The Department of ISPH offers a three year undergraduate programme in History and Political Science as part of a triple major, along with Economics .A student is required to study one History and Political Science paper in each of the first four semesters . In the Fifth and Sixth semesters there are two papers per semester for both the discources, thus making it a total of sixteen papers spread across three years. There is also a provision for students to opt for an additional elective in History, in the sixth semester which is a research based dissertation writing for hundred marks carrying three credits.

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO2: Imbibe creative thinking capacities, embrace global perspectives, enhance their employability skills, along with contextualizing theories, philosophies and ideologies in specific domains

PO3: Inculcate a positive attitude, comprehend the significance and value of personal integrity, humility and mutual respect

PO4: Synthesize team building skills with that of resolving issues in a logical manner and choose inclusiveness and consultative approach in the process of decision making

PO5: Articulate all issues of national and global order, with clarity of thought, at the same time asserting their regional and local essence

.                          

Examination and Assessments:

 Continuous Internal Assessment   100 marks

CIA 1   Analysis of Writings in the Media                             20 marks

CIA 2   Mid Semester  Examinations                                     50 marks

CIA 3   Literature Review                                                      20 marks

Attendance                                                                              10 marks.

Total                                                                                        100 marks

Reduced to 50

Question paper pattern for Mid semester Examination.

  Section A – Essay                              2 out of 4       15x 2 = 30

Section B – Short Essay                    2 out of 4         10 x 2 = 20

 Total                                                                                       50

    Question paper pattern for End semester examination.

Section A – Essay                               2 out of 4              15 x 2 =  30

Section B – Short Notes                     6 out of 8               10 x 6 =  60

Section C – Objective type                   5 out of 8             02x 5 =  10

Total                                                                                               100

   Scheme of Evaluation: For all Sections 70% of the marks for Factual writing

20% of the marks for Interpretation, Analysis

10% of the marks for Writing style that includes grammar, vocabulary, spelling and presentation    grammar,                                         

The Additional English course is offered as a second language course and seeks to introduce the students to the nuances of English literature in its varied forms and genres. The students who choose Additional English are generally proficient in the English language. Hence, instead of focusing on introducing them to language, challenging texts in terms of ideas, form, and technique are chosen. Additional English as a course is designed for students in place of a regional language. Non-Resident Indians (NRIs), foreign nationals and students who have not taken Hindi, Kannada, Tamil or French at the Plus 2 or Class XII levels are eligible to choose Additional English. The course is taught for students from different streams, namely, BA, BSc, BCom, and BBA in the first year and for BA, BSc and BCom (Regular) in the second year.

The first year syllabus is an attempt by the Department of English, Christ University to recognize and bring together the polyphonic Indian and Indian sub-continental voices in English in English translation for the Additional English students of the first year. This effort aims to familiarize the students with regional literatures in translation, Indian Writing in English (IWE) and literatures from Pakistan, Nepal and Srilanka, thereby, enabling the students to learn more about Indian culture and ethos through writings from different regions of the country. We have tried to represent in some way or the other the corners of India and the Indian sub-continent in this microcosmic world of short stories, poems and essays

There is a prescribed text bookfor the first year students, compiled by the Department of English, Christ University and intended for private circulation.

The first semester has a variety of writing from India, Pakistan and Nepal. The various essays, short stories and poems deal with various socio-economic, cultural and political issues that are relevant to modern day India and the Indian sub-continent and will enable students to comprehend issues of identity-politics, caste, religion, class, and gender. All of the selections either in the manner of their writing, the themes they deal with or the ideologies that govern them are contemporary in relevance and sensibility, whether written by contemporary writers or earlier writers. An important addition to this syllabus is the preponderance of North-Eastern writing which was hitherto not well represented. Excerpts from interviews, autobiographical writings, sports and city narratives are added to this section to introduce students to the varied genres of literature.

The objectives of this course are

to expose students to the rich literary and cultural diversity of  Indian literatures

to sensitise students on the social, political, historical and cultural ethos that has shaped the nation- INDIA

to enable to grasp and appreciate the variety and abundance of Indian writing, of which this compilation is just a passing glance

to learn and appreciate India through association of ideas in the texts and the external contexts (BhashaUtsav will be an intrinsic help in this endeavour)

