new phenomena as Enclosure, Price Revolution.
• Identify the concept of individualism and illustrate the characteristics of Renaissance and Reformation.
• Determine the nature of the evolution of the modern European state formations
• Evaluate the significance of geographical discoveries in bringing about the transition in society

CC7: History of India IV (1206 CE– 1526 CE) [Semester-3]

• A crucial course for the study of the Delhi Sultanate, its political structure, society and economy.
• Investigate the paradigm shift from earlier central Asian invasions for plunder to the establishment of a new socio-political structure
• Differentiate the features of the Ghorid and Ghaznavid empires.
• Characterise the Third Urbanization and new technologies of production.
• Acquiring a wide knowledge of syncretic movements, and extrapolate ideologies and social mobilisations by breaking down of the caste system while retaining slavery as a new social hierarchy.

CC 8: Rise of the Modern West-II [Semester-4]

• Detail the intricacies in the process of socio-economic change brought about in Transition Europe
• Interpret the essential aspects of English Revolution, Scientific Revolution
• Explain in detail the process of the American Revolution and examine the ideology behind it
• Analyse Lockean political thought and interpret the concept of modern liberal nation state and citizenship.

CC 9: History of India-V (1526 CE-1757 CE) [Semester-4]

• Picture graphically the establishment and significance of the Mughal rule, its decline, and the coming of the British and battle of Plassey form the thrust of the paper.
• Investigate the reasons behind Mughal success and how they led to socio-political, cultural and economic changes.
• Illustrate the improvisation made by Akbar in the current revenue systems and evaluate the mansabdari and jagirdari
• Elaborate upon Akbar’s Din-i-Ilahi as a religious, political and social strategy.
• Generate an understanding of Mughal court politics, jagirdari crisis and contrast them with the early colonial intrusions in India with special reference to Bengal.

 CC10: History of India-VI (1757 CE-1857 CE) [Semester-4]

• Generate an understanding of the ideological defence of the British rule in India, and analyse its constitutional, socio-economic, cultural reforms and resistance movements till the outbreak of the Revolt of 1857.
• Review and reinterpret Mughal decline and relate it to the fall of major empires in the world.
• Interpret the 18th century history and the point out the transition of India to the modern period with the coming of the European powers
• Appraise the significance of the peasant rebellions leading up to 1857 uprising, and determine its causes and aftermath.
• Develop an understanding of colonial economy and ascertain the growth of nationalism.
• Study socio religious reform movements in the 19th century and corelate them as a conflict between prevalent Brahminical/indigenous ideologies and colonial patriarchy and communalism.

CC 11: History of Modern Europe (1789 CE– 1919 CE) [Semester-5]

• Explore the complex forces co
• me together in the making of revolutions,
• Summarise how democratic institutions and egalitarian ideologies of modern times were shaped in a particular revolutionary context,
• Contrast forces of conservativism against any revolutionary change
• Review how revolutions themselves can give rise to semi-conservative capitalist modernising forces like Bonapartism
• Examine how the World after the French revolution was motivated by the ideology of nationalism, beginning with Germany and Italy.
• Formulate an idea about the varied concepts of imperialism, militarism and trace how it led to the first global war
• Demonstrate the impact of First World War and classify the social and economic changes that took place in Europe in the 19th and 20th centuries

CC12: History of India VII (1858 CE-1947CE) [Semester-5]

• Evaluate the main currents of anti-colonial struggles against British imperialism, criticise the rise of separatism and fundamentalism leading to Indian Independence in 1947 and Partition.
• Explore the long and complex historiography of Indian nationalism
• Critique the notion of colonialism
• Assess the background to partition and examine the roles of the Indian National Congress, Hindu Mahasabha and Muslim League.
• Summarise the growth mature colonialism and correspond its impact on the socio-economic conditions of the people.
• Discuss communal politics, rate the imperialist policy of “divide and rule” and expose how it broke the unity of India in the freedom struggle.