1.      Keki N Daruwala     “Migrations”

2.      Kamala Das            “Forest Fire”

3.      Agha Shahid Ali      “Snow on the Desert”

4.      Eunice D Souza       “Marriages are Made”

1.      Rabindranath Tagore    “Babus of Nayanjore”

2.      Ruskin Bond  “He said it with Arsenic”

3.      Bhisham Sahni       “The Boss Came to Dinner”

4.      N. Kunjamohan Singh    “The Taste of Hilsa”

5.      Mohan Thakuri                “Post Script”

1.      Mahatma Gandhi       “What is True Civilization?” (Excerpts from Hind Swaraj)

2.      Ela Bhatt                    “Organising for Change”

3.      Sitakant Mahapatra     “Beyond the Ego: New Values for a Global Neighborhood

4.      B R Ambedkar             “Waiting for A Visa”

The text book copy "Reading Diversity"

CIA 2: Mid-semester written exam for 50 marks

CIA 3: Collage, tableaus, skits, talk shows, documentaries, Quizzes or any proactive            creative assignments that might help students engage with India as a cultural space. This is to be done keeping in mind the objectives and learning outcomes of the course.

Question Paper Pattern

Mid Semester Exam: 2 hrs

Section A: 4x5= 20

Section B: 2x15=30

Total                  50

End Semester Exam: 2 hrs

Section A: 4 x 5 = 20

Section B: 2 x 15= 30

Total                   50

Develop the conceptual foundations and analytical methods used in micro economics; Familiarize the students with the basics of consumer behaviour, behaviour of firms and market equilibrium; Analyse the market structures of perfect competition, oligopoly and monopolies; Introduce the game theory and welfare economics

Ten principles of economics: How people make decisions, how people interact and how the economy as a whole works- Role of observations and theory in economics- Role of assumptions- Role of Economic models- Wants and resources; Problem of choice, Production Possibility Frontier; Opportunity costs.

Law of demand, Reasons for the downward slope of the demand curve. Exceptions to the law; Changes in demand; Elasticity of Demand- Degrees of price elasticity with diagrams; Factors determining price elasticity, methods of measurement. Income elasticity demand; Cross elasticity demand; Laws of supply, Changes in supply- Consumers, Producers and the Efficiency of the Markets: Consumer‟s surplus (Marshall), Producer surplus and Market efficiency- Externalities and Market inefficiency- Public goods and common resources.

Production function; Law of Variable proportions; Laws of returns, Economies of scale; Producer's Equilibrium with the help of iso-quants and iso-cost lines. Cost function - Important cost concepts. Short run and long run cost analysis (traditional theory) Modern theory of cost- Long run and short run - Revenue analysis - AR and MR.

Market structure. Perfect competition, Price and output determination. Monopoly- Price output determination, Price discrimination Monopolistic Competition. Price and Output determination. Selling costs. Product differentiation. Wastes in monopolistic competition. Oligopoly Price determination (collusive pricing, price leadership)- Features of Duopoly

Cardinal utility analysis; Consumer's surplus (Marshall), Ordinal utility analysis. Indifference curves- Properties, consumer's equilibrium, Price effect, Income Effect, and substitution effect. New Frontiers in Microeconomics: Introduction to concepts of Asymmetric Information, Political economy, Behavioral Economics.

2. Lipsey, R.G. and K.A. Chrystal (1999), Principles of Economics (IX Ed.), Oxford University Press, Oxford.

2. Pindyck and Rubinfield (2009), Micro Economics (VII edition), Pearson Education.

3. Ray,N.C.(1975), An Introduction to Micro economics, Macmillan company of India Ltd, New Delhi.

4. Samuelson, P.A. and W.D. Hague (1972), A textbook of Economic Theory, ELBS Longman group, London.

5. H.L. Ahuja, Principles ofMicroeconomics, S.Chand, New Delhi.

CIA - 2: Mid Semester Examination - 50 marks; 2 hours.

CIA - 3: 20 marks.

• To expose learners to a variety of texts to interact with
• To help learners classify ideologies and be able to express the same
• To expose learners to visual texts and its reading formulas
• To help learners develop a taste to appreciate works of literature through the organization of language
• To help develop critical thinking
• To help learners appreciate literature and the language nuances that enhances its literary values

• To help learners understand the relationship between the world around them and the text/literature
• To help learners negotiate with content and infer meaning contextually
• To help learners understand logical sequencing of content and process information

·         To help improve their communication skills for larger academic purposes and vocational purposes

·         To enable learners to learn the contextual use of words and the generic meaning

·         To enable learners to listen to audio content and infer contextual meaning

·         To enable learners to be able to speak for various purposes and occasions using context specific language and expressions

·         To enable learners to develop the ability to write for various purposes using suitable and precise language.