CC 13: History of India VIII (India Since 1947 CE) [Semester-6]

• Examine post-independence India as a distinct historical unit
• Review the challenges faced immediately upon independence and incorporate within the same, national integration, social justice, mass migration and rehabilitation
• Observe the problems of communalism, communal riots and contrast with it the establishment of a secular polity
• Describe the foundation and functioning of a democratic system, characterise multiparty politics and a partially federal structure.
• Reinterpret the gender question, examine role of science and education in social modernisation.
• Specify economic challenges and planning.
• Criticise the role and vision of Jawaharlal Nehru and B. R. Ambedkar.

CC 14: Trends in World Politics (1919CE-2001 CE) [Semester-6]

• Examine European history in the period between World War I and World War II and corelate the contest of communist revolution, contrast it with the rise of fascism
• Investigate the Great Depression
• Articulate the theories of the Cold War and assess the struggle between two ideologically varying camps vying for the domination of the world
• Discuss the emergence of the Third World and corelate the movements related to the same
• Characterise the Unipolar World; explain the disintegration of the Soviet Bloc and of the USSR
• Outline the features of Globalisation and show its impact on world politics
• Assess the significance of terrorism as a world phenomenon in the modern world

DSE 1 Paper I: Aspects of the History of Modern South East Asia I [Semester-5]

• Enumerate what constitutes South East Asia
• Explain polity, economy, society and culture in the different nations of South East Asia and contrast them in the respective pre- colonial and colonial setup.
• Determine why South East is an important area of historical inquiry
• Ascertain the nature of colonialism and identify the rise of nationalism in the different South East Asian nations
• Trace origins of different national liberation movements

DSE-2:  Aspects of the History of Modern South East Asia II [Semester-5]

• Examine the impact of the colonialism on the society, economy and polity of twentieth century South East Asia
• Diagnose the different resistance movements against colonialism
• Discuss the emergence of independent nation states
• Interpolate decolonisation, Cold War politics and discuss the regional cooperation initiatives with reference ASA, ASEAN, and NAM

DSE 3: History of Modern East Asia I (1839 CE-1919 CE) [Semester-6]

• Summarise the history of China and Japan between 1839-1919 with special reference to the debate on the coming of modernity
• Discuss peasant rebellions in China and analyse their aims and impact
• Define the rise of political parties and interpret their ideologies
• Illustrate the Meiji Revolution and Restoration of Imperial Rule and distinguish them from the Chinese imperial model
• Analyse Japanese modernisation and expansionism, evaluate the Sino-Japanese War and the Russo-Japanese War; and indicate the significance of Japanese participation in World War I.

DSE 5: History of Modern East Asia II (1919 CE-1939 CE [Semester-6]

• Indicate the difficulties of Republican China and Sun Yat Sen’s bid for a fresh revolution
• Appraise cultural radicalism and the May 4 Movement
• Sketch the emergence of Communism and discuss the collaboration and conflict between Communism and Nationalism in the success of the CCP
• Review the political, economic and social modernisation in Japan
• Outline the growth of industrialisation in the state in Japan.
• Summarise the relationship between Japanese militarism and imperialism

 CO-PSO Mapping (CBCS)

 After completion of the course students will be able to relate their knowledge level by mapping the Course Outcomes with Programme Specific Outcomes:

PO- CO Matrix: CBCS

  Major (DSC)

DS-1: History of India-I (From Earliest Times to c.300 BCE)

CO 1

• Cultivate knowledge about ancient Indian history.
• Measure the significance of literary and archaeological sources in studying history
• Read about the antiquity of Indian history
• Evaluate the chronology of Indian history
• Describe in detail the Indus Valley Civilisation, clearly analyse the Vedic civilization down to the second phase of urbanisation in 6^th BCE
• Point out the settlement patterns, and figure out the political, social, economic, and cultural developments in North and Central India and the Deccan up to 300 BCE.
• Justify the importance of the use of iron, spread of agriculture and second urbanisation in India
• Analyse the significance of sixth century BCE and depict it as a period of great religious upheaval in India, as an age of intellectual ferment that saw the emergence of numerous religious sects like Buddhism and Jainism.

 Major (DSC)

DS-2: Aspects of Ancient World History

• Study human evolution from pre-historic hunter-gatherers through phases like Palaeolithic, Mesolithic cultures to the Food-producers
• Discuss the significance of Mesolithic and Neolithic cultures.
• Formulate adequate idea about the different theories regarding the evolution of mankind
• Identify the factors behind the advent of iron and discuss the rise of different nomadic groups
• Develop an understanding about the ancient world especially Mesopotamia, Greece and Rome
• Indicate the different nuances of ancient classical period of the foundation of Rome where mythology is substantiated by archaeology
• Acquire knowledge of evolution from Republic to Empire and its decline related to the defeat of territories and consequent loss of slaves.
• Evaluate the social structure including gender hierarchy

 CO-PSO Mapping (NEP)

 After completion of the course students will be able to relate their knowledge level by mapping the Course Outcomes with Programme Specific Outcomes:

PO-CO Matrix: NEP

STUDY MATERIAL

1. https://freeupscmaterials.org/plassey-to-partition-by-sekhar-bandyopadhyay- pdf/
2. https://archive.org/details/history-of-ancient-and-early-medeival-india-from- the-stone-age-to-the-12th-century-pdfdrive
3. https://archive.org/download/satishchandrahistoryofmedievalindia/Satish%20Chan dra%20History%20of%20Medieval%20India.pdf
4. https://youtu.be/-8pIuetzip0
5. https://youtu.be/ZxVOURM_HpE
6. https://www.youtube.com/watch?v=xLhNP0qp38Q&pp=ygUVSW5kdXN0cmlhb CByZXZvbHV0aW9u
7. https://www.youtube.com/watch?v=x65z6USSfPQ&pp=ygUXcm9taWxhIHRoYX BhciBpbnRlcnZpZXc%3D
8. https://www.youtube.com/hashtag/romilathapar
9. https://www.youtube.com/watch?v=HEPdAzTCymg&pp=ygUecmFuYWJpciBjaG FrcmF2YXJ0aSBoaXN0b3JpYW4g
10. https://www.youtube.com/watch?v=3fETFel2xYI&pp=ygUecmFuYWJpciBjaGFr cmF2YXJ0aSBoaXN0b3JpYW4g
11. https://www.youtube.com/watch?v=jaZn9IqPJZg&pp=ygUbcGFydGhhIGNoYXR 0ZXJqZWUgaGlzdG9yaWFu
12. https://www.youtube.com/watch?v=Zz0u4EHyqec&pp=ygUbcGFydGhhIGNoYX R0ZXJqZWUgaGlzdG9ya

CONTINUOUS EVALUATION

RKSM VIVEKANANDA VIDYABHAVAN

History Honours Semester 3 CC6 Class Test

Total Marks:12 

1. How did humanism create as secular vision of life? To what extent was it reflected in Renaissance painting and sculpture?
   

RKSM VIVEKANANDA VIDYABHAVAN

History Honours Semester 5 CC12 Class Test

Total Marks:12 

1. Account for Gandhi’s rise to leadership in Indian politics.

RKSM VIVEKANANDA VIDYABHAVAN

History Honours SEM 5

FM 50

Time 2 Hrs 

Attempt any 4 questions. 12×4

1. Discuss the    role    of  Philosophers    in    French                               
2. How do is the process of industrialisation differ in Europe from that of England?
   

3. Discuss the  rise  of  Gandhi  in  Indian 
4. Describe the circumstances leading the Proclamation of Independence of August 17, 1947 in Discuss  its  significance  in  Indonesian  history
   

5. How did Ho Chi Minh become the undisputed national leader of Vietnam?

 RKSM VIVEKANANDA VIDYABHAVAN

History Honours Sem 5 DSE 1

Class Test FM 12 marks 

1. Examine the phases of European colonisation of Southeast Asia.

2018-2019

2019-2020

2020-2021

2021-2022

2022-2023

Educational Trips/ Visits to Historical Places/Museums

2018 -2019

2019 -2020

2020 -2021

2021 -2022

2022 -2023

SLOW AND ADVANCED LEARNERS

Minutes on Formulation of Departmental Policy for Slow and Advanced Learners

September 18^th, 2019

• Identification of slow and advanced learners from class response/performance of respective students within one month from the commencement of their classes
• Assessment of student quality made by teachers in an individual capacity in terms of the following:

1. Discussion in classes
2. Evaluation of the sense of history (role of environment and

dialectics in the growth and shaping of socio-cultural patterns) by asking relevant questions in class

• Assessment of individual knowledge of physical geography through map pointing and other relevant questions

1. Evaluation of knowledge of historical sources through question-answer sessions
2. Student seminars, projects, group discussions etc.
3. Written class assignments, class tests, oral tests, tutorials

• Assessment made by teachers is discussed in a single agendum departmental meeting.
• Help is provided to slow learners in terms of monitoring their reading and writing abilities. Students are repeatedly told that they should read references and textbooks and then prepare notes in their language that should be simple, correct and easy to comprehend, learn and remember. They are encouraged to get these notes corrected by the respective teachers. They are helped by teachers in translation of English. They are also advised to write within a time limit so as to facilitate their writing speed.
• Advanced learners are encouraged to prepare projects, join seminars and talks both online and otherwise on various topics on their respective courses and also on other topical themes. They are also advised to prepare Power point presentations, participate in group discussions on topics both within and outside the purview of the syllabus both within and outside the College.
• This policy is in keeping with the departmental policy regarding slow and advanced learners since 2017 and is at par with the current College policy on the same

(The policy has yielded results and has hence remained unchanged so far)

Annual Mode

Results for CBCS Batch of 2019 – 23

Student Progression Report :

University Rank Holders

• Sriparna Tanti stood 2^nd in History Honours in 2020
• Ishita Chatterjee stood 5^th in History Honours in 2020
• Amrita Samajdar stood 7^th in History Honours in 2020
• Jayasree Mandol, stood 2^nd in History Honours in 2018
• Suchhanda De stood 6^th in History Honours, in 2016

Best Performers at a glance

Batch of 2020-23

• Prithi Maity scored 73.9%
• Sananda Das scored 65%
• Rimpa Kundu and Medha Kundu scored 64.8%

Batch of 2019-22

• Annapurna Gayen scored 72.6%
• Srijani Das scored 70.7%
• Ahana Gayen scored 68.1%
• Ankana Majumdar scored 66.2%

***Ankana Majumdar deserves special mention as she surmounted immense physical and mental challenge to complete her studies and perform so well in the examination. She has broad spectrum disorder along with motor disability.

Batch of 2018-21

• Sulata Mandol scored 68.9%
• Banani Biswas scored 67.7%
• Tapasi Roy scored 67%
• Parna Das scored 60.05%

Batch of 2017-20

• Sriparna Tanti scored 69%
• Ishita Chatterjee scored 67.6%
• Amrita Samajdar scored 65%
• Aporupa Ghosh scored 61.03%

Batch of 2016-19

• Anamika Mondal scored 61.25%

Awards and Recognitions won by students of our department

EMPLOYMENT PROFILE:

• Medha Kundu, 2020-23, Assistant-Hr-Admin and Social Media developer at Carbon Resources Private Limited.
• Indrani Das Mahapatra, 2020-23, Teacher at Eduinfinitum Academy
• Sananda Das, 2020-23, Teleperformance in Sales Process, Customer Service Associate (voice)
• Tuhina Chakrabarti, 2019-22, TCS, Trainee BPS
• Ritika Biswas, 2019-22, TCS, Trainee BPS
• Barnali Rout, 2019-22, Shoppers Stop, Trainee Customer Care Associate, Grade TCC
• Shreya Ghosh Roy, 2018-21, Medica Super Speciality Hospital, Guest Relations Associate, OPD
• Srishti Shah, 2018-21, For Care Continuum, Office Trainee
• Mitali Dutta, 2018-21, BYJUS, Marketing Intern
• Barnali Halder, 2017-20, AAI, Ground Staff, Delhi Airport
• Puja Baidya, 2016-19, S.V. LTD, Sales and Marketing Executive
• Namrata Mandol, 2016-19, UMA Company, Front Desk Receptionist
• Susmita Chowdhury, 2015-18, Private Computer Training, Office Assistant
• Trisha Gupta, 2015-18, R.B. Diagnostic, X-Ray Technician
• Priyata Bala, 2015-18, Smart Value Limited, Senior Developer.