Common errors- subject-verb agreement, punctuation, tense errors 

1. Why We Travel-Pico Iyer

2. What Solo Travel Has Taught Me About the World – and Myself -ShivyaNath- Blogpost

sentence fragments, dangling modifiers, faulty parallelism,

Note taking

1. Thinking Like a Mountain

By Aldo Leopold

2. Short Text: On Cutting a Tree

By Gieve Patel

1. Violence in the name of God is Violence against God

By Rev Dr Tveit

2. Poem: Holy Willie's Prayer

By Robert Burns

Paragraph writing

Newspaper report

1. The Story of B24

By Sir Arthur Conan Doyle

 2. Short Text: Aarushi Murder case 

1.Long text:My Story- Nicole DeFreece

2. short text: Why You Should Never Aim for Six Packs

Essay writing

1.Long Text: Sir Ranjth Singh- Essay by SouravGanguly

2. Short text: Casey at the Bat-  Ernest Lawrence Thayer

Paraphrasing and interpretation skills

Visual Text: Before the Flood

CIA 2=50 

CIA 3= 20 

ESE= 50 marks online and 50 marks written exam

French as a second language in the UG program. The method Génération A1 consists of a student's book and an activity book, both included in the digital manual. It consists of 6 units preceded by an initial section of 'Welcome'. The structure of each unit marks a real learning journey.

Course Objectives

·       To develop linguistic competencies and sharpen oral and written communicative skills

·       To familiarize learners to certain aspects of francophone civilization.

·       To enable learners to engage in simple everyday situations

 Lexicon – Countries and nationalities, domestic animals, days of the week

 Grammar -Subject pronouns, verbs ‘to be’ and ‘to have’, definite and indefinite articles

 Speech acts – Greeting, asking how one is

Lesson 2: Hello, my name is Agnes.

Lexicon – Months of the year, numbers 0-69, the family

Grammar – Formation of the feminine / plural, possessive adjectives

Speech acts -Introducing oneself and others, asking and saying dates

La cigale et la fourmis (The grasshopper and the ant)

Le renard et le corbeau (The fox and the crow)

A French movie

      2.  De Lafontaine, Jean. Les Fables de la Fontaine.

           Paris, 1668

Course Description

The detailed text book “Samakaleen Hindi Kavitha” edited by Dr.N Mohanan is an anthology of contemporary Hindi Poems written by representative poets of Hindi Literature. From the medieval poetry ' Kabir Ke Dohe and Sur ke pad 'is also included.  The poets reflect on the social, cultural and political issues which are prevalent in our society since the medieval period. Hindusthani sangeeth-parampara eva kalakar is one of the module. Since translation is a significant area in language and literature, emphasis is being given on it in the syllabus.Bharath ki pramukh sanskruthik kalayein  Yakshagana,Kathakali,Ram Leela,Krishna Leela etc. included in the syllabus to enrich cultural values among students.

Course Objectves: 

Students will be exposed to read, analyse and appreciate poems by learning poetry. Through translation, students will be able to develop translation skills while translating from other language articles. Students will be able to analyses critically the different cultural art forms by learning about the Famous cultural art forms of India.

’  Samakaleen Hindi Kavitha (Collection ofcontemporary Poems)  Edited By: Mahendra Kulashreshta Rajpal and Son’s, New Delhi

Level of knowledge: Analytical

Translation-Practice                English to Hindi and vice- versa.

Ramleela,Krishnaleela,Yakshagaana,kathakali.

Utbhav,Vikas aur paramparaein

Pramukh Sangeethkar-1.Bhimsen Joshi 2.Gulam Ali 3.Pandit Ravishankar 4. Bismillah Khan.

1. 'Samakaleen Hindi Kavitha’ (Collection of Poems) Edited By: Dr.N Mohanan,  Rajpal and Son’s,New Delhi.

1. A Hand Book of Translation Studies         By: Das Bijay Kumar.               

2. Saral Subodh Hindi Vyakaran,                 By: Motilal Chaturvedi. Vinod pustak mandir, Agra-2

3. Anuvad Evam Sanchar –                         Dr Pooranchand Tantan, Rajpal and Son’s, Kashmiri

4. Anuvad Vignan                                       By: Bholanath Tiwar

5. Anuvad Kala                                           By: N.E Vishwanath Iyer.

CIA-2(Mid semester examination)-50 marks

CIA-3(Digital learning-article creation in Hindi Wikipedia)-20 marks

End sem examination-50 marks

Course description:  It is essential to understand how the contemporary world, its priorities and articulations are rooted in the modern period. Broadly identified as beginning from 1800’s and lasting till 1950’s, Modernism was a conceptual movement that influenced the progress of History and Culture of the entire world. It was this pre war world that engineered the historical, political, social, economic and cultural sensibilities of Contemporary period.

Course objectives: This course is meant to strengthen the conceptual and empirical understanding of how the pre war world was structured. It also aims to make a student aware of the issues related to Colonialism and its impact on the world. 

A)    Modernity: Key features- The non European World and Modernity – Limitations of Modernity.

B)    Pre colonial and colonial Africa : European presence – Scramble for Africa – Consolidation of colonial rule: Raw materials and markets, peasant producers, economic impact, early expressions of nationalism

C)    The Peoples and Cultures of Africa: Religion and Society in early Africa – African literature and literary movements – traditional African art in the modern world – The impact of African culture on the west.

Case Study: Trajectory of nationalism in early 20^th century

Visual text: Blood Diamonds

Texts: For Section A: Sneh Mahajan, Issues in Twentieth Century World History, Macmillan    2010                             2010

 For Sections B:Kevin Shillington, History of Africa, Palgrave Macmillan 2012

For Section C :Lawrence  Cunningham and John Reich, Culture and Values, A Survey of  the Humanities,Harcourt College Publishers 2002

• A)    Europe from 1800-1900: French Revolution and  Napoleanic wars, Concert of Europe - Liberalism and Nationalism in early 1^9th century: Italian and German Unification

  B)    The new German empire 1870 to 1900.

  C)    World War 1 and 2.

  D)    The Peoples and Cultures of Europe: The Romantic era: Concerns and Features  and Art

  Case Study: Separation of Powers by   Montesquieu

• Texts: For Sections A & B: David S Mason, A Concise History of Modern Europe, Orient Bu 2012         For Section C:Lawrence  Cunningham and John Reich, Culture and Values, A Survey of tthe Humanities,Harcourt College Publishers 2002 

a)      Introduction- American War of Independence, Civil war: Origins, outbreak and results.

b)      Emancipation decree- Women’s suffrage- Afro American political achievements -Progressivism 1890 to 1920 – Economy 1920 to 1950’s major shifts.

c)      The Peoples and Cultures: The Romantic era in America: Literature and Painting – The Age of Jazz

Case Study:Declaration of Independence

Visual text: 12 years a Slave.

Text :Edited, US History, Rice University, 2017

a)      Early Colonial Empires: Portugal, Spain and France, the age of conquistador and the Spanish conquest of America, The Portuguese empire in the Atlantic, Plantation economy, Slave trade and its impact on Europe.

b)       Colonial Culture and enlightenment – Liberation movements –

c)       Latin America in the 19^th century – Since 1900.

Text : For Section A – MeenaxiPhukan, Rise of the Modern West, Trinity Press 1998

For Sections B& C – Benjamin Keen, A History of Latin America, Houghton Mifflin   Harcourt 2009.                           Harcourt 2009.

1.Sneh Mahajan, Issues in Twentieth Century World History, Macmillan,2010   2010                            

2. Kevin Shillington, History of Africa, Palgrave Macmillan 2012

3. Edited, US History, Rice University, 2017

4. MeenaxiPhukan, Rise of the Modern West, Trinity Press 1998

2.      2. Benjamin Keen, A History of Latin America, Houghton Mifflin Harcourt 20091.    

Cr 3. Christopher Lascelles. A Short History of the World. Bloomsbury, London, 2011

4.   4   Arjun Dev and Indira Arjun Dev. History of the World, From the late Nineteenth to the Early Twenty First Century, Orient Blackswan, New Delhi, 2009.

3.        5. Garthine Walker(ed). Writing Early Modern History, Bloomsbury, London, 2005.

4.        6. David .S. Mason, A Concise History of Modern Europe- Liberty, Equality, Solidarity, Orient Blackswan, 2012.

5.        7. Jeremy Black, The World in the Twentieth Century, Routledge, 2002

6.        8. John C Corbally, The Twentieth Century World- 1914 to the Present, Bloomsbury, 2019

7.        9. Daniel R. Brower, The World Since 1945 – A Brief History ( Second Edition ) Pearson Education, 2005

CIA 2 is a mid semester examination for 50 marks           

 CIA 3 is  inferring History through fiction/ non fiction writing, for 20 marks.          

End semester examination is for 100 marks

Question paper pattern for mid semester Examination.

Section A 30 marks ( 15x2=30), Section B 20 marks (10x2=20)

    Question paper pattern for end semester examination.

Section A – Essay 2 out of 4                    ( 15 x 2 =  30)

Section B – Short Notes 6 out of 8            (10 x 6 =  60)

Section C – Objective type  5 out of 8       ( 2x 5 =  10)

Total                                                              100

 Evaluation criteria for all Sections    

 70% of the marks for Factual writing

 20% of the marks for Interpretation, Analysis                                                               

10% of the marks for Writing style that includes grammer, spelling and presentation.     g

Selections from Old Kannada, Medieval Kannada and Modern Kannada Literature are introduced for I Semester BA/ BSc. courses in the syllabus. This will enrich the students' Language and Communication skills, and also their critical and analytical skills.  This will help them to enhance their social sensitivity.  The rhythm of poetry helps the students to acquire natural speech rhythm.

1. Raghavanka- Harishchandra Kavya. Selected chapter( Purada Punyam Purusha Roopinde Pooguthide) 

2. Vachanas- Devara Dasimayya, Basavanna, Akkamahadevi, Aydakki Lakkamma, Gajesha Masanaiah.

    Keerthanegalu: Purandaradasa, Kanakadasa

3. Modern Kannada poetry: Mumbai Jataka- Dr. G.S. Shivarudrappa, Kari Heggadeya Magalu- B.M.Sri 

1. Dheera Kumara- A Folk tale

2. Mandannana Marriage- (An episode in Novel Karvalo) K. P. Poornachandra Tejaswi

3. Gili Kathe-(Translation) -  Ravindranath Tagore

1. Differences in Prounounciation ( L-l) (A-H) 

2. Change of meanings

3. Translation: English to Kannada 

1.Folk Art forms of Karnataka

1. Dollu Kunitha

2.Pooja Kunitha

3.Goravara Kunita

4. Patada Kunitha 

       2. Yashodhara Charite- Janna (Selected Episode) 

       3. Harishchandra Kavya- Raghavanka (Selected Episode) 

       4. Shree Sahitya- B M Shreekantaiah

       5. Janapada Kathegalu- Jee sham paramashivaiah

2. Vachana Chandrike- L Basavaraju

3. Purandara Sahitya Darshana- S K Ramachandra Rao

4. Kanakadasa- Basrur Subba Rao

5. Samagra Kannada Sahitya Charithre- Ed. G.S Shivarudrappa

CIA-2 Mid Semsester Examination- 50 Marks

CIA-3 Translation Assignment- English to Kannada -20 Marks

Attendance -05 Marks

End Semester Examination- 50 Marks

The course of Political Theory is designed to introduce the students to various concepts of Political Science and Politics. The course familiarizes students with central debates in political theory and permits them an overview of the works of some of the discipline's most pertinent thinkers. It would also highlight the relevance of the core political concepts in the context of modern governance. The course has also incorporated major political ideologies in Political Science.

Political Science: Meaning, Nature and Scope. Approaches to the study of Political Science: Normative and Empirical, Behaviouralism and Post-Behaviouralism.

State: Meaning, Nature and Elements of State. Theories of Origin of State: Evolutionary Divine, Social Contract. State and Civil Society.

Sovereignty: Meaning, Characteristics and Kinds. Theories: Monism and Pluralism.

State Systems: Colonialism, Imperialism, Neo-Imperialism, Decolonization, Globalization.

Law: Meaning, Source and Types

Equality, Liberty and Justice: Meaning, Dimensions and Inter-relationship

Rights: Meaning and Types. Human Rights and their safeguards

Power, Authority and Legitimacy

Liberalism, Socialism, Fascism, Ecologism, Feminism, End of Ideology debate

Democracy: Evolution, Types: Direct and Representative (Territorial, Minority, Proportional, Functional). Challenges before Democracy

Gauba, O.P. (2003), An Introduction to Political Theory, New Delhi: Macmillan.

Jones,C.Ramaswamy,s and Bastow,T. Political Theory:Ideas and Concepts, New Delhi:PHI Leaning Ltd

Johari, J.C. (2012). Contemporary Political Theory. New Delhi: Sterling.

Sabine, G.H. and Thorson, T.L. (1973). A History of Political Theory. New Delhi: OUP and IBH.

Mc Kinnon, C. (2008). Issues in Political Theory. New York: OUP.

Bhargava, Rajeev and Acharya, Ashok. (eds.) Political Theory: An Introduction. New Delhi: Pearson Longman.

Heywood, Andrew (2015), Political Theory: An Introduction, London: Palgrave Macmillan. 

Bhagwan, V. and Bhushan, V.  (2011). Principles and Concepts of Political Theory. Noida: Kalyani.

Mahajan, V.D. (2010). Political Theory. New Delhi: S Chand.

Singhal, SC. (2009). Political Theory. Agra: Lakshmi Narain Agarwal.

Janakiharana of Kumaradasa is the first Sanskrit mahakavya, so far as the extant literature goes, to deal solely with the whole of the Ramayana story. Its further interest is that it was produced in Ceylon, showing thereby the wider world over which Sanskrit had its sway. After manuscripts of the full text of the poem in twenty cantos had to come to light in South India, what is now presented was the first systematc and critical study to be undertaken to the author and the text and its position vis-a-vis other Mahakavyas. In addition to the above study and the critical edition of the cantos which were at that time unpublished the examination of the large number of extra-verses found in some MSS of the text and showing them as interpolations.

Selected shlokas 1-60 shlokas

Kumāradāsa is the author of a Sanskrit Mahākāvya called the Jānakī-haraṇa or Jānakī’s abduction. Jānakī is another name of Sita, wife of Rama. Sita was abducted by Ravana when she along with Rama, exiled from his kingdom, and Lakshmana was living in a forest which incident is taken from Ramayana ('Rama’s Journey'), the great Hindu epic written by Valmiki.

The Sinhalese translation of his work, Jānakī-haraṇa, gave credence to the belief that Kumāradāsa was King Kumāradhātusena (513-522 A.D.) of Sri Lanka but scholars do not make any such identification even though the poet at the end of his poem says that his father, Mānita, a commander of the rearguard of the Sinhalese King Kumāramaṇi, died in battle on the day he was born and that his maternal uncles, Megha and Agrabodhi, brought him up. Rajasekhara, who lived around 900 A.D., in his Kāvyamīmāmsā refers to the poet as born blind - मेधाविरुद्रकुमारदासादयः जात्यन्धाः. There is also a tradition that this poem was written by Kalidasa. Kumāradāsa came after Kalidasa and lived around 500 A.D., later than Bhāravi but before Māgha. While writing Jānakī-haraṇa, he certainly had before him Raghuvaṃśa of Kalidasa.^[1] 

Sandhis and lakaras          

Samasa prakaranam

1)      Janakiharanam of Kumaradasa edited by  C K Swaminathan

2)      Janakiharanam edited by G.R. Nandargikar

3)      Sanskrit Grammar Translation from English to Sanskrit by M.R. Kale

Sanskrit Grammar Kannada version by Satish Hegde.                                   

Champu Ramayana of Bhoja 

CIA 1 Wikipedia assignments

CIA 2 Mid semester examinations

CIA 3 Wikipedia assignments

Poems of Bharatiyar and Bharatidasan and poems by women poets with feminine sensibilities  will initiate the students into the modern period with all its complexities. The short stories by Ambai offers a matured vision of life through a varied characters and situatins. A new concept, Cultural Studies, will take the students beyond prescribed syllabus to include music, theatre, painting and films out of whcih the art form of music is taken up for the first semester.

1. Kannan yen sevagan

2. Kannan yen kozhandhai

3. Kannan yen vilayatu pillai

4. Kannan yen kadhalan

5. Kannan yen kadhali

1. Kadal

2. Kundram

3. Nyaairu

4. Aal

5. Chittrur

Prose including reference to contemporary literary issues

1. Oru karupu silanthi udan oru iravu- Ambai

Cultural studies, Indian festivals

1.Ottadai -Thamarai

2. Kapinaani thozhudhal- Ponmani vairamutu

3. Yendhan tozha- Subhathra

4. Kadal konda pen puram- Andal priya dharshini

5. Pen- P. Kalpana '

Pira mozhi chorkal

Isai

Malliga, R et al (ed).Thamilppathirattu I.Bangalore: Prasaranga,2011

     ‘Oru Karuppuchilanthiyudan Or Iravu’ by Ambai,

      published by Kalachuvadu Publications, Nagercoil, 2014

 Varadarajan, Mu.  Thamil Ilakkia Varalaru . New Delhi:Sahitya Akademi, 2008

 Sivathambi, Ka.Thamil Sirukathaiyin Thorramum Valarchiyum.Coimbatore: NCBH, 2009

 Ragunathan,C.Bharathi: Kalamum Karuthum, Chennai:NCBH, 1971

Ramakrishnan S 100 Sirantha Sirukathaigal, Chennai: Discovery Books, 2013

The second semester has a variety of writing from India, Pakistan and Srilanka. The various essays, short stories and poems deal with various socio-economic, cultural and political issues that are relevant to modern day India and the Indian sub-continent and will enable students to comprehend issues of identity-politics, caste, religion, class, and gender. All of the selections either in the manner of their writing, the themes they deal with or the ideologies that govern them are contemporary in relevance and sensibility, whether written by contemporary writers or earlier writers. Excerpts from interviews, autobiographical writings, sports and city narratives are added to this section to introduce students to the varied genres of literature.

The objectives of this course are

to expose students to the rich literary and cultural diversity of  Indian literatures

to sensitise students on the social, political, historical and cultural ethos that has shaped the nation- INDIA

to enable to grasp and appreciate the variety and abundance of Indian writing, of which this compilation is just a passing glance

to learn and appreciate India through association of ideas in the texts and the external contexts (BhashaUtsav will be an intrinsic help in this endeavour)

1.      Jayanta Mahapatra    “Grandfather”

2.      Meena Alexander    “Rites of Sense”

3.      K.Satchidanandan      “Cactus”

4.      Jean Arasanayagam   “Nallur”

1.      Temsula Ao             “The Journey”

2.      A. K Ramanujan       “Annaya’s Anthropology”

3.      Sundara Ramswamy   “Waves”

4.      Ashfaq Ahmed            “Mohsin Mohalla”

5.      T.S Pillai                      “In the Floods”

1.      Salman Rushdie        “Gandhi Now”

2.      Amartya Sen             “Sharing the World”

3.      Suketu Mehta            “Country of the No”

4.      Rahul Bhattacharya     “Pundits From Pakistan” (An Excerpt)

CIA 1: Classroom assignment/test for 20 marks keeping in tune with the course objectives and learning outcomes.

CIA 2: Mid-semester written exam for 50 marks

CIA 3: Collage, tableaus, skits, talk shows, documentaries, Quizzes or any proactive            creative assignments that might help students engage with India as a cultural space. This is to be done keeping in tune with the course objectives and learning outcomes.

Question Paper Pattern        

Mid Semester Exam: 2 Hrs

Section A: 4x5= 20

Section B: 2x15=30

Total                  50

End Semester Exam: 2 hrs

Section A: 5 x 5 = 25

Section B: 5 x 15= 75

Total                   100

It aims at providing a systematic introduction to mainstream approaches to the study of macroeconomics in the current century. It has been designed in such a way that it stimulates awareness on macroeconomic challenges and policy management in progressive nations. It also aims at developing the ability for objective reasoning about macroeconomic issues.

Economy’s Income and Expenditure: Measurement of GDP, components of GDP, real versus nominal GDP, the GDP Deflator. The Consumer Price Index: calculation of CPI, GDP deflator versus the CPI, correcting the economic variables for the effects of inflation, real versus nominal interest rates

Saving and Investment in the National Income Accounts. The Market for Loanable Funds; Policy changes and impact on the market for loanable funds. Meaning and functions of Money. Banks and Money supply; Money creation with 100 per cent Reserve Banking and Fractional Reserve Banking. Central Bank tools of Monetary Control. Classical Theory of Inflation; Classical Dichotomy and Monetary Neutrality. Velocity and Quantity Equation; Fisher Effect. Costs of Inflation.

Three key facts about economic fluctuations. Short run Economic Fluctuations: Aggregate Demand Curve, Aggregate Supply Curve and the two causes of economic fluctuations. Monetary Policy influence on Aggregate Demand. The Theory of Liquidity Preference. Fiscal Policy influence Aggregate Demand: The Multiplier Effect and Crowding – out Effect.  Stabilisation Policy and Active versus Automatic Stabilisers.

Philips Curve and shifts in Philips Curve: The Role of Expectations, shifts in Philips Curve and the Role of Supply Shocks. The Cost of reducing Inflation. Rational Expectations and the possibility of costless disinflation.

Monetary and Fiscal Policy – pros and cons. Handling Recession: higher spending versus tax cuts. Monetary Policy: rule versus discretion; Central Bank: zero inflation. Balanced Budget debate. Tax Law reformation for savings debate.

1. Mankiw, Gregory N (2012). Principles of Macroeconomics, 6th Edition, Cengage Learning India.

1. Sloman, John, (2006). Economics, 6th Ed., Pearson Education.
2. Ackley,  G.  (1976). Macroeconomics, Theory  and  Policy, Macmillan Publishing Company, New York.
3. Day.A.C.L.(1960). Outline of Monetary Economics, Oxford University Press, New Delhi.
4. Heijdra,B.J. and F.V.Ploeg (2001). Foundations of Modern Macro economics, Oxford University Press, Oxford.
5. Lewis, M.K. and P.D. Mizan (2000). Monetary Economics, Oxford University Press, New Delhi.
6. Shapiro, E. (1996). Macro economics Analysis, Galgotia Publications, NewDelhi.
7. Dillard, D.(1960), The Economics of John Maynard Keynes, Crossby Lockwood and Sons, London.
8. Hanson, A.H. (1963). A Guide to Keynes, McGraw Hill, New York.
9. Keynes, J.M. (1936). The General Theory of Employment, Interest and Money, Macmillan, London.
10. Farmer, Roger.(2001). Macro economics, II Edition. ISBN.
11. Stanley Fischer and Rudiger Dornbusch. Macro Economics, London. MacGraw-Hill.

CIA II : 50 Marks (Mid Semester Examination).  Time: 2 Hours

CIA III : 20 Marks

ESE      : 100 Marks (End Semester Examination).  Time: 3 Hours

• To expose learners to a variety of texts to interact with
• To help learners classify ideologies and be able to express the same
• To expose learners to visual texts and its reading formulas
• To help learners develop a taste to appreciate works of literature through the organization of language
• To help develop critical thinking
• To help learners appreciate literature and the language nuances that enhances its literary values

• To help learners understand the relationship between the world around them and the text/literature
• To help learners negotiate with content and infer meaning contextually
• To help learners understand logical sequencing of content and process information

·         To help improve their communication skills for larger academic purposes and vocational purposes

·         To enable learners to learn the contextual use of words and the generic meaning

·         To enable learners to listen to audio content and infer contextual meaning

·         To enable learners to be able to speak for various purposes and occasions using context specific language and expressions

·         To enable learners to develop the ability to write for various purposes using suitable and precise language.

1.  Long text:    Witches’ Loaves

O Henry

2.   Short text:  Portion size is the trick!!!

By Ranjani Raman

Presentation skills

Report writing

1.Long text: In the Height of Fashion-Henry Lawson

2. short text: Crazy for Fashion- BabatundeAremu

1.    long text:  Bharat Bhavan

By Charles Correa

2.   Short text:  The Plain Sense of Things

By Wallace Stevens

Group Discussion

Interview skills and CV writing

1.Long Text: The Amazing Dabbawalas of Mumbai- ShivaniPandita

2. Short Text:

If

By Rudyard Kupling

1.    Long tet: Whose Ambedkar is he anyway?

           By KanchaIlaiah

2. Short text: Dhauli

By JayantaMahapatra

Developing arguments- debating

1.    Long text: An Occurrence at Owl Creek Bridge

By Ambrose Bierce

2.     Short text: Strange meeting

By Wilfred Owen

Letter writing and email writing

1.Long text: Facebook and the Epiphanator: An

End to Endings?

            By Paul Ford

2. Short text:  'Truth in the time of Social Media' by Girish Balachandran

Ethics of writing on social media platforms

BBC Documentary- Dabbawalas

MSE-50

CIA3- 20

ESE- 50 online and 50 written

French as a second language in the UG program. The method Génération A1 consists of a student's book and an activity book, both included in the digital manual. It consists of 6 units preceded by an initial section of 'Welcome'. The structure of each unit marks a real learning journey.

Course Objectives

·       To develop linguistic competencies and sharpen oral and written communicative skills

·       To familiarize learners to certain aspects of francophone civilization.

·       To enable learners to engage in simple everyday situations

1. Demain dès l'aube (Tomorrow from dawn)- Victor Hugo

Revision of grammar and skills

2.  De Lafontaine, Jean. Les Fables de la Fontaine. Paris, 1668

 Course Description:

The text book ”Samakaleen Kahaniyam is a contemporary socio-political issues based story collection edited by Dr.Vanaja  Published by Rajpal and sons, New Delhi.  In this semester four visual texts/film appreciation and famous four film directors of India from different languages have been incorporated along with conversation writing and practices to improve the spoken skills of the students.

Course Objectives:

Students are exposed to the world of Hindi fiction particularly short stories. Film appreciation helps them to improve their writing and analytical skills and know more about the thematic and technical aspects of Cinema.  The module ‘Film Directors’ will inspire students to achieve professionally and personally.  Conversation practice enable them to use the correct form of language by which spoken communication skill will be enhanced.

The text book “  Samakaleen Kahaniyam    ” is a story collection edited by Dr. Vanaja from contemporary writers of Hindi Literature